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**POSTDOCTORAL FELLOWSHIPS**

**CLINICAL PSYCHOLOGY**

**CLINICAL NEUROPSYCHOLOGY**

**TOGUS VA MEDICAL CENTER**

**Augusta, Maine**

*PROGRAM GUIDE 2008-2009*

*PROSPECTUS 2009-2010*

**Revised November 2008**

Please note that this new postdoctoral residency program

is in the process of development and is subject to change.

Periodic updates are available at:

[www.togus.va.gov/psychtrain/](http://www.togus.va.gov/psychtrain/)

TABLE OF CONTENTS

**THE SETTING** ..4

Togus VA Medical Center ..4

Mental Health Services ..4

Psychology Section ..5

Demographic Features ..5

**THE TRAINING PROGRAM** ..5

Accreditation Status ..5

Program Philosophy and Model of Training ..6

Competencies and Objectives ..7

Clinical Psychology ..7

Clinical Neuropsychology ..7

Competency Domains ..8

Assessment ..8

Psychotherapy ..9

Consultation 10

Professionalism 11

The Fellowship Year 12

Supervision, Evaluation, and Completion 13

Stipends and Benefits 16

**TRAINING PRACTICE AREAS** 17

Clinical Psychology 17

Emphasis Areas 17

Training Settings 18

Opportunities and Requirements 20

Clinical Neuropsychology 22

Emphasis Areas 22

Training Settings 24

Opportunities and Requirements 25

**SEMINARS** 27

Clinical Psychology Seminars 27

Clinical Neuropsychology Seminars 28

Professional Psychology Seminar 29

Other Psychology Seminars 30

### FACULTY 31

Postdoctoral Training Supervisors 31

Postdoctoral Psychology Consultants 34

Psychology Consultants and Other Contributors 36

Psychology Training Committee 39

**APPLICATION PROCEDURES** 40

Eligibility 40

Selection Process 40

Application Instructions 43

Togus Postdoctoral Application Form 44

**TOGUS VA MEDICAL CENTER**

**1 VA CENTER**

**AUGUSTA, MAINE 04330**

This program brochure describes the psychology postdoctoral fellowship
positions available at the Togus Veterans Affairs Medical Center. The
Psychology Section staff and associated faculty will be happy to discuss
our interests in various training areas with you, and will assist you in
integrating your interests with our training program.

# THE SETTING

##### Togus VA Medical Center

The Togus VA Medical Center was established in 1866 as the first
veterans\' facility (\"Soldiers\' Home\") in the country. The Medical
Center is located on approximately 500 acres of spacious wooded grounds
with streams and ponds, five miles east of Augusta, the capital of
Maine. Nestled in the heart of Maine, a paradise for those who love the
outdoors, we are within easy driving distance of the mountains, lakes,
rivers, and seacoast. In addition to a Division of Veterans Benefits
which administers those veterans benefits not directly related to health
care, the VA Medical Center provides a broad range of health care
services to veterans. The Medical Center provides complete facilities
for medical, surgical, psychiatric, and nursing home care, including 116
beds assigned to mental health and nursing home care. Ambulatory care
clinics for medical, surgical, and psychiatric outpatient care
supplement the inpatient programs. The Medical Center is part of the VA
New England Healthcare System.

Most of our Medical Center\'s physicians are board-certified in one or
more specialty areas, and all of our psychologists and physicians
maintain current licensure in at least one state. In addition to
predoctoral and postdoctoral training of psychologists, the Medical
Center staff has also trained medical students, urology and
ophthalmology residents, dental externs, physician assistant students,
pharmacy students, nursing students, dietetics students, social work
trainees, occupational therapy students, and physical therapy students.
As a result, active in-service training and continuing education
programs are available in all departments of the Medical Center.

**Mental Health Services**

Mental Health Services is a multidisciplinary entity which currently
consists of approximately 85 staff members, including psychiatrists,
psychologists, social workers, physician assistants, nurse
practitioners, nurses, psychology interns and residents, rehabilitation
technicians, secretaries and clerks. The Director of Mental Health
Services is a psychiatrist. In addition to those directly involved in
the Psychology Training Program, two psychologists are located within
Community Based Outpatient Clinics. Two other psychologists are assigned
to the Geriatrics and Extended Care Service Home Based Primary Care
program. Two counseling psychologists are assigned to the Vocational
Rehabilitation and Employment Division.

**Psychology Section**

The Medical Center\'s Psychology Section currently consists of thirteen
doctoral-level psychologists and two secretaries. The psychology
training class consists of two postdoctoral residents and three
predoctoral interns each year. The training program also involves
numerous associated professional faculty from other facilities in the
community. Psychologists practice in all areas of the Medical Center,
providing psychological services to eligible veterans and collateral
members of their households. Psychologists provide direct care to
veterans, and they provide consultation to other clinical staff and to
management. The teaching faculty for the fellowship program consists of
the Psychology Section professional staff and the associated faculty.

**Demographic Features**

As the only VA Medical Center for the state of Maine, VA Togus offers
several demographic features that enhance training. Among these are
opportunities to professionally evaluate and treat:

> • A predominantly rural population from small towns, farming
> communities, and fishing villages.
>
> • A large French-speaking ethnic population, some of whom, though
> native born, speak French as their first language.
>
> • People who are earning, or who have earned their living working in
> the mills, woods, fields, and waters of Maine.
>
> • Alternative life style veterans who have come to Maine to be
> craftsmen and/or return to the land.
>
> • A Native American population, some of whom live on reservations.

The VA Togus psychology fellowship offers you the opportunity to work
with some of these unique populations so that your diverse training
interests may be satisfied.

**THE TRAINING PROGRAM**

**Accreditation Status**

The Togus Psychology Postdoctoral Residency Program is a relatively new
program that began with the 2004-2005 training year. Although we are
diligently seeking accreditation, this postdoctoral program is not yet
accredited by the American Psychological Association. Our predoctoral
psychology internship program has held APA accreditation since 1981 and
has most recently been awarded accreditation to 2012 (APA Office of
Program Consultation and Accreditation, 750 First Street, NE,
Washington, DC 20002-4242; (202) 336-5979, (202) 336-6123 TDD).
Residents who complete the postdoctoral fellowship training program will
receive a Certificate of Postdoctoral Residency in either **Clinical
Psychology** or **Clinical Neuropsychology**. Satisfactory completion of
the postdoctoral training program meets postdoctoral supervised practice
requirements for licensure in the state of Maine. Please note that it is
up to you to ensure that your training meets requirements for any other
state in which you plan to seek licensure.

**Program Philosophy and Model of Training**

Within the Togus Psychology Postdoctoral Residency Program, we offer and
implement advanced **Clinical Psychology** and **Clinical
Neuropsychology** training with a rural psychology emphasis, in accord
with a scholar-practitioner model. In the process of rebuilding a formal
research program, we identify with and conceptualize from a
scientist-practitioner model. As an integrated practice program, we
offer advanced postdoctoral training within the traditional practice
area of **Clinical Psychology** and within the specialty practice area
of **Clinical Neuropsychology**. Clinical Psychology training provides
an emphasis in *Posttraumatic Stress Disorder/Mental Health*. We
recognize that psychology as a profession demonstrates strengths in the
areas of theory, research, assessment, psychotherapy, consultation, and
ethics. We aspire to help future psychologists bring these strengths to
bear in the provision of psychological services in a changing health
care environment. At the postdoctoral level, we aim to train ethically
grounded, culturally aware clinical psychologists and neuropsychologists
with advanced competency in thoughtful development and application of
evidence-based psychological assessment, treatment, and consultation
skills for the benefit of persons and organizations, particularly within
a rural environment.

The Psychology Training Program views the postdoctoral
fellowship/residency as a bridge between the predoctoral psychology
internship and entry-level psychological practice in these specific
applied areas. The general goals of our postdoctoral residency program
are to integrate the theoretical, research, and applied aspects of
graduate education and internship training with professional practice,
to provide professional socialization and the development of
professional identity, and to prepare the resident to function
autonomously and responsibly as a practicing psychologist. Preparation
for the national licensing examination in psychology is a specific part
of this training.

At the internship level, the Togus Psychology Training Program seeks to
develop professional psychologists with a general proficiency in the
skills required to evaluate, treat, and consult with a broad range of
potential clients. These professional skills are basic for the general
clinical psychologist, and they serve as a foundation for any additional
specialization. Building upon the foundational skills of internship, the
Togus Postdoctoral Residency Program offers advanced training in the
traditional practice area of **Clinical Psychology** and the specialty
practice area of **Clinical Neuropsychology**. Each of these practice
areas represents a separate postdoctoral fellowship training position.

**Competencies and Objectives**

**Clinical Psychology**

The overall goal of the **Clinical Psychology** fellowship is
preparation for advanced practice competence in the traditional practice
area of Clinical Psychology, consistent with the CRSPPP description of a
recognized general practice specialty in *Clinical Psychology*. This
fellowship is designed to provide an emphasis in the areas of
*Posttraumatic Stress Disorder* and *Mental Health*, incorporating
recognized standards such as relevant *VHA/DoD Clinical Practice
Guidelines*.

Specific postdoctoral training goals for the **Clinical Psychology**
fellowship are as follows:

-   Advanced skill in the psychological evaluation, treatment, and
    consultation to patients and professionals sufficient to practice on
    an independent basis.

-   Advanced understanding of posttraumatic stress disorder and other
    mental health disorders.

-   Scholarly activity, e.g., submission of a study or literature review
    for publication or presentation (formal or informal), or submission
    of a grant proposal or outcome assessment (formal or informal).

-   Formal evaluation of competency in 1 through 3 above.

-   Eligibility for state licensure or certification for the independent
    practice of psychology.

-   Eligibility for board certification in clinical psychology by the
    American Board of Professional Psychology.

**Clinical Neuropsychology**

The overall goal of the **Clinical Neuropsychology** fellowship is
preparation for advanced practice competence and credentialing in the
specialty practice area of Clinical Neuropsychology, consistent with the
policy statement of *The Houston Conference on Specialty Education and
Training in Clinical Neuropsychology*.

Specific postdoctoral training goals for the **Clinical
Neuropsychology** fellowship are to meet the exit criteria of the
*Houston Conference* guidelines, adapted as follows:

-   Advanced skill in the neuropsychological evaluation, treatment, and
    consultation to patients and professionals sufficient to practice on
    an independent basis.

-   Advanced understanding of brain-behavior relationships.

-   Scholarly activity, e.g., submission of a study or literature review
    for publication or presentation, or submission of a grant proposal
    or outcome assessment.

-   Formal evaluation of competency in 1 through 3 above.

-   Eligibility for state licensure or certification for the independent
    practice of psychology.

-   Eligibility for board certification in clinical neuropsychology by
    the American Board of Professional Psychology.

**Competency Domains**

In order to achieve the program goals stated above, the Togus psychology
postdoctoral fellowship requires that by program completion all
residents demonstrate an advanced level of professional psychological
skills, abilities, proficiencies, competencies, and knowledge, relevant
to their practice area, in the following four *competency domains*:
Assessment, Psychotherapy, Consultation, and Professionalism.

Competency-based program requirements within each domain include the
following specific, sequential, and measurable education and training
objectives. Certain core requirements regarding minimum numbers and
types of assessment, intervention, and consultation training experiences
are recognized as a foundation that is necessary but not sufficient to
ensure true qualitative competency in the professional practice of
clinical psychology and neuropsychology. Competency objectives common to
both fellowship practice areas are described below. Competency
objectives specific to each fellowship practice area, Clinical
Psychology and Clinical Neuropsychology, are further described as
"opportunities and requirements" under the "Training Practice Areas"
section later in this brochure.

The Psychology Training Program intends to remain current with the
literature and practice of competency-based psychology training for
purposes of continuous quality improvement. Residents will participate
in implementing and fine-tuning these competency-based program
standards.

**Assessment.** The psychological assessment domain considers theories
and methods of assessment and diagnosis. Residents are expected to
further develop competence in the psychological assessment process, from
receiving the referral question and selecting appropriate assessment
procedures, through interviewing and observation, to integration of data
and accurate diagnosis, and effective communication of results and
recommendations through written and oral reports.

Residents are required to demonstrate proficiency in specific
psychological assessment instruments. Such competency includes knowledge
of the theory and literature behind the instrument, understanding of
psychometric issues for the instrument, administration of the instrument
according to standardized procedures, accurate scoring or summarizing of
the instrument, and properly interpreting/integrating data from the
instrument. Residents in each practice area are required to demonstrate
proficiency in specific psychological assessment instruments.

Residents are required to conduct a minimum number of psychological
assessments per year. These assessments include the entire process of
administration, scoring, interpretation, integration, and report
writing.

**Psychotherapy.** The psychotherapy domain considers theories and
methods of effective psychotherapy and intervention (including
evidence-based practice). Residents are expected to further develop
competence in the entire psychotherapy process: case conceptualization
and evidence-based treatment planning, establishment of the therapeutic
relationship and therapeutic conditions, provision of appropriate
interpretations and use of therapeutic techniques, management of
therapeutic boundaries and dynamics of the therapeutic relationship,
psychotherapy termination, and proper documentation and demonstration of
therapy effectiveness.

With regard to therapeutic modalities, residents are expected to gain
experience with minimum numbers and types of psychotherapy cases. All
residents are required to gain therapy experience in working with at
least two different age groups (child, adolescent, adult, elder adult)
and at least three different diagnostic groups (in accord with DSM-IV
classification categories).

Consistent with the contemporary need for effective and efficient
treatment approaches, residents are required to gain proficiency in at
least three evidence-based treatments. Competency in this area is
understood to include knowledge of any applicable manualized
evidence-based treatment approach, with adaptation of the treatment
approach as needed to meet the needs of the current treatment
population. The residency attempts to provide opportunities for training
in numerous evidence-based treatments, including the following:
cognitive behavior therapy for generalized anxiety disorder (Zinbarg et
al., 1993), cognitive behavior therapy for panic disorder (Barlow &
Craske, 1994), exposure and response prevention for obsessive-compulsive
disorder (Riggs & Foa, 1993), cognitive behavior therapy for social
phobia (Heimberg, 1991), stress inoculation training for coping with
stressors (Saunders et al., 1996), and cognitive therapy for depression
(Beck et al., 1979).

**Consultation.** The consultation domain is a broad category that
considers the various roles of the professional psychologist other than
assessment and psychotherapy, including theories and/or methods of
consultation/presentation/supervision, program
development/evaluation/administration, and scholarly activity/research
utilization.

*Consultation/Presentation/Supervision*: Residents are required to
demonstrate effective clinical consultation to the multi-disciplinary
treatment team. This may take place within the treatment team meeting or
individually with relevant providers.

To develop facility in teaching within a medical center context,
residents are required to present at least one case conference and at
least two evidence-based seminar presentations per training year. They
are also expected to facilitate at least two journal club discussions
per training year.

Each post-doctoral resident is required to provide effective clinical
supervision to a pre-doctoral intern.

*Program Development/Evaluation/Administration*: In order to gain
experience in the organizational and administrative aspects of the
profession, residents are required to contribute toward the development
of at least one psychological assessment or intervention program per
training year. For example, recent residents have helped to develop and
manage clinical/consultation programs in such areas as telehealth
psychotherapy, primary care consultation, ACT for PTSD, an ACT
supervision group, a memory education group, a mild cognitive impairment
group, and team development consultation within the nursing home care
units.

Residents are also expected to complete at least one informal program
evaluation/quality improvement study related to an assessment or
treatment program per training year. The goal is to cultivate a
scientist-practitioner climate and attitude whereby a resident learns to
review the literature for appropriate measures, identify appropriate
norms, and apply such measures as a clinical scientist. This could
involve pre-post evaluation of a group therapy program, pre-post
evaluation of a cohort of individual psychotherapy patients
participating in the same treatment, or a well-designed "*n* of 1" study
involving multiple measures at pre-, mid-, and post-intervention.

We continue to develop opportunities in the areas of training and
research program administration. For example, residents are required to
coordinate a portion of the professional psychology seminar. They will
routinely participate in appropriate components of the internship and/or
fellowship selection process. As opportunities permit, they may gain
experience in grant writing.

*Scholarly Activity/Research Utilization*: Our medical center is
currently in the process of rebuilding its research infrastructure, and
thus our ability to offer formal research training is in the process of
development. We seek to facilitate the integration of science and
practice across the curriculum, reflected in our assessment and
psychotherapy training, as well as in the consultation, presentation,
supervision, program development, program evaluation, and program
administration requirements and opportunities noted above.

Results of program development requirements are to be communicated by
way of a scholarly written product and/or presentation to be
disseminated at least within the medical center. This might include a
treatment manual and/or clinical protocol that could be presented within
a seminar, case conference, or clinical team meeting.

Results of program evaluation requirements are to be communicated by way
of a scholarly written product and/or presentation to be disseminated at
least within the medical center. This might include a formal write-up of
results, a detailed "*n* of 1" progress note, and/or a data summary that
could be presented within a seminar, case conference, or clinical team
meeting.

In order to develop the habit of application of the empirical research
literature and critical thinking to professional practice, residents are
required to conduct at least four literature reviews during the course
of each training year. Results of literature review requirements are to
be communicated by way of a scholarly written product and/or
presentation to be disseminated at least within the medical center. This
might include an annotated bibliography and/or clinical protocol that
could be presented within a seminar, case conference, or clinical team
meeting.

Residents may also design and implement a formal clinical research
project, and report the results in a manner suitable for formal
submission as a presentation and/or publication. Research projects that
would advance evidence-based practice are particularly encouraged.

**Professionalism.** The professionalism domain considers professional
and ethical behavior, including issues of cultural and individual
diversity. This involves participation in supervision, interprofessional
behavior, ethical behavior, work habits, and professional development.
Residents are encouraged to attend at least one professional psychology
conference during the training year, pending availability of funding.

Residents are expected to seek supervision, to be prepared for
supervision sessions, and to use supervisory suggestions in their
clinical work. They should be able to relate professionally with
patients and multidisciplinary team members.

Residents are expected to adhere to the current APA *Ethical Principles
of Psychologists and Code of Conduct*, the ASPPB *Code of Conduct*, and
state and federal law. They should develop sensitivity to ethnic,
cultural, gender, and disability issues. They should understand their
own professional limitations and not practice beyond their abilities.

Residents are expected to develop good work habits, including keeping
appointments, effectively managing time, and completing work on time.
Residents should take responsibility for professional development,
including establishing and monitoring training goals, obtaining
supplementary educational experiences, and engaging in appropriate
career planning and job search activities.

**The Fellowship Year**

In order to accommodate various internship completion dates, the
fellowship start date is flexible, between July 1 and September 1. To
develop competency as a clinical psychologist or neuropsychologist,
residents are required to satisfactorily complete 2,080 hours of
training during each fellowship year. The **Clinical Psychology**
fellowship represents a one year appointment. The **Clinical
Neuropsychology** fellowship normally involves reappointment for a
second year, contingent upon performance and continued availability of
funding, in order to attain the advanced competencies inherent to this
specialty practice area. Please check with the program regarding
availability of a new Clinical Neuropsychology position for a given
year. *Please note that we do anticipate funding for a neuropsychology
position opening for the 2009-2010 training year.*

During the training year, residents will complete training experiences
with at least two different supervisors within their respective program.
During a typical week, residents have spent an average of about 14 hours
(or 35% of their time) in direct service delivery. The resident's
schedule also typically includes over two hours of individual
supervision and about three hours of group supervision or other
structured learning activities per week, including about two hours of
didactic seminars per week. Clinical programs related to training in our
two practice areas are described under Training Practice Areas below.

During an initial one-week orientation, each training supervisor will
introduce you to the nature of his or her clinical area and the
potential training experiences. A variety of other orientation
activities will quickly familiarize you with the Psychology Section and
the many functions of the Medical Center. The Psychology Training
Committee will assist you in planning your program and individual
training goals. During this orientation period, the resident will meet
with the primary supervisors to consider training needs, interests, and
goals for the fellowship year, including baseline self-assessment
utilizing the *Psychological Competencies Evaluation* described below.
Recognizing that residents enter this stage of their training with
varied experiences and competencies, an initial *Individualized Plan of
Study* and training rotation contracts are developed which define how
the core competencies will be met during the program. This plan
identifies areas of existing strengths and weaknesses and serves as a
guide for experiences to be gained during the fellowship. The plan
includes specific experiences to be obtained during each training year,
with a focus on providing sufficient training experiences to allow for
formal evaluation of competence in the core domains of assessment,
psychotherapy, consultation, and professionalism. The individualized
plan of study is tailored to identify how fellowship experiences will
place the resident on course to reach full professional competence and
proficiency, including conformity to exit criteria as defined by their
respective practice area. It is reviewed and formalized four to six
months into the program, concurrent with the initial competency
evaluation.

## **Supervision, Evaluation, and Completion**

**Supervision.** Our program incorporates a competency-based and
developmental approach to clinical supervision. Supervisors assign
graduated levels of responsibility. Residents work with their
supervisors on a daily basis. They receive a minimum of at least two
hours of individual supervision and four hours of total supervision or
structured learning activities each week. Training methods include
didactic instruction, role-modeling and observational learning,
experiential practice, supervisory or consultative guidance, mentoring,
and professional socialization.

Residents are encouraged to establish supplementary training
relationships with fellowship program faculty who are not assigned as
their principal supervisors. The focus of these relationships may be
broader and less formal than that of the supervisor/resident
relationship and may encompass career direction, professional
development, and mutual professional interests.

Residents participate in a collegial fashion with the professional staff
in Psychology Section activities. Residents serve as full voting members
of the Psychology Training Committee, with the exception of certain
intern/resident selection and/or evaluation roles.

**Evaluation.** Residents maintain a *Psychological Competencies Log*,
an automated electronic spreadsheet which summarizes the specific
training requirements described above and provides a mechanism for
documenting their completion. Copies are provided to the supervisor and
Training Director at the completion of each rotation.

Within the Clinical Psychology fellowship, for each concurrent year-long
rotation, the primary supervisor and the resident meet three times a
year (at four, eight, and twelve months) for a formal evaluation
session, using our *Psychological Competencies Evaluation*. Within the
Clinical Neuropsychology fellowship, this formal evaluation is conducted
at the conclusion of each sequential six-month rotation (at six, twelve,
eighteen, and twenty-four months), with informal evaluation feedback at
the mid-point of each rotation. For any shorter-term supplemental
training rotations, the supervisor and the resident meet for this formal
evaluation at the mid-point and end of the rotation. The purpose of
these meetings is to ensure communication about strengths and
weaknesses, potential problem areas, and level of satisfaction with the
overall direction of the rotation. At these intervals, written
evaluations utilizing this form are provided to the resident to provide
timely feedback for any needed correction or development.

At the completion of each rotation, your supervisor will thoroughly
evaluate your attainment of competency-based program requirements in the
domains of Assessment, Psychotherapy, Consultation, and Professionalism,
using the *Psychological Competencies Evaluation*. On this form,
competencies are operationalized as primarily behavioral statements of
observable and measurable tasks and abilities that are to be expected of
successful entry-level psychologists. Competencies are graded according
to the decreasing level of supervision required and increasing
independent practice demonstrated, using the *Competency Scale* (see
following page). Residents are expected to attain a competency level
where they require only independent or monitoring supervision on core
tasks by the end of the fellowship year. Supervisors will use this scale
to rate your level of competency on specific tasks, on each domain, and
for the

###### COMPETENCY SCALE

[FOR ASSESSMENT, PSYCHOTHERAPY, AND CONSULTATION DOMAINS]{.underline}

**NOT APPLICABLE (N/A)**

This task is not applicable or there has been no opportunity to observe
or evaluate this task.

**UNSATISFACTORY (U)**

The trainee is performing a task unsatisfactorily and remedial action
must be taken.

**LEVEL 1: CLOSE/DIRECTIVE SUPERVISION**

The trainee requires direct observation or supervision during the
application of the task or needs basic instruction before applying this
task to patients.

Initially assumed of all practicum students and predoctoral interns.

Cannot supervise other trainees.

**LEVEL 2: CONSIDERABLE/INTERACTIVE SUPERVISION**

The trainee does not require direct observation or supervision as above,
but requires some continued instruction and monitoring of the competency
with which the task is performed and documented.

Expected of incoming predoctoral interns on all core tasks.

Goal of practicum students on all tasks.

Cannot supervise other trainees.

**LEVEL 3: INTERMEDIATE/COLLABORATIVE SUPERVISION**

The trainee requires moderate supervision, with less need for
instruction and monitoring.

Expected of mid-year predoctoral interns on all core tasks.

May supervise trainees with lower competency levels on certain tasks.

**LEVEL 4: MINIMAL/CONSULTATIVE SUPERVISION**

The trainee needs little supervision, and the supervisor can rely
primarily on summary reports by the trainee.

Expected of incoming postdoctoral residents.

Goal of predoctoral interns on core tasks.

May supervise trainees with lower competency levels.

**LEVEL 5: INDEPENDENT/MONITORING SUPERVISION**

The trainee has the ability to perform this task independently (although
supervision is provided as is required for all trainees).

Expected of staff psychologists.

Goal of postdoctoral residents.

[FOR PROFESSIONALISM DOMAIN (and EBTs)]{.underline}

**UNSATISFACTORY (U)**

The trainee is performing a task unsatisfactorily and remedial action
must be taken.

**NEEDS IMPROVEMENT (NI)**

The trainee needs some improvement in this task.

**SATISFACTORY (S)**

The trainee is performing a task satisfactorily.

rotation as a whole. Supervisors use this competency-based evaluation
approach to determine whether a rotation is passed or failed.

**Completion.** Satisfactory final evaluations from all supervisors,
successful completion of all minimum competency requirements, and
completion of at least 1,792 actual fellowship hours (2,080 hours less
maximum allowable leave) are necessary for satisfactory completion of
each fellowship year. The Psychology Training Committee certifies
satisfactory completion of the fellowship, after review of the
recommendations of the Psychology Training Director.

Our competency-based training process is sequential and cumulative
throughout the duration of the fellowship. The *Psychological
Competencies Summary* records a cumulative summary of resident progress
throughout each year across all training rotations in the four
competency domains of Assessment, Psychotherapy, Consultation, and
Professionalism. It summarizes an overall competency rating and
pass/fail status for each training experience. This form is administered
and kept by the Training Director in the individual resident\'s
personnel file. It is reviewed by the Training Committee to arrive at
final competency ratings in each domain and an overall competency
rating. These ratings are used to determine whether or not a resident
has successfully completed the fellowship, i.e., whether or not he or
she demonstrates the core competencies expected of an entry-level
psychologist.

Disagreements regarding rotation evaluations or fellowship completion
are governed by a conflict resolution procedure that may involve
internal appeal to the Psychology Training Committee. If necessary, a
reciprocal agreement allows for an external appeal to the psychology
training program of another Medical Center within the VA New England
Healthcare System.

The Togus Psychology Training Program is committed to continuous quality
improvement. At the end of each rotation, residents are asked to
complete a *Rotation/Supervisor Evaluation* that looks at the degree to
which rotation training objectives were met within the various
competency domains. It also requests feedback regarding the supervision
relationship, the supervisor's training style, and facilitation of
professional development. We are also interested in the professional
development of residents who complete our program. Utilizing our
*Resident Alumni Survey*, we will follow your career and accomplishments
for six years after fellowship completion. This survey includes
questions regarding your post-fellowship employment setting and
activities, licensure, professional achievements, and your feedback
regarding how well the Togus psychology fellowship has prepared you for
professional practice.

**Stipends and Benefits**

For 2008-2009, first year residents will receive a per annum training
stipend of \$41,070. The current per annum training stipend for second
year residents is \$43,039. Each training year begins between July 1 and
September 1 and ends twelve months later between June 30 and August 31.
All full-time VA psychology fellowships are designated as 2,080 hours
per year, including 10 excused federal holidays, 13 days of accrued
annual vacation leave, and up to 13 days of earned sick leave.

Your fellowship appointment provides optional medical and life insurance
benefits for which you would pay a share of the premium. An Employee
Assistance Program provides no cost assessment visits.

Each resident receives use of well-appointed, individual office space
with a personal computer linked to the local area network. Athletic
facilities are available on site. The Medical Center has an excellent,
fully staffed medical library. This exceptional resource can be used to
access literature searches, journal articles, and books at no cost to
you. Through the library\'s intranet web pages, residents will have
personal desktop access to PsycInfo, PsycArticles, Proquest Psychology
Journals, PubMed, Academic Search Premiere, MD Consult, and/or other
similar databases.

Professional development and research activities are encouraged to the
extent possible. Some continuing education funds may be available to
residents for attendance at professional society meetings and
conferences related to fellowship activities, pending annual allocation
of funds. Authorized absence may be granted with appropriate approval
for participation in professional psychology conferences, off-site
research time only if of direct benefit to the VA, and job interviews
only with a federal agency. Any other off-site activities, research
time, and job interviews would require use of annual leave.

Residents participate as part of a community of learners comprised of
faculty, residents, and interns. Residents are encouraged to work
diligently during their time at the medical center, but to maintain
balance in their lives by taking advantage of the many recreational and
cultural opportunities available out and about in the state of Maine.

**TRAINING PRACTICE AREAS**

The Department of Veterans Affairs as a whole has in recent years
undergone one of the most extensive reorganizations in its history.
While Togus continues to provide inpatient psychiatric services, there
is increased emphasis on outpatient mental health services, including
planned short-term change and brief treatment models. Clinically, we
have moved toward psychiatric primary care, while maintaining areas of
specialty mental health care. We encourage candidates to stay in touch
regarding any changes in this relatively new postdoctoral program that
might occur during the application process.

**Clinical Psychology**

The **Clinical Psychology** resident receives postdoctoral training in
Clinical Psychology, with an emphasis in the areas of *Posttraumatic
Stress Disorder* and *Mental Health*. The primary supervisor is a
psychologist within the PTSD Intensive Outpatient Program. Secondary
supervisors include the psychologist team leader of the Togus PTSD
program, two other VA psychologists specializing in PTSD, the
psychologist on the acute psychiatric inpatient unit, the psychologist
in the primary care clinic, and the VA health psychologist. Consultants
include another VA psychologist specializing in PTSD, the VA
psychologist in the outpatient mental health clinic, a psychologist
within a medical family practice residency, the psychologist/clinical
director of a community mental health center, the director of psychology
at the state psychiatric institute, and the Togus Research and
Development Coordinator.

**Emphasis Areas**

The **Clinical Psychology** fellowship provides an emphasis in the areas
of *Posttraumatic Stress Disorder* and *Mental Health*. Residents
typically develop a program that provides training in both of these
emphasis areas.

*Posttraumatic Stress Disorder***.** This area emphasizes assessment and
treatment of individuals with posttraumatic stress disorder. The
training settings for this area include the PTSD Intensive Outpatient
Program (IOP) and the PTSD Clinical Team (PCT).

*Mental Health***.** This area emphasizes assessment and treatment of
individuals with other mental health disorders, including depression,
anxiety, substance-related, cognitive, psychotic, and adjustment
disorders. The training settings for this area include the Integrated
Primary Care (IPC) Team and the Acute Psychiatry Inpatient Unit.

**Training Settings**

Residents within the **Clinical Psychology** practice area develop a
program to train primarily within the PTSD Intensive Outpatient Program
(IOP), with the opportunity to provide clinical, consultation, program
development, and/or staff training services within other settings that
provide services to veterans with posttraumatic stress disorder and
other types of mental illness. The one-year training plan consists of
two or three concurrent year-long rotations, which are designed to
provide depth and breadth of training with posttraumatic disorder and
other mental health conditions. A typical schedule for the one-year
training plan would involve the equivalent of three days a week in the
PTSD IOP and two days per week providing clinical and/or consultative
services for one or more relevant treatment programs chosen from among
the other *training rotation settings* described below. We continue to
further develop training opportunities within this practice area.

**PTSD Intensive Outpatient Program (IOP).** The PTSD Intensive
Outpatient Program provides training in specialized psychological
assessment, psychotherapy, and consultation regarding veterans with
symptoms of military-related posttraumatic stress. Within the program,
psychotherapy is conceptualized from an Acceptance and Commitment
Therapy (ACT) perspective. ACT is a behaviorally-based intervention that
is designed to target and reduce experiential avoidance and cognitive
entanglement while encouraging veterans to make life-enhancing
behavioral changes that are in accord with their personal values. ACT
involves a focus on both acceptance/mindfulness and change strategies.
The program utilizes both group and individual treatment. ACT is
primarily done within a group format. Most veterans attend intensive
group treatment for one week, with possible time limited individual work
being done after completion of the group treatment. Residents may choose
to provide clinical consultation and/or staff training to one of the
five Veterans Outreach Centers within the state. The primary supervisor
for this rotation is a psychologist within the PTSD IOP.

            **PTSD Clinical Team (PCT).**  This outpatient PTSD program
provides evidence-based treatment and education services to veterans
affected by military-related trauma.  Multidisciplinary team members
include psychologists, social workers, and a psychiatrist. 
Psychological services provided include assessment, treatment planning,
individual and group psychotherapy, team consultation, and program
development.  Within the program, psychotherapy is conceptualized
primarily from a cognitive-behavioral perspective, including use of
evidence-based Cognitive Processing Therapy (CPT) for PTSD and Prolonged
Exposure Therapy for PTSD. Current group offerings include an
Understanding PTSD class, Seeking Safety group for PTSD and substance
abuse, art therapy group for women with military sexual trauma, and
support group for the female partners of veterans suffering from PTSD. 
Anticipated future offerings may include a stress management group,
anger management group, couples therapy group for veterans with PTSD,
and a military sexual trauma group for males.  Residents may choose to
provide clinical consultation and/or staff training to one of the five
Veterans Outreach Centers within the state. Supervisors include the
psychologist team leader of the PCT and another VA psychologist
specializing in PTSD. 

**Integrated Primary Care (IPC) Team.**  A recent VA initiative has been
to integrate mental health and primary care services, serving the whole
veteran in the primary care setting.  The Integrated Primary Care (IPC)
Team at Togus VAMC consists of a clinical psychologist, social worker,
and mid-level psychiatric prescriber who work in the primary care clinic
to both provide front-line mental health services and to support primary
care providers in treating veterans with mental health problems not
severe enough to necessarily warrant referral for specialty services. 
Responsibilities of a postdoctoral resident choosing this part-time
rotation would include conducting screening assessments of conditions
such as depression, anxiety, substance use, and cognitive problems, with
a major focus of these assessments being to help triage patients and
determine the most appropriate level of care.  Another key
responsibility would be to consult to both medical and mental health
providers, including the multidisciplinary IPC team, ranging from brief
discussions to conjoint sessions with the patient and all those involved
in his/her care.  The third major responsibility would be to provide
short-term, evidence-based psychotherapy in the primary care setting to
veterans identified as likely to benefit from this level of care.  As a
part of this therapy role, there may also be opportunities to provide
tele-mental-health services to veterans who live at a distance from the
medical center using new technologies already being implemented in the
VA system.  The primary supervisor for this rotation is the IPC
psychologist and team leader.

**Acute Psychiatry Inpatient Unit.** This 16-bed inpatient acute
psychiatric unit within the medical center provides acute psychiatric
stabilization and alcohol detoxification. The patient population
consists of primarily male and some female adults and elder adults,
suffering from psychotic, mood, anxiety, substance-related, and
adjustment disorders. The treatment milieu provides assessment and
evaluation, treatment planning, individual and group psychotherapy,
treatment activities, and medical rounds. A resident might choose this
setting for a focused project in treatment team consultation, program
development, or group therapy. Residents on this rotation might also
choose to contribute toward a program development project (e.g., social
skills training group) within another medical center program designed to
serve veteran with serious mental illness, such as the Mental Health
Intensive Case Management (MHICM) program or Dirigo Recreation Center.
The supervisor is the psychologist on the inpatient psychiatry unit.

**Opportunities and Requirements**

The individualized plan of study developed during the first portion of
the residency will identify how the fellowship experiences will place
the **Clinical Psychology** resident on course to reach advanced
professional competence in Clinical Psychology, in conformity with the
CRSPPP description of a specialty in *Clinical Psychology*. This
training incorporates recognized standards such as the *VHA/DoD Clinical
Practice Guidelines* for management of Posttraumatic Stress Disorders
and other relevant mental health problems. The resident will have the
opportunity to pursue appropriate clinical, scholarly, and consultative
experiences to assist him/her in reaching professional and career goals.

**Assessment.** Clinical Psychology residents provide psychodiagnostic
evaluations within the various programs and clinics for PTSD and other
mental illnesses. They are required to demonstrate advanced competence
in the following instruments: intake assessment (psychosocial history
and mental status exam), WASI, MMPI-2, MCMI-III, Posttraumatic Stress
Diagnostic Scale (PDS), PTSD Symptom Scale Interview (PSSI), and BDI-II.
They are required to conduct a minimum of 30 psychological assessments
per year.

**Psychotherapy.** Clinical Psychology residents provide individual and
group psychotherapy and case management to veterans within the PTSD
Intensive Outpatient Program and other training sites. Psychotherapy
conceptualization integrates both changed-based (i.e.,
cognitive-behavioral) and acceptance-based (i.e., mindfulness and
acceptance) modes of therapy.

The key components of the PTSD program are designed to assist the
veteran in a conscious abandonment of the mental and emotional change
agenda when change efforts have not worked, replacing it with emotional
and social acceptance. Then, the veteran is encouraged to experience
emotional processing (e.g., exposure) while engaging in practical, safe,
and valued behaviors. Consistent with this approach, residents become
adept at facilitating groups in mindfulness, acceptance, and valued life
directions. Within the context of a group therapy treatment program,
residents also provide individual case coordination and, as needed,
short-term individual psychotherapy.

Within other settings, residents may provide groups such as coping
skills, Acceptance and Commitment Therapy (ACT), Mindfulness Based
Stress Reduction (MBSR), and social skills training. They may also
facilitate other groups which are process-oriented, interpersonal, or
psychoeducational in nature.

Clinical Psychology residents are expected to work with at least sixteen
brief and/or long-term psychotherapy cases (individual,
marital/conjoint, or family), with an emphasis on short-term therapy.
They are similarly expected to gain experience with a minimum of at
least four psychotherapy groups during the residency year. In addition
to the evidence-based treatments noted previously, they may have the
opportunity to develop competence in prolonged exposure therapy for PTSD
(Foa & Rothbaum, 1998), Cognitive Processing Therapy for PTSD (Monson et
al., 2006), Seeking Safety cognitive behavior therapy for PTSD and
addictions (Cook et al, 2006), Acceptance and Commitment Therapy (Hayes
et al., 2006), Mindfulness-Based Stress Reduction (Baer, 2003), and
Motivational Interviewing (Burke et al., 2002).

**Consultation.** Clinical Psychology residents provide supervised
consultative services to other providers of care for veterans with PTSD
and mental illness within the medical center. They participate as a
regular staff member at team meetings for selected patients. These
meetings focus on treatment planning, evaluation, and the assignment of
responsibilities to the various team members. Relationships and
interpersonal processes among staff members are continuously explored
because the nature of these relationships is seen as crucial to
successful program development and operation. The resident may provide
clinical consultation to primary care providers and various mental
health providers, and they may provide training to staff in relevant
areas of expertise. They may act as a liaison with the VA Veteran
Outreach Centers in Portland, Sanford, Lewiston, Bangor, and Caribou, as
well as the acute psychiatry unit, the Women Veterans Program, and
community agencies. The resident may periodically accompany a
psychologist supervisor to observe District Court commitment hearings.
They will supervise a predoctoral intern within the PTSD program or
within another mental health setting.

Scholarly activity requirements for the Clinical Psychology resident may
be met through informal scholarly activity and/or through formal
research. This one-year clinical psychology fellowship requires that
residents will design and implement a program development project such
as developing a treatment or program administration manual, developing a
directory of treatment or training resources, or coordinating a clinical
supervision group for staff and interns. Such projects have included
development of a Mental Health Clinic administration manual, a PTSD
treatment program manual, and coordination of an ACT Clinical
Supervision Group. Residents will also develop a program
evaluation/quality improvement project, using such measures as the
Acceptance and Action Questionnaire (AAQ) and the Valued Living
Questionnaire (VLQ).

**Clinical Neuropsychology**

The **Clinical Neuropsychology** resident will receive specialized
postdoctoral training in Clinical Neuropsychology, consistent with the
*Houston Conference* guidelines. As a member of the Association of
Postdoctoral Programs in Clinical Neuropsychology (APPCN), we support
the mission of APPCN to foster the development of advanced postdoctoral
education and training programs in clinical neuropsychology and to
establish standards for residency programs in clinical neuropsychology
that lead to the development of competency in this area of specialty
practice. The primary supervisor of our neuropsychology postdoctoral
program is a VA neuropsychologist who is board certified in Clinical
Neuropsychology by the American Board of Professional Psychology (ABPP).
Another VA neuropsychologist also serves as a primary supervisor.
Secondary supervisors include the VA clinical geropsychologist, a state
forensic psychologist, and the VA health psychologist. Consultants
include a board certified neuropsychologist in private practice, a
clinical neuropsychologist within a local community medical center,
another forensic psychologist, a professor of anatomy at a medical
school, and the Togus Research and Development Coordinator.

**Emphasis Areas**

Residents within the **Clinical Neuropsychology** practice area obtain
experience in providing assessment, treatment, and consultation services
in both inpatient and outpatient settings. The two-year training plan is
divided into four sequential six-month rotations, described below, which
are designed to provide in-depth training in specific areas while
providing broad training across the two year-fellowship period. While
the resident will focus on the emphasis area of their given rotation
during each six-month period, they will also continue seeing other
patients as needed. The four *training rotation emphasis areas* are as
follows:

*Geriatric Neuropsychology*. This rotation focuses on the assessment and
treatment of older adults, with an emphasis on issues of mild cognitive
impairment, all forms of dementia, stroke and other cerebrovascular
issues, and other forms of neurodegenerative decline. Requests for
evaluation and consultation typically come from primary care physicians,
Geriatric Evaluation & Management (GEM) clinic, and Community Living
Center (CLC). The training settings for this rotation primarily involve
the outpatient neuropsychology clinic and Community Living Center (CLC).

*Medical Neuropsychology***.** This rotation focuses on the assessment
of medical conditions affecting cognitive functioning, including issues
of seizure disorders, stroke, cardiac and vascular disease,
demyelinating disorders, Parkinson's disease and other movement
disorders, toxic disorders, metabolic and endocrine disorders,
neoplastic disorders, and infectious disorders. Requests for evaluation
and consultation typically come from primary care physicians,
neurologists, and other medical specialists. The primary training
settings for this rotation include the outpatient neuropsychology clinic
and inpatient medical units.

*Rehabilitation Neuropsychology***.** This rotation emphasizes the
assessment and treatment of issues related to traumatic brain injury,
spinal cord injuries, amputations, burns, and other chronic pain
conditions. This may involve cognitive rehabilitation, remediation, and
education. Requests for evaluation and consultation typically come from
the Polytrauma Clinic Support Team (PCST), the Spinal Cord Injury (SCI)
Clinic, and the pain management team. The primary training settings for
this rotation include the outpatient neuropsychology clinic and the
spinal cord injury unit.

*Psychiatric Neuropsychology***.** This rotation emphasizes assessment
and treatment of individuals with primary psychiatric disorders,
including mood disorders, attention-deficit and hyperactivity disorder,
learning disabilities, posttraumatic stress disorder, and substance
abuse. Requests for evaluation and consultation typically come from
psychiatrists, psychologists, and mental health professionals working
within various inpatient and outpatient mental health and substance
abuse programs. The primary training settings for this rotation include
the outpatient neuropsychology clinic, the inpatient psychiatry ward,
and the State Forensic Service.

**Training Settings**

**Clinical Neuropsychology** residents receive their training experience
within the following training settings.

**Neuropsychology Clinic.** The outpatient neuropsychology clinic serves
as the center of neuropsychological services at the Togus VAMC.
Outpatient neuropsychological evaluations are provided, covering a wide
range of presenting problems including various forms of dementia,
traumatic brain injury, multiple sclerosis, stroke, substance abuse,
ADHD, learning disabilities, seizure disorders, and other neurological
and psychiatric conditions. The large volume of neuropsychological
referrals to the outpatient neuropsychology clinic are triaged and
assigned to residents by the staff neuropsychologists in order to
provide the resident with rotation-specific neuropsychological
evaluation experiences in the outpatient clinic.

**Community Living Center (CLC).** Neuropsychological evaluations and
screenings are provided to residents in a 75-bed facility providing
short and long stay services such as skilled nursing, rehabilitation,
and dementia care (50 skilled and longer stay beds and a 25-bed dementia
unit). Evaluations are usually focused on identifying the presence,
severity, course, and variant of dementia. Issues of mental capacity
(i.e., need for guardianship) are frequently raised.

**Spinal Cord Injury (SCI) Clinic.** Screenings of cognitive and
emotional status are provided to veterans in this clinic as part of
their yearly SCI evaluation. Recommendations for follow-up are provided,
including referrals for treatment of emotional difficulties or referrals
for more detailed neuropsychological evaluation.

**Inpatient Medical Units.** Inpatient consultation/liaison services for
inpatients throughout the hospital medical units (including medicine,
surgery, and intensive care wards) are provided. These evaluations range
from basic screenings of cognitive and emotional functioning to more
detailed and comprehensive assessments of mental status, functional
capacity, and discharge needs.

**Inpatient Psychiatry Unit.** Evaluations of inpatients on the 16-bed
inpatient psychiatry ward are provided. Bedside screenings of cognitive
functioning are provided, as well as more comprehensive evaluations to
assist with diagnosis and treatment needs.

**State Forensic Service.** The Clinical Neuropsychology resident has
the option to have a part-time training experience at the State Forensic
Service (SFS). The SFS functions in an evaluative and educative capacity
for the state's courts in criminal matters. The SFS is mandated to
perform pre-trial (e.g., predispositional, competency to proceed, and
Criminal responsibility), pre-sentence, pre-release, and bindover
evaluations. A resident conducts neuropsychological evaluations as part
of this process. The resident is supervised by the Chief Forensic
Psychologist for the state of Maine.

**Opportunities and Requirements**

The individualized plan of study developed during the first portion of
the residency will identify how the fellowship experiences will place
the **Clinical Neuropsychology** resident on course to reach advanced
professional competence and to attain exit criteria for the residency as
defined in the *Houston Conference* proceedings, including preparation
for specialty boarding in neuropsychology. Given the complexity of this
specialty area, and considering standards of practice in the field, two
years of advanced postdoctoral training are required in order to attain
appropriate entry-level competence. This second year of postdoctoral
training is necessary in order to integrate advanced knowledge and
skills, to gain breadth and depth of experience, and to attain complete
rather than partial readiness for practice in this challenging area of
clinical psychology. The resident will thus have the opportunity to
pursue appropriate clinical, scholarly, and consultative experiences to
assist him/her in reaching professional and career goals.

**Assessment.** Clinical Neuropsychology residents provide assessment
services in a wide variety of settings as described above. A flexible
battery approach is used for test selection, although a core set of
measures is routinely used for most patients. Clinical Neuropsychology
residents are required to demonstrate advanced competence in the
following instruments: WAIS-III/IV, WASI, RBANS, WMS-III/IV, CVLT-II,
RCFT, Finger Tapping Test, Grooved Pegboard Test, Trailmaking Test,
Stroop Color-Word Test, Controlled Oral Word Association Test, Boston
Naming Test, Hooper Visual Organization Test, intake assessment
(psychosocial history and mental status exam), MMPI-2, MCMI-III, PAI,
BDI-II, and the Geriatric Depression Scale (GDS). They are required to
conduct a minimum of 45 psychological assessments per year.

**Psychotherapy.** Clinical Neuropsychology residents provide brief
supportive interventions for demented/brain-injured patients and their
families, individual and group psychotherapy, behavioral interventions
for maintenance of basic activities of daily living, and cognitive
remediation/rehabilitation training. There may be an opportunity to
co-lead a memory intervention and education group for veterans.

Although not a primary area of focus of the fellowship, Clinical
Neuropsychology residents are expected to work with a sufficient number
of psychotherapy cases to allow for evaluation of competency in these
areas. As a minimum, five brief and/or long-term psychotherapy cases
(individual, marital/conjoint, or family) would be expected during the
course of the fellowship. Competency in the provision of group
psychotherapy is also an essential part of the exit criteria for the
fellowship, and residents are typically expected to gain experience with
a minimum of at least one psychotherapy group during the residency. This
requirement may be waived if the resident has already demonstrated
competence in this area. In addition to the evidence-based treatments
noted previously, these residents may have the opportunity to develop
competence in cognitive/reminiscence therapy for geriatric patients
(Scogin & McElreath, 1994) and cognitive behavior therapy for pain
(Keefe et al., 1990).

**Consultation.** Clinical Neuropsychology residents serve as members of
multidisciplinary teams to provide consultation and feedback to
physicians, other health care providers, patients and their families
regarding the effects of brain damage and/or aging on a person's
behavior. This may involve consultation to the Polytrauma Clinic Support
Team (PCST), Spinal Cord Injury (SCI) Clinic, and/or Community Living
Center (CLC). They will provide first-level supervision to predoctoral
interns within the neuropsychology program or within another area of
psychology.

Scholarly activity requirements for the Clinical Neurosychology resident
must include completion of at least one formal scholarly/research
project. This two-year clinical neuropsychology fellowship requires of
its residents formal submission of a study or literature review for
publication or presentation, or formal submission of a grant proposal or
outcome assessment. Participation in program development, program
evaluation, and scholarly activities is emphasized and required.
Frequent literature reviews are strongly encouraged in this rotation,
both for the understanding of unique conditions encountered in clinical
practice as well as for keeping up with the rapidly expanding base of
literature on more common conditions. A neuropsychology database is
available for a wide variety of research questions. A project to develop
recognition measures for the RBANS Story Recall and Figure Recall
subtests is in process. Outcome measurement is an essential component of
the cognitive rehabilitation process.

**SEMINARS**

Didactic experiences are considered to be an integral part of
postdoctoral training. Postdoctoral residents are provided with numerous
opportunities specific to their practice area, as well as a wide range
of common didactic learning experiences.

**Clinical Psychology Seminars**

Clinical Psychology residents may participate in the following
educational seminar and training opportunities:

**ACT Clinical Supervision Group.** This monthly offering is meant to
help developing clinicians translate Acceptance and Commitment Therapy
(ACT) principles into clinical practice. It includes consideration of
ACT principles in the literature, case presentation and
conceptualization. It offers a place to receive ongoing supervision and
consultation for clinical work from an ACT perspective. It is
facilitated by a staff psychologist.

**PTSD Conference Calls.** The resident may participate in a monthly
national or regional VA conference call addressing PTSD clinical program
development, program outcome data, and related administrative issues.

**Integrated Primary Care (IPC) Collaborative Conference Calls.** The
resident may participate in a periodic regional VA conference call
addressing IPC clinical program development, program outcome data, and
related administrative issues.

**VA Learning Management System (LMS).** The resident may participate in
numerous on-line training courses in the area of PTSD and mental health.
Advanced understanding of clinical practice guidelines for PTSD is
evaluated using an on-line course.

**Kennebec Behavioral Health Training Workshops.** The resident
participates in periodic half-day training workshops on various
community mental health topics appropriate to independently licensed
clinical mental health professionals.

**Professional Psychology Conferences.** The Clinical Psychology
resident is encouraged to attend at least one relevant national,
regional, or state psychological conference during the fellowship. They
may participate in the annual conference of the APA, the Maine
Psychological Association, the Association for Behavioral and Cognitive
Therapies (ABCT), the Association for Contextual Behavioral Science
(ACBS), the International Society for Traumatic Stress Studies (ISTSS),
or other professional psychological organizations. They may also
participate in relevant continuing education conferences. Release time
is provided and some continuing education funds may be available to
attend these conferences.

**Clinical Neuropsychology Seminars**

Clinical Neuropsychology residents may participate in the following
educational seminar and training opportunities:

**Togus Neuropsychology Seminar.** This seminar is offered three to four
times monthly and involves the Togus neuropsychologists, neuropsychology
residents and interns, and other interested area neuropsychologists. The
format varies between seminar and case conference, including discussion
of specific topics, presentation of complex cases, and neuroanatomy
review. The postdoctoral resident is expected to be a regular
contributor to the seminar. Advanced understanding of brain-behavior
relationships will be evaluated using a practice test for professional
boarding.

**Bangor Neuropsychology Seminar.** This monthly, two hour long seminar
is attended and presented by practicing clinical neuropsychologists from
various parts of the state. Topics vary from month to month and cover
the full range of adult and child neuropsychology. Recent topics have
included multiple sclerosis, brain tumors, delirium and acute
confusional states, and vascular contribution to Alzheimer's dementia.

**University of New England Neuroanatomy Course.** The resident is
provided with the opportunity to audit an intensive medical school
course in neuroanatomy. The class provides opportunities for both
classroom and laboratory experiences.

**Neurology and Neuroradiology Rounds.** Periodic meetings with the
staff neurologist and allied staff are provided to review difficult and
complex cases that are shared by Neurology and Neuropsychology. CT scans
and MRI films are routinely reviewed as a team, and this provides
excellent teaching opportunities for the resident.

**MaineGeneral Medical Center Neuropathology Rounds.** Opportunities are
provided to attend brain autopsies and other such experiences at a
nearby hospital.

**Polytrauma Conference Calls.** The resident may participate in
periodic national or regional VA conference calls addressing polytrauma
clinical program development, program outcome data, and related
administrative issues.

**VA Learning Management System (LMS).** The resident may participate in
various on-line training courses in areas such as polytrauma and
multiple sclerosis.

**Professional Neuropsychology Conferences.** The Clinical
Neuropsychology resident is encouraged to attend at least one relevant
national, regional, or state psychological conference during the
fellowship. They may participate in the annual conference of the APA,
the Maine Psychological Association, the International
Neuropsychological Society (INS), the National Academy of
Neuropsychology (NAN), or other professional psychological
organizations. They may also participate in relevant continuing
education conferences. Release time is provided and some continuing
education funds may be available to attend these conferences.

**Professional Psychology Seminar**

The professional psychology seminar further addresses the development of
psychological competencies in consultation, supervision, research
utilization, and professional development. It seeks to facilitate the
professional development of the resident as a future psychologist. We
continue to develop the curriculum for these seminar offerings. This
seminar currently includes the following components that are designed
for all residents:

**Professional Development.** This monthly seminar for residents and
interns considers career development issues for the future psychologist.
It provides a specific opportunity to prepare for written and oral
psychology licensing exams. It also allows for practical consideration
and preparation for entry-level career options in psychology. Topics may
include: the EPPP, oral exam prep, licensure, vita and cover letter
critique, postdoctoral positions, early career options, balancing
personal and professional life, service and citizenship, publication and
presentation. It is facilitated by one or more postdoctoral residents.

**Case Conceptualization Conference.** This monthly seminar for
residents and interns provides an opportunity for in-depth
conceptualization of selected assessment and psychotherapy cases. Cases
may be considered from a number of theoretical orientations. This
conference is facilitated by a staff psychologist.

**Journal Club.** This monthly seminar for residents and interns offers
a forum for review and discussion of current relevant articles in the
field. Selected readings of topical interest are selected on a rotating
basis by residents and interns, and time is set aside to discuss and
debate the issues raised by these articles. This seminar is designed to
encourage research-based practice. Recent offerings have included such
topics as treating returning Iraqi war veterans, treatment of female
veterans with PTSD, military traumatic brain injury, decisional capacity
assessment, treatment of chronic pain, sleep apnea, telehealth
psychotherapy, hurricane disaster intervention, multicultural training,
poverty and classism, working with suicidal patients, providing expert
testimony, and training ethical psychologists. It is facilitated by a
postdoctoral resident.

**Research Forum.** On an approximately quarterly basis, residents and
interns have the opportunity to discuss relevant research topics and
opportunities within the medical center. This forum is facilitated by
the Togus VAMC Coordinator for Research and Development.

**Other Psychology Seminars**

The following additional educational opportunities are available for the
benefit of all psychology residents:

**Clinical Psychology Seminar.** The clinical psychology seminar
primarily addresses the development of psychological competencies in
assessment, psychotherapy, and consultation. Although designed primarily
for predoctoral interns, postdoctoral residents may attend relevant
offerings. All residents are expected to offer at least two formal
presentations for this seminar.

**Psychology Case Conference.** Residents are expected to participate in
regular monthly case conference presentations by Psychology Section
staff, residents, and interns. They are expected to present at least one
case conference per year within this forum.

**Mental Health Grand Rounds.** Residents are encouraged to participate
in periodic presentations to all mental health providers from experts in
various areas of mental health. They may also participate in educational
sessions presented by pharmaceutical company representatives.

**Dartmouth Psychiatry Grand Rounds.** Residents are invited to
participate in seminars on relevant psychological topics via weekly
broadcast from Dartmouth to Togus VAMC.

**VA Learning Management System (LMS).** Residents may participate in
numerous on-line training courses. Completion of the VA Human Subjects
Protection and Good Clinical Practices Course is required of all
residents.

**FACULTY**

**Postdoctoral Training Supervisors: Clinical Psychology**

**Kevin L. Polk, Ph.D.** Dr. Polk received his doctoral degree in
clinical psychology from Oklahoma State University in 1989. He is the
primary supervisor for the Clinical Psychology fellowship and serves as
Chair of the Psychology Training Committee. His professional interests
include advancement of Acceptance and Commitment Therapy for the
treatment of PTSD for returning veterans and Acceptance and Commitment
Training for the community. 

**John D. Agee, Ph.D.** Dr. Agee earned his doctoral degree in clinical
psychology from the University at Albany in 2006. He is Team Leader of
the Integrated Primary Care (IPC) Team at Togus. He is a member of the
Psychology Training Committee. He is a supervisor for the Clinical
Psychology fellowship. His professional interests include integrated
primary care, health psychology, Acceptance and Commitment Therapy, and
mindfulness-based interventions, particularly as applied to the
treatment of chronic pain and anxiety disorders.

**Jerold E. Hambright, Ph.D.** Dr. Hambright earned his doctorate in
counseling psychology at Arizona State University in 1988. He is a
secondary supervisor for the Clinical Psychology fellowship and a member
of the Psychology Training Committee. His professional interests include
assessment and treatment of PTSD, group therapy, acceptance and
commitment therapy, and ethnic minority psychology.

**Michael S. McLaughlin, Ph.D.** Dr. McLaughlin received his doctoral
degree in clinical psychology from Oklahoma State University in 2002. He
is a supervisor for the Clinical Psychology fellowship and a member of
the Psychology Training Committee. His professional interests include
inpatient individual and group psychotherapy.

**Chantal N. Mihm, Psy.D.** Dr. Mihm received her doctorate in clinical
psychology from Nova Southeastern University in 1999. She is Coordinator
for PTSD Services and Team Leader of the PTSD Clinical Team at Togus.
She is a supervisor for the Clinical Psychology fellowship and a member
of the Psychology Training Committee. She is Chair of the Disruptive
Behavior Committee. Professional interests include individual and group
therapy, anxiety disorders, mood disorders, and domestic violence.

**Katharine E. Mocciola, Psy.D.**  Dr. Mocciola earned her doctorate in
clinical psychology from the Virginia Consortium Program in Clinical
Psychology (College of William & Mary, Eastern Virginia Medical School,
Old Dominion University, & Norfolk State University) in 2007. She works
within the PTSD Clinical Team and is a member of the Psychology Training
Committee. Professional interests include PTSD, sexual trauma, women's
issues, and co-occurring disorders.

**Keith A. Houde, Ph.D.** Dr. Houde received his doctoral degree in
clinical psychology from Fuller Theological Seminary Graduate School of
Psychology in 1990. He is the Psychology Training Director and a member
of the Psychology Training Committee. He is a secondary supervisor for
the Clinical Psychology fellowship. His professional interests include
health psychology, personalist psychology, existential psychotherapy,
and the teaching of psychology.

**Postdoctoral Training Supervisors: Clinical Neuropsychology**

**Robert A. Riley, Psy.D., ABPP (CN).** Dr. Riley earned his doctorate
in clinical psychology from Indiana University of Pennsylvania in 2000.
He is Board Certified in Clinical Neuropsychology. He is the
Neuropsychology Program Director, primary supervisor for the Clinical
Neuropsychology fellowship, and a member of the Psychology Training
Committee. Dr. Riley's professional interests include neuropsychological
assessment, memory intervention and rehabilitation, clinical research,
and test development.

**Robert J. Weniger, Psy.D. ** Dr. Weniger earned his doctoral degree in
clinical psychology from George Fox University in 2006.  He is a staff
neuropsychologist, a supervisor for the Clinical Neuropsychology
fellowship, and a member of the Psychology Training Committee. His
professional interests include neuropsychological assessment, cognitive
rehabilitation, developmental cognition, symptom validity assessment,
and psychometrics. 

**Philip S. Pierce, Ph.D., ABPP (CL).** Dr. Pierce earned his doctorate
in clinical psychology at the University of South Carolina in 1971 and
his ABPP in 1977. He is Board Certified in Clinical Psychology. He is
the Senior Psychologist and a Fellow of APA, APS, and the Maine
Psychological Association. He is a supervisor for the Clinical
Neuropsychology fellowship and a member of the Psychology Training
Committee. His professional interests include geropsychology, behavior
modification, assessment and treatment of the elderly, and ethical
issues in psychology.

**Debra Baeder, Ph.D., ABPP (FP).** Dr. Baeder earned her doctoral
degree in clinical psychology from the Fielding Graduate Institute in
2000. She is Board Certified in Forensic Psychology. She is Chief
Forensic Psychologist for the State Forensic Service. She is a
supervisor for the Clinical Neuropsychology fellowship and a member of
the Psychology Training Committee. Her professional interests include
forensic evaluation and treatment issues, adolescent psychopathology,
juvenile competence to proceed, and issues pertaining to "restoration of
sanity" for insanity acquittees.

**Keith A. Houde, Ph.D.** Dr. Houde received his doctoral degree in
clinical psychology from Fuller Theological Seminary Graduate School of
Psychology in 1990. He is the Psychology Training Director and a member
of the Psychology Training Committee. He is a secondary supervisor for
the Clinical Neuropsychology fellowship in the area of pain management.
His professional interests include health psychology, personalist
psychology, existential psychotherapy, and the teaching of psychology.

**Postdoctoral Psychology Consultants: Clinical Psychology**

**Frederic C. Craigie, Ph.D.** Dr. Craigie received his doctorate in
clinical psychology from the University of Utah in 1978. He serves as
psychologist and faculty at the Maine-Dartmouth Family Practice
Residency and is Associate Professor of Community and Family Medicine,
Dartmouth Medical School. Professional interests include spirituality
and health, behavioral sciences in primary care medicine, and brief,
solution-focused therapy with adults and couples. He is a consultant for
the Clinical Psychology fellowship and a seminar presenter.

**Bruce A. Letsch, Ph.D.** Dr. Letsch earned his doctorate in clinical
psychology at Adelphi University in 1975. He is a staff psychologist at
Togus VAMC. His major interest is in the individual, group, and family
treatment of PTSD. He is a consultant for the Clinical Psychology
fellowship.

**Teresa M. Mayo, Psy.D.** Dr. Mayo obtained her doctorate in clinical
psychology from the University of Denver in 1996. She is Director of
Psychology at the Riverview Psychiatric Institute of the State of Maine.
Professional interests include group therapy, trauma, and inpatient
treatment of serious mental illness. She is a consultant for the
Clinical Psychology fellowship.

**Karen K. Mosher, Ph.D.** Dr. Mosher completed her Ph.D. in clinical
psychology at Purdue University in 1979. She is the Clinical Director at
Kennebec Behavioral Health. Professional interests include the
identification and application of best practices, personality disorders,
child maltreatment, and program administration. Dr. Mosher is a
consultant for the Clinical Psychology fellowship and a member of the
Psychology Training Committee.

**Janis B. Petzel, M.D.** Dr. Petzel obtained her medical degree from
the University of Nebraska Medical Center in 1996. She is board
certified in adult psychiatry, geriatric psychiatry, and psychosomatic
medicine. She is a geriatric Psychiatrist and the Coordinator for
Research and Development at the Togus VAMC. Professional interests
include dementia, disaster relief, and cross-cultural health. She serves
as our psychology research consultant.

**Susanne Stiefel, Ph.D.** Dr. Stiefel earned her doctorate in
counseling psychology at Arizona State University in 1986. She is a
staff psychologist at Togus VAMC and a member of the Psychology Training
Committee. Her clinical interests are individual, group, and family
therapy of adults. She is a consultant for the Clinical Psychology
fellowship.

**Postdoctoral Psychology Consultants: Clinical Neuropsychology**

**Ann LeBlanc, Ph.D., ABPP (FP).** Dr. LeBlanc obtained her doctorate in
counseling psychology from Ohio State University in 1982. She is Board
Certified in Forensic Psychology. She is director of the Maine State
Forensic Service. Professional interests are in the area of forensic
psychology. She is a consultant for the Clinical Neuropsychology
fellowship and a seminar presenter.

**Janis B. Petzel, M.D.** Dr. Petzel obtained her medical degree from
the University of Nebraska Medical Center in 1996. She is board
certified in adult psychiatry, geriatric psychiatry, and psychosomatic
medicine. She is a geriatric Psychiatrist and the Coordinator for
Research and Development at the Togus VAMC. Professional interests
include dementia, disaster relief, and cross-cultural health. She serves
as our psychology research consultant.

**Dana B. Sattin, Ph.D.** Dr. Sattin earned his doctorate in clinical
psychology at Duke University in 1974. He serves as Clinical
Neuropsychologist at MaineGeneral Medical Center, Augusta Campus and the
Sheepscot Valley Health Center. Professional interests include clinical
neuropsychology, dissociative disorders, and trauma-related emotional
disorders. He is a consultant for the Clinical Neuropsychology
fellowship and a member of the Psychology Training Committee.

**Frank Willard, Ph.D.** Dr. Willard obtained his doctorate in anatomy
and neurobiology from the University of Vermont College of Medicine in
1980. He is Professor of Anatomy at the University of New England
College of Osteopathic Medicine. Professional interests include
neuroanatomy, spinal anatomy, and pain pathways. He is a consultant for
the Clinical Neuropsychology fellowship, providing neuroanatomy and
neuropathology training for our neuropsychology residents.

**Margaret M. Zellinger, Ph.D., ABPP (CN).** Dr. Zellinger received her
doctorate from Purdue University in 1983. She is Board Certified in
Clinical Neuropsychology. She is a neuropsychologist in private
practice. She is a consultant for the Clinical Neuropsychology
fellowship. Professional interests include neuropsychology, major mental
illness, patient and family education, behavioral medicine, and group
treatment.

**Psychology Consultants and Other Contributors**

**Stephen H. Adams, D.O.** Dr. Adams received his degree from the
Philadelphia College of Osteopathic Medicine in 1993. He is board
certified in psychiatry and neurology. He serves as staff psychiatrist
at the Togus Mental Health Clinic. Professional interests include adult
psychiatry. He is a psychopharmacology seminar presenter.

**Mary Alyce Burkhart, Ph.D.** Dr. Burkhart obtained her doctorate in
clinical psychology from Oklahoma State University in 1989. She is a
licensed psychologist in private practice. Professional interests
include adolescents, children, family therapy, and treatment of reactive
attachment disorder. She is a psychology consultant and seminar
presenter.

**Glen Davis, Ph.D.** Dr. Davis earned his doctorate in clinical
psychology from the University of Vermont in 1985. He is Psychology
Director at MaineGeneral Medical Center, and Director of Psychology at
the Edmund Ervin Pediatric Center. He currently serves as chairperson of
the Board of Examiners of Psychologists of Maine. Professional interests
include evaluation and treatment of psychological and developmental
disturbance in children, including anxiety disorders, disruptive
behavior disorders, and autism. He is an internship supervisor,
psychology consultant, and member of the Psychology Training Committee.

**Maggie Fitzgerald** Maggie serves as Medical Support Assistant for
Mental Health Services. At work she particularly enjoys data management
tasks.

**Barbara L. Hainke** Ms. Hainke is the Secretary for Psychology
Section/PTSD Program. At work she has a strong interest in computers.

**Thomas A. Knox, Ph.D.** Dr. Knox received his doctorate in counseling
psychology from Colorado State University in 1987. He is a licensed
psychologist in private practice. Professional interests include therapy
and consultation within a primary care setting and consultation
regarding major mental illness. He is a psychology consultant and
seminar presenter.

**Kathryn Graff Low, Ph.D.** Dr. Low received her doctorate in
counseling and health psychology from Stanford University in 1991. She
is a Professor of Psychology and Chair of the Psychology Department at
Bates College. Professional interests include women's health research
and the teaching of psychology. She is a psychology consultant and
seminar presenter.

**Neil MacLean, Ed.D.** Dr. MacLean earned his doctorate at the
University of Maine at Orono in 1973. He is a licensed psychologist in
private practice. His interests are primarily in the area of forensic
psychology. He is a psychology consultant and seminar presenter.

**Peter MacMullan, Psy.D.** Dr. MacMullan obtained his doctorate in
clinical psychology from Rutgers University in 1993. He is a staff
psychologist at Togus VAMC. Professional interests include family
therapy, substance abuse, and suicide prevention. He is a psychology
consultant and seminar presenter.

**Robert Maierhofer, Ph.D.** Dr. Maierhofer received his doctorate in
counseling psychology from Michigan State University in 1984. He is a
licensed psychologist in private practice. Professional interests
include marital therapy, personality assessment, and school
consultation. He is a psychology consultant and seminar presenter.

**Daniel L. Meyer, Ph.D.** Dr. Meyer earned his doctorate in medical
sociology at the University of Wisconsin at Madison in 1981. He is
director of research at the Maine-Dartmouth Family Practice Residency
and an Associate Professor at Dartmouth Medical School. Professional
interests include health services research and patient education
training. He is a psychology consultant and seminar presenter.

**Douglas Nangle, Ph.D.** Dr. Nangle obtained his doctorate in clinical
psychology from West Virginia University at Morgantown in 1993. He is a
Professor of Psychology and Director of Clinical Training at the
University of Maine. Professional interests include advanced clinical
assessment, and child and adolescent psychotherapy. He is a psychology
consultant and seminar presenter, and member of the Psychology Training
Committee.

**Edward Quinn, Ph.D.** Dr. Quinn obtained his doctorate in clinical
psychology from the State University of New York at Binghamton in 1996.
He is a licensed psychologist in private practice. Professional
interests include psychoanalysis, trauma, anxiety, and substance abuse.
He is a psychology consultant and seminar presenter.

**Mark Ranco, M.S.W.** Mr. Ranco earned his degree from the University
of Maine at Orono in 2000. He works as a Readjustment Counselor at the
Bangor Vet Center. Professional interests include PTSD treatment and
Native American cultural sensitivity training. He is a seminar
presenter.

**Charles Robinson, Ph.D.** Dr. Robinson received his doctorate in
clinical psychology from the University of South Carolina in 1971. He is
a forensic psychologist in private practice. Professional interests
include trauma, violence, sexuality, and memory. He is a psychology
consultant and seminar presenter.

**Maryanne Shaver, Psy.D.** Dr. Shaver earned her doctorate in clinical
psychology from Baylor University in 1986. She is Staff Psychologist at
the Bangor VA Mental Health Clinic. Professional interests include PTSD
and the treatment of sexual trauma. She is a consultant and seminar
presenter.

**Sandra Sigmon, Ph.D.** Dr. Sigmon obtained her doctorate in clinical
psychology at the University of North Carolina at Greensboro in 1989.
She is a Professor of Psychology at the University of Maine.
Professional interests include seasonal affective disorder, coping and
health, women's physical and mental health, and research ethics. She is
a psychology consultant and seminar presenter.

**Geoffrey L. Thorpe, Ph.D., ABPP (BP).** Dr. Thorpe completed his
clinical psychology degree at Rutgers University in 1973. He is Board
Certified in Behavioral Psychology. He is a Professor of Psychology at
the University of Maine. Professional interests include behavior
therapy, anxiety disorders, ethics and law. Dr. Thorpe is a psychology
consultant and seminar presenter.

**Frederick A. White, Ph.D.** Dr. White received his doctorate in
counseling psychology from The Pennsylvania State University in 1993. He
is a licensed psychologist in private practice, with professional
interests in the area of psychotherapy, assessment, primary prevention,
and supervision. He is a psychology consultant and seminar presenter.

**Bruce Williams, J.D.** Mr. Williams earned his degree from Franklin
Pierce Law Center in 1981. He is Senior Principal Attorney for the U.S.
Department of Veterans Affairs. Professional interests include
alternative dispute resolution, public sector labor-management
relations, medical malpractice, and medical-legal ethics. He is a
seminar presenter.

**The Psychology Training Committee (2008-2009)**

![](media/image2.jpeg){width="5.288888888888889in"
height="3.966666666666667in"}

Front row, left to right: Katharine E. Mocciola, Psy.D., Sarah K.
Downing, Psy.D. (Resident), Jonathan Woodhouse, M.A. (Intern), O. Dicle
Turkoglu, B.A. (Intern), Philip S. Pierce, Ph.D. (Senior Psychologist),
and Keith A. Houde, Ph.D. (Psychology Training Director).

Back row, left to right: John D. Agee, Ph.D., Robert A. Riley, Psy.D.,
(Neuropsychology Program Director), Jerold E. Hambright, Ph.D., Jeffrey
A. Meyer, M.A. (Intern), and Michael A. McLaughlin, Ph.D.

Missing from photograph: Debra Baeder, Ph.D., Glen Davis, Ph.D., Barbara
A. Hermann (Resident), Chantal N. Mihm, Psy.D., Karen K. Mosher, Ph.D.,
Douglas Nangle, Ph.D., Kevin L. Polk, Ph.D. (Chair, Psychology Training
Committee), Dana B. Sattin, Ph.D., Susanne Stiefel, Ph.D., and Robert J.
Weniger, Psy.D.

**APPLICATION PROCEDURES**

**Eligibility**

Eligibility requirements of candidates for the Togus Post-Doctoral
Psychology Fellowship are as follows:

-   You must be a citizen of the United States.

-   You must have completed all doctoral degree requirements from an
    APA-accredited doctoral program in clinical or counseling psychology
    before beginning the postdoctoral training.

-   You must have completed an APA-accredited psychology internship in
    clinical or counseling psychology before beginning the postdoctoral
    training.

If you have not yet completed your internship and degree by the time of
the application, the Training Directors of both your internship and
doctoral programs must verify that you are on track to complete these
requirements prior to the start of the postdoctoral fellowship (no later
than August 31). *On the first day of the fellowship you must have in
hand an official transcript verifying your doctoral degree or a letter
from the Director of graduate studies verifying the completion of all
degree requirements pending institution graduation ceremony.*

**Selection Process**

The selection process differs somewhat for the Clinical Psychology and
Clinical Neuropsychology fellowship positions. The Clinical Psychology
resident is selected through more standard selection procedures each
year. The Clinical Neuropsychology resident is selected through the
Association of Postdoctoral Programs in Clinical Neuropsychology (APPCN)
Match, usually on an every other year basis. *Please note that we do
anticipate funding for a Neuropsychology position opening for the
2009-2010 training year, and we will be participating in the 2009 APPCN
Match.*

For the Clinical Neuropsychology fellowship, as an APPCN member program,
we participate in the APPCN Match and adhere to current APPCN Match
Policies, available at the National Matching Service (NMS) web site
([www.natmatch.com/appcnmat](http://www.natmatch.com/appcnmat)). For
this position, this residency site agrees to abide by the APPCN policy
that no person at this facility will solicit, accept, or use any
ranking-related information from any residency applicant.

The Veterans Affairs Medical Center at Togus is an Equal Opportunity
Employer. Student opportunities in the federal government are based on
qualifications and performance, regardless of race, color, creed,
religion, age, sex, national origin, or disability.

**Application review.** Following receipt of completed applications,
each application is screened by at least one postdoctoral supervisory
psychologist and reviewed with the Training Director to determine a list
of candidates for each position who will be invited for interview.

The considerations in this initial screen are reputation and quality of
your graduate training program and internship, graduate GPA, depth and
breadth of your supervised training experience, stated interests and
goals consistent with what our program can offer, and cultural
diversity. We do not rely on specific cutting scores; an applicant with
credentials that are outstanding in one area but weaker in another area
may still be invited for interview.

Following review of applications, selected applicants will be notified
by e-mail and contacted to schedule an interview. As soon as possible,
released applicants may be notified by e-mail that they no longer remain
under current consideration.

**Interview.** Individual interviews are scheduled for selected
applicants under consideration. The interview is heavily weighted in the
final ranking of candidates.

Because of the importance of the interview in our selection decision,
in-person interviews are encouraged. In-person interviews are typically
scheduled for a five-hour period, including a tour of the facility.
Applicants meet with the Training Director and at least two other
supervisory staff for 30-60 minute interviews (Effort is made to
schedule interviews with staff in the applicant's stated rotations of
interest, but follow-up telephone contact may be made when scheduling
difficulties preclude this). As an alternative for the Clinical
Neuropsychology position, individual interviews with our
neuropsychologist(s) may take place at the International
Neuropsychological Society (INS) annual meeting in February, by prior
arrangement.

Telephone interviews are granted for applicants who are unable to travel
to our site. Telephone interviews last one-hour, and are conducted on a
speakerphone with the Training Director and at least one additional
psychologist.

Through the interview process, prospective supervisory psychologists
will evaluate your existing competencies, training needs and interests,
clinical judgment, critical thinking, interpersonal presentation,
professionalism and character. We will also attempt to identify unique
qualities that you may bring to the program. This information will be
integrated with the information from your application, including a more
detailed consideration of your specific assessment and therapy
experiences.

**Final ranking.** Following completion of all interviews, candidates
for each fellowship position are evaluated on the dimensions of program
quality, academic record/grades, assessment, therapy, research/scholarly
productivity, interests/goals, letters of reference, and interview. In
addition, we frequently attempt follow-up with references. These
evaluations are summarized to provide a preliminary ranking of
candidates.

Following interviews, the training selection committee meets to review
the preliminary ranking and to make adjustments in the final ordering.
These adjustments are based on the relatively greater importance we
place on interview, references (written and oral), the specific nature
of the experience/needs of the applicants, and the diversity of the
fellowship class. For the Clinical Neuropsychology fellowship position,
the final ranking is formally submitted for the APPCN Match by the Rank
Order List Submission deadline.

**Selection and Match.** Again, the selection process differs somewhat
for the Clinical Psychology and Clinical Neuropsychology fellowship
positions.

For the Clinical Neuropsychology fellowship position, the results of the
APPCN Match will be released on the specified day in March. The Training
Director will contact matched applicants by telephone as soon as
possible on APPCN Match Day.

For the Clinical Psychology fellowship position, the selection committee
will extend an offer to the top ranked applicant. If an initial offer is
not accepted, we will continue to extend offers down the rank ordered
list until the Clinical Psychology fellowship position is filled.

Appointment of applicants to positions may be contingent upon the
applicants satisfying certain eligibility requirements, specifically
including successful completion of doctoral degree and internship, a
security check through our VA Police Department, and a VA physical
examination or the equivalent verifying fitness for duty.

**Summary of relevant dates for 2009 Selection.**

***Clinical Neuropsychology position:***

Application Deadline: January 16, 2009

Notification of Interview Selection or Release: by January 23, 2009

Interviews: At INS annual meeting February 11-14, 2009

At Togus VAMC February 3-10, 17-20, 2009

APPCN Rank Order List Submission Deadline: February 27, 2009

APPCN Match Results Notification Day: March 9, 2009

***Clinical Psychology position:***

Application Deadline: January 16, 2009

or until position is filled

Notification of Interview Selection or Release: As soon as possible

Interviews: At Togus VAMC February 3-20, 2009

or until position is filled

Notification of Fellowship Selection: As soon as possible

**Application Instructions**

Thank you for your interest in the Togus Postdoctoral Psychology
Fellowship program. To apply, please submit the following information:

-   Togus Postdoctoral Application Form (included at the end of this
    brochure)

-   Letter of interest outlining your postdoctoral fellowship and career
    goals

-   Current curriculum vita

-   Official transcript verifying your doctoral degree

> (or verification of eligibility and readiness from your doctoral
> Training Director that you are on track to complete your doctorate no
> later than August 31.)

-   Certificate of internship copy

> (or verification of eligibility and readiness from your internship
> Training Director that you are on track to complete internship no
> later than August 31.)

-   Official graduate transcripts (from all programs that you have
    attended)

> (Photocopies are acceptable for initial review.)

-   Three letters of recommendation (from internship and practicum
    supervisors)

The application deadline for the Clinical Neuropsychology fellowship is
**January 16**. The application deadline for the Clinical Psychology
fellowship is also **January 16** or until the position is filled**.**
Please ensure that all of the information listed above is sent to us by
the appropriate date so that your application will be complete and ready
for review. **Please send all application materials in one envelope.**
Transcripts and letters of recommendation should be signed across the
envelope seal. All application materials should be sent to:

**Psychology Training Director**

**Togus VA Medical Center**

**1 VA Center (116B)**

**Augusta, Maine 04330**

If further information would be helpful, please contact us by e-mail at
<keith.houde@va.gov> or by phone at **(207) 623-8411, ext. 5324**. We
look forward to hearing from you, and we wish you well in your quest for
a postdoctoral fellowship that best meets your training needs.

Togus is an APPCN Member program and an APPCN Match participant. Please
note that applicants for the Clinical Neuropsychology fellowship
position only (*not* the Clinical Psychology position) must register
with National Matching Services (NMS) for the APPCN Matching Program in
order to be eligible to match to our program. You can request an
Applicant Agreement package from NMS through their web site
([www.natmatch.com/appcnmat](http://www.natmatch.com/appcnmat)) or by
phone (416-977-3431) or e-mail (<appcnmat@natmatch.com>). For the APPCN
Resident Matching Program, the Togus VA Medical Center Clinical
Neuropsychology Program Code Number is **8692**.

**TOGUS VA MEDICAL CENTER**

**APPLICATION FOR**

**PSYCHOLOGY POSTDOCTORAL FELLOWSHIP**

**2009-2010**

**[EMPHASIS AREA]{.underline}**

*(Please put an "X" next to the emphasis area for which you are
applying.)*

@ **Clinical Psychology Fellowship**

@ **Clinical Neuropsychology Fellowship**

**[BACKGROUND]{.underline}**

**Applicant Name:** @

**Social Security No. :** @

*(Optional, recommended for application to this federal agency)*

**Home Address:** @

@

@

**Work Address:** @

@

@

**Phone (Home):** @

**Phone (Work):** @

**Phone (Cell)** @

**FAX:** @

**E-Mail:** @

**What is your country of citizenship?** *(Put an "X" next to one
choice.)*

@ U.S.

@ Canada

@ Other (Specify: @)

**Are you a veteran?** @ Yes

@ No

**Applicant Name:** @

**[EDUCATION]{.underline}**

**What is the university/institution, department, and address of your
doctoral degree program?**

@

@

@

**What doctoral degree have you earned (or are you seeking)?**

*(Put an "X" next to only one choice.)*

@ Ph.D.

@ Psy.D.

@ Ed.D.

@ Ph.D./J.D.

@ Certificate/Respecialization (Specify: @)

@ Other (Specify: @)

**What is the designated subfield of your doctorate in Psychology?**

*(Put an "X" next to only one choice.):*

@ Clinical (adult track) @ Health

@ Clinical (child track) @ Neuropsychology

@ Clinical (general) @ School

@ Counseling @ Respecialization Program

@ Developmental @ Combined (Specify: @)

@ Educational @ Other (Specify: @)

**What is the status of your doctoral training program?**

*(Put an "X" next to all that apply.):*

@ APA-Accredited @ CPA-Accredited

@ APA-Accredited, on probation @ CPA-Accredited, on probation

@ Not Accredited

**What is your Department's Training Model** (ask your Training Director
if unsure):

@ Clinical Scientist @ Practitioner-Scholar

@ Scientist-Practitioner @ Practitioner

@ Other - specify: @

**When did you complete (or do you expect to complete) all doctoral
degree requirements, including dissertation (if applicable)?** *(Please
include a copy of your doctoral degree transcript, or verification from
your doctoral Training Director that you are expected to complete all
degree requirements prior to the start of the postdoctoral fellowship,
no later than August 31.)*

@ / @ / @ (mm / dd / yyyy)

**Applicant Name:** @

**[INTERNSHIP]{.underline}**

**What is the institution, department, and address of your predoctoral
psychology internship?**

@

@

@

**What is the designated subfield of your predoctoral psychology
internship?**

*(Put an "X" next to only one choice.):*

@ Clinical (adult track) @ Health

@ Clinical (child track) @ Neuropsychology

@ Clinical (general) @ School

@ Counseling @ Respecialization Program

@ Developmental @ Combined (Specify: @)

@ Educational @ Other (Specify: @)

**What is the status of your predoctoral psychology internship
program?**

*(Put an "X" next to all that apply.):*

@ APA-Accredited @ CPA-Accredited

@ APA-Accredited, on probation @ CPA-Accredited, on probation

@ Not Accredited

**What is your Internship's Training Model** (ask your Training Director
if unsure):

@ Clinical Scientist @ Practitioner-Scholar

@ Scientist-Practitioner @ Practitioner

@ Other - specify: @

**What formal training rotations did you complete (or do you expect to
complete) during your internship?**

1\. @

2\. @

3\. @

4\. @

5\. @

**When did you complete (or do you expect to complete) your predoctoral
psychology internship?** *(Please include a copy of your certificate of
internship or verification from your internship Training Director that
you are expected to complete all internship requirements prior to the
start of the postdoctoral fellowship, no later than August 31.)*

@ / @ / @ (mm / dd / yyyy)

**Applicant Name:** @

**[REFERENCE INFORMATION]{.underline}**

**Please list names, addresses, phone numbers, and e-mail addresses of
your graduate and internship training directors and three individuals
who will be forwarding letters of recommendation:**

**Doctoral Training Director:**

Address: @

@

@

Phone: @

E-Mail: @

**Internship Training Director:**

Address: @

@

@

Phone: @

E-Mail: @

**Reference #1:**

Address: @

@

@

Phone: @

E-Mail: @

**Reference #2:**

Address: @

@

@

Phone: @

E-Mail: @

**Reference #3:**

Address: @

@

@

Phone: @

E-Mail: @

**Applicant Name:** @

**[PROFESSIONAL CONDUCT]{.underline}**

**Please answer ALL of the following questions with "YES" or "NO": (If
yes, please elaborate)**

1\. Has disciplinary action, in writing, of any sort ever been taken
against you by a supervisor, educational or training institution, health
care institution, professional association, or licensing / certification
board?

@

2\. Are there any complaints currently pending against you before any of
the above bodies?

@

3\. Has there ever been a decision in a civil suit rendered against you
relative to your professional work, or is any such action pending?

@

4\. Have you ever been put on probation, suspended, terminated, or asked
to resign by a graduate or internship training program, practicum site,
or employer?

@

5\. Have you ever been convicted of an offense against the law other
than a minor traffic violation?

@

6\. Have you ever been convicted of a felony?

@

**Applicant Name:** @

**[APPLICATION CERTIFICATION]{.underline}**

I certify that all of the information submitted by me in this
application is true to the best of my knowledge and belief. I understand
that any significant misstatement in, or omission from, this application
may be cause for denial of selection as a resident or dismissal from a
fellowship position. I authorize the fellowship site to consult with
persons and institutions with which I have been associated who may have
information bearing on my professional competence, character, and
ethical qualifications now or in the future. I release from liability
all fellowship staff for acts performed in good faith and without malice
in connection with evaluating my application and my credentials and
qualifications. I also release from liability all individuals and
organizations who provide information to the fellowship site in good
faith and without malice concerning my professional competence, ethics,
character, and other qualifications now or in the future. In addition, I
authorize the fellowship site to consult with APPCN should the need
arise.

I further understand that it is my responsibility to inform the
fellowship site to which I have applied if a change in my status with my
academic program (e.g., being placed on probation, being dismissed,
etc.) occurs subsequent to the submission of my application or
selection.

If I am accepted and become a resident, I expressly agree to comply
fully with Association of Postdoctoral Programs in Clinical
Neuropsychology (APPCN) policies as relevant, the Ethical Principles of
Psychologists and Code of Conduct and the General Guidelines for
Providers of Psychological Services of the American Psychological
Association which are applicable. I also agree to comply with all
applicable state and federal laws, all of the Rules and Code of Conduct
of the State Licensing Board of Psychology, and the rules of the
institution in which I am a resident.

I understand and agree that, as an applicant for the psychology
fellowship program, I have the burden of producing adequate information
for proper evaluation of my professional competence, character, ethics,
and other qualifications and for resolving any doubts about such
qualifications.

I hereby agree that personally identifiable information about me,
including but not limited to my academic and professional
qualifications, performance, and character, in whatever form maintained,
may be provided by my academic program and/or internship program to the
fellowship training site to which I have applied and/or may be selected.
I further agree that, following any fellowship selection, similar
information may be provided by the fellowship site to my
graduate/internship programs and by my graduate/internship programs to
the fellowship site. I understand that such exchange of information
shall be limited to my graduate program, my internship program, the
fellowship site, and/or representatives of APPCN, and such information
may not be provided to other parties without my consent. This
authorization, which may be revoked at any time, supersedes any prior
authorization involving the same subject matter.

Applicant's Signature: Date: