## [P R E D O C T O R A L I N T E R N S H I P S]{.underline}

[I N C L I N I C A L A N D C O U N S E L I N G]{.underline}

# 

# P S Y C H O L O G Y

**[2008]{.underline}**

VETERANS HEALTH ADMINISTRATION

PSYCHOLOGY SERVICE

### EDWARD HINES, JR. HOSPITAL

HINES, IL 60141

**P R E D O C T O R A L I N T E R N S H I P S**

**I N C L I N I C A L A N D C O U N S E L I N G**

**P S Y C H O L O G Y**

**[2008]{.underline}**

**VETERANS HEALTH ADMINISTRATION**

**PSYCHOLOGY SERVICE**

**EDWARD HINES JR. HOSPITAL**

######## HINES, IL 60141

**Training Director:**

**Bernard J. Sladen, Ph.D.**

######## Email: bernie.sladen@va.gov

**Phone: (708) 202 - 2444**

######## Fax: (708) 202 - 2687

ACCREDITED BY

THE AMERICAN PSYCHOLOGICAL ASSOSICATION

**[TABLE OF CONTENTS]{.underline}**

######### 

#########  PAGE

> **Hines Hospital 3**
>
> **Academic Affiliations 3**
>
> **Hines and Chicago 4**
>
> **Psychology Service 5**
>
> **Internship Program Philosophy 5**
>
> **Our Training Model 6**
>
> **Training Program Goals and Focus 7**
>
> **Training Objectives 9**
>
> **Core Competencies 10**
>
> **Supervision 12**
>
> **Seminars 13**
>
> **Research Involvement 13**
>
> **What to Expect From Internship at Hines: Summary 13**
>
> **Internship Selection 14**
>
> **What Hines Expects of a Psychology Intern 14**
>
> **Interns\' Home Universities 15**
>
> **Current and Recent Interns 15**

**Post-Internship Employment 18**

**Interviews 19**

> **Staff Psychologists 19**
>
> **Non-Staff Psychologists 21**
>
> **Supervisors 21**

**Internship Supervisors Descriptions 22**

> **Rotations 26**
>
> **Rotation Descriptions 27**
>
> **Rotation Credits 84**
>
> **Rotational Scheduling Summary Sheet 92**
>
> **Accreditation Status 93**
>
> **General Information 93**
>
> **Qualifications 93**
>
> **Application Requirements 94**
>
> **To Apply 95**
>
> **Directions 96**
>
> **Map to Hines 97**

## 

## 

## [HINES HOSPITAL]{.underline}

Hines Hospital, in suburban Chicago, is one of the largest and most
diversified medical and surgical hospitals in the Department of Veterans
Affairs system. Hines is one of the flagship hospitals in the VA health
care system, and is located 12 miles west of downtown Chicago, on a 147
acre campus. The hospital is a tertiary referral center with many
specialty services, including some that serve a large U.S. regional
area. Hines is authorized to operate 472 hospital beds, and logged over
552,000 outpatient visits last year. The hospital staff and stu­dents saw
approxi­mately 53,000 patients last year. Hines has one of the largest
research programs in the VA system, with approximately 550 projects, 160
investigators, and an estimated budget of \$19.5 million (VA and
non-VA). The units and patient pro­grams served by Psychology Service
include: Ambulatory Care/Primary Care, Anesthesiology, Blind
Rehabili­tation, Clinical Neuroscience, Community-Based Outpatient
Clinics, Compensated Work Therapy, Emergency Department, Extend­ed Care
Center (Geriatric), General Medicine and Surgery, Home-Based Primary
Care, Infectious Disease, Inpatient/Residential Rehabilitation and
Outpatient Psychiatry, Managing Overweight/Obesity in Veterans
Everywhere Program, Memory Disorders Clinic, Mental Health Intake
Center, Mental Health Intensive Case Management, Mental Health
Transplants, Neurosurgery, Neurology, Out-Patient Clinic-Operation
Emerging Freedom/Operation Iraqi Freedom, Physical Medicine and
Rehabilitation, Polytrauma Program, PTSD, Spinal Cord Injury, Substance
Abuse, and Trauma Services Program.

As a VA hospital, Hines is dedicated to the care of veterans whose
injuries or medical conditions were obtained while in the military
service of the United States. Hines is also authorized to serve all
veterans who have limited financial resources. Hines serves a
predominantly male White and African-American population. A smaller but
growing percentage of our population is Latino or Asian-American.
Approximately 2,500 female veterans were treated last year at Hines.
There is significant diversity by ethnic origin, age, education and
religion across our adult population. Our hospital staff is
characterized by such diversity as well.

The Hospital is accredited by the Joint Commission on Accreditation of
Health Care Organizations (JCAHO). Some hospital programs are accredited
by the Commission for Accreditation of Rehabilitation Facilities. The
Psychology Internship Program is accredited by the American
Psychologi­cal Association (APA) and abides by the standards of the
Association of Psychology Postdoctoral and Internship Centers (APPIC),
including APPIC Match Policies adopted July 18, 2008.

**[ACADEMIC AFFILIATIONS]{.underline}**

Hines is affiliated with approximately 70 colleges and universities for
the education of undergraduate and graduate students in health care
professions. 164 medical residents and 84 associated health trainees
(including six Psychology interns and four Psychology postdoctoral
fellows) will receive funded training at Hines this year. An additional
1,108 students will receive unfunded training this year.

Hines is institutionally affiliated with Loyola University of Chicago,
Stritch School of Medicine, and programmatically affiliated with the
University of Illinois-College of Medicine, Chicago, and the Chicago
Medical School. Loyola University Medical Center, which shares a campus
with Hines, is one of the largest medical centers in the Chicago area,
with 523 licensed beds on a 70-acre campus. Loyola is a nationally
recognized leader in many health care specialties, including cardiology,
oncology, neurology, and organ transplant.

Interns may follow one of four psychology rotations available at Loyola,
have full access to Loyola's large medical library, and may join
Loyola's highly rated health club. [Our internship program maintains an
affiliation agreement with Loyola that allows interns to rotate there
without any administrative difficulties]{.underline}. Most of our
interns elect to do a rotation at Loyola.

The Hospital and its academic affiliates conduct many symposia,
workshops and consultant presentations on a broad range of topics from
many health care fields. Several national, regional and state
confer­ences and conventions, as well as the meetings of various
psychological and related mental health professional associations are
held on an annual basis in Chicago.

**[HINES AND CHICAGO]{.underline}**

Hines V.A. is one of three VA Medical Centers that serve veterans in the
Chicago area, which has a population of approximately 9,000,000 people.
Although Chicago is often described as a world-class city and is
currently ranked fifth among world economic centers, it retains a very
friendly and comfortable Midwestern character, and may be the most
livable major American city. The area, with its striking architecture,
is home to hundreds of theatre companies and art galleries and to dozens
of symphony orchestras, opera and dance companies, and art museums, many
world-renowned. Cultural offerings are surpassed only in New York.
Recreational opportunities abound, with 33 miles of lakefront beach and
park, many professional and NCAA Division sports teams, and more
restaurants, bars, clubs and festivals than anyone could cover in a
lifetime. In 1997, [Places Rated Almanac]{.underline} rated Chicago as
the #1 metropolitan area in North America in its supply of recreational
assets. Shopping is superb, with an extensive supply of both brand name
and one-of-a-kind stores at all price levels. The diversity of the
population adds tremendously to the richness of experience in living
here. The Chicago area has one of the largest African-American, Latino
and Asian-American populations in the country. Chicago is one of the
largest Catholic Archdioceses in the U.S. and has the fourth largest
Jewish population in the U.S. The Chicago area has one of the most
diverse populations in the country across European heritage, with
especially large numbers of people of German, Irish, Polish, Italian,
English, Swedish, Czech, French, Russian, Norwegian, Dutch and Greek
heritage. The gay and lesbian community is also one of the largest in
the country, and has available hundreds of community and entertainment
venues. This demographic diversity affords the Chicago area with many
distinct neighborhoods and communities that enrich the region as a whole
and make neighborhood exploration great fun. Families raising children
will find available many communities with excellent school systems and
very family-friendly environments. Public transportation is excellent
within the city, and it is possible to take public transportation to
Hines from the city or from nearby suburbs. The region as a whole is
well served by a large network of highways. O'Hare Airport has more
flights than any other airport in the nation, except for Hartsfield
(Atlanta). Chicago is one of the primary academic centers in the U.S.,
with 46 colleges, universities and professional schools that serve
nearly 500,000 students. With such a large student population, there is
a wealth of rental properties available for interns moving to Chicago.
Housing prices, and the cost of living in general, exceed the national
average, but are quite reasonable relative to the nation's other
principal cities. The two principal downsides to Chicago are traffic
congestion and the climate. Winters are long and challenging, especially
for those not accustomed to living in the Midwest or Northeast, and
internship interviewees will have the opportunity to experience Chicago
at one of its most challenging times of year, mid-January. However, the
vitality of the city does not diminish with the inclement weather, and
summer and fall, in particular, offer plenty of opportunity to take
advantage of the numerous outdoor recreational activities that the city
has to offer. For more detailed information about the city, please
contact the City of Chicago's web site at
[www.ci.chi.il.us/](http://www.ci.chi.il.us/).

**[PSYCHOLOGY SERVICE]{.underline}**

Psychology Service at Hines is one of several departments in the
hospital's Mental Health Service Line. The Executive Psychologist
reports directly to the Service Line Chief.

The staff of Psychology Service is comprised of 25 doctoral-level
psychologists, and one program assistant. Four Loyola-based
doctoral-level psychologists also serve as core faculty to our
Internship Program. The broad range of expertise, background and
experience represented in the staff at Hines is also reflected in the
diversity of their professional assignments throughout the hospital.
Most are involved in the training program as either major supervisors or
secondary supervisors. Many supervisors hold faculty appointments at
universities in the Chicago area and are active in research endeavors.

Psychology has maintained a psychology practicum program since 1947, and
a Psychology Internship since 1950. The Internship Program has been
formally accredited by APA since 1976. Psychology has a new Postdoctoral
Fellowship Program, with its first class beginning September 2008. That
program maintains three one-year fellowship positions in PTSD/Substance
Abuse, Primary Care, and Rehabilitation Psychology, and one two-year
fellowship in Neuropsychology. The Fellowship Program is designed to
foster significant clinical and didactic collaboration between interns
and fellows.

####### [INTERNSHIP PROGRAM PHILOSOPHY]{.underline}

An overriding philosophy guides the Psychology Internship Program of
Hines VA Hospital. That philosophy provides direction for our training
model, goals and objectives as we educate students in the practice of
clinical and counseling psychology. Our philosophy includes the
following assumptions:

1\. For over 55 years, the Hines VA Hospital has embraced a generalist

> tradition in its training of clinical and counseling psychology
> students. We believe that the best training to prepare today\'s
> interns for the demands of tomorrow\'s professional challenges
> consists of providing the highest quality learning experiences to
> enhance maximum proficiency in clinical work across socio-economic and
> cultural boundaries that can be adapted to a variety of settings.
> Toward this goal, the Hines Internship provides training experiences
> in the context of a broad exposure to both medical and psychiatric
> patients. We believe that a familiarity with the psychological
> understandings, skills, and techniques utilized with both populations
> will enhance our graduates\' effectiveness throughout their later
> careers, whether they work in health or traditional psychology. It is
> our philosophy that specialization as a psychologist is best
> accomplished at the postdoctoral level.

2\. The Hines internship embraces an evidence based model of training in
which science and theory inform practice. Interns are encouraged to base
their interventions on the available scientific knowledge and, when
applicable, empirically validated therapies. Such practices are reviewed
in supervision and the intern may also be directed to further relevant
theoretical or empirically- based writings.

3\. Our long-range objective for each intern is to encourage the
development

> of a sense of professional judgment, responsibility and identity, as
> well as compassion for others, in addition to putting his/her academic
> preparation into ethical practice. Throughout the year we provide an
> atmosphere in which interns, under supervision, can accept increasing
> responsibility for their professional work by learning to function as
> autonomously as their levels of competence, knowledge, and skills
> permit. Our goal is for the intern to transition from a student role
> to one in which he/she functions and feels competent to function in
> entry-level professional practice in clinical or counseling psychology
> at the conclusion of the internship year.

4\. Our philosophy is that an intern is viewed as a respected and
important

part of our health care team. A logical extension of this philosophy is
that the intern\'s case load is determined by the amount of professional
work that will optimize his/her learning experience. The intern\'s
experience at Hines is training-based rather than production-based.

5**.** Interns will have exposure to a demographically diverse caseload
as they

enhance their skills in psychological assessment, treatment, and
consultation. The training experience is optimized through individual
appreciation and clinical understanding of human diversity.

**[OUR TRAINING MODEL]{.underline}**

Following our philosophy, we embrace a training model in which interns
rotate across a wide range of clinical settings, in order to provide
maximum exposure to a variety of experiences. This affords the intern
the opportunity to develop skills in a number of hospital settings with
a variety of patient problems and a number of supervisors. Assignments
to supervisors are determined primarily on the basis of the skills to be
learned by the intern and by the intern's training interests. The
training focus in each setting includes the following elements:

1\. development of site-specific knowledge and skills,

2.  development of general clinical skills in assessment, consultation
    and treatment,

3.  scholarly inquiry, and

4\. development of a sense of professional judgment, responsibility and

identity, and appreciation and understanding of individual diversity.

Reflecting our principle that clinical practice must embody a research
and theory based orientation, we afford the intern an experience in
which clinical practice is integrated with the scholarly inquiry
surrounding practice. Reflecting that model, we especially seek students
with strong scientific and theoretical grounding in clinical and
counseling psychology. Training at Hines is viewed as an extension of
the training the intern has received at his/her academic program. The
intern and the Training Director design each intern\'s training at Hines
to ensure that it is integrated with the intern\'s academic training and
is aimed at further progression and development of the intern\'s
knowledge base, professional judgment and skills attainment as well as
in professional capability and identity.

**[TRAINING PROGRAM GOALS AND FOCUS]{.underline}**

[Our Program emphasizes generalist training]{.underline}.The goal of
training at Hines is to produce graduates ready for postdoctoral or
entry-level professional practice in clinical and counseling psychology
that are professionally well-rounded and knowledgeable in a broad range
of psychological skills. This overarching goal includes proficiency in
psychological assessment and diagnosis, psychological treatment and
psychological consultation. In addition, our goal is to promote
interns\' integration of psychological science and theory with
psychological practice, enhance the development of skills in clinical
conceptualization, and encourage the interns\' appreciation for and
understanding of individual diversity as it interfaces with
psychological practice. It is also expected that the intern practices
psychology in a professional and ethical manner and moves to a point of
responsibility and identity consistent with entry-level professional
practice in clinical or counseling psychology. Development of a
professional identity is viewed as an essential component of our
training program.

The Psychology Training Program is designed to offer graduate students
from APA-Accredited schools a 12-month intensive training experience.
All internship slots follow the generalist model of maximum exposure to
a variety of experiences. This model affords each intern the opportunity
to develop core clinical skills in a variety of hospital settings with a
wide range of patient problems and many supervisors.

The intern will typically have one supervisor during a quarter in which
he/she follows a full-time rotation. The intern will have more than one
supervisor during a quarter if he/she takes two or three part-time
rotations concurrently during that quarter.

[Our program is learning- and training-based, as opposed to
production-based]{.underline}. Service delivery is subsumed under the
interns\' training needs and interests, with the interns\' clinical work
during internship focused on preparing them to function in entry-level
practice in their general fields of interest in clinical or counseling
psychology. Our strong bias toward learning-based training is a point of
pride for our program, and is characterized by a supervision-rich
environment and by training that is focused on development of skills in
psychological conceptualization.

The priority given to supervision and education for interns, which
limits actual service delivery time, further demonstrates our internship
program\'s focus on training over production. Interns are not expected
to work more than 40 hours weekly, to ensure adequate time for the
intern to engage in reading, audiotape review, self-processing of
clinical work, dissertation-related activity (if needed), self-care and
personal interests. Participation at educational conferences, seminars
and workshops on- and off-station is encouraged during work hours,
further demonstrating our commitment to training. Given the nature of
funding for our hospital, revenue generation plays no role in
determining any aspects of the interns\' clinical activity.

The extent of clinical activity in which interns participate is
structured to afford them the opportunity to focus on intensive work
with fewer patients rather than less intensive work with more patients.
We believe that this focus allows for more conceptualized learning and
for more opportunity to integrate theoretical and scientific grounding
with

clinical practice.

[Refecting our model, interns determine to good measure their rotations,
focusing on their training needs and interests. Within our generalist
training model, all interns have the opportunity to customize a more
specialized track that meets their training and professional
goals]{.underline}. Our ability to provide both broad-based generalist
training in core clinical competencies and a tailored internship
experience reflects our wealth of rotational placements and supervisors
available at Hines and Loyola concurrent with a relatively small
internship class. Rotational selection is based on interns\' training
needs that are requisites for achieving our Program\'s core
competencies, on interns\' training interests, and on supervisory
availability. An assessment of the intern\'s training needs will be made
by the Training Director and the intern. Training assignments are made
only after extensive discussions between them. The first quarter
rotations are assigned before the internship year begins. The remaining
rotations are often determined later in the year. This process is
designed to be flexible in order to accommodate core competency
requirements and changes in rotation preference as the interns'
interests evolve and training needs and post-internship plans become
increasingly clarified.

Service delivery needs within the various clinics and programs at Hines
do not play a role in determining rotational selection. Furthermore, the
clinical functions carried by interns within a given setting are
determined more by their training interests and needs than by the
clinical service needs of the setting. Interns are also assigned a
demographically diverse caseload to promote their training in issues of
individual diversity.

[The Psychology Internship Program is committed to a training approach
that is]{.underline}

[sensitive to human diversity]{.underline}. Interns are assigned an
ethnically diverse caseload and are encouraged to bring issues of
ethnic, cultural, and individual diversity into super-vision.
Supervisors attempt to provide interns with female veterans for their
case load to promote caseload diversity by gender. Opportunities to
develop a caseload that is diverse across age, gender, and
socio-economic status are enhanced by the availability of off-site
rotations at Loyola University Medical Center. Aspects of human
diversity, including race, ethnicity, gender, sexual orientation, age,
physical illness and disability are covered in seminars throughout the
year.

Reflecting our focus on training that is sensitive to cultural and
individual diversity, our Program also attempts to recruit classes that
are characterized by cultural and individual diversity. We believe that
a diverse internship class promotes quality clinical care and optimizes
the learning environment. We also believe that learning is enhanced by
recruiting a class that is diverse across theoretical orientations and
clinical/professional focus.

[Reflecting our emphasis on education, training on the unit is
supplemented by workshops, seminars, lectures, and
staffings]{.underline}. Psychology Service staff members provide weekly
training seminars, and consultants from outside Hines provide training
seminars throughout the year. Interns are provided the opportunity to
develop their own seminars and to make their own case presentations. Two
afternoons each week are devoted to seminars and workshops. Our interns
are also encouraged to attend professional seminars and workshops in
other clinical departments at Hines and at Loyola and in the community.

[The didactic education and the supervision afforded the intern also aim
at providing the intern with the means to integrate science and practice
to a level appropriate for a professional clinical or counseling
psychologist.]{.underline}

Seminar and workshop offerings present facets of both research and
theoretical under-pinnings and actual practice across a diverse range of
psychiatric, neuropsychological and medical disorders and psychological
techniques. Interns' involvement in grand rounds provides them with
scientific information related to the disorders of patients with whom
they work clinically.

[Supervision is very focused on helping the intern integrate theory and
science with practice]{.underline}. Interns are referred to appropriate
suggested and required theoretical and scientific readings, may be
encouraged to explore various theoretical perspectives as applicable to
their clinical work, defend their practice through referral to
scientific and theoretical underpinnings, may increase their knowledge
through didactic involvement with interdisciplinary staff, and
participate in didactic presentations. Interns may also present findings
of their readings to staff and may participate in the collection of
outcome data or may consider studies that might evaluate clinical
conjectures.

Interns also make two Case Presentations that require discussion of the
theoretical and scientific bases of their clinical work regarding the
patient being presented. Interns formally present their doctoral
research or a research area of interest to them as a seminar during the
internship year. The intern's level of ability in integrating science
and theory with practice is evaluated by both the supervisor and by the
intern at the end of each rotation.

**[TRAINING OBJECTIVES]{.underline}**

Training over the year focuses on helping interns develop skills in
seven core competencies to a level appropriate for postdoctoral or
entry-level Ph.D. or Psy.D. clinical or counseling psychology practice
by the conclusion of the internship year. Our core competencies define
our objectives.

Detailed objectives for training include the following core
competencies:

1\. assessment,

2\. psychotherapy and intervention,

3\. consultation,

4\. supervision,

5\. professional presentations,

6\. professional, ethical and legal conduct, and

7\. strategies of scholarly inquiry and clinical problem-solving

At the conclusion of the internship year, achievement by the intern of a
level of competence at or near entry-level practice in clinical or
counseling psychology on each of these core competencies indicates to us
that the intern has successfully completed the goal of our program.

Each rotation carries its own site-specific goals and objectives. These
site-specific goals and objectives flow from the overall training goals
and objectives of the Hines Psychology Internship Program. The goals and
objectives of each rotation are described in the Internship Brochure and
Internship Handbook.

# CORE COMPETENCIES

The components of each core competency are described below:

**[Assessment]{.underline}**

Interns should be able to conduct a clinical interview, administer,
score and interpret psychological test data in the areas of intellectual
and personality assessment, integrate data from the interview, testing
and other sources, and communicate results effectively in writing and in
verbal communication with patients and relevant inter-disciplinary
staff. Interns should demonstrate good judgment in selecting assessment
approaches. Interns should be able to conduct a mental status
examination. Interns should be able to arrive at accurate DSM-IV
diagnoses and make appropriate and helpful recommendations to patients
and interdisciplinary staff. Interns should have knowledge of the
empirical basis of assessment instruments and should be attuned to
ethical and diversity-related issues relevant to their assessments.
Interns should be aware of and sensitive to developmental,
pharmacological, social, systems and other issues relevant to
assessment. Interns rotating through neuropsychology should develop an
understanding of neuroanatomy and physiology, localizing, developmental,
medical and neurological issues on task performance, and professional
issues within neuropsychology.

**[Psychotherapy and Intervention]{.underline}**

Interns should be able to competently conduct individual and group
psycho-therapy across a variety of problems and populations. If provided
experience, they should be able to competently conduct couples and/or
family psychotherapy across a variety of problems and populations.
Interns should be familiar with the empirical bases of their
interventions and should be able to competently conduct an
empirically-based therapy. Interns should be familiar with the legal,
ethical and diversity-related issues relevant to their interventions.
Interns should be able to demonstrate effective rapport, empathy, warmth
and genuineness with clients. Interns should be able to demonstrate
support of clients but also effectively focus and control sessions.
Interns should be able to make effective interpretations in
interventions. Interns should demonstrate under-standing of process
issues as they arise in psychotherapy and other interventions.

**[Consultation]{.underline}**

Interns should be able to effectively conduct consultation to
inter-disciplinary staff. Interns should have knowledge of their
consultation role and of institutional and systems\' dynamics and
functions. Interns should demonstrate timely response to consultation
requests, provide effective verbal and written feedback, and demonstrate
rapport and participation in inter-disciplinary settings. Interns should
be aware of diversity-related issues as they impact on consultation.

# Supervision

Interns should demonstrate responsiveness to supervision, effectively
prepare for supervision and effectively incorporate feedback from
clinical supervisors into clinical practice. Interns should be familiar
with methods and theories of supervision. If provided experience,
interns may become effective as supervisors of practicum students.

**[Professional Presentations]{.underline}**

Interns should be able to conduct effective professional presentations
to other interns and Psychology Service staff. Interns should be able to
demonstrate appropriate preparation, level and organization of
presentations. Interns\' presentations should be of high quality, should
include literature review, and should integrate research and clinical
issues as appropriate. Interns should actively participate in others\'
presentations.

**[Professional, Ethical and Legal Conduct]{.underline}**

Interns should adhere to and understand the application of APA Ethical

Principles and other Professional Standards. They should be familiar
with legal and professional issues in professional psychology. They
should demonstrate professional judgment and behavior in their
interactions with clients and staff, including record-

keeping, responsibility, timeliness, punctuality, boundaries, maturity,
initiative, motivation, and appropriate attire and presentation

**[Strategies of Scholarly Inquiry and Clinical
Problem-Solving]{.underline}**

Interns should demonstrate effective applications of scholarly inquiry
and

clinical problem-solving in their clinical work, supervision and
professional presentations. Interns should demonstrate knowledge of the
scientific and theoretical literature relevant to their rotations.
Interns should effectively conceptualize clinical cases and situations.
Interns should demonstrate familiarity with various theoretical
perspectives relevant to their clinical work. Interns should be able to
evaluate outcome data, should demonstrate awareness of potential sources
of cultural bias and should demonstrate progress on their dissertations.

**[SUPERVISION]{.underline}**

Learning is accomplished through experiential supervised practice with
the patient population on rotation. All clinical work is supervised by
Illinois-licensed clinical psychologists. All interns receive a minimum
of three scheduled hours of individual supervision weekly. In addition,
given the high level of interest and motivation of staff to provide
education, interns usually have daily access to at least informal
supervision. Supervision follows a developmental model, and is geared
toward moving the intern toward increasingly autonomous practice.
Supervision is individualized to note the entry level of skills the
intern brings into the particular setting and follows the intern\'s
progression of skills attainment. Supervisory styles vary across
supervisors. Consequently, although the intern may expect a minimum of
three hours weekly of scheduled individual supervision, many supervisors
maintain a mentorial focus which entails much more intern supervisory
interaction. There is also ample opportunity to receive additional input
on an as-needed basis from other staff or consultants with special
expertise.

Students receive additional supervision if they carry long-term therapy
cases from previous rotations. The intern will receive ongoing
individual supervision from the supervisor initially responsible for the
therapy case.

The intern receives group supervision and opportunities for formal
presentation within the Psychodiagnostic Seminar series and the Case
Presentation series. Each series occurs once a month within two-hour
time blocks. Interns are responsible for presentation and discussion of
assessment and therapy cases within these series, which are facilitated
by staff psychologists.

Interns also participate in group supervision with a staff psychologist.
There are five psychologists, each with a different theoretical
orientation, rotating across the year in group supervision. Group
supervision lasts one hour and meets each week. Each intern is also
supervised around one empirically based therapy case during the
internship year. This supervision may occur within a rotation or outside
it. Supervision for this case is provided in addition to supervision
provided for other rotational activity.

Supervision on each rotation follows a typical progression from didactic
education and observation toward increasingly autonomous practice.
Supervision may include the following elements that are aimed at moving
the intern toward increasingly autonomous practice of core competencies.
The frame of supervision may include:

1\. direct observation of the supervisor performing clinical activity,

2\. direct observation of the intern performing clinical activity,

3\. co-therapy and co-consultation,

4\. review of audio-taped material, and

5\. discussion of integration of scientific knowledge or clinical theory

with the clinical presentation of the patient or the clinical direction

taken with the patient.

Some supervisors will assist interns in examining their own issues to
better understand how those issues interface with the various
therapeutic cases being handled.

**[SEMINARS]{.underline}**

Most Monday and Friday afternoons are devoted to seminars and case
presentations.

Monday seminars focus on both general and specialized clinical topics.
Many Friday seminars examine issues related to professional practice in
psychology and individual diversity in clinical practice. Some seminars
are presented in a series format in order to provide more comprehensive
exposure to topics. Seminar schedules are available on request.

Interns may also elect to participate in an extensive Sexual Dysfunction
treatment series at Loyola. This program is offered once per quarter,
and consists of 2 full days and 7 evenings of didactics and clinical
practice.

# RESEARCH INVOLVEMENT

Interns interested in collaborating with a staff member in an ongoing
Psychology

Service research project may find that opportunity within one or more
rotational

assignments. 5% of the internship training hours are approved for
dissertation research, or for other non-rotational research if the
dissertation has been completed. Interns who have defended their
dissertation are encouraged to use research time to prepare their
dissertation for publication.

# 

# WHAT TO EXPECT FROM AN INTERNSHIP AT HINES: SUMMARY

Opportunities\...

\-- to rotate through many different work settings, as determined by
individuals' training needs and interests.

\-- to follow a customized track while also meeting the Program's
requirements for

generalist training.

\-- to work with a full range of adult populations and some child and
adolescent populations.

\-- to get intensive experience in psychological testing, consultation,
and treatment and in specialized fields in psychology.

\-- to work with individuals, groups, couples and families.

\-- to work in one of the largest and most diversified hospitals in the
largest hospital system in the United States.

\-- to receive clinical training at a large private sector medical
center on the same

> campus.

\-- to work with one of the larger doctoral level psychology staffs in
the Chicago area.

\-- to receive intensive supervision and mentoring.

\-- to focus on training and education, rather than on production.

\-- to receive theoretically diverse supervision.

\-- to assume significant responsibility for patient care.

\-- to work with many interdisciplinary teams throughout the hospital.

\-- to consult with many specialists in a variety of fields, including
research experts.

\-- to attend numerous educational offerings.

\-- to attend professional conferences for training credit.

\-- to engage in collaborative or personal research projects, including
dissertation.

**[INTERNSHIP SELECTION]{.underline}**

Hines Hospital currently has six paid internship positions, all within
our general track. We anticipate that we will have six positions for the
2009-10 training year. There are no un-stipended internships available.
Training Committee rankings of internship applicants are made on the
basis of the application information combined with the interview.
Diversity is sought in terms of the applicant\'s academic affiliation,
geographic location, and personal demographic background. The Program is
most favorably disposed to students who:

1\. have an approved doctoral dissertation proposal

2\. attend a Boulder-model scientist-practitioner doctoral program

3\. have broad-based training in treatment and assessment

4\. have academic exposure to diversity issues as well as clinical

experience with a demographically diverse population

5\. have experience and accomplishment in research and extensive

scientific and theoretical grounding in psychology, and

6\. have letters of recommendations that attest to the applicant\'s
strengths

> in conceptual thinking, personal maturity and responsibility, clinical
> judgment, and ethical behavior. Such applicants are seen as most
> likely

to be well-prepared academically and through practicum experience in
these five relevant aforementioned areas.

# WHAT HINES EXPECTS OF A PSYCHOLOGY INTERN

Beyond the intellectually curious and bright psychology students that
virtually every graduate program produces, there are special
characteristics that we seek. Because of our focus on more intensive
work with fewer patients and our emphasis on supervision and training,
we prefer interns who have very strong conceptualization abilities. The
skills to work on a team and communicate well with other disciplines on
the team are also necessary. A sense of self-awareness and motivation to
structure time and function in an independent fashion are also highly
important. Interns who are interested in working with patients and who
seek close supervision find that they have a good \"fit\" here at Hines.

**[INTERNS\' HOME UNIVERSITIES (1980-2008)]{.underline}**

[Local]{.underline}

Chicago School of Prof. Psychology

De Paul University

Illinois Institute of Technology

Illinois School of Prof. Psychology

Loyola University Chicago

Northern Illinois University

Northwestern University-Evanston

Northwestern University Medical School

Rosalind Franklin U of Medicine and Sci.

University of Illinois at Chicago

[Out of Town]{.underline}

Bowling Green State University

City University of New York

Emory University

Florida Institute of Technology

Florida State University

Indiana State University

Indiana University

Kent State University

Marquette University

Michigan State University

Ohio State University

Pacific Graduate School of Psychology

Pennsylvania State University

St. Louis University

Southern Illinois University

Stony Brook U./State U. of New York

Texas Tech University

University of Albany/State U. of New York

University of Georgia

University of Illinois--Urbana-Champaign

University of Kansas

University of Kentucky

University of Missouri

University of North Carolina-Greensboro

University of Notre Dame

University of South Dakota

University of South Florida

University of Southern Mississippi

University of Tennessee

University of Texas

University of Wisconsin-Madison

University of Wisconsin-Milwaukee

Virginia Polytechnic Institute & State U.

# 

# CURRENT AND RECENT INTERNS

[2008-2009]{.underline}

David Faigin, Ph.D. candidate, Bowling Green State University

B.A., Wesleyan University

Justin Greenstein, Ph.D. candidate, University of Illinois at Chicago

B.S., Binghamton University, State University of New York

Meredith Hanback, Ph.D. candidate, University of Illinois at Chicago

B.S., Duke University

Kenneth "Andy" Lehman, Ph.D. candidate, University of Kansas

B.A., University of Oklahoma

James Richard Monroe, Ph.D. candidate, University of South Dakota

B.A., Ohio University

Brenda Sampat, Ph.D. candidate, University of Kansas

B.A., University of Kansas

[2007-2008]{.underline}

Vered Hankin, Ph.D. candidate, City University of New York

B.A., University of Kansas

Shanna Ling Murray, Ph.D., Bowling Green State University

B.A., San Diego State University

Scott Pickett, Ph.D., Northern Illinois University

B.S., Michigan State University

Jennifer Trotter, Ph.D., University of Illinois at Urbana-Champaign

B.S., Michigan State Universtiy

Erin Zerth, Ph.D., Southern Illinois University

B.A., Illinois Wesleyan University

[2006-2007]{.underline}

Elizabeth Kunchandy, Ph.D., Loyola University Chicago

B.A., Northwestern University, Smith College

Kevin McKay, Ph.D., University of Wisconsin-Madison

M.A., Boston College

B.A., University of Wisconsin-Madison

Julie Miller, Ph.D., University of North Carolina-Greensboro

B.A., University of North Carolina-Chapel Hill

Russell Shearer, Ph.D. candidate, University of Georgia

B.S., University of Georgia

Amber Singh, Ph.D., Emory University

B.A., University of Wisconsin-Madison

[2005-2006]{.underline}

Ariel Agosto-Cepeda, Ph.D., Michigan State University

B.A., University of Puerto Rico

Audrey DiFrancesco, Ph.D. candidate, Northwestern University Medical
School

M.S.W., University of Chicago

B.A., Wesleyan University

Patricia Garcia, Ph.D., Northern Illinois University

B.A., Northern Illinois University

Joseph Wallach, Ph.D., Illinois Institute of Technology

M.A., Long Island University

B.A., CUNY Queens College

[2004-2005]{.underline}

Kelly Flanagan, Ph.D., The Pennsylvania State University

B.S., University of Illinois, Champaign-Urbana

Kelly Kulkoski, Ph.D., Marquette University

B.A., Marquette University

Irena Persky, Ph.D., University of Illinois at Chicago

B.S., Loyola University Chicago

Anita Wells, Ph.D., Northwestern University Medical School

M.A., Wesleyan University

B.A., Yale University

[2003-2004]{.underline}

Sofia Garcia, Ph.D., Loyola University Chicago

> B.A., New York University

Allegro Johnson, Ph.D., Texas Tech University

B.A., Indiana University

Elise Massie, Ph.D**.**, University of Illinois-Chicago

B.A., Bryn Mawr College

Laura Smith, Ph.D., University of Kentucky

> B.A., Ohio State University

Maureen Stress, Ph.D., Rosalind Franklin U of Medicine and Science

M.A., New York University

B.A., University of Michigan

[2002-2003]{.underline}

Marci Etienne, Ph.D., University of Illinois at Urbana-Champaign

B.A., Chapman University

Courtney Fleisher, Ph.D., Kent State University

B.A., Bates College

Lynn Jonen, Ph.D., DePaul University

B.S., University of Wisconsin, Madison

Michelle Mitchell, Ph.D., Kent State University

B.A., Florida A&M University

Megan Null, Psy.D., Indiana State University

B.S., Western Illinois University

Gail Osterman, Ph.D., Illinois Institute of Technology

B.S., University of Wisconsin, Madison

[2001-2002]{.underline}

Laura Avila, Ph.D., Northern Illinois University

B.A., University of Texas, Austin

Jennifer Jo Kim, Ph.D., Northwestern University Medical School

B.A., University of Chicago

Joseph Miller, Ph.D., University of South Dakota

B.S., College of William and Mary

Kurtis Noblett, Ph.D., University of Wisconsin, Milwaukee

B.A., University of Colorado, Boulder

[2000-2001]{.underline}

Cathleen Buchanan, Ph.D., Rosalind Franklin U of Medicine and Science

B.A., Lafayette College

Kevin Kachin, Ph.D., The Pennsylvania State University

B.S., University of Iowa

Carly Kuczen, Ph.D., Northern Illinois University

B.A., University of Illinois at Urbana-Champaign

Lyssa Menard, Ph.D., Pacific Graduate School of Psychology

B.S., Rochester Institute of Technology

[1999-2000]{.underline}

Alex Bivens, Ph.D., Loyola University Chicago

B.S., Emory University

Wendi Born, Ph.D., Northwestern University

B.A., Washburn University

Jodi Levy-Cushman, Ph.D., Michigan State University

B.A., Carnegie-Mellon University

Alison Miller, Ph.D., University of Illinois-Chicago

B.A., Cornell University

**[POST-INTERNSHIP EMPLOYMENT]{.underline}**

Of those students who interned at Hines between 1999 and 2008**,** 62%
sought and were accepted for postdoctoral training following completion
of their internship year.

Most were accepted at their first or second choice institution of
postdoctoral training.

Postdoctoral fellowship positions were taken at Northwestern University
Medical School, the University of Chicago (2), the Chicago Center for
Family Health/University of Chicago (2), the University of Illinois at
Chicago, Rush-Presbyterian-St. Luke's Medical Center (Chicago), Evanston
Northwestern Hospital (Evanston, Illinois) (2), Loyola University
Medical Center, Indiana University-Bloomington, the University of
Wisconsin Hospital and Clinics-Madison, the University of
Minnesota-Minneapolis, the University of Michigan-Ann Arbor, Kellogg
Foundation/Morgan State University/Johns Hopkins University (Baltimore),
Emory University, Children's Hospital of Philadelphia, Kaiser Permanente
Hospital (Santa Clara, California), VA Long Beach Health Care System
(California), Clement Zablocki VA Medical Center (Milwaukee) (2), James
A. Haley Veterans Hospital (Tampa), South Texas Veterans Health Care
System (San Antonio), the Hawaii Department of Education (Lihue, Maui,
Hawaii) and Brooke Army Medical Center (San Antonio). Of those not
electing postdoctoral training, three obtained positions in
university-affiliated private practices in Chicago. Two obtained
positions in non-university-affiliated private practices in Chicago. Six
found positions in VA hospitals (including Hines), one accepted a
university teaching position, and one took a position at an
industrial/organizational psychology area at a private company. Two
worked toward completing their dissertations. One attended a doctoral
program that schedules fourth year internships and a return to campus
for fifth year academic and dissertation work.

The diversity of employment settings in which our previous interns found
jobs may reflect our effort at providing broad-based training, our
interns' usual interest in obtaining broad-based training, and the
diversity of work settings that is increasingly typical of professional
psychologists working today.

# INTERVIEWS

Individual interviews are considered an important part of the
application process. Our procedure is to screen applications on the
basis of several criteria, such as amount and kind of practicum
experience, research experience, letters of recommendation, and graduate
course grades, before an interview is offered.

All applicants recommended by the Training Committee will be invited to
interview with us during January. Notification will be no later than
December 15, 2008. [Out-of-state applicants needing interview selection
information early in order to make travel arrangements should ensure all
application materials are received by our Program at least 1-2 weeks
before our deadline.]{.underline} [An interview is required for
acceptance into the internship program.]{.underline}

Applicants are typically interviewed by 3 staff members, including the
Training Director. During the applicant interview, the applicant can
field questions with the Training Director and during a meeting with
current interns. A tour of the hospital is available to all interested
interviewees. [Applicants are very much encouraged to arrange, in
advance, meetings with staff members who work in areas of interest to
them.]{.underline} Applicants may email staff they would like to meet to
schedule a time (staff email addresses are listed below). To facilitate
coordination, applicants may prefer to ask the Training Director to
schedule meetings with staff, especially when applicants would like to
meet more than one staff member.

Matched applicants are notified in February in accordance with APPIC
guidelines for the computer match.

The Hines VA Internship Program agrees to abide by the APPIC Policy that
no person at this training facility will solicit, accept or use any
ranking-related information from any intern applicant.

**[STAFF PSYCHOLOGISTS]{.underline}** (Almost all are licensed in the
state of Illinois.)

Richard Greenblatt, Ph.D. -- Executive Psychologist

(<richard.greenblatt@va.gov>)

Tomasz Andrusyna, Ph.D. (unlicensed) -- Mental Health Intake Center

(<tomasz.andrusyna@va.gov>)

Beth Beenken, Ph.D. -- Neuropsychology

(<beth.beenken@va.gov>)

Michael Blacconiere, Ph.D. - Physical Medicine & Rehabilitation/
Extended Care Center

(<michael.blacconiere@va.gov>)

Jeff Canar, Ph.D. -- Spinal Cord Injury

(<jeff.canar@va.gov>)

Robert Chimis, Ph.D. - Mental Health Clinic, Post Traumatic Stress
Disorder

(<robert.chimis@va.gov>)

Paul Fedirka, Ph.D. - Blind Rehabilitation Center

(<paul.fedirka@va.gov>)

Patricia Garcia, Ph.D. - Mental Health Intensive Case Management

Program

(<patricia.garcia@va.gov>)

Rulon Gibson, Ph.D. - Mental Health Clinic

(<rulon.gibson@va.gov>)

Caroline Hawk, Ph.D., - Spinal Cord Injury

(<caroline.hawk@va.gov>)

Julie Horn, Ph.D. - Ambulatory Care/Primary Care

([julie.roberts@va.gov](mailto:julie.horn@va.gov))

Paul Johnson, Ph.D. - Spinal Cord Injury

(<paul.johnson@va.gov>)

David Kinsinger, Ph.D. -- Neuropsychology

(<david.kinsinger@va.gov>)

Thomas Murphy, Ph.D. -- Inpatient and Residential Psychiatry

(<thomas.murphy@va.gov>)

Kurtis Noblett, Ph.D. -- Outpatient Clinic- Operation Enduring
Freedom/Operation Iraqi

Freedom

(<kurtis.noblett@va.gov>)

Kathleen O\'Donnell, Ph.D. - Practicum Coordinator, also Neuropsychology

(<kathleen.odonnell@va.gov>)

Irena Persky, Ph.D. (unlicensed) - Home Based Primary Care

<irena.persky@va.gov>

Kelly Phipps, Ph.D. -- Trauma Services Program

(<kelly.phipps@va.gov>)

Rene Picher-Mowry, Ph.D. -- Polytrauma Program

(<rene.pichler-mowry@va.gov>)

Kathleen Richard, Ph.D. -- Mental Health Clinic

(<kathleen.richard@va.gov>)

Bernard Sladen, Ph.D. -- Psychology Training Director, also Outpatient
Substance Abuse, and Infectious Disease Section

(<bernie.sladen@va.gov>)

Laura Smith, Ph.D. - Spinal Cord Injury

(<lauram.smith@va.gov>)

Amanda Urban, Ph.D. -- Neuropsychology

(<amanda.urban@va.gov>)

Erin Zerth, Ph.D. (unlicensed) -- Home Based Primary Care

(<erin.zerth@va.gov>)

**[NON-STAFF PSYCHOLOGISTS]{.underline}** (Licensed in the state of
Illinois.)

Steve Kimmons, Ph.D. -- Outpatient Psychiatry -- Loyola UMC

(<skimmon@lumc.edu>)

Patricia Mumby, Ph.D. - Oncology -- Loyola UMC

(<pmumby@lumc.edu>)

Mark Popenhagen, Psy.D. -- Outpatient Psychiatry/Pediatrics -- Loyola
UMC

(<mpopenhagen@lumc.edu>)

Margaret Primeau, Ph.D, ABPP - Adult/Child Neuropsychology -- Loyola UMC
(<mprimea@lumc.edu>)

**[SUPERVISORS]{.underline}**

The direct patient experience, combined with the supervision received,
constitute the most important elements of any training experience. The
Psychology Staff at Hines is a large and varied group of doctoral level
Psychologists. They come from 18 different universities, and some
currently hold faculty appointments at a number of different teaching
institutions in the Chicago area. There is wide variety in the
theoretical orientations among the supervisors. Their average number of
publications is 14, and their average number of years in the field is
17. Almost all of the Psychology staff are full time, and therefore
supervisors are available not only for regularly scheduled meetings but
for unscheduled supervision as well.

Our department is presently recruiting psychologists for positions in
PTSD/Substance Abuse, Rehabilitation Psychology, Emergency Services/SMI,
and Primary Care. We anticipate possible recruiting opportunities beyond
the aforementioned areas.

[**INTERNSHIP SUPERVISORS DESCRIPTIONS**:]{.underline}

**[ANDRUSYNA, Tomasz --]{.underline}**

Ph.D. in Clinical Psychology from Northwestern University, Evanston.
Professional Interests: Empirically Validated Treatments, Treatment
Efficacy and Effectiveness, Mood and Anxiety Disorders, Diagnostic
Assessment, Therapeutic Alliance. Research Focus: Psychotherapy Process
and Outcome. Theoretical Orientation: Cognitive Behavioral.

**[BLACCONIERE, Michael J.]{.underline}** -

Ph.D. from Northern Illinois University. Professional Interests:
Geropsychology, Rehabilitation, Post-Traumat­ic Stress Disorder. Research
Focus: health-risk and health enhancing behavior, eating disorders,
PTSD, job satisfac­tion. Theoretical Orientation:

Cognitive-Behavioral.

**[CANAR, Jeff -]{.underline}**

Ph.D. from Illinois Institute of Technology. Professional Interests:
Behavioral Medicine, Rehabilitation, Organizational Ethics. Research
Focus: Hospital Quality Improvement. Theoretical Orientation: Cognitive
Behavioral and Interpersonal.

**[CHIMIS, Robert S.]{.underline}** -

Ph.D. from Northwestern University. National Register of Health Service
Providers in Psychology. Professional Interests: War-Zone Related Post
Traumat­ic Stress Disorder. Research Focus: assessment of PTSD,
Interaction between PTSD and Personality Features, Treatment Outcome
Evaluation. Theoretical Orientation: Psychoanalytic.

**[FEDIRKA, Paul -]{.underline}**

Ph.D. from Loyola University Chicago. Professional Interests: Blind
Rehabilitation, Geropsychology, Clinical Supervision and Training,
Clinical Ethics. Theoretical Orientation: Eclectic
(Interpersonal/Humanistic)

**[GARCIA, Patricia -]{.underline}**

Ph.D. from Northern Illinois University. Professional Interests: Severe
Mental Illness, Psychosocial Rehabilitation, Affective and Psychotic
Disorders, Assessment. Research Focus: Minority Mental Health, Suicide,
Depression. Theoretical Orientation: Cognitive Behavioral.

[**GIBSON, Rulon O**.]{.underline} -

Ph.D. from University of Nebraska. National Register of Health Service
Providers in Psychology. Professional Interests: Hypnotherapy, Anxiety
Disorders, PTSD, Dissociative Disorders, Habit Manage­ment, Couples
Therapy, Pain Management. Theoretical Orientation: Integrative/Cognitive
Behavioral.

[**GREENBLATT, Richard L**.]{.underline} -- **Executive Psychologist**

Ph.D. from University of Illinois at Chicago. National Register of
Health Service Providers in Psychology. Professional Interests:
Personality Disorders, Psychosis, Quantitative Applications. Research
Focus: Clinical Judgment and Assessment. Theoretical Orientation:
Actuarial/Empirical.

**[HAWK, Caroline --]{.underline}**

Ph.D. from DePaul University. Professional Interests: Pain Management,
Biofeedback, Relaxation Training, Rehabilitation Psychology, Spinal Cord
Injury. Research Interests: Chronic Fatigue Syndrome, Diagnostic
Reliability, Program Development, and Evaluation. Theoretical
Orientation: Cognitive Behavioral.

**[HORN, Julie --]{.underline}**

Ph.D. from Florida State University. Professional Interests: Clinical
Health Psychology in Medical Settings, Psychophysiological Disorders,
Health Promotion/Disease Prevention, Short-term Solution-Focused
Therapies, Non-compliance and compliance Motivation, Management of
Difficult Patients. Research Interest: Movement Disorders that are
associated with long-term use of neuroleptics. Theoretical Orientation:
Psychodynamic.

**[JOHNSON, Paul B]{.underline}**. -

Ph.D. from University of Illinois at Chicago. National Register of
Health Service Providers in Psychology. Professional Interests: Physical
Disability and Rehabilitation, especially involving Spinal Cord Injury
and Multiple Sclerosis. Research Focus: Impact of Rehabilitation
Intervention on Psychological Status and Health Psychology. Theoretical
Orientation: Cognitive Behavioral.

**[KIMMONS, Steve]{.underline} --**

Ph.D. from Loyola University Chicago. Professional Interests: Behavioral
Medicine, Geropsychology, Personality Disorders, Mood and Anxiety
Disorders. Research Interests: Depression and CHF, Religious Factors
Contributing to Health. Theoretical Orientation: Cognitive Behavioral
and Short-Term Dynamic.

**[KINSINGER, David --]{.underline}**

Ph.D. from the University of Miami. Professional Interests: Clinical
Neuropsychology, Geriatric Neuropsychology, Rehabilitation Psychology,
Mild Cognitive Impairment and Dementias. Theoretical Orientation:
Cognitive Behavioral.

**[MUMBY, Patricia]{.underline} --**

Ph.D. from the Illinois Institute of Technology. Professional Interests:
Behavioral Medicine, Psychosocial Oncology, Pain Management,
Cognitive-Behavioral Therapy, Self-Management Skills. Research Focus:
Quality of Life in Cancer Patients, Bone Marrow Transplant Procedure,
Health-Related Behavior. Theoretical Orientation: Cognitive Behavioral.

[**MURPHY, Thomas J.**]{.underline} -

Ph.D. from Loyola University Chicago. National Register of Health Care
Providers in Psychology. Certificate of Proficiency in the Treatment of
Alcohol and Other Psycho-active Substance Use Disorders from APA College
of Professional Psychology. Certificate in Psychotherapy from Alfred
Adler Institute. Professional Interests: Psychological Assessment,
Social Interest. Research Focus: Personality Assessment. Theoretical
Orientation: Cognitive-behavioral, Adlerian.

**[NOBLETT, Kurtis --]{.underline}**

Ph.D. from University of Wisconsin-Milwaukee. Professional Interests:
Post-Traumatic Stress Disorder, Anger Management, Empirically Validated
Treatments, Diagnostic Assessment. Research Focus: Psychotherapy
Outcome, Clinical Neuroscience. Theoretical Orientation: Cognitive
Behavioral, Integrative.

**[O\'DONNELL, Kathleen]{.underline}** -

Ph.D. from Southern Illinois University- Carbondale. Professional
Interests: Neurodegenerative Disorders, Mild Cognitive Impairment,
Assessment of Competency. Research Interests: Memory and aging; Use of
neuropsychological assessment to predict functional outcome­. Theoretical
Orientation: Psychodynamic.

**[PERSKY, Irena --]{.underline}**

Ph.D. from the University of Illinois at Chicago. Professional
Interests: Clinical Health Psychology in Primary Care, Adherence to
Medical Treatments and Behavior Change, Interface of Clinical and
Community Psychology. Research Interests: Health Promotion/Disease
Prevention, Multiple Risk Behaviors, Adjustment to Challenging Life
Transitions. Theoretical Orientation: Primarily Cognitive Behavioral.

**[PHIPPS, Kelly --]{.underline}**

Ph.D. from Central Michigan University. Clinical Interests:
Post-Traumatic Stress Disorder, Empirically Validated Treatments,
Cognitive Processing Therapy, Sexual Trauma, Assessment and Diagnosis,
Veterans Industries, and Vocational Rehabilitation. Research Interests:
Psychotherapy Outcome and Program Evaluation. Theoretical Orientation:
Cognitive Behavioral.

**[PICHLER-MOWRY, Rene E,]{.underline}**

 Ph.D. from Illinois Institute of Technology. Professional Interests:
Health Psychology, Rehabilitation Psychology, Pain Management. Research
Interests: Pain Management, Adjustment to Physical and Mental Illnesses.
Theoretical Orientation: Primarily Cognitive Behavioral.

**[POPENHAGEN, Mark --]{.underline}**

Psy.D. from Minnesota School of Professional Psychology (now Argosy
University). Professional Interests: Pediatric Psychology, Pain
Management, Palliative Care and End of Life, Hematology/Oncology/Bone
Marrow Transplant. Theoretical Orientation: Cognitive Behavioral.

 

**[PRIMEAU, Margaret]{.underline}** --**Chief of Psychology, Loyola
University Medical Center**

Ph.D. from the University of Chicago. Board certified in Clinical
Neuropsychology. Professional interests: Child and Adult
Neuropsychology. Research interests: neuropsychological dysfunction in
PTSD, recovery from traumatic brain injury**,** neuropsychiatric
disorders.

**[RICHARD, Kathleen]{.underline} --**

Ph.D. from Northern Illinois University. Professional Interests:
Substance Abuse, Trauma, PTSD, Psychosocial Rehabilitation, Eating
Disorders, Individual and Couples Therapy, Relationship Issues and
Dissociative Disorders. Research Focus: Psychosocial Rehabilitation.
Theoretical Orientation: Cognitive Behavioral and Interpersonal.

**[SLADEN, Bernard J.]{.underline} -- Psychology Training Director**

Ph.D. from Washington University in St. Louis. National Register of
Health Care Providers in Psychology. Professional Interests: Substance
Abuse, HIV Disease, Psychologi­cal Evaluation, Couples/Family Therapy.
Research Focus: Mental Health Manpower, HIV Disease. Theoretical
Orientation: Psychodynamic, Systems, Ecological.

**[SMITH, Laura -]{.underline}**

Ph.D. from University of Kentucky. Professional Interests: Health
Psychology and Behavioral Medicine, Weight Management, Sleep Hygiene.
Research Focus: Psychosocial Oncology, Eating Disorders. Theoretical
Orientation: Primarily Cognitive Behavioral.

**[URBAN, Amanda --]{.underline}**

Ph.D. from Illinois Institute of Technology. Professional Interests:
Neuropsychology, Anxiety Disorders, Rehabilitation Psycholgy. Research
Interests: Neuropsychological

Sequelae of Traumatic Brain Injury, Neurodegenerative Dementias,
Ecological Validity of Neuropsychological Assessment. Theoretical
Orientation: Cognitive Behavioral and Interpersonal.

**[ZERTH, Erin --]{.underline}**

Ph.D. from Southern Illinois University-Carbondale.  Professional
Interests: Clinical Health Psychology in Primary Care, Physical
Disability and Rehabilitation, Geropsychology, Weight Management, Pain
Management, Neuropsychology. Research Focus:  Interventions for
Caregivers of Older Adults, Legislative Advocacy for Psychology, Using
Flexible Treatment Manuals for Culturally Relevant Intervention,
Psychosocial Predictors of Outcome in Bariatric Surgery. Theoretical
Orientation: Cognitive Behavioral.

**[ROTATIONS]{.underline}**

Prior to the first internship quarter, the Training Director will speak
with the intern to set up his/her first rotation.

During the first internship quarter, the Training Director will meet
with each intern to complete an individual training schedule for the
year. Rotational assignments will be based upon: 1) the intern\'s
assessed training needs or deficiencies, 2) the intern\'s training
inter­ests, 3) the Program's Core Competency requirements, and 4)
currently available rotations. Interns will typically have one to three
rota­tions in a psychiatric setting, and one to three rotations in a
health psychology/ behavioral medicine setting. Each intern must
accumulate 10 credits in Psychotherapy/Intervention, 8 credits in
Assessment (including 4 credits in formal assessment/testing), and 5
credits in Consultation over the course of the year. 32 credits in total
will be accumulated over the course of the year, allowing flexibility in
rotational selection. Core competency credit allocations for each
rotation are noted in the [Rotation Credits]{.underline} section of the
Brochure.

The training year is divided into four three-month quarters. Rotations
of three or six months length cover a variety of settings and skills at
Hines. They can be combined to expose an intern to various populations
concurrently. Listed below are the available settings for rotations.

**[Available Training Rotations]{.underline}**

Adult/Child Neuropsychology (Loyola) Ambulatory Care/Primary Care

Blind Rehabilitation Center (inpatient)

Extended Care Center

(inpatient geriatric & rehab unit)

Mental Health Clinic (outpatient

Psychiatry)

Mental Health Intensive Case

Management

Neuropsychology

Oncology (in and outpatient -- Loyola)

Operation Iraqi Freedom/Operation

Enduring Freedom (OIF/OEF)

Clinic

Outcome Evaluation and Measurement

Outpatient Psychiatry Clinic (Loyola)

Outpatient Psychiatry Clinic-Pediatrics

(Loyola)

Polytrauma Program

Post Traumatic Stress Disorder

Psychiatry (inpatient & residential)

Spinal Cord Injury (inpatient,

outpatient, home care & residential

care

Substance Abuse (outpatient)

Trauma Services Program

Weight Management (MOVE! Program)

Many full-time rotations may also be available on a part-time basis and
can be combined with one or two other part-time rotations. Some
rotations may be taken or must be taken part-time for six months. A few
settings may not be available parts of the year. Only one half-time
rotation may be taken off-site (e.g., Loyola), reflecting VA
regulations. The [Rotation Summary Scheduling Sheet]{.underline} in the
Brochure details rotational scheduling availability.

**[ROTATION DESCRIPTIONS]{.underline}**:

The following pages contain an alphabetical listing of the Internship
Supervisors who provide major rotations.

**ASSIGNMENT SUPERVISOR**: **Michael Blacconiere, Ph.D.**

**ASSIGNMENT LOCATION**: **Geropsychology**

**ASSIGNMENT DESCRIPTION**:

The geriatric rotation covers three wards of patients which may range
from 45-60 patients each at the Extended Care Center (ECC). These
patients represent four, sometimes overlapping groups. One group
consists of long-term care patients, such as might be found at a nursing
home. A second group consists of rehabilitation patients, who require
more retraining than traditionally found in an acute setting. The third
group is comprised of those who are receiving respite care; in this
instance, the patient is functioning in the community under the care of
loved ones. These patients are generally admitted to the ECC for a week
or two. The fourth group is hospice patients. This last group may be
transferred from a hospital (often our own) or home and are expected to
stay to the end of their lives.

As might be expected, the needs and patient goals vary by group, as well
as by individual. A basic theme is coping with major losses in terms of
health, independence and functioning. Patients may also present with
prior mental health problems or with new psychiatric diagnoses. Another
important function of the psychologist in this setting is serving as a
consultant to staff when patients present with behavioral problems. The
psychologist also responds to consults regarding patient\'s competency
to make medical and financial decisions.

**GOALS**:

The Geropsychology rotation affords interns experience in the diagnosis,
assessment and treatment of geriatric and rehabilitation patients.
Interns will initially see patients with direct supervision, and may
also see patients on rounds with psychiatry service. Later, interns will
interview patients independently and provide diagnosis and treatment
planning. In some of these cases, the intern may proceed with a
short-term intervention as decided by the intern and supervisor.

1\. By the conclusion of the rotation, interns should be able to assign
DSM-IV

> diagnoses, screen for neuropsychological impairment and develop
> treatment plans.

2\. Interns will provide appropriate clinical feedback to other
professionals,

patients and their families.

3\. Interns will progress toward establishing their professional
identity as

psychologists while working as members of an interdisciplinary team.

**Geropsychology**

**Assignment Supervisor: Michael Blacconiere, Ph.D.**

**Page 2**

**TRAINING OBJECTIVES**:

Interns will perform the following activities:

1\. Diagnostic interviewing to identify psychological problems and
symptomatology

2\. Administration, scoring, and evaluating objective psychological
tests that contribute to differential diagnosis and outcome measurement

3\. Documenting the process of assessment through progress notes

4\. Writing reports that integrate clinically important aspects of
physical diagnoses and psychological distress/diagnoses

5\. Developing acumen at prognosis of psychological/psychiatric problems

6\. Recommending treatment approaches and identifying potential
challenges to

successful treatment

7\. Making recommendations regarding the competency of patients to make
health and financial decisions

8\. Providing verbal feedback to patients and families in the context of
therapeutic

assessment

9\. Providing verbal feedback to staff that addresses referral questions

10\. Becoming adept at computerized charting and locating varied
information in paper and computer medical records (such as imaging study
results, laboratory tests, and previous psychological/neuropsychological
assessments)

11\. Contributing to treatment planning in formal and informal settings

12\. Gaining familiarity with the professional goals and identities of
other members of the treatment team

13\. Establishing a professional identity within a multidisciplinary
team

14\. Attendance at didactic sessions throughout the hospital

**SUPERVISION**:

1\. Students will generally receive 1:1 supervision in which cases and

professional issues are discussed. The focus is generally on the
presenting

symptoms of the patients, but issues of transference and
counter-transference

as discussed as applicable.

**ASSIGNMENT SUPERVISOR: Robert S. Chimis, Ph.D.**

**ASSIGNMENT LOCATION: Mental Health Clinic - Building 228**

**PTSD Assessment/Treatment**

**ASSIGNMENT DESCRIPTION:**

This rotation focuses on psychological aspects of war-zone-related Post
traumatic Stress Disorder (PTSD). A full-time rotation is for a
six-month period, and consists of experience in assessment (primarily
clinical interviewing, with the possibility for some psychological
testing) and treatment (primarily individual and group therapy). The
intern is expected to attend clinic staff meetings and relevant training
activities. A part-time rotation may consist of assessment experiences
and/or serving as a group co-therapist (six-month minimum required).
Other training arrangements can be made, with the primary emphasis on
providing an experience that optimally meets the intern\'s training
needs. The intern may also participate in consultation activities within
the clinic (e.g., diagnostic conferences) and/or outside the medical
center (e.g., consultations at the local Vet Center).

A majority of patients seen in the clinic are veterans of the Vietnam
War, but may include veterans of World War ll, the Korean War, Operation
Desert Storm, Operation Iraqi Freedom and other conflicts. Many patients
have experienced combat-related traumas; others have experienced other
traumas while serving in the military; some patients have histories of
physical and/or sexual traumas. Patients come from diverse
socio-economic and ethnic backgrounds.

**GOALS**:

1.  Display clinically relevant and accurate diagnostic skills.

2.  Display empathy and competent therapeutic skills.

3.  Participate with other professionals on an interdisciplinary basis.

4.  Manage all clinical responsibilities in a timely and competent
    manner.

**TRAINING OBJECTIVES:**

1.  Enhancement of clinically relevant and accurate diagnostic skills.

    a.  Schedule and complete two (full-time) or one (part-time) MHC
        intake interviews per week.

    b.  Schedule and complete other assessments as per discussions with
        rotation supervisor

2.  Enhancement of individual psychotherapy skills.

> a\. Maintain a caseload of patients (about 10-15 per week for

**Mental Health Clinic - Building 228**

**Assignment Supervisor: Robert S. Chimis, Ph.D.**

**Page 2**

full-time, about 5-9 for part-time rotations).

b.  Participate in regular supervision of each case (minimum one hour
    per week), with a focus on psychodynamic issues and treatment
    objectives (treatment typically consisting of a combination of
    exploratory and supportive approaches).

    1.  Enhancement of group psychotherapy skills

        a.  Serve as a co-therapist in one (or more) treatment group(s)
            per week.

        b.  Participate in regular supervision (minimum one hour per
            week), with focus on group dynamics and treatment
            objectives.

    2.  Participate with other professionals on an interdisciplinary
        basis.

> a\. Consult with other disciplines within the MHC staff who may

also treat the intern's cases, and/or other professional staff

> as may be indicated on a case-by-case basis.

b\. Attend weekly MHC diagnostic case conferences

c\. Attend monthly consultation case conferences at the Oak Park

Vet Center.

5\. Manage all clinical responsibilities in a timely and competent
manner.

a\. Submit assessment and treatment notes to the rotation

supervisor for review and discussion.

b\. Meet with patients in a timely manner.

**SUPERVISION**:

The intern attends weekly supervision sessions to provide an opportunity
for the psychodynamic exploration and understanding of diagnostic and
treatment issues, and to utilize this knowledge for the benefit of the
patients. Additionally, the intern will function with increasing
responsibility and autonomy as he/she progresses throughout the
internship year.

**ASSIGNMENT SUPERVISOR: Paul Fedirka, Ph.D.**

**ASSIGNMENT LOCATION: Blind Rehabilitation Center - Building 113**

**ASSIGNMENT DESCRIPTION:**

The Hines Blind Rehabilitation Center is a 34 bed residential treatment
program. Legally blind veterans from 14 Midwestern states are referred
here for intensive blind rehabilitation training. The patients range in
age from 19 to 90 but the majority are in their 60s and 70s. The full
treatment program includes training in Orientation and Mobility, Living
Skills, Manual Skills, Communication Skills, and Low Vision Skills, and
will last from 6-14 weeks depending on the needs and abilities of the
patient.

All new patients are assessed by Psychology for their adjustment to
blindness, their cognitive abilities, and their overall psychiatric
status. The most commonly encountered diagnostic groups include: the
mood disorders (from adjustment reaction to major depression); PTSD;
and, substance abuse. Approximately 10% have significant
neuropsychological deficits, while less than 5% have been diagnosed with
schizophrenia, bipolar disorder, borderline personality disorder or
antisocial personality disorder. The psychologist develops treatment
plans that address the specific needs of each patient and assists the
other staff members in adapting their program to the limitations a
patient may have.

The most common causes of blindness are: macular degeneration; glaucoma;
diabetic retinopathy; and, trauma. A variety of other ocular disorders
are also represented. The majority of patients have significant
medical/physical conditions, which may or may not be related to their
vision loss (e.g. diabetes mellitus, coronary artery disease, CVA,
osteoarthritis, hypertension, renal failure, etc.). The intern is
expected to become knowledgeable about these conditions and the manner
in which they may affect the patient\'s adjustment and progress in
rehabilitation.

**GOALS AND TRAINING OBJECTIVES**:

1\. The Enhancement of Assessment and Interviewing Skills

a\. Review medical records, interview and assess a minimum of 30 new

patients during the rotation.

b\. Observe/participate in 40 or more assessment/interview sessions with
the

supervisor.

c\. Assess the psychological functioning of each patient. This will
include

possible DSM IV diagnoses, overall adjustment to blindness and the

quality of social support system.

d\. Conduct mental status screening during each assessment. Utilize
other

neuropsychological screening devices as warranted.

**Blind Rehabilitation Center- Building 113**

**Assignment Supervisor: Paul Fedirka, Ph.D.**

**Page 2**

e\. Produce a written product for each assessment that is done in
language

which is technically correct and suited for medical/rehabilitation

professionals.

2\. The Enhancement of individual psychotherapy skills

a\. Conduct supportive or growth oriented psychotherapy with a caseload
of

approximately 4 clients per week.

b\. Provide assessment feedback to each patient and to appropriate
family

members.

c\. Become familiar with a pluralistic model for psychotherapy and
develop

interventions and treatment goals that are specific for each patient.

d\. Learn interventions that will enhance the blind veteran\'s self
esteem and

comfort with their identity as a person with Visual Impairment (VI).

3\. The Enhancement of Skills when Providing Consultation to
non-Psychology Staff

a\. Develop a familiarity with models for the provision of psychological

consultation in medical and rehabilitation settings.

b\. Provide independent consultation to members of the professional
staff

directly working with a patient. This may be done on an emergency or

routine basis.

c\. Participate in staffings. Present findings and recommendations based
on

the results of the psychological assessment. Develop objective, data

driven treatment plans.

d\. Understand and consider the dynamics of the institution, the history
of the

center and hospital, the institutional politics and other influences on
the treatment program.

e\. Establish their own professional identity as part of a
rehabilitation

treatment team.

4\. Develop a Specialty Knowledge Base with Regard to Blindness,
Rehabilitation

Psychology and Geropsychology

a\. Each student will participate in the patient role in 16 hours of
blind

rehabilitation classes.

b\. Complete assigned readings in rehabilitation psychology, the
psychology

## Blind Rehabilitation Center- Building 113 

**Assignment Supervisor: Paul Fedirka, Ph.D.**

## Page 3

of blindness, vocational psychology, and geropsychology.

c\. Complete assigned readings in related non-psychology areas,
including

blind rehabilitation and optometry/ophthalmology. Other readings may

include legal and political issues as they pertain to blindness and

disability.

d\. Become familiar with the role of the psychologist in rehabilitation
settings.

e\. Become familiar with the professional roles and philosophies of
other

rehabilitation team members.

f\. Attend didactic seminars.

g\. Conduct preliminary vocational assessment interviews.

5\. Enhancement of Group Therapy Skills

a\. Participate in weekly psychoeducational groups with blind patients.

b\. Independently develop and present educational material at one group

during the rotation.

c\. Conduct relaxation/guided imagery groups when there are patient
needs

for this treatment.

**SUPERVISION**:

**1.** **[Assessment]{.underline}**

Extensive supervision is provided throughout this rotation. The intern
begins by

observing assessments conducted by the supervisor, then participates in
joint

interviews and finally conducts independent interviews. Supervision
begins

before the actual patient contact when the intern and supervisor meet to
discuss

the veteran\'s medical record. Hypotheses are generated regarding the
patient\'s

dynamics and areas of inquiry are outlined for exploration during the

assessment. If neuropsychological deficits are suspected test selection
and

interview strategies are prepared. When the intern is unfamiliar with
presenting

medical or ocular conditions reading will be assigned either before or
after the

actual assessment. A continuing emphasis is placed on developing the
intern\'s

critical ability to adapt their assessment strategies before and during
the

interview/testing process.

**2. [Intervention and Consultation]{.underline}**

Formal supervision of individual psychotherapy cases is scheduled for a

**Blind Rehabilitation Center- Building 113**

**Assignment Supervisor: Paul Fedirka, Ph.D.**

**Page 4**

minimum of 2 hours per week. This time may also be used to discuss

consultation practices, unit dynamics, hospital dynamics and
professional

issues. Informal supervision time is also available as needed. Feedback
on

written work is provided as reports are completed. Supervision for group
therapy

work is conducted in pre- and post-group sessions.

**ASSIGNMENT SUPERVISOR: Patricia Garcia, Ph.D.**

**ASSIGNMENT LOCATION: Mental Health Intensive Case Management Program
(MHICM)**

**Building 228**

**ASSIGNMENT DESCRIPTION:**

The MHICM program is an intensive, community-based clinical program
whose purpose is to help veterans with a history of mental illness
maintain themselves in the community to the best of their ability.
Rather than depending on inpatient and emergency room care, MHICM helps
veterans improve their lives and assist them utilize outpatient,
community, and clinic-based services. The program is characterized by
frequent (at least weekly) face-to-face home visits and a variety of
support services which utilize various VA and community services. MHICM
services include intensive case management in the home, emotional
support in the home, coordination of medical and mental health care,
assistance with medication management, crisis management, counseling
regarding family issues, social skills, practical problem solving,
finances, housing alternatives, and activities of daily living,
information, referral, and assistance in applying for needed benefits,
and access to vocational assessment and counseling. MHICM is based on
the principles and practices of Assertive Community Treatment (ACT).

The MHICM program is intended to provide necessary treatment and support
for veterans who meet all of the following criteria: diagnosis of severe
and persistent mental illness, severe functional impairment,
inadequately served by conventional clinic-based outpatient treatment or
day treatment, high hospital use, and clinically appropriate for
outpatient status. The MHICM team is comprised of the MHICM coordinator,
a nurse practitioner, social workers, nurses, a vocational specialist, a
case management assistant, a psychologist, and a psychiatrist.

A psychology intern completing a rotation with the MHICM team can expect
to be a case manager and provide community psychiatric outreach for
veterans. Case management includes, but is not limited to, assisting
with transportation, activities of daily living, medication compliance,
and working with other VA providers in both medical and mental health
clinics, community agencies, and veterans' families. An intern can
expect to perform a variety of clinical tasks including group and
individual therapy, veteran and family psychoeducation and support, in
vivo assessment, crisis and stress management, consultation,
psychological and cognitive assessment as needed, treatment planning,
and advocacy. The intern can also expect to be an integral part of the
MHICM team and will participate in daily morning meetings and weekly
treatment planning staff meetings.

**GOALS:**

1.  Evaluate symptomatology and personality variables for the purposes
    of diagnosis and treatment planning.

2.  Demonstrate competent clinical judgment and therapeutic skills.

> **MHICM Program -- Building 228**
>
> **Assignment Supervisor: Patricia Garcia, Ph.D.**
>
> **Page 2**

3.  Progress toward establishing one's professional identity as a
    psychologist while working with and providing consultation to
    members of a multidisciplinary team and/or other VA staff.

4.  Manage all clinical responsibilities in a timely and competent
    manner.

**TRAINING OBJECTIVES:**

1.  Evaluate symtomatology and personality variables for the purposes of
    diagnosis and treatment planning.

```{=html}
<!-- -->
```
a.  Conduct pre-screening diagnostic interviews to verify that veterans
    meet MHICM criteria for admission to the program.

b.  Review patient records and integrate information from diagnostic
    interview into reports.

c.  Write comprehensive treatment plans for each new patient and modify
    over the course of treatment.

```{=html}
<!-- -->
```
2.  Demonstrate competent clinical judgment and therapeutic skills.

    a.  Maintain an adequate caseload of MHICM patients.

    b.  Administer evidence-based treatments.

    c.  Participate in regular supervision of each case with a
        particular focus on treatment objectives, application of
        therapeutic common factors, and selected therapeutic techniques.

    d.  Serve as a co-therapist in weekly process and/or psychoeducation
        groups.

3.  Progress toward establishing one's professional identity as a
    psychologist while working with and providing consultation to
    members of a multidisciplinary team and/or other VA staff.

    a.  Function as an active member of the treatment team.

    b.  Consult regularly with other disciplines who may be co-treating
        veterans.

    c.  Attend daily morning meetings and weekly treatment planning
        meetings with MHICM team.

    d.  Provide referrals as needed to other VA providers and/or outside
        community agencies.

**MHICM Program- Building 228**

**Assignment Supervisor: Patricia Garcia, Ph.D.**

**Page 3**

4.  Manage all clinical responsibilities in a timely and competent
    manner.

    a.  Submit all documentation to the supervisor and subsequently
        place in the assigned veteran's record within the time frame to
        be specified.

    b.  Manage all clinic responsibilities in a professional manner.

    c.  Meet with veterans in a timely manner.

**SUPERVISION:**

The intern will attend scheduled weekly supervision sessions. Supervisor
also will be available for unscheduled supervision as warranted.

**ASSIGNMENT SUPERVISOR: Rulon O. Gibson, Ph.D.**

**ASSIGNMENT LOCATION: Mental Health Clinic - Building 228**

**ASSIGNMENT DESCRIPTION: (Six month rotation**)

The Mental Health Clinic serves a socio-economically and an ethnically
diverse population of psychiatric outpatient veterans (with occasional
contacts with collaterals as well). Problems treated include anxiety
disorders (including PTSD), mood disorders, adjustment disorders
(including adjustment to a variety of medical problems), marital/family
problems, psychoses, personality disorders, substance abuse, and habit
control issues. Interdisciplinary treatment modalities include
individual, group, and couples/family therapy, hypnosis, and
psychopharmacology.

**GOALS**:

Display efficient as well as diagnostically and dynamically accurate
interviewing skills

Display competent clinical judgment and therapeutic skills as applied to
the diverse outpatient population served by the Mental Health Clinic

Participate professionally on an interdisciplinary basis within the
Psychiatry Service

Manage all clinical responsibilities in a timely and competent manner

**OBJECTIVES OF TRAINING**:

1.  1\. Further enhancement of interviewing and assessment skills

```{=html}
<!-- -->
```
a.  Complete an intake interview on all new patients incorporated within
    the intern\'s case load

b.  Administer and write up psychological testing (e.g. MMPI) for at
    least half of ones active case load per quarter

```{=html}
<!-- -->
```
2.  Further enhancement of individual psychotherapy skills (as well as
    couple and group therapy skills as opportunities present themselves)

```{=html}
<!-- -->
```
a.  Maintain an adequate case load of MHC patients (approximately 9
    active, ongoing cases weekly for part-time interns and 15 for
    full-time assignment to MHC)

b.  Receive regular supervision of each case with a particular focus on
    treatment objectives, application of therapeutic common factors,
    selected specific therapeutic techniques, and the intern\'s evolving
    treatment model

```{=html}
<!-- -->
```
3.  Exposure to a diversity of psychiatric outpatient problems

```{=html}
<!-- -->
```
a.  Maintain an assessment or treatment caseload of patients exhibiting
    anxiety, mood, relationship, personality, habit, adjustment, trauma
    and psychotic disorders as opportunities present themselves

```{=html}
<!-- -->
```
4.  Participation on an interdisciplinary level in diagnostic and
    disposition decisions related to MHC patients

**Mental Health Clinic -- Building 228**

**Assignment Supervisor: Rulon O. Gibson, Ph.D.**

**Page 2**

a.  Consult regularly with other disciplines who constitute the MHC
    staff who may be co-treating the intern's assigned patients

b.  Participate in staffings of selected MHC patients weekly

> 5- Management of all clinical responsibilities in a timely and
> comprehensive manner

a.  Submit assessment and therapy notes to the supervisor and
    subsequently place in the assigned patient's record within the time
    frame to be specified

b.  Meet with patients in a punctual and timely manner

```{=html}
<!-- -->
```
6.  Regular participation in weekly supervision

```{=html}
<!-- -->
```
a.  Attend weekly supervision sessions with an orientation characterized
    by integrative/eclectic with strong cognitive and behavioral
    emphases

b.  Structure mutually with supervisor a format which will optimally
    meet needs of the intern

**SUPERVISION**:

Interns attend weekly supervision sessions with an orientation
characterized by integrative/eclectic with strong cognitive and
behavioral emphases. Interns structure mutually with the supervisor a
format which will optimally meet the needs of the intern.

**ASSIGNMENT SUPERVISOR: Richard Greenblatt, Ph.D.**

**ASSIGNMENT LOCATION: Throughout Hospital**

**ASSIGNMENT DESCRIPTION: OUTCOME EVALUATION AND MEASUREMENT**

The intern participates in all phases of our ongoing outcome evaluation
and psychometric measurement programs. These activities include
formulation of outcome and psychometric hypotheses, literature reviews,
data collection, data management, statistical analysis, preparation of
presentations, and preparation of reports. Work products will be used
for local evaluations, external presentation, or publication.

**GOALS:**

The Outcome Evaluation and Measurement rotation affords interns
experience in the design, execution, and completion of health
measurement projects. At various times, the projects might involve
therapeutic change during treatment, historical comparisons of programs,
comparisons across programs, predictors of outcome, needs assessment,
targeted problem evaluation, or psychometric evaluation of instruments.
Populations might be drawn from anywhere in the hospital. Interns are
expected to bring projects to fruition during their rotation.

TRAINING OBJECTIVES:

Interns will perform the following activities:

1.  Become familiar with the purposes and procedures of the outcome
    measurement program

2.  Develop or participate in measurement projects consistent with
    hospital needs and time constraints

3.  Depending on the phase of the project, complete the appropriate
    tasks, including:

    a.  Formulation of outcome and psychometric hypotheses

    b.  Participation in ongoing projects

    c.  Literature reviews

    d.  Data collection and management

    e.  Statistical analysis

    f.  Preparation of presentations or reports.

4.  Participate in aspects of other projects as needed

**Outcome Evaluation and Measurement -Throughout Hospital**

**Assignment Supervisor: Richard Greenblatt, Ph.D.**

### Page 2

**SUPERVISION:**

The intern and supervisor will establish projects and goals jointly.
Although enthusiasm is a necessary component in completing these types
of projects, hospital needs are critical in establishing priorities and
selecting projects. The overall direction of work on

this rotation will occur under my close supervision, but the "nuts and
bolts" of tasks will be largely autonomous.

**ASSIGNMENT SUPERVISOR: Julie Horn, Ph.D.**

**ASSIGNMENT LOCATION: Primary Care/Ambulatory Care -- Building 200**

**ASSIGNMENT DESCRIPTION:**

Interns will focus on developing proficiency in health assessment and
behavioral med interventions that are respectful of the complexities of
the biopsychosocial model of health. There will be an emphasis on both
patient-centered consultation/treatment as well as cross-disciplinary
collaboration. Interns will focus on developing both assessment and
treatment skills with specific medical patient populations (e.g.,
patients with insomnia, diabetics with compliance issues, cardiac
patients w/ depression) as well as assessment skills geared toward
understanding how personality, psychopathology, and cognitive impairment
can impact one's ability to optimally participate in one's health care.
Interns will develop an understanding of how medical illness may
complicate the process of making psychological diagnoses as well as how
psychological problems negatively impact one's ability to optimally
participate in maintaining one's physical well being. Treatment provided
by interns will be geared toward helping patients cope effectively with
major medical illnesses, promoting healthy lifestyles, encouraging
treatment compliance, enhancing overall quality of life, helping
patients to cope with functional changes and changes in family roles
that occur as a result of medical problems. The majority of treatment
will be short-term, solution-focused, cognitive behavioral and
empirically validated. There will also be opportunities for interns to
focus on participating in program development and outcome studies.
Interns will have the opportunity to identify and utilize outcome
measures in their clinical work in order to track meaningful changes in
symptom reduction as vehicle to establish the efficacy of their
treatments.

**GOALS:**

1\. Develop skills necessary to work as part of multidisciplinary
treatment team that will be the primary source of medical and
psychological care for patients.

2\. Develop the skills necessary to consult with physicians, nursing,
etc. and other team members regarding various patient management issues.

3\. Develop efficient, diagnostically accurate interviewing and
assessment skills. Develop solution-focused treatment recommendations in
a timely and competent manner.

4\. Develop the ability to conceptualize psychological approaches to
problems of health and illness.

4\. Continue development of professional identity as a psychologist.

**TRAINING OBJECTIVES:**

1\. Knowledge of pt\'s medical chart, including relevance of medical
diagnoses on pt\'s psychological functioning.

**Primary Care/Ambulatory Care - Building 200**

**Assignment Supervisor: Julie Horn, Ph.D.**

**Page 2**

2\. Conducting intake diagnostic interviews (to include a mental status
screening, overview of medical diagnoses and current treatments,
compliance with treatments, and a complete psychosocial history)
concluding with DSM IV diagnoses and a summary of how patient\'s
psychological diagnoses impact his medical care. Timely communication of
findings to physicians and other members of treatment team.

3\. Maintaining a caseload of short-term, solution-focused individual
and/or group therapy patients.

4\. Maintaining accurate and timely records of intakes/therapy cases in
patient\'s medical records that integrate information from assessment,
psychological testing, and/or information provided by family or other
members of treatment team. Each note will also contain objective,
quantifiable goals for treatment.

**SUPERVISION:**

Interns are scheduled for 1-2 hours of direct individual supervision per
week. While the majority of supervision time will be spent reviewing the
results of diagnostic interviews and formulating treatment plans for
individual patients, a fair amount of time will be spent discussing
professional and practice issues related to the role of a health
psychologist on a medical unit. There will also be a focus on
understanding/developing a working knowledge of particular medical
diagnoses and their physical and psychological sequela. Additionally,
students will be given various reading materials, videotapes, etc in
order to increase their understanding of the role of psychologists in
medical settings.

ASSIGNMENT SUPERVISORS: Paul Johnson, Ph.D.

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**ASSIGNMENT LOCATION: Spinal Cord Injury Service**

> **Acute Rehabilitation Unit, Building 128, Medical Care SCI Units (2),
> Building 128.**
>
> **Outpatient Clinic, Building 128 / Home Care Clinic**

**Residential Care Facility**

**ASSIGNMENT DESCRIPTION**: **Spinal Cord Injury Service**

Hines SCIS is a regional center that provides acute rehabilitation,
medical and sustaining care, long-term residential care, home care and
outpatient care to veterans having a spinal cord injury. The veteran
population tends to be bi-modal in age with younger veterans acquiring
traumatic injuries due to accidents, etc. and older veterans acquiring
SCI due to progressive disease or injuries related to falls, etc. The
hospital based SCIS consists of two 34 bed units with approximately 6-8
of those beds committed to acutely injured individuals undergoing
intensive rehabilitation. The Residential Care Facility houses 30
veterans who are spinal cord injured and require long term residential
care. Finally, SCI outpatients are seen on follow-up in the acute
hospital setting as well as in the home based care program.

Several of the following rotation options can be combined (e.g., 50%
time on the acute unit can combined with 50% on the RCF). There are
three quarter time options -- one on SCI-South Medical inpatient, one in
the SCI out-patient clinic, and possibly one in the RCF. Any of these
rotations **[must be combined]{.underline}** with another SCI rotation
so that the intern is spending **[at least 50% time]{.underline}** on
SCI. We do not feel that a comprehensive training experience can be
obtained through one quarter time rotation.

# 

# 1) Acute Rehabilitation & Outpatient SCI Clinic: Dr. Canar

A. Rotation Description:

The acute rehabilitation program on spinal cord injury is a
multidisciplinary program focusing on medical as well as psychosocial
functioning throughout the patient's inpatient and outpatient care. The
treatment team consists of medicine, occupational therapy, physical
therapy, social work, nutrition, educational therapy, recreational
therapy, nursing and psychology. The average length of stay is 8-12
weeks. Patients present with a variety of spinal cord problems (both
traumatic and non-traumatic) as well as psychological problems which may
or may not be related to their spinal cord impairment. Approximately 30%
have some diagnosable psychological problem; most typically present with
affective disorders and/or substance abuse. Severe psychiatric disorders
(e.g., schizophrenia) are infrequent. Psychology services provides
assessment and individual counseling to all rehabilitation patients,
coordinates psychological and psychiatric care with the patient's
attending physician, and acts as a consultant to the treatment team as
necessary.

**Spinal Cord Injury Service**

**Acute Rehabilitation Unit, Building 128**

**Medical Care SCI Units (2), Building 128**

**Outpatient Clinic, Building 128 / Home Care Clinic**

**Residential Care Facility**

**Assignment Supervisors: Paul Johnson, Ph.D.**

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**Page 2**

Patients seen in the SCI outpatient clinic are veterans generally
presenting for follow-up medical care or routine health screenings (e.g.
annual evaluation). Coverage of the outpatient clinic by SCI
psychologists is provided to identify and triage veterans in need of
mental health services. Services provided include: brief diagnostic

interview/assessment, formal diagnostic testing (as needed), preventive
health screening and counseling, and consultation with clinic physicians
and nursing staff. Patients who are initially seen in the outpatient
clinic may therefore be seen for ongoing psychotherapy and behavioral
health management.

## B. Rotation Goals:

1\. To learn the roles and functions of a health psychologist on a
medical inpatient unit

2\. To learn to function as key member of a multidisciplinary treatment
team.

3\. To develop clinical skills allowing for differential diagnosis of
pathology through assessment, consultation and treatment planning,
crisis management, case management, and patient advocacy.

**C. Rotation Training Objectives:**

1\. The intern will provide comprehensive psychosocial assessments of
4-6 acutely injured individuals with SCI.

2\. The intern will attend the patient staffings and acute rehab team
meetings.

3\. The intern will provide individual therapy of 4-6 acutely injured
individuals with SCI.

4\. The intern will be responsible for chart reporting, test reports,
and treatment plans.

5\. The intern will be responsible for reading and developing specialty
knowledge in the areas of rehabilitation as well as spinal cord injury.
A reading list is provided.

**Spinal Cord injury Service**

**Acute Rehabilitation Unit, Building 128**

**Medical Care SCI Units (2), Building 128**

**Outpatient Clinic, Building 128 / Home Care Clinic**

**Assignment Supervisors: Paul Johnson, Ph.D.**

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**Page 3**

6\. If a full time rotation is elected and, if time allows, the intern
may participate in ongoing performance improvement projects for the SCI
service and can also

> participate in hospital committee work (Dr. Canar is the current chair
> of the Patients Rights and Ethics Committee).

7\. If a full time rotation is elected, the intern is expected to
provide 1day of coverage in the outpatient SCI clinic. The intern will
complete the clinical screens and meet with 10-20 patients being seen
for follow-up outpatient appts. through the outpatient clinic.

**[SUPERVISION]{.underline}**:

Interns are scheduled for a minimum of 2 hours direct, individual
supervision per week. In addition, interns are encouraged to utilize the
direct access to the supervisor on an as-needed basis throughout the
day. The goal is for the intern to progressively develop more autonomy
as the rotation progresses. Interns should become more involved until
they develop the skills and confidence to be the primary provider.
Formal evaluation of written work and assessments is ongoing throughout
the rotation.

# 2) SCI-North Acute Medical/Sustaining Care Inpatient Rotation & Outpatient SCI Clinic: Dr. Hawk

A. Rotation Description:

This is a half to full-time rotation that involves working on one of the
inpatient SCI units as well as the SCI outpatient clinic. Patients who
are seen on the inpatient unit are veterans who have an acute medical
condition (e.g., congestive heart failure, UTI, pressure ulcer) in
addition to a spinal cord injury. Some of these patients have lengthy
hospitalizations (4 months +) due to the nature of their medical
problems and are classified as "sustaining care." The veteran population
on this unit tends to be either middle aged (50's) or elderly (70+).
This therefore is an opportunity to gain experience in geropsychology.
Common presenting complaints include depression, anxiety, PTSD, pain,
and difficulty adjusting to aging with a disability. Other common issues
involve substance abuse, compliance with medical treatment, mental
status changes, and differentiating delirium, dementia and depression.
Services provided include: diagnostic testing, individual therapy,
family therapy, and consultation.

**Spinal Cord Injury Service**

**Acute Rehabilitation Unit, Building 128**

**Medical Care SCI Units (2), Building 128**

**Outpatient Clinic, Building 128 / Home Care Clinic**

**Residential Care Facility**

**Assignment Supervisors: Paul Johnson, Ph.D.**

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**Page 4**

Patients seen in the SCI outpatient clinic are veterans generally
presenting for follow-up medical care or routine health screenings
(e.g., annual evaluation). Coverage of the outpatient clinic by SCI
psychologists is provided to identify and triage veterans in need of
mental health services. Services provided include: brief diagnostic
interview/assessment, formal diagnostic testing (as needed), preventive
health screening & counseling, and consultation with clinic physicians
and nursing staff. Patients who are initially seen in the outpatient
clinic may therefore be seen for ongoing psychotherapy and behavioral
health management.

Interns will have the opportunity to function as a member of a
multidisciplinary team comprised of physicians, nurses, physical
therapists, social workers, psychologists and dieticians. Interns are
strongly encouraged to attend weekly multidisciplinary staffings and
monthly grand rounds. The workload activities on this rotation tend to
be evenly distributed amongst consultation, assessment, and individual
therapy. Often times

## therapy will involve working with the veteran's spouse and/or family. There is also opportunity to gain training and clinical experience in biofeedback.

## B. Rotation Goals:

1.  Progression toward establishing their professional identity as
    psychologists while

working as members of an interdisciplinary team.

2.  Development of skills necessary to consult with physicians, nursing,
    and other team

members regarding various patient management issues.

3.  Development / refinement of efficient, diagnostically accurate
    interviewing and

assessment skills.

4.  Development of skills needed to provide verbal feedback to patients
    and their

families in the context of therapeutic assessment and treatment.

5.  Development of short-term therapy skills and solution-focused
    treatment

recommendations in a timely and competent manner.

6.  Refinement of report writing skills.

**Spinal Cord Injury Service**

**Acute Rehabilitation Unit, Building 128**

**Medical Care SCI Units (2), Building 128**

**Outpatient Clinic, Building 128 / Home Care Clinic**

**Residential Care Facility**

**Assignment Supervisors: Paul Johnson, Ph.D.**

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**Page 5**

**C. Rotation Training Objectives:**

The intern will provide comprehensive assessments (i.e. full intake
interviews) of 7-8 individuals with SCI. These include clinical
interviewing as well as any indicated psychometric assessments of
personality, mood, and cognitive function. The intern is expected to
produce an integrated report to be entered in the patient's chart within
one week of completing interviewing and assessment.

2\. The intern will carry an overall caseload of approximately 6-8
medical inpatients having SCI. In general, clinical services provided to
these patients will involve assessment and weekly individual therapy.
Interns are expected to meet with patients they are assigned to [at
least once a week]{.underline} for follow-up and therapy. Interns are
also expected to write chart notes on these patients in a timely manner
(preferably same day as the patient was seen).

1.  If a full time rotation is elected, the intern is expected to
    provide 1-2 days of

coverage in the outpatient SCI clinic.

2.  The intern will be responsible for reading provided materials on SCI
    and

developing specialty knowledge in the area of spinal cord injury.

**[SUPERVISION]{.underline}**:

Interns will receive a minimum of 1 hour of direct individual
supervision for their work on the inpatient unit. Direct supervision is
available, but not mandatory. Additional supervision is always available
as needed and can be scheduled on a regular basis. The intern will be
expected to progressively develop more autonomy as the rotation
progresses and their skill develops.

# Spinal Cord Injury Service

**Acute Rehabilitation Unit, Building 128**

**Medical Care SCI Units (2), Building 128**

**Outpatient Clinic, Building 128 / Home Care Clinic**

**Residential Care Facility**

**Assignment Supervisors: Paul Johnson, Ph.D.**

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**Page 6**

# 3) SCI-South Acute Medical/Sustaining Care Inpatient Rotation & Acute Rehabilitation Patient Education: Dr. Johnson

A. Rotation Description:

Interns may elect to spend a quarter- time or half-time rotation on the
SCI-South medical inpatient unit and also provide rehabilitation
education to SCI-North acute rehabilitation patients. All SCI medical
inpatients are evaluated by Psychology for their psychiatric status,
adjustment to their disability and their cognitive functioning. Approx.
30% have some diagnosable psychological problem, most typically an
affective disorder and/or substance abuse and approximately 10% have
some closed head injury or dementing illness impacting their cognitive
function to some extent. Severe psychiatric disorders (e.g.
schizophrenia) are infrequent.

All medical inpatients are seen by Psychology with issues of mood
disorders, treatment compliance, delirium, and neuropsychological
evaluation being the most prevalent causes for intervention. Many SCI
patients are also seen for individual counseling concerning their mood
disorders or adjustment to their disability. Brief therapy modalities
and problem-focused empirical treatments are provided in addition to
supportive counseling interventions. In addition, acutely injured SCI
patients undergoing rehabilitation are seen either individually or in a
psycho-educational group format for rehabilitation education concerning
SCI, adjustment to disability, pain, sexuality and a variety of other
content areas.

## B. Rotation Goals:

1\. To develop an overall understanding of the role of a health
psychologist on an SCI medical inpatient service working within a
multidisciplinary team model with patients who are typically not
psychopathological in their psychological functioning.

To develop clinical skills allowing for differential diagnoses of
pathology as well as their adjustment to physical disability. To develop
treatment skills to provide primarily individual interventions to help
people cope with their disability and their emotional reaction to their
disability.

**Spinal Cord Injury Service**

**Acute Rehabilitation Unit, Building 128**

**Medical Care SCI Units (2), Building 128**

**Outpatient Clinic, Building 128 / Home Care Clinic**

**Residential Care Facility**

**Assignment Supervisors: Paul Johnson, Ph.D.**

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**Page 7**

3\. To develop professional skills relevant to working collaboratively
with medical providers and multi-disciplinary rehabilitation
professionals.

**C. Rotation Training Objectives:**

1\. The intern will provide comprehensive assessments of 3-5 individuals
with SCI having a variety of medical complications (e.g. CA, Cardiac,
skin care, etc.). These assessments include clinical interviewing as
well as psychometric assessment of personality and cognitive function
when indicated.

2\. The intern will develop and present patient education seminar(s)
(1-2) for

acutely injured individuals with SCI.

3\. The intern will provide evaluation and treatment services to 5-10
medical inpatients having SCI. Clinical services include differential
diagnoses, follow-up counseling, team consultation, and triage to
specialty services (e.g. Psychiatry, Neuropsychology, etc.) as
indicated.

4\. The intern will be responsible for timely chart reporting, test
reports, treatment plans, etc. for patients they see professionally.

6\. The intern will be responsible for reading and developing specialty
knowledge in the areas of rehabilitation as well as spinal cord injury.

7\. If indicated, the intern may pursue some rehabilitation research in
addition to their clinical work. The opportunity exists for professional
participation in spinal cord injury guild organizations.

**[SUPERVISION]{.underline}**:

Interns are scheduled for a minimum of 2 hours direct, individual
supervision per week. In addition, interns are encouraged to utilize the
direct access to the supervisor on an as-needed basis throughout the
day. The goal is for the intern to progressively develop more autonomy
as the rotation progresses by utilizing an apprentice model. Initially,
interns observe the supervisor, then slowly become more involved until
they develop the skills and confidence to be the primary provider. The
intern is primarily responsible

**Spinal Cord Injury Service**

**Acute Rehabilitation Unit, Building 128**

**Medical Care SCI Units (2), Building 128**

**Outpatient Clinic, Building 128 / Home Care Clinic**

**Residential Care Facility**

**Assignment Supervisors: Paul Johnson, Ph.D.**

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**Page 8**

for directing the supervisory time however, formal evaluation of written
work and assessments in ongoing throughout the rotation. In addition,
for specialty clinical skills (e.g. hypnosis, pain management, etc.) the
intern can schedule specific time for supervision.

**[4) Residential and Long-term Care sub-rotation: Dr.
Smith]{.underline}**

A.  **Rotation Description:**

Interns may elect to spend a quarter to a half time rotation on the
Residential Care Facility (RCF). RCF houses 30 long-term care patients
with varying levels of psychological need. Interns can gain experience
in short-term psychotherapy and assessment with patients, as well as
consultation and skill building with the Nursing staff and other members
of the treatment team. Patient presenting problems include: depression,
anxiety, treatment non-compliance (especially related to diet and
pressure sore prevention/healing), adjustment to long-term disability,
sleep disorders, obesity, chronic pain, substance abuse, dementia, and
personality disorders. The intern will work with patients with varying
levels of physical functioning. Some are fairly highly functioning and
independent, and others are almost entirely dependent for their care
needs. The intern will also contribute to weekly multidisciplinary
staffing meetings, and participate in team building sessions with the
RCF Nursing staff as needed.

**[B. Rotation Goals]{.underline}**:

1\. To develop an understanding of the role of a psychologist in a
residential care setting working with a multidisciplinary treatment
team.

2\. To develop skills in the assessment and treatment of varying levels
of psychopathology, ranging from mild mood disturbance to severe Axis I
and Axis II disorders.

3\. To develop skills in working with the interdisciplinary team on both
patient-

focused care issues, and as well as conflict resolution between staff
and patients.

4\. To learn the specialized knowledge required of the SCI/D population,
and the role that a health psychologist plays with the SCI/D population.

**Spinal Cord Injury Service**

**Acute Rehabilitation Unit, Building 128**

**Medical Care SCI Units (2), Building 128**

**Outpatient Clinic, Building 128 / Home Care Clinic**

**Residential Care Facility**

**Assignment Supervisors: Paul Johnson, Ph.D.**

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**Page 9**

5\. To learn special therapeutic and assessment-related needs, specific
to individuals

with significant physical limitations.

**[C. Rotation Training Objectives]{.underline}**:

1\. The intern will complete comprehensive assessments as needed on 2-4
RCF patients. The intern will integrate interview data with objective
psychometric measures.

2\. The intern will follow 1-4 patients for short-term, individual
therapy.

3\. The intern will participate in the RCF staff development group.

4\. The intern will attend weekly staff meetings.

5\. The intern will be responsible for chart reporting, test reports,
treatment plans, feedback, etc. for patients they see professionally.

6\. The intern will be responsible for reading and developing specialty
knowledge in the

area of spinal cord injury and adjustment to disability.

**[SUPERVISION]{.underline}**:

Interns will receive a minimum of 1 hour of direct individual
supervision for their work on RCF. Additional supervision will be
available as needed. Based on prior training and background, the intern
will be expected to progressively develop more autonomy as the rotation
progresses.

ASSIGNMENT SUPERVISOR: Steve Kimmons, S.J., Ph.D.

**ASSIGNMENT LOCATION: Loyola University Medical Center**

**Dept. of Psychiatry & Behavioral Neurosciences**

**Fahey Center (B-54)**

> **Loyola University Medical Center**

**2160 S. First Ave.**

> **Maywood, IL 60153**

**[ASSIGNMENT DESCRIPTION:]{.underline}**

The Outpatient Psychiatry Clinic at the Loyola University Medical Center
employs a multidisciplinary approach to the diagnosis, treatment and
prevention of a wide range of psychological issues found in a
multicultural population. The LUMC Outpatient Psychiatry Clinic provides
psychological assessment and treatment services to child, adolescent,
and adult patients as well as couples. Interns will gain experience in
initial diagnostic interviewing, report writing, provision of
cognitive-behavioral and psychodynamic therapies, and the application of
behavioral medicine techniques to the treatment of physical illnesses.

Common presenting problems include: major depression; anxiety; panic
disorder; mood instability; adjustment problems with mixed emotional
features; coping skills deficit; difficulties managing role and
lifestyle changes; altered self-esteem; chronic pain; and family
concerns. The intern's time is divided between providing outpatient
concerns and inpatient consultation. The intern will work closely with
psychiatry and social work in providing psychodiagnostic and
psychotherapeutic services.

[GOALS:]{.underline}

1\. To develop psychodiagnostic and psychotherapeutic skills essential
for working with a medical population. To gain an understanding of the
biopsychosocial model as a theoretical approach to the assessment and
treatment of mental illness.

2\. To understand the health psychologist's role in an academic medical
center setting and gain experience establishing and maintaining
professional relationships with a multidisciplinary health care team.

[**OBJECTIVES:**]{.underline}

Interns will have the opportunity to perform the following activities:

1\. Psychodiagnostic interviewing to assess psychopathology and
formulate treatment options for patients. The intern will learn skills
essential to building the therapeutic relationship within the context of
the initial diagnostic interview.

The intern will conduct an average of 2 -- 4 initial diagnostic
interviews each month.

**Department of Psychiatry-Loyola**

**Assignment Supervisors: Steve Kimmons, Ph.D.**

**Page 2**

2\. Administer, score and interpret psychological measures related to
personality formation for the purpose of case conceptualization,
treatment planning and outcome assessment.

3\. Provide psychotherapy services to patients as indicated by clinical

assessment findings. Maintain appropriate chart documentation of
services provided.

4\. Provide consultation and feedback to the psychiatrist for the
purpose of medication management.

5\. Establish professional identity as a member of a multidisciplinary
health team.

6\. Attend grand rounds and other didactic sessions at the medical
center. The

> intern will be assigned various independent readings regarding
> psychotherapy and health psychology.

[SUPERVISION:]{.underline}

Interns are scheduled for 1-2 hours of direct, individual supervision
each week. In addition, interns are strongly encouraged to contact the
supervisor for daily, informal supervision. The intern's prior
experience and knowledge base is considered when determining patient
assignments. The intern initially observes the supervisor conducting
assessment interviews, then conducts interviews jointly, and as the
intern's skills develop conducts interviews independently. Supervision
time is used to discuss diagnostic assessments, psychotherapy cases,
medical center dynamics, consultation issues, and the psychologist's
role as a health care provider

ASSIGNMENT SUPERVISOR: Patricia Mumby, Ph.D.

**ASSIGNMENT LOCATION: Oncology - Loyola**

**Cardinal Bernardin Cancer Center**

**Loyola University Medical Center**

**2160 S. 1st Avenue, Building 112, Rm B1**

**Maywood, IL 60153**

**708-327-2133**

**ASSIGNMENT DESCRIPTION:**

The Cardinal Bernardin Cancer Center at Loyola University Medical Center
is dedicated to cancer research, diagnosis, treatment and prevention.
The Psychosocial Oncology Program provides psychological assessment and
treatment services to adult oncology patients and their family members.
The psychology intern will have the opportunity to learn about the
psychological and behavioral factors that impact on patients' coping
efforts and intervene with patients to improve coping, facilitate
adjustment, and reduce emotional distress. Interns will gain experience
in patient interviewing, report writing, cognitive-behavioral and
supportive therapies, and application of behavioral medicine techniques
to the psychosocial problems associated with a cancer experience.

Common presenting problems include: psychological reactions to a cancer
diagnosis and/or treatment, such as, denial, anxiety, depression;
maladaptive coping behaviors or coping skills deficit; difficulties
managing role and lifestyle changes; altered self-esteem; changes in
body image; non-adherence to medical recommendations; pain problems;
cancer survivorship issues; end of life issues; and family concerns. The
intern's time is divided between providing in-patient consultation and
out-patient services. Patients undergoing aggressive cancer treatments,
such as bone marrow transplantation, are evaluated by the Psychosocial
Oncology service, and approximately 25% - 30% of these patients have a
diagnosable psychological problem and require psychological intervention
during and after their cancer treatment. Interns will gain experience
with individual, family and group treatment approaches.

GOALS:

1\. To develop assessment and intervention skills essential for working
with cancer and

> other medical populations. To gain an understanding of the
> biopsychosocial model as it applies to the cancer patient's experience
> and health care.

2\. To understand the health psychologist's role in an academic medical
center setting and gain experience establishing and maintaining
professional relationships with a multidisciplinary health care team.

**OBJECTIVES:**

Interns will have the opportunity to perform the following activities:

1 Diagnostic interviewing to assess psychological functioning of the
patient and/or

## Oncology - Loyola 

**Assignment Supervisor: Patricia Mumby, Ph.D.**

## Page 2

family members, identification of psychosocial issues and evaluation of
patient's adjustment to the cancer diagnosis/treatment. Review of the
patient's medical

record. The intern will conduct an average of 2 -- 4
interviews/assessments each month.

2\. Administer, score and interpret objective psychological measures for
the purpose of case conceptualization, treatment planning and outcome
assessment.

3\. Write a report for each patient interviewed; integrating information
from the

diagnostic interview, psychological testing, collateral information from
family &/or oncology staff and review of the medical record.

4\. Provide psychotherapy services to patient/family as indicated by
clinical

assessment findings. Maintain appropriate chart documentation of
services provided.

5\. Provide consultation and feedback to the treatment team (verbal and
written);

identify potential problems for the patient's medical management (e.g.,
patient at increased risk for depression, or non-adherence), educate
staff regarding psychosocial issues important to the patient's care,
make recommendations to staff to facilitate medical care, and identify
patient strengths for staff to build upon.

6\. Establish professional identity as a member of a multidisciplinary
health team.

7\. Attend grand rounds and other didactic sessions at the medical
center. The intern will be assigned various independent readings
regarding psychosocial oncology and participate in a psychosocial
oncology journal club.

8\. Interns may facilitate a cancer support group for caregivers of bone
marrow transplant patients.

SUPERVISION:

Interns are scheduled for 1-2 hours of direct, individual supervision
each week and group supervision every other week. In addition, interns
are strongly encouraged to contact the supervisor for daily, informal
supervision. The intern's prior experience and knowledge base is
considered when determining patient assignments. The intern initially
observes the supervisor conducting assessment interviews, then conducts
interviews jointly, and as the intern's skills develop conducts
interviews independently. Supervision time is used to discuss diagnostic
assessments, psychotherapy cases, medical center dynamics, consultation
issues, psychosocial oncology readings, and the psychologist's role as a
health care provider.

**ASSIGNMENT SUPERVISOR: Thomas Murphy, Ph.D.**

**ASSIGNMENT LOCATION: Psychiatry (2 S and 2 N) - Building 228**

**ASSIGNMENT DESCRIPTION:**

The intern assesses patients in acute care psychiatry (30 beds) and
psychosocial residential rehabilitation (20 beds) for three months.
Multidisciplinary teams staff both units. The units admit adult male and
female patients with moderate to severe psychiatric conditions,
including schizophrenia, affective disorders, anxiety disorders,
personality disorders and substance-related disorders. Acute psychiatry
admits patients for evaluation of possible neurocognitive disorders.
Most patients are of a lower socioeconomic status. Patients come from a
variety of racial and ethnic backgrounds.

Patients are assessed primarily by diagnostic interviews and objective
tests. Interns conduct screenings for neuropsychological disorders.
Opportunities for projective testing are available. Interns typically
complete one or two full assessments and one or two less comprehensive
assessments each week. Interns mutually assist in testing patients that
might be interviewed by other psychology staff or students. Patients
begin psychological assessment via direct referral by other members of
the multidisciplinary team or through collaborative evaluation of
clinical needs reached during clinical staff meetings. During staffings
and informal meetings, interns contribute appropriately to the clinical
management of patients. Occasionally, interns assess patients referred
from outpatient mental health programs.

**GOALS:**

1.  The Inpatient Psychiatry rotation affords interns experience in the
    diagnosis and assessment of moderate to severely disordered
    psychiatric patients. By the conclusion of the rotation, interns
    should be able to evaluate symptomatology and personality variables
    for the purposes of diagnosis and treatment planning. Interns should
    be able to provide appropriate clinical feedback to other
    professionals and patients.

2\. Interns will progress toward establishing their professional
identity as psychologists while working as members of a
multidisciplinary team.

TRAINING OBJECTIVES:

Interns will perform the following activities:

1\. Diagnostic interviewing that elicits defensible hypotheses regarding
a patient's personality and symptomatology

2\. Administering, scoring, and interpreting objective psychological
tests that contribute to differential diagnosis and outcome measurement

### 

**Psychiatry (2 S/2 N) - Building 228**

**Assignment Supervisor: Thomas Murphy, Ph.D.**

### Page 2

3\. Documenting the process of assessment

4\. Writing reports that integrate clinically important aspects of
personality and

symptomatology

5\. Reaching a defensible diagnostic impression and prognosis

6\. Recommending treatment approaches and identifying potential
challenges to successful treatment

7\. Integrating psychometric and decision making principles into
assessment

8\. Providing verbal feedback to patients in the context of therapeutic
assessment

9\. Providing verbal feedback to staff that addresses referral questions

10\. Providing brief verbal feedback and writing brief notes on
patients' outcome.

11\. Becoming adept at computerized scoring of tests and the use of
computerized charting

12\. Contributing to treatment planning and decision making in formal
and informal settings

13\. Applying principles of psychology to patient management during
clinical staffings

14\. Gaining familiarity with the professional goals and identities of
other members of the treatment team

15\. Establishing a professional identity within a multidisciplinary
team

16\. Administering, scoring and interpreting projective tests as time
permits and consistent with the intern's needs.

17\. Attending didactic sessions throughout the hospital.

**SUPERVISION:**

The intern and supervisor initially interview patients jointly. This
experience affords the student the opportunity to learn from modeling.
In turn, observation of the intern allows for feedback regarding
interview heuristics, diagnostic search strategies, and alternative

responses. The benefits of a common database of clinical information are
emphasized. Later in the rotation, interns present their findings to the
supervisor. Similarly, the intern evaluates and integrates test results
with increasing independence as the rotation progresses. The intern
receives feedback on formal reports and progress notes.

**Psychiatry (2 S/2 N) - Building 228**

**Assignment Supervisor: Thomas Murphy, Ph.D.**

### Page 3

Feedback on formal reports addresses clinical defensibility,
comprehensiveness, and clarity of expression. Graduate level courses in
psychopathology and psychological assessment are necessary to attain
full benefit of the rotation.

**ASSIGNMENT SUPERVISOR: Kurtis L. Noblett, Ph.D.**

**ASSIGNMENT LOCATION: Operation Iraqi Freedom/Operation Enduring
Freedom (OIF/OEF) Clinic - Building 228**

**ASSIGNMENT DESCRIPTION:**

This rotation is focused on providing assessment and psychotherapy
towards meeting the mental health needs of returning veterans of the
Iraq and Afghanistan conflicts. A majority of the veterans presenting to
the clinic have had combat experience and are attempting to re-integrate
into their pre-deployment lifestyles, often while struggling with
significant symptoms of Posttraumatic Stress Disorder. Patients consist
of both men and women, many who have served multiple tours of duty, and
who represent a diverse range of ethnic and socioeconomic backgrounds.

The intern will have the opportunity to administer individual and group
psychotherapy (the latter depending on patient demand). Current
strategies revolve around empirically based treatments, mostly pulling
from cognitive behavioral theory. However, the intern's own interests
and theoretical orientations will be encouraged within the context of
appropriate patient needs. The intern will also be encouraged to utilize
objective assessment measures for both diagnostic and outcome purposes,
as well as for treatment planning.

The intern can expect to be an integral part of the OIF/OEF treatment
team, currently consisting of one psychologist and two psychiatrists.
Weekly meetings with the treatment team provide the opportunity to
discuss specific cases, explore relevant research literature, and
generate ideas to promote programmatic improvement and quality
assurance.

**GOALS**:

> 1\. Demonstrate accurate diagnostic skills based on objective
> assessment and interview.
>
> 2\. Develop treatment plans specific to the unique mental health needs
> of each patient.

3\. Exhibit competence in the administration of empirically based
treatments.

> 4\. Provide consultation with the OIF/OEF treatment team and other
> staff members who provide multidisciplinary care to the patients.
>
> 5\. Function autonomously and responsibly in handling all aspects of
>
> patient care.

**TRAINING OBJECTIVES:**

Demonstrate accurate diagnostic skills based on objective assessment and
interview.

**OIF/OEF Clinic -- Building 228**

**Assignment Supervisor: Kurtis L. Noblett, Ph.D.**

**Page 2**

Select and administer appropriate assessment measures (e.g., MMPI, CAPS)
specific to the patient's needs.

Review patient records and integrate information from diagnostic
interview into integrated reports (1-2/mo).

Utilize psychotherapy outcome measures (e.g., BDI, BAI, PTSD checklist)
for quality assurance and treatment planning.

Develop treatment plans specific to the unique mental health needs of
each patient.

Incorporate data from assessment and interview in

> directing treatment strategies.

Draft comprehensive treatment plans for each new

> patient; modify over the course of treatment as needed
>
> (approximately one new patient per week).

Exhibit competence in the administration of empirically based
treatments.

Select appropriate treatment manuals for the administration of
empirically based treatments.

Administer manualized treatments to at least three patients in
individual psychotherapy.

Serve as co-therapist in a weekly psychotherapy group based on a
time-limited treatment approach (as patient need permits).

Provide consultation with the OIF/OEF treatment team and other staff
members who provide multidisciplinary care to the patients.

Attend weekly meetings with OIF/OEF treatment team.

Provide referrals for medication management (OIF/OEF psychiatry service)
and consultation to other staff members as necessary.

> Function autonomously and responsibly in handling all
>
> aspects of patient care.

a.  Submit reports and treatment notes in a timely manner.

b.  Schedule initial sessions quickly (within 48 hours) and respond to
    no-shows/cancellations effectively.

c.  Coordinate multidisciplinary care through formal consultation and
    direct contact with other treatment providers.

**OIF/OEF Clinic -- Building 228**

**Assignment Supervisor: Kurtis L. Noblett, Ph.D.**

**Page 3**

**SUPERVISION**:

Supervision will consist of weekly scheduled meetings with Dr. Noblett,
who will also be available for unscheduled supervision as needed.
Supervision will consist of review of audiotapes, assessment profiles,
diagnostic reports, treatment plans, and general case conceptualization.

**ASSIGNMENT SUPERVISORS: Kathleen O\'Donnell, Ph.D.**

**Amanda Urban, Ph.D.**

**David Kinsinger, Ph.D.**

**Beth Beenken, Ph.D.**

**ASSIGNMENT LOCATION: Neuropsychology**

> **Entire hospital, especially Neurology, Geriatrics, PM&R / Polytrauma
> and General Medical Services**

**ASSIGNMENT DESCRIPTION:**

The intern will become familiar with the flexible-battery approach to
neuropsychological assessment. This method emphasizes qualitative and
quantitative data within the framework of a battery of tests which are
designed to answer specific consultation questions. Interns will receive
training and experience in the provision of assessment and consultation
services to medically-based patient populations, as well as a
psychiatric population. Neuropsychological services are provided to both
an inpatient and outpatient population. Referral sources include, but
are not limited to, Neurology, Psychiatry, General Medicine, Geriatrics,
Physical Medicine & Rehabilitation / Polytrauma, Neurosurgery, and
Psychology. Consultations are utilized by a variety of medical
disciplines, including physicians, psychologists, social workers,
rehabilitation specialists, and nurses for diagnostic purposes, dementia
workups, future management, rehabilitation, and/or determination of
competency. Students will also become familiar with CT and MRI reports,
and how to correlate neuropsychological measures with neuroanatomical
dysfunction. Interns can expect to develop proficiency with regard to
clinical interviewing, test administration/selection, test
interpretation, and test report writing. Family contact is frequent,
particularly with outpatients, and education/supportive services are
common. The student will be exposed to a wide variety of neurocognitive
disorders, including but not limited to: dementias, strokes and vascular
disease, traumatic brain injury / polytrauma, toxic/metabolic disorders,
aphasias, amnestic syndromes, and psychiatric disturbances. Most of the
patients will be either in their late 60\'s and 70\'s or in their 20\'s
(newly returning veterans), but ages may range from 18 to 95. Many
patients are of a lower socioeconomic status and reflect a variety of
racial and ethnic backgrounds. It is a prerequisite that students have
some background in neuropsychology.

**[GOALS]{.underline}**:

1\. Increased familiarity with the process-oriented/flexible-battery
approach to Neuropsychology

2\. Exposure to a consultant model of interacting with other disciplines

3\. Exposure to and basic understanding of neuroanatomy

4\. Increased familiarity with a variety of neurocognitive disorders,
including but not

limited to: dementias, strokes and vascular disease, traumatic brain
injury/polytrauma, toxic/metabolic disorders, aphasias, amnestic
syndromes, and psychiatric disturbances

**Neuropsychology -- Entire Hospital**

**Assignment Supervisor: Kathleen O\'Donnell, Ph.D**

**Amanda Urban, Ph.D.**

**David Kinsinger, Ph.D.**

**Beth Beenken, Ph.D.**

**Page 2**

5\. An in-depth understanding of cortical and subcortical dementias

6\. An in-depth understanding of traumatic brain injury

7\. Increased ability to correlate neuropsychological findings with CT,
MRI, and

SPECT reports

8\. Interns will progress toward establishing their professional
identity as

psychologists.

**[PRIMARY OBJECTIVES]{.underline}**:

All interns in the neuropsychology rotation will be expected to
accomplish the following:

> 1\. Basic understanding of neuroanatomy via readings, didactic
> presentations, and case discussions
>
> 2\. Complete assigned readings that cover neuropsychological
> assessment, the major neurocognitive disorders, dementia (cortical and
> subcortical types) and traumatic brain injury

3\. Participation in didactic presentations

> 4\. Clinical interviewing that aids in the formulation of
> neuropsychological diagnoses, as well as skill at establishing rapport
> and providing feedback to patients and families. An intern will
> complete a minimum of 25 clinical interviews during a 3-month
> rotation.

5\. Competence in administration and scoring of a \"core\" group of
neuro-

> psychological instruments. An intern will complete a minimum of 25
> assessments during a 3-month rotation.
>
> 6\. Knowledge of the electronic medical chart, including familiarity
> with reading the chart, finding pertinent information, and entering
> documentation regarding patient contacts.

7\. Learning to write neuropsychological reports that integrate
qualitative and

> quantitative assessment findings. Although students will work on
> reports independently, they will not necessarily be expected to
> develop diagnostic impressions on their own. An intern will complete a
> minimum of 20 reports during a 3-month rotation.

**Neuropsychology -- Entire Hospital**

**Assignment Supervisors: Kathleen O\'Donnell, Ph.D**

**Amanda Urban, Ph.D.**

**David Kinsinger, Ph.D.**

**Beth Beenken, Ph.D.**

**Page 3**

8\. Improved ability (but not necessarily mastery) to conceptualize
evaluation

findings and formulate defensible diagnostic impressions

9\. As appropriate, learning to make treatment recommendations based on

evaluation results

**[SECONDARY OBJECTIVES]{.underline}**:

Only more advanced interns will be expected to accomplish the following
(this would include those who have typically had a significant exposure
to neuropsychology prior to internship).

1.  A more advanced understanding of neuroanatomy and brain-behavior

> relationships.
>
> 2\. The intern will initiate readings of a neuropsychological subject
> of particular interest to her/him and be able to summarize and present
> findings to supervisor (and other students as relevant).
>
> 3\. Integration of clinical and experimental neuropsychological
> research into the assessment process
>
> 4\. Demonstrate the ability to conduct neuropsychological evaluations
> independently, picking and choosing neuropsychological tests which are
> appropriate for a particular referral.

5\. Demonstration of the ability to conceptualize quantitative and
qualitative

> neuropsychological findings and formulate defensible diagnostic
> impressions independently.
>
> 6\. The ability to arrive at and articulately communicate diagnostic
> impressions in the form of a written report independently

7\. The ability to provide verbal feedback to a wide variety of hospital
staff regarding the referral question

8\. The ability to provide verbal feedback to patients and, if
appropriate, family members with regard to neuropsychological findings.

**Neuropsychology -- Entire Hospital**

**Assignment Supervisors: Kathleen O\'Donnell, Ph.D.**

**Amanda Urban, Ph.D.**

**David Kinsinger, Ph.D.**

**Beth Beenken, Ph.D.**

**Page 4**

**[SUPERVISION]{.underline}**:

Supervision is geared toward the needs and experiences of the intern.
With all students, we begin the rotation by working very closely with
the student, such that initially, interns will essentially shadow us
while we model interviewing and assessment techniques. Gradually, the
intern will begin to operate more autonomously, first while we observe
her/his performance and then, as adequate competence is developed in
interviewing and testing, the intern will operate more independently.
The rate with which this occurs varies depending on the experience and
abilities of each individual

[]{.mark}

student. From that point on, supervision occurs regularly, but is
certainly not as ongoing as it was initially. Typically, we will meet
with the intern before and after each

neuropsychological assessment: beforehand, hypotheses about
neurocognitive deficits will be generated and assessment alternatives
will be explored; afterward, each case

will be discussed and conceptualized. Critical thinking will be
emphasized. The intern will also receive feedback on formal reports and
progress notes. A minimum of two hours of individual supervision will be
conducted each week, while several other hours of group supervision will
be conducted with the intern and practicum students. In addition to case
analysis, supervision time will also be devoted to exploring topics such
as neuropathology, neuroanatomy, neuropsychological testing, geriatric
issues, and other broad areas related to neuropsychology. In some cases,
this discussion time will

involve informal presentations by supervisors which utilize the Socratic
method of teaching -- in other words, we encourage student participation
in the form of questions and answers.

Naturally, basic clinical skills will also be focused on during
supervision time, including interviewing skills, countertransference
issues, etc. We expect that interns will prepare for supervision by
having reviewed the appropriate cases, formulated questions and
comments, and completed any assigned readings. All interns will be
expected to complete assigned readings that cover a variety of
neuropsychology topics. More advanced students will be required to
initiate readings of a neuropsychological subject which is of particular
interest to her/him and be able to summarize and present the readings to
supervisor (and other students as relevant).

[]{.mark}

**ASSIGNMENT SUPERVISOR: Kelly A Phipps, Ph.D.**

**ASSIGNMENT LOCATION: Trauma Services Program**

> **Building 228**

**ASSIGNMENT DESCRIPTION:**

This rotation is focused on providing education, assessment, and
psychotherapy for veterans who have experienced trauma and manifest
trauma-related symptoms and/or problems with functioning. Veterans may
have experienced all types of trauma including but not limited to:
combat, sexual assault, physical assault, homicide survivor, Patients
consist of both men and women, representing all eras of service (e.g.,
Vietnam, Desert Storm, OEF/OIF). The Trauma Services Program, is a
specialty program (previously referred to as the PTSD Clinical Team)
whose primary mission is to provide psychoeducation and evidence-based
treatments to veterans coping with posttraumatic reactions. Another key
component of the program is training and consultation for other VA
staff.

The intern will have the opportunity to participate in various aspects
of this program. They can expect to administer individual and group
psychotherapy (the latter of which is the more prominent modality of
treatment in the program). Current strategies revolve around empirically
based treatments, mostly pulling from cognitive behavioral theory.
However, the intern's own interests and theoretical orientations will be
encouraged within the context of appropriate patient needs. The intern
will also be encouraged to utilize objective assessment measures for
both diagnostic and outcome purposes, as well as for treatment planning.
Interns may also be able to participate as evaluators for grant-funded
treatment outcome studies. These evaluations are detailed batteries
including training in structured-interviewing \[e.g., SCID I and II,
Clinician Administered PTSD Scale (CAPS)\].

The intern can expect to be an integral part of the Trauma Services
Program, currently consisting of one psychologist, one social worker,
and part-time psychiatry. The program works in close connection with the
OEF/OIF Clinic and Mental Health clinic, as well as with the rest of the
Mental Health Service Line. Weekly meetings with the treatment team
provide the opportunity to discuss specific cases, explore relevant
research literature, and generate ideas to promote programmatic
improvement and quality assurance. Attendance at weekly group
consultation provides further training and consultation in the
implementation of evidence-based practice.

**GOALS**:

> 1\. Demonstrate accurate diagnostic skills based on objective
> assessment and interview.
>
> 2\. Develop treatment plans specific to the unique mental health needs
> of each patient.
>
> 3\. Exhibit competence in the administration of empirically based
> treatments.

**Trauma Services Program -- Building 228**

**Assignment Supervisor: Kelly Phipps, Ph.D.**

**Page 2**

> 4\. Provide consultation with the Trauma Services Program treatment
> team and other staff members who provide multidisciplinary care to the
> patients.
>
> 5\. Function autonomously and responsibly in handling all aspects of
>
> patient care.

**TRAINING OBJECTIVES:**

Demonstrate accurate diagnostic skills based on objective assessment and
interview.

Select and administer appropriate assessment measures (e.g.,PAI, CAPS)
specific to the patient's needs.

Review patient records and integrate information from diagnostic
interview into integrated reports (1-2/mo).

Utilize psychotherapy outcome measures (e.g., BDI, BAI, PTSD checklist)
for quality assurance and treatment planning.

Develop treatment plans specific to the unique mental health needs of
each patient.

Incorporate data from assessment and interview in

> directing treatment strategies.

Draft comprehensive treatment plans for each new

> patient; modify over the course of treatment as needed

Exhibit competence in the administration of empirically based
treatments.

Select appropriate treatment manuals for the administration of
empirically based treatments.

Administer manualized treatments to at least three patients in
individual psychotherapy.

Serve as co-therapist in a weekly psychotherapy group based on a
time-limited treatment approach (as patient need permits).

Provide consultation with the Trauma Services Program treatment team and
other staff members who provide multidisciplinary care to the patients.

Attend weekly staffing meetings with Trauma Services Program treatment
team.

Provide referrals for medication management and consultation to other
staff members as necessary.

**Trauma Services Program -- Building 228**

**Assignment Supervisor: Kelly Phipps, Ph.D.**

**Page 3**

Function autonomously and responsibly in handling all aspects of patient
care.

> Submit reports and treatment notes in a timely manner.
>
> Schedule initial sessions quickly (within 48 hours) and respond to
> no-shows/cancellations effectively.
>
> Coordinate multidisciplinary care through formal consultation and
> direct contact with other treatment providers.

**SUPERVISION**:

Supervision will consist of weekly scheduled meetings with Dr. Noblett,
who will also be available for unscheduled supervision as needed.
Supervision will consist of review of assessment profiles, diagnostic
reports, treatment plans, and general case conceptualization. Tape
review will also be utilized.

**ASSIGNMENT SUPERVISOR:** **Rene E. Pichler-Mowry, Ph.D.**

**ASSIGNMENT LOCATION: Polytrauma Program**

**Mental Health Building 228**

**ASSIGNMENT DESCRIPTION:**

As part of the Polytrauma program, interns will learn how to work as
part of an interdisciplinary team dedicated to evaluating and treating
individuals who have sustained multiple, and/or possibly life
threatening combat related injuries including traumatic brain injury,
soft tissue damage, auditory and visual impairments, amputations, as
well as emotional and psychological difficulties (i.e., depression,
PTSD, adjustment reactions). Patient population will mainly consist of
newly returning soldiers/veterans from Iraq and Afghanistan who have
been involved in blasts, mortar attacks, or motor vehicle accidents.
Patients represent a variety of racial and ethnic backgrounds. Most of
the patients are young (20's), but ages may vary (22-55).

Primary duties will include providing psychotherapy to the
TBI/polytrauma patients. Typically, interns will treat the patients on a
weekly basis. Treatment modalities include individual therapy, couples
therapy, family therapy, and potentially group therapy. Interns will
learn how to complete a thorough intake assessment if necessary. This
would include obtaining a thorough personal history, military history,
medical issues, psychosocial stressors, and diagnosis. Additionally,
interns will create an appropriate treatment plan with goals,
interventions, etc. Interns will have the opportunity to attend weekly
polytrauma administrative meetings and/or interdisciplinary staffings.
Opportunities are available to communicate/consult with providers from
other departments/disciplines to ensure quality patient care.

**GOALS:**

1\. Display clinical competence in conducting intake assessments and
diagnostic interviewing.

2\. Display clinical competence in conducting various psychotherapeutic
treatment interventions.

3\. Develop competent writing skills.

4.  Become comfortable and familiar with working with interdisciplinary
    team.

5.  Communicate patient information effectively, appropriately, and
    ethically to other providers.

    **OBJECTIVES:**

```{=html}
<!-- -->
```
1.  Interns will complete intake assessments with polytrauma/TBI
    patients who are new to the Mental Health Service Line. Diagnostic
    interviews will be conducted with those patients who are already
    active in the MHSL, but new to psychotherapy.

**Polytrauma Program -- Building 228**

**Assignment Supervisor -- Rene E. Pichler-Mowry, Ph.D.**

**Page 2**

2.  Interns will complete clinically relevant intake reports, progress
    notes, and treatment plans.

3.  Communicate and collaborate with other Polytrauma team members
    regarding the patient\'s rehabilitation. Be available to consult
    with other team members regarding psychological issues. When
    clinically relevant, attend and participate in Polytrauma meetings.

4.  When clinically indicated, interns will collaborate with other
    providers (e.g., Psychiatry, MH Intake Staff, Social Work,
    Neuropsychologist, etc.) to help ensure good patient care.

    **SUPERVISION:**

Both formal and informal supervision will be provided. Interns will be
required to attend 1-2 hours of formal supervision. Supervisor will be
readily available for informal supervision.

ASSIGNMENT SUPERVISOR: Mark P. Popenhagen, PsyD

**ASSIGNMENT LOCATION: Loyola University Medical Center**

**Dept. of Psychiatry & Behavioral Neurosciences**

**Dept. of Pediatrics**

**Fahey Center (B-54)**

> **Loyola University Medical Center**

**2160 S. First Ave.**

> **Maywood, IL 60153**

**ASSIGNMENT DESCRIPTION:**

The Outpatient Psychiatry Clinic at the Loyola University Medical Center
employs a multidisciplinary approach to the diagnosis, treatment and
prevention of a wide range of psychological issues found in a
multicultural population. While the LUMC Outpatient Psychiatry Clinic
provides psychological assessment and treatment services to child,
adolescent, and adult patients as well as couples, the intern in this
rotation will focus primarily on children, adolescents, and their
families. Interns will gain experience in initial diagnostic
interviewing, report writing, provision of behavioral and
cognitive-behavioral therapies, and the application of behavioral
medicine techniques to the treatment of physical illnesses.

Common presenting problems include: coping with an illness (acute or
chronic), pain management (acute and chronic), medical compliance,
disease- and/or treatment-induced psychological difficulties, depressive
disorders, anxiety, adjustment problems with mixed emotional features,
delirium, preparation for medical procedures, parenting, trauma, abuse,
and family concerns. The intern will not focus on autistic spectrum
disorders, neuropsychology, or children ages 0-5 years. The intern's
time is divided between providing outpatient concerns and inpatient
consultation and liaison (C&L). The intern will work closely with
psychiatry, social work, and child life in providing psychodiagnostic
and psychotherapeutic services.

GOALS:

1.  To develop psychodiagnostic and psychotherapeutic skills essential
    for working with children, adolescents, and their families.

2.  To develop psychodiagnostic and psychotherapeutic skills essential
    for working with a medical population. To gain an understanding of
    the biopsychosocial model as a theoretical approach to the
    assessment and treatment of mental illness.

3.  To understand the health psychologist's role in an academic medical
    center setting and gain experience establishing and maintaining
    professional relationships with a multidisciplinary health care
    team.

4.  To begin to understand chronic pain and learn to treat it in
    children and adolescents. This will include the basics of
    hypnotherapy for pain management.

**Loyola -- Psychiatry, Pediatrics**

**Assignment Supervisor: Mark Popenhagen, Psy.D.**

**Page 2**

5\. To begin to feel comfortable working with children and their
families in active and fast-paced inpatient settings such as (but not
limited to) ICU, NICU, ED, and shared rooms.

**OBJECTIVES:**

Interns will have the opportunity to perform the following activities:

1.  Psychodiagnostic interviewing to assess psychopathology and
    formulate treatment options for patients. The intern will learn
    skills essential to building the therapeutic relationship within the
    context of the initial diagnostic interview. The intern will conduct
    an average of 2 -- 4 initial diagnostic interviews each month.

2.  Psychological report writing by integrating data from the diagnostic
    interview, previous psychological testing, and psychosocial history
    obtained from the patient, his/her parent(s), school and collateral
    information.

3.  Provide psychotherapy services to patients as indicated by clinical
    assessment findings. Maintain appropriate chart documentation of
    services provided.

4.  Provide consultation and feedback to the psychiatrist and medical
    team(s) for the purpose of medication and treatment management.

5.  Establish professional identity as a member of a multidisciplinary
    health team.

6.  Attend and participate actively in Child Advocate Team meetings.

7.  Attend grand rounds and other didactic sessions at the medical
    center. The intern will be assigned various independent readings
    regarding psychotherapy, health psychology, and nonpharmacologic
    pain management.

SUPERVISION:

Interns are scheduled for 1-2 hours of direct, individual supervision
each week. In addition, interns are strongly encouraged to contact the
supervisor for daily, informal supervision. The intern's prior
experience and knowledge base is considered when determining patient
assignments. The intern initially observes the supervisor conducting
assessment interviews, then conducts interviews jointly, and as the
intern's skills develop conducts interviews independently. Supervision
time is used to discuss diagnostic assessments, psychotherapy cases,
medical center dynamics, consultation issues, and the psychologist's
role as a health care provider.

**ASSIGNMENT SUPERVISOR: Margaret Primeau, Ph.D.**

**ASSIGNMENT LOCATION: Adult/Child Neuropsychology**

#####  Hospital-Wide

#####  Loyola University Medical Center

> **Division of Psychology**

**Department of Psychiatry**

##### ASSIGNMENT DESCRIPTION:

The idea with this rotation is to gain experience in the neuropsychology
service that typifies the neuropsychologist's role in a tertiary care
setting. The rotation can augment training at Hines by providing
experience with patient populations that the VA tends not to see. Loyola
has medical and psychiatric services for children, an acute
rehabilitation unit that includes trauma, burn and transplant patients,
and a number of specialized neurological and neurosurgical programs that
differ from the VA's concentration.

The recommended timing for this assignment is the 3^rd^ or 4^th^
quarter, so that the intern is comfortable with basic assessment
techniques and documentation practices. The intern needs to indicate a
preference for pediatric versus adult service at the time the annual
schedule is drawn up.

Diagnostic evaluation is the primary clinical activity. Adult
neuropsychology is chiefly an outpatient service and consists of
referrals from Neuropsychiatry, Psychiatry, Neurological Surgery,
Primary Care and Neurology. Inpatient referrals originate from
Rehabilitation, Neurosciences Intensive Care, Transplant, and Psychiatry
Consultation/Liaison as well as other medical units, and typically
include questions about psychopathology as well as cognitive
dysfunction. Consulting with the clinical teams is integral to inpatient
work. Interventions as needed for either inpatient or outpatient cases
may include behavior management, adjustment counseling, or family
education.

Child neuropsychology consists of evaluation of outpatients for
cognitive, academic, and/or behavioral disorders. Referrals come from
Primary Care, Neurosurgery, Psychiatry, and pediatric medical services.
Among cases assessed early on in the rotation, the intern may also have
the opportunity to follow patients for brief intervention (parent
education or behavior management).

## [GOALS AND TRAINING OBJECTIVES:]{.underline}

Given the ground work in the hospital-based Psychology Service that the
intern has obtained in the first two quarters at Hines, it is assumed
that he or she possesses basic skills in professional comportment and in
addressing referrals

**Adult/Child Neuropsychology - Loyola**

**Assignment Supervisor: Margaret Primeau**

**Page 2**

such as record review, selection of assessments and intervention
strategies, timeliness, charting, and feedback to other clinicians.
These skills will be further exercised in the Loyola assignment. Interns
will be welcome in the seminars and Grand Rounds of the Neurosciences
disciplines.

The particular objectives of the adult assignment are as follows:

1.  Develop an assessment repertoire suitable for the more common
    referral questions.

2.  Communicate findings and recommendations in lucid and pragmatic
    language.

3.  Develop an in-depth working knowledge of a particular syndrome
    inspired by clinical contact.

4.  Present a case to an interdisciplinary group to include syndrome
    summary and rationale for tests.

For the child assignment, objectives are:

1.  Develop an assessment repertoire suitable for neuropsychological
    testing of school-age children, including differentials of attention
    deficit/hyperactivity disorder, reading disability, memory
    impairment, and psychological disorder.

2.  Communicate findings and recommendations in lucid and pragmatic
    language.

3.  Develop an in-depth working knowledge of a particular syndrome
    inspired by clinical contact.

4.  Present a case to an interdisciplinary group to include syndrome
    summary and rationale for tests.

## 

## [SUPERVISION:]{.underline}

Supervision will be provided by the full-time neuropsychologist and
fellow. Formal supervision will be held weekly for one hour or more as
needed, and informal

supervision will take place via observation, attendance at staffings and
case conferences, and in oversight of documentation.

**ASSIGNMENT SUPERVISOR: Kathleen M. Richard**

**ASSIGNMENT LOCATION: Mental Health Clinic - Building 228**

**ASSIGNMENT DESCRIPTION: (Six month rotation**)

The intern will have the opportunity to develop skills providing a
spectrum of psychological services to patients. The Mental Health Clinic
serves a diverse population of psychiatric outpatient veterans
encompassing a broad range of psychiatric disorders. These include
anxiety disorders, particularly PTSD, mood disorders, adjustment
disorders, marital discord, psychoses, personality disorders and
substance abuse disorders. Treatment modalities include individual,
group, and couples therapy. Work will include collaboration with a
multidisciplinary treatment team (psychiatrists, nursing staff, and
social work staff). The intern will develop assessment, conceptual,
interview and intervention skills.

**GOALS**:

Develop competency as therapist and clinician with reference to the
target population.

Perform accurate diagnostic assessment and develop sophisticated
interviewing/conceptualization techniques.

Interface with other disciplines such as psychiatry, social work, and
nursing.

**TRAINING OBJECTIVES**:

Perform initial diagnostic assessments of new patients.

Manage a case load of 8-10 mental health patients over an extended
period doing psychotherapy on a weekly basis.

Develop treatment plans and meet the objectives of the plan for each
individual.

Develop therapy and interviewing skills through weekly supervision.

Maintain a caseload representing a broad range of psychopathologies.

Communicate and collaborate regarding patient care with other providers.

Manage clinic duties independently

Provide accurate documentation of assessments, treatments, diagnoses and
goals.

**Mental Health -- Building 228**

**Assignment Supervisor: Kathleen Richard, Ph.D.**

**Page 2**

**SUPERVISION**:

Interns are scheduled for 1-2 hours of direct individual supervision per
week with a focus on assessment, conceptualization, and intervention.

**ASSIGNMENT SUPERVISOR: Bernard Sladen, Ph.D.**

**ASSIGNMENT LOCATION: ATP - Building 228 - Outpatient**

**ASSIGNMENT DESCRIPTION:**

The Addictions Treatment Program is an outpatient program for patients
with a primary substance abuse diagnosis. Patients are seen in group,
individual and couples therapy, typically for long-term treatment.
Skills training, psycho-educational and 12-Step models inform the
Program's structure, along with traditional interpersonal
process-focused groups. There are two components to the Program. One is
a traditional program in which patients typically present for treatment
one hour a week. The other is a five-week intensive program, which is
tailored to the patient's individual needs, and which is available to
patients up to an all-day, four days per week, schedule. Interns may
participate in both programs, but will likely devote most of their time
to the traditional program. The patient population in both programs
covers a wide range in age, other demographics, and type and degree of
psychopathology. Patients in the intensive outpatient program, however,
are more likely to have lower SES backgrounds and less stable living and
work arrangements. Some patients may be also seen through two programs
to which Psychology provides consultation, the Opioid Substitution
Clinic (OSC), which provides outpatient treatment to patients with
opioid dependency diagnoses, and the Infectious Disease Section (ID),
which primarily refers outpatients with HIV Disease. Interns who have
particular interest in developing group therapy skills may also serve as
co-therapists in a psychotherapy group that Dr. Sladen co-leads in the
Mental Health Clinic. Many patients in this group may have substance
abuse diagnoses or histories of substance abuse.

**GOALS**:

1\. This rotation provides a broad theoretical and clinical
understanding of substance abuse as it presents in the patient\'s
psychodynamics, behavior, family system and outside environment.

2\. At the end of this rotation, the intern should be able to clinically
integrate the role that the patient\'s substance abuse plays with other
elements of the patient\'s psychological and social functioning. The
intern also should be able to develop case conceptualization skills that
integrate the various spheres of influence on the patient's
psychological functioning. The intern also should be able to effectively
provide short-term and long-term psychotherapy to patients with a
substance abuse diagnosis. The intern should be able to write an
accurately interpreted, conceptualized and integrated psychological test
report that incorporates various psychological test measures. The intern
should be able to provide effective case management. The intern will
develop skills necessary to function as a psychologist on an
inter-disciplinary team.

## ATP - Building 228 - Outpatient

**Assignment Supervisor: Bernard Sladen, Ph.D.**

**Page 2**

**TRAINING OBJECTIVES**:

1\. The intern will provide individual and group therapy to patients in
the ATP.

> The intern may also participate in group therapy with Dr. Sladen in
> the MHC, and provide individual therapy to patients referred by the
> OSC and the ID Section. The intern will provide couples therapy in ATP
> if available. An intern is expected to carry 5-6 individual therapy
> cases and attend 3-4 group therapy sessions weekly within a part-time,
> 6-month rotation, which is the preferred schedule.

2\. The intern will administer one or two full psychological test
batteries, with an emphasis on clinical integration of test data and
report writing. An increased focus on psychological testing, with
emphasis including projective testing and the use of psychological
testing for development of case conceptualization skills, is available
as an elective.

3\. The intern will function as an active member of the treatment team.
The intern will develop interdisciplinary team skills and psychological
consultation skills. The intern will attend the weekly team meeting for
the ATP. The intern will consult with staff on OSC or other programs, as
necessary.

4\. The intern will develop a treatment caseload that provides exposure
to

demographic and diagnostic diversity across the caseload.

5\. The intern will manage clinic responsibilities in a professional
manner. These

responsibilities include treatment progress notes, treatment plans,
assessments, consultation follow through, and scheduling.

6\. The intern will take responsibility for outside reading of
theoretical and scientific

> books and articles that advance knowledge of substance abuse and
> aspects of the cases being followed. The intern will focus on
> integrating theory/science with actual practice in treatment and
> assessment.

**SUPERVISION**:

Direct supervision includes both scheduled and unscheduled weekly
sessions. While the supervisor presents with an orientation that
integrates psychodynamic, systems and ecological theories, he is open to
the intern\'s theoretical orientation and assumes the intern will work
primarily under his/her own theoretical orientation in case
conceptualization, psychotherapy and assessment . Indirect supervision
is mostly evidenced through co-therapy in group and couples therapy. The
intern will also be supervised by the PTSD/Substance Abuse fellow and
may receive indirect supervision by the fellow through co-therapy in
group therapy directed by the fellow.

The intern will be prepared with detailed notes and/or audiotapes of
individual therapy sessions for supervision. The intern will be also
prepared to discuss group therapy

**ATP - Building 228 - Outpatient**

Assignment Supervisor: Bernard Sladen, Ph.D.

**Page 3**

sessions in which the intern has worked as a co-therapist with the
supervisor. The intern is prepared for supervision that is process
focused more so than content focused.

The intern will take responsibility to place focus in supervision on
issues or cases that best meet the intern\'s supervisory needs.

**ASSIGNMENT SUPERVISOR: Laura Smith, Ph.D.**

**ASSIGNMENT LOCATION: MOVE! (Managing Overweight/Obesity in Veterans**

**Everywhere) Program**

**ASSIGNMENT DESCRIPTION:**

Clinical work with MOVE! participants is offered as an optional
experience in conjunction with the SCI RCF rotation with Dr. Smith.
Because of variable patient interest, MOVE! is not reliable as an
independent rotation.

The MOVE! Program was designed by the National Center for Health
Promotion and Disease Prevention (NCP), and is a comprehensive,
multidisciplinary approach to weight management with five levels of
care. Levels 2 (groups) and 3 (weight loss medications) were instituted
at Hines in 10/2005, and there is hope of expanding the local MOVE!
services as patient interest and resources allow. The current Hines
program consists of three phases. Phase I is a monthly introductory
class, acclimating veterans to the program and facilitating enrollment
of new participants every month of the year. Phase II consists of a
rotating schedule of eight large group classes (30-50 veterans). These
classes include a balance of didactics, demonstrations, handouts, and
surprisingly ample participant discussion. The eight standard classes
meet twice a month, over a four-month period. This cycle repeats
continuously throughout the year. Once a veteran completes a four-month
cycle, he/she is enrolled in Phase III, a monthly support group.
Veterans are typically referred by their primary care provider. With the
exception of a few medical contraindications, all Hines veterans are
eligible for this program. The MOVE! team consists of two dietitians, a
physician, a social worker, a psychologist, a physical therapist, and a
pharmacologist. The team members work very well together, are
consistently interested in input from Psychology, and are always looking
for ideas for improving the services offered to our veterans. All
classes take place on Tuesday mornings and team meetings are usually
held the 3^rd^ Tuesday afternoon of each month.

Interns are encouraged to consider involvement with MOVE! in conjunction
with their RCF rotation. Possible duties would vary with intern
interests, and could include: participation in classes, assisting with
administration of questionnaires to the intro group, leading or
co-leading large group discussion, participation in team meetings, and
evaluating and following several veterans for individual weight
management counseling. Additionally, a post doc may choose to facilitate
group therapy with a subset of patients, such as binge eaters, severe
psychiatric cases, etc. As this is a new and continuously evolving
program, interns are encouraged to suggest new ideas or strategies. The
patient population is quite diverse in terms of age, ethnicity, SES,
educational background, medical and psychiatric co-morbidities,
motivation, and willingness to accept responsibility for their health.
This mixture can be challenging to manage in such a large group setting,
and thus provides a fairly unique clinical experience.

**GOALS:**

1\. To develop an understanding of the role of a psychologist on a
multidisciplinary weight management treatment team.

**MOVE! Program -- Building 200**

**Assignment Supervisor: Laura Smith, Ph.D.**

**Page 2**

2\. To develop knowledge and skills in assisting individuals in losing
weight through long-term healthy lifestyle change.

**TRAINING OBJECTIVES**:

1\. The intern will attend and assist with the MOVE! clinics on Tuesday
mornings, to learn about multiple aspects of weight management.

2\. The intern will follow 1-4 patients for weight management-focused,
individual therapy.

3\. The intern will participate in the team meetings.

4\. The intern will be responsible for chart reporting, test reports,
treatment plans, etc. for patients they see professionally.

5\. The intern will be responsible for reading and developing specialty
knowledge in the

area of weight loss, obesity, and obesity-related conditions.

**SUPERVISION**:

Interns will receive a minimum of 1 hour of direct individual
supervision for their work with the MOVE! program. Additional
supervision will be available as needed. Based on prior training and
background, the intern will be expected to progressively develop more
autonomy as the rotation progresses.

**ROTATION CREDITS**

**ASSIGNMENT SUPERVISOR**: **Michael Blacconiere, Ph.D.**

**ASSIGNMENT LOCATION**: **Geropsychology/Rehabilitation (G/R)**

[Full Time]{.underline} [Part Time]{.underline}

Intervention/Psychotherapy 1-2 1

Assessment without Formal Testing 2-3 1-2

Assessment with Formal Testing 1-2 1

Consultation 2 0-1

**ASSIGNMENT SUPERVISOR: Robert S. Chimis, Ph.D.**

**ASSIGNMENT LOCATION: Mental Health Clinic - Building 228**

[Full Time]{.underline} [Part Time]{.underline}

Intervention/Psychotherapy 5-6 2-3

Assessment without Formal Testing 1-3 1-2

Assessment with Formal Testing (optional) 0-1 0-1

Consultation 1 0-1

**ASSIGNMENT SUPERVISOR: Paul Fedirka, Ph.D.**

**ASSIGNMENT LOCATION: Blind Rehabilitation Center - Building 113**

[Full Time]{.underline}

Intervention/Psychotherapy 2-3

Assessment without Formal Testing 3

Assessment with Formal Testing 0-1

Consultation 2-3

**ASSIGNMENT SUPERVISOR: Patricia Garcia, Ph.D.**

**ASSIGNMENT LOCATION: MHICM Program -- Building 228**

[Full Time]{.underline} [Part Time]{.underline}

Intervention/Psychotherapy 3-4 1-2

Assessment without Formal Testing 1-2 0-1

Assessment with Formal Testing 0-1 0-1

Consultation 2-3 1-2

**ASSIGNMENT SUPERVISOR: Rulon O. Gibson, Ph.D.**

**ASSIGNMENT LOCATION: Mental Health Clinic - Building 228**

> [Full Time]{.underline} [Part Time]{.underline}

(3/5 time)

Intervention/Psychotherapy 4 2-3

Assessment without Formal Testing 2 1-2

Assessment with Formal Testing 1 0-1

Consultation 1 0-1

**ASSIGNMENT SUPERVISOR: Richard Greenblatt, Ph.D.**

**ASSIGNMENT LOCATION: Outcome Evaluation and Measurement -**

**Throughout hospital**

[Part Time]{.underline}

Consultation 0-2

**ASSIGNMENT SUPERVISOR: Julie Horn, Ph.D.**

**ASSIGNMENT LOCATION**: **Primary Care/Ambulatory Care**

**Building 200**

[Half Time]{.underline}

Intervention/Psychotherapy 2

Assessment without Formal Testing 1

Assessment with Formal Testing 0

Consultation 1

ASSIGNMENT SUPERVISOR: Paul Johnson, Ph.D.

**Jeff Canar, Ph.D.**

**Caroline Hawk, Ph.D.**

**Laura Smith, Ph.D.**

**ASSIGNMENT LOCATION: Spinal Cord Injury Service**

> **Acute Rehabilitation Unit, Building 128, Medical Care SCI Units (2),
> Building 128.**

**Outpatient Clinic, Building 128 / Home Care Clinic**

**Residential Care Facility**

Dr. Johnson - [Full Time]{.underline} [Half Time]{.underline}

Intervention/Psychotherapy 2 1

Assessment without Formal Testing 2 1

Assessment with Formal Testing 2 1

Consultation 2 1

Dr. Canar - [Full Time]{.underline} [Half Time]{.underline}

Intervention/Psychotherapy 2 1

Assessment without Formal Testing 2 1

Assessment with Formal Testing 2 1

Consultation 2 1

Dr. Hawk - [Full Time]{.underline} [Half Time]{.underline}

Intervention/Psychotherapy 2 1

Assessment without Formal Testing 2 1

Assessment with Formal Testing 2 1

Consultation 2 1

Dr. Smith [Half Time]{.underline}

Intervention/Psychotherapy 0-1

Assessment without Formal Testing 1-2

Assessment with Formal Testing 0-1

Consultation 1-2

ASSIGNMENT SUPERVISOR: Steve Kimmons, S.J., Ph.D.

**ASSIGNMENT LOCATION: Loyola University Medical Center**

Dept. of Psychiatry and Behavioral Neurosciences

Fahey Center (B-54)

2160 S. First Ave.

**Maywood, IL 60153**

[One Quarter Time for Six Months]{.underline}

Intervention/Psychotherapy 4

ASSIGNMENT SUPERVISOR: Patricia Mumby, Ph.D.

**ASSIGNMENT LOCATION: Oncology - Loyola**

**Cardinal Bernardin Cancer Center**

**Loyola University Medical Center**

**2160 S. 1st Avenue, Building 112, Rm B1**

**Maywood, IL 60153**

[Half Time]{.underline}

Intervention/Psychotherapy 1.5

Assessment without Formal Testing 1

Assessment with Formal Testing 0

Consultation 1.5

ASSIGNMENT SUPERVISOR: Thomas J. Murphy, Ph.D.

**ASSIGNMENT LOCATION: Psychiatry (2 N and 3 S), Building 228**

[Half Time]{.underline}

Intervention/Psychotherapy 0

Assessment without Formal Testing 0-1

Assessment with Formal Testing (optional) 3-4

Consultation 0-1

**ASSIGNMENT SUPERVISOR: Kurtis Noblett, Ph.D.**

**ASSIGNMENT LOCATION: Operation Iraqi Freedom/Operation Emerging
Freedom (OIF/OEF) Clinic - Building** **228**

[Half Time]{.underline}

Intervention/Psychotherapy 2-3

Assessment without Formal Testing 0

Assessment with Formal Testing 1-2

Consultation 0

**ASSIGNMENT SUPERVISOR: Kathleen O\'Donnell, Ph.D.**

**Amanda Urban, Ph.D.**

**David Kinsinger, Ph.D.**

**Beth Beenken, Ph.D.**

**ASSIGNMENT LOCATION: Neuropsychology**

> **Entire hospital, especially Neurology, Geriatrics, and General
> Medical Services**

[Full Time]{.underline}

Intervention/Psychotherapy 0

Assessment without Formal Testing 2-3

Assessment with Formal Testing 5-6

Consultation 1

**ASSIGNMENT SUPERVISOR: Kelly Phipps, Ph.D.**

**ASSIGNMENT LOCATION: Trauma Services Program -- Building 228**

## 

[Full Time]{.underline} [Half Time]{.underline}

(per quarter) (per 6 month)

Intervention/Psychotherapy N/A 2-3

Assessment without Formal Testing 3-4 2-3

Assessment with Formal Testing 2-3 1-2

Consultation 1-2 1-2

**ASSIGNMENT SUPERVISOR: Rene Pichler-Mowry, Ph.D.**

**ASSIGNMENT LOCATION: Polytrauma Program -- Building 228**

[Half Time]{.underline}

Intervention/Psychotherapy 2-3

Assessment without Formal Testing 0-1

Assessment with Formal Testing 0

Consultation 1

**ASSIGNMENT SUPERVISOR: Mark Popenhagen, Psy.D.**

**ASSIGNMENT LOCATION: Loyola -- Psychiatry, Pediatrics**

[Part Time]{.underline}

Intervention/Psychotherapy 1-2

Assessment without Formal Testing 1

Assessment with Formal Testing 0

Consultation

1-2

**ASSIGNMENT SUPERVISOR: Margaret Primeau, Ph.D.**

**ASSIGNMENT LOCATION: Loyola -- Psychology, Psychiatry**

[Quarter Time]{.underline}

Intervention/Psychotherapy 0

Assessment without Formal Testing 0

Assessment with Formal Testing 2

Consultation 0

**ASSIGNMENT SUPERVISOR: Kathleen Richard, Ph.D.**

**ASSIGNMENT LOCATION: Mental Health Clinic -- Building 228**

[Half Time]{.underline}

Intervention/Psychotherapy 2

Assessment without Formal Testing 2

Assessment with Formal Testing 0

Consultation 0-1

**ASSIGNMENT SUPERVISOR: Bernard Sladen, Ph.D.**

**ASSIGNMENT LOCATION: ATP - Building 228 - Outpatient**

[Half Time]{.underline}

Intervention/Psychotherapy 2-3

Assessment without Formal Testing 1

Assessment with Formal Testing (Optional) 0-1

Consultation 0

**ASSIGNMENT SUPERVISOR: Laura Smith, Ph.D.**

**ASSIGNMENT LOCATION: MOVE! (Managing Overweight/Obesity in Veterans**

**Everywhere) Program - Building 200**

[Quarter Time]{.underline}

Intervention/Psychotherapy 1-2

Assessment without Formal Testing 0-1

Assessment with Formal Testing 0-1

Consultation 1-2

**[ROTATIONAL SCHEDULING SUMMARY SHEET]{.underline}**

  --------------------------- ------ --------- ------ ----------------- ------------- -------
                                                      3 mos. only       6 mos. Only   3 or 6
                                                                                      mos.

                              ¼      ½         FT                                     

  Blacconiere                 \\/    \\/       \\/    X                 X             \\/

  Canar                       X      1/2 -3/5  \\/    \\/               X             X

  Chimis                      X      \\/       \\/    X                 (preferred)   \\/

  Fedirka                     X      X         \\/    X                 X             \\/

  Garcia                      X      V         V      X                 X             V

  Gibson                      X      5-Mar     \\/    X                 \\/ (9 mos.   X
                                                                        with          
                                                                        permission)   

  Greenblatt                  \\/    X         X      \\/               (preferred)   \\/

  Hawk                        X      \\/       \\/    X                 X             \\/

  Horn                        X      \\/       X      X                 \\/           X

  Johnson                     \\/    1/2-3/5   V      \\/               X             X

  Kimmons                     \\/    X         X      X                 (preferred)   \\/

  Mumby                       \\/    \\/       X      X                 X             \\/

  Murphy                      \\/    \\/       X      X                 X             \\/

  Noblett                     X      V         X      X                 V             X

  Richard                     X      V         X      X                 V             X

                                                      (w/considerable                  

  O'Donnell/Urban/Kinsinger   X      X         V      neuropsych exp)   X             \\/

  Phipps                      X      V         V      X                 X             V

  Pichler-Mowry               X      V         X      X                 V             X

  Popenhagen                  X      V         X      V                 X             X

  Sladen                      \\/    \\/       X      X                 V             X

                                                                                       

  Smith                                                                                

                              V      V         X      V                 X             X
  --------------------------- ------ --------- ------ ----------------- ------------- -------

Legend:

\\/ available

X not available

**[ACCREDITATION STATUS]{.underline}**

Our program has been APA-Accredited since 1976. Our next site visit is
scheduled for 2012.

American Psychological Association

750 First Street, N.E.

# Washington, DC 20002-4242

\(202\) 336-5979

\(202\) 336-6123 (TDD)

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

Number of hours of supervised training required during internship =
2,080.

Stipend - \$24,654. (less deductions, plus FICA), paid every two weeks
for 26 pay periods.

13 days vacation leave and 13 days available sick leave, in addition to
the 10 annual Federal Holidays.

Health and life insurance coverage is available to Psychology Interns in
the VA system.

VA will provide malpractice liability coverage through the protection of
Federal

Tort Claims Act.

Free parking. Public transportation subsidy for Interns using public
transportation to come to work.

On-site day care center.

Personal computers with internet access in most intern offices.

Full use of Hines and Loyola medical libraries.

**[QUALIFICATIONS]{.underline}**

U.S. Citizen

Minimum 450 intervention plus assessment practicum hours (APPIC
Application)

Doctoral candidate in an APA-Accredited clinical or counseling
psychology academic program

Finally, a Certification of Registration Status and Certification of
U.S. Citizenship are required to become a VA intern. The Federal
Government requires that male applicants to VA positions who were born
after 12/31/59 must sign a Pre-appointment Certification Statement for
Selective Service Registration before they are employed. It is not
necessary to submit this form with the application, but if you match
with our internship program and fit the above criteria, you will have to
sign it. All interns will have to complete a Certification of
Citizenship in the United States prior to beginning the internship. We
will not consider applications from anyone who is not currently a U.S.
citizen (unless one has a scheduled naturalization date and can provide
us a copy of one's Certificate of Natualization prior to January 31,
2009). The VA conducts drug screening exams on randomly selected
personnel as well as new employees. Interns are not required to be
tested prior to beginning work, but once on staff they are subject to
random selection as are other staff.

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

1\. APPIC Application (available at the APPIC Web Site:
http/www.appic.org)

2\. APPIC Academic Program's Verification of Internship Eligibility and
Readiness (completed by Academic Director of Training)

3\. Letters of recommendation from [all]{.underline} major patient-care
or research

> practicum supervisors. There should be letters from [each]{.underline}
> site in which you completed 400+ practicum hours (including support
> hours). Please provide an explanation in your cover letter for any
> absence of letters of recommendation from sites in which you completed
> 400+ practicum hours (including support hours).

4\. Hines Application Addendum (available on our web site)

5\. Official Graduate Transcript (no copies)

6\. Curriculum Vitae

7\. Personal Interview - by Invitation

[Refer to "Internship Applications" (on our Web Site) for more
details]{.underline}

**[TO APPLY]{.underline}**

Application materials may be obtained by going to our web site --
www.hines.med.va.gov/edu/psychI.htm (note: the letter after "psych" in
our web address is a capital "i"), or request materials by email --
bernie.sladen@va.gov, or in writing, from:

**Hines VA Hospital**

###### 5000 South Fifth Avenue

**Internship Training Program**

**Psychology Service (116B)**

**Building 228, Room 3053**

**Hines, IL 60141- 3030**

**[Deadline for receiving the COMPLETED Application: November 10,
2008]{.underline}.**

**Internships will start July 6, 2009.**

**[DIRECTIONS]{.underline}**

**Hines Hospital is located in Chicago\'s western suburbs, at Fifth
Avenue and**

**Roosevelt Road, adjacent to the towns of Maywood and Broadview. Loyola
University Medical Center and the State of Illinois\' Madden Mental
Health Center are located adjacent to Hines in Maywood.**

**O\'Hare and Midway Airports are less than 30 minutes away by car.
Downtown**

**Chicago and the lakefront are about 15-20 minutes east of the hospital
(about 12 miles).**

**[From the North (including O'Hare Airport) or South]{.underline}**

**Take I-294 (Tri-State Tollway) - to I-290 (Eisenhower Expressway).**

**East on I-290 (Chicago) - to First Avenue exit (Exit #20).**

**Turn right (South) on First Avenue - to Roosevelt Road (Route 38).**

**Turn right (West) on Roosevelt - go to Fifth Avenue (the first stop
light).**

**Turn left to enter the Hines Hospital grounds.**

**[From the Far Western suburbs.]{.underline}**

**Take I-88 - to I-290.**

**East on I-290 - to (First Avenue Exit) - Exit #20.**

**Follow directions above from Exit #20.**

**[From Downtown Chicago:]{.underline}**

**Take I-290 (West) - to (First Avenue Exit) - Exit #20.**

**Turn left (South) on First Avenue - to Roosevelt Road (Route 38).**

**Follow directions above from Roosevelt Road (Route 38).**

**Visitor Parking is readily available in parking lots in front of
Building 200 (the 15 story white tower) and next to Building 228 (the
Psychiatry Building), which is a newer 5-story red brick building
immediately east (to the left) of Building 200. Enter Building 228, and
take the elevator to the third floor. Psychology Service is on 3
South.**

**As an alternative, enter Building 200 and ask directions to Building
228 (Information Desk in the lobby of Building 200). Building 228 is
connected to Building 200 by an indoor corridor.**

**Psychology Training and Education section is located right after you
enter 3-S.**

**If lost in either building, ask any employee for directions to this
location. We all**

**try to be friendly and helpful.**

**Because Psychology offices are located throughout the hospital, be
sure to ask directions to the [specific building]{.underline} (Building
228), [and location]{.underline} (3rd floor, South).**

![](media/image3.png){width="7.3in" height="9.2in"}