> ![](media/image1.png){width="1.125in" height="1.125in"}**Psychology
> Internship Program**
>
> **Psychology Services (116B)**
>
> VA Medical Center
>
> Coatesville, PA 19320

*Telephone: (610) 383-0238*

> ***\
> **<http://www.coatesville.va.gov/>*
>
> **MATCH PROGRAM NUMBER 152911**
>
> **Applications Due: Nov 15, 2008**

## Accreditation Status

The predoctoral internship at the Coatesville VA Medical Center is fully
accredited by the Commission on Accreditation of the American
Psychological Association (the next site visit will be during the
academic year 2009).

## Application & Selection Procedures 

The training program considers only U.S. citizens working toward their
doctorate in Clinical or Counseling Psychology from an APA-accredited
program. To apply, please submit the following by November 15th for
internships that begin on September 1st of the following year:

-   A detailed curriculum vitae or résumé

-   An application for federal employment (Optional Form 612)

-   Declaration for Federal Employment (Optional Form 306)

-   Three letters of recommendation,

-   Official transcripts of all graduate work, and

-   A completed APPIC Application for Psychology Internship (AAPI)

-   A sample psychological test battery report (projective and objective
    instruments), with identifying information removed

-   If you are considering the Advanced Neuropsychology rotation, a
    sample neuropsychological test battery report, with identifying
    information removed

-   To be completed after acceptance:

-   Appointment Affidavit (Standard Form 61)

-   Questionnaire for Non-Sensitive Positions (Standard Form 85)

As a Practitioner Model site, we regrettably are unable to consider
those whose academic programs and previous training have not prepared
them for the core psychological services we provide to the veterans we
serve.

Applicants to the Coatesville VA Medical Center Internship Program must,
at a minimum, have supervised training experience in all of the
following areas of proficiency:

1.  Individual Psychotherapy: Basic-to-Intermediate skill level with a
    range of clientèle;

2.  Group Psychotherapy: Basic-to-Intermediate skill level as either
    therapist or co-therapist;

3.  Multicultural Awareness and Practice: Basic-to-Intermediate practice
    experience with at least one non-majority cultural group; and

4.  Projective and Objective Testing: Basic-to-Intermediate skill in
    administering, scoring, interpreting, and integrating projective and
    objective test instruments, including the Rorschach.

If you decide to apply in spite of deficiencies in any of these core
proficiency areas, you must address the deficits in your cover letter.

Applicants selected for an interview will be notified in December.
Criteria used to select intern applicants include experience as
reflected in the résumé and graduate transcripts, letters of
recommendation, and later, the interview.

Our **APPIC Program Code Number is 152911**. The Psychology Internship
Training Program abides by APA, APPIC, and National Matching Service
(NMS) guidelines in the selection of interns. In compliance with all
APPIC (Association of Psychology postdoctoral and Internship Centers)
guidelines, interns are notified about acceptance on the fourth Monday
in February. No person at this facility will solicit, accept, or use any
ranking-related information from any intern prior to Uniform
Notification Day. APPIC provides copies of their policies and procedures
and the National Matching Service policies on their website:
www.appic.org. The website also provides information on filing
grievances with the APPIC Standard and Review Committee should
applicants perceive that policies have been violated.

Coatesville VA Medical Center is an Equal Opportunity Employer, and
applicants are considered without regard to gender, age, race, color,
national origin, sexual orientation, marital status, political or
religious beliefs, or physical handicap.

***For further information call or write:***

> ***Edward T. Moon, PsyD***
>
> Director, Psychology Internship Training Program
>
> Psychology Services (116B)
>
> VA Medical Center
>
> Coatesville, PA 19320
>
> *Telephone: (610) 383-0238*
>
> *FAX (610) 380-4353*
>
> *Email: edward.moon@va.gov*

## Training Model and Program Philosophy

The internship program uses a Practitioner Model, designed to give
interns a broad range of direct assessment and treatment experiences
with a variety of patients using contemporary evaluative and
intervention techniques. The sixteen staff psychologists typically
involved in intern training represents various theoretical orientations,
assuring exposure to diverse training experiences. Integral to the
internship is the application of scholarly, clinical research to patient
care, while under close supervision. Skill-building seminars,
role-modeling, observation, professional education, and consultative
guidance are used as supplementary learning methods. Diversity issues
are considered in all settings throughout the internship.

The program takes a developmental view of training, transitioning
interns from their graduate student status to that of independently
functioning entry-level psychologists. Upon completion of the internship
interns will have demonstrated technical competencies derived from
supervised experience in: application of human diversity and ethical
concepts to practice; diagnostic interviewing; individual and group
psychotherapy; psychological, neuropsychological, and geropsychological
assessment; and specialized techniques such as biofeedback, EMDR, or
hypnosis, depending on the interests of the intern. The interns will
have extensive exposure to the operation of a large inpatient
psychiatric setting and to the psychologists' many roles as
administrators, clinicians, teachers, researchers, and consultants.
Interns will also have direct experience with the multidisciplinary team
approach to the treatment of mental health problems, common to many
treatment facilities.

## Program Goals & Objectives

**Internship Goals and Competencies**

**Goal 1. Prepare competent professional psychologists using a
Practitioner Model.**

-   Demonstrate Assessment and Diagnostic Competency

-   Demonstrate Intervention Competency

-   Demonstrate Competency in Consultation, Supervision, and Evaluation

-   Demonstrate Professional Conduct and Ethical Behavior Competency

-   Demonstrate Competency in Diversity Issues

-   Demonstrate Competency as Consumers of Practice-Oriented Research

-   Demonstrate Competency as Treatment Team Participants

-   Demonstrate Competency in Professional Documentation

**Goal 2. Prepare interns for Licensure and Entry-Level Practice in
Professional Psychology.**

-   Successfully complete 2080 hours of APA-Accredited internship
    training

-   Successfully complete minimum of 520 hours (25%) of direct patient
    contact

-   Successfully complete minimum of 200 hours of supervision (100
    individual/100 group)

-   Successfully complete minimum of 100 hours of didactic training
    experience

**Competency Development**

**Specific competencies developed during the internship include the
following, related to Goal 1 (above):**

**1. Assessment and Diagnostics:** This internship expects interns to
have basic competency in testing prior to their start date. During the
internship year, interns must demonstrate competency in the several
types of psychological assessments pertaining to given rotations. Though
varying from one rotation to another, these include behavioral
assessments, mental status examinations, intelligence testing,
neuropsychological testing, personality testing (objective and
projective), and geropsychological assessment. Interns must also become
proficient in clinical interviewing, test administration and scoring,
interpretation of testing data, report writing, providing feedback to
both patients and multi-disciplinary treatment team members, reading and
integrating professional research findings into the assessment process,
and responding appropriately to referral questions.

**2. Interventions:** Interns must demonstrate competency in the types
of psychological interventions required for a given rotation. Examples
of these include: individual psychotherapy, group psychotherapy, couples
therapy, family therapy, psychoeducational classes, and specialized
techniques such as biofeedback, EMDR, and hypnosis. Use of these
interventions involves a number of related processes, and in each of the
rotations the intern is expected to become competent in each of the
following: conceptualizing the presenting problem, review and
application of research findings related to various interventions or
approaches pertinent to the client or rotation, articulating and
implementing a theoretical approach, creating and/or contributing to
individualized treatment planning, ongoing assessment of patient
progress, termination, and referral.

**3. Ethical and Professional Issues:** Interns are expected to develop
competency in ethical and professional issues, appropriately applied as
an aspect of clinical service delivery. This area of competency includes
knowledge and observance of the APA Ethical Principles of Psychologists
and Code of Conduct, demonstration of professional conduct consistent
with the practice of psychology, recognition of the need to seek out
supervision and/or consultation, knowledge of one's own personal and
professional strengths and limitations, utilization of supervision in a
productive manner, appreciation and appropriate use of power inherent in
one's position relative to others, and time management. Although interns
from APA-accredited programs have had a course in the ethics of
psychology, the internship presents an opportunity to learn how this
knowledge is applied in the clinical and research setting. The ethics
are discussed in clinical supervision with respect to each of the
rotations and are the subject of the third rotation seminar. By that
time, the intern has typically developed more sophisticated practical
skill in parsing and applying ethical principles.

**4. Diversity Issues:** The intern must also demonstrate competency in
providing clinical services to individuals of diverse backgrounds.
Diversity is conceptualized along a number of dimensions, including age,
gender, sexual orientation, culture, race, ethnicity, disability status,
socioeconomic status, psychiatric diagnosis, educational level, and
intellectual functioning. As a referral center for several specialty
programs, this internship is uniquely positioned to provide supervised
training with an elderly rural/exurban population; a homeless, urban
population with a large proportion of Americans of African descent; and
the Vietnam and Global War on Terror combat veteran populations.
Competency in diversity is demonstrated through knowledge and
integration of the scientific research on nuances of clinical
presentation, assessment, and intervention for clients of diverse
backgrounds. The intern is expected to demonstrate sensitivity to issues
of status or power, use of language, and metacommunication, and to
identify those situations in which ethics, consultation or supervision,
and personal or professional limitations may play a part.

**5. Consultation, Supervision, and Evaluation:** The intern must
demonstrate competency in consultation and program evaluation, through
critical thinking about, and evaluation of, the internship itself. Each
rotation represents an opportunity to evaluate both that portion of the
internship and the supervisor on specific dimensions, and to write a
critique of the rotation as training experience. In the final weeks of
the internship, the interns are also given a group task of writing a
free-text document incorporating their collective evaluation and
recommendations for the internship program as a whole. In addition,
interns have the opportunity to collaborate with supervisors in
developing new programs or portions of existing treatment programs, with
an assigned program development task as a part of the duties on the
clinical rotation. Interns must also demonstrate competency in
consultation with respect to patient care, providing both written and
oral information to other clinicians, to family members, and, on
occasion, to treatment providers or service agencies outside the medical
center. Finally, in the Peer Consultation activities, interns work with
supervisory psychologists to enhance the skills needed for supervisition
using various models.

**6. Use of Practice-Oriented Research:** Interns must demonstrate
competency in informing their clinical practice through use of
practice-oriented scientific and scholarly research. Opportunities for
demonstrating this competency exist not only in assessment and treatment
settings, but also in clinical supervision and in supervisory seminars.
Interns are expected to research clinically relevant issues, gain
insight into possible uses for the research-derived data, and
appropriately apply this information to their casework and seminar
participation during the internship.

## 

##  Program Structure

The internship year is divided into three, four-month rotations. One of
these rotations (Acute Inpatient Psychology) is required and provides
core training experiences, while the second and third rotations are
electives, enabling the intern to receive specialized training in
selected areas. Note, however, that no intern may spend more than 1.5
rotations in a single specialty area. A number of the optional rotations
are half time, allowing the intern to gain experience in two or more
optional areas. The following rotations are currently available.

**Required Rotations Full-Time Electives Half-Time Electives**

Acute Inpatient Psych. I Geropsychology I Acute Inpatient Psych II

Neuropsychology I Biofeedback Clinic

Outpatient Psychology Posttraumatic Stress Geropsychology I or II

(Two clients) Disorder Unit Neuropsychology II

Substance Dependence/ Off-Station Rotation

Dual Diagnosis Outpatient PTSD Clinic

Outpatient Mental Health Clinic Psychosocial Rehabilitation

for Severe Mental Illness

**Superivision**

A minimum of two hours' individual supervision is provided each week on
each full-time rotation (one hour each week for each half-time
rotation). In addition, a minimum of two hours' group supervision is
provided each week in the supervisory seminars, described more fully
below. Interns may also receive additional supervision on an as-needed
basis. Supervision is provided by the supervisory psychologist on the
rotation in question, with back-up provided by arrangement with another
supervisory psychologist. The training staff is generally flexible with
regard to the theoretical orientation of the intern. Taping of client
sessions and direct observation are required as part of the training
experience.

**Seminars**

Besides the clinical placements and individual supervision, further
training is provided in core areas through a series of three ongoing
supervisory seminars conducted throughout the internship year by members
of the Psychology Training staff. The seminars integrate clinical data,
research findings, supervisory input, and group discussion. Seminars
meet two hours weekly for four months each.

> **September -- December** Psychological Assessment
>
> **January -- April** Psychotherapeutic Interventions
>
> **May -- August** Diversity, and Professional Issues

**Description of Seminars**

***Psychological Assessment***

Interns will gain experience in assessment and evaluation of patients
using interviewing techniques as well as formal psychological tests.
Tests that are emphasized include: Wechsler Adult Intelligence Scale III
(WAIS-III), Minnesota Multiphasic Personality Inventory (MMPI-2),
Personality Assessment Inventory (PAI), Rorschach, Thematic Apperception
Test (TAT), Sentence Completion Test, Draw-A-Person, Wechsler Memory
Scale (WMS-III), Personality Assessment Inventory, CogniStat, and the
MCMI-3. The format of the seminar requires interns to present test data
on patients they are in the process of evaluating, and to interview
patients not previously known to them. Feedback on interviews and test
interpretations from seminar leaders and other interns is an important
part of the seminar. Research findings on assessment instruments, client
diversity issues, and clinical issues are integrated into the seminar,
as is work on charting and report writing.

***Psychotherapeutic Interventions***

The Interventions Seminar provides interns with the opportunity to
present and discuss their individual and group psychotherapy cases in
depth. Each intern is responsible for audio- or video-taping individual
and, where feasible, group therapy sessions, for presentation in the
seminar. Interventions Seminar presentations are opportunities for
feedback and suggestions from both the seminar co-leaders and the other
interns. The seminar is also a forum for review of clinical principles
and techniques that apply to the case under discussion, as well as
research related to diversity issues and therapeutic practice.
Integration of theory, research, and clinical practice is encouraged,
and psychological test data may be included when available. Case
conceptualization using a variety of models is emphasized in this
seminar.

***Ethics, Diversity, and Professional Issues***

This seminar provides a forum for interns to identify and discuss
professional issues and ethical problems they are currently facing or
have already faced in their work setting. Presentations on a variety of
issues are given by the professional staff, with discussion by all
present. Topics include but are not limited to the role of a
psychologist in a VA Medical Center, legal implications of medical
documentation, psychopharmacology, confidentiality, managed health care,
licensing, private practice, substance abuse, burnout, diversity and
cultural sensitivity, competency assessment, and boundary dilemmas.
Interns find related research articles, and discuss these in the context
of the seminar presentation.

**Peer Consultation**

The internship program also includes the opportunity to gain experience
in skills needed for doing clinical supervision, using a Peer
Consultation model. Each intern experiences the roles of both the peer
consultee and the peer consultant during the program. (Some interns may
also have the opportunity to provide consultation to master\'s or
doctoral practicum students.) The interns' development as clinical
consultants will be guided by staff psychologists, during observed peer
consultation groups. Appropriate readings and group discussions on
theoretical and process issues also aid in the interns' development of
supervision skills. Further opportunities to develop supervison and
consultation skills occur in a group format during the Interventions and
the Professional Issues & Ethics seminars.

**Mentoring**

Interns also have the opportunity to work with a staff psychologist
Mentor during their internship at Coatesville. This is an optional,
minimally structured professional relationship that offers the
opportunity for sharing professional interests beyond the focus of a
specific rotation or work unit. Mentoring may assist interns in focusing
goals for future work, choosing career paths, or simply enrich the
internship. Interns and mentors interested in this aspect of training
will be provided a forum for discussion prior to assignment of mentors
and mentees.

**Additional Activities**

Interns share in the activities of staff psychologists, including
psychology-sponsored in-service training programs for physicians, nurses
and other professional personnel throughout the Medical Center. These
programs provide an opportunity for interns to interact with the
personnel of the Medical Center. Interns may serve as moderators or
resources to aid staff in understanding patients' individual and group
behavior or in developing skills so that staff can function better in
their assigned responsibilities.

Interns may attend any seminar, lecture, and training activity at the
Medical Center as long as these activities do not interfere with the
core internship training activities. CVAMC Psychology Service is an
APA-accredited sponsor of Continuing Education and conducts a number of
training activities throughout the year, including the Annual Psychology
Conference. In addition, psychology interns are permitted up to four
days to attend approved educational conferences off-station.

.

## Training Experiences (Rotations, Seminars)

**Description of Rotations**

**Required**

***Acute Inpatient Psychology***

On the Acute Inpatient Psychology rotation the intern becomes involved
in a wide variety of experiences common to many psychiatric hospitals
and outpatient clinics. These include brief psychotherapy, crisis
intervention, individual psychotherapy, group psychotherapy, and
psychological assessment, in the context of an acute psychiatric
setting.

The 35-bed Acute Inpatient Unit emphasizes a psychosocial rehabilitation
model of recovery combined with wellness principles. In addition to an
introduction to psychosocial rehabilitation theory and practice, the
intern will have opportunities to participate in a veteran-led community
meeting and regularly scheduled psychotherapy/psychoeducational groups.
The intern will lead various weekly recovery-oriented psychoeducational
groups. The intern will have the opportunity to conduct individual and
group psychotherapy. The intern will also have the opportunity to
administer, score, and interpret assessment batteries and to write
integrated psychological reports. These reports will incorporate results
from objective tests, projective tests, neuropsychological screenings,
sentence completion inventories, clinical interview, and record review.
Additionally, the intern will participate in interdisciplinary treatment
team meetings, which include psychiatrists, social workers, registered
nurses, chaplains, certified physician assistants, recreational
therapists, registered dietitians, psychologists and other
doctoral-level mental health professionals. Licensed psychologists and
doctoral level mental health professionals supervise all of these
experiences.

In light of changing times and the move toward more outpatient care as
well as attempting to provide greater continuity of care, the intern on
Inpatient Psychology may begin therapy with a veteran on an inpatient
Unit and continue to follow him/her on an outpatient basis.

***Outpatient Psychology***

In addition to the above required rotation, interns will also be
assigned a small caseload of outpatients (usually two clients) for
longer-term psychotherapy in the Outpatient Mental Health Clinic. These
clients may be followed for the duration of the internship.

**Electives**

***Acute Inpatient Psychology II***

Interns may further their training from the Acute Inpatient Psychology I
rotation with this elective, half-time rotation. The rotation offers
interns the opportunity to increase their ability to synthesize
information and to identify and conduct appropriate interventions with
greater sophistication for the SMI population. Interns are expected to
participate in morning report, rounds, and treatment team. They will
provide individual therapy and will also conduct comprehensive
psychological assessment and integrated reports.

***Biofeedback Clinic***

The Biofeedback Clinic is under the direction of a psychologist. In this
half-time rotation the intern learns how to: a) conduct biofeedback
intakes, assessments, and biofeedback training/therapy; b) run several
stress management/relaxation groups demonstrating different
relaxation/stress management techniques to patients; c) do hypnotic
assessments and self-hypnosis training with selected patients; and d)
integrate the above into one\'s own style of doing therapy. The
biofeedback training experience consists of learning how to operate
electromyographic (EMG), skin temperature, and skin conductance
biofeedback instrumentation. Observation and then actual experience in
doing initial assessment interviews, psychophysiological assessments,
and individual biofeedback training/therapy is taught, along with the
theory underlying the use of biofeedback instrumentation and how to
integrate biofeedback into one\'s own therapeutic style. For the stress
management/relaxation groups, the intern first observes a variety of
different stress management and relaxation group approaches, and then
learns to run the group on his or her own. Group stress management
training includes such modules as breathing retraining, coping skill
training, frustration/anger management, and visualization training;
group relaxation training consists of learning relaxation techniques
such as progressive relaxation, the \"body scan,\" autogenics, and
breathing strategies. For the hypnosis training the intern learns how to
do the group hypnotic assessments, observes clinic staff doing hypnosis
training, and then works with patients on their own, teaching the
patient how to use self-hypnosis to reduce and control their symptoms. A
model for understanding hypnosis and integrating self-hypnosis training
into psychotherapy is also taught.

***Geropsychology I***

The Geropsychology I rotation is a half-time or full-time rotation.
Interns are assigned to the Nursing Home Care Unit (NHCU) which
comprises both long-term residents as well as individuals receiving
rehabilitation services with the goal of returning to the community.
Interns will gain an understanding of the psychological issues common to
this group and learn assessment and treatment strategies that
specifically address the needs of the geriatric population. A
biopsychosocial approach to treatment is emphasized, wherein the
interrelationships between physical and emotional problems are
acknowledged and an interdisciplinary team is utilized to provide a more
holistic and individualized plan of care. Interns will perform
assessments and offer group and individual psychotherapy for individuals
with a wide range of medical and psychological problems.

***Geropsychology II***

The Geropsychology II rotation could be chosen as either an additional
full-time or half time rotation. Opting for the Geropsychology II
rotation allows the intern to continue treatment with established
individual and group patients, and offers the opportunity to engage in
other roles for psychologists in the long term care setting, such as
providing in-service education and training to staff regarding
geropsychological issues, or pursuing research interests. With more time
and exposure to the nursing home residents and staff, the intern can
take a more active role in treatment team meetings.

***Neuropsychology I***

The Neuropsychology I rotation is a full-time clinical experience
designed to familiarize the intern with the administration, scoring, and
interpretation of neuropsychological test batteries, particularly the
Halstead-Reitan Neuropsychological Test Battery and supplemental tests
(i.e. WAIS-III, PPVT-III, WMS-III). The intern will have an opportunity
to assess patients with a wide range of cognitive deficits that include
traumatic brain injury, attention deficits disorders, progressive
neurological disease, and substance induced cognitive disorders. During
the rotation the intern is expected to continually develop his or her
clinical interviewing and report writing skills.

***Neuropsychology II***

This rotation affords the opportunity for additional training in
neuropsychology on a half time basis. During this rotation, the intern
will be expected to display a more proficient ability to complete the
requirements of the Neuropsychology I rotation. Additionally, the intern
will be expected to provide feedback to assessed individuals regarding
functional implications of their identified strengths and deficits.
Emphasis will be placed on the development of the appropriate
compensatory strategies and specific treatment recommendations for
assessed persons. Interns on this rotation will be required to stay
abreast of contemporary issues in the field.

***Substance Abuse Treatment Unit***

The Substance Abuse Treatment Unit (SATU) Domiciliary provides group and
individual treatment in a residential setting for substance-abusing
veterans who also suffer with co-occurring psychiatric disorders. (There
is also a minority of Substance Use Disorder-only veterans.) The
intern's experience on this unit involves assessment and diagnosis,
individual therapy, group therapy, psychoeducational seminars for
patients, and aftercare planning. The diagnostic range includes
stabilized patients with psychotic disorders, affective and anxiety
disorders, Posttraumatic Stress Disorder, organic dysfunction, and
personality disorders. Offered on a full-time basis only, this rotation
involves an opportunity to work closely with an experienced,
multidisciplinary team.

***Posttraumatic Stress Disorder Program (PTSD)***

The rotation offers training in intensive individual and group
psychotherapy, as well as structured and psychoeducational groups.
Interns also have the opportunity to participate in research projects,
and receive guidance in developing PTSD-related publications and
presentations. Interns provide individual psychotherapy, and participate
in psychotherapy groups that meet three times weekly. Trauma work
includes issues such as guilt, loss, anger, relationships, and substance
abuse. The program includes psychoeducational classes on many topics
related to PTSD and war trauma. The veterans are men and women of all
wars and eras, including Korea, Vietnam, Lebanon, Panama, Persian Gulf,
Somalia, and Bosnia. We are currently treating veterans from Iraq and
Afghanistan. The therapeutic work environment is often intense, but
rewarding. EMDR Part One and Two training is offered during the year for
VA staff, and interns are welcome.

***Psychosocial Rehabilitation for Severe Mental Illness***

This half-time rotation offers interns the opportunity to develop
knowledge and skills pertaining to psychosocial rehabilitation for
severe mental illnesses (SMI). Interns are expected to participate in
program development and will provide direct clinical services. The
rotation encourages interns to develop and facilitate a
psychoeducational group for outpatient veterans diagnosed with a SMI.
Interns may also be involved in all aspects of the Family Support,
Training, and Education Program for the family members of veterans
diagnosed with SMI (e.g., co-facilitation of multifamily groups,
publicizing the program, and capturing and analyzing relevant outcome
data). Interns may be involved in providing training to other CVAMC
staff learning how to facilitate psychosocial rehabilitation groups. The
rotation offers the opportunity to participate in regularly occurring
regional VA conference calls pertaining to program development and
implementation, and perhaps the chance to participate in writing grants
for funding to support psychosocial rehabilitation.

**Off-Station Rotation**

This is an optional rotation, which the intern may arrange to provide
specialized experience not readily available at Coatesville VA Medical
Center. The experience must be supervised by a psychologist licensed in
Pennsylvania and the intern must have the approval of his or her
university Director of Training as well as the approval of the
Psychology Training Committee. This is a half-time (2 days/week)
rotation, as off-station hours must not exceed 300 per year. In past
years, interns have received training at Jefferson Medical College,
Villanova University's Counseling Center, and with a neuropsychologist
in private practice. In recent years, approximately 10% of our interns
have arranged for an off-station rotation.

The Psychology Service encourages both staff members and interns to
conduct meaningful research projects. Interns are given the opportunity
to spend up to four hours per week on research that is dissertation
related. These research hours must be taken at a time that does not
interfere with their clinical duties and cannot be carried over or
accumulated. While it is generally expected that research time will be
spent using the medical library, computers and/or psychology research
consultants on station, if this is not feasible, interns will be
permitted off-station time with the concurrence of their supervisor and
the Director of Training. In addition, interns are allowed a full day to
defend their dissertation if this is scheduled within the internship
year.

## Requirements for Completion & Electives

To maintain good standing in the program, interns must achieve at least
a rating of \"Intermediate/Should remains a focus of supervision\" (3 on
a scale of 5) in all competency areas throughout the year. To
successfully complete the internship, interns must achieve at least a
rating of \"High Intermediate/ Occasional supervision needed\" (4 on a
scale of 5) in at least 80% of all competency areas, with no ratings
below 3.

## Facility and Training Resources

## Like other Psychology staff, interns in virtually every case have their own offices, with computer access, e-mail, word processing, and the computerized patient chart. Other training resources include video, audio and reproduction equipment, an excellent library with a wealth of mental health related books, computer literature searches, periodicals and audio/video holdings, and Educational Center facilities for meetings, seminars, and training.

## Administrative Policies and Procedures

The program has written policies concerning \"Psychology Interns\' Right
to Due Process Prior to Termination\" and \"Grievance Resolution
Procedures for Psychology Interns.\"

***Copies of these policies are available by contacting the Training***
Director (Edward.moon@va.gov).

Our privacy policy is clear: We will collect no personal information
about you when you visit our website.

The program does not require self-disclosure.

## Training Staff

**Name, Assignments, & Applied Interest/Research\
***\* Denotes staff currently involved in formal intern training.*

*\*\* Denotes staff who were formerly interns at Coatesville VAMC.*

***\* Frank Angelini, PhD***

Univ. of Pittsburgh, 1998

Psychologist, Substance Abuse Treatment Unit

Substance Abuse, Serious Mental Illness,

Self-Regulation, Cognitive-Constructivist Therapy

***\*Danielle Beauvais, PsyD***

\*\* Illinois School of Professional Psychology, 2000

Psychologist, PTSD Inpatient Unit

PTSD, Homelessness, Health Psychology

***\* Danielle Bowers, PsyD, CPRP***

\*\* Georgia School of Prof. Psychology, 2004

Supervisory Psychologist, Acute Psychiatry

Psychosocial Rehabilitation, Serious Mental Illness

***Stephen Cavicchia, PsyD***

\*\* Biola Univ., Rosemead School of Psychology, 1983

Chief, Psychology Service

PTSD/Family Issues, Research into Schizophrenia, Hospital Administration

***\* Steven Chambers, PsyD***

Biola Univ., Rosemead School of Psychology, 1987

Program Coordinator, Homeless Domiciliary

Marital/Family Therapy, Group Therapy, Substance Abuse, Ethics

***\* Donald Dow, PhD***

\*\* Temple University, 2001

Supervisory Psychologist, Neuropsychology

Neuropsychology, Cognitive Rehabilitation

***\*Benjamin Gliko, PsyD***

\*\* Nova Southeastern Univ., 2004

Neuropsychologist

Traumatic Brain Injury and Dementia Assessments; Personality Assessment

***\* David Inman, PhD***

Michigan State Univ., 1976

Director, PTSD Clinical Team (Outpatient), Community-Based Clinics

PTSD, Sleep Disturbance

***\* Ira T. Kedson, PsyD***

Widener Univ., 1994

Psychologist, SUD Outpatient Clinic

Substance Abuse Treatment, Psychological Assessment

***\* Angela McCarroll, PsyD***

Regent Univ., 2002

Program Coordinator, Unit 8A, Domiciliary

Psychological Assessment

***\* Edward T. Moon, MM, PsyD***

\*\* Illinois School of Professional Psychology, 1992

> Director of Training & Program Manager, SUD Outpatient Treatment
> Substance Abuse, Ethics, Language Acquisition, Sexuality

***\* Saundra Noce, PhD***

Brigham Young Univ., 1968

Psychologist, Mental Health Outpatient Clinic

Family/Marital Therapy, Psychological Assessment

***\* Ronald Pekala, PhD***

Michigan State Univ., 1981

Program Manager, Biofeedback Clinic

Biofeedback, Hypnosis, Phenomenology

***\* Susan Rogers, PhD***

\*\* Utah State Univ., 1991

Assistant Director and Research Coordinator, PTSD Program

PTSD, Physiology/Anxiety Disorders, EMDR

***\* Holly Ruckdeschel, PhD***

\*\* Univ. of Pennsylvania, 1993

Director, Education and Staff Development

Geropsychology, Psychotherapy, Interdisciplinary Teams, End of Life
Issues

***\* Jaime Spinell, PsyD***

LaSalle University, 2005

Psychologist, Nursing Home Care, Hospice

Geropsychology, End of Life Issues

***\* Kristine Sudol-Regan, PsyD***

\*\* LaSalle Univ., 2006

Psychologist, PTSD Clinical Team, Walker House

PTSD, Military Sexual Trauma, Women Veterans

***\* Robert Whitney, PhD***

\*\* Virginia Commonwealth Univ., 1986

Psychologist, PTSD Inpatient Unit

PTSD, Psychotherapy, and Neuropsychology

***\* Amy Willis, PhD***

\*\* Univ. of Texas, Austin, 1990

Psychologist, PTSD Inpatient Unit

PTSD, Substance Abuse, Psychotherapy, Ethics

##  Trainees

**Recent Graduates**

> **2006-2007**
>
> Erika Ast Alliant International University
>
> Thomas Bortner LaSalle University
>
> Danielle Farabaugh LaSalle University
>
> Julie Rife-Freese American School of Prof. Psychology at
>
> Argosy University, Washington DC
>
> **2005-2006**
>
> Julie Guay Illinois School of Prof. Psychology/Schaumburg
>
> Jennifer Schuldt Minnesota School of Prof. Psychology (Argosy)
>
> Kristine Sudol LaSalle University
>
> Kristen Triebel Forest Institute of Prof. Psychology
>
> **2004-2005**
>
> Kimberly Levan Immaculata University
>
> Brian Seavey Georgia School of Prof. Psychology (Argosy)
>
> Meredith Senholzi Florida State University
>
> Heather Tuckman American School of Prof. Psychology at
>
> Argosy University, Washington DC
>
> **2003-2004**
>
> Danielle Bowers Georgia School of Prof. Psychology (Argosy)
>
> Nicole DeVita Immaculata University
>
> Jennifer D'Ostilio American School of Prof Psychology (D.C.)
>
> Benjamin Gliko Nova Southeastern University
>
> **2002-2003**
>
> Rose Likeness Immaculata University
>
> Peggy Henderson Spalding University
>
> Elizabeth Soucar Temple University
>
> Sharon Richter Immaculata University
>
> **2001-2002**
>
> Cheryl Falkenstein Temple University
>
> John Fahey Temple University
>
> Catherine Fraley American School of Prof. Psychology (D.C.)
>
> Ajit Mundra University of Hartford

## 

## Local Information

The Coatesville Department of Veterans Affairs Medical Center is located
one mile south of the U.S.Route 30 Bypass, near the town of Coatesville
in Chester County, PA, approximately 40 miles west of Philadelphia.

Both Philadelphia, PA, and Wilmington, DE, are arts and culture centers,
and both are easily accessible from the Medical Center. The area is
steeped in history, and offers numerous cultural, sports, recreation,
and outdoors activities, as well as access to numerous college- and
university-related opportunities.