Psychology Internship Program

  • Internship overview

    The Psychology Internship Program at The Children's Hospital of Philadelphia is a one-year clinical experience and includes eight interns matched nationally. The goal of the Psychology Internship Program is to train future child psychologists for entry-level professional practice.

    Specifically, the Program aims to prepare advanced doctoral-level students to take leadership roles in developing, providing, evaluating, and disseminating effective psychological services for the diverse population of children and families with health and/or mental health needs. The Program is committed to preparing psychologists as leaders in the field, who will be engaged in clinical practice, interdisciplinary collaboration, advocacy and scientific investigation.

    Interns participate in a cumulative sequence of clinical rotations, individual and group supervision, and a variety of didactic learning forums. These training opportunities guide interns in the application of empirically supported interventions, within the multiple contexts of a child’s development.

    The Psychology Internship Training Program at the Children’s Hospital of Philadelphia is accredited by the Commission on Accreditation, American Psychology Association, 750 First Street NE, Washington, DC 20002-4242 (phone: 202-336-5979, fax: 202-336-5978).

  • Training approach

    The Internship Training program embraces a scientist-practitioner training model and is guided by developmental, ecological and systems-based theories of psychology. Children operate in multiple systems, most notably the family, healthcare, and school systems that have a profound impact on their cognitive, emotional, health and social functioning. As a result, training occurs in multiple formats and multidisciplinary environments, with significant emphasis placed on effective functioning as a team member.

    The Psychology Internship Program embraces five overarching foci. These foci reflect our understanding of effective leadership training in child clinical psychology:

    1. Using ecological-developmental/systems theories to understand children and families
    2. Developing effective interdisciplinary relationships
    3. Developing and implementing prevention and advocacy activities
    4. Demonstrating leadership skills
    5. Working with community-based and/or medically underserved populations
  • Program structure

    The program is horizontally structured along the following clinical competencies: assessment, consultation, and prevention/intervention. In addition, there are cross-cutting competencies in cultural effectiveness, professional development and research leadership.

    The program is vertically structured through the following five clinical tracks: autism spectrum disorders, behavioral health integrated care (community-based primary care and school psychology), clinical psychology (ADHD, anxiety and depression), pediatric neuropsychology and pediatric psychology. The five clinical training tracks form a single and coherent clinical child internship program that allows greater in-depth training within a clinical year designed to provide breadth of training in clinical child psychology.

    Clinical training tracks

    1. Autism Spectrum Disorders (1 position). This track is designed for interns wishing to pursue clinical and research careers related to the field of autism spectrum disorders (ASD). Interns in this track spend approximately 50 percent of clinical training in assessment and consultation rotations within the Center for Autism Research (CAR) and the Autism Integrated Care Program. Assessment competencies are accomplished through track-specific clinical rotations related to ASD. Interns in the ASD track are extended and expected to complete a second year of funded clinical training as post-doctoral fellows through CAR. Postdoctoral training at CAR is primarily focused on clinical development and preparation for licensure by providing clinical support to a variety of research projects, with scientific participation to the extent it matches the trainee’s interests and goals.
    2. Behavioral Health Integrated Care (4 positions). This track provides training for four interns wishing to pursue clinical careers in providing integrated intervention and consultation services to children, families, medical providers and school personnel within underserved communities. Interns in this track will spend approximately 66 percent of their total clinical hours dedicated to pediatric primary care and/or school-based services. Both the intervention and consultation competencies are accomplished through track-specific clinical rotations.
    3. Clinical Child Psychology (1 position). This track provides training for one intern wishing to obtain more focused training in assessment and/or intervention skills in children with anxiety, depression, ADHD, and behavioral disorders. Therea re no required rotations on this track, and interns are encouraged to participate in clinical rotations that support their training goals.
    4. Pediatric Neuropsychology (1 position). This track provides training for one intern wishing to pursue a career as a pediatric neuropsychologist. Interns devote approximately 66 percent of their clinical training within track-specific rotations. During the first half of the year, interns participate in the inpatient neuropsych assessment rotation, paired with the inpatient rehabilitation rotation (consultation), and select an intervention rotation. During the second half of the year, interns typically participate in the outpatient neuropsych assessment rotation, paired with an outpatient consultation (in recent years, Stroke Clinic), and select an intervention rotation.
    5. Pediatric Psychology (1 position). This track provides training for one intern wishing to pursue a career as a pediatric psychologist. There are no track-specific required rotations, and interns are encouraged to participate in clinical rotations that support their training goals, selecting from the wide range of hospital-based assessment, consultation and intervention rotations.

    The program is divided into two, six-month blocks. Interns select clinical rotations within each of the three clinical competencies each semester, guided by their training director and their career focus within their depth area. In addition, psychology interns participate in the LEND program, in which their research competency is accomplished.

    Each semester, interns choose rotations in assessment, prevention/intervention, and consultation to support the development of these core competencies. In addition, didactics, focused supervision, and other activities are provided and support professional development as a clinical child psychologist within our leadership foci. Throughout all training activities, best practices, as evidenced by available empirical data, are emphasized. The recursive relationship between research and practice is examined through the content of regular didactic seminars and journal clubs, as well as group and individual supervision.

    Learn more about our internship structure, including and core rotations »

  • Competencies

    Intern graduates are expected to demonstrate "entry to practice" level competencies in the following:

    Foundational competencies

    Professionalism — Integrity, honesty, personal responsibility and adherence to professional values; deportment; accountability; concern for the welfare of others; and professional identity.

    Individual and cultural diversity — Awareness, sensitivity and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics defined broadly. Includes: self as shaped by individual and cultural diversity and context; others as shaped by individual and cultural diversity and context; interaction of self and others as shaped by individual and cultural diversity and context; and applications based on individual and cultural context.

    Ethical legal standards and policy — Application of ethical concepts and awareness of legal issues regarding professional activities with individuals, groups and organizations. Includes: knowledge of ethical, legal and professional standards and guidelines; awareness and application of ethical decision making; and ethical conduct.

    Reflective practice/self-assessment/self-care — Practice conducted with personal and professional self-awareness and reflection; with awareness of competencies; with appropriate self-care. Includes: reflective practice; self-assessment; self-care (attention to personal health and well-being to assure effective professional functioning); and participation in supervision process.

    Relational

    Relationships — Relates effectively and meaningfully with individuals, groups, and/or communities. Includes: interpersonal relationships; affective skills; and expressive skills.

    Science

    Scientific knowledge and methods — Understanding of biological bases of behavior, cognitive-affective bases of behavior, application of science to practice, and development across the lifespan. Respect for scientifically derived knowledge. Includes: scientific foundation of professional practice.

    Research/evaluation — Generating research that contributes to the professional knowledge base and/or evaluates the effectiveness of various professional activities. Includes: scientific approach to knowledge generation; and application of consultation and teaching to research practice.

    Functional competencies

    Assessment — Assessment and diagnosis of problems, capabilities and issues associated with individuals, groups, and/or organizations. Includes: knowledge of measurement and psychometrics; knowledge of assessment methods; application of assessment methods; diagnosis; conceptualization and recommendations; communication of assessment findings.

    Intervention — Interventions designed to alleviate suffering and to promote health and well-being of individuals, groups and/or organizations. Includes: intervention planning; skills; intervention implementation; and treatment progress evaluation.

    Consultation — The ability to provide expert guidance or professional assistance in response to a patient's needs or goals. Includes: role of consultant; addressing referral questions; communication of consultation findings; and application of consultation methods.

  • Multicultural training

    Interns have the opportunity to work with diverse children and families through clinical rotations. Also, didactic training in the Behavioral Health Seminar, LEND Seminar Series, and Interdisciplinary Seminar in Community-Based Practice provides interns with a conceptual foundation in multicultural psychology.

    Issues pertaining to individual and cultural diversity are addressed in all aspects of our internship program. It is the responsibility of faculty, staff and interns to consider issues of individual and cultural diversity and to demonstrate cultural sensitivity, relevance and competence in interactions with patients, colleagues and other peers. Emphasis is routinely placed upon issues of individual and cultural diversity within the context of relevant cases and throughout the course of individual clinical supervision.

    Interns will have many opportunities to integrate knowledge and experiences regarding individual and cultural diversity into daily clinical practice. In addition, our faculty and staff strive to incorporate full consideration of issues of individual and cultural diversity into regularly scheduled rounds, seminars, and group peer review conferences, which utilize interactive case management.

    Psychology interns may work within community-based programs that serve children with special needs through training initiatives funded through the Graduate Psychology Education (GPE) and Mental and Behavioral Education and Training (MBHET) programs of DHHS and Health Resources Service Administration (Behavioral Health Integrated Care track).

  • How to apply

    Eligibility criteria

    In screening applicants, a high priority is placed on selecting candidates who are the strongest match given their training goals and the program mission. This includes applicants who intend to pursue a career integrating research and practice, focus on working with the underserved, and those who demonstrate leadership interests. Interns must be in good standing in a doctoral program in professional psychology accredited by American Psychological Association (APA).

    Eight Internship positions are available, matched to the following internship program tracks: autism spectrum disorders (1), clinical psychology (ADHD, anxiety and depression) (1), pediatric psychology (1), pediatric neuropsychology (1), and behavioral health integrated care (4).

    By the beginning of the Internship, applicants should have their coursework completed as well as 500 hours or more of supervised clerkship, externship or practicum training. It is preferred that applicants have 250 externship hours related to assessment, and 250 hours related to intervention/consultation.

    It is required that applicants will have completed all major coursework requirements and qualifying examinations for their doctoral degree and have only the dissertation requirement to meet when beginning the Internship.

    We expect applicants to have successfully defended a dissertation proposal and to have collected data for the dissertation study prior to the start of the internship, and we will give preference to those applicants who have completed their dissertation defense. The intern should have a reasonable certainty of being granted the doctoral degree within one year of starting the internship.

    The Children’s Hospital of Philadelphia is an Equal Opportunity Employer. Under-represented minority candidates are especially encouraged to apply.

    Individuals with physical mobility concerns

    It is CHOP policy not to discriminate against a candidate for employment (including internship) on the basis of a physical handicap or mobility problem. If an intern with a mobility problem is selected for our program, we will work collaboratively with professionals in our Departments of Human Resources, Physical Therapy, Occupational Therapy, Audiology, Speech and Language to develop suitable accommodations.

    Required application materials

    The interested applicant should submit the following, using the APPIC on-line application process:

    • A cover letter clearly indicating the training track applied for, and detailing how the track chosen will help fulfill training goals (one track only).
    • A current curriculum vitae
    • A completed APPIC application form
    • An APPIC Verification of Eligibility form signed by the Director of Training of your graduate school training program endorsing your readiness for internship training
    • Three letters of recommendation from academic and/or work supervisors (you may choose to include an additional letter, however, only three letters are required)
    • Two written work samples, preferably one assessment report and one treatment-related document
    • Transcripts of all graduate level coursework

    Application deadline

    The deadline for receipt of all application materials is November 3, 2014. Applications will not be considered unless all required application materials are received by this deadline.

    Questions can be addressed via e-mail to: psychologytraining@email.chop.edu.

    Interviews

    Subsequent to faculty review of each completed application, we will invite selected applicants for an on-site interview. On-site interviews will be held on Jan. 9, 16 and 23, 2015. If an on-site interview is not feasible or affordable for an invited candidate, a telephone interview will be arranged. Interview notification date will be on or before Dec. 15, 2014. All applicants will be notified of their application status via e-mail by this date.

    Interview day includes presentations outlining the Department, the internship, the LEND Program, and additional requirements. Candidates will receive a tour and lunch with the current intern class. Each candidate will have two interviews followed by a wrap-up question and answer session and reception. Meeting specific area supervisors is attempted if an applicant has a specific area of interest and would like to meet with the supervisor. However, if that is not possible on interview day, telephone and e-mail information will be provided to ensure contact is possible.

    Intern selection

    Each completed application is reviewed and discussed by the Psychology Training Advisory Committee. Interns are selected according to the procedures set forth by the Association of Psychology Post-doctoral and Internship Centers (APPIC). By the beginning of February, applicants will be ranked along the track specified, and five rank order lists will be submitted to the Internship Matching Program. The Children’s Hospital of Philadelphia 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.

    Following receipt of computerized match results, matched candidates will be contacted by telephone.

    Applicants will be informed of the credentialing process required before a formal offer of employment can be extended. The Hospital-wide credentialing process includes:

    • Child abuse check
    • Criminal history check
    • Careful review of transcripts
    • Health and drug screening
    • Reference check

    Expenses associated with these screening procedures are covered by the hospital. There is a hospital-wide prohibition against staff/faculty use of tobacco products.

    The Psychology Internship Program, The Children’s Hospital of Philadelphia, is accredited by:

    The American Psychological Association
    Commission on Accreditation
    Office of Program Consultation and Accreditation, Education Directorate
    750 First Street NE
    Washington, DC 20002-4242
    Phone: 202-336-5979
    Fax: 202-336-5978

  • Ongoing guidance, evaluation and mentorship

    At the beginning of the internship year, a track advisor will be selected for each intern. The advisor will be responsible for monitoring the curriculum (i.e., selection and satisfactory completion of rotations), thereby aiming to ensure that training goals are being met in accordance with the intern’s career plan.

    Regularly scheduled supervision will be provided by rotation supervisors. Along with the ongoing feedback from supervisors, formal written evaluation of performance will be completed four times per year. In addition, the track advisor meets regularly to review training goals and progress.

    A composite written evaluation will be prepared and forwarded to each intern’s university-based director of training at mid-year and at the conclusion of the internship.

    Interns will also be expected to provide periodic feedback regarding training experiences as well as an evaluation of the quality of the Internship Training Program at its conclusion. In addition, intern graduates will be contacted for six years following the internship in order to provide feedback on the effectiveness of the internship training program and their effective functioning as child psychologists.

  • Salary and other benefits

    Interns receive a salary of $24,000 distributed evenly across the internship year in bi-weekly checks. The Children’s Hospital of Philadelphia provides individual health insurance coverage to interns upon the completion of the first 30 days of internship training. All employees and trainees of Children’s Hospital are eligible for individual health insurance via group plans after 30 days of employment status. At this time, interns may elect to purchase health insurance for a spouse or dependent(s) through one of the available group plan options. We advise all interns to continue pre-existing individual health insurance coverage through the first 30 days of the Internship Training Program.

    Interns will accrue 25 PTO (paid time off) days in their PTO bank to be used as needed for vacation, personal time, dissertation research, fellowship interviews or illness. Intern employees are eligible to draw upon their PTO bank only following the first 90 days of employment at CHOP. In addition, interns will be allowed the following seven announced holidays: New Year's Day, Dr. Martin Luther King Jr. Day, Memorial Day, Independence Day, Labor Day, Thanksgiving Day and Christmas Day.

    Subsequent to administrative approval, an intern may request an additional three-days leave for participation in professional conferences. During any scheduled absence, adequate coverage for clinical responsibilities must be arranged with each clinical supervisor and the Training Director.

  • Training faculty

    Psychology Internship Program leadership team

    Paul M. Robins, PhD, Director of Internship Training; Professor of Clinical Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania. Clinical and research interests: functional pain disorders; secondary traumatic stress; training competencies; integrated care; family therapy. Email Dr. Robins.

    Thomas B. Flynn, PhD; Pediatric Neuropsychologist; Program Director, Assessment and Neuropsychology, and Pediatric Psychology. Clinical and research interests: neuropsychological evaluation and consultation; training and assessment methods; developmental and psychosocial effects of epilepsy; epilepsy surgery, including selection of candidates and outcome; sickle cell disease and neuropsychological effects; late neurobehavioral outcomes from cardiac surgery. Email Dr. Flynn.

    Jennifer Mautone, PhD, Center for Management of ADHD. Clinical and research interests: family-school collaboration for children with ADHD; parent education regarding behavior management of children with ADHD; collaboration between families, schools and the healthcare system. Email Dr. Mautone.

    Judith Miller, PhD, Clinical Training Director, Center for Autism Research. Clinical and research interests: diagnosis and classification of autism spectrum disorders (ASD) and comorbid conditions; ASD screening in primary care settings; increasing access to hospital procedures for children with ASD. Email Dr. Miller.

    Debra S. Lefkowitz, PsyD; Psychologist, Division of Cardiology. Clinical and research interests: family coping with pediatric chronic illness; assessment of risk/protective factors in coping; program development and evaluation. Email Dr. Lefkowitz.

    Stephen L. Soffer, PhD; Psychologist; Director, Outpatient Services. Clinical and research interests: ADHD (assessment and treatment, school consultation); behavioral interventions for disruptive behavioral disorders; learning disorders. Email Dr. Soffer.

    Core faculty and staff

    Lamia Barakat, PhD, Director of Psychosocial Services in Oncology and Professor of Clinical Psychology in Pediatrics, Perelman School of Medicine of the University of Pennsylvania. Clinical and research interests: risk and resilience models for predicting disease management and quality of life among youth with chronic health conditions, evidence-based screening of psychosocial risk in pediatric oncology, developing and testing family-based cognitive behavioral interventions for disease management, and adolescent and young adult engagement in decision-making about cancer treatment through clinical trials. Email Dr. Barakat.

    Lisa Blaskey, PhD, Neuropsychologist, Regional Autism Center and Center for Autism Research. Clinical Research interest: neurocognitive underpinnings of autism spectrum disorders, neuropsychological assessment, mechanisms of comorbidity in neurodevelopmental disorders. Email Dr. Blaskey.

    Rhonda C. Boyd, PhD, Associate Professor of Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania. Clinical and research interests: maternal depression, mood disorders, cognitive-behavioral interventions, and ethnic minority populations. Email Dr. Boyd.

    Gayle Chesley, PhD, Psychologist, Division of Rehabilitation. Clinical and research interests: family coping with pediatric brain and spinal cord injury, adjustment to prolonged hospitalization, interdisciplinary inpatient interventions. Email Dr. Chesley.

    Jacqueline L. Cunningham, PhD, Pediatric Neuropsychologist. Clinical and research interests: effects of pediatric acquired brain injury; neuropsychological assessment; and rehabilitation status/post pediatric acquired brain injury. Email Dr. Cunningham.

    Katherine Dahlsgaard, PhD, Lead Psychologist, ABC: The Anxiety Behaviors Clinic, Department of Child and Adolescent Psychiatry and Behavioral Science. Clinical interests: anxiety disorders, selective mutism, selective eating disorder, behavioral therapy. Email Dr. Dahlsgaard.

    Ricardo Eiraldi, PhD, Clinical Psychologist, Behavioral Health in Urban Schools Program, Assistant Professor of Clinical Psychology in Pediatrics, University of Pennsylvania School of Medicine. Clinical and research interests: Mental health services disparities: ADHD in girls and ethnic minority populations; diagnostic tools and strategies for diagnosing ADHD in school-age children. Email Dr. Eiraldi.

    Marsha Gerdes, PhD, Psychologist, Co-director, Neonatal Follow-up Program, Director of School Readiness Specialist Initiative. Clinical Associate Professor of Pediatrics, University of Pennsylvania School of Medicine; Clinical research and interests: developmental assessment of at-risk infants and preschoolers, parent counseling for vulnerable children, assessment of children with developmental disabilities and other genetic syndromes and school readiness. Email Dr. Gerdes.

    Cherie Gerstadt, PhDPsychologist, Child and Adolescent Psychiatry and Behavioral Sciences. Email Dr. Gerstadt.

    Casey Hoffman-Craven, PhD, Psychologist, Neonatal Follow-Up Program, Division of Neonatology. Clinical and research interests: developmental outcomes for high-risk infants; parent-infant attachment and interactions. Email Dr. Hoffman.

    Leela Jackson, PsyD, Psychologist, Child and Adolescent Psychiatry and Behavioral Sciences. Email Dr. Jackson.

    Lynne M. Kaplan, PhD, Psychologist, Division of Oncology. Clinical and research interests: psychosocial support for pediatric patients diagnosed with cancer and their families, cancer related traumatic stress reactions in siblings of children with cancer. Email Dr. Kaplan.

    Stephen S. Leff, PhD, Clinical Psychologist, Associate Professor of Clinical Psychology in Pediatrics, University of Pennsylvania School of Medicine, Friend To Friend program. Clinical and research interests: lunchroom-and playground-based violence prevention programs; gender and social cognitive differences in aggression; social skills development in children with ADHD. Email Dr. Leff.

    Jason A. Lewis, PhDPsychologist, Child and Adolescent Psychiatry and Behavioral Sciences. Email Dr. Lewis.

    Colleen Lukens, PhD, Psychologist Pediatric Feeding and Swallowing Center. Clinical interests: assessment and treatment of pediatric feeding disorders Research interests: evaluation of treatment outcome; design of novel treatment approaches; measure development.

    Loretta Martin-Halpine, PsyD, Psychologist, Pediatric Feeding and Swallowing Center. Clinical and research interests: relationship between anxiety, personality and feeding disorders, process improvement, organizational development and best practices. Email Dr. Martin-Halpine.

    Kimberly S. Miller, PhD, Licensed Clinical Psychologist, Pain/Rheumatology; Amplified Musculoskeletal Pain Syndrome (AMPS) Program, Children's Hospital of Philadelphia. Clinical and research interests: coping and adjustment for children with chronic illness and their families; the impact of physician communication on adaptation to illness and treatment decision-making. Email Dr. Kimberly Miller.

    Jodi A. Mindell, PhD, Associate Director, Sleep Center; Adjunct Associate Professor of Pediatrics, University of Pennsylvania School of Medicine; Professor, Department of Joseph's University. Clinical and research interests: pediatric sleep disorders; assessment and treatment of behaviorally based sleep disorders in children and adolescents. Email Dr. Mindell.

    Melisa Moore, CBSM, Attending Psychologist, Sleep Center. Clinical and research interests: assessment and treatment of pediatric sleep disorders, environmental and genetic influences on sleep, sleep and psychological functioning. Email Melisa Moore.

    Jenelle Nissley-Tsiopinis, PhD, Psychologist. Clinical and research interests: ADHD (assessment, treatment, school consultation); Executive functioning, organizational & social deficits; comorbid anxiety/ADHD; ADHD/autism spectrum disorders differential dx. Email Dr. Nissley-Tsiopinis.

    Thomas J. Power, PhD, Director, Center for Management of ADHD; Chief Psychologist; Professor of School Psychology in Pediatrics, University of Pennsylvania School of Medicine. Clinical and research interests: health promotion; multi-systemic, community-based intervention; assessment and treatment of ADHD. Email Dr. Power.

    Christine Reinhard, PhD, Licensed Clinical Psychologist, Division of Gastroenterology, Hepatology, and Nutrition and Feeding and Swallowing Center, The Children's Hospital of Philadelphia. Clinical and research interests: coping and adjustment for children with chronic illness and their families; prevention of mood and anxiety disorders in Latino youth; comorbidity of mood and anxiety disorders in children and adolescents with irritable bowel syndrome, and functional abdominal pain; parent education regarding behavior management of children with disruptive behavior associated with feeding and toileting difficulties. Email Dr. Reinhard.

    Lisa Schwartz, PhD, Psychologist, Division of Oncology, Childhood Cancer Survivorship Program. Clinical and research interests: developmental, psychosocial, and health outcomes of pediatric cancer survivors; adolescents and young adults with cancer; health behaviors, health promotion, and transition to adulthood and adult medical care for adolescents/young adults with medical conditions. Email Dr. Schwartz.

    Jennifer Sherker, PsyD, Psychologist, Division of Rheumatology, Reflex Neurovascular Dystrophy (RND) program. Clinical and research interests: evaluation and treatment of pain disorders; readiness to change, and emotional and personality characteristics of children/adolescents with Reflex Neurovascular Dystrophy; Quality of life in children/adolescents with chronic pain; anxiety disorders; Psychological Assessment. Email Dr. Sherker.

    Judith A. Silver, PhD, Co-Director, Safe Place: Center for Children’s Protection and Health; Associate Director, LEND Fellowship Program. Clinical Assistant Professor of Clinical Psychology in Pediatrics, University of Pennsylvania School of Medicine. Clinical and research interests: children with neurodevelopmental & related disabilities, infants/early childhood, foster care/health issues, interdisciplinary/intersystem collaboration, access to health care for underserved populations. Email Dr. Silver.

    Nina Thomas, PhD, Pediatric Neurophysiologist. Clinical and research interests: physiological variables affecting cognitive recovery from TBI, late effects of cancer treatment, and cognitive effects of spinal bifida. Email Dr. Thomas.

    C. Alix Timko, PhD, Licensed Psychologist, Eating Disorder Assessment and Treatment Program, Department of Child and Adolescent Psychiatry and Behavioral Sciences. Clinical and research interests: Application of acceptance-based behavioral therapy to the treatment of adolescent eating disorders- particularly anorexia, neuro-cognition in adolescent with eating disorders, caregiver distress and burnout, family-based approaches to treating eating disorders. Email Dr. Timko.

    Elizabeth Turner, PhD, Pediatric Psychologist, Division of Gastroenterology, Hepatology, and Nutrition. Clinical and research interests: pediatric gastrointestinal diseases; impact of nutritional supplementation and growth on psychosocial well-being in children with inflammatory bowel disease. Email Dr. Turner.

    Alison R. Zisser, PhDPsychologist, Child and Adolescent Psychiatry and Behavioral Sciences. Email Dr. Zisser.

  • Current interns

    Intern Class of 2014-2015

    • Kathleen Dumpert, Loyola University Maryland
    • Kathryn Hecht, University of Minnesota
    • Brenna Maddox, Virginia Tech
    • Emma Peterson, University of Denver
    • Maria Ramirez, Central Michigan University
    • Elizabeth Robinson, Virginia Commonwealth University
    • Arianna Stefanatos, University of Texas-Austin
    • Jeffrey Shahidullah, Michigan State University

Reviewed on March 07, 2014