Updated : October 12, 2007
Dear Psychology Internship Applicant:
Thank you for your interest in the Emory University School of Medicine Predoctoral Psychology Internship Program at Grady Health System. We are offering both a General Internship Experience (GIE) (4 positions; 3 general and 1 trauma track) and a Neuropsychology Focus Experience (3 positions) within the General Internship (NT).
You may access the brochure on the web at:
http://www.psychiatry.emory.edu/psychologyintern.htm.
Application materials include:
1) APPIC Application for Psychology Internship (AAPI) (please indicate prominently for which experience (GIE (General or Trauma) or NT) you are applying)
2) APPIC Academic Program; Verification of Internship Eligibility and Readiness
3) Vita
4) Official Graduate Transcript (sent directly from graduate school)
5) 3 letters of reference (at least)
All application materials should be in our hands by November 16, 2007. If, after reviewing our brochure, you are interested in our program, please arrange for transcripts and references to be sent to us as soon as possible. Late transcripts and references are most often the cause for delayed processing of application.
We will comply with the policies submitted by APPIC regarding internship selection. The APPIC web site www.appic.org has information for applicants including applicant application packages. Requests for Applicant Agreement Packages for the computer match program can be obtained at the APPIC Internship Matching Program internet web site at www.natmatch.com/psychint. Our program code number for the computer matching program is 123011 for the General Internship Experience (General Track) and 123012 for the Neuropsychology Focus Experience within the General Internship (NT) . The program code for the Trauma Track has not yet been assigned. Again, thank you for your interest in our internship program. I look forward to receiving your application.
Carol Webb, Ph.D., ABPP
Director of Internship Training
Department of Psychiatry & Behavioral Sciences( Psychology)
Emory University School of Medicine/Grady Health Systems
Mail General Track application materials to:
Carol Webb, Ph.D., ABPP
Director of Psychology Internship
Department of Psychiatry (Psychology)
Grady Health System - 13th Floor
P. O. Box 26238
80 Jesse Hill Jr. Drive, SE
Atlanta, Georgia 30303
Mail Neuropsychology Track applications materials to:
Dr. Anthony Y. Stringer
Emory University
Dept. of Rehabilitation Medicine
1441 Clifton Road Northeast
Atlanta, GA 30322
(404) 712-4861
(404) 616-4807
Mail Trauma Track application materials to:
Nadine Kaslow, Ph.D. ABPP
Trauma Track Application
Chief Psychologist
Department of Psychiatry (Psychology)
P. O. Box 26238
Grady Health System - 13th Floor
80 Jesse Hill Jr. Drive, SE
Atlanta, Georgia 30303
(404) 616-4807
If you wish to apply for both the general and the trauma track, please indicate this prominently on your cover letter and AAPI and mail the application to Dr. Webb.
EMORY UNIVERSITY SCHOOL OF MEDICINE /
GRADY HEALTH SYSTEM
DEPARTMENT OF PSYCHIATRY & BEHAVIORAL SCIENCES
PREDOCTORAL CLINICAL PSYCHOLOGY INTERNSHIP
GENERAL TRACK
AND
TRAUMA TRACK
AND
EMORY UNIVERSITY SCHOOL OF MEDICINE / EMORY HEALTHCARE
DIVISION OF NEUROPSYCHOLOGY AND BEHAVIORAL HEALTH
PREDOCTORAL CLINICAL PSYCHOLOGY INTERNSHIP
NEUROPSYCHOLOGY TRACK
***
INTRODUCTION
The Emory University School of Medicine/Grady Health System (Emory/Grady) APA accredited clinical psychology internship has both a General Internship Experience (GIE) and a Neuropsychology Track (NT) within the General Internship. The General Internship Experience is based in a university affiliated public city hospital in downtown Atlanta, Grady Health System, which serves as the primary teaching hospital for the Emory University School of Medicine. The General Internship Experience has both a General Track and a Trauma Track. Within a large, inner-city hospital setting, interns gain diverse clinical experiences with child and adult psychiatric and medical patients with severe psychopathology and life stressors.
Neuropsychology Track interns rotate through the neuropsychology services of three facilities within Emory Healthcare: the Emory University Center for Rehabilitation Medicine, Children’s Health Care of Atlanta, and Wesley Woods Center,spending four months in each facility. This rotation allows interns to receive experience in adult, child, and geriatric neuropsychology, making this a uniquely comprehensive internship experience that will prepare interns for fellowships and careers in adult, child, or geriatric neuropsychology. The NT meets APA Division 40, Houston Conference, and Association of Internship Training Centers in Neuropsychology (AITCN) criteria for neuropsychology training.
The strength of the internship lies in the diversity of clinical experiences available to interns combined with the teaching and training atmosphere available in an academic health sciences center setting. In addition, the number of interns selected is limited (three interns for the GIE General track, one intern for the GIE Trauma track, and three interns for the Neuropsychology track are selected each year) to enable the faculty the time and support to make a major commitment to supervision. Finally, the internship offers the opportunity to work with a large number of minority and low-income clients.
Multiple theoretical orientations are represented among the faculty, including psychodynamic, cognitive-behavioral, humanistic/existential, systems, developmental, integrationist, and biopsychosocial. The neuropsychology faculty take a syndrome-oriented, flexible battery approach to assessment that incorporates quantitative and qualitative data in the differential diagnosis of neuropsychological disorders. Supervisory orientations differ depending on the service setting. Supervision in different treatment modalities such as individual, couples/family, group, case management, and consultation allows the intern the opportunity to sample various intervention strategies. Additionally, we are committed to a continual review process of our program to help insure that the training we offer is relevant to the employment opportunities that are available in this changing health care market.
Program’s Primary Educational Model and Professional Training Goals and Objectives
The predoctoral internship in clinical psychology at Emory University School of Medicine/Grady Health System aims to provide interns with a generalist clinical training year consistent with the scientist-practitioner model of graduate education, with an additional track in Neuropsychology that provides general clinical training while also preparing interns for later specialized fellowship training. The internship builds on knowledge and competencies derived from the science of psychology and learned during doctoral training. It provides an environment in which applied competencies can be further developed via supervised, clinical experience with a variety of clients across a multitude of settings. Our goal is to train culturally competent psychologists who can assume professional roles in a multitude of settings (e.g. academic health science centers, universities, community settings) in which a significant focus is placed on clinical expertise with a wide array of patients, training, and scholarly activities in which awareness of systems issues is important.
To help trainees develop in their professional roles as psychologists, we utilize a graduated, developmentally based training model. Initially, interns are expected to demonstrate basic clinical skills with more prototypic cases and are gradually expected to learn more complex differential diagnostic tasks and interventions with patients with more complex difficulties. Supervision is developmentally graded, with interns initially provided with direct modeling and detailed guidance. Over time, interns are expected to function more independently and to use supervision to develop more sophisticated clinical skills. Didactic learning in seminars is clinically relevant and supervision focuses on utilizing the psychological and neuropsychological literature to inform clinical practice, as well as applying a scientific method of thought to case conceptualization and intervention planning.
The training goals and objectives are to:
Goal #1 Further develop and master a broad array of competencies in direct service (assessment, intervention, and consultation) based on knowledge within the science of psychology and consistent with standards of professional practice.
Objectives:
1a Interns will demonstrate through their direct service activities, a developmentally expected level of competence in the following assessment-related areas: (a) diagnostic interviewing skills; (b) knowledge of diagnoses; (c) selection of appropriate assessment approaches; (d) test administration and scoring; (e) interpretation of findings and appropriate case conceptualization (f) provision of appropriate recommendations; (g) report writing skills, (h) communication of results, (i) sensitivity to ethical and legal considerations in all aspects of the assessment process; and (j) sensitivity to diversity considerations in all aspects of the assessment process.
1b Interns will demonstrate through their direct service activities, a developmentally expected level of competence in the following intervention-related areas: (a) case conceptualization; (b) use of theory and research to guide conceptualization and choice of interventions; (c) establishment and monitoring of therapeutic goals; (d) development and maintenance of therapeutic alliance; (e) application of therapeutic strategies; (f) management of crises and follow-up; (g) management of therapy termination; (h) sensitivity to ethical and legal considerations in all aspects of the intervention process; and (i) sensitivity to diversity considerations in all aspects of the intervention process.
1c Interns will demonstrate through their direct service activities, a developmentally expected level of competence in the following consultation-related areas: (a) utilization of theory and research to guide consultations; (b) maintenance of a system perspective; (c) understanding of local contexts; (d) negotiation of contacts among systems; (e) provision of feedback to individuals from different fields; (f) development of effective interdisciplinary relationships; (g) learning from other team members; (h) sensitivity to ethical and legal considerations in all aspects of the consultation process; and (i) sensitivity to diversity considerations in all aspects of the consultation process.
Goal #2 Assume the professional role of a psychologist within a scientist/practitioner model (ethics and legal issues, individual and cultural diversity, professional identity/functioning, and interpersonal skills) consistent with standards of professional practice.
Objectives:
2a Interns will achieve a developmentally expected level of competence in the following ethical and legal areas: (a) knowledge of ethical/professional codes, standards and guidelines; knowledge of statutes, rules, and regulations relevant to the practice of psychology; (b) ability to recognize ethical and legal issues across the range of psychological activities; (c) ability to recognize and reconcile conflicts among relevant codes and laws; d) ability to apply the above knowledge and skills to professional activities; e) ability to maintain appropriate professional boundaries; and (f) ability to build and participate in a collaborative, supportive peer network in order to consult when advisable
2b Interns will achieve a developmentally expected level of competence in the following individual and cultural diversity areas: a) sensitivity to individual and cultural diversity; (b) respect for diverse values, ethical perspectives, and worldviews; and (c) capacity for reflection, self-awareness, and self-assessment
2c Interns will achieve a developmentally expected level of competence in the following professional identity/functioning areas: (a) progress towards assuming a professional identity as a psychologist; (b) awareness of personal/professional limitations; (c) understanding of how own beliefs and values impact their professional functioning; (d) sound and mature professional judgment; (e) dependability and responsibility in the performance of duties; (f) capacity to assume and manage multiple professional roles; (g) effective time management; (h) autonomous functioning; (i) ability to take initiative in a appropriately assertive manner; and (j) commitment to life-long learning
2d Interns will achieve a developmentally expected level of competence in the following interpersonal skills areas: (a) interpersonal competence (listening, empathy, flexibility, sense of humor, contextual understanding) with peers and colleagues; (b) interpersonal competence (listening, empathy, flexibility, sense of humor, contextual understanding) with professional staff; (c) effective communication, problem-solving, and systems negotiation; (d) capacity to effectively share knowledge with others; (e) collegial and respectful behavior; and (f) good team functioning.
Goal #3 Facilitate adoption of a scientifically-minded stance as a psychologist with competence in scholarship/research.
Objective:
3 Interns will meet a developmentally expected level of competence in scholarship/research in the following areas: (a) performance of all professional functions consistent with being a “scientifically-minded” psychologist; (b) use of empirical literature to guide direct service activities; (c) progress in attaining the knowledge and skills required for program evaluation; (d) sensitivity to ethical and legal considerations in all aspects of research and scholarship; and (e) sensitivity to diversity considerations in all aspects of research and scholarship.
Goal #4 Facilitate initial exposure to and beginning competence in supervision of more junior trainees and/or allied professionals.
Objective:
4 Interns will demonstrate through their supervisory endeavors, a developmentally expected level of competence in the following areas: (a) knowledge of area in which providing supervision; (b) knowledge of models, theories, modalities, and research on supervision; (c) awareness of supervisee development and learning needs; (d) capacity to develop and sustain a strong supervisory relationship; (e) ability to monitor the services provided by the supervisee; (f) capacity to provide effective formative and summative feedback to the supervisee; (f) receptivity to supervision on supervision; (g) sensitivity to ethical and legal considerations in all aspects of the supervisory process; and (h) sensitivity to diversity considerations in all aspects of the supervisory process.
The General Internship Experience and the Neuropsychology Internship Track are described separately below.
GENERAL INTERNSHIP EXPERIENCE (GIE)
GENERAL TRACK (three interns)
Specific goals vary with each intern's needs and experiences, and are achieved through three four-month rotations in the areas of child psychology, adult psychology, and an elective experience. Each intern begins the year in one of the three general areas and rotates through the remaining areas as the internship year proceeds.
Child Rotation
During the Child Rotation, the intern works in three service settings at Grady Health Systems: Child and Adolescent Psychiatry Outpatient Clinic (CAPOC), a Pediatric Consultation and Liaison Service Experience, and the Pediatric Appointment Clinic.
Child and Adolescent Psychiatry Outpatient Clinic (CAPOC) provides evaluation and treatment for youth ages 3 through 17. In this setting, the intern carries short-term (2-16 sessions) therapy cases and evaluates children and their families as appropriate. The intern also may have the option of seeing children and adolescents who have been sexually abused. The intern may provide consultation and sees children within the school system as well.
On the Pediatric Consultation and Liaison Service Experience, the intern participates as a member of an interdisciplinary team whose function is to provide psychological services for children who attend an outpatient medical clinic. In this role, the intern provides consultation to the medical staff regarding diagnosis and child management, makes recommendations for follow-up care, and works directly with the child and family in providing therapeutic services.
In the Outpatient Pediatric Appointment Clinic, the intern is responsible for completing about three testings each month. Children ages 2 to 16 are referred for psychological evaluations with a variety of possible problems: attention deficit disorder, mental retardation, learning disabilities, adjustment problems associated with medical conditions, and other emotional/behavior problems. Weekly duties involve the administration, scoring and interpretation of an appropriate test battery that may include measures of cognitive abilities, achievement, and personality functioning; participation in supervision; report writing; feedback to parents and the referring physician; and making recommendations that may involve consultation and coordination with schools and/or other agencies.
Adult Rotation
Presently, the Adult Rotation is based in two settings at Grady Health System: The Milieu Inpatient Unit, and the Psychiatric Emergency Service.
On the Milieu Inpatient Unit , the intern is responsible for case management and treatment (individual, family) of adult inpatients (regular caseload of two patients), psychological assessment, attendance at various ward meetings (including a weekly interdisciplinary case conference), and consultation with psychiatry residents. The intern also participates in the inpatient milieu. The intern also may function as a consultant to staff and other trainees on specific behavioral interventions and formulations. Patients on the unit are quite varied in diagnoses and presenting problems and the intern usually is able to work with patients with varying ranges of functioning and types of psychopathology who typically are hospitalized for 2 weeks to a few months.
The Psychological Assessment Service is also based on the Mileu Inpatient Unit and interns conduct both brief and comprehensive psychological testing with the adult inpatients (about 2/month) on this service. Test results are usually presented at the weekly adult case conference as part of the comprehensive patient presentations. Assessments are individually tailored to meet the referral questions, thus there is not a “standard battery” which is used. Typical questions include issues of cognitive and emotional functioning, and differential diagnosis.
On the Psychiatric Emergency Service, (PES) for one-half day per week, interns interview and intervene with individuals in the midst of a psychiatric emergency. All levels and categories of adult psychopathology are represented. The service is the 24-hour psychiatric emergency room for the city of Atlanta and serves over 18,000 patient visits each year.
Elective Rotation
The Elective Rotation, presently can be divided into a major elective and a minor elective. The primary goals are to give interns a chance to work in areas in which they have a special interest, and to allow interns the opportunity to gain more supervised experience in needed areas to round out potential weaknesses. In addition interns work on the Evaluation and Brief Treatment Service for up to 6 hours per week. Typical major electives consist of working in the Adult Day Treatment Program, Infectious Disease Clinic (HIV), Forensics Service, and a Group/Family rotation.
On the Evaluation and Brief Treatment Service, (EBT)the intern is responsible for the initial assessment and case management of outpatients, consultation with other staff, psychotherapy follow-up and appropriate disposition planning of their patients and psychological assessment. The EBT service is a brief treatment (8 session) outpatient service and treatment focuses on targeting specific symptoms and extensive after care planning.
Some electives have prerequisites and interns interested in those electives should assess their
credentials to insure their acceptance to those experiences. The elective experience may also involve additional experience in one of the child or adult service areas that are part of the required rotations, electives which the intern develops in areas of individual clinical or research interest, or other experiences in the following:
Elective Experiences:* Prerequisites required
Administration
Adult Day Treatment Center
Adult Consultation and Liaison
Breast Cancer Center
Clinical Research
Infectious Disease Clinic, Adult and Pediatric HIV
Family/Couples Therapy
Family Violence Grady NIA Project
Forensic Evaluations
Group Therapy
Head Start
Maternal and Infant Care Project - (Psychiatric Obstetrics)
Adult Neuropsychology *
Geriatric Neuropsychology*
Pediatric Neuropsychology*
Pediatric Psychology*
Program Evaluation
Project Aspire
Psychodynamically Informed Psychotherapy
Sex Abuse Treatment
Trauma Clinic
GENERAL INTERNSHIP EXPERIENCE (GIE)
TRAUMA TRACK (one intern)
The trauma track of the general internship experience is also based at Grady Health System. Currently there is funding for one intern on this track. The track consists of a year long experience working with women who have experienced domestic violence and have made a suicide attempt (Grady Nia Project). The Grady Nia Project is funded by the National Institutes of Mental Health and the Centers for Disease Control and Prevention and focuses on the assessment and treatment of abused, suicidal, low-income African American women. The intern will work on the NIA team providing individual psychotherapy, group psychotherapy, and family therapy as appropriate to women who have been referred to the project. The intern will have both short and long term therapy experiences using a variety of therapeutic modalities including crisis intervention, cognitive-behavioral and insight oriented orientations. Additionally, the intern will be the therapeutic case manager for women who are part of the project when they are hospitalized on the inpatient unit and serve on the interdisciplinary treatment team on that service. The intern will also conduct both brief and more comprehensive outpatient and inpatient psychological assessments for women who are part of the project.
Through working on the Grady Nia Project, the clinical training for this position encompasses outpatient and inpatient experiences, and psychotherapy (individual, family, and group), psychological assessment, and consultation within the context of a large, well funded, ongoing clinical research project. Additionally the intern will be responsible for coordinating and implementing psychological prevention and intervention programs for the ongoing "needle stick" project for the Department of Medicine – Division of Infectious Diseases.
Minor Rotation: The intern on the trauma track also will have the opportunity to have clinical experiences with children and or adolescents on a 4 month long minor child rotation one to two days a week. The clinical experiences will vary depending on the needs and preferences of the intern and are described above in the general track information.
As the setting for this track is within a larger ongoing clinical research project, the opportunity for research is also available. While the clinical duties of the intern will be paramount, it is anticipated and expected that the intern will also engage in the development and implementation of research projects, as well as assist with other aspects of the research components such as writing, literature review, data analysis, and manuscript and grant preparation.
Psychotherapy Experience
In addition to the rotation experiences, all GIE interns (general and trauma track) carry three psychotherapy cases for the full year -- one child (play therapy), one adult (insight oriented therapy), and one case of the intern’s choice, i.e., child, adolescent, adult, family or group. The child and adult case are supervised in a group format with all of the GIE interns. The elective case is supervised individually.
Additionally, during the course of the year interns are expected to carry another psychotherapy case where particular attention is given to the discussion and application of manualized or partially-manualized treatment approaches that have received evidence-based support. Therefore, typically while on the elective rotation, each intern will conduct a short-term intervention that includes particular components/modules or entire manuals of an evidence-based intervention. The Emory Psychology internship program has a library of manuals and treatment protocols based on multiple theoretical orientations that serve various populations and clinical disorders. Given that each supervisor has specialized interest and expertise with evidence-based treatment approaches, it is the responsibility of each individual intern, with the consultation of the faculty member who coordinates evidence based treatment approaches, to select an evidence-based intervention that has been agreed upon by their elective case supervisor.
Supervision
The extensive supervision provided during the internship year is a major strength of the program, and typically ranges from 6-9 hours of supervision per week. The format for supervision varies with the setting, the supervisor, and the intern’s needs, and may include individual or group supervision, review of process notes, use of audio or videotapes, live supervision and/or co-therapy. Supervision may also include addressing the trainees’ personal and professional reactions to their clients in order to gain an understanding of transference and countertransference. During the course of the year, supervision will range from a heavily didactic experience in areas that the intern is lacking knowledge or experience, to being focused primarily on helping the intern achieve a clearer sense of identity as a professional psychologist. For example, on the Psychiatric Emergency Service (PES), an intern initially observes the supervising psychologist, then interviews the patient with the supervising psychologist, and finally sees the patient individually with immediate supervision following the interview. Psychological assessment follows a similar format, with more intense supervision early in the experience moving toward a case processing format as the intern makes gains toward independent functioning.
Rotation experiences are supervised through ongoing contact with the on site supervisor. Psychotherapy cases are supervised on an individual basis, or in a group format (1 ½ hour group supervision).
Also, various didactic experiences, conferences and seminars are available to interns including Psychology Intern Seminar (weekly), Psychiatry Grand Rounds (monthly), Child Psychiatry Grand Rounds (monthly), Child Case Conference (weekly), Adult Diagnostic Case Conference (weekly), Child Psychiatry Journal Club (monthly), and Family Therapy Case Conference (weekly).
Setting
Grady Health System is the largest general hospital in Georgia, and among the largest in the country. The hospital is maintained principally to provide medical care for the indigent and for emergencies from metropolitan Atlanta, and Fulton and DeKalb Counties. With its nationally acclaimed Emergency Care Center and Burn Unit, Grady Health System has the only level I trauma center in the region and serves as the ambulance provider for the city of Atlanta. The state's only Poison Center is housed at Grady, as well. The Diabetes Detection & Control Center, Georgia Cancer Center for Excellence, Comprehensive Sickle Cell Center, Primary Stroke Center and Avon Foundation Comprehensive Breast Center are also notable components of the health system. Moreover, Grady's Infectious Disease Program was named one of the top three HIV/AIDS outpatient clinics in the country. Other exceptional medical services include Grady's Regional Perinatal Center and its Neonatal Intensive Care Unit, the Primary Care Center, a dedicated 60 Plus service line for older adults, Teen Services, the Rape Crisis Center, and the 24-hour Advice Nurse Line.
Fully accredited by the Joint Commission on Accreditation of Healthcare Organizations, Grady Health System is an internationally recognized teaching hospital staffed exclusively by doctors from Emory University and Morehouse schools of medicine. Remarkably, 25 percent of all physicians practicing medicine in Georgia received some or all of their training at Grady. It is a 950+ bed inpatient facility with a broad array of outpatient clinics, which provides a full range of medical and psychiatric services to hundreds of thousands of patients each year. Over 90% of the patients served by Grady are people of color and the facility functions as a community hospital for over 50% of the African American population in Atlanta.
The Department of Psychiatry and Behavioral Sciences at Grady Health System also houses a full service mental health center ( Central Fulton County Mental Health Center) that provides over 104,000 patient contact visits per year. Services include a milieu inpatient unit, crisis stabilization unit, psychiatric emergency service, child and adult outpatient clinics, child and adult consultation/liaison services, adult day treatment service, community outreach service and many more. Professional services at Grady Health System are provided under contract with Emory University School of Medicine, so that the flavor of the hospital is that of a teaching hospital. Grady is involved in training for nearly all the mental health disciplines: clinical psychology, psychiatry, social work, nursing, occupational and recreational therapy. Thus, there are many opportunities to engage in multidisciplinary seminars and treatment programs.
Emory University , located approximately 15 minute driving time from Grady, has the full range of university facilities available to psychology interns. Some psychotherapy cases are seen on or near the Emory Campus and while an Emory-Grady bus provides transportation between the Hospital Campus and the University Campus, automobile transportation is required on occasion.
The Division of Psychology
The Division of Psychology within the Department of Psychiatry and Behavioral Sciences at Emory University School of Medicine has been training psychologists since the early 1960's. The internship program received APA accreditation initially in 1980 and has been fully accredited since that time. The Division also provides practicum training to graduate students from a number of local and regional doctoral programs in psychology. Additionally the Division supports a large and active postdoctoral fellowship training program in psychology in a variety of areas including but not limited to adults with serious psychiatric disorders, women's health, domestic violence, and child and pediatric psychology. All psychologists are faculty members in the Department of Psychiatry and Behavioral Sciences or Pediatrics at Emory University School of Medicine, and are listed in the attached compendium. In addition, various psychiatrists and other physicians contribute to the internship as conference leaders, presenters or supervisors, and are listed in the attached compendium.
Neuropsychology INTERNSHIP Track (NT)
Overview and Training Settings
The neuropsychology track is based on American Psychological Association (APA) guidelines for training at the internship level in clinical psychology and accepts three interns annually. In addition, the neuropsychology track was designed to meet APA Division 40, Houston Conference, and Association of Internship Training Centers in Clinical Neuropsychology (AITCN) guidelines for neuropsychology internships. Therefore, 50 percent of the clinical service time is devoted to neuropsychology training through the three Major Rotations in adult, child, and geriatric neuropsychology and approximately 50 percent is devoted to general clinical psychology training through the Minor Rotations.
The adult neuropsychology rotation is based at t he Emory University Center for Rehabilitation Medicine (CRM), a 5-story, 56-bed rehabilitation facility with a 16-bed inpatient neurorehabilitation service and an acute psychiatry unit. The Center provides a comprehensive program of inpatient, day program, and outpatient rehabilitation addressing the medical, physical, cognitive, psychological, community reintegration, and vocational needs of persons with disability. The psychiatry unit provides short-term inpatient diagnostic evaluation, treatment, and referral services. The CRM is staffed by four neuropsychologists and includes three fully equipped neuropsychology laboratories. Although based in a rehabilitation hospital on the Emory University campus, the neuropsychology faculty serve all departments in the Emory School of Medicine. Hence interns have the opportunity to work with a variety of patient populations including stroke, brain injury, temporal lobe epilepsy surgery, early dementia, degenerative disease, etc. The CRM is also home to The Emory University Department of Rehabilitation Medicine ( http://www.rehabmed.emory.edu/). This department has consistently ranked in the top 10 rehabilitation medicine departments in the country in National Institutes of Health research funding. The department has a commitment to brain injury and stroke research having been the site of a federally-funded Traumatic Brain Injury and Stroke Research and Training Center and a federally-funded Model Traumatic Brain Injury System of Care.
The child neuropsychology rotation is at Children’s Healthcare of Atlanta at Scottish Rite (CHOA). CHOA is dedicated to enhancing the lives of children through excellence in patient care, research and education. With 430 licensed beds in two hospitals, satellite locations throughout Atlanta and more than 450,000 annual patient visit, CHOA is one of the largest pediatric healthcare systems in the country. CHOA is recognized for its many pediatric specialties, including the Divisions of Neuroscience and Rehabilitation. The CHOA Department of Neuropsychology includes five neuropsychologists, each having extensive experience in the practice of clinical neuropsychology with children.
Wesley Woods Center houses the geriatric neuropsychology rotation and is located on a 64-acre wooded campus adjacent to the Emory University campus. Wesley Woods is nationally recognized for its comprehensive care to individuals and families who face age-related health care issues. Wesley Woods encompasses a spectrum of care for older adults including a geriatric hospital, a long-term nursing care facility, an independent living facility for seniors, an outpatient center and a health center. Wesley Woods Geriatric Hospital, established in 1987 as the first comprehensive outpatient and acute care facility of its kind to specialize in aging adults, encompasses a 100-bed acute care hospital and outpatient clinic. More than 2,347 inpatients and 34,320 outpatients come to the Geriatric Hospital each year. Wesley Woods Health Center houses the Wesley Woods Adult Day Hospital and outpatient counseling and Partial Hospitalization programs. It also houses our nationally recognized teaching and research programs and the Emory Center for Health and Aging, a new interdisciplinary training and research center involving the Emory University Schools of Medicine, Nursing and Public Health. Budd Terrace at Wesley Woods is a 250-bed nursing care facility that offers long-term care to older adults with chronic health problems. Wesley Woods Towers’ offers assisted living to residents who are 62 years or older. Three neuropsychologists at Wesley Woods Center provide primarily diagnostic services to inpatients and outpatients with dementia, mild cognitive impairment, and movement disorders.
All three facilities are part of Emory Healthcare and all 12 neuropsychologists are faculty members in the Emory School of Medicine. Hence, we are able to create an integrated training experience that nonetheless offers a uniquely diverse set of training experiences across the life span. Interns are trained in neuropsychological assessment, intervention, consultation, and teaching/supervision. Training in assessment emphasizes comprehensive evaluation of cognitive and affective disorders arising from neurologic injury and disease. Interns learn effective interview techniques with neurologically-impaired clients and become proficient in selection of tests, administration and scoring of tests, interpretation of results, and oral and written communication of findings. Interns examine persons with acute neurologic disorders in inpatient settings, as well as persons presenting with chronic residuals of neurologic disorders in outpatient settings. Supervision emphasizes integrated conceptualization of neuropsychological instruments and data. Additionally, interns are trained in psychotherapeutic intervention with adults and children, as well as rehabilitation psychology, cognitive rehabilitation, and behavioral health interventions.
The training plan for NT interns consists of the three Major Rotations (16-20 hours/week) respectively in adult, child, and geriatric neuropsychology (which includes 6-8 hours per week of neuropsychological testing and scoring, 2-4 hours supervising neuropsychological assessments done by practicum students, and 4-8 hours of report writing and feedback to patients and various referral sources). In addition to these three major diagnostic rotations in neuropsychology, interns complete three, 4-month, minor treatment rotations. Minor treatment rotations allow interns to gain experience in psychotherapeutic and behavioral health interventions in inpatient and outpatient rehabilitation settings and in either an adult or child psychiatric setting. The specific adult and child psychiatric setting is chosen in collaboration with the intern, training director and neuropsychology faculty advisor based on the intern’s past clinical experiences, areas of interest, and perceived needs. The minor rotations account for an additional 12-16 hours per week. Finally, neuropsychology interns carry one, long-term psychotherapy case throughout the full year.
NT interns have 6-8 hours/week for didactic seminars including the weekly Psychology Intern Seminar and Family Therapy Case Conference (both with the General Training Experience Interns), the weekly Neuropsychology Case Seminar, brain dissection in the Emory Neuropathology Department, Epilepsy Surgery Conference, and Grand Rounds of topical interest in the Neurology, Psychiatry, and Neuroradiology Departments.
A more detailed description of these training experiences follows.
Major Rotations: Adult, Child and Geriatric Neuropsychology
Interns gain extensive experience in neuropsychological assessment of adult, child and geriatric patients with acquired brain injury, stroke, epilepsy, neoplasm, and other neurological conditions. The diagnostically diverse patient populations and combination of settings are major strengths of the internship. Supervision in the following areas is offered by the Neuropsychology faculty: (1) diagnostic interview techniques for neurological populations; (2) design of flexible test batteries to address referral questions; (3) neuropsychological test administration, scoring, and interpretation; (4) differential diagnosis of neuropsychological syndromes and disorders; (5) production of oral and written reports for lay persons and health care professionals; and (6) development of rehabilitation plans and recommendations. Supervised experience in conducting Wada Tests and Cortical Language Mapping temporal lobe epilepsy surgery candidates is available in both the adult and child rotations through the Emory Epilepsy Center. Interns receive assessment supervision from a minimum of three neuropsychologists during the internship year.
Interns are trained in consultation to medical staff members, health care teams, families, administrative systems, and persons with neurological disorders. Consultation emphasizes communication and education. Interns are involved in clinical consultation to physicians and health care teams in formal settings such as medical rounds and team conferences. Interns regularly provide consultative education to patients and families as well as case managers and health care administrators. Finally, interns have opportunities to supervise graduate students completing clinical practicum rotations under the direction of faculty. Supervision in consultation and supervision is provided by a minimum of two neuropsychologists during any training year.
Interns will find that it is a busy training year. Interns are expected to cope with a clinical schedule that is typical for a major academic medical center. A typical workday will run 10 (and occasionally 12) hours. Interns administer, score, and report on at least one neuropsychological examination per week and supervise an additional one done in conjunction with a graduate student who works under the intern’s supervision.
Minor Rotations: Inpatient and Outpatient Neurological Rehabilitation, Adult or Child Psychiatry
Interns are required to complete three minor treatment-oriented rotations. Each minor rotation is four months in length and accounts for approximately half of the intern’s clinical service requirement. Two of the minor rotations are at the Emory Center for Rehabilitation Medicine and the third is in the Grady Hospital Health System, although other options may be developed for interns with interests outside of the clinical populations included in these rotations.
Inpatient and Outpatient Neurological Rehabilitation
Interns complete one, 4-month minor rotation in the Center for Rehabilitation Medicine (CRM) Inpatient Neurological RehabilitationProgram and a second, 4-month minor rotation in the CRMOutpatient Neurological Rehabilitation Program. The Inpatient Program encompasses two hospital floors respectively devoted to neurorehabilitation (e.g., stroke, traumatic brain injury, brain neoplasm, and neurodegenerative disease) and general rehabilitation (e.g., orthopaedic and spinal cord injury). The Outpatient Program encompasses a Rehabilitation Day Hospital in which patients receive a comprehensive, daily program of multi-disciplinary care, as well as traditional outpatient therapy in which patients receive treatment 1-2 times per week from selected health care specialties.
Across both the Inpatient and Outpatient Minor Rotations, interns train in diagnostic and therapeutic techniques to treat adjustment and psychiatric disorders that arise as a consequence of neurological rehabilitation conditions. Interns learn to address psychological factors that affect patient progress in rehabilitation therapy. Interns additionally gain experience working with multidisciplinary teams composed of physiatrists (i.e., rehabilitation medicine physicians) and physical, occupational, speech, recreation, and vocational therapists. The minor rotations allow interns to build their team consultation skills and provide opportunities to work with inpatients, day hospital patients, and outpatients in both short and longer term therapeutic interventions. Interns establish specific intervention plans based on neuropsychological and psychological data obtained via assessment and/or interview, implement plans, and monitor intervention outcome. Interventions include behavioral techniques in cases of acute neurologic disorder and more traditional psychotherapeutic interventions with persons having chronic adjustment or psychiatric disorders.
Finally, interns have opportunities to train in cognitive rehabilitation during the Outpatient Minor Rotation. As part of this service, interns gain training and experience in ecologically-valid assessment strategies with a focus on measuring real-world skills and performance domains. Interns learn to combine ecological and neuropsychological assessment data to develop programs of rehabilitation for patients presenting with impairments in attention, memory, and executive (decision-making) skills. Interns carry out programs of cognitive rehabilitation in each of these areas using a structured, treatment manual based approach that focuses on training patients in compensatory strategies that aid them in enhancing their real-world performance. When appropriate, interns work with vocational specialists to assist patients in reentering the workplace.
Adult or Child Psychiatry
Interns complete their third minor rotation in the Grady Hospital Health System in either a child or adult psychiatric clinic in order to gain experience with diagnosis and treatment of major psychiatric disorder. Grady has a variety of specialty clinics from which the intern can select for the third minor rotation depending upon his or her particular clinical goals and interests.
The following adult psychiatric settings are available in the Grady Health System for the third minor rotation. In the Evaluation and Brief Treatment (EBT) Clinic, the intern is responsible for the initial assessment and case management of outpatients, consultation with other staff, psychotherapy follow-up and appropriate disposition planning. The EBT service is a brief treatment (8 session) outpatient service, and treatment targets specific symptoms and provides extensive aftercare planning. On the Psychiatric Emergency Service, interns interview and intervene with individuals in the midst of a psychiatric emergency. All levels and categories of adult psychopathology are represented. The service is the 24-hour psychiatric emergency room for the city of Atlanta and receives over 15,000 patient visits each year. Finally, in the Haverty Psychosocial Rehabilitation Service, interns provide individual and group therapy and case management in a day treatment setting for adults with severe and persistent mental illness.
The following child psychiatric setting is also available in the Grady Health System for the third minor rotation. The Child and Adolescent Psychiatry Outpatient Clinic is located at Grady Hospital and provides evaluation and treatment for youth ages 3 through 17. In this setting, the intern carries short-term (2-16 sessions) therapy cases and evaluates children and their families as appropriate. The intern also may have the option of seeing children and adolescents who have been sexually abused. The intern provides consultation and sees children within the school system as well.
Additional options can also be developed for the third minor rotation to fit the individual intern’s professional goals utilizing the many settings within the Emory Medical School in which psychologists are employed. For example, Children’s Healthcare of Atlanta (CHOA) has a pediatric-psychological consultation/liaison service at its Emory campus location that serves hematology/oncology patients. Interns who have requested this setting provided psychological services to children in inpatient medical units and gained experience in consultation liaison to pediatricians.
Long Term Psychotherapy
Neuropsychology interns carry one long term psychotherapy case throughout the training year. These are typically patients with a combination of neurological and psychiatric disorders with long term adjustment issues related to their physical, emotional, and cognitive disabilities. Long-term cases may be treated from a variety of therapeutic frameworks, depending upon their clinical presentation, including behavioral, cognitive-behavioral, and insight-oriented psychodynamic approaches.
Educational Opportunities
Training expands the intern’s existing knowledge base in general clinical psychology, psychopathology, neuroanatomy, neuropathology, and the neurosciences and fosters the intern’s development as a psychology scientist-practitioner. Through didactic and experiential training, the intern develops a strong understanding of brain-behavior relationships and furthers his or her knowledge in basic psychological principles, psychometric issues, and general clinical psychology, as well as practice and professional issues. A variety of didactic training opportunities are available to the intern including a weekly Neuropsychology Case Seminar during which interns regularly present cases and discuss relevant neuropsychological literature. Faculty lectures throughout the year provide advanced instruction in areas relevant to the practice of clinical neuropsychology and guest lecturers provide introduction to neurological and neuroradiological examination techniques including Magnetic Resonance Imaging (anatomical and functional) and electroencephalography. Interns also participate in the weekly Psychology Intern Seminar Series and the Family Therapy Case Conference with the general interns on the Grady campus. Interns also may attend Neurology, Rehabilitation Medicine, and Psychiatry Grand Rounds, a Neuroradiology Conference, an Epilepsy Surgery Conference, and clinical brain dissections in the Emory Pathology Department. A special brain dissection experience has been arranged just for neuropsychology interns and fellows, allowing close-up viewing and direct instruction from the pathologist.
Participation in the Neuropsychology Case Seminar, Psychology Intern Seminar, Family Therapy Case Conference, and brain dissection is mandatory. Interns must also select and attend a minimum of one additional training activity each week.
Research Opportunities
Participation in research is not a requirement of the neuropsychology internship track, however research opportunities do exist for interns interested in pursuing eventual academic careers. Interns are familiarized with ongoing funded and unfunded faculty research and are encouraged to develop a mentor relationship with one or more faculty. Interns may elect to work with faculty on ongoing or new research projects outside of their normal clinical hours. Interns who are interested in applying to the Emory Postdoctoral Fellowships in Neuropsychology are encouraged to develop a research area of interest.
Supervision
The extensive supervision provided during the internship year is a major strength of the program. At the beginning of each rotation, interns meet with their supervisor(s) to discuss clinical responsibilities and supervisor/intern expectations. Interns receive feedback on performance during weekly supervision sessions. At the conclusion of each rotation, interns receive written feedback on their performance. If deficiencies are noted, the supervisor and intern jointly develop a plan for remedying these problems. Interns also have the opportunity to complete written evaluations of their supervisors.
Interns are assigned a primary faculty supervisor for each major neuropsychology rotation. Depending upon the rotation, supervisors will be experienced in child, adult, or geriatric neuropsychology. We currently have two neuropsychologists certified by the American Board of Professional Psychology / American Board of Clinical Neuropsychology providing supervision in the child (Dr. Tom Burns) and adult (Dr. Anthony Y. Stringer) rotations. Each week, the intern will receive at least 2 hours of individual assessment supervision in addition to approximately 2 hours of group supervision as part of the weekly Neuropsychology Case Seminar. Individual supervision provides an opportunity for intensive, one-on-one discussion and case conceptualization with a faculty member. Group supervision provides an opportunity to interact with Neuropsychology Residents (Fellows), Practicum Students, and the entire Neuropsychology Faculty. Additional informal supervision regularly occurs as the intern manages the demands of clinical services.
The format for supervision during the minor treatment rotations varies with the setting, the supervisor, and the intern’s needs, and may include individual or group supervision, review of process notes, use of audio or videotapes, and live supervision and/or co-therapy. During the course of the year, supervision will range from a heavily didactic experience in areas that the intern is lacking knowledge or experience, to being focused primarily on helping the intern achieve a clearer sense of identity as a professional psychologist. For example, on the Psychiatric Emergency Service, an intern initially observes the supervising psychologist, then interviews the patient with the supervising psychologist, and finally sees the patient individually with immediate supervision following the interview. Psychotherapy cases are supervised on an individual basis, or in a group format (1 ½ hour group supervision).
The Division of Neuropsychology and Behavioral Health
The Division of Neuropsychology and Behavioral Health
(http://www.emoryhealthcare.org/departments/rehab/services/Neuropsych_Cli.html) of the Emory Department of Rehabilitation Medicine has been preparing students for professional practice in neuropsychology for two decades, beginning with a practicum training program in the mid-1980s and adding a fellowship program in 1997 which is now a full affiliate of the Association of Postdoctoral Programs in Clinical Neuropsychology. The Neuropsychology Track was added to the APA accredited internship program at Emory/Grady in 2001, initially with one internship position in adult neuropsychology. Beginning with the 2006-2007 academic year, the Neuropsychology Track has expanded to include adult, child, and geriatric rotations through the addition of faculty based at Wesley Woods Center and Children’s Healthcare of Atlanta. All neuropsychologists are faculty members in the Emory School of Medicine (Departments of Rehabilitation Medicine or Neurology) and are listed in the attached compendium. In addition, various neurologists and other physicians contribute to the internship as conference leaders, presenters or supervisors, and are listed in the attached compendium.
GENERAL INFORMATION FOR GENERAL EXPERIENCE INTERNS AND NEUROPSYCHOLOGY TRACK INTERNS
PAST INTERNS
Upon completing their training, interns have moved into various positions within the psychological community. These positions have included academic positions in departments of psychology, clinical academic positions in academic health sciences centers, postdoctoral studies, community agencies and private practice. Over 70% of the interns from the last seven years have been accepted to formal postdoctoral fellowships and 70+% are employed in some academic or community setting. Emory University School of Medicine also has an active postdoctoral fellowship program. More information can be obtained about the variety of postdoctoral fellowships at www.psychiatry.emory.edu/psychologypostdoctoral.htm
SELECTION PROCESS
Seven interns (3 general, 1 trauma, 3 neuropsychology) are selected each year. Interns must complete the applications with all requested materials postmarked no later than the deadline date noted in the attached letter. Applications and specific application criteria are available from the APPIC website, www.appic.org. Graduate transcripts must be sent directly from the University. Please note prominently in your cover letter and the APPIC application for which internship experience (General, Trauma or NT) you are applying. If you wish to apply for both the general and the trauma track, please note this prominently in your cover letter and the APPIC application and send your application to Dr. Webb. All materials are screened by the selection committee. The quality of intern applicants generally is quite high, and inclusion in the top interview group is based partially on how the intern's goals and experience match with the type of training we provide. As such, non-inclusion in the top ranks does not imply inferior credentials. Only the top 20 - 40 applicants from the general and neuropsychology tracks and about 10 applicants for the trauma track are invited individually for in-depth personal or phone interviews in January. Following the interviews, we establish a ranking of the top applicants for each track and this ranking determines the applicant order which we send to the computer match process. The internship conforms to all APPIC selection policies (please see the APPIC web site at www.appic.org). This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept or use any ranking related information from any intern applicant. Applicants may contact the American Psychological Association by phone at 202 336 5979, by mail at 750 First Street, N.E. Washington, D.C. 20002 or on the web at www.apa.org.
CRITERIA FOR SELECTION
The General Clinical Psychology Internship (general and trauma tracks) accepts applicants from APA accredited clinical and counseling psychology programs, with preference given to applicants from Ph.D. clinical programs due to their likely emphasis on psychopathology and research design. The Neuropsychology Track also accepts applicants from APA-accredited clinical and counseling psychology programs that include coursework in neuropsychology and research design and that require an empirical research project for satisfactory completion of the doctoral (Ph.D. or Psy.D.) program. A minimum of 1000 hours of supervised practicum experience and at least three years of pre-internship graduate training is required by both the GIE and NT.
STIPEND AND BENEFITS
The stipend for the internship year is $20,000. Interns must pay a small monthly parking fee, and are eligible for health insurance. Benefits include two weeks paid vacation and one week professional leave. There is access to computers for word processing and statistical analysis.
ATLANTA
As a young and growing city, Atlanta is often viewed as a highly desirable location for psychologists. In addition to the Emory University School of Medicine, Atlanta is the location for one other medical school and seven colleges or universities, including three graduate training programs in clinical psychology. Atlanta is also the site of five APA-accredited predoctoral internships in psychology. The state of Georgia itself has four academic health sciences centers.
The Atlanta area also has a number of attractions outside of the professional realm. With a population of approximately four million, the city has numerous opportunities for in town entertainment: theater, symphony, ballet, professional basketball, football, and baseball, and ACC basketball. There also is easy access to outdoor recreation: Lake Lanier (45 minutes North), Lake Allatoona (60 minutes North) and the North Georgia mountains that include the southern end of the Appalachian Trail (80 minutes North). Coastal beaches ( Atlantic and Gulf) are within 4 to 6 hours driving time.
Finally, the four seasons are well represented. Winter temperatures are mild, though on occasion dip below freezing during January and February. Summers are generally hot (80-90's). Spring and fall are colorful and generally pleasant with a mixture of sunny and cloudy days. More information about Atlanta is available through the Atlanta Chamber of Commerce (www.metroatlantachamber.com) or through Access Atlanta and the Atlanta Journal/Constitution (www.accessatlanta.com or www.ajc.com).
APPLICATION MATERIALS
1. APPIC Application for Psychology Internship (Please note prominently for which internship experience General, Trauma, or Neuropsychology Track (NT) you are applying)
2. APPIC Academic Program; Verification of Internship Eligibility and Readiness
3. Curriculum Vitae
4. Official Graduate Transcripts (sent by graduate school)
5. Three (at least) Letters of Reference
ADDRESS
General Track application materials should be mailed to:
Carol Webb, Ph.D., ABPP
Director of Psychology Internship
Department of Psychiatry (Psychology)
P. O. Box 26238
Grady Health System - 13th Floor
80 Jesse Hill Jr. Drive, SE
Atlanta, Georgia 30303
(404) 616-4807
Trauma Track application materials should be mailed to:
Nadine Kaslow, Ph.D. ABPP
Trauma Track Application
Chief Psychologist
Department of Psychiatry (Psychology)
P. O. Box 26238
Grady Health System - 13th Floor
80 Jesse Hill Jr. Drive, SE
Atlanta, Georgia 30303
(404) 616-4807
Neuropsychology Track applications materials should be mailed to:
Dr. Anthony Y. Stringer
Emory University
Dept. of Rehabilitation Medicine
1441 Clifton Road Northeast
Atlanta, GA 30322
GENERAL INTERNSHIP EXPERIENCE PSYCHOLOGY TRAINING FACULTY
Department of Psychiatry and Behavioral Sciences
Emory University School of Medicine
Core Training Faculty
Rebekah Bradley, Ph.D. Assistant Professor, Department of Psychiatry and Behavioral Sciences is the primary supervisor in the Trauma Clinic. Dr. Bradley received her Ph.D. in 2002 from the University of South Carolina. Her major interests are in the areas of post traumatic stress disorders.
Michelle Robbins Broth, Ph.D. Assistant Professor, Department of Psychiaty and Behavioral Sciences, is the primary supervisor in the Pediatric Grady Infectious Disease Program. Dr. Broth received her Ph.D. in 2003 from Emory University. Her major interests are in the areas of developmental psychopathology, intergenerational transmission of risk and resilience, family processes, coping, and child trauma.
Marianne Celano, Ph.D. Associate Professor, Department of Psychiatry and Behavioral Sciences, is the primary supervisor for the Child and Adolescent Outpatient Clinic. Dr. Celano received her Ph.D. in 1986 from the University of Maryland. Her major interests are in the areas of Child Maltreatment, Pediatric Asthma, and Family Psychotherapy.
Marietta Collins, Ph.D. Assistant Professor, Department of Psychiatry and Behavioral Sciences, is the primary supervisor for the Teen Clinic of the Pediatric Consult/Liaison Service and the school consultation service. Dr. Collins received her Ph.D. in 1996 from Emory University. Her major interests are in the areas of Minority Mental Health, Pediatric Sickle Cell, and Child and Adolescent Psychotherapy and Suicide.
Glenn Egan, Ph.D. Assistant Professor, Department of Psychiatry and Behavioral Sciences, is the primary supervisor for the Adult Assessment Service, and for the Neuropsychology and the Law and Psychiatry Service. Dr. Egan received his Ph.D. in 1989 from Georgia State University. His major interests are in the areas of Neuropsychology, Forensic Psychology, and the Treatment of Serious Mental Illness.
Eugene Farber, Ph.D. Associate Professor, Department of Psychiatry and Behavioral Sciences, is a primary supervisor for the Infectious Disease Program. Dr. Farber received his Ph.D. in 1990 from Georgia State University. His major interests are in the areas of HIV-Related Psychological Adaptation, Object Relations Theory, and Existential Psychology.
Ann P. Hazzard, Ph.D., ABPP Associate Professor, Department of Pediatrics and Psychiatry and Behavioral Sciences, is the primary supervisor for Child Assessments, and the Sex Abuse Elective. Dr. Hazzard received her Ph.D. in 1981 from UCLA. Her major interests are in the areas of Child Abuse/Sexual Abuse, Literacy, Divorce-Related Issues and Use of Computers in Pediatric Patient Education.
Nadine J. Kaslow, Ph.D., ABPP Chief Psychologist and Professor, Department of Psychiatry and Behavioral Sciences, Pediatrics and Psychology, is the primary supervisor for the Inpatient Milieu Unit, and the Family Therapy and Administrative Electives. She also is the Principal Investigator for the Grady NIA project and the primary supervisor for the Trauma Track. Dr. Kaslow received her Ph.D. in 1983 from the University of Houston. Her major interests are in Family Therapy, Depression and Suicide, Eating Disorders, Severe Character Pathology, and Integrationist Approaches to Psychotherapy.
Erica Lee, Ph.D. Assistant Professor, Department of Psychiatry and Behavioral Sciences, is the primary supervisor for the Adult Day Treatment Center and Assistant Coordinator of the Psychology Seminar Series. She received her Ph.D. in 2001 from the University of Mississippi. Her major interests are in the areas of serious and chronic mental illness as well as personality assessment with minorities utilizing the Minnesota Multiphasic Personality Inventory - 2.
Chaundrissa Oyeshiku Smith, Ph.D. Assistant Professor, Department of Psychiatry and Behavioral Sciences is a supervisor in the Child and Adolescent Outpatient Clinic. Dr. Smith received her Ph.D. in 2005 from the University of South Carolina. Her major interests are in Child and Family Therapy, School-based Intervention, and Parent Training.
Josh S. Spitalnick, Ph.D. Assistant Professor, Department of Psychiatry and Behavioral Sciences is the primary supervisor for the Adult Consultation-Liaison Service at Grady Health System. Dr. Spitalnick received his Ph.D. from the University of Georgia in 2005. His primary research interests examine the interaction of sexual health and psychopathology, treatment of psychopathology among individuals with HIV/AIDS, and identification and treatment of health disparities among underserved and marginalized populations.
Carol Webb, Ph.D., ABPP Assistant Professor, Department of Psychiatry and Behavioral Sciences, is the Director of Internship Training and the primary supervisor for the Psychiatric Emergency Service, and Long-Term Psychotherapy. Dr. Webb received her Ph.D. in 1981 from the University of Delaware. Her major interests are in Professional Issues involving Licensing, the Effects of Divorce on Children, and Child Custody Evaluations.
Keith A. Wood, Ph.D. Assistant Professor, Department of Psychiatry and Behavioral Sciences, is the Director of the Mental Health Center and the primary supervisor for the Evaluation and Brief Treatment Service. Dr. Wood received his Ph.D. in 1976 from the University of Florida. His major interests are in Chronic Mental Illness, and Emergency Psychiatry.
Additional Psychology Clinical Faculty
Kitty Deering, Ph.D.Clinical Assistant Professor, Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine. Supervision in Psychotherapy.
Susan Gantt, Ph.D. ABPP. Clinical Assistant Professor, Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine. Consultant on Group Psychotherapy.
H. Elizabeth King, Ph.D. Clinical Associate Professor, Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine. Supervision in Adult Psychotherapy.
Carol P. Kleemeier, Ph.D. Clinical Assistant Professor, Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine. Supervision in Adult Psychotherapy.
Robin Morris, Ph.D., Associate Professor, Department of Psychology, Georgia State University. Supervision in Neuropsychological Assessment.
John Paddock, Ph.D., Clinical Assistant Professor, Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine. Supervision in Adult Psychotherapy.
Cal VanderPlate, Ph.D., ABPP, Clinical Assistant Professor, Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine. Supervision in Adult Psychotherapy and Health Psychology.
Additional Department of Psychiatry Faculty Involved in Training
Michael Compton, M.D. Assistant Professor of Psychiatry and Behavioral Sciences. Supervisor on Milieu Inpatient Unit.
Shannon Croft, M.D., AssistantProfessor of Psychiatry and Behavioral Sciences. Medical Director of the Child and Adolescent Psychiatric Outpatient Clinic.
Arden Dingle, MD, Assistant Professor of Psychiatry and Behavioral Sciences. Medical Director of Pediatric Consult/Liaison Service.
Barbara D’Orio, MD Assistant Professor of Psychiatry and Behavioral Sciences. Director of the Psychiatric Emergency Clinic.
Andrew Furman, MD Associate Professor of Psychiatry and Behavioral Sciences. Assistant Chief of Psychiatry, Grady Health Systems.
Patrick Haggard, MD Assistant Professor of Psychiatry and Behavioral Sciences. Attending Psychiatrist on the Adult Milieu Inpatient Unit.
Steven T, Levy, MD Professor and Chief of Psychiatry and Behavioral Sciences, Grady Health System. Conference Leader of Adult Diagnostic Conference.
Barbara Rothbaum, Ph.D., Assistant Professor of Psychiatry and Behavior Sciences. Consultant on Anxiety Disorder.
Ann Schwartz, M.D. , Assistant Professor of Psychiatry and Behavioral Sciences. Director of Adult Consult Service and the Outpatient Psychotherapy Training Clinic.
Stephanie Winn, M.D ., Assistant Professor of Psychiatry and Behavioral Sciences. Medical Director of the Psychiatry-Obstetrics Service. Attending Psychiatrist in the Psychiatric Emergency Service.
Jennifer Wooten, Ph.D., Assistant Professor of Psychiatry and Behavioral Sciences. Medical Director of the Evaluation and Brief Treatment Service.
NEUROPSYCHOLOGY TRACK TRAINING FACULTY
The Department of Rehabilitation Medicine
and the Department of Neurology
Adult Neuropsychology Faculty
Jennifer Gess, Ph.D. Assistant Professor, Department of Rehabilitation Medicine, specializes in neuropsychological evaluation of adult and adolescent neurological patients. Dr. Gess received her Ph.D. in 2001 from Georgia State University. Her research interests are in the areas of epilepsy and traumatic brain injury, incorporating Transcranial Magnetic Stimulation and functional magnetic resonance imaging (fMRI) technologies. She is a supervisor for the Neuropsychology Track (Adult Rotation; Inpatient and Outpatient Minor Rotations) interns.
Benjamin Hampstead, Ph.D. Instructor, Department of Rehabilitation Medicine is a supervisor in the Neuropsychology Track (Adult Rotation). Dr. Hampstead received his doctorate from Drexel University in 2006 and completed his internship in the Neuropsychology Track of the Emory School of Medicine/Grady Health System Clinical Psychology Internship. His interests are in functional neuroimaging, neuroplasticity and memory.
Anna Moore, Ph.D. Assistant Professor, Department of Rehabilitation Medicine is a supervisor in for the Neuropsychology Track (Adult Rotation). She received her Ph.D. in 2000 from the University of California, San Diego. Her major interests are in the areas of language, memory, and frontal executive functions.
Anthony Y. Stringer, Ph.D., ABPP/CN, CPCRT,Professor, Department of Rehabilitation Medicine is the Coordinator of Neuropsychology Training for the Neuropsychology Track and is a primary supervisor for the neuropsychology intern (Adult Rotation; Outpatient Minor Rotation). Dr. Stringer is also the Director of the Division of Neuropsychology and Behavioral Health within the Department of Rehabilitation Medicine. Dr. Stringer received his Ph.D. in 1984 from Wayne State University and is board certified in clinical neuropsychology. Dr. Stringer is also certified in the practice of cognitive rehabilitation by the Society for Cognitive Rehabilitation. His interests are in neuropsychological diagnosis, cognitive rehabilitation, brain injury, stroke, and epilepsy.
Child Neuropsychology Faculty
S. Douglas Bodin, Ph.D. is a Clinical Instructor in the Department of Rehabilitation Medicine and a pediatric neuropsychologist at Children’s Healthcare of Atlanta. Dr. Bodin received his doctorate from The University of Alabama in 2003. His research interests are in learning and conduct disorders in children. Dr. Bodin provides clinical supervision in the child neuropsychology rotation.
Thomas G. Burns, Psy.D., ABPP/CN is a Clinical Instructor in the Department of Rehabilitation Medicine and is Director of Neuropsychology at Children’s Healthcare of Atlanta where he provides supervision in the child neuropsychology rotation. Dr. Burns received his doctorate in 1995 from the Georgia School of Professional Psychology and is board certified in neuropsychology. Dr. Burns conducts neuropsychological examinations with infants, children, and adolescents and conducts Intracarotid Amobarbital (Wada) Tests in pediatric temporal lobe seizure surgery candidates. His research interests include memory and executive functioning following pediatric brain injury, pediatric epilepsy, and cortical dysplasia.
Grace W. Fong, Ph.D. is a Clinical Instructor in the Department of Rehabilitation Medicine and a pediatric neuropsychologist at Children’s Healthcare of Atlanta. Dr. Fong received her doctorate from American University in 2004 and completed the pediatric neuropsychology fellowship at the Medical College of Wisconsin. Her research is in functional magnetic resonance imaging and alcohol abuse. Dr. Fong provides intern supervision in the child neuropsychology rotation.
William G. Hamilton, Ph.D. is a Clinical Instructor in the Department of Rehabilitation Medicine and a staff psychologist at Children’s Healthcare of Atlanta. He received his doctorate from Seattle Pacific University in 2001. His research interests are in the neurocognitive effects of congenital heart defects and pediatric brain injury. Dr. Hamilton provides supervision in the child neuropsychology rotation.
Jacqueline Kiefel, Ph.D. is a Clinical Instructor in the Department of Rehabilitation Medicine and a pediatric neuropsychologist at Children’s Healthcare of Atlanta. She received her doctorate from City University of New York in 1994. Her research interests are in the cognitive and behavior effects of Duchenne Muscular Dystrophy and neuropsychological outcomes following brain injury in children. Dr. Keifel supervises interns in the child neuropsychology rotation.
Kathleen O’Toole, Ph.D. is a Clinical Instructor in the Department of Rehabilitation Medicine and a pediatric neuropsychologist at Children’s Healthcare of Atlanta. She received her doctorate in school psychology (neuropsychology cognate) from Georgia State University in 1994. Her research is in the cognitive and behavioral effects and outcomes in children with arteriovenous malformations. Dr. O’Toole supervises in the child neuropsychology rotation.
Geriatric Neuropsychology Faculty
Felicia Goldstein, Ph.D., is an Associate Professor and Director of Neuropsychology in the Department of Neurology. Dr. Goldstein specializes in the neuropsychological evaluation of patients with Alzheimer's disease and vascular cognitive impairment. Clinical research interests involve the relationship between vascular comorbidities and white matter damage on neurobehavioral functioning. Dr. Goldstein is a primary supervisor for the geriatric neuropsychology rotation.
Melanie Greenaway, Ph.D. is an Assistant Professor in the Department of Neurology. Her clinical work focuses on adult neuropsychological assessment with a specialty in Mild Cognitive Impairment and the dementias. Her research primarily focuses on behavioral interventions in MCI and psychometric study of normal aging, MCI, and dementia. Dr. Greenaway is a faculty supervisor for the geriatric neuropsychology rotation.
Ann Sollinger, Ph.D. is an Assistant Professor in the Department of Neurology. Dr. Sollinger's clinical interests include the neuropsychological functioning of adults with a range of neurological, medical, and psychiatric diseases. Particular interests include dementia, Parkinson's disease, and multiple sclerosis. Research interests include stroke and stroke education and dementia. Dr. Solinger is a faculty supervisor for the geriatric neuropsychology rotation.
Additional Neuropsychology Track Faculty
Vivian Auerbach, Ph.D., ABPP/CN Adjunct Associate Professor, Department of Rehabilitation Medicine is a Board Certified Clinical Neuropsychologist with extensive experience in pediatric and adult neuropsychology. Her clinical practice emphasizes diagnosis and treatment of cognitive disorders resulting from traumatic brain injury.
Charles M. Epstein, M.D. is an Associate Professor of Neurology and Director of Intraoperative Neurophysiological Monitoring. His clinical practice emphasizes adult epilepsies, including diagnosis of seizures, planning for epilepsy surgery, and treatment with epilepsy medication and vagus nerve stimulation. His research interests include transcranial magnetic stimulation and brain mapping.
Robert A. Gross, M.D., Ph.D. is Professor of Neurosurgery and Director of Functional and Stereotactic Neurosurgery. His clinical practice emphasizes adult epilepsies, including planning for and performing epilepsy surgery. His research interests include new epilepsy therapies, including vagus nerve stimulation, brain electrical stimulation, and stem cell transplantation.
Stephan Hamann, Ph.D. is an Associate Professor of Psychology in the Graduate Program in Cognition and Development. His primary interests include explicit and implicit memory functioning in normal and neuropsychological populations, the effects of emotion on memory, and application of neuroimaging techniques (PET, fMRI) to research on memory and emotion.
Sandra L. Helmers, M.D. is an Associate Professor of Neurology and Director of the Adult Electroencephalography Laboratory. Her clinical practice includes adult epilepsies, including diagnosis of seizures, planning for epilepsy surgery, and treatment with epilepsy medications and vagus nerve stimulation. Her primary interests are epilepsy in pediatrics and in the elderly, including new applications of vagus nerve stimulation in geriatric populations.
Thomas Henry, M.D.,is a Professor in the Department of Neurology. His clinical practice emphasizes adult epilepsies, including diagnosis of seizures, planning for epilepsy surgery, and treatment of epilepsy. Primary research interests include surgical and pharmacological treatment of epilepsy, electrophysiology of seizures, neuroimaging of epilepsy, and higher cortical functioning and consciousness.
Suzette LaRoche, M.D. is Assistant Professor of Neurology and directs ICU monitoring at Emory University Hospital. Her clinical practice emphasizes adult epilepsies, including diagnosis of seizures, planning for epilepsy surgery, and treatment with epilepsy medications and vagus nerve stimulation. Her research interests are diagnosis and treatment of epilepsy in the elderly population, continuous EEG monitoring in the ICU and the treatment of status epilepticus, the impact of epilepsy on quality of life, and investigational drug, device and surgery trials for medically refractory epilepsy.
Page B. Pennell, M.D. is an Assistant Professor in the Department of Neurology and Director of the Emory Epilepsy Center and the Epilepsy Monitoring Unit for the Grady Hospital Health System. Her clinical practicies emphasizes adult epilepsies, including diagnosis and treatment with epilepsy medications and planning for surgical interventions. Her primary research interests include neuro-endocrinology, neurochemical markers of epilepsy, functional neuroimaging in epilepsy, and women’s issue in epilepsy.
Krishnankutty Sathian, M.D., Ph.D. is an Associate Professor of Neurology and Rehabilitation Medicine. Dr. Sathian is also Associate Director of the Advanced Imaging Research Center at Emory, where he conducts research using PET and fMRI on the neural basis of visual and tactile perception, neural plasticity, cross-modal interactions between tactile and visual systems, and neurological rehabilitation following stroke.