> ![](media/image1.png){width="1.125in"
> height="1.6979166666666667in"}**Neuropsychology Postdoctoral
> Fellowship Program**
>
> **James A. Haley Veterans Hospital, Tampa**\
> Rodney D. Vanderploeg, Ph.D., ABPP-CN
>
> Director of Neuropsychology Postdoctoral Training (116B)
>
> 13000 Bruce B. Downs Blvd.
>
> Tampa, FL 33612
>
> *(813) 972-2000 x6728**\
> **<http://www.visn8.med.va.gov/Tampa/>*

**Applications due: January 1, 2009**

## Accreditation Status

The two-year Neuropsychology Postdoctoral Fellowship at the **James A.
Haley Veterans Hospital, Tampa** is fully accredited by the Commission
on Accreditation of the American Psychological Association.

The next site visit will be during the academic year **2011**.

## Application & Selection Procedures 

**APPLICANT QUALIFICATIONS AND PROCEDURES**

***Qualifications***

Applicants must be United States citizens and have completed an APA
accredited doctoral program and an APA accredited internship, prior to
beginning the post-doctoral year.

***Application Packet:***

1.  A Vita,

2.  A letter of interest outlining training goals for the postdoctoral
    residency year and detailing future professional goals,

3.  A letter from the Internship Training Director describing the
    clinical experiences and overall performance of the applicant during
    the internship year. (Successful completion of an APA accredited
    internship prior to the post-doc is required, and this letter should
    state if successful completion is expected.),

4.  Some demonstration that the doctoral degree has been obtained from
    an APA accredited doctoral program or that the applicant will
    graduate prior to the beginning of the residency year (if all
    doctoral requirements are completed prior to the beginning of the
    post-doc, and the applicant will be awarded the doctoral degree
    within 4 months of the beginning of the post-doc, and the Graduate
    Training Director documents this in writing, then the applicant will
    be considered to have met this requirement), and

5.  Three or more other letters of recommendation, one of which must be
    from an internship supervisor.

***Applications packets and letters of recommendation should be mailed
to:***

> ***Heather G. Belanger, Ph.D., ABPP-CN***
>
> Psychology Service (116B)
>
> James A. Haley Veterans\' Hospital
>
> 13000 Bruce B. Downs Blvd.
>
> Tampa, FL 33612
>
> *Phone: (813) 972-2000 x 4757*
>
> *FAX: (813) 903-4814*

Email and email attachments may be sent to: heather.belanger@va.gov

Application packets must be complete by January 1st. Earlier submissions
are preferred.

**Selection Procedures**

We strongly encourage applications from candidates from underrepresented
groups. The Federal Government is an Equal Opportunity Employer.

While we have three postdoctoral residents, we have only one to two
openings per year. Each resident completes two full years. Application
materials will be reviewed by the Training Director for completion. A
selection committee composed of post-doctoral rotation supervisors and
current residents will review and rank order all completed applications.
The top candidates will be offered interviews (either in person or by
telephone, applicant's choice). Following interviews, the selection
committee will again rank order applicants and an offer will be extended
to the top applicant(s). Offers will be extended as soon as possible
after committee consensus. If offers are not accepted, we will continue
to extend offers down the rank-ordered list until the position(s) is
filled. We expect to extend offers in mid-February.

***Psychology Setting***

The Psychology Service is comprised of over 50 doctoral level psychology
staff representing a variety of theoretical orientations and
specializations. Psychologists have major leadership roles within
hospital clinical and research programs and have recognized national
expertise and leadership within VHA as well as psychology organizations.
About one half of the staff hold faculty appointments at the nearby
University of South Florida. Staff psychologists have authored
textbooks, written numerous professional articles, and developed or
helped develop prominent psychological tests including the Personality
Assessment Inventory and the Wisconsin Card Sorting Test. In addition,
psychologists have served on national VHA Work Groups, Polytrauma Task
Forces, and QUERIs.

Fifteen doctoral level staff are involved in the neuropsychology
fellowship, of these 10 are potential primary or secondary rotation
supervisors and 3 have a diplomate in clinical neuropsychology
(ABPP-CN).

In addition to our American Psychological Association (APA) accredited
two-year neuropsychology postdoctoral fellowship program (three
fellows), we also have an APA accredited psychology internship program
(five interns). Beginning in 2008 we will also have a two-year
Rehabilitation Psychology Postdoctoral Fellowship (2 fellows).

## Training Model and Program Philosophy

Our philosophy is that sound clinical practice is based on scientific
research and empirical support. Our training model is the
Scientist-Practitioner Model of Training \-- research and scholarly
activities inform and direct clinical practice, and clinical practice
directs research questions and activities.

Our clinical training focuses on scientifically-based and
empirically-supported general psychological principles and theories for
evaluation, psychotherapy, and consultation. We believe these principles
and theories provide the foundation of clinical training and are
essential for competent practice of psychology across settings and
populations. However, we also recognize that future clinical jobs may
call for specialized training. Therefore, we have structured the
internship program to be a generalist training model that is
scientifically-based, with opportunities for focused training within
that generalist model. Thus, a Scientist-Practitioner "general-flexible"
training model best characterizes our program.

## Program Goals & Objectives

The primary goal of the program is to train residents who will become
licensed psychologists prepared to assume positions in public sector
medical center settings serving specialized patient populations with
neurological conditions. Residents completing the program should have
solid foundational preparation to initiate ABPP certification in
Clinical Neuropsychology. The neuropsychology program is designed to be
consistent with recommendations of the 1997 Houston Conference for
Training in Clinical Neuropsychology. These overall training goals are
consistent with our program's and the VA's mission to provide training
and research opportunities which further the quality clinical care of
veterans with these important needs.

Our expectation is that our fellows will become licensed psychologists.
Residents are expected to learn and demonstrate entry-level proficiency
in: 1) neuropsychological assessment, 2) psychotherapeutic
interventions, 3) consultation/ supervision/teaching, 4) professional
and ethical behavior, 5) diversity issues, and 6) scholarly inquiry and
critical, empirically-based evaluation of clinical and research
activities.

The Psychology Service serves an integral role in the hospital's
training function. The hospital and the Psychology Service are pleased
to have the opportunity to contribute to the professional development of
interns and residents. Their presence stimulates and enhances our
services to the thousands of patients who are entrusted to us for
effective and caring treatment. In return, we believe that the rich
training experience at our hospital, and at our affiliated institutions,
will make a vital contribution to your professional growth and
development.

## The psychology staff regards the training of new psychologists as a serious responsibility and this is demonstrated by a commensurate investment of staff time and energy in all facets of the training program. The didactic and clinical experiences of this program are designed to facilitate the professional attitudes, competencies, and personal resources essential to the provision of high quality patient care in contemporary psychology service settings. As mentors, psychology staff members demonstrate, and encourage resident participation in, the professional roles of clinician, consultant, team member, supervisor, evaluator, and researcher. The professional growth and development of residents is enhanced by consistent supervision, varied clinical responsibilities with diverse patient populations, and ongoing didactic training. 

## Program Structure

**TRAINING PLAN**

An orientation period serves to familiarize residents with the Medical
Center, the various treatment units, and the staff psychologists and
their various roles. During this time, residents attend VA required New
Employee Orientation sessions and also visit potential rotation sites
and supervisors. Following the orientation period, the resident is
requested to prepare his/her own training program proposal. The proposal
indicates the rotations desired, research ideas and projects, didactic
activities desired (above and beyond the required didactics), etc. The
Director of Training, representing the Training Committee, reviews the
proposal with the resident, taking into account the resident's prior
experience and professional goals. When mutual agreement is achieved
concerning the plan, the plan is reviewed with the Psychology
Postdoctoral Training Subcommittee for approval. Residents may request
training plan changes at any point during the year through the Director
of Training. In order to offer each resident maximal exposure to a
variety of patients and settings, training plans may allow rotations
through a variety of service and training areas.

***There are four major components to the training program:***

(a) clinical rotations

(b) didactic seminars

(c) ongoing research activities,

(d) provision of supervision.

The didactic seminars are designed to provide an advanced level of
training in neuropsychological and psychological assessment,
interventions, advanced multivariate statistics, ethics, law, and human
diversity issues. The clinical rotations allow practical application of
past skills, current and prior didactic instruction, and ongoing
competency development in assessment, intervention, and consultation,
and the impact of ethics, law and human diversity issues on these
professional activities. Postdoctoral residents also play an active role
in providing first line supervision and training to psychology interns,
under the overall supervision of their clinical rotation supervisor(s).
This allows hands-on professional development in the areas of
supervision and teaching, and furthers their professional development
and sensitivity to ethical, legal, and human diversity issues. In
addition, neuropsychology postdoctoral residents are responsible for
co-teaching portions of a neuropsychology seminar in which they provide
didactics and well as arrange for others to present on selected topics.
Again, this helps further their professional development in the area of
supervision/teaching. Finally, research and scholarly activities are
developed through required participation in a variety of research
studies and involve critical literature reviews, statistical and
methodological sophistication, and scholarly manuscript preparation.

**ROTATIONS**

During the two-years of training, residents complete four 6-month
clinical rotations. In addition to the clinical rotations, residents
attend training seminars and participate in research activities.

The Neuropsychology Fellowship requires that the resident complete 1)
the Traumatic Brain Injury/Rehabilitation Clinical Neuropsychology
rotation and 2) the General/Geriatric Neuropsychology rotation. The
third and fourth rotations may be selected from other rotation
offerings, but must be approved by the Neuropsychology Postdoctoral
Training Subcommittee according to the resident\'s training needs and
goals. Residents may complete one off site (non-VA) rotation among the
available rotations.

***Availability & Timing of Rotations***

Residents in Clinical Neuropsychology Tracks normally complete their
required 6-month rotations during the first year. The sequence for their
remaining rotations will be mutually determined by them and the Clinical
Training Committee on the basis of availability during a given rotation
period.

**SEMINARS**

The development of clinical skills requires not only day-to-day patient
contact but also ongoing didactic training. To accomplish this, the
neuropsychology postdoctoral training program includes seminars which
focus on theoretical as well as applied aspects of clinical work.
Regular attendance at two year-long seminars is required for all
residents: 1) Neuropsychology seminar and 2) Postdoctoral fellow seminar
which includes sections on statistics and research methodology.
Residents are also welcome to participate in the seminar series offered
to the psychology interns which include a general Assessment Seminar and
a Psychotherapy Seminar. USF Medical School Psychiatry Grand Round, USF
Department of Psychology Seminar series, and additional didactic
opportunities through USF are also available.

**RESEARCH**

A number of Psychology Service staff maintain active involvement in
clinical research, provide research consultation to other services
within the VA and at the University of South Florida, serve on VA and
USF research committees, provide reviews for a wide variety of
professional journals, and serve on journal editorial boards.

Residents are required to demonstrate competence in methods of scholarly
inquiry by conducting and/or participating in research project(s) within
their special focus area. Residents are expected to participate in at
least one research project per year. Residents must submit a scientific
presentation to some annual professional meeting such as APA, INS, NAN,
American Pain Society, AASCIPSW, etc. Typically these are then submitted
to a journal for possible publication. Several staff members are
actively involved in funded research projects providing role models,
research opportunities, supervision, and training for residents.
Residents receive ongoing didactic seminars that integrate the
scientific literature with their clinical case material and receive
regular feedback on their developing competencies in critically
reviewing, utilizing, and conducting scientific research. Participation
in research is an expected part of the postdoctoral years.

**TIME COMMITMENTS**

The postdoctoral fellowship is a 40 hour per week fellowship. Typically
residents have 2-3 hours of supervision as part of their rotation and
group supervision within the seminars. If they pick up therapy cases in
addition to their rotational responsibilities, they will typically have
an additional hour of weekly supervision.

**EVALUATION**

Evaluation of resident progress is an ongoing activity. However, formal
written behaviorally-based competency evaluations are completed a
minimum of twice a year at the end of each 6-month rotation. The
competency ratings are based on how much supervision is required for the
resident to perform the task competently. In general, this rating scale
is intended to reflect the developmental progression toward becoming an
independent psychologist. At the end of each rotation, in the judgment
of his/her supervisor and the Neuropsychology Postdoctoral Training
Subcommittee, each resident must be assessed as satisfactorily
progressing toward competence in each of the core areas (rating of Level
4 \[High Intermediate/Occasional supervision needed, typical
postdoctoral fellow level\] on a 1 t o 5 scale). To successfully
complete the residency, residents are expected to demonstrate an
appropriate level of professional psychological skills and competencies
in the core areas (rating of High Intermediate/Occasional supervision
needed).

## Training Experiences 

**ROTATION DESCRIPTIONS**

The following is a description of each major rotation available to
residents. Other training experiences can be structured specific to the
particular interests of a resident depending on availability at the
clinical site, availability of adequate supervision, and approval by the
Neuropsychology Postdoctoral Training Subcommittee and the Training
Committee.

***Required Rotations (these may be repeated in the second year with a
slightly different focus)***

Memory Disorder Clinic / Outpatient Neuropsychology

Traumatic Brain Injury / Polytrauma Rehabilitation (Clinical
Neuropsychology)

***Optional Rotations***

Polytrauma/TBI Outpatient/Residential Neuropsychology (Community
Re-Entry TBI)

Spinal Cord Injury Rehabilitation

Nursing Home Care Unit/Geropsychology

***Non-VA Off-site Optional Rotation***

Tampa General Hospital; Epilepsy Program

**MEMORY DISORDER CLINIC / OUTPATIENT NEUROPSYCHOLOGY**

*SUPERVISORY PSYCHOLOGIST: JOHN A. SCHINKA, PH.D.*

The role of the neuropsychologist and post-doctoral resident in this
rotation is to provide a variety of assessment and consultation
services. The neuropsychologist and postdoctoral resident attempt to
determine the cognitive and behavioral deficits resulting from cerebral
dysfunction secondary to disease or injury. An assessment is also made
of cognitive strengths so that such information can be utilized in
rehabilitation and future vocational or placement planning. This is
accomplished by the rational, selective use of a variety of
neuropsychological evaluation procedures (see below) as well as test
instruments for personality assessment (e.g., Beck, MMPI, Geriatric
Depression Scale). The general purpose of such evaluation is to
determine potential disruption of general cognitive and behavioral
function secondary to neurologic disease; identification of specific
neurobehavioral deficits, and identification of critical areas of
dysfunction which relate to rehabilitation potential. Specific questions
addressed in consultation requests include (but are not restricted to)
the following:

1.  Documentation of symptoms in diagnosed neurological disease.

2.  Issues of competency.

3.  Delineation of vocational disabilities.

4.  Differentiation of neurobehavioral and psychiatric disorders.

5.  Differential diagnosis of dementia and pseudodementia.

6.  Rehabilitation planning.

The key training emphasis on this rotation is on a process-oriented,
flexible/adjustive approach to neuropsychology in contrast to the fixed
battery approaches. In this approach test instruments are selected to
provide cognitive ability data relevant to the specific hypotheses
formulated for the individual case. Commonly employed procedures include
selected WAIS-III subtests, the CERAD battery, tests of language
ability, learning and memory tests, tests of visual-spatial competency
(e.g., Benton's Judgment of Line Orientation and Visual Form
Discrimination) and other selected procedures and tests.

Residents are expected to complete or supervise an average of five
evaluations and reports each week, and will attend rounds and other
presentations pertinent to neuropsychology services.

***Rotation Learning Objectives;*** By the end of the rotation the
neuropsychology resident will have:

1.  Developed a thorough knowledge of standardized neuropsychological
    evaluation procedures including measures of intelligence, concept
    formation, language/aphasia, learning and memory (verbal, visual,
    and remote), visual-perceptual-spatial ability, and sensorimotor
    ability. The emphasis is on a core evaluation with
    flexible-adjustive exploration of specific neurobehavioral
    syndromes.

2.  Developed a thorough knowledge of common neurological disorders,
    brief screening evaluation procedures, and the interface of
    psychiatric/neurologic disease.

3.  Developed knowledge and experience at an independent practice level
    of the skills requisite for assuming the role of consultant to
    various services and departments within the healthcare settings.

4.  Developed supervisory skills necessary for guiding and mentoring
    students at both the intern and trainee level.

5.  Developed a knowledge of key issues, strategies, and methods for
    conducting research in neuropsychology.

6.  Developed the interpersonal skills necessary for collaborative
    endeavors in both clinical and research settings.

**TRAUMATIC BRAIN INJURY/POLYTRAUMA REHABILITION CLINICAL
NEUROPSYCHOLOGY**

*SUPERVISING PSYCHOLOGISTS: RODNEY VANDERPLOEG, PH.D., ABPP-CN, HEATHER
BELANGER, PH.D., ABPP-CN, RISA NAKASE-RICHARDSON, PH.D., & CHRISTINA
THORS, PH.D.*

This rotation involves: (1) working with the TBI/Polytrauma treatment
teams including participation in team meetings and staffings, (2)
responding to psychological/neuropsychological consult requests from the
Rehabilitation Medicine Service \-- inpatient and outpatient, and (3)
supervising interns on Rehabilitation Medicine Neuropsychological
referrals. Patient populations include: traumatic brain injury,
war-related polytrauma, CVA, anoxia, etc. In addition, the post-doctoral
resident will intermittently participate in data collection for various
research projects, some of which may be through the Defense and Veterans
Brain Injury Center (DVBIC). The resident is involved in the assessment
of TBI patients and serves as a core member on one of two treatment
teams.

A clinically-oriented, flexible/adjustive approach is used in the
neuropsychological assessment process. Commonly employed test measures
include: selected WAIS-III subtests, California Verbal Learning Test,
Brief Visuospatial Learning Test-Revised, subtests from the Delis-Kaplan
Executive Function System (e.g., Verbal Fluency, Stroop, etc.),
Rey-Osterrieth Complex Figure drawing, Design Fluency, Behavioral
Dyscontrol Scale, Trail Making Test, Wisconsin Card Sorting Test. Less
commonly employed would be sensory-perceptual and psychomotor measures
such as the Halstead-Reitan Sensory-perceptual examination and Finger
Tapping.

Residents are expected to perform or supervise an intern on two to three
comprehensive evaluations each week. In addition to neuropsychological
assessments, neuropsychologists, residents, and interns provide
psychological consultations when indicated, participate in a patient
support group, and provide supportive therapy services. In working in
rehabilitation programs residents and interns will also participate in
patient/family meetings where the results of the evaluations are
explained to families and treatment plans discussed and modified.

To supplement the clinical training experience, the resident attends
various didactics. In addition, recommended readings are available.
Residents are expected to read that material carefully and come to the
supervisor with any questions they may have or issues related to that
material that they may wish to discuss.

***Rotation Learning Objectives;*** By the end of the rotation the
neuropsychology resident will have:

1.  A thorough knowledge at the independent practice level of
    standardized neuropsychological evaluation procedures including
    measures of intelligence, concept formation, learning and memory,
    language/aphasia, visuospatial functioning,
    executive/self-regulatory, sensory-perceptual, and psychomotor
    abilities. A completed evaluation should be able to describe
    neuropsychological processes, as well as any relevant
    neurobehavioral syndromes.

2.  A thorough knowledge of common neurological disorders, specifically
    TBI, CVA, anoxia, multiple sclerosis, and other disorders typically
    seen in rehabilitation settings.

3.  The independent ability to perform neuropsychological evaluations
    utilizing standardized instruments in a flexible-adjustive,
    clinically-guided approach, and incorporate "process" observations
    into the interpretive endeavor.

4.  The independent ability to write coherent neuropsychological reports
    in a timely manner.

5.  Knowledge of rehabilitation interventions, the ability to lead a
    patient support group for rehabilitation patients, and the
    independent ability to conducted psychotherapeutic and supportive
    interventions with rehabilitation patients and/or their families.

6.  Knowledge and experience at a level of the skills necessary to
    assume the role of an independent consultant and/or team member to a
    Rehabilitation Medicine Service.

**POLYTRAUMA/TBI OUTPATIENT/TRANSITIONAL NEUROPSYCHOLOGY ROTATION**

*SUPERVISING PSYCHOLOGISTS: VERONICA CLEMENT, PH.D., ABPP-CN, JENNIFER
DUCHNICK, PH.D. and ANN HAKKILA, PH.D.*

This rotation was developed to provide an opportunity for post-doctoral
neuropsychology trainees to gain clinical skills related to working with
polytrauma patients: 1) in various clinical roles (including assessment
and intervention), 2) with a range of brain injury severity, and 3) at
various points of outpatient treatment. This rotation occurs within the
context of the Polytrauma Rehabilitation Center, which is housed in the
Physical Medicine & Rehabilitation Service. It includes evaluation and
treatment of OEF/OIF veterans or active duty service members in two
polytrauma programs: OEF/OIF Post-Deployment Intake Clinic and
Polytrauma Transitional Rehabilitation Program. The postdoctoral
trainee\'s time will be split between programs such that 1 day per week
(Thursdays) will be spent at Post-Deployment Intake Clinic the remaining
time will be spent at Transitional Program.

The primary focus of the OEF/OIF Post-Deployment Intake Clinic is to
conduct screenings and neuropsychological evaluations with outpatients
identified through the TBI Clinical Reminder screening tool. Positive
TBI screens are evaluated for a possible TBI diagnosis. Typically, these
consults will be seen, if appropriate, for a full outpatient
neuropsychological evaluation comprised of a flexible-adjusted battery
of neuropsychological tests, and including a medical record review,
clinical interview and emotional/personality testing , as needed.
Collateral interviews may also be conducted if available/appropriate.
The postdoctoral trainee will review the medical record ahead of the
appointment, including neuroimaging, to plan for the selection of tests,
the interview, need for collateral information, and access to remote
medical data pertinent to the referral question. The postdoctoral
trainee will learn advanced skills in the interpretation of
neuropsychological and psychological tests; integration of findings into
a coherent evaluation report; provision of meaningful feedback to
patients; and provision of specific feedback related to effort measures.
Screening for necessity of referral to other providers/services such as
the polytrauma transitional program, PTSD clinic, Pain program, and/or
vocational services will be conducted and initiated, if needed. The
postdoctoral trainee will be expected to conduct one full
neuropsychological evaluation per week under the supervision of Dr.
Clement.

The Polytrauma Transitional Rehabilitation program is an
interdisciplinary rehabilitation program for soldiers and military
veterans who have sustained severe trauma to multiple systems. It
consists of both outpatient day treatment and a residential program.
Brain injury is the most common injury, with most program participants
also having sustained orthopedic trauma, amputation(s), SCI, and/or burn
injuries. Many were exposed to combat trauma and have psychological
disorders related to war experiences or injury-related events. Primary
program goals are to aid participants\': 1) return to community living
with maximum independence, and 2) return to productive community roles,
with an emphasis on work or formal education programs.

Postdoctoral trainees working with the Transitional Program will be
supervised by Drs. Duchnick and Hakkila and will be involved in both
evaluation and treatment. Initially, the psychologists help the team to
identify and conceptualize the nature of cognitive, emotional,
behavioral, personality, and and/or psychosocial issues that may affect
the individual\'s progress in continuing rehabilitation, adjustment to
injury, and quality of life issues. Opportunities for full
Neuropsychological evaluations exist for a subset of patients. These
typically occur at program admission, discharge, or at periods during
the program where updated evaluation of cognitive functioning is useful
to inform treatment planning. In the reports, recommendations are
generated to address areas such as: need for additional rehabilitation
interventions, level of necessary supervision for safety, ability to
engage in aspects of community reintegration, ability to attain
vocational goals, or capacity for independence with IADLs. Evaluation
instruments are selected based on clinical questions and on
consideration of the individual\'s current behavioral repertoire.
Instruments assessing emotional state and personality /psychopathology
may also be included. Trainees will formulate appropriate
recommendations tailored to the individual needs of the patient and
provide feedback to the rehabilitation treatment team, the patient,
and/or the family.

Over the course of the rotation, the trainee will gain experience in the
multiple roles of rehabilitation neuropsychologists, such as: evaluation
of patient, assessment of family needs, and provision of feedback to
patients and treatment team members. At times, opportunities are also
available for involvement in supervision of intern trainees. The
postdoctoral trainee is expected to learn and utilize multiple treatment
formats directed toward cognitive rehabilitation, behavioral improvement
and psychological adjustment, such as individual, group, and family
interventions. Co-facilitation or facilitation of one or more treatment
groups is expected. The trainee will learn to function at an
increasingly independent level with regards to provision of consultation
to other disciplines, coordination of interdisciplinary interventions,
and education of rehabilitation staff. Various components of a holistic
treatment model will be utilized for case conceptualization, including
the focus on the adjustment process and compensatory management of TBI
related cognitive deficits.

Pertinent readings on both MTBI/concussion and holistic cognitive
rehabilitation will be assigned to further develop the postdoctoral
trainee\'s knowledge regarding neuropsychological and psychological
issues associated with the specific patient populations served.

***Rotation Learning Objectives:*** By the end of the rotation the
neuropsychology resident will have:

1.  The postdoctoral trainee will have refined knowledge and skills
    related to working with polytrauma patients with a range of brain
    injury severity, at various points of outpatient treatment, and in
    various clinical roles.

2.  The postdoctoral trainee will have developed an advanced knowledge
    base of MTBI/concussion and the range of acute events service
    members may be exposed to that could impact brain function and
    result in MTBI. Understanding of traumatic mechanisms of injury to
    the brain will also be addressed or expanded upon - such as SDH,
    EDH, DAI, and over-pressurization wave.

3.  The trainee with have developed clinical intervention skills with a
    post-acute brain injury population and polytrauma patients. The
    trainee is expected to develop familiarity with the multiple roles
    of a neuropsychologist in a rehabilitation setting and to provide
    interventions with increased independence.

4.  The trainee will have achieved high-level diagnostic skills and
    assessment skills, including test selection, administration, and
    integration of information from patient report, collateral sources,
    and the medical record with neuropsychological/psychological test
    data.

5.  The trainee will have learned to successfully utilize multiple
    sources of information to assess symptom validity.

6.  The trainee will have gained experience in providing assessment
    results to patients and family in feedback session in an
    informative, helpful manner. Skill at delivering results of poor
    effort and low symptom validity will be developed and refined. Skill
    at presentation of TBI education and treatment recommendations will
    also be refined.

7.  The trainee will have developed the knowledge base to implement
    education and symptom normalization/compensatory strategies for the
    range of brain injury severity (Concussion/MTBI and PTSD through
    Severe TBI).

**SPINAL CORD INJURY/DISORDERS REHABILITATION ROTATION**

*SUPERVISORY PSYCHOLOGISTS: GLENN CURTISS, PH.D., ELIZABETH LETSCH,
PH.D., AND MELISSA LEEDY, PH.D.*

This rotation occurs within the context of the Spinal Cord
Injury/Disorders (SCI/D) Service. The SCI/D Service provides clinical
care to individuals who have sustained spinal cord injuries or who
suffer from other causes of spinal cord dysfunction, such as multiple
sclerosis or spinal stenosis. The service is located in a newly
constructed wing dedicated to the care of individuals with SCI/D. The
inpatient component is comprised of 70 inpatient beds, including 10 beds
for individuals dependent on ventilators. The SCI/D Inpatient
Rehabilitation Program is CARF-accredited and has been designated as a
VA Clinical Program of Excellence. Annually, it provides acute and
sustaining care to more than 300 individuals through a multidisciplinary
team model of health care delivery. Patient characteristics vary
considerably from the older WWII veteran to young active duty
individuals injured in the Global War on Terrorism.

SCI/D neuropsychologists and resident function as members of the
multidisciplinary teams and provide a full range of psychological
rehabilitation services. The resident may work with veterans and
active-duty individuals through both the inpatient and outpatient
components of the SCI/D Service but the primary experience will be with
the inpatient Acute Rehabilitation Team. The SCI/D neuropsychologist
helps to identify and conceptualize the nature of cognitive,
personality, and psychosocial issues that may affect the individual\'s
progress in rehabilitation, adjustment to SCI/D, and quality of life.
Common findings include cognitive impairment from concomitant head
injury, hypoxia, or premorbid neurological disorder; mood and adjustment
disorders; substance abuse/dependence; personality
disorders/characteristics; grief and loss; and changes in primary
relationships. Psychotherapeutic interventions may include relatively
brief series of problem-focused interactions, longer-term treatment of
adjustment to disability, education/interventions with treatment staff,
and couples or family therapy. Residents will be involved in
co-facilitating supportive group therapy and/or the psychoeducational
Coping Effectiveness Training group. Residents may conduct cognitive
rehabilitation under the aegis of our Speech and Language Pathology
Service. Close involvement and consultation with the treatment team,
including attendance at weekly team meetings and team rounds, is
expected.

Opportunities for involvement in outpatient referrals are diverse. The
J. A. Haley SCI/D program is part of the VA Multiple Sclerosis Centers
of Excellence and actively treats individuals with MS. The resident will
conduct neuropsychological evaluations for those individuals requiring
baseline evaluations and evaluations following exacerbations. Feedback
and education regarding neuropsychological status, neuroimaging results,
and the behavioral expression of those deficits as a result of MS are
provided using the model developed by Benedict. Outpatient evaluations
and intervention can also include providing services at veterans' homes
and in nursing homes for those seen through our Home Care program.

A clinically-oriented, flexible/adaptive approach is used for conducting
cognitive and psychological evaluations. Evaluations involve chart
review for relevant history, clinical interview, collateral interview
(when available), administration and scoring of appropriate tests,
interpretation of test performance, and the production of a written
report of the findings and recommendations. Evaluation instruments are
selected based on clinical questions and on consideration of the
individual\'s current behavioral repertoire. Regardless of the specific
instruments selected, evaluations typically include assessment of
intellectual ability, learning and memory abilities, visuospatial
abilities, reasoning/concept formation ability, attentional control and
other executive functions, and emotional state and
personality/psychopathology.

Participation in the weekly meeting of the SCI/D neuropsychologists and
the monthly SCI/D Psychology journal club is also expected. Experience
in supervision of psychology interns who are completing the SCI/D
internship rotation is possible.

***By the end of the rotation, the resident will have:***

1.  A sound knowledge of the etiology and physical sequelae of SCI/D.

2.  An advanced knowledge of the cognitive and psychosocial sequelae of
    SCI/D.

3.  Demonstrated sound clinical rationale for test selection and
    administration of cognitive and psychological assessment instruments
    with this specialized population.

4.  Demonstrated a journeyman\'s ability to produce integrative written
    reports of psychological test findings with recommendations for
    treatment and rehabilitation.

5.  Demonstrated advanced ability in providing psychotherapeutic
    interventions that address the broad range of psychological and
    psychosocial sequelae of SCI/D.

6.  Developed the interpersonal skills necessary for consultative and
    collaborative endeavors in both clinical and research settings.

**NURSING HOME CARE UNIT/GEROPSYCHOLOGY**

*SUPERVISORY PSYCHOLOGIST: HENRY AGOSTINI, PH.D.*

The role of the psychologist has expanded significantly in nursing home
and geriatric medicine settings. Aside from the traditional clinical
roles of the psychologist such as psychological testing, evaluations and
psychotherapy; other functions have been in increasing demand in the
work with these populations, i.e., health psychology interventions, pain
management, cognitive therapy work, group psychotherapy, education,
family work, and consultation to other members of the clinical team. The
special characteristics and needs of these populations have demanded
that relevant psychological tests and treatment techniques be developed
for the particular use with these patient populations. The patient
population in the Nursing Home is actually very varied, including
elderly patients, younger patients with severe medical conditions,
closed head injury patients, dementia patients, and other conditions.
The Nursing Home at the Tampa VAH is a 180 bed facility located next to
the general VA Hospital in Tampa. The Nursing Home has a full time
psychologist who works exclusively in the Nursing Home, providing
diagnostic, treatment, educative, and consultative functions. As part of
this program, Psychology residents and interns rotate through the
Nursing Home and work directly with the psychologist as they participate
in a variety of clinical activities, under supervision. Post-doctoral
residents work at a more advanced and independent level and provide some
supervision and training of the interns. In addition, they attend and
present educational seminars on geriatric health and mental health that
are carried out by NH staff, and USF medical staff.

***Rotation Learning Objectives;*** By the end of the rotation the
neuropsychology resident will have:

1.  Independent practice level of competence in clinical work with
    nursing home and geriatric patient populations. The resident will
    get an ample exposure to the types of problems, psychopathology, and
    medical conditions often found in such a setting and will learn how
    to organize treatment plans for individual cases within this
    population.

2.  Thorough knowledge and skill base in the area of psychological and
    neuropsychological testing of patients in this clinical setting.
    Independent practice level of test selection, administration,
    interpretation, and write ups will be expected.

3.  Enhance skills in evaluation, counseling, and psychotherapy.

4.  Independent consultant level of skills in working with teams and
    staff at the Nursing Home on patient care issues and educational
    issues.

5.  Enhance skills in the consultation process. He/she will carry out
    the entire process of receiving a consult, evaluating patients, and
    writing up the clinical consult to be sent to other staff.

6.  Improve skills of team building and further understanding of systems
    since the resident is expected to work successfully with all roles
    and staff at the nursing home and follow the guidelines for clinical
    work within the nursing home setting.

7.  Refine clinical skills to the level appropriate for a post-doctoral
    psychologist or junior staff member.

**EPILEPSY ROTATION**

*SUPERVISORY PSYCHOLOGIST: ADELE HUTCHINSON HABER, PH.D.*

This rotation takes place at Tampa General Hospital and is designed to
familiarize postdoctoral residents with the role of the
neuropsychologist and neuropsychological data in the presurgical
evaluation of patients with epilepsy who are seeking resective surgery.
This rotation involves (1) administering neuropsychological evaluations
to patients who have epilepsy, (2) performing and interpreting Wada
tests, and (3) discussing neuropsychological findings and making
recommendations during the interdisciplinary Epilepsy Conference. The
patient population is comprised primarily of patients who have a
location-related epilepsy (e.g., temporal lobe epilepsy), though
occasionally post-surgical patients, patients diagnosed with
non-epileptic seizures, and patients with other types of epilepsies are
seen as well.

A flexible battery approach is used for neuropsychological assessments
during this rotation. The typical core battery includes: WAIS-III
subtests, Wechsler Memory Scale-Revised subtests, Rey Complex Figure
Test, language/aphasia tests, Trail Making Test, Stroop
Neuropsychological Screening Test, Wisconsin Card Sorting Test, and the
MMPI-2. Other test measures are administered in addition to or as a
substitute for measures in this battery based on the needs of the
evaluation process.

Residents will spend two days per week at Tampa General Hospital and
perform one evaluation as well as participate in Wada testing and
Epilepsy Conference each week. In addition, residents will be provided
with reading material to further develop their understanding about
epilepsy and the role of the neuropsychologist in the presurgical
evaluation.

***Rotation Learning Objectives;*** By the end of the rotation the
neuropsychology resident will:

1.  Be able to identify how particular location-related epilepsies
    affect cognitive functioning and interpret neuropsychological
    findings in patients who have epilepsy

2.  Understand how neuropsychological test data and other findings from
    the presurgical evaluation (e.g., EEG results, neuroimaging, etc.)
    predict outcome following epilepsy surgery

3.  Have a solid basis of knowledge concerning the neuroanatomical and
    neuropathological mechanisms involved in epilepsy and good knowledge
    of the different classifications of adult epilepsy

4.  Demonstrate the ability to communicate neuropsychological findings
    to other healthcare professionals, particularly neurologists and
    epileptologists, through both written reports and oral
    communications

5.  Have good understanding of the causes and classification of
    non-epileptic seizures as well as familiarity with recent research
    concerning treatment of NES

6.  Have the knowledge and experience necessary to be able to practice
    independently and competently as a neuropsychologist on an epilepsy
    team

## Requirements for Completion

The postdoctoral training program requires two years of full-time
training to be completed in no less than 24 months. Fellows must
complete 4000 hours of supervised on-duty time during the postdoctoral
years.

To successfully complete the fellowship, Fellows are expected to
demonstrate an appropriate level of professional psychological skills
and competencies in the core areas (rating of High
Intermediate/Occasional supervision needed; typical postdoctoral fellow
level) and successfully complete the research requirement. However, it
is expected that by the end of the 2-year program the majority of
competency areas will be rated at level of competence of
\"Advanced/Skills comparable to autonomous practice at the licensure
level\".

**EVALUATION PROCEDURES**

Residents progress is formally evaluated at the completion of each
rotation and informally evaluated at the mid-point of each rotation by
their rotation supervisor(s) and by any psychotherapy supervisor(s) they
may also have. The rotation mid-point evaluations are intended to be a
progress report for residents to ensure they are aware of their
supervisor's perceptions and to help them focus on specific goals and
areas of work for the second part of the rotation. Final rotation
evaluations also provide specific feedback and serve to help the
resident develop as a professional. A resident has the opportunity to
review, comment on, and disagree with the evaluation before he/she signs
it. Similarly, residents formally evaluate each rotation and
psychotherapy at the end of each rotation.

Competency-Based Evaluation System: Our intention is to make evaluation
of residents progress open, fair, and part of the learning process.
Residents are included in all phases of evaluation from the initial
agreement with training goals through the final evaluation. Ongoing
feedback from supervisors during rotations and individual psychotherapy
cases is presumed and residents should request clarification from
supervisors if they are uncertain about their progress.

Competency evaluations are conducted for each resident\'s clinical
activities, to assist in training, the evaluation process, and to track
the attainment of basic core competencies. A behaviorally-based model of
evaluation is used.

The competency ratings used in our program are based on the amount of
supervision that is required for the resident to perform the task
competently. This rating scale is intended to reflect the developmental
progression toward becoming an independent psychologist. At the end of
each rotation, a resident must be rated by his/her supervisor and the
Neuropsychology Postdoctoral Training Subcommittee as satisfactory in
his/her progress toward competence in each of these core areas: 1)
psychological assessment, 2) therapeutic interventions, 3)
administrative tasks and professional development, 4) ethics, law, and
diversity issues, 5) research and scholarly inquiry, and 6)
supervision/teaching. To successfully complete the residency, residents
must receive ratings of Intermediate or higher in each of the core
competency areas.

***Competency ratings are based on the following behaviorally based
descriptors:***

> ***Adv Advanced/Skills*** comparable to autonomous practice at the
> licensure level.
>
> Rating expected at completion of postdoctoral training. Competency
> attained at full psychology staff privilege level, however as an
> unlicensed trainee, supervision is required while in training status.
>
> ***HI High Intermediate/Occasional supervision needed;*** Typical
> postdoctoral fellow level
>
> May be given at successful completion of internship year. Competency
> attained in all but non-routine cases; supervisor provides overall
> management of trainee\'s activities; depth of supervision varies as
> clinical needs warrant.
>
> ***I Intermediate/Should remain a focus of supervision***; Typical
> intern level
>
> Common rating throughout internship. Routine supervision of each
> activity.
>
> ***E Entry level/Continued intensive supervision is needed;*** Typical
> pre-intern level
>
> Level of skill is commensurate with a practicum student. Routine and
> intensive supervision and didactic training is necessary.
>
> ***R Needs remedial work***
>
> Requires remedial work if trainee is in internship.

At the end of each rotation, in the judgment of his/her supervisor and
the Neuropsychology Postdoctoral Training Subcommittee, each resident
must be assessed as satisfactorily progressing toward competence in each
of the core areas (rating at level \"HI\" (High Intermediate/Occasional
supervision needed; Typical postdoctoral fellow level) on a 1 t o 5
scale). To successfully complete the residency, residents are expected
to demonstrate an appropriate level of professional psychological skills
and competencies in the core areas (High Intermediate/Occasional
supervision needed).

## Facility and Training Resources

Residents share two offices in which there are a total of 3 workstations
with computers. Residents have access to other offices for therapy and
evaluations. The offices are all equipped with networked computers that
allow access to the computerized medical record system, productivity
software, internet/intranet ,and email. The psychology programs are
integrated into the Mental Health and Behavioral Sciences Service, and,
in addition to the Psychology secretary, the staff and trainees have
additional clerical and administrative support from the whole service.

The hospital maintains its own professional library listing of
approximately 4,000 volumes of books and 2,500 bound volumes of journals
(361 journal subscriptions including 20 psychological journals). Direct
access to MEDLINE, PSYCHLIT, and other databases are available through
the hospital\'s computer system. The main library at the University of
South Florida houses over 700,000 volumes including 4,500 journal
subscriptions. In addition, the USF College of Medicine library
maintains over 90,000 books and subscribes to the major health,
medicine, behavioral, and social sciences electronic journals and
databases. Literature searches and complete bibliographies with
abstracts are available upon request. In addition, the Psychology
Service maintains discipline-specific reference material.

Commonly used psychological tests are included in our file of more than
125 instruments. Among these are numerous specialized psychological and
neuropsychological tests and surveys in the areas of chronic pain,
trauma, family and interpersonal functioning, coping, stress, adjustment
to disability, language/verbal abilities, learning and memory, executive
functioning, attention, mental control, visuoperceptual/sensorimotor
functioning, and abstract problem solving.

## Administrative Policies and Procedures

**ANNUAL AND SICK LEAVE**

Accumulated according to standard VA policy: 4 hours of sick leave and 4
hours of vacation leave earned every two-week pay period.

**DUE PROCESS: GRIEVANCE PROCEDURES**

Although rare, differences of opinion do sometimes arise between an
residents and a supervisor or other staff member. If this occurs, the
following procedures will be followed:

1.  The resident should request a meeting with his/her immediate
    supervisor to attempt to work out the problem/disagreement. The
    supervisor will set a meeting within 2 working days of the request.
    It is expected that the majority of problems can be resolved at this
    level. However, if this fails,

2.  The resident should request to meet with the Psychology Training
    Director. The Training Director will set a meeting within 1 working
    day of the request to address the difficulty. If this fails,

3.  The resident , resident \'s immediate supervisor, and Training
    Director will all meet within 1 working day of Step 2 to find a
    consensual solution. If a consensual solution is not found,

4.  The resident , resident \'s immediate supervisor, Training Director,
    and Chief of Psychology will meet within 1 working day of Step 3 to
    resolve the problem. This is the final formal step an intern can
    take to appeal a decision made by his/her supervisor. At the
    discretion of this group and by majority decision, this group may
    elect to take the issue before the entire Training Committee (all
    doctoral level training staff) for resolution.

5.  In unusual and confidential instances the resident(s) may take
    his/her grievance directly to Chief of Psychology Service for
    appropriate action.

**UNSATISFACTORY OR DELAYED PROGRESS**

Most issues of clinical or professional concern are relatively minor and
can be addressed in open and ongoing assessment of skills by the
resident and immediate supervisor. However, the following procedures are
designed to advise and assist residents performing below the program\'s
expected level of competence when ongoing supervisory input has failed
to rectify the issue:

1.  If, in the course of routine evaluation, specific remedial actions
    are identified, the resident will be informed by the Training
    Director as to the Training Committee\'s recommendations for revised
    training goals and specific requirements for remediation. Monitoring
    of subsequent progress will occur through the Rotation Supervisor,
    any Psychotherapy Supervisor(s), and Training Director.

2.  If the resident\'s performance in the problem area has improved to
    the level that the training goals for the rotation in which the
    problem was identified are substantially met, the resident will
    proceed to subsequent rotation(s) as planned and routine monitoring
    of new rotation goals and/or continued general training goals will
    be done by the new Rotation Supervisor and the Training Director.
    However, if satisfactory progress on the problem is not made during
    the rotation in which the problem was identified, the Training
    Committee will meet again to discuss additional plans for
    remediation, which may include repeating the current rotation.

3.  If, at any time, the intern disagrees with the evaluation of
    progress, an appeal may be made to the Chief of Psychology Service.

4.  If, at the end of the subsequent rotation, the resident\'s
    performance deficiencies have not improved substantially, the
    Training Committee may enact one or more of the following:

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a.  If the resident has demonstrated some improvement but at a rate that
    precludes satisfactory improvement before the end of the normal
    fellowship, the resident will be notified and the resident will be
    placed on probationary status. The resident\'s progress will be
    closely monitored by the Training Committee and Training Director.
    Further review and recommendations will be made at mid-rotation and
    end-of-rotation evaluations, including consideration of options b
    and c as necessary.

b.  If correction of the problem is possible with additional months of
    training beyond the normal fellowship timeframe or by adding
    additional diverse training experiences, such may be recommended.
    This decision will be conveyed to the resident.

c.  If the problem is severe enough that it cannot be remediated in a
    timely manner, termination may result. This decision will be
    conveyed to the resident prior to formal action.

**COLLECTION OF PERSONAL INFORMATION**

We collect no personal information from you when you visit our website.
If you are accepted as an resident, some demographic descriptive
information is collected and sent in a de-identified aggregate manner to
the American Psychological Association as part of our annual reports for
accreditation.

***Training Staff***

All members of the Psychology training staff have clinical
responsibilities. In addition, they all serve in a variety of other
professional roles: as faculty members in the College of Medicine and
other university departments, as office holders in professional
organizations, in administrative roles within the hospital, and as
researchers. In the following pages, we provide a brief description of
our psychology training staff. They are listed alphabetically with
information regarding their doctoral training program, primary clinical
responsibility, faculty appointments, and clinical interests.

***\*Henry E. Agostini - Ph.D.,*** Adelphi University, 1975

Clinical Psychologist, Nursing Home Care Unit

Clinical Interests: Geriatric Psychology, Behavioral Medicine and Health
Psychology, Biofeedback, Psychological Assessment

***\*Heather G. Belanger -- Ph.D., ABPP-CN,*** University of South
Florida, 2001

Clinical Neuropsychologist, Polytrauma Rehabilitation Center

Assistant Professor, Department of Psychology, USF

Clinical Interests: TBI, assessment, dementia, white matter injury

***Michael E. Clark - Ph.D.,*** Kent State University, 1978

Clinical Psychologist, Rehabilitation Medicine; Clinical Director, Pain
Program; Associate Professor, Department of Psychology, USF; Clinical
Assistant Professor, Department of Neurology, USF

Clinical Interests: Clinical Psychophysiology, Pain Treatment and
Outcome

***\*Veronica Clement -- Ph.D., ABPP-CN,*** University of South Florida

Clinical Neuropsychologist, Polytrauma Rehabilitation Center

Clinical Interests: TBI, epilepsy

***\*Glenn Curtiss - Ph.D.,*** University of South Florida, 1987

Clinical Neuropsychologist, Spinal Cord Injury Rehabilitation Program

Associate Professor, Department of Psychiatry and Behavioral Medicine,
USF

Clinical Interests: Neuropsychology, Personality Assessment,
Psychometrics/Statistics

***\*Jennifer J. Duchnick - Ph.D***., Auburn University, 2001

Clinical Neuropsychologist, Spinal Cord Injury Rehabilitation Program

Clinical Interests: Neuropsychology, Traumatic Brain Injury, Spinal Cord
Injury

***Ronald J. Gironda - Ph.D.,*** Kent State University, l998

Clinical Psychologist, Pain Program

Clinical Interests: Assessment, Pain Treatment and Outcome

***\*Ann Hakkila, Ph.D.*** -- Michigan State University, Counseling
Psychology, 1996

Rehabilitation Psychologist, Polytrauma Transitional Rehabilitation
Program

Clinical Interests: Acquired Brain Injury, Cognitive Rehabilitation,
Family adjustment, Program development and outcomes.

***\*Adele Hutchinson Haber -- Ph.D.,*** Wayne State University, 2002

Clinical Neuropsychologist, Tampa General Hospital Epilepsy Program

Assistant Professor, Department of Neurosurgery, USF

Clinical Interests: Epilepsy

***\*Elizabeth A. Letsch - Ph.D.,*** University at Buffalo, 2002

Clinical Neuropsychologist, Spinal Cord Injury Rehabilitation Program

Clinical Interests: Neuropsychology, TBI, SCI, Oncology, Forensics

***\*Risa Nakase-Richardson Ph.D.*** -- West Virginia University, 1999

Clinical Neuropsychologist, Polytrauma Program, Tampa VAMC

Clinical & Research Interests: Early neurobehavioral recovery after
acquired brain injury including disorders of consciousness and acute
confusion.

***Karen Nicholson - Ph.D.,*** University of South Florida, 2000

Assistant Training Director

Clinical Psychologist, Gulf War Veterans Rehabilitation Program

Clinical Interests: Psychological Assessment of Organ Transplant
Recipients; Anxiety Disorders; Individual, Couples, and Group
Psychotherapy; Hepatitis C

***Arthur I. Rosenblatt - Ph.D.,*** University of Mississippi, 1979

Chief, Psychology Service; Assistant Professor, Department of Psychiatry
and Behavioral Medicine, USF

Clinical Interests: Administration, Training, Behavior Therapies,
Addictive Behaviors, Psychological Assessment

***\*John A. Schinka - Ph.D.,*** University of Iowa, 1974

Clinical Neuropsychologist; Memory Disorders Clinic, Professor,
Department of Psychiatry and Behavioral Medicine, USF

Clinical Interests: Neuropsychology, Behavioral Genetics, Personality
Assessment

***\*Rodney D. Vanderploeg - Ph.D., ABBP-CN,*** Fuller Graduate School
of Psychology, 1982

Clinical Neuropsychologist, Traumatic Brain Injury Program; Clinical
Training Director; Clinical Associate Professor, Departments of
Psychiatry and Psychology, USF

Clinical Interests: Neuropsychology, Cognitive Rehabilitation,
Assessment

***Robyn L. Walker, Ph.D***.- University of Florida, 2004

Clinical Psychologist, Chronic Pain Rehabilitation Program

Clinical Interests: Chronic Pain Treatment and Outcomes, Polytrauma Pain
Evaluation and Management

*Names with an Asterisk (e.g., \*Vanderploeg) are potential postdoctoral
rotation supervisors.*

## Trainees

Past Residents are listed below by year of completing the program,
graduate school, type of graduate program, degree earned, and prior
internship site.

**Resident Graduate University Area of Prof Degree Internship Site**

03/04 Univ of Houston Clinical Ph.D. San Antonio VAMC

04/05 Univ of Cincinnati Clinical Ph.D. Tampa VAMC

05/06 Fairleigh Dickinson Univ Clinical Ph.D. Miami VAMC

06/07 NOVA Southeastern Univ Clinical Ph.D./Psy.D. Tampa VAMC

07/08 Univ. of Alabama Clinical Ph.D. Birmingham VAMC

## Recent Staff and Trainee Research Publications (2002 to present)

Intern or Postdoc Names are **bolded**

**Belanger, H. G., Brown, L. M., Crowell, T. A.,** Vanderploeg, R. D., &
Curtiss, G. (2002). The Key Behaviors Change Inventory and executive
functioning in an elderly clinic sample. [The Clinical
Neuropsychologist]{.underline}, [16]{.underline}, 251-257.

Belanger, H.G., Curtiss, G., **Demery, J.A., Lebowitz, B.K.** &
Vanderploeg, R. (2005). Factors moderating neuropsychological outcome
following mild traumatic brain injury: A meta-analysis. [Journal of the
International Neuropsychological Society, 11(3) 215-227]{.underline}.

Belanger, H.G., King-Kallimanis, B., Nelson, A.L., Schonfeld, L., Scott,
S.G., & Vanderploeg, R.D. (2008). Characterizing Wandering Behaviors in
Persons with Traumatic Brain Injury Residing in VA Nursing Homes.
[Archives of Physical Medicine and Rehabilitation]{.underline},
[89]{.underline}, 244 -- 250.

**Belanger, H.G.,** Nelson, A.L., McMillan, S., Gavin-Dreschnack, D.,
Holley, S.P. & Rosenberg, D. (2003). Patient dignity in persons with
spinal cord injury. [Spinal Cord Injury Nursing, 20,]{.underline} 25-29.

Belanger, H.G., Scott, S.G., Scholten, J., Curtiss, G. & Vanderploeg,
R.D. (2005). Utility of mechanism-of-injury-based assessment and
treatment: Blast injury program case illustration. [Journal of
Rehabilitation Research and Development]{.underline}.
[42(4)]{.underline}, 403-412.

Belanger, H.G., **Simmons, V.** & Schinka, J. (2007). Smoking and
cognition: The effects of nicotine on the brain and behavior. A.
Kalechstein W. van Gorp (Eds.) in [Neuropsychological consequences of
substance abuse]{.underline}. New York: Wiley & Sons.

Belanger, H.G., & Vanderploeg, R.D. (2005). The Neuropsychological
Impact of Sports-Related Concussion: A Meta-Analysis. [Journal of the
International Neuropsychological Society]{.underline}, [11]{.underline},
345-357.

Belanger, H.G., Vanderploeg, R.D., Curtiss, G. & Warden, D. (2007).
Recent neuroimaging techniques in mild traumatic brain injury: A
critical review. [Journal of Neuropsychiatry and Clinical
Neurosciences]{.underline}, 19(1), 5-20.

Belanger, H.G., Wilder-Willis, K., Malloy, P., Salloway, S., Hamman,
R.F. & Grigsby, J. (2005). Assessing motor and cognitive regulation in
AD, MCI and controls using the Behavioral Dyscontrol Scale. [Archives of
Clinical Neuropsychology, 20, 183-189]{.underline}.

**Brown, L.M.,** Schinka, J.A., Mortimer, J.A., & Graves, A.B. (2003).
3MS normative data for elderly African Americans. [Journal of Clinical
and Experimental Neuropsychology]{.underline}, [25]{.underline}, 234-241

**Busch, R. M., Booth, J. E., McBride, A.**, Vanderploeg, R. D.,
Curtiss, G., & Duchnick, J. J. (2005). The role of executive functioning
in verbal and visual memory. [Neuropsychology]{.underline},
[19]{.underline}, 171-180.

**Busch, R. M., McBride, A.**, Curtiss, G., & Vanderploeg, R. D. (2005).
The Components of executive functioning in traumatic brain injury.
[Journal of Clinical and Experimental Neuropsychology]{.underline},
[27]{.underline}, 1022-1032.

Clark, M. E., Gironda, R.J., & Carter-Sand, S. (2006). Assuring the
quality of pain services: Assessing outcomes. In M. Boswell & B. E. Cole
(Eds.), [Weiner's Pain management: A practical guide for
clinicians]{.underline} (7^th^ ed.). Boca Raton, FL: CRC Press.

Clark, M. E., Young, R. W., & Cole, B.E. (2006). Opioid therapy for
chronic non-cancer pain: Cautions and concerns. In M. Boswell & B. E.
Cole (Eds.), [Weiner's Pain management: A practical guide for
clinicians]{.underline} (7^th^ ed.). Boca Raton, FL: CRC Press.

Clark, M. E. (2004). Post-deployment pain: A need for rapid detection
and intervention. [Pain Medicine]{.underline}, [5]{.underline}, 333-4.

Clark, M.E., Gironda, R.J., & **Young, R.W.** (2003). Development and
validation of the Pain Outcomes Questionnaire-VA. [Journal of
Rehabilitation Research and Development]{.underline}, [40]{.underline},
381-396.

Clark, M.E., Gironda, R.J., & **Young, R.W.**, (2003). Detection of back
random responding: Effectiveness of MMPI-2 and PAI validity indices.
[Psychological Assessment]{.underline}, [15]{.underline}, 223-234.

Clark, M.E., & Gironda, R.J. (2002). Practical utility of outcome
measurement. In R. S. Weiner ([Ed]{.underline}.), [Pain management: A
practical guide for clinicians]{.underline} (6^th^ ed.). Boca Raton, FL:
CRC Press.

Clark, M.E., & Markham, R. (2002). [VA National Pain
Reminders]{.underline} \[computer program\]. Washington, D.C.:
Department of Veterans Affairs.

Crawford, F.C., Vanderploeg, R.D., Freeman, M.J., Singh, S. Waisman, M.,
Michael, L., Abdullah, L., Warden, D., Lipsky, R. Salazar, A., Mullan,
M.J. (2002). APOE genotype influences acquisition and recall following
Traumatic Brain Injury. [Neurology]{.underline}, [58]{.underline},
1115-1118.

Crowell, T.A., **Kieffer, K.M., Kugeares, S.,** & Vanderploeg, R.D.
(2003). Executive and non-executive neuropsychological functioning in
antisocial personality disorder. [Cognitive and Behavioral
Neurology]{.underline}, [16]{.underline}, 100-109.

Crowell, T.A., **Kieffer, K.M.,** Siders, C.A., & Vanderploeg, R.D.
(2002). Neuropsychological findings in combat-related post-traumatic
stress disorder. [The Clinical Neuropsychologist]{.underline},
[16]{.underline}, 310-321.

Crowell, T. A., **Luis, C. A.,** Vanderploeg, R. D., Schinka, J. A., &
Mullan, M. (2002). Memory patterns and executive functioning in mild
cognitive impairment and Alzheimer's disease. [Aging, Neuropsychology,
and Cognition]{.underline}, [9]{.underline}, 288-297

Crowell, T.A., Vanderploeg, R.D., Small, B.J., Graves, A.B., Mortimer,
J.A. (2002). Elderly Norms for the Spot-the-Word Test. [Archives of
Clinical Neuropsychology]{.underline}, [17]{.underline}, 123-130.

**Duchnick, J.J.,** Vanderploeg, R.D., & Curtiss, G. (2002). Identifying
retrieval problems using the California Verbal Learning Test. [Journal
of Clinical and Experimental Neuropsychology]{.underline},
[24]{.underline}, 840-851

**Friedman, M. A.,** Schinka, J.A., Mortimer, J.A., & Graves, A.B.
(2002). Hopkins Verbal Learning Test -- Revised: Norms for elderly
African Americans. The Clinical Neuropsychologist, [16]{.underline},
356-372.

Gironda, R. J., **Young, R. W.,** & Clark, M. E. (in press).
Psychometric properties of the National Pain Data Bank-Short Form.
[American Journal of Pain Management]{.underline}.

Gironda, R.J., **Azzarello, L.,** & Clark, M.E. (2002). Test-retest
reliability of the National Pain Data Bank V. 2.0, [American Journal of
Pain Management]{.underline}, [12]{.underline}, 24-30.

Gironda, R. J., Neugard, B., Clark, M.E., Nelson, A. (2002). Pain in a
national sample of veterans with paraplegia. [Proceedings of the
Rehabilitation Research and Development 3^rd^ Annual
Meeting]{.underline} (p. 167). Washington, D.C.: Department of Veterans
Affairs.

**Jones, T.G.,** Schinka, J.A., Vanderploeg, R.D., Small, B.J., Graves,
A.B., & Mortimer, J. (2002). 3MS normative data for the elderly.
[Archives of Clinical Neuropsychology]{.underline}, [17]{.underline},
171-177.

King, J.H., Sweet, J.J., Sherer, M., Curtiss, G., & Vanderploeg, R.D.
(2002). Validity indicators within the Wisconsin Card Sorting Test:
Application of new and previously researched multivariate procedures in
multiple traumatic brain injury samples. [The Clinical
Neuropsychologist]{.underline}, [16]{.underline}, 506-523.

**Kizilbash, A.H.**, Vanderploeg, R.D., & Curtiss, G. (2002). The
Effects of Depression and Anxiety on Memory Performance. [Archives of
Clinical Neuropsychology]{.underline}, 17, 57-67.

Kolitz, B. P., Vanderploeg, R. D., & Curtiss, G. (2003). Development of
the Key Behaviors Change Inventory (KBCI): A TBI behavioral outcome
assessment instrument. [Archives of Physical Medicine and
Rehabilitation]{.underline}, [84]{.underline}, 277-284.

**Lebowitz, B., Touradji, P., Jonen, L.,** Belanger, H.G., Curtiss, G. &
Vanderploeg, R. (2006). Executive control and learning pattern on the
CVLT. [Journal of Clinical and Experimental
Neuropsychology]{.underline}, [28]{.underline}, 1208-1217.

Lew, H.L., Poole, J., Vanderploeg, R., Goodrich, G.L., Dekelboum, S.,
Guillory, S.B., Sigford, B., & Cifu, D.X., (2007). Program development
and defining characteristics of returning military in a VA polytrauma
network site. [Journal of Rehabilitation Research and
Development]{.underline}, [44]{.underline}, 1027 -- 1034.

Lew, H.L., Vanderploeg, R.D., Moore, D.F., Schwab, K., Friedman, L.,
Yesavage, J., Keane, T.M., Warden, D.L., Sigford, B.J. (2008). Overlap
of mild TBI and mental health conditions in returning OIF/OEF service
members and veterans. [Journal of Rehabilitation Research and
Development]{.underline}, [45]{.underline}, x - xv.

**Luis, C. A.**, Vanderploeg, R. D., Curtiss, G. (2003). Predictors for
a postconcussion symptom complex in community dwelling male veterans.
[Journal of the International Neuropsychology Society]{.underline},
[9]{.underline}, 1001-1015.

Malloy, P.F., Belanger, H.G., Hall, S., Aloia, M. & Salloway, S. (2003).
Assessing visuoconstructional performance in AD, MCI and Normal Elderly
Using the Beery Visual-Motor Integration Test. [The Clinical
Neuropsychologist]{.underline}.

McKellar, J.D., Clark, M.E., & Shriner, J. (2003). The cognitive
specificity of associative responses in patients with chronic pain.
[British Journal of Clinical Psychology]{.underline}, [42]{.underline},
27-39.

Military TBI Task Force (McCrea, M., Pliskin, N., Barth, J., Cox, D.,
Fink, J., French, L., Hammeke, T., Hess, D., Hopewell, A., Orme, D.,
Powell, M., Ruff, R., Schrock, B., Terryberry-Spohr, L., Vanderploeg,
R., Yoash-Gantz, R.). (2008). Official Position of the Military TBI Task
Force on The Role of Neuropsychology and Rehabilitation Psychology in
the Evaluation, Management and Research of Military Veterans with
Traumatic Brain Injury. [The Clinical Neuropsychologist]{.underline},
[22]{.underline}, 10 -- 26.

**Moering, R. G.,** Schinka, J.A., Mortimer, J.A., & Graves, A.B.
(2004). Elderly Black normative data for the Stroop Color and Word Test.
[Archives of Clinical Neuropsychology]{.underline}.

Schinka, J. A. & **Belanger, H.G.** (2003). Effects of the use of
alcohol and cigarettes on cognition in elderly, African American adults.
[Journal of the International Neuropsychological Society,
9,]{.underline} 690-697.

Schinka, J.A., & Velicer, W.F. (Eds.) (2003). [Comprehensive Handbook of
Psychology: Vol. 2. Research Methods in Psychology]{.underline}. New
York: John Wiley and Sons.

Schinka, J.A., **Letsch, E.A**., & Crawford, F.C. (2002). DRD4 and
novelty seeking: Results of meta-analyses. [American Journal of Medical
Genetics]{.underline}, [114]{.underline}, 643-648.

Schinka, J.A., Town, T., Abdullah, L, Crawford, F., Ordorica, P.,
Francis, E., Hughes, P., Graves, A., Mortimer, J., & Mullan, M. (2002).
A functional polymorphism within the mu-opioid receptor gene produces
risk for use of alcohol and other substances. [Molecular
Psychiatry]{.underline}, [7]{.underline}, 224-228.

Schinka, J.A., Vanderploeg, R.D., **Rogish, M.,** **Hernandez, E.,**
Graves, A.B., Mortimer, J., & Ordorica, P.I. (2002). Effects of the use
of alcohol and cigarettes on cognition in elderly adults. [Journal of
the International Neuropsychology Society]{.underline}, [8]{.underline},
811-818.

Schinka, J.A., Vanderploeg, R.D., **Rogish, M.**, & Ordorica, P.I.
(2002). Effects of lifetime alcohol and nicotine use on cognition in
middle-aged adults. [Journal of the International Neuropsychology
Society]{.underline}, [8]{.underline}, 683-690.

Schinka, J.A., Town, T., Abdullah, L, Crawford, F., Ordorica, P.,
Francis, E., Hughes, P., Graves, A., Mortimer, J., & Mullan, M. (2002).
A functional polymorphism within the mu-opioid receptor gene produces
risk for use of alcohol and other substances. [Molecular
Psychiatry]{.underline}, [7]{.underline}, 224-228.

Scott, S.G., Belanger, H.G., Vanderploeg, R.D. Massengale, J., &
Scholten, J. (2006). Evaluating Patients with Polytrauma and
Blast-Related Injuries in a Rehabilitation or Primary Care Setting:
Post-Acute Sequelae and Treatment Strategy. [Journal of the American
Osteopathic Association]{.underline}, [106]{.underline}, 265-270.

Scott, S.G., Scholten, J.D., Latlief, G.A., Humayun, F., Belanger, H.G.,
& Vanderploeg, R.D. (2008). Polytrauma Rehabilitation. (pp. 787 - 791).
In W. Frontera, J. Silver, & T. Rizzo (Eds.), [Essentials of Physical
Medicine and Rehabilitation]{.underline} (2nd ed.). Philadelphia, PA:
Elsevier Press.

Tröster, A.I., & Letsch, E.A.  (2004).  Evaluation and treatment of
anxiety and depression in Parkinson's disease.  In R. Pahwa, K. E.
Lyons, & W. C. Koller (Eds.), [Therapy of Parkinson's
disease]{.underline} (3^rd^ ed.).  New York: Marcel Dekker. 

Vanderploeg, R.D. (2004). Veterans Health Initiative: Traumatic Brain
Injury. (Editor). VA Employee Education System. Web-based physician,
psychologist, & other health care professionals CME/CEU training
program. <http://www1.va.gov/vhi/docs/TBIfinal_www.pdf> \[1-31-04\]

Vanderploeg, R.D., Belanger, H.G., & Curtiss, G. (2006). Mild Traumatic
Brain Injury: Medical and Legal Causality Considerations. (pp. 279-307).
In Young, G., Kane, A. & Nicholson, K. (Eds.), [Psychological Knowledge
in Court: PTSD, Pain and TBI]{.underline}. New York: Springer-Verlag.

Vanderploeg, R. D., Belanger, H. G., Duchnick, J. D., & Curtiss, G., &
(2007). Unawareness problems following moderate to severe TBI:
Universality, methods of assessment, and injury correlates. [Journal of
Rehabilitation Research and Development]{.underline}, [44]{.underline},
937 -- 949.

Vanderploeg, R. D., Collins, R. C., Sigford, B., Date, E., Schwab, K.,
Warden, D. and the DVBIC Veterans Health Administration study planning
group. (2006). Practical and Theoretical Considerations in Designing
Rehabilitation Trials: The DVBIC Cognitive-Didactic versus
Functional-Experiential Treatment Study Experience. [Journal of Head
Trauma Rehabilitation]{.underline}, [21]{.underline}, 179-193.

Vanderploeg, R. D., Curtiss, G., **Duchnick, J. J., & Luis, C. A.**
(2003). Demographic, medical, and psychiatric factors in work and
marital status following mild head injury. [Journal of Head Trauma
Rehabilitation]{.underline}, [18]{.underline}, 148-163.

Vanderploeg, R. D., Curtiss, G., **Luis, C. A.,** & Salazar, A. M.
(2007). Long-term morbidity and quality of life following mild head
injury. [Journal of Clinical and Experimental
Neuropsychology]{.underline}, [29]{.underline}, 585 -- 598.

Vanderploeg, R.D., & Schinka, J.A. (2004). Estimation of Premorbid
Cognitive Abilities: Issues and Approaches. (pp.27-65). In J. H. Ricker
(Ed.), [Differential Diagnosis in Adult Neuropsychological
Assessment]{.underline}. New York: Springer.

**Vassallo, J. L., Proctor-Weber, Z., Lebowitz, B. K.,** Curtiss, G.,
Vanderploeg, R. D. (2007). Psychiatric Risk Factors for Head Injury.
[Brain Injury]{.underline}, [21]{.underline}, 567 -- 573.

Yuspeh, R.L., Vanderploeg, R.D., Crowell, T.A., & Mullan, M. (2002).
Differences in executive functioning between Alzheimer's disease and
subcortical ischemic vascular dementia. [Journal of Clinical and
Experimental Neuropsychology]{.underline}, [24]{.underline}, 745-754.

## Local Information

**JAMES A. HALEY VETERNS HOSPITAL**

The James A. Haley Veterans\' Hospital in Tampa, Florida, is a Dean's
Committee facility affiliated with the University of South Florida (USF)
College of Medicine. The hospital is deeply committed to educational
objectives that are directly related to its institutional mission of
providing high quality healthcare to veterans. These objectives are met
in part through a variety of student, intern, and residency training
programs in several healthcare specialties. The James A. Haley VA
Medical Center is a JCAHO accredited 327 bed tertiary care teaching
hospital, with 300 authorized nursing home care beds (180 in Tampa, and
120 beds in Orlando) and is dedicated to providing the highest quality
of patient care and services to veterans in Central Florida. The full
range of inpatient and outpatient care is provided including Medicine
(111 beds), Surgical (61 beds), Psychiatry (50 beds), Neurology (7
beds), as well as a 60-bed Spinal Cord Injury Service, and a 42 bed
Comprehensive Rehabilitation Center. Specialized clinics exist for the
treatment of substance dependency, posttraumatic stress, chronic pain,
and women's health issues, and for the comprehensive rehabilitation of
multiple types of physical trauma and of severe mental illness. The
Tampa VAMC also has a Clinical Program of Excellence in Chronic Pain
treatment, the only such in pain rehabilitation in the VA healthcare
system.

**THE TAMPA ENVIRONMENT**

The James A. Haley Veterans' Hospital is located in Tampa, Florida.
Tampa is a growing metropolitan area which serves as the county seat of
Hillsborough County and is the second most populous city in the state.
The city is situated on the west coast of Central Florida, 266 miles
northwest of Miami and 197 miles southwest of Jacksonville. With a
population of almost one million at 2000 census, Hillsborough County is
composed of several residential, industrial, and agricultural
communities which are interspersed with orange groves and cattle
ranches. The climate is generally mild with an average annual
temperature of 72 degrees. Freezing temperatures are rare as are those
of more than 90 degrees.

Because of its climate, opportunities for outdoor recreation activities
abound. The coastal waters of the Gulf of Mexico and Tampa Bay offer a
broad spectrum of water sports -- water skiing, swimming, deep sea
fishing, power boating, sailing, and scuba diving. Freshwater fishing is
also available in the numerous local lakes. Residents enjoy facilities
and activities year round because there is little change in the seasons.
Golf is very popular locally and many public and private courses are
available. Horse racing, dog racing, and famed Jai Alai are also found
in the city. For sports fans, there are 10 major league baseball spring
training camps within 20 miles of Tampa. The Tampa Bay area is also home
to several professional sport franchises, including the Buccaneers, the
Devil Rays, and the Lightning.

A variety of arts and cultural activities can be found in the Tampa Bay
area. The University of South Florida, located just across the street
from the hospital, has an active and acclaimed drama and fine arts
program. Film, dance, stage productions, and repertory companies are
regular offerings of the Tampa Theater and Tampa Bay Performing Arts
Center (both located in downtown Tampa) and the world famous Asolo
Theater (located approximately 50 miles south of Tampa, in Sarasota).
Across Tampa Bay, St. Petersburg is home to the Salvador Dali museum,
which is the only exclusive museum of this artist's works in the world,
and the St. Petersburg Bayfront Center for performing arts.

Well known tourist attractions also lie in close proximity to Tampa.
Busch Gardens and Adventure Island Water Park are only 3 miles from the
hospital. The various Disney World theme parks are 70 miles east of
Tampa in Orlando and the Ringling Brothers Museum is located in
Sarasota. Cypress Gardens, Florida's first amusement park, lies in
Winter Haven about 40 miles east of Tampa. Tampa itself is home to a
world-class aquarium (the Florida Aquarium) in downtown Tampa harbor and
an award-winning zoo, Lowry Park Zoo.

The Tampa Bay area has numerous quality educational institutions
including the University of South Florida with an enrollment of over
36,000 students and colleges in Architecture, Arts and Letters, Business
Administration, Education, Engineering, Fine Arts, Medicine, Natural
Sciences, Nursing, and Social and Behavioral Sciences. The University of
Tampa, located in downtown Tampa, has an enrollment of about 2,500
students. Both Hillsborough County and neighboring Pinellas County have
well regarded community colleges. In addition to the higher educational
facilities, there are excellent public, parochial, and technical school
systems.