| St.
Luke’s-Roosevelt Hospital Center Clinical Psychology Internship Program |
| Letter to Applicants Dear Intern Applicant: Thank you for requesting an application to our Clinical Psychology Internship Program at St. Luke’s Roosevelt Hospital Center. As a result of our most recent APA site visit in 2005, the program received maximal re-accreditation and thus is fully accredited through 2012.* Because of the large number of applications received, only a sub-group can be offered interviews. Should you be among those selected for interview, we will contact you. Please note that due to the number of applications we receive and the time and work required to process them, we will accept applications only from APA approved Clinical and School Psychology Programs. We look forward to receiving your application. Sincerely yours, *American Psychological Association, Office of Program Consultation and
Accreditation,
St. Luke’s Roosevelt participates in the Association of Psychology Internship Center’s (APPIC) Matching Program. We thus ask that applicants use the AAPI application form available on the APPIC website. Applicants who do not have access to this website can contact APPIC and request that an application form be mailed to them. In addition to the APPI form please include the following materials in your application packet.
Only completed applications will be reviewed. Please send only
an envelope with Please send all materials to: Susan Tross, Ph.D. The Clinical Psychology Internship at St. Luke’s Roosevelt Hospital Center is designed to provide interns with a year-long, intensive, clinical experience with diverse patients in a wide range of clinical settings. The internship is based at both sites of the St. Luke's Roosevelt Hospital Center in New York City. The Hospital Center is a not-for-profit, voluntary, general teaching hospital affiliated academically with the College of Physicians and Surgeons of Columbia University. The Internship is housed in the Psychology Division of the Department of Psychiatry. The Department of Psychiatry is a multi-disciplinary comprehensive service which includes two emergency rooms, two inpatient units, an outpatient clinic, a child and adolescent division, community outreach services, day hospitals, several specialty clinics, and a multi-service substance abuse facility. In January 1997, St. Luke's Roosevelt and Beth Israel Medical Center in Manhattan and Long Island College Hospital in Brooklyn joined together forming Continuum Health Partners, Inc. There are more than thirty psychologists on staff who participate in all treatment services as clinicians, supervisors, researchers, and administrators. In addition, adjunct psychology faculty is utilized for teaching and supervision. Most of the psychology staff is involved in the internship either as direct supervisors or teachers; thus, the internship represents a vital and integral component of psychology at the hospital. For the upcoming year the program will accept six Adult Track and six Child Track interns.
The Internship Program offers broad-based, generalist training in clinical
psychology as practiced in a modern, urban hospital center. The internship
emphasizes the development of professional judgment, skills, and identity,
through exposure to a wide variety of patients and treatment settings.
Within this general structure, an attempt is made to individually tailor
each intern's experience in accordance with his or her interests and goals.
A major goal of the internship is to facilitate each intern's ability
to be a skilled and a resourceful evaluator and psychotherapist. Training
in various diagnoses and modalities of psychotherapy is integral to this
process. Psychodynamic, behavioral, systems, and medical model approaches
are all emphasized. An integrative treatment model in which behavioral
interventions are informed and combined with dynamic and developmental
approaches is emphasized. This model is taught and practiced by psychology
students throughout the various clinical placements. At the time of application, each intern applies to either the Adult Track or the Child Track of the Internship Program. The two tracks represent separate training experiences emphasizing clinical and didactic work in these respective areas. ADULT TRACK The internship year is divided into two major six-month clinical rotations. Within each clinical rotation, interns have an opportunity to develop their skills in various forms of evaluation and treatment. This allows them to gain clinical experience with patients from different ethnic and socioeconomic backgrounds with a wide range of psychopathology, as well as to learn about treatment systems by becoming an integral member of a treatment team. The Adult Track offers four possible six-month rotations. Each intern participates in the inpatient rotation, as well as a second rotation chosen from the other three options. Inpatient Rotation: Interns are assigned to a 36-bed inpatient unit where they function as primary clinicians for their patients. Their responsibilities include intake evaluation, individual and group psychotherapy, psychodiagnostic testing, and participation as a team member in staff and community-ward activities. Supervision is provided by the psychiatrists on the unit, and supervising psychologists. Three of the six interns rotate through the inpatient unit during each six-month period. Second Rotation: Interns choose one of the following for their second major rotation. Comprehensive Adolescent Rehabilitation and Education Service (CARES): is a therapeutic day program for adolescents who are abusing/dependent on substances and who also may have a primary or secondary psychiatric diagnosis. Treatment occurs within the context of an intensive milieu and includes individual and group psychotherapy, family therapy, treatment of substance abuse and addiction-related issues, and various milieu related activities (i.e., community meetings). Interns are also involved in intake and psychodiagnostic testing as part of an interdisciplinary treatment team. Supervision is provided by the program director, and staff psychologists.
The Center for Intensive Treatment of Personality Disorders (CITPD): This program is a therapeutic day treatment program for adults who are in acute crisis. The majority of the patients have affective illness and/or axis II pathology. Treatment takes the form of various group and individual sessions aimed at helping patients resolve the acute crisis and make the transition back into the community. Dialectical Behavior Therapy (DBT) is a treatment focus as well as psychodynamic and process work. Supervision is provided by the director who is a psychologist as well as other psychologists and professionals on staff. Adult Outpatient Clinic: In addition to the major rotations, each intern carries an out patient caseload of approximately 14 hours weekly. This caseload includes one group, co-led with another intern, and individual patients with a broad range of psychiatric diagnoses. Interns receive supervision in each of the following areas: group psychotherapy, long-term dynamic therapy, short-term dynamic therapy, cognitive behavioral therapy, and supportive/case management. Interns are also trained to conduct diagnostic evaluations of new patients. * Please note: There is no psychological testing requirement in the Adult
Track. Interns may be asked to do ad hoc testing and/or may do full battery
psychodiagnostic testing as an elective. Assessment is taught by intensive
training in three forms of interview evaluation. Supervision Interns receive intensive supervision in all clinical settings. Each intern is assigned at least three supervisors from the Supervising Psychologists on staff, including the Director of Psychology Education. Additional supervisors are assigned from Psychiatry or from other disciplines. Interns begin the year with a minimum of six hours per week of supervision. Supervision is focused on helping the interns deepen and broaden their understanding of clinical process and the treatment situation. A special effort is made to facilitate development of a flexible stance to respond to the needs of a culturally, ethnically, and medically diverse patient population.
Seminars and didactic courses are an important part of the interns' training. In addition to the Case Seminars held on each service, interns participate in a wide variety of courses. For example, there are seminars on the psychotherapeutic process, psychopharmacology, evidenced based treatment, action based psychodynamic therapy, ethics, diversity, and systems theory. Most seminars are small and are taught by senior faculty. Many are for the interns only; some include psychiatric residents and a few are open to trainees from different disciplines. Interns from both tracks take part in a weekly process group. Adult Track Interns are expected to work forty plus hours per week including
two evenings in the Outpatient Clinic. Interns are regarded as important
additions to the various clinical services for their energy and commitment
to learning. CHILD AND ADOLESCENT TRACK The child and adolescent psychology internship program is based within the Child & Family Institute. This multi-disciplinary division provides outpatient evaluations, psychopharmacological treatment, neuropsychological testing, individual, family, milieu and group psychotherapy. The target population is children between the ages of zero and eighteen, and their families. In 2001 the Institute received approval from the New York State Office of Mental Health to provide treatment to adults whose children are seen in our clinic. The Institute is also the home of two milieu day programs for high school students as well as the city's premier Home and Community Based Waiver program for severely mentally ill children. Patients come to St. Luke's seeking treatment for a wide range of psychosocial
difficulties, psychiatric diagnoses and severity of illnesses. While local
community members comprise the majority of our patients, the clinic welcomes
families from all over New York City. Trainees, along with permanent staff
conduct over 20,000 patient visits annually. As a result, the Institute
is able to provide a vibrant and challenging multi-disciplinary learning
environment for approximately 25 trainees each year. Child psychiatry
residents, psychology externs, psychology post-doctoral fellows and social
work students join our six psychology interns. Interns are on site approximately
40 plus hours per week and are fully integrated into the life of the clinic.
The internship experience is divided between direct service, didactic
instruction and supervision. Rotations The Child and Adolescent Track is comprised of several major mandatory rotations to provide trainees with a solid background in conducting clinical work in an academic urban medical center. All interns spend about 25% of their time in the Comprehensive Adolescent Rehabilitation and Education Service (CARES), a therapeutic milieu high school day programs for adolescents with chronic psychiatric disorders and/or substance dependence. A Dialectical Behavior Treatment (DBT) model is employed in the day programs and interns are given training in this approach. They serve as primary therapist for two adolescents, run groups and participate in all aspects of the community's daily routine, including morning rounds, community meetings and lunch times. Approximately two-thirds of the intern's time is spent involved in various
activities in the outpatient clinic which serves patients from infancy
through adolescence and their families. Interns can expect to carry a
mixed caseload of individual, family, and group treatment experiences.
Each week they meet in small treatment teams comprised of other trainees
and supervisors to discuss patient progress and to co-ordinate interventions
across disciplines. In addition, throughout the year interns learn to
conduct intake evaluations that focus on developing preliminary diagnoses,
treatment plans and on providing crisis interventions as needed. The third
piece of the outpatient rotation involves psychological assessment testing
that is taught both through didactics and hands-on experience. The goal
is to provide trainees with a general knowledge base in the area of neuropsychological
assessment that can inform their therapeutic work and school consultation
for children and adolescents. Didactics Throughout the training year interns engage in seminar-style courses on psychotherapy, psychological testing, psychopharmacology, psychopathology and special topics (e.g., cross-cultural issues in treatment, forensics, clinical research design and implementation). Courses are taught by St. Luke's clinicians as well as by voluntary faculty members in private practice and outside speakers who are specialists in a particular area of interest. In addition, the Department of Psychiatry presents weekly Grand Rounds lectures on research and treatment issues. Interns are required to attend the once per month Child Grand Rounds and are welcome to attend the adult-focused lectures. Supervision Supervisors in the Child and Adolescent Track are committed to providing supportive instruction that encourages the development of clinical technique and the integration of theory into therapeutic practice. All interns receive a minimum of four hours of individual and group supervision that approach treatment questions from a variety of theoretical perspectives (i.e., psychodynamic, family systems, cognitive-behavioral). Interns also participate in clinical team meetings, case conferences, journal club, staff meetings and weekly meetings with the training director. Child interns take part in a weekly process group with the Adult Track interns that focuses on issues related to their professional development. The Internship begins on July 1st and ends on June 30th. The full-time stipend is $25,000 plus medical insurance benefits. Four weeks-paid vacation time does not accrue; it must be used throughout the year. Twelve sick, two personal, and two conferences days are also available to interns. Each intern's work is evaluated throughout the year at regularly scheduled Training Committee meetings. Interns are encouraged to discuss their work performance and training needs with their supervisors and the Directors of Training. Written evaluations of Interns' performances will be done mid-year and at the conclusion of the training. The Psychology Internship Training Program abides by all the rules governing the acceptance process of APPIC. Under these guidelines, once a candidate's application is under consideration, very little information about the status of the applicant may be released. The majority of candidates who remain in consideration and who will be included on our match list will receive one interview. Second interviews will only be arranged when there are issues or questions that arise that were not covered in the first interview. Susan Tross, Ph.D.
Philip Clemmey, Ph.D. Supervising Psychologist and PI for Adolescent Substance Abuse Assessment and Treatment Grant, California School of Professional Psychology (San Diego, C.A.), 1993. Barbara R. Cohn, Ph.D., ABPP, Director of Psychology Education, Associate Clinical Professor of Medical Psychology, Columbia University, New York University, 1974. Carrie Diamond, Psy.D. Adjunct Supervising Psychologist, Yeshiva University, 2002. Nelson Dorta, Ph.D., Supervising Psychologist in Neuropsychology, Child
& Family Institute, Assistant Clinical Professor of Medical Psychology,
Columbia University. State University of New York at Buffalo, 1994. Sarah Gundle, Psy.D. Adjunct Supervising Psychologist, Wright Institute, 2004. Kimberly Hall, Ph.D. Supervising Psychologist, Women's Health Project, New School University, 2003. Deborah Haller, Ph.D. ABPP, Director of Psychiatric/Psychological Research, SLRHC, Associate Professor of Clinical Psychiatry, Columbia University, University of Alabama, 1980. Yuko Hanakawa, Ph.D. Supervising Psychologist, Integrated Psychiatric
Services, Adelphi University, 2005. Leora R. Heckleman, Ph.D., Associate Director Adult Track, Assistant
Clinical Professor of Medical Psychology, Columbia University, Certification
in Cognitive Behavioral Treatment for Anxiety Disorders, Harvard University,
1992. Avytal R. Izaak, Psy.D. Supervisor, Adult Outpatient Clinic, Chicago School of Professional Psychology, 2001. Wendy Klapper, Ph.D., Supervising Psychologist, Child and Family Institute, Instructor in Clinical Psychology, Columbia University, Hofstra University, 1990. Melinda Koenig, Psy.D, Clinical Director Adult Outpatient Psychiatry, Illinois School of Professional Psychology, 1990. Heather Lawson, PsyD, Supervising Clinical Psychologist, Center for Intensive Treatment of Personality Disorders, Nova Southeastern University,, Fort Lauderdale, Florida, 2002. Howard May, Ph.D., Supervising Psychologist, Comprehensive Adolescent Rehabilitation and Education Service, Child and Family Institute (CARES), Yeshiva University, 1995. Jon McCormick, Ph.D. Process Group Leader, Adjunct Instructor in Clinical Psychology, Columbia University, Certificate in Psychoanalysis, New York University, Adelphi University, 1984. Susan E. Palmgren Ph.D., Director Case Management Clinic, Integrated Psychiatric Services, New School University, 2006. Lisa Pasch, Psy.D., Staff Psychologist, Comprehensive Adolescent Rehabilitation
and Education Services (CARES), Child & Family Institute. Chicago
School of Professional Psychology, 2005. Ellen Rubin, Psy.D., Supervising Psychologist, Adult Inpatient Psychiatry, Pace University, 1996. Jacob Small, Ph.D., Supervisor, Center for Intensive Treatment of Personality Disorders, The Catholic University of America, 2002. Shilpa Taufique, Ph.D., Supervising Psychologist, Comprehensive Adolescent Rehabilitation and Education Services (CARES), Child and Family Institute, New York University, 2004. Andrew Twardon, Ph.D. Director Center for Intensive Treatment of Personality, Clinical Associate New School, New School University, 1993. Danielle Vinocur, Ph.D. Supervising Psychologist, Women’s Health
Project, Jason A. Wheeler, Ph.D. Supervisor, Center For Intensive Treatment of Personality Disorders, New School University, 2006.
Ester Altmann, Ph.D. Supervising Psychologist, Child & Family Institute, Instructor in Clinical Psychology, Boston University, 1989. Robert Bartlett, Ph.D., Adjunct Supervising Psychologist in Child Neuropsychology, Child & Family Institute, Columbia University, 2000. Debra Domenech, Ph.D., Adjunct, Supervising Psychologist, City University of New York, 1988. Cory Frank, Psy.D, Supervisor in Adult Outpatient, Assistant Clinical Professor of Medical Psychology. Yeshiva University, 1997. Audrey Halpern, Psy.D., Psychologist, Gillen Brewer School. Rutgers University, 2004. Arthur Heiserman ,Ph.D., Supervising Psychologist, Child & Family Institute, Instructor in Clinical Psychology, Columbia University, 1993. Sheldon Itzkowitz, Ph.D., Supervisor in Adult Outpatient, Certificate in Psychotherapy and Psychoanalysis, New York University, Yeshiva University, 1979. Judith J. Lillie, Psy.D, Adjunct Supervising Psychologist, Child & Family Institute, Instructor in Clinical Psychology, Yeshiva University, 1998. Litt, Lisa, Ph.D., Clinical Director Women’s Health Project, Adelphi University, 1996. Michael Roberts, Ph.D., Supervising Psychologist, Certificate in Psychoanalysis, William Alanson White Psychoanalytic Institute. The New School for Social Research. 1983. Amy Schwartz, Psy.D., Adjunct Supervising Psychologist in Child Neuropsychology, Child & Family Institute, George Washington University, 2001. Alexandra Woods, Ph.D. Adjunct Supervising Psychologist, City University of New York, 1991. Gary Zammit, Ph.D. Director, Sleep Disorders Unit, Assistant Professor of Medical Psychology, Columbia University, University of Toledo, 1987. |