Letter to Applicants
Internship Program Setting
Internship Philosophy and Goals
Internship Program Description
Internship Program Conditions, Benefits and Policies
Other Training Opportunities
July 1, 2017 - June 30, 2018
Shilpa R. Taufique, Ph.D.
Co-Director of Psychology Education and Training, Child Track Specialty
Paul Rinaldi, Ph.D.
Co-Director of Psychology Education and Training, Adult Track Specialty
Leora R. Heckelman, Ph.D.
Associate Director, Psychology Education and Training
Dear Intern Applicant:
Thank you for your interest in the Adult or Child Track of the Clinical Psychology Internship Program at
Mount Sinai St. Luke's and Mount Sinai West hospitals. As a result of our most recent APA site visit in 2012, the program received maximal re-accreditation and thus is fully accredited through 2019.*
We look forward to receiving your application.
Shilpa R. Taufique, PhD and Paul Rinaldi, PhD
Director, Psychology Education and Training
Department of Psychiatry and Behavioral Health
Mount Sinai St. Luke's and Mount Sinai West
*American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, N.E., Washington, DC, 20002-4242, (202) 336-5979.
INTERNSHIP PROGRAM SETTING
The Clinical Psychology Internship Program at Mount Sinai St. Luke's and Mount Sinai West hospitals is designed to provide interns with a year-long, intensive, clinical experience with diverse patients in a wide range of clinical settings. The Hospital Center is an urban, not-for-profit, voluntary, teaching hospital, of the Icahn School of Medicine at Mount Sinai - located in Manhattan, on the upper west side (Mount Sinai St. Luke's) and in midtown (Mount Sinai West). Together with Mount Sinai Beth Israel and New York Eye and Ear Infirmary of Mount Sinai, Mount St. Luke's and Mount Sinai West is part of the Mount Sinai Health System. The Department of Psychiatry and Behavioral Health is a comprehensive, multidisciplinary system, which includes two emergency rooms (with Comprehensive Psychiatry Emergency Programs), two adult inpatient units, two outpatient clinics (child and adult), a therapeutic school and milieu for adolescents, a parent-infant intervention program, community outreach services, intensive outpatient treatment programs, specialty psychiatric clinics, a full continuum-of-care substance abuse facility, a dedicated clinical research unit, and a consultation-liaison psychiatry service (throughout the Hospital Center). There are more than thirty staff psychologists who participate in the Internship Program, as supervisors, administrators, clinicians, teachers, and researchers. Many staff psychologists also have academic appointments in the Department of Psychiatry of the Icahn School of Medicine at Mount Sinai. In addition, the Director of Psychiatry Residency Training and the Director of Child Psychiatry Training and core Psychiatry Residency Training faculty, especially those who direct clinical services, participate in the Internship Program. Adjunct psychology faculty members also teach and supervise in the Internship Program.
INTERNSHIP PHILOSOPHY AND GOALS
The Internship Program offers broad-based, generalist training in clinical psychology as practiced in a modern, urban hospital center. The Internship has two overarching goals: (1) Development of each intern's professional judgment, proficiency, and identity, through experience with a wide variety of patients and treatment settings; and (2) Development of each intern's ability to be an independent, skilled, conceptually-based, and empathic clinician - with a keen sense of the role of ethnic, cultural, and contextual factors in individuals' lives. Training in various diagnoses and modalities of evidence-based psychotherapy and assessment is integral to this process. An integrative treatment approach - combining psychodynamic, cognitive behavioral, systems, ethno-cultural, developmental, and medical model perspectives as needed -- is emphasized. This approach is taught, and practiced by psychology interns, throughout the various clinical placements and didactics. Within this approach, an attempt is made to individually tailor each intern's experience in accordance with his/her interests and goals. Ongoing program planning and evaluation involving the interns and their supervisors are an integral part of the program. Interns are encouraged to assume a gradually increasing degree of professional responsibility and autonomy as the year progresses.
The Internship Program is guided by the tenets of the practitioner-scholar training model. Our primary focus is on developing the intern's capacities to deliver clinical psychological services. This is implemented through supervised clinical experience and courses. Empirical and theoretical psychological literature is the core of our experiential and didactic training. Thus, we emphasize evidence-based intervention and assessment, empirically-validated psychological theory, and methods of scientific inquiry and analysis in our training and services. As Rodolfa et al. (2005) (Rodolfa, E. et al., 2005, Internship training: Do models really matter? Professional Psychology, Research and Practice, 36, 25-31) observe: the practitioner-scholar model 'emphasizes the development of reflective skills and multiple ways of knowing in the practice of psychology, and it stresses clinical practice and the importance of theory and the use of research to inform practice.
In facilitating interns' proficiency to function as independent, generalist psychologists, the Internship Program is dedicated to developing certain core competencies. These are competencies in: (1) Evaluation skills (including history taking, mental status examination, assessment of self-harm and harm to others, assessment of substance abuse problems, psycho-diagnostic testing, DSM diagnosis, treatment planning, communication with patients about diagnosis and treatment plan); (2) Psychotherapy skills, including both general skills such as development and maintenance of therapeutic alliance, establishment of therapeutic frame, and establishment of treatment goals, as well as skills specific to psychodynamic psychotherapy, evidence-based behavioral psychotherapies (e.g., traditional CBT DBT, etc.), group therapy, and family therapy; (3) Awareness of the role of ethnic, cultural, sexual, and other identities in psychological adaptation, and ability to apply this awareness in the delivery of clinical services; (4) Awareness of ethical guidelines for clinical practice, and ability to apply this awareness in the delivery of clinical services; (5) Consultation skills in close collaboration with other service providers within hospital psychiatry services, as well as from other hospital services, social service and other community agencies, and schools (for the Child Track only); and (6) Facility in using scientific theory, inquiry, and analysis, research findings, and evidence-based interventions, to guide clinical practice in psychology.
The Internship is a two-track (i.e., Child and Adult Track) program, housed in the Psychology Education and Training Division of the Department of Psychiatry and Behavioral Health. At the time of application, each intern applies to either the Adult or Child Track. There are six Adult Track and six Child Track interns. Both tracks are anchored in the Program's core commitment to integrationist philosophy, evidence-based evaluation and intervention, and ethno-cultural competence. Both tracks offer training in intervention and assessment. Both tracks embrace a highly participatory teaching style - in shared and separate core courses. Both tracks are staffed by some common and some distinct Faculty. Both tracks place interns in clinical services for periods generally between four months and one year. 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. With one exception (i.e., Comprehensive Adolescent Rehabilitation and Education Service, or CARES), the two tracks use different clinical rotations -- to provide relevant clinical experience with their respective populations.
ADULT TRACK (6 interns)
The Adult Track internship year consists of three major (generally four-month) clinical rotations, as well as a (below described) year-long clinical experience in the Adult Outpatient Psychiatry Clinic, and a (below described) four-month assessment experience. It should be noted that, in order to facilitate a positive therapeutic relationship with CARES adolescents, at the start of the school year, it is sometimes necessary to lengthen the CARES rotation to six months, and to shorten the inpatient rotation to two months, for the intern rotating to CARES at this time of year.
All Adult Track interns participate in:
1) Inpatient Rotation: Interns are assigned to one of two thirty-six bed inpatient units where they function as primary clinicians for their patients. Their responsibilities include intake evaluation, individual and group psychotherapy, psycho-diagnostic assessment, and participation as a team member in staff and unit community activities. Interns carry two individual inpatients, and co-lead one therapy group. On-site supervision is provided by psychiatrist unit chiefs, and supervising psychologists (i.e., on one unit, an inpatient staff psychologist, on the other unit, a psychologist for inpatient individual therapy and a psychologist for inpatient group therapy).
2) In addition to these rotations, each intern chooses two elective rotations from among the following:
A) Comprehensive Adolescent Rehabilitation and Education Service (CARES) is a therapeutic school and milieu for sixty dually and singly diagnosed high school students. Here interns carry one individual treatment case, co-lead two groups and serve as milieu therapists. Dialectical Behavior Therapy (DBT) and Trans-theoretical Stage of Change model and Harm Reduction strategies for substance abuse and dependence are the primary treatment approaches. Treatment is delivered in individual psychotherapy, group therapy, family therapy, and various milieu activities (e.g., community meetings). Interns also conduct psycho-diagnostic assessment. The psychologist program director and staff psychologists provide supervision.
B) Psychiatric Recovery Center (PRC) is an intensive outpatient program offering services designed to meet the needs of individuals with severe and persistent mental illness. A work and recovery model informs the treatment, and supports the goal of engagement in vocational, pre-vocational, or educational activity, either on-site or outside of the program. Psychology interns are an integral part of PRC's multidisciplinary team. Interns serve as primary therapists, conducting individual psychotherapy with four patients, leading several groups, and conducting intakes. Interns may also conduct psycho-diagnostic assessment to help clarify diagnosis and level of functioning. The psychologist director, as well as other psychologists on staff, provide supervision.
C) The Center for Intensive Treatment of Personality Disorders (CITPD) is an intensive outpatient treatment program for adults who are in acute crisis. The majority of 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. Interns carry two individual patients, co-lead several groups, and conduct intakes. The psychologist director, as well as other psychologists and professionals on staff, provide supervision.
D) The Addiction Institute of New York (AI) is a comprehensive substance abuse treatment center - which includes detoxification, intensive inpatient and outpatient rehabilitation, outpatient treatment programs, residential treatment, methadone, buprenorphine and other pharmacologic treatment, and a consultation service for medical/surgical inpatient units. The intern may be placed into specialty clinics of the outpatient treatment program (e.g., 'Crystal Clear' relapse prevention program for stimulant-using men who have sex with men, young adult program for individuals with various types of substance use, DBT-informed groups for dually diagnosed individuals with Axis II disorders, etc.) and/or in the intensive outpatient rehabilitation service. Interns co-lead several groups and provide as-needed individual counseling to group members. Interns may also participate in consultations with the medical/surgical services. The psychologist Assistant Director, Outpatient Treatment Programs, as well as other psychologists and professionals on staff, provide supervision.
CHILD TRACK (6 interns)
The Child Track internship year consists of year-long placements in the Comprehensive Adolescent Rehabilitation and Education Service (CARES) and the Child Outpatient Psychiatry Department, and a 7-week placement on the inpatient child/adolescent psychiatry unit. In addition, all Child Track interns will conduct psychological evaluations.
1) The Comprehensive Adolescent Rehabilitation and Education Service (CARES) - YEARLONG
CARES is a safe and therapeutic school environment for New York City public high school students whose previous school performance has been limited by emotional and behavioral difficulties. Our program provides educational and therapeutic components, including substance abuse treatment for students who use drugs or alcohol. CARES has 2 tracks: (1) Adolescent Alternative Day Program (AADP) is designed to help students whose school performance has been affected most by problems with social skills, anxiety, and/or mood changes; (2) Comprehensive Addiction Program for Adolescents (CAPA), offers additional services for students seeking recovery from substance abuse. CAPA uses a harm-reduction model to help students reduce, and ultimately abstain from substance use. CARES provides multidisciplinary therapeutic services designed to address the specific problems that have interfered with each individual student's academic, social, and emotional success in the past. The CARES clinical staff works together as a team to make an individual treatment plan for each student, which will include: Individual Therapy (2x/week); Group Therapy (5 days/week); Family Therapy / Collateral Sessions (weekly/monthly); Psychopharmacology (monthly); Milieu Therapy (daily/as needed); Community Meetings; Complementary Services (ex: AA, NA, case management, waiver, linkages with community organizations). Throughout the Internship year, Child Track interns carry two individual treatment cases, one family therapy case, co-lead three groups and serve as milieu therapists. The psychologist director and staff psychologists provide supervision.
2) The Inpatient Child/Adolescent Psychiatry Unit (Babcock 5) - 7 WEEKS
The inpatient child and adolescent service rotation offers an opportunity to gain experience working therapeutically with severely disturbed youth and their families and to work side by side in a team approach with psychiatric nurses, art and rehabilitation therapists, medical students, social workers, psychiatric trainees, and attending psychiatrists. The unit services a diverse population of 7 children aged 6 to 12 and 10 adolescents aged 13 to 17. Approximately a third experience psychosis, a third experience severe impulsivity and hyperactivity, and a third mood disturbances; trauma is very common throughout. Interns participate in a 7-week rotation (3 hours/day, 3 days/week). Interns bring their specialist training to serve as an experienced leader in the implementation of individual therapy, group therapy, and management of a milieu behavioral program with close integration among the multidisciplinary staff. As a crucial member of the multidisciplinary rounds, interns gain the opportunity to learn basic principles of medication management and its surrounding nuanced effects on parent child dyad, dispositional planning considerations and strategies, and a broader understanding of the role of social service and family system work in the delivery of care to children and adolescents. Opportunities for individual supervision with the psychiatric attendings present an opportunity for greater immersion in care within a medical perspective to strengthen the psychology trainee's global development and to advance flexible care delivery and an understanding of the role of the acute inpatient unit in the contemporary mental health system.
PSYCHIATRIC EMERGENCY DEPARTMENT MINI-ROTATION
For interns in both Tracks, we offer an optional mini-rotation in the Psychiatric Emergency Department. On a customized basis, interns can join the Psychiatric Emergency Department team. They receive on-the-job training in crisis assessment, diagnostic interviewing, and treatment planning, with acute and sub-acute adults, adolescents and children. Interested interns can participate in this mini-rotation only if the Training Director or Associate Training Directors and the Director of the Psychiatric Emergency Department agree that he/she has sufficient time to do so.
OUTPATIENT PSYCHIATRY CLINIC EXPERIENCE
For interns in both Tracks, outpatient individual, group, and family therapy is a year-long rotation, which is a major component of the Internship clinical experience.
In the Adult Outpatient Clinic, each intern carries a caseload of: several individual patients, and one family, with a broad range of psychiatric diagnoses, demographic characteristics, and ethnic, cultural and sexual identities, and life situations. Interns receive supervision in each of the following areas: group psychotherapy; individual (psychodynamic therapy, dialectical behavior therapy, supportive therapy) case management, and crisis intervention (two hours/week, delivered by two supervisors); individual cognitive behavioral therapy (one hour/week, within a small group of interns); and family therapy (two hours/week, delivered in real-time, using a one-way mirror, and shared by the intern class, serving as consultants). Interns are also trained to conduct intake evaluations and treatment screenings.
In the Child Outpatient Department, each intern carries a caseload of: one group (co-led with a staff member); one or two families; and several individual patients (including parent-infant dyads through the Parent-Infant Center), with a broad range of psychiatric and developmental problems, ages, demographic characteristics, ethnic, cultural and sexual identities, and life situations. The target population is children/adolescents, ages zero to eighteen, and their families. Interns receive individual supervision in each of the following areas: systems/group psychotherapy (one hour/week); individual psychotherapy (e.g., psychodynamic therapy, dialectical behavior therapy, cognitive behavior therapy, parent-infant therapy), crisis intervention, etc. (Two hours/week, delivered by two supervisors); and family therapy (one hour per week in group, sometimes using real-time, one-way mirror-assisted feedback) for a total of four hours per week. Interns may also conduct intake evaluations. Interns will have the opportunity to design individualized caseloads based on their specific areas of interest.
In both Tracks, assessment is an important component of the Internship clinical experience. In the Adult Track, each intern will administer, score, interpret, and compose a report at least three comprehensive assessments. These assessments will make use of cognitive tests (i.e., WAIS-IV), objective personality tests (e.g., MMPI, MCMI), projective personality tests (e.g., Rorschach), structured psychiatric interviews (e.g., SCID), symptom rating scales, and neuropsychological screening tests, as needed. Interns receive intensive supervision on administration, interpretation, and report writing (i.e., approximately six hours/ assessment). As described above, in the Child Track, interns who choose the Neurodevelopmental Testing Service rotation administer, score, interpret, report on, and present approximately eight or more assessments, over their year-long placement. Interns receive intensive supervision for these activities.
CONSULTATION AND INTER-PROFESSIONAL COLLABORATION
On all of the Rotations, as well as in the Adult and Child Outpatient Psychiatric Clinics, consultation is an aspect of the interns' clinical experience. In the process of implementing treatment plans, coordinating services for patients with complex problems, interns routinely consult with (psychiatric, social service, case management, medical and other) providers from community-based social service agencies, foster care agencies, hospitals, schools, universities, criminal justice agencies, and other facilities. The Department of Psychiatry and Behavioral Health Consultation-Liaison Services, for adults and children, are potential sites for interns to participate in consultation, as part of a team (with attending psychiatrists and psychiatry residents). Due to the already full-time workload of the interns, interns do not currently rotate into this service. However, optional opportunities, to join the Consultation-Liaison teams for a mini-rotation, are available -- should the intern and the Training Director or Associate Training Directors and the Directors of the adult and/or child Consultation-Liaison Services agree that he/she has sufficient time to do so.
Supervision is focused on helping the interns deepen and broaden their understanding of clinical processes 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. Supervisors in the Child and Adult Tracks are committed to providing supportive instruction that encourages the development of clinical technique and the integration of theory and scientific evidence into therapeutic practice. An integrative treatment approach - utilizing psychodynamic, cognitive behavioral, dialectical behavioral, family-systems, ethno-cultural, developmental, medical model, and other perspectives -- is emphasized. Supervision may include audio or video recording, one-way mirror observation and consultation (i.e., for family therapy), and/or process notes. Supervisors may also join sessions, as part of supervision.
As described above, interns receive close, regular supervision during all of their rotations and clinical experiences. In their outpatient psychiatry clinic experience, they receive a minimum of five to six hours of individual, group and family supervision. Interns also participate in clinical team meetings, staff meetings, and case conferences, throughout the week. In their assessment experience, interns receive several hours of supervision, for administration, scoring, interpretation, and report-writing. All supervisors are also available, on an as-needed basis, for additional meetings or phone consultations. Interns are especially urged to contact their supervisors for emergencies.
On both Tracks, Interns meet individually with the Training Directors or Associate Training Director, for overall program supervision, career guidance, evaluative feedback, and elicitation of their feedback about their Internship experience, three times per year. This occurs: early in the year; mid-year; and end of year. The Training Directors and Associate Director also conduct regular sessions, on a monthly basis, focused on interns' ongoing experience of their clinical experience, rotations, supervision, didactics, and systems experience of the Services they are part of, and of the overall Internship Program. These sessions are aimed at identifying Program strengths and weaknesses, and making appropriate real-time adjustments. The Training Directors and Associate Director are also available, on an as-needed basis, for additional meetings or phone consultations. Interns are especially urged to contact them for emergencies.
Education in models of supervision is the focus of a Course Module in the Combined Child-Adult Track Core Curriculum. Depending on the intern's level of experience and workload, he/she may have the opportunity to provide supervision to externs working on a Service with them. This is determined by the Training Directors, Associate Director and Rotation Director.
The Mount Sinai St Luke's and West Hospitals are home for an active complement of training faculty engaged in clinical research. These typically include: trials of behavioral and/or pharmacologic approaches to substance use and other psychiatric disorders; and trials of novel behavioral therapies for adults and children with a broad range of mental and physical health problems. Due to the already full-time workload of the interns, interns do not currently rotate into research projects. However, evidence-based intervention and assessment, empirically-validated psychological theory, and methods of scientific inquiry and analysis are central components of our supervision, didactics and services. As interns are frequently in the process of completing dissertations, attention is devoted to discussion of interns' dissertation research, to on-site resources (e.g., SPSS-equipped computers, library), and to strategies for solving dissertation issues. Interns who have completed dissertations may be interested in optional participation in research. Interns are encouraged to use Faculty as mentors, in completing their research, or in exploring limited participation in research - should the intern and the Training Directors, or Associate Training Director and the researcher agree that he/she has sufficient time to do so.
The Internship didactics program consists of the following main components:
A)Year-long Combined Child and Adult Track Core Courses:
1) Once weekly (one-hour) Core courses, that address the central psychological proficiencies of the Internship Program-- in areas such as Ethics, Emergency Intervention, experiential approaches to Multicultural Diversity Awareness, Supervision, Termination and others -- are conducted with Child and Adult Track interns. This also includes regular sessions, focused on interns' ongoing experience of their clinical experience, rotations, supervision, didactics, and systems experience - for the purpose of making real-time Program adjustments.
2) Monthly (one-hour) Psychology Professional Development sessions, that present key topics, such as adaptation to Internship, choosing and pursuing research and clinical fellowships, completing dissertation, choosing and pursuing job opportunities, and others -- are conducted with Child and Adult interns.
3) Monthly (one hour) case conference focusing on issues of diversity and culture in the treatment situation.
B) Year-long Adult Track-specific and Child Track-specific Core Courses:
1) In the Adult Track, these consist of:
1a) Twice weekly (50-minute) Core courses in evidence-based assessment and intervention -- in areas such as DSM-5 diagnosis, psychological assessment, ethnoculturally-informed formulation and intervention, CBT, DBT, Mindfulness based interventions, group therapy, MI, psychoanalytically-oriented therapy, and other topics. Courses are generally organized into four to six week modules -- and conducted yearlong. However, Courses in Ethnoculturally-informed Formulation and Intervention, and Psychological Assessment are, respectively, delivered as series of once-monthly sessions. This also includes monthly sessions, focused on interns' ongoing experience of their clinical experience, rotations, supervision, didactics, and systems experience of the Services they are part of - for the purpose of making real-time Program adjustments.
1b) Alternate-weekly (two-hour) one-way-mirror-assisted and videotape-assisted Family Therapy supervision -- conducted yearlong
1c) Once-weekly (one-and-one-half-hour) audio recording-assisted intensive psychotherapy case presentation (using an integrationist approach) - conducted for six months.
1d) Once-weekly (one hour) psychopharmacology course -- conducted for six months.
1e) One-week, daily summer Orientation Course - providing a basic overview of: Internship philosophy, policies and procedures; outpatient psychiatric clinic experience; rotations; supervision; EPIC electronic medical record and other clinical documentation procedures; emergency policies and procedures; safety policies and procedures; Department of Psychiatry and Behavioral Health policies and procedures; hospital policies, procedures and benefits; introduction to DSM-5 diagnosis, evidence-based interventions, psychopharmacology, hospital-based psychiatry, and other key topics.
2) In the Child Track, these consist of:
2a) Once weekly (one-hour) Psychotherapy Course, a core course on evidence-based treatments for the major presenting problems of child and adolescent patients --internalizing and externalizing behaviors, anxiety and developmental trauma disorders, and substance use disorders. Topics include: working with caregivers; play therapy; treating externalizing disorders; treating internalizing disorders; treating trauma; treating substance use disorders; group therapy; working with schools; transference/countertransference; and termination. Modules are designed to progress in depth and skill level as the year progresses, in an effort to parallel the interns' practical experiences with patients. This course is attended by Child Psychology Interns and Child Psychiatry 1st year Fellows.
2b) Once-weekly (one-hour) Testing Course related to the assessment of children and adolescents with possible learning and developmental disabilities. This course is attended by Child Psychology Interns, and occasionally Child Psychology Externs.
2c) Alternate-weekly (two-hour) one-way-mirror-assisted and videotape-assisted Family Therapy supervision -- conducted yearlong.
2d) Weekly half-day-long "Summer Special Topics" for eight weeks covering topics such as: DBT; infant mental health; Child/Parent Psychotherapy; psychiatric assessment of specific disorders; DSM-5 diagnosis; family assessment; child maltreatment; and legal and ethical issues. These classes are designed to serve as an orientation/intensive course for Child Psychology Interns, Child Psychiatry Fellows, and other trainees within the Child and Family Institute.
C) Once-weekly, year-long Psychiatry Grand Rounds - featuring expert researchers and clinicians, and state-of-the-art research findings and clinical material in psychiatry, psychology and other mental health disciplines.
Adult and Child Track interns, respectively, take part in once-weekly process groups that focus on issues related to their training experience and professional development.
EVALUATION AND FEEDBACK
Evaluation and feedback is an integral part of the conduct of the Internship Program. Throughout the Internship year, evaluation and feedback, on a variety of levels, provides the basis for real-time self-appraisal and (as-needed) enhancement of all aspects of the Internship Program, as well as of intern work. Three times/year (i.e., early in the year, mid-year, end of year), evaluations are obtained from interns and ongoing supervisors. At the end of rotations, evaluations are obtained from interns and Rotation supervisors. At the end of Course modules, evaluations are obtained from interns, as a group.
Information about supervision and courses, shared with the Training Directors or Associate Training Director, is used to identify Program strengths and weaknesses, and to make real-time adjustments. Information about Intern work, shared in supervision as well as in individual meetings with the Training Directors or Associate Training Director, is used to support and enhance the intern's ongoing experience and proficiency. Interns meet individually with the Training Directors or Associate Training Director, for overall program supervision, career guidance, evaluative feedback, and elicitation of their feedback about their Internship experience, three times per year. The Training Directors and Associate Director also conduct regular sessions, on a monthly basis, focused on interns' ongoing experience of their clinical experience, rotations, supervision, didactics, and systems experience of the services they are part of, and of the overall Internship Program.
The large critical mass of psychologist staff working in the Internship Program demonstrates its vital and integral role within the Department of Psychiatry and Behavioral Health. Over thirty staff psychologists contribute to the Internship Program - as supervisors, teachers, administrators, clinicians, or researchers. In addition, another thirteen adjunct faculty psychologists participate as supervisors or teachers. Further, the Director of Psychiatry Residency Training and the Director of Child Psychiatry Fellowship Training, and other core Psychiatry staff, especially those who direct clinical services, are active participants in the Internship Program.
Below are a list of the Psychology Internship Faculty, including name, title, site of Internship Program involvement, degree, school, and year of graduation, and interests:
Adi Avivi, Psy.D., Center For Intensive Treatment of Personality Disorders. Degree: Long Island University, C.W. Post Campus, 2013. Interests: Multiculturalism; Women's Health; Severe Mental Illness.
Jessica Brodsky, Ph.D., Staff Psychologist, Comprehensive Adolescent Rehabilitation and Education Service, The Child and Family Institute. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: Pace University, 2013. Interests: Dialectical Behavior Therapy, Adolescent Development, Group Dynamics, Family therapy, Anxiety Disorders.
Anthony DeMaria, Ph.D., Center For Intensive Treatment of Personality Disorders. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: New School University, 2014. Interests: Assessment and treatment of personality and personality disorders; psychodynamic psychotherapy; group therapy; integrating research andpractice.
Claudia Diez, Ph.D., ABPP, Supervisor, Adult Outpatient Clinic. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: New School University, 2008. Interests: Personality assessment; integrative psychodynamic psychotherapy.
Mariel Gallego, Ph.D. , Clinical Director, Staying Home Program, Spencer Cox Center For Health. Degree: New School University, 2010. Interests: Relational Psychotherapy; integration of Buddhist meditation and psychotherapy; Motivational Interviewing; DBT; personality disorders; addictions; HIV; traumatic and acquired brain injury.
Daniel Gaztambide, Psy.D., Supervisor, Adult Outpatient Clinic. Degree: Rutgers University Graduate School of Applied and Professional Psychology, 2014. Interests: Psychoanalysis; Multiculural diversity;psychotherapy outcome evaluation.
Kimberly Hall, Ph.D. Supervisor, Adult Outpatient Clinic. Degree: New School University, 2003. Interests: Psychodynamic psychotherapy.
Dana Haywood, Ph.D., Adult Outpatient Clinic. Degree: Long Island University, 2012. Interests: CBT; Psychodynamic psychotherapy; clinical neuropsychology; cognitive affective research; neurocognitive research.
Leora R. Heckelman, Ph.D., Associate Director Adult Track. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: Harvard University, 1992. Interests: Cognitive Behavioral Treatment for Anxiety Disorders (Certification).
Jennifer Lynn Herring, Ph.D., Comprehensive Adolescent Rehabilitation and Education Service, The Child and Family Institute. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: St. John's University, 2013. Interests: Adolescent Development, Substance use, Mood and anxiety disorders, Cognitive Behavioral Therapy, Dialectical Behavior Therapy.
Nadia Z. Hidayatallah, Psy.D., The Child & Family Institute. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: Ferkauf Graduate School of Psychology, Yeshiva University, 2013. Interests: child-parent psychotherapy; psychodynamic psychotherapy; group therapy.
Yariv Hofstein, Ph.D., Comprehensive Adolescent Rehabilitation and Education Service, The Child and Family Institute. Degree: University of Massachusetts, Amherst, 2009. Interests: Delinquency in adolescents, Coping skills, Substance abuse, LGBT issues.
Avytal R. Izaak, Psy.D. Supervisor, Adult Outpatient Clinic. Degree: Chicago School of Professional Psychology, 2001. Interests: Depression; anxiety; severe mental illness.
Wendie Klapper, Ph.D., Director of the Parent Infant Center, The Child and Family Institute. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: Hofstra University, 1990. Interests: Parent-infant/dyadic treatment; attachment theory; teen pregnancy; public health; trauma.
Rahael Kurrien, Ph.D., The Child and Family Institute, Parent-Infant Center. Degree: Clark University, 2008. Interests: Parent- infant psychotherapy; diversity issues; early childhood mental health; risk and resiliency models of treatment.
Ingrid Luchsinger, Psy.D., The Child and Family Institute Parent-Infant Center. Degree: Yeshiva University, 2008. Interests: Parent-infant psychotherapy; underserved and diverse populations; psychodynamic psychotherapy; infant and child assessment.
Joseph Manera, Ph.D., Center For Intensive Treatment of Personality Disorders. Degree: Wright Institute, 2007. Interests: Personality disorders; LGBTQ issues; grief, loss and bereavement; depression; anxiety; geriatrics.
January Massin, Ph.D., Addiction Institute of New York. Degree: New School University, 2011. Interests: Addiction; young adults; personality disorders.
Jon McCormick, Ph.D., Process Group Leader, Adult Outpatient Clinic. Degree: Adelphi University, 1984. Interests: Group psychotherapy; psychodynamic psychotherapy (Certification).
Jennifer McKelvey, Ph.D., Director of the Adult Outpatient Clinic and the Psychiatric Recovery Center. Degree: Hofstra University Clinical and School Psychology, 2013. Interests: Psychosis; Schizophrenia spectrum disorders; comorbid anxiety disorders; supervision; CBT for psychosis and comorbid disorders; functional outcome research; Cognitive Remediation for psychotic disorders.
Andrew Merling, Ph.D., Addiction Institute of New York. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: Yeshiva University, 1998. Interests: Substance abuse; LGBT; geropsychology.
Kelly Mulé, Ph.D., Assistant Clinical Director, Comprehensive Adolescent Rehabilitation and Education Service, The Child and Family Institute. Degree: Teachers College, Columbia University, 2012. Interests: Adolescent development, substance use disorders, school consultation and testing, Dialectical Behavior Therapy.
Paul Rinaldi, Ph.D., Co-Director, Psychology Education and Training, Adult Track Specialty, and Director, Addiction Institute of New York. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: Fordham University, 1995. Interests: Addictions; evidence-based interventions.
Michael Roberts, Ph.D., Adult Inpatient Psychiatry. Degree: New School for Social Research. 1983. Interests: Psychoanalysis (Certification).
Paul Rosenfield, M.D. , Director, Education and Training, Department of Psychiatry. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: Columbia College of Physicians and Surgeons, 1996. Interests: Community psychiatry.
Michael Rothman, Ph.D., Supervisor, Adult Outpatient Clinic. Assistant Professor Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree:Adelphi University, 2002. Interests: Couple and family dynamics; twins; siblings; psychoanalysis.
Joseph Ruggiero, Ph.D., Assistant Clinical Director, Outpatient Programs, Addiction Institute of New York. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: Fordham University, 1995. Interests: Addictions, LGBT psychotherapy.
Vijayeta Sinh, Ph.D., Center For Intensive Treatment Of Personality Disorders . Degree: Teachers College, Columbia University, 2011. Interests: Adolescents and Young Adults; Evidence Based Treatments; DBT; Personality Disorders; Mood Disorders.
Joanna Stern, Psy.D., The Child and Family Institute Outpatient Psychiatry Clinic. Assistant Professor of Psychiatry, Icahn School of Medine at Mt. Sinai. Degree: Long Island University, C.W. Post Campus, 2009. Interests: DBT with adolescents; family therapy; parent psychotherapy.
Shilpa R. Taufique, Ph.D., Co-Director of Psychology Education and Training, Child Track Specialty, and Director, Comprehensive Adolescent Rehabilitation and Education Services (CARES), The Child and Family Institute. Assistant Professor of Psychiatry, Icahn School of Medicine at Mt. Sinai. Degree: New York University, 2004. Interests: Group dynamics; systems theories; organizational and program development; co-occurring disorders (substance use and mental health); adolescent and young adult development; diversity issues.
Susan Tross, Ph.D. Degree: Yeshiva University, 1983. Interests: Addictions; HIV/STD prevention interventions; Motivational Interviewing; relapse prevention; evidence-based interventions; community-based intervention research in addictions and HIV/STD prevention.
Andrew Twardon, Ph.D., Director, Center for Intensive Treatment of Personality Disorders. Clinical Associate, New School University. Degree: New School University, 1993. Interests: Assessment, diagnosis and psychotherapy of personality disorders; application of Buddhist meditation in psychotherapy; self and language.
Manuel Aluma, Ph.D., Teacher, Department of Psychiatry. Degree: Fordham University, 1993. Interests: Anxiety Disorders/PTSD; Cross Cultural Psychotherapy;Psychotherapy With LGBTQ Individuals; Mindfulness; Acceptance and Commitment Therapy;Dialectical Behavior Therapy;Internal Family Systems Therapy.
Adam Fried, Ph.D., Teacher, Department of Psychiatry.. Degree: Fordham University, 2007. Interests: Ethics in psychological practice and research.
Katherine Gomperts, Psy.D., Teacher, Adult Outpatient Clinic. Degree: Illinois School of Professional Psychology, 2003. Interests: Integrative psychodynamic psychotherapy, Dialectical Behavioral Therapy.
Sarah Gundle, Psy.D., Supervisor, Adult Outpatient Clinic. Degree: Wright Institute, 2004. Interests: Combined treatment of PTSD and substance use disorders; Immigration.
Anton Hart, Ph.D., Teacher, Department of Psychiatry. University of Massachusetts, Amherst, 1989. Interests: Relational psychoanalysis.
Seyjal Vyas, Ph.D., Supervisor, Department of Psychiatry. Degree: University of California, Fresno, 2002. Interests: Neuropsychology.
Amy Ward Taylor, C.S.W., Teacher, Department of Psychiatry. Degree: Columbia University School of Social Work, 1973. Interests: Family Therapy. (Certification).
INTERNSHIP PROGRAM CONDITIONS, BENEFITS AND POLOCIES
The Internship begins on July 1st and ends on June 30th. Interns are expected to work at least forty hours per week, including two evenings in the Adult Outpatient Psychiatry Clinic (Adult Track) and three evenings in the Child Outpatient Psychiatry Clinic (Child Track). The full-time stipend is $30,000 in addition to medical insurance benefits and approximately 29 paid vacation/personal days.
Mount Sinai St. Luke's and Mount Sinai West Hospitals are an equal opportunity employer. In accord with New York City, New York State and U.S. Government law, discrimination on the basis of age, gender, race/ethnicity, veteran status, religion, marital status, disability, sexual orientation or pregnancy, is forbidden.
OTHER TRAINING OPPORTUNITIES
The Psychology Education and Training Division also offers supervised clinical opportunities for Post-Doctoral Fellowship. Typically, there are 8 Post-Doctoral Fellows. These include 4 Post-Doctoral Fellows in the Adult Track, and 4 Post-Doctoral Fellows in the Child Track. In the Adult Track, there are Fellowships in the: Addiction Institute of New York; Center For Intensive Treatment Of Personality Disorders; Psychiatric Recovery Center; and the Adult Outpatient Clinic. In the Child Track, there are Fellowships in: CARES, Outpatient Dialectical Behavior Therapy Program/Inpatient, , and Parent Infant Child-Community Psychology. Please contact the Director, Psychology Education and Training, or the Director, Child and Adolescent Psychology Education and Training to learn more about these.
Mount Sinai St. Luke's and Mount Sinai West participate in the Association of Psychology Postdoctoral and Internship Centers' (APPIC) Matching Program, using the National Matching Services, Inc. (NMS). We thus ask that applicants follow the AAPI Online application process described in the AAPI (Application for Psychology Internship) Online section of the APPIC website (www.appic.org), and the procedures described for psychology internship programs on the NMS website (www.natmatch.com/psychint). The NMS Program Match Code for the Adult Track is 147912; the NMS Program Match Code for the Child Track is 147913.
The first step is providing the following materials, via AAPI Online, by November 15:
* Cover letter (including your statement of interest in either the Adult or Child Track of our Internship Program)
* Two letters of recommendation (including teachers or supervisors who are familiar with your graduate work, and at least one, with your clinical skill
are familiar with your graduate work, and at least one, with your
* Graduate school transcript
* Recent psychodiagnostic report (sanitized for confidentiality)
Please note that, following APPIC website AAPI Online instructions, the psycho-diagnostic report, which is not part of the regular AAPI Online application, must be converted into an electronic document (e.g., via scanning), uploaded to the AAPI Online service, and attached to the application as a 'supplementary material'.
The second step is interviewing and visiting our Internship Program site. Because of the large number of applications, we can only invite a subgroup of applicants for interview. We will contact you by December 19 - either to invite you to interview, or to inform you that we are not inviting you for interview.
The Mount Sinai St. Luke's and Mount Sinai West Psychology Internship Program abides by all APPIC rules governing the application and selection process. Under these rules, once a candidate's application is under consideration, very little information about the status of the applicant may be released.
The following are qualifications for the Internship Program:
• Being a doctoral student in an APA-accredited Ph.D. or Psy.D. doctoral program in clinical, counseling, or combined clinical-school psychology (both Adult and Child Tracks) or school psychology (Child Track)
• Having completed at least three years of doctoral study in such a program
• Having completed at least two years of supervised practicum/externship clinical experience with ethnoculturally diverse, poor, urban populations, comparable to those served by our hospital center (e.g. people with severe and persistent mental illness (Adult Track), people with personality disorders (Adult Track), latency age and adolescent youth (Child Track), and others)
• Having worked in diverse clinical settings, comparable to those of our Internship (e.g. intensive outpatient treatment programs (both Adult and Child Tracks), inpatient units (Adult Track), community or hospital outpatient psychiatric clinics (both Adult and Child Tracks), foster care or social service agencies (Child Track), schools (child Track), and others)
• Having conducted individual and group therapy (both Adult and Child Tracks)
• Having administered, scored, interpreted and written reports on at least two comprehensive psychodiagnostic assessments
If you have questions regarding your application, please contact:
Shilpa R. Taufique, Ph.D., Co-Director of Psychology Education
Department of Psychiatry
Mount Sinai St. Luke's and Mount Sinai West
411 West 114th Street, 2nd floor
New York, N.Y. 10025