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Department of Pediatrics > Psychology Internship > Overview and Site Map > Brochure
Brochure
| 1. | Overview
Thank you for your interest in the University of Minnesota Medical School Psychology Internship. The Internship combines the resources of three divisions (Child and Adolescent Psychiatry, Pediatric Neuropsychology, and Pediatric Psychology) in two departments (Pediatrics and Psychiatry). The University of Minnesota Academic Health Center (UMAHC) and The University of Minnesota Medical Center, Fairview are involved in primary, secondary, tertiary, and quaternary care activities. The Internship offers supervised clinical experiences in various health care settings. The Internship has been fully accredited continuously since 1965 by the American Psychological Association, making it the longest APA-accredited internship in this region. Its next site visit is scheduled for 2010. It was awarded full accreditation for seven years in 2004 by the APA Commission on Accreditation. There will be six interns for the 2008-2009 internship year.
| Our Track numbers are as follows: | | NMS Code # | Track | | 138112 | Child and Adolescent Psychiatry Pediatric Neuropsychology | | 138113 | Child and Adolescent Psychiatry Pediatric Psychology | | 138114 | Pediatric Psychology-Pediatric Neuropsychology |
Supervised experiences are available for diagnostic, treatment, and consultation activities with a broad range of medical, neurological, psychological and psychiatric disorders. The rotations vary in terms of the specific training and research opportunities available to interns. The Internship provides collegial contact with medical and psychological staffs, students, and postdoctoral fellows in diverse health professions. A rich mix of multidisciplinary activities may afford contact with professionals in chaplaincy, chemical dependency counseling, genetics counseling, medicine, nursing, nutrition, social work, occupational therapy, physical therapy, schools, special education, and vocational counseling.
The UMAHC is a world class academic health center at the leading edge of health care and is part of a major research university. The UMAHC is on the East Bank campus of the University of Minnesota in Minneapolis. Minnesota. The AHC includes the Medical School, the School of Dentistry, the School of Nursing, the College of Pharmacy, the School of Public Health, the Allied Health Programs, and numerous teaching hospitals and clinics. The Internship is offered through the Division of General Pediatrics and Adolescent Health within the Department of Pediatrics of the University of Minnesota Medical School. Dan Kohen, M.D. oversees Behavioral Pediatrics in the Division of General Pediatrics and John Schreiber, M.D. heads the Department of Pediatrics. Deborah Powell M.D., is the Dean of the Medical School. William Robiner, Ph.D., A.B.P.P. is the Internship Director.
The University of Minnesota Medical School is highly ranked nationally among the Big 10 (11) medical schools and in federal research grants and contracts. The Department of Pediatrics is one of the largest Pediatrics Departments in the nation and offers a wide range of general and specialty pediatric services. The U.S. News and World Report ranking of hospitals ranked the University of Minnesota Hospital among the best hospitals in the United States for Cancer, Ear, Nose and Throat, Geriatrics, Hormonal disorders, Kidney, Neurology/neurosurgery, Orthopedics, Gynecology, Urology, and Respiratory Disorders. The web site for UMAHC is www.ahc.umn.edu.
The University of Minnesota ranks highly in terms of clinical research publications, research and development expenditures and federal funding, industry-sponsored research, patents issued to U.S. universities, and number of doctorates awarded. It has one of the largest library collections in the country. Its programs in psychology, law, engineering, agriculture, business administration, and other scientific and professional areas consistently rank among the best in the country.
In January, 1997 the University of Minnesota Hospital merged with Fairview Riverside Medical Center of the Fairview Health System to create Fairview-University Medical Center (F-UMC), which was re-named the University of Minnesota Medical Center (UMMC) in 2005. The University of Minnesota Hospital had provided health care, education, and pioneering research since 1911. It serves local, statewide, national, and international patients, offering 150 general and specialized clinics, and providing approximately 325,000 patient visits annually. It is particularly noted for advances in organ and bone marrow transplantation, cancer, cardiac care, cystic fibrosis, infectious disease and neurosurgical and orthopedic care. The University of Minnesota Hospital was the site of the first successful heart-lung machine, adult and pediatric open heart surgeries, artificial heart valve replacement, implantable drug pump, pediatric bone marrow transplant, pediatric hemodialysis, cystic fibrosis vest, total body CT scanner, liver transplant for a pregnant woman, and numerous other innovations. It currently supports the world s largest kidney transplantation program, with a record of nearly 6,000 transplants. The Minnesota Multiphasic Personality Inventory (MMPI) was developed at the University of Minnesota Hospital. The Personality Inventory for Children (PIC) and several other psychological measures have been developed by faculty associated with the Internship. The University of Minnesota and the Medical School are renowned for pioneering studies of twins.
The clinical and didactic activities of the Internship are integrated into both campuses of The University of Minnesota Medical Center, Fairview. The current main facility opened in 1986. It has 450 inpatient beds, and includes state of the art diagnostic and therapeutic facilities. The outpatient clinic complex, the Phillips-Wangensteen Building, opened in 1979. The University of Minnesota Medical Center, Fairview (University Campus) and the UMAHC are on the East bank of the Mississippi River. Outpatient activities and inpatient psychiatric services recently were developed at the The University of Minnesota Medical Center, Fairview's Riverside Campus, which is on the West bank of the Mississippi River. The Department of Psychiatry moved its offices and outpatient activities to newly renovated space on the Riverside Campus in 1999. In general, inpatient medical services (other than obstetrics and rehabilitation) are on the University campus and inpatient psychiatric services are on the Riverside campus. The Division of General Pediatrics has clinic space in the Gateway Building as well as the Phillips-Wangensteen Building. In 2002, implementation of an electronic medical record (EMR) began in the outpatient clinics. A free shuttle service (approximately every 10 minutes) provides transportation for staff and trainees between the sites on the east and west sides of the Mississippi.
Graduates of the program pursue a range of professional activities, generally in healthcare. In addition to numerous interns who have obtained Pediatric Neuropsychology fellowship positions at the University of Minnesota Medical School, interns have pursued postdoctoral fellowships at: Brown University School of Medicine, Children's Medical Center of Minnesota; Children's National Medical Center in the District of Columbia, Dana Farber Cancer Institute of Harvard University, Kennedy Krieger Institute at Johns Hopkins University, Memorial Sloan Kettering, MD Anderson Medical Center in Houston, Children's Medical Center of Texas, the University of Florida Health Science Center, University of Michigan Medical School; Washington University School of Medicine, and Yale School of Medicine.
The mission of The University of Minnesota Medical Center, Fairview is to improve health, both individual and collective, of the communities it serves. It is committed to benefiting the whole person, providing the finest in health care, and addressing the physical, emotional and spiritual needs of patients and their families. Along with its partners within the Fairview Health System, The University of Minnesota Medical Center, Fairview, is renowned for excellent clinical care and community health services integrated with education and research to help individuals, families, and communities continually optimize their health throughout all stages of life.
We encourage you peruse the entire web site to develop a comprehensive understanding of the internship. The site map on the sidebar to the right provides an overview of information provided on this website.
| | a. | Benefits
Interns are officially registered in the internship course within the Medical School. In practical terms, internship stipends will be $21,000 for the 2008-2009 internship year. The Internship covers related University fees. Consequently, for tax purposes the stipend is technically a gross exceeding $19,300 (including tuition and fees). FICA expenses are withheld from paychecks and matched by the University with contributions to interns' governmental Social Security and Medicare accounts.
As members of the University community, interns are issued e-mail accounts, student identification ("U cards") and have access to the University's extensive library resources, student services, the internet, recreational facilities and sports events, computers, and the academic and cultural offerings of the University. Interns also are eligible for discounts (e.g., computers, tickets) available to the University Community. Limited funding may be available for conference attendance or travel related to professional presentations, but funding levels have varied annually. Some of the rotations provide voice mail.
Interns are provided with a range of student benefits, including health insurance and professional liability insurance (unfortunately, not dental insurance). Interns are provided three weeks of vacation time to be evenly distributed between the two rotations. Up to four days of administrative leave may be available for conferences, workshops outside of the Internship, dissertation defense, job interviews, and selected activities related to professional development upon approval of primary supervisors. Up to five days of sick leave may be used only for interns' legitimate illness and the illness of a child. Interns must consult with primary supervisors when planning time away from the Internship. In rare circumstances, additional leaves may be available as consistent with Departmental and University policies. It would be likely to require extensions of training (for which trainees may incur expenses).
Hepatitis B immunization is provided by the hospital (optional). Flu shots and TB testing are provided for a nominal fee.
| | 2. | Objectives
The mission of the University of Minnesota is to achieve excellence in research, education, and service. The Internship is designed to promote the establishment and refinement of competencies in psychological assessment, intervention, and consultation and the development of professional and ethical conduct. The focus of this Internship is on children and adolescents. Whereas the primary objective is to facilitate the development of interns' clinical skills, interns also are encouraged to pursue professional and scientific interests to establish strong foundations for diverse career directions with an emphasis on health care. A training philosophy balancing scientific and professional practice elements along with ethical reasoning underlies the program. The scientific objectives of the Internship are primarily to enhance knowledge related to the psychological and biomedical literatures and to promote broader understanding of the results, limitations, and clinical implications of scientific research. Scientific foundations may be enhanced secondarily through participation in faculty research activities.
Most of the Internship faculty are engaged in research and scholarship. Whereas research participation is encouraged during the internship, it is not required due to the inherent limitations for completing substantive programmatic research during a time-limited training experience which emphasizes the refinement of clinical proficiencies. Overall, the focus of the Internship is the promotion of clinical skills and proficiencies as informed by scientific and related professional developments. Training at the University of Minnesota Medical School fosters the development of competent, responsible, professional, and ethical conduct while exposing interns to the rich clinical opportunities, intellectual stimulation, and demands of professional practice in an academic medical setting.
The high penetration of managed care in Minneapolis has created an environment which demands that professionals develop highly efficient work patterns to provide quality clinical services which achieve targeted outcomes. Managed care also creates challenges to practice and training. These can be surmounted through the collaborations of Internship faculty and interns to take advantage of clinical opportunities to achieve training objectives. The managed care environment also promotes a sophisticated understanding of health care organizations and current practices within an evolving health care system. Interns gain exposure to the practice requirements of multiple third parties and are prepared to provide clinical services within a managed care framework and according to prevailing standards of practice. Further description of the three clinical emphases is provided through the links in the sidebar to the right.
| | a. | Supervision
Supervision is an essential and valued feature of the Internship, with supervision of clinical activities comprising the primary training modality within the Internship. Supervisors are committed to assisting interns achieve their individual goals while fulfilling their responsibilities to patients and participation in the Internship as a whole. The supervisory relationship is enhanced and interns are likely to benefit maximally from contacts with supervisors when interns prepare for supervision. This includes identifying goals for the internship year and for supervision during the rotation, as well as bringing appropriate case materials to supervision sessions, and developing effective working relationships in which clinical and professional matters can be discussed constructively. Supervision involves oversight of supervisees work with the perspectives of an experienced clinician, sensitive teacher, discriminating professional, and manager of clinical services and training. The clinical aspect of supervision focuses on the professional development of supervisees skills. The administrative or managerial aspects of supervision involve directing and evaluating the work of supervisees. It is a process which is fundamentally dedicated to improving the quality of professional services which interns can provide. Supervisors and interns are expected to strive to use supervision to promote the achievement of the highest level of performance in the services interns can provide through collaborative and collegial working relationships which support and nurture progress toward this goal. Supervisors strive to find a delicate balance among multiple roles, including: advising; directing; teaching; mentoring; listening; editing; providing emotional support (but not therapy) to interns; assigning cases, and monitoring interns¿ performance to ensure that clinical services meet clinical, training, and administrative objectives. Supervision deals with specific clinical tasks and also offers interns opportunities to discuss their reactions, questions, or concerns about the clinical work, as well as to address a broad range of matters related to their professional development.
The Internship provides a minimum of 4 hours per week of supervision (including group supervision) in accordance with current APA accreditation standards. During both rotations interns' training is coordinated by a primary, doctoral-level licensed psychologist. Interns obtain a minimum of two hours of individual supervision which may be from the primary supervisor and from other psychologists or related medical (e.g., psychiatrists, behavioral pediatricians) or allied health professionals (e.g., social workers). Postdoctoral fellows may also be involved in supervisory experiences. Exposure to other psychotherapy supervisors and orientations is encouraged; however opportunities for such diversity vary among rotations. Faculty supervisors¿ orientations and approaches have included behavioral, client-centered, cognitive-behavioral, crisis intervention, dialectic behavioral therapy, eclectic, family systems, integrative, interpersonal, object relations, play, rational-emotive, supportive, structured short-term therapy, as well as parent counseling. In addition, training in specific interventions such as hypnosis, biofeedback, vocational and/or educational counseling may be available within certain rotations at the discretion of primary supervisors. The format for supervision varies among rotations and among supervisors. For example, on clinic days, pediatric neuropsychology supervisors provide case supervision for approximately one half hour before and one half hour after patient contacts as well as one hour per week of individual supervision. On other rotations, supervision is generally scheduled more consistently for hourly sessions.
Supervision is a topic of professional and scholarly interest to faculty members. It is discussed during the topical seminar series and Professional Development Conference. Supervision training also includes an annual 1-day workshop sponsored by MAAPIC (the APA-accredited internships in Minnesota).
Interns may have limited opportunities on some rotations to be involved in the supervision of practicum students and may obtain supervision on such supervision experiences. Interns are also encouraged to participate in an informal mentoring program in which they establish a relationship with one of the faculty members or other University psychologists with whom they may consult individually about professional development issues throughout the year.
| | b. | Assessment
Psychological assessment is a fundamental component of professional psychologists¿ roles. Assessment is emphasized as the primary training focus in all of the rotations of the Internship. Assessment skills including behavioral observation, interviewing, mental status examination, objective and projective assessment techniques, and use of computerized testing methods are refined during the course of the year. Assessment training also includes selection of appropriate assessment methods, test administration and scoring, data interpretation, acquisition and integration of information from medical records and collateral sources, preparation of written reports, and oral communication of findings and recommendations to patients, families, and professionals.
The extent and diversity of interns¿ assessment training and experience varies on each rotation according to the clinical assessment activities and patient populations served by that clinical unit. The greater a particular rotations assessment activities, the more interns can expect to be involved in clinical assessment. It is expected that interns will receive the training necessary to achieve mastery of the basic psychological assessment approaches utilized in their rotation settings. The comprehensiveness of assessments varies among rotations. On inpatient psychiatric services, assessment is usually a primary responsibility, with attention to personality and cognitive functioning, treatment, and prognostic issues. In pediatric medical clinics and hospital units, assessment activities typically address psychological adjustment to medical conditions and treatment and to diverse social circumstances including school and family problems. Evaluation of intrapersonal, interpersonal and situational resources is a complex process that integrates personal data and psychological principles in formulating recommendations as well as planning and implementing treatment. Neuropsychological assessments are conducted to clarify diagnostic and treatment issues through comprehensive assessment of cognitive and psychomotor development, attention, learning, intellectual functioning, memory, abstract reasoning, problem solving, and personality functioning. Neuropsychological assessments address central nervous system status and often yield educational, dispositional, and rehabilitation recommendations.
Attention to a range of assessment issues is provided, including the use of assessment techniques with ethnic, linguistic, and culturally diverse populations, legal and ethical issues in assessment of children and families, and psychometric aspects of specific tests and measurement instruments. Assessment resources may include supplemental support of psychometrists and other professionals in some settings. Interns are expected to complete psychological reports within time frames which meet the needs of consumers and referral sources, and the expectations of supervisors, generally within two weeks of patient contacts.
Estimates of the frequency of use of a variety of tests on each of the three rotations are available below:
| Instrument | Child & Adolescent Psychiatry | Pediatric Neuropsychology | Pediatric Psychology | | ADI | never | occasional | rare | | ADOS | never | occasional | rare | | Behavioral Assessment System for Children (BASC) | often | often | rare | | Bayley Scales of Infant Development | rare | often | often | | Bayley Neurodevelopmental Screener | never | rare | rare | | Beck Depression Inventory | occasional | never | occasional | | Beery Test of Visual Motor Integration | often | often | often | | Bender-VMG | never | occasional | often | | Benton | rare | often | rare | | Test of Nonverbal Intelligence for Children (C-TONI) | occasional | occasional | occasional | | Childhood Autism Rating Scale (CARS) | occasional | occasional | often | | CASL | never | often | never | | Child Behavior Checklist | occasional | rare | often | | Children's Apperception Test (CAT) | occasional | occasional | often | | Children's Auditory Verbal Learning Test (CAVLT-2) | never | occasional | occasional | | Clinical Evaluation of Language Fundamentals-3rd Edition (CELF III) | often | often | often | | CELF-Preschool | never | often | often | | CELF-R | never | rare | never | | Child Depression Rating Scale | occasional | rare | often | | Child Development Inventory | never | often | often | | Children's Category Test | never | rare | never | | Children's Depression Inventory | often | often | rare | | Children's Memory Scale (CMS) | often | often | rare | | Conners' Rating Scale | often | often | rare | | CSBI | rare | never | rare | | CVLT | often | often | rare | | CVLT-C | often | often | often | | Differential Abilities Scale | often | often | rare | | Expressive One Word Picture Vocabulary Test (EOWPVT) | never | occasional | rare | | Expressive One Word Picture Vocabulary Test-Revised (EOWPVT-R) | never | occasional | rare | | Finger Tapping | never | rare | never | | Gray Oral Reading Test | occasional | often | never | | Grooved Pegboard | occasional | often | often | | Jordan Left Right Reversal Test (LRRT) | occasional | often | often | | Kaufman Assessment Battery For Children (K-ABC) | occasional | often | rare | | K-SNAP | never | never | rare | | Merrill-Palmer | never | rare | often | | Minnesota Multiphasic Personality Inventory-2 (MMPI-2) | often | rare | rare | | Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) | often | occasional | often | | Mullen Scales of Early Learning | never | often | rare | | NEPSY | occasional | often | never | | Pennsylvania Smell ID Test | occasional | rare | never | | Personality Inventory for Children (PIC) | rare | occasional | often | | PIY | never | never | never | | Preschool Language Scale (PLS-3) | rare | often | often | | Peabody Picture Vocabulary Test-Revised (PPVT-R) | occasional | rare | rare | | Peabody Picture Vocabulary Test-3rd Version (PPVT-III) | never | often | often | | Purdue Pegboard | often | often | rare | | Random A's | never | occasional | never | | Raven | never | occasional | never | | Revised Children's Manifest Anxiety Scale (RCMAS) | often | often | often | | Receptive Expressive Emergent Language Scale-Version 2 (REEL-2) | rare | often | often | | Rey Osterreith Complex Figure | often | often | often | | Robert's Apperception Test | often | often | often | | Rorschach Inkblot | often | occasional | rare | | SIB-R | never | rare | often | | Social Skills Rating System | never | rare | never | | Stanford-Binet | occasional | occasional | often | | Stroop | occasional | occasional | rare | | Thematic Apperception Test | often | occasional | often | | Test of Everyday Attention for Children (TeAch) | never | often | rare | | TEMA | never | rare | never | | TERA | never | rare | never | | Test of Language Competence (TLC) | never | often | often | | (T...) | never | occasional | rare | | Token Test | occasional | occasional | often | | Test of Language Development-2nd Edition) (TOLD-2) | never | rare | rare | | Test of Memory and Learning (TOMAL) | never | rare | never | | Test of Nonverbal Intelligence-2nd Edition (TONI-2) | never | rare | never | | TOPA | rare | rare | never | | Test of Variables of Attention (TOVA) | often | often | often | | Test of Written Language-2nd Edition (TOWL-2) | never | often | never | | Trail Making Test | rare | occasional | often | | TVPS | never | rare | never | | Vineland Adaptive Behavior Scales | occasional | often | often | | Wecshler Adult Intelligence Scale (WAIS-R) | often | rare | often | | Wechsler Intelligence Achievement Test (WIAT) | often | often | rare | | Wechsler Intelligence Scale for Children (WISC IV) | often | often | often | | Wechsler Memory Scale Revised (WMS-R) | never | rare | rare | | Wechsler Memory Scale III (WMS-III) | never | rare | often | | Wisconsin Card Sorting Test (WCST) | often | often | often | | Woodcock Johnson-Revised | never | occasional | never | | Woodcock Johnson-III | often | often | often | | Word Fluency | occasional | often | often | | Wechsler Preschool and Primary Scales of Intelligence-III (WPPSI-III) | never | often | rare | | WRAML | occasional | often | often | | Wide Range Achievement Test-3 | rare | often | rare | | WRAVMA | never | occasional | never |
| | c. | Intervention
A range of supervised therapy experiences and training in diverse types of interventions are available. Didactic training in psychotherapy is provided weekly in the Psychotherapy Seminar and group supervision of psychotherapy. The opportunities for psychotherapy experiences vary across clinical services so psychotherapy caseloads vary among rotations. Assignment of cases and choice of therapeutic modalities are based on patients¿ needs, interns training needs and interests, rotations resources, and supervisors¿ orientations. In general, psychotherapy is eclectic, drawing chiefly on cognitive-behavioral and behavioral modalities, including empirically-supported treatments. Intervention experiences with children and adolescents are provided throughout the year. Interns¿ caseloads throughout the year include primarily individual psychotherapy cases, parent training, and counseling related to medical care, with more limited exposure to family and group therapies. Interns are encouraged to arrange to continue a small number of psychotherapy patients (usually < 3) from the first rotation to the second rotation at the discretion of primary supervisors of both rotations. Similarly, interns are encouraged to arrange to obtain limited intervention experiences outside of their rotations if it becomes necessary to supplement the opportunities for intervention within their rotations (e.g., when on the Pediatric Neuropsychology rotation). In addition to conducting psychotherapy with psychiatric patients, interns may obtain intervention and consultation experiences with patients in specialized medical settings. Psychotherapy experiences can be with inpatients and outpatients, and may include exposure to a range of clinical approaches among Internship rotations.
On the Pediatric Psychology rotation, interns consult with treatment teams, provide case management and coordination of care, and provide behavioral consultation to patients and families. Limited adult intervention experiences also may be arranged based on interns interests and at the discretion of primary supervisors. Interns are encouraged to obtain sufficient intervention experiences to be prepared for post-internship clinical practice. At minimum, 80 hours of therapy/intervention is expected on the Child and Adolescent Psychiatry and Pediatric Psychology rotations and 40 hours on the Pediatric Neuropsychology rotation. It should be emphasized that interns are expected to exceed these minimal targets and usually are able to make arrangements to obtain significantly more psychotherapy experience.
| | d. | Consultation
Consultation experiences include a broad range of professional activities with patients and multidisciplinary staff in The University of Minnesota Medical Center, Fairview and various settings. Interns are expected to work closely with their supervisors to integrate selected clinical approaches in primary, secondary and/or tertiary care settings. Interns may be involved in consultation with diverse health, mental health, and social service professionals in health care facilities, schools, public institutions (e.g., courts), and community and governmental agencies. Interns may serve as team members to specific medical (e.g., brain tumor, cystic fibrosis, FAS, genetics, oncology, PKU) and interdisciplinary treatment teams (e.g., inpatient psychiatry). The opportunities for consultation can vary over time in response to clinical, staffing, and systems factors.
| | e. | Specialized Training Opportunities
The faculty are involved in several areas of professional activity. The Internship provides training related to neurotoxicology and exposure to environmental substances. Another area of effort is Dr. Robiner s work with Quality Assessment and Improvement Systems, which is an effort to develop standardized assessment tools and processes for psychology training. It may offer opportunities for research on psychology training within this internship as well as involving internships at other sites. Supervisors¿ research is described on the supervisor section and further information is available by linking to supervisors publications on the internship website.
| | 3. | Organization
The Internship begins each year on September 1 or on the first working day thereafter. The Internship is divided into two six-month periods with interns changing full-time rotations at mid-year. Although there are many opportunities within the AHC for exploration of clinical research interests and for attendance of seminars and conferences, the top priority is the clinical work and training directly related to the Internship. As long as interns¿ responsibilities to their patients are fulfilled, interns are welcome to explore the broader opportunities throughout the AHC as their clinical schedules and workloads allow. The activities of the Internship are organized by the Internship Director and the Training Committee with input from interns. One of the interns serves as a liaison to the Training Committee. A PDF version of the Internship Handbook is available for review by contacting Dr. Robiner.
| | 4. | Internship Rotations
The primary training activities are organized through three rotations: (a) Child and Adolescent Psychiatry; (b) Pediatric Neuropsychology; and (c) Pediatric Psychology. Interns participate in two of the three rotations. In general, limited clinical experiences within the third rotation or with other services may be negotiated at the discretion of primary supervisors and the supervisors of the third rotation. Detailed descriptions of rotations are given to interns at the beginning of the rotations and may be reviewed at the time of interviews for the Internship.
The National Matching Services computerized matching system matches interns with their choice of rotations through their choice of tracks (i.e. combinations of two rotations). Applicants are strongly encouraged to apply separately to each track (i.e., pairs of rotations) in which they would be interested to participate. In other words, applicants are advised to rank all three tracks (i.e., 3 actual rankings) in the list they submit to the NMS for the computer match. Most applicants ultimately rank the internship three times when submitting rank orders to the APPIC-NMS match according to their preferences among the three tracks. In other words, applicants have three chances to apply to the Internship when they submit their rank order lists. This allows them to have maximal opportunity to determine their rotations as interns.
Final rotation assignments (i.e., the sequence of rotations) have generally been determined after the match, based on input from the faculty and interns. In rare circumstances it may be necessary to negotiate changes in rotations later in the year in response to unforeseen developments.
| | a. | Child and Adolescent Psychiatry Rotation
The Child and Adolescent Psychiatry rotation is in the Division of Child and Adolescent Psychiatry of the Department of Psychiatry. It provides opportunities for assessment and intervention with children and adolescents experiencing a broad range of psychopathology. Psychological assessment is an integral part of this rotation. Interns gain experience in conducting psychiatric interviews, as well as intellectual, neuropsychological evaluations, and personality evaluations. Psychotherapy is an important component of this rotation. This rotation generally provides the greatest opportunities for psychotherapy within the Internship. Throughout the rotation, interns are assigned to outpatient clinical settings. Interns maintain outpatient therapy caseloads throughout the rotation. Interns are supervised directly by psychology and psychiatric faculty, and consult with additional faculty members, fellows, and house staff about psychopharmacological interventions.
In the outpatient clinics, interns provide diagnostic evaluations and formulate comprehensive treatment plans. As part of the assessment process, interns are expected to collaborate closely with schools and other agencies to ensure accurate interpretation of evaluations, and to assist in implementing and assessing the outcome of intervention programs. Interns also participate in providing feedback to patients, families, and other professionals, and complete comprehensive psychological reports. The range of experiences in the outpatient clinics may vary, and may include participation in the following general and specialized clinics:
- Anxiety and Mood Disorders Clinic with Drs. Bernstein and Victor
- Attention Deficit and Learning Disorders Clinic with Dr. Bloomquist
- Neuropsychology Clinic with Dr. Wozniak
- Dialectical Behavioral Therapy (DBT) Clinic with Dr. Miller
Interns are introduced to several intervention modalities, including behavioral, client-centered, cognitive, dialectical behavior therapy, empirically validated, time-limited psychodynamic, solution-oriented, play, and family therapy approaches. Diverse cognitive and behavioral therapies are offered for children with externalized behavioral disorders such as attention deficit-hyperactivity disorder, conduct disorder and oppositional defiant disorder, as well as internalized emotional disorders such as depression, anxiety disorders, phobias and stress related disorders. Interns will also be involved in providing DBT to adolescents. The Child and Adolescent Psychiatry Clinic provides these therapies within the context of outpatient individual, group and family therapy modalities. Supervision from other supervisors may also be arranged.
Interns are expected to complete an average of approximately 15-20 hours per week of direct clinical service delivery throughout the rotation (i.e., including assessment, therapy, and possibly consultation). Additional time is devoted to supervision, didactics, and paper work. Across the internship, approximately 50% of interns' clinical activity typically involves diagnostic interviewing and psychological assessment. Approximately 50% of interns' clinical activity involves therapeutic activities. Interns receive a minimum of two hours of individual supervision per week and participate in additional group supervision along with other interns, practicum students, psychiatric residents and fellows, and other staff and faculty. There may be opportunities for interns to participate in co-therapy with supervisors. Interns participate in Departmental and Division activities, including Clinical Rounds, Anxiety Roundtable, Grand Rounds of the Department of Psychiatry, Child and Adolescent Psychiatry Rounds, and other selected seminars and courses.
Interns who choose the Child and Adolescent Psychiatry rotation can expect to see a broad range of patients in the outpatient clinic. This prepares them for a range of mental health positions that span the continuum of severity of psychopathology. Two of the faculty psychologists for this rotation were interns in the Division of Child and Adolescent Psychiatry.
Interns on the Child and Adolescent Psychiatry rotation participate in several conferences and case supervision. These experiences are on the The University of Minnesota Medical Center, Fairview (Riverside Campus).
| Monday: | Case supervision following patient evaluations and prior to providing feedback in Child and Adolescent Psychiatry Clinic. | | DBT Clinic from 8:30 until 10:00 A.M. with Michael Miller, Psy.D. | | Tuesday: | Tuesday is reserved for formal didactics. Interns on the Child and Adolescent Psychiatry rotation are required to attend the following activities which are described in previous sections: | | Psychotherapy Seminar-11:00-12:00 P.M. | | Psychotherapy Group Supervision-12:00-1:00 P.M. | | Wednesday: | Case supervision following patient evaluations and prior to providing feedback in Child and Adolescent Psychiatry Clinic. | | Anxiety Roundtable from 8:30 until 9:30 A.M. | | Grand Rounds, Department of Psychiatry-11:00-noon, Brennan Center, East Building, The University of Minnesota Medical Center, Fairview (Riverside) | | Thursday: | Case supervision following patient evaluations and prior to providing feedback in Child and Adolescent Psychiatry Clinic. | | Friday: | Case supervision following patient evaluations and prior to providing feedback in Child and Adolescent Psychiatry Clinic. | | Case supervision during patient evaluations and prior to providing feedback in Neuropsychology Clinic. |
| | b. | Pediatric Neuropsychology Rotation
The Pediatric Neuropsychology rotation is in the Division of Pediatric Clinical Neuroscience of the Department of Pediatrics. It provides a multidisciplinary diagnostic service for children with complex learning and behavioral disorders associated with neurological and neurodevelopmental disorders. Children are referred by schools, clinics, practitioners in the community, and health professionals at The University of Minnesota Medical Center, Fairview. The Division of Pediatric Clinical Neuroscience serves the community, state, five-state area, and, for specific disease entities, the entire country. The clinical orientation of the staff is developmental. The approach to neuropsychology is to integrate knowledge from multiple sources (e.g., parents, schools, other involved agencies) to quantify functional deficits developmentally in association with knowledge gained from neurological examinations, diagnostic imaging, neurophysiological, genetic, and other laboratory studies, and medical and psychosocial records. The goal of this rotation is to provide training in pediatric neuropsychology which emphasizes the scientist-practitioner model. Although interns¿ experience is primarily clinically based, there are also academic aspects to this experience, including weekly didactic and related training events, opportunities for research participation, and preparation for a postdoctoral fellowship in pediatric neuropsychology. It is strongly preferred, but not required, that interns who participate in this rotation will have undertaken basic coursework and/or practicum level training in child or adult neuropsychological assessment prior to the internship.
Neuropsychological diagnostic services are provided for children with neurodevelopmental disorders (e.g., attention deficit disorder, autism, dyslexia, developmental aphasia, learning disabilities, and mental retardation) and for neurological disorders such as epilepsy, Tourette s syndrome and movement disorders, head trauma, sequelae of infectious diseases (e.g., meningitis and encephalitis), various forms of cancer, neurotoxic conditions, congenital disorders (e.g., agenesis of the corpus collosum, hydrocephalus), degenerative and genetic disorders, and migraine and tension headaches. Pediatric neuropsychologists and trainees attend brain tumor clinic, genetics clinic, craniofacial clinic, and selected other clinics. Psychiatric disorders such as depression, anxiety, and conduct disturbances especially in children with possible attentional and learning difficulties and somatoform disorders are also commonly assessed. Diagnostic evaluations typically comprise two half-day visits in the Pediatric Neuropsychology Clinic. Faculty and trainees meet in a weekly teaching case conference between patients' two visits to discuss initial data and to plan the second visit.
As part of the diagnostic process, interns organize and integrate information about patients and families, including medical and neurological data, neuropsychological assessment data, educational information, interview observations and other data and related history. The focus is on cognitive functioning as well as behavioral and emotional aspects of children¿s functioning. Both environmental and biological factors are considered in evaluating children in the Pediatric Neuropsychology Clinic. Interns refine skills involving neuropsychological assessment and assessment of emotional and social development through interviews, objective measures, and projective personality techniques. Interns are supervised closely on every case. At the end of patients¿ second visits, interns receive direct case supervision to promote formulation of diagnostic impressions and treatment recommendations. Interns then participate in feedback meetings in which the results of assessments are communicated to parents. Interns prepare chart notes documenting patient visits, complete formal neuropsychological reports for patients medical records, and correspond appropriately with physicians and other involved professionals.
In addition to diagnostic assessment and case formulation, interns are expected to follow through with patients to facilitate use of appropriate resources in The University of Minnesota Medical Center, Fairview or the community. Many patients with neurological and neurodevelopmental difficulties are monitored periodically by both a pediatric neuropsychologist and a pediatric neurologist. This is especially true for patients who are required to take medications and for patients whose interventions require periodic reassessment. Because The University of Minnesota Medical Center, Fairview is a tertiary care center, monitoring treatments of rare and complicated disorders including transplants, epilepsy surgery, brain tumors, and experimental medication is also conducted, as part of both clinical and research protocols. Also, emphasis is placed on providing consultation regarding educational planning. Meetings with school personnel and telephone consultation regarding placement and interventions are important facets of the consultative process in this rotation.
Neuropsychological consultation on the inpatient medical and psychiatric patient care units and other pediatric inpatient units also is part of interns¿ clinical experience. Interns attend Pediatric Clinical Neuroscience conference on Wednesday mornings. When topics are relevant, attendance at Grand Rounds for the Departments of Neurology and Pediatrics is encouraged. Opportunities to learn about brain-behavior relationships from a developmental standpoint are abundant in informal and formal contexts on the Pediatric Clinical Neuroscience rotation. Interns attend a didactic seminar in neuropsychology and present cases at the weekly Pediatric Neuropsychology conference. The neuropsychology seminar includes weekly didactic presentations by the neuropsychology staff or invited guest lecturers. In addition interns attend a weekly meeting that alternates between a seminar on Topics in Clinical Neuropsychological Assessment and a Test Conference in which current neuropsychological measures are reviewed.
Research opportunities are varied in the Pediatric Neuropsychology rotation. Ongoing studies address childhood dementia, effects of bone marrow transplants, issues in cancer survivorship, aggression and temper tantrums, and other topics. Interns may participate in a research project during the year, either independently or as part of a larger project.
Interns typically undertake three neuropsychological evaluations per week on the Pediatric Neuropsychology rotation. Two days per week are not scheduled for assessments in the Pediatric Neuropsychology Clinic so interns have time to attend training activities, devote attention to clinical management issues, and participate in other professional activities, such as psychotherapy or research. However, at times, interns may be expected to undertake inpatient consultations in addition to their outpatient responsibilities. On the Pediatric Neuropsychology rotation, Interns develop a relationship with a mentor but also are supervised by all of the participating supervisors on the rotation.
Interns who are qualified may consider postdoctoral fellowships in Pediatric Neuropsychology which are sometimes available following the internship year. Several interns have remained within the Pediatric Neuropsychology Division as postdoctoral fellows after completing the internship. In recent years this has included 1994-95: two interns; 1996-97: one intern; 1997-98: one intern; 1998-99: two interns; 2000-01: one intern; 2001-02: two interns; 2002-03 two interns; 2003-04 one intern; 2004-05 one intern; 2005-06 one intern; 2006-07; one intern.
Interns on the Pediatric Neuropsychology rotation are required to attend a variety of conferences and may choose to attend additional elective conferences. Interns clarify expectations for attendance with Pediatric Neuropsychology supervisors.
| Monday: | - Case supervision in clinic: 8:30-9:00 A.M. and after evaluations(generally for a half hour before feedback) in PWB 5th Floor Neuropsychology Clinic Conference Room.
- Pediatric Neuropsychology Case Conference-2:30 to 3:30 P.M.in PWB 13-104/106.
- Topics in Clinical Neuropsychological Assessment or Test Conference (alternating Mondays) 3:30-4:00 in PWB 13-104/106.
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| Tuesday: | - Case supervision in clinic: 8:30-9:00 A.M. and after evaluations(generally for a half hour before feedback) in PWB 5th Floor Neuropsychology Clinic Conference Room.
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| Wednesday: | - Weekly Conference of the Division of Pediatric Clinical Neuroscience-7:30 A.M.-8:30 A.M.in the Neurology Conference Room (PWB 12-109).
- Case supervision in clinic: 8:30-9:00 A.M. and after evaluations(generally for a half hour before feedback) in PWB 5th Floor Neuropsychology Clinic Conference Room.
- Neuropsychology Didactics-3:00-4:00 P.M.in PWB 6-210 This is a teaching conference addressing functional neuropsychology.
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| Thursday: | - Case supervision in clinic: 8:30-9:00 A.M. and after evaluations(generally for a half hour before feedback) in PWB 5th Floor Neuropsychology Clinic Conference Room.
- Neuropsychology Journal Club/Professional Development Conference (alternating Thursdays)-3:30-4:30 P.M.in PWB 6-224. Participation in these neuropsychology meetings is optional for interns.
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| Friday: | - Case supervision in clinic: 8:30-9:00 A.M. and after evaluations(generally for a half hour before feedback) in PWB 5th Floor Neuropsychology Clinic Conference Room.
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| | c. | Pediatric Psychology Rotation
The Pediatric Psychology rotation is in the Division of General Pediatrics and Adolescent Health of the Department of Pediatrics. It addresses problems of behavior, child development, coping with illness, and learning. It focuses on the developmental and psychological aspects of pediatric medical care. Because a variety of social, educational, psychological and medical factors contribute to children s total well-being, interns on the Pediatric Psychology rotation participate and work cooperatively with many subspecialty services of the Department of Pediatrics. The interdisciplinary approach is utilized because the behavioral, psychological, psychosocial, and medical problems are affected by children s stages of development and often are too complex to be resolved by any single professional or discipline. Overviews of selected medical conditions are presented by physicians or fellows in the Department of Pediatrics to interns on this rotation.
Patients are referred to the Pediatric Psychology service both from within The University of Minnesota Medical Center, Fairview as well as from the community for a broad range of psychological concerns. The patient population comprises both general mental health services and specialty services related to health issues. Psychotherapeutic services may include behavioral therapy, cognitive-behavioral therapy, crisis intervention, family therapy, parent counseling, play therapy, stress management, supportive therapy, as well as exploration of issues related to chronic illness, death, dying, and bereavement. Interns provide both outpatient and inpatient consultative services, primarily on an individual and family basis. They may also become involved in group interventions. Interns are estimated to direct their time and effort among assessment (50-70%), outpatient psychotherapy (5-20%), and inpatient consultation (5-20%) activities. Halfway through the rotation interns switch the pediatric subspecialty services to which they consult so that they gain exposure to the major subspecialties and chronic illness populations. Throughout the rotation interns have opportunities to work with outpatients and medical inpatients. Interns typically complete three psychological evaluations per week on the Pediatric Psychology rotation.
Interns work primarily with child and adolescent patients and have opportunities to work with patients ranging in age from neonates to adults. Because certain medical conditions (e.g., cystic fibrosis) have historically been treated primarily by pediatricians, interns may work with a few young or even middle-aged adults with specific medical conditions. Training activities include participation in Pediatric Psychology walking rounds, Cystic Fibrosis Psychosocial Rounds, General Pediatrics Psychosocial Rounds, and weekly training activities, as available, through the Division of General Pediatrics (e.g., a family symposium, adolescent symposium, and journal club). In providing comprehensive services, interns may work with identified patients, parents, siblings, and other family members. In addition, interns may become involved with the schools, courts, Child Protection, and other agencies. The rotation offers the following primary consultative services:
- Assessment of Developmental Disorders: Standardized psychological tests, structured interviews, naturalistic observations and conferences with outside agencies (i.e., education, public health, social services) are utilized in the comprehensive assessment of mental retardation and developmental disability. Opportunities may be available for participating in developmental assessments of survivors of the Neonatal Intensive Care Unit (NICU), as well as children with genetic disorders, fetal substance exposures, organ and bone marrow transplantation recipients, and hematology/oncology patients. Interns may also be involved in evaluating the effectiveness of dietary and medical management of phenylketonuria. Such assessments include measurements of intelligence, behavior, personality, and academic achievement. The clinical activities involving fetal substance exposure have increased in recent years.
- Psychological Management of Patients with Acute and Chronic Illnesses: Pediatric Psychology interns participate as team members in the care and management of patients with cystic fibrosis, childhood cancer, renal disease, and rehabilitation needs. The focus is on the promotion of positive adjustment and successful coping in children and families within the context of the continuum of acute, chronic, and life-threatening illness. Systematic parent training programs may be used, as warranted by referrals, to help parents accept and cope with the diagnosis and care of medically ill children. Psychological assessments of patients, parents, and families provide information pertinent to patient management. Psychological evaluations focus on cognitive functioning, emotional and personality development, relationships with parents and siblings, understanding of illness, adherence and participation in care, family composition, parents' management of the child patient and siblings, and family members' support systems. Such profiles of patients and families functioning help in designing and implementing medical and psychosocial care of medically ill children.
- Management of Common Problems in Behavioral Pediatrics: Pediatric Psychology interns consult and collaborate with pediatricians in the application of behavioral principles in the assessment and management of behavioral and familial problems. Such problems include failure to thrive, recurrent pain, enuresis, encopresis, child abuse, sleeping disorders, obesity, anxiety, depression, and fears. Common behavioral techniques used in the management of such problems include behavioral contracts in modifying maladaptive behavior, direct reinforcement, cognitive restructuring, behavioral rehearsal, biofeedback, relaxation training, and self-hypnosis. Family therapy modalities may also be used.
- Parent Counseling and Developmental Guidance: In primary care settings pediatricians and nurse practitioners have estimated spending approximately 70% of their time counseling parents on developmental and behavioral issues. Because pediatricians see more people during critical developmental phases than do other professionals, they are in unique positions to provide early detection and intervention. The Pediatric Psychology service provides consultation to health practitioners and parents in regard to behavioral management and parent/child relationship issues.
- Preparation for Medical Procedures and Hospitalization for Young Children: Children s experience in the hospital environment can cause transient behavioral disturbances in ranging from mild to severe levels. Hospitalization and illness can result in fears and stress including those related to separation from parents, unfamiliar surroundings and professionals, painful or complicated diagnostic or surgical procedures, medication effects and complex treatment regimens, discomfort related to injury or illness, lengthy recovery periods, and so forth. Behavioral disturbances can include increased dependency, loss of toilet training, excessive fears, sleeping and eating disorders, and a range of regressive behaviors. On a referral basis, interns may assist children and families to adjust to the hospital environment and health problems.
Interns on the Pediatric Psychology rotation are required to attend a variety of conferences:
| Monday: | Case supervision in FAS Clinic. 1stand 3rd Mondays, 8:00 A.M. to 9:00 A.M. Gateway Suite 160. | | Collaborative Office Rounds, a joint meeting of pediatricians and psychiatrists from the community and the University occur on the 2ndand 4th Mondays of the Month from 7:45 A.M 9:00 A.M. in the Gateway Suite 160. These meetings are funded by the National Institute of Maternal and Child Health to facilitate communication between Psychiatry and Pediatrics and to inform community pediatricians and trainees about psychosocial matters. | | FAS Case Conference. 12:00 noon to 1:00 P.M. Gateway. | | Wednesday: | Journal Club- 8:00-9:00 A.M. in Gateway. | | Grand Rounds, Department of Pediatrics-12:00 noon to 1:00 P.M. | | Thursday: | General Pediatrics Psychosocial Rounds-9:30-10:30 A.M.(Intern B attends) on Patient Care Unit 5A or 5C Conference Room. | | Inpatient Pediatric "Walking" Psychology Rounds-11:00 A.M. to 12:00 noon. Start on Patient Care Unit 5A, except for second Tuesday of each month. | | Friday: | Supervision and Case Management-8:00-9:00 A.M. in Room 10 of the Pediatrics Clinic (PWB). | | Pediatric Renal Dialysis/Transplant Team Rounds-1:00 P.M. to 2:00 P.M. 13th floor Unit A (Moos Tower). |
| | 5. | Additional Training Expectations and Opportunities
Whereas interns have a type of student status within the University and are recognized as trainees within the UMAHC and The University of Minnesota Medical Center, Fairview, the intern role is tantamount to that of a junior professional staff person. Interns are expected to provide professional level services under supervision. Interns' levels of autonomy and responsibility vary among rotations and are based, in part, on each intern's clinical preparation, skill, and personal and professional characteristics. In general, interns become increasingly autonomous in their clinical activities over the course of the year. In interactions with patients, in conferences and clinics, on hospital units, and in team meetings, interns function as competent, ethical, and responsible professionals-in-training. Interns are expected to provide professional services in ways which meet their patient s needs and expectations. Interns are responsible to their supervisors for performance of all duties. Teaching responsibilities for interns can be on an informal or formal basis with trainees of various health professions. Interns also function in a professional manner as psychological consultants to individuals, clinical services within The University of Minnesota Medical Center, Fairview, groups, and community agencies.
To promote the development of professional practices consistent with standards and guidelines in the field, interns are expected to comply with the Ethical Principles of Psychologists and Code of Conduct and with the Guidelines for Service Providers delineated by the American Psychological Association (APA, 1992, 1987), with Minnesota State Statutes and the Rules and Code of Conduct of the Minnesota Board of Psychology, as well as the policies, guidelines, and standards of the UMAHC and The University of Minnesota Medical Center, Fairview governing the practice of psychologists. Interns are expected to present themselves in a professional manner and to exhibit professional work habits. This includes punctuality to training and clinical activities, timely completion of work in accordance with the expectations of supervisors and rotations, follow through on case management duties, and appropriate follow-up in other professional activities. First drafts of reports are generally expected to be completed no later than two weeks after patient contacts, unless an alternative time frame is agreed to by supervisors. To facilitate training, interns provide appropriate clinical materials (e.g., tapes of psychotherapy sessions, test data, and reports) for supervisory sessions and other training activities.
Interns use pagers to facilitate rapid response to consultation requests within The University of Minnesota Medical Center, Fairview and coordination of clinical responsibilities. Interns are provided with business cards, computer access, internet access, e-mail, library access, and other essential resources for professional practice and scholarly activity.
As with internships in other academic health centers, interns can expect to be busy in this internship. Interns' estimates of the hours per week that they spend on clinical activities, case management, didactics, conferences, seminars, supervision, research, report preparation, and informal activities exceed 40 hours per week and vary by rotation. There are broad opportunities for training and clinical service. Case loads generally range between 15 and 20 hours per week of direct clinical service. The range of hours/week related to the Internship varies among interns and rotations. Estimates typically have ranged in terms of the hours per week interns spend on clinical activities, case management, didactics, conferences, seminars, supervision, research, report preparation, and informal activities. Interns estimated mean activity levels between about 50 and 60 hours/week according to periodic time analyses. This issue is an ongoing source of faculty review. In general, as interns become more efficient over the year, the time they require to complete reports and other case management tasks decreases. This increase in efficiency prepares interns well for the clinical realities which will be encountered after internship in a range of clinical and academic settings, especially those in managed care environments and academic health centers.
Interns undergo training modules to enhance their understanding of the Health Insurance Portability and Accountability Act (HIPAA). They also receive training addressing the use of the electronic medical record (EMR) and mandatory reporting requirements for professionals (e.g., child abuse and neglect).
Satisfactory performance by interns results in completion of rotations when both rotations are passed, of completion of the internship. Satisfactory performance of clinical duties, participation in training activities in both rotations, and completion of quality assessment and improvement activities is required for successful completion of the program. The requirements for passing specific rotations vary somewhat among the rotations associated with the participating Divisions. All rotations require performance of clinical and training activities consistent with internship-level training and professional practice.
| | a. | Evaluation Quality Assessment and Improvement
The Internship necessarily includes an evaluative component to assess interns¿ development and readiness to enter professional practice, supervisors¿ contributions to interns training, and to inform the ongoing efforts to improve the Internship. Formative assessment about interns functioning is provided on an ongoing basis throughout the Internship during supervision. Written summative evaluations are completed both by supervisors and interns quarterly to ensure that interns are provided with feedback on their progress and that the Internship is achieving its training goals. Evaluations are discussed within supervision. In addition, interns complete time analyses once or twice during the Internship and a series of quality assessment and improvement surveys at the end of the year. In addition, interns keep track weekly of their clinical productivity (i.e., assessments, therapy), and their supervision using logs created for that purpose, and discuss their log entries with their supervisors as a routine part of supervision.
Evaluations are reviewed by the Training Committee at the end of the year to assist with the Internship s ongoing quality management and improvement efforts. The Director of the Internship communicates with the Director of Training of interns doctoral programs about interns¿ progress at mid-year and at the end of the internship. Interns and supervisors can meet as a group during the year to discuss interns¿ perceptions of the program and to clarify expectations and policies at the request of interns or at the initiation of the Training Committee of Intern Advocate. Policies are reviewed on an ongoing basis and outlined in greater detail in the Internship Handbook. The Internship Handbook is available for applicants to inspect at the time of interviews and is distributed during the Internship orientation at the beginning of the internship year. The Minnesota Supervisory Inventory and other materials developed at this internship pertaining to QAI and administering psychology training programs have been used at more than fifty internships around the country through Quality Assessment and Improvement Systems.
| | b. | Research and Scholarly Activities
The University of Minnesota ranks within the top three public research universities in the United States according to the University of Florida Report on Best American Research Universities.
Most Internship faculty are actively involved in clinical research and professional writing projects. It is the philosophy of the Internship that research and clinical activity inform each other. Interns are expected to review and understand scientific literature pertinent to their clinical activities. To facilitate interns¿ further professional development in accordance with the scientist-practitioner model, interested interns are encouraged, but not required, to participate in research during the course of the year through collaboration with an Internship supervisor. Research involvement varies, and can include: empirical studies in which data is collected during the Internship; analyses of data sets of Internship or University of Minnesota faculty; or scholarly literature reviews of areas related to interns¿ professional interests and the Internship.
The specific objectives and scope of interns¿ research activities are to be clarified and negotiated with supervisors. Issues of authorship are determined in accordance with the APA Ethical Principles of Psychologists and Code of Conduct. The demands of clinical services and training generally leave limited time available during usual working hours for research. Interns work on their dissertations is on their own time rather than during working hours. Administrative leave is available for scholarly presentations, including dissertation defense. Interns are encouraged to make professional presentations. They may have an opportunity to present their research at the Annual Meeting of the Minnesota Psychological Association. Interns have found the MPA forum (arranged by MAAPIC) to be a professionally rewarding experience, an opportunity to refine professional presentation skills, and a chance to network in this region.
| | c. | Seminars and Professional Development
A broad range of training activities are provided across the Internship in addition to the unique opportunities provided within each rotation. At right is a description of the training activities.
| | | i. | Assessment Seminars
This weekly seminar during the first part of the year involves many of the faculty members and addresses intellectual, psychoeducational, and objective personality measures. It provides an overview of the measures, a forum for discussing scoring and interpretive strategies, and includes consideration of cultural and diversity factors in assessment, and issues in evaluating very young children.
Interns attend a weekly Assessment Seminar on Tuesdays (at 9am) from September into January. The seminar is designed to promote refinement of interns' understanding of and skill in using a range of psychological instruments commonly employed in the psychological assessment of children. It emphasizes the translation of assessment skills into clinical practice. The location of the seminar is divided depending on the location of the faculty member presenting. See the far right column for location. For questions about the Assessment Seminar, contact Dr. Robiner.
| Date: | Title: | Presenter: | | 9/9/2008 | Review of Diagnostic Interviewing | Richard Ziegler, Ph.D. | | 9/16/2008 | Intellectual Testing (Wechsler Scales) | Richard Ziegler, Ph.D. | | 9/23/2008 | Psychoeducational Assessment | Chris Boys, Ph.D. | | 9/30/2008 | Neuropsychological Measures - Perceptual & Visual Motor Skills | Michael Potegal, Ph.D. | | 10/7/2008 | Neuropsychological Measures - Memory | Michael Potegal, Ph.D. | | 10/14/2008 | Neuropsychological Measures - Language | Alicia Kunin Batson, Ph.D. | | 10/21/2008 | Neuropsychological Measures - Executive Functions | Jeff Wozniak, Ph.D. | | 10/28/2008 | Objective Personality Testing- MMPI-A | Fiona Anderson, Ph.D. | | 11/4/2008 | Objective Personality Testing- MMPI-A | Fiona Anderson, Ph.D. | | 11/11/2008 | Assessment of Attention I | Steve Hughes, Ph.D. | | 11/18/2008 | Overview of Imaging | Jeff Wozniak, Ph.D. | | 11/25/2008 | Psychological Testing and Managed Care | Jeff Wozniak, Ph.D. | | 12/2/2008 | Storytelling Instruments | Hal Pickett, Psy.D. | | 12/9/2008 | Assessment of Young Children- Hands on Practice | Fiona Anderson, Ph.D. | | 12/16/2008 | Rorschach | Hal Pickett, Psy.D. | | 1/6/2009 | Rorschach | Hal Pickett, Psy.D. | | 1/13/2009 | Empirically Supported Assessment Approaches | Chris Boys, Ph.D. | | 1/20/2009 | Assessing Special Populations (deaf and hard of hearing/ESL) | Karn Wills, Ph.D. | | 1/27/2009 | The Psychologist¿s Role As An Outside Evaluator With Special Attention to School Consultation | Richard Ziegler, Ph.D. | | 2/3/2009 | Assessing PDD Spectrum- ADOS | Robin Rumsey, Ph.D. |
| | | ii. | Case Conferences
Interns participate in a series of monthly case conferences, generally presented the 1st week of the month. These are intended to provide interns with greater understanding of their patients and diverse clinical phenomena, experiences in teaching their peers and public speaking, and as a vehicle to share their learning with each other and with members of the faculty. A template for the presentations is in the Internship Handbook.
During the year, each intern makes two presentations related to their clinical cases to their fellow interns and to some of the Internship faculty. Usually the first case conference presentation focuses on assessment issues and the second focuses on intervention issues. Conferences are attended by Dr. Potegal and supervisors of the cases under consideration.
| Intern | Case Conference I | Case Conference II |
| Julie Eisengart | October | April |
| Kelly King | November | May (week 1) |
| Christie McGee | December | May (week 2) |
| Megan Nelson | January | June |
| April Schaack | February | July |
| Deborah Witsken | March | August |
| | | iii. | MAAPIC Workshops
Interns participate in joint training sponsored by MAAPIC, an association of the APA-accredited psychology internships in Minnesota. Interns attend two one-day workshops addressing cultural diversity and supervision along with interns at other APA-accredited psychology internships. These workshops are designed to foster understanding of the presentation topics as well as to promote interactions with other interns. Workshops are generally held at the Minneapolis Veterans Affairs Medical Center. It is possible that the training opportunities across internships will expand in the future.
| | | iv. | Professional Development Conference
Interns meet monthly (at 8am) with the Internship Director and another faculty member for a Professional Development Conference to discuss a range of ethical, legal, and professional issues as well as matters concerning the Internship. Topics discussed include preparing for post-doctoral fellowships, job searches, preparing for licensing examinations (E.P.P.P.), and issues related to developing or joining practices. Additional topics of discussion include professional liability and responsibilities, joining provider networks, and becoming credentialed to practice in hospitals and healthcare facilities. The format and content of this conference varies based on interns' preferences, and may include outside speakers.
| Date | Title | Presenter | | 9/16/2008 | Professional Development | William Robiner, Ph.D., A.B.P.P. & John Yozwiak, Ph.D. | | 10/14/2008 | Postdoctoral Fellowships | William Robiner, Ph.D., A.B.P.P. & John Yozwiak, Ph.D. & Rich Zieegler, Ph.D. | | 11/11/2008 | Quality Documentation | William Robiner, Ph.D., A.B.P.P. & John Yozwiak, Ph.D. | | 12/9/2008 | Managed Care | William Robiner, Ph.D., A.B.P.P. | | 1/13/2009 | Ethics | William Robiner, Ph.D., A.B.P.P. | | 2/10/2009 | Exploring Career Options | William Robiner, Ph.D., A.B.P.P. & Sharon Berry, Ph.D. | | 3/10/2009 | Licensure | William Robiner, Ph.D., A.B.P.P. | | 4/14/2009 | Board Certification - A.B.P.P. | Susan McPherson, Ph.D., A.B.P.P. & William Robiner, Ph.D., A.B.P.P. | | 5/12/2009 | Making a Difference: Opportunities and Needs for Psychologists To Play Roles in Advocacy, Policy, and Promoting the Public Health. | Glenace Edwall, Ph.D., Psy.D., M.P.A. & William Robiner, Ph.D., A.B.P.P. | | 6/9/2009 | Private Practice | Rebecca Swan, Ph.D. & William Robiner, Ph.D., A.B.P.P. | | 7/14/2009 | Examination for the Professional Practice of Psychology (E.P.P.P.) | William Robiner, Ph.D., A.B.P.P. | | 8/11/2009 | Looking Ahead | William Robiner, Ph.D., A.B.P.P. | |
| | | v. | Psychotherapy Seminar and Group Supervision
Interns participate in psychotherapy training weekly, including didactic training in the Psychotherapy Seminar and group supervision of psychotherapy. These activities are coordinated by Dr. Bloomquist of the Department of Psychiatry, and may include other faculty and supervisors. Training addresses multiple psychotherapeutic models (including brief therapy, cognitive-behavioral approaches, and selected manuals for empirically supported treatments) and a range of theoretical and practical issues inherent in psychotherapy. The objectives of the Psychotherapy Seminar are to broaden and enrich interns' psychotherapy knowledge and skills. The group supervision is intended to allow interns to share their learning about their therapy experiences with each other and to promote discussion and understanding of a broad range of practical, systems, and technical issues.
| | | vi. | Rounds-Team Meetings-Conferences
Interns are encouraged to attend a variety of team meetings and rounds at the UMAHC and The University of Minnesota Medical Center, Fairview, including specific department s Grand Rounds and the Child and Adolescent Psychiatry Rounds sponsored by the Department of Psychiatry, as well as Pediatric Psychology Rounds. Each participating department also offers a series of rounds and conferences in which interns participate and which are described more fully in the Internship Handbook and each rotation s overview of training. Attendance of other educational offerings may be arranged with primary supervisors. Similarly, interns may negotiate with their primary supervisor for time to engage in other professional activities (e.g., research). Interns must fulfill the rotations' clinical service requirements when seeking scheduling accommodations. Scheduling conflicts and time demands preclude interns' attendance of all offerings.
| a. | Grand Rounds for the Department of Psychiatry
Grand Rounds for the Department of Psychiatry are held in the Brennan Center of The University of Minnesota Medical Center, Fairview (Riverside Campus) on Wednesdays from 11:00 A.M.-12:00 noon. Topics are announced one month in advance and posted in the Department of Psychiatry. The series features a broad range of presentations about current developments in mental health by speakers from the University, the community, and other academic health centers, including professionals with national and international reputations. Interns on the Child and Adolescent Psychiatry rotation are required to attend Grand Rounds. Other interns may select topics and should discuss attendance with their supervisors. The first Grand Rounds of each month is a clinical case presented by a resident. The schedule begins in September and ends in May. For questions about these Rounds, contact Dr. Wozniak.
| | b. | Child and Adolescent Psychiatry Rounds
Rounds for the Division of Child and Adolescent Psychiatry are held on the Riverside Campus on Wednesdays from 9:00 A.M.-10:00 A.M. Interns on the Child and Adolescent Psychiatry rotation are required to attend Child and Adolescent Psychiatry Rounds. Other interns are encouraged to attend and should discuss attendance with their supervisors. For questions about these rounds, contact Dr. Wozniak.
| | c. | Grand Rounds for the Department of Pediatrics
Interns are encouraged to attend Grand Rounds for the Department of Pediatrics on a selective basis. Rounds are Wednesdays at 12:00 noon-1:00 P.M. in the Todd Amphitheater (Mayo C231). |
| | | vii. | Topical Seminars
Interns attend a series of weekly topical seminars which are planned at the beginning of each Internship year. Seminars address a broad range of clinical and professional topics.
- Treatment and Intervention Issues: adherence and compliance to treatment, cognitive-behavioral therapy; family therapy, hypnosis; inpatient psychiatric management; managed care; preventive interventions in schools, psychoactive medications; social skills groups; and treatment outcome.
- Specific Disorders: anxiety disorders; autism; aggressive, delinquent and conduct disorders; attention deficit hyperactivity disorder; childhood dementia; developmental disorders; eating disorders; fetal alcohol effects and syndrome; genetic and degenerative diseases; developmental outcomes of premature and low birth weight infants; mood disorders; neuropsychiatric aspects of psychiatric disorders; neurotoxicity (lead overburden); psychological aspects of HIV/AIDS; somatoform disorders; substance abuse; suicide; and storage diseases.
- Health Care Issues: child psychology in medical settings; chronic illness; death, dying, and grief; mental health systems integration and policy developments; and psychosocial aspects of chronic illness.
- Issues of Children, Adolescents, and Families: adolescent pregnancy; child abuse; family law and custody issues.
- Professional Issues: boundaries in professional relationships; cross-cultural issues; ethical and legal issues; grant writing; practical issues related to charting and medical records; preparation for licensure and ethical conduct issues; and supervision.
2008-9 Topical Seminars:
| 9/16/08 | Assessment and Management of Depression and Suicide Risk II | Michael Miller, Psy.D. |
| 9/23/08 | Conducting Assessment Feedback | Rich Ziegler , Ph.D. |
| 9/30/08 | Psychological Consultation | John Yozwiak, Ph.D. |
| 9/9/08 | Assessment and Management of Depression and Suicide Risk I | Michael Miller, Psy.D. |
| 10/14/08 | Psychological Practice Within Hospitals and Healthcare Settings | Bill Robiner, Ph.D. |
| 10/21/08 | Working With People of Diverse Cultures | Curtis Collins |
| 10/28/08 | Functional Brain Anatomy | Deb Roman, Psy.D., ABPP |
| 11/11/08 | Psychopharmacology Review | Kathryn Cullen, M.D. |
| 11/18/08 | Psychopharmacology Review | Kathryn Cullen, M.D. |
| 11/25/08 | Substance Related Disorders in Children and Adolescents: Epidemiology, Assessment, Treatment, & Research | Ken Winters, Ph.D. |
| 12/16/08 | Bipolar Disorders in Children and Adolescents: Epidemiology, Assessment, Treatment, & Research | Joel Oberstar, M.D. |
| 12/23/08 | No Topical Seminar | |
| 12/30/08 | No Topical Seminar | |
| 12/9/08 | Psychotic Disorders: Epidemiology, Assessment, Treatment, and Research | Jeff Wozniak, Ph.D. |
| 1/13/09 | Eating Disorders: Epidemiology, Assessment, and Research | Carol Peterson, Ph.D. |
| 1/20/09 | Overview of Autism Spectrum Disorders | Robin Rumsey, Ph.D. |
| 1/27/09 | Pediatric Cancer and Psychology | Fiona Anderson Ph.D. |
| 2/10/09 | Issues in Therapy with Diabetes and Other Chronic Health Populations | Chris Boys, Ph.D. |
| 2/17/09 | Weight Loss and Adherence to Therapeutic Regimens | Chris Boys, Ph.D. |
| 2/24/09 | Development of Anger, Aggression and Violence: Current Research and Future Directions | Michael Potegal, Ph.D. |
| 3/10/09 | Tantrums | Michael Potegal, Ph.D. |
| 3/17/09 | The Early Riser Program | Michael Bloomquist, Ph.D. |
| 3/24/09 | Bullying in the Classroom: The APA and MTV Collaboration | Chris Boys, Ph.D. |
| 3/31/09 | Pediatric Sleep Disorders and Tour of the HCMC Minnesota Regional Sleep Disorders Center | Laurel Wills, M.D. |
| 4/14/09 | Publishing Articles | William Robiner, Ph.D. |
| 4/21/09 | Grant Writing I | Cathy Jordan, Ph.D. |
| 4/28/09 | Grant Writing II | Cathy Jordan, Ph.D. |
| 5/19/09 | Assessment of Abuse | Pi-Nian Chang, Ph.D. |
| 5/26/09 | Custody Evaluations | Pi-Nian Chang, Ph.D. |
| 6/16/09 | An Introduction to Forensic Psychology Issues with Children and Adolescents | Lawrence Panciera, Ph.D., ABPP from the Hennepin County Court Services |
| 6/23/09 | Crisis Intervention and Psychological Services In Response to Disasters | Tai Mendenhall, Ph.D. |
| 6/30/09 | Legal/clinical Issues With High Conflict Families | Dawn Koehler, Psy.D. |
| 6/9/09 | Working With Patients and Families With Life Threatening and Terminal Illness | Diane Bearman, Ph.D. |
| 7/14/09 | Open | |
| 7/21/09 | Prescription Privileges: Pros/Cons | William Robiner, Ph.D. |
| 7/28/09 | Open | |
| 8/11/09 | Boundary Issues | John Hung, Ph.D. |
| 8/18/09 | Evaluation: Quality Assessment and Performance Improvement | David Brunetti, Ph.D. |
| 8/25/09 | No Topical Seminar | |
| | 6. | Faculty Information
The core faculty of the Internship includes doctoral-level psychologists licensed in Minnesota with a broad range of clinical and research interests. Internship faculty hold appointments in one or more departments of the Medical School including the Departments of Neurology, Pediatrics, and Psychiatry. Core faculty are members of the participating departments who provide direct clinical and research supervision and didactic training. In addition, interns are exposed to other faculty (e.g., psychologists, behavioral pediatricians, psychiatrists, and social workers) from the participating departments and the community through seminars and additional supervision. Below are descriptions of the clinical, research, and professional interests, as well as backgrounds of Internship supervisors. Asterisks identify the primary supervisor for each rotation. A link to supervisors¿ publications may be accessed through the Internship website at the end of each supervisor's description.
| Child & Adolescent Psychiatry | | Core Supervisors | Phone Numbers | | Michael Bloomquist, Ph.D. | (612) 273-9711 | | Michael Miller, Psy.D. | (612) 273-8737 | | Jeff Wozniak, Ph.D.* | (612) 273-9741 | | Andrea Victor, Ph.D. | (612) 273-9851 | | | | | Pediatric Neuropsychology | | Core Supervisors | Phone Numbers | | Fiona Anderson, Ph.D. | (612) 624-9110 | | Elsa Shapiro, Ph.D. | (612) 625-7466 | | Richard Ziegler, Ph.D.* | (612) 625-7466 | | | | | Pediatric Psychology | | Core Supervisor | Phone Number | | Pi-Nian Chang, Ph.D.* | (612) 624-9134 | | Chris Boys, Ph.D. | (612) 624-9220 |
Complete List of Faculty:
Fiona Anderson, PhD, LP
Assistant Professor
|
Phone: (612) 624-9110
Email: willi040@umn.edu
|
Gerald August, PhD, LP
Professor
|
Phone: (612) 273-9727
Email: augus001@umn.edu
|
Gail Bernstein, MD
Professor
|
Phone: (612) 273-9711
Email: berns001@umn.edu
|
Kendra Bjoraker, PhD, LP
Assistant Professor
|
Phone: (612) 624-5653
Email: bjora002@umn.edu
|
Michael Bloomquist, PhD
Assistant Professor
|
Phone: (612) 273-9711
Email: bloom008@umn.edu
|
Chris Boys, PhD
|
Email: boys0009@umn.edu
|
Pi-Nian Chang, PhD, LP
Associate Professor
|
Phone: (612) 624-9134
Email: chang001@umn.edu
|
Johnathan Jensen, MD
Senior Physician
|
Phone: (612) 273-9711
Email: jense002@umn.edu
|
Bonnie Klimes-Dougan, PhD
Psychologist
|
Phone: (612) 273-9711
Email: klimes@umn.edu
|
Alicia Kunin-Batson, PhD
Assistant Professor
| Email: kunin003@umn.edu |
Michael J. Miller, PsyD, LP
Associate Psychologist
|
Email: mjmiller@umn.edu
|
Richelle Moen, PhD, LP
Associate Psychologist
|
Phone: (612) 273-9810
Email: moenx008@umn.edu
|
Michael Potegal, PhD, LP
Assistant Professor
|
Phone: (612) 625-6964
Email: poteg001@umn.edu
|
George Realmuto, MD
Professor
|
Phone: (612) 273-9711
Email: realm001@umn.edu
|
William Robiner, PhD, ABPP, LP
Associate Professor
|
Phone: (612) 624-1479
Email: robin005@umn.edu
|
Robin Rumsey, PhD
Assistant Professor
|
Phone: (612) 626-8076
Email: rumse002@umn.edu
|
Elsa Shapiro, PhD, LP
Professor
|
Phone: (612) 625-7466
Email: shapi004@umn.edu
| Andrea Victor, PhD
Assistant Professor
|
Phone: (612) 273-9851
Email: avictor@umn.edu
|
Tonya Jo H. White, MD
Assistant Professor
|
Phone: (612) 273-9762
Email: twhite@umn.edu
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