Psychology Internship Training Program

Internship overview

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

Specifically, the Program aims to prepare advanced doctoral-level students to take leadership roles in developing, providing, evaluating, and disseminating effective psychological services for a 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 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).

C-27i Psychology Internship Training Program Tables: Trainee Admissions, Support and Outcome Data

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 healthcare team member.

The Psychology Internship Training Program embraces five overarching foci. These foci reflect our understanding of effective leadership training in child and adolescent 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 four clinical tracks: integrated behavioral health care (community-based primary care), clinical psychology (care focused on primary behavioral health disorders), pediatric neuropsychology and pediatric psychology. The four 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 (no positions offered for 2019-2020 training ). This track is designed for interns wishing to pursue clinical and research careers related to the field of autism spectrum disorders (ASD).

    2019-2020 ASD clinical internship/postdoc update:  CHOP will not be offering an ASD track internship/postdoc this coming year. However, our same ASD-focused rotations in Assessment and Intervention will continue to be available to all interns, and we will be supporting ASD-related research and community projects through the LEND program. Candidates interested in clinical training experiences focused on autism spectrum disorders are encouraged to apply for positions in other tracks described below that may present an appropriate match for the candidate’s training needs.
  2. Integrated Behavioral Health Care (up to 5 positions). This track provides training for 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 33 percent of their total clinical hours dedicated to pediatric primary care in the Healthy Minds, Healthy Kids program. Both the intervention and consultation competencies are accomplished through track-specific clinical rotations in an urban pediatric primary care setting.
  3. Clinical Child Psychology (1 position). This track provides training for interns wishing to obtain more focused training in assessment and/or intervention skills in children with primary behavioral health conditions (e.g., anxiety, depression, ADHD, and behavioral disorders). There are 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 interns wishing to pursue a career as a pediatric neuropsychologist. Interns devote approximately 50 percent of their clinical training within track-specific rotations. During one half of the year, interns participate in the inpatient neuropsychological assessment rotation, paired with the inpatient rehabilitation rotation (consultation), and select an intervention rotation. During the other half of the year, interns typically participate in the outpatient neuropsychological 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 interns 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 semesters. Interns select clinical rotations within each of the three clinical competencies each semester, guided by their training director, track leader, and their career focus within their depth area. In addition, psychology interns participate in the LEND (Leadership Education in Neurodevelopmental and Related Disabilities) program, in which their research competency is accomplished.

Each semester, interns work with their advisor track leader to choose rotations in assessment, prevention/intervention, and consultation to support the development of these core competencies. In addition, to support leadership and professional development as a clinical child psychologist, didactics, focused supervision, and other activities are provided. In addition, to support leadership and professional development as a clinical child psychologist, didactics, focused supervision, and other activities are provided. 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 core rotations »

Competencies

Intern graduates are expected to demonstrate intermediate to advanced "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.

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

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

Research/evaluation — Generates 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 — 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 Behavioral Health Workforce Education and Training (BHWET) Program (Integrated Behavioral Health track) and LEND programs of DHHS and Health Resources Services Administration.

How to apply

Eligibility criteria

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).

Four to eight internship positions are available, matched to the following internship program tracks: clinical psychology (care focused on primary behavioral health disorders) (1), pediatric psychology (1), pediatric neuropsychology (1), and integrated behavioral health care (1-5).

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

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 Children’s Hospital of Philadelphia’s 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 Monday, October 29, 2018, at 11:59 p.m. EST. Applications will not be considered unless all required application materials are received by this deadline.

Questions can be addressed via email 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. 4, 11, and 18, 2019. If an on-site interview is not feasible or affordable for an invited candidate, a telephone interview may be arranged. Interview notification date will be on or before Dec. 7, 2018. All applicants will be notified of their application status via email by this date.

Interview day includes presentations outlining the Department of Child and Adolescent Psychiatry and Behavioral Sciences, the Psychology Internship Training Program, 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 email 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 2019, applicants will be ranked along the track specified, and four rank order lists will be submitted to the Internship Matching Program. Children’s Hospital of Philadelphia’s Psychology Internship Training 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.

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.

Children’s Hospital of Philadelphia is committed to providing a safe and healthy environment for its patients, family members, visitor and employees. In an effort to achieve this goal, employment at Children’s Hospital of Philadelphia, other than for positions with regularly scheduled hours in New Jersey, is contingent upon an attestation that the job applicant does not use tobacco products or nicotine in any form and a negative nicotine screen (the latter occurs after a job offer).

The Psychology Internship Training Program follows the Drug-free Workplace policy of Children’s Hospital of Philadelphia. The Drug-free Workplace policy strictly prohibits the possession, manufacture, sale, purchase, distribution or use of prohibited substances in the workplace. Additionally, staff members are prohibited from appearing for work under the influence of prohibited substances. Individuals who are under the care of a licensed physician/practitioner and prescribed a medication or substance that could influence or impair performance or behavior is required to disclose their use of this substance prior to required pre-employment drug testing.

The Psychology Internship Training Program, 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 leader will be selected for each intern. The track leader will serve in an advisory role, and 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 leader regularly meets with the intern 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 Psychology Internship Training Program at its conclusion. In addition, intern graduates may 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 $28,352 distributed evenly across the internship year in bi-weekly checks. 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 of Philadelphia 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 defense, fellowship interviews or illness. Intern employees are eligible to draw upon their PTO bank only following the first 90 days of employment at Children’s Hospital of Philadelphia. 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-day 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 Training Program leadership team

Stephen L. Soffer, PhD, Director of Psychology Internship Training Program; Director, DCAPBS Outpatient Program; Psychologist, The Center for Management of ADHD; Assistant Professor of Clinical Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania.

Clinical and research interests: ADHD (assessment and treatment, school consultation); behavioral and family interventions for disruptive behavioral disorders; learning disorders; youth suicide prevention quality improvement.

Thomas B. Flynn, PhD, ABPP-CN, Track Leader (Neuropsychology); Pediatric Neuropsychologist; Director, Neuropsychology and Assessment

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 after cardiac surgery. 

Debra S. Lefkowitz, PsyD, Track Leader (Pediatric Psychology); Clinical Services Manager, Transplant Center; Clinical Director, Pediatric Health and Behavior Program; Assistant Professor in Clinical Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania.

Clinical and research interests: adherence and allocation of responsibility in adolescent chronic illness management; psychology and ethics in pediatric solid organ transplant; program development and evaluation.

Jennifer A. Mautone, PhD, ABPP, Track Leader (Integrated Behavioral Health in Primary Care); Clinical Director, Healthy Minds, Healthy Kids Program; Associate Director of Psychosocial Research in Primary Care; Center for Management of ADHD; Assistant Professor of School Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania.

Clinical and research interests: improving access to evidence-based care for underserved communities; implementation of evidence-based practices in schools and primary care practices; family-school collaboration for children with ADHD and other behavioral health concerns; parent education regarding behavior management of children with ADHD; collaboration between families, schools and the healthcare system.

Judith Miller, PhD, Track Leader (Autism Spectrum Disorders); Clinical Training Director, Center for Autism Research; Assistant Professor of Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania.

Clinical and research interests: screening, diagnosis and classification of autism spectrum disorders (ASD) and co-occurring conditions; ASD screening and diagnosis in primary care settings; increasing access to hospital procedures for children with ASD.

Internship training faculty and staff

Kari Baber, PhD, Pediatric Psychologist, Division of Gastroenterology, Hepatology, and Nutrition (GI)

Clinical and research interests: assessment of psychosocial factors impacting adjustment to GI symptoms/disease, psychological interventions to improve coping and daily functioning, treatment of functional GI disorders, behavioral treatment of rumination

Lamia P. Barakat, PhD, Director of Psychosocial Services and Behavioral Oncology Research for the Cancer Center and Professor of Clinical Psychology in Pediatrics and Psychiatry, Perelman School of Medicine at the University of Pennsylvania

Clinical and research interests: application of risk and resilience models for predicting disease management and quality of life among youth with chronic health conditions, evaluation of evidence-based screening of psychosocial risk in pediatric oncology, development and testing of family-based interventions for disease management, and enhancing adolescent and young adult engagement in decision-making about cancer treatment through clinical trials.

Katherine Baum, PhD, Pediatric Neuropsychologist, Department of Child and Adolescent Psychiatry and Behavioral Sciences. Dr. Baum conducts evaluations primarily with children with acquired brain injuries on the inpatient rehabilitation unit but also in the outpatient neuropsychology clinic.

Research interests: quality improvement in neuropsychological reports and various neuropsychological service models; neuropsychological outcome in children with neurological disease and injury

Lisa Blaskey, PhD, Neuropsychologist, Center for Autism Research, Neuropsychology Service, and Department of Radiology/MEG Imaging Center

Clinical and research interests: neurocognitive underpinnings of autism spectrum disorders, neuropsychological assessment, mechanisms of comorbidity in neurodevelopmental disorders

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

Nancy Braveman, PsyD, Clinical Psychologist, The Safe Place Treatment and Support Program

Clinical interests: child sexual abuse/maltreatment, post-traumatic stress, parenting, trauma-focused cognitive behavioral therapy

Jennifer Brereton, PsyD, Psychologist, Division of Hematology: Comprehensive Sickle Cell Center, Pediatric Comprehensive Bone Marrow Failure Center

Clinical and research interests: coping with chronic illness, pain management, and promoting adherence to medical regimens

Colleen Cadigan, PsyD, Pediatric Psychologist in Behavioral Health Integrated Program

Clinical and research interests include consultation-liaison, psychosocial oncology, child and family coping in the acute care setting, adjustment to chronic illness and prolonged hospitalization, interdisciplinary collaboration and intervention. 

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.

Joanna C.M. Cole, PhD, Manager, Psychosocial Programs; Clinical Psychologist, Center for Fetal Diagnosis and Treatment, Garbose Family Special Delivery Unit; Assistant Professor of Clinical Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania

Clinical and research interests: perinatal mood and anxiety disorders; prenatal PTSD; parental coping with a fetal anomaly diagnosis; pain and stress management; adolescent pregnancy and parenting

Katherine K. Dahlsgaard, PhD, ABPP, Clinical Director, 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

Dawn DeBrocco, PsyD, Psychosocial Program Manager, Clinical Psychologist, Medical Behavioral Unit

Clinical interests: psychotherapy and assessments for children and adolescents; common diagnoses treated are mood disorders, feeding/disorders of eating, conversion disorder, psychosis, developmental delays/autism spectrum disorder, PTSD, ODD; integrated psychological services in medical settings; coping with medical conditions/diagnoses; CBT for pain management, behavior therapy, family therapy, ACT therapy, and DBT-informed treatment in an inpatient setting.

Dena M. Dunn, PsyD, Clinical Psychologist, Neonatal Follow-Up Program and Pediatric Feeding and Swallowing Center

Clinical and research interests: infant and early childhood mental health, developmental outcomes of high risk infants, early feeding relationships and the development of feeding disorders, multidisciplinary breastfeeding support, integrated health in primary care, and treating Latino/Spanish-speaking children and families

Ricardo Eiraldi, PhD, Clinical Psychologist, Program Director, Behavioral Health in Urban Schools Program; Associate Professor of Clinical Psychology in Pediatrics and Psychiatry, Perelman School of Medicine at the University of Pennsylvania

Clinical and research interests: Mental health services disparities: implementation of evidence-based practices in non-traditional settings: assessment and treatment of ADHD

Karen B. Friedman, PhD, Psychologist, Neonatal Follow-up Program

Clinical and research interests: infant and early childhood mental health, cognitive and developmental assessment of infants and preschoolers, neurodevelopmental outcomes of at-risk infants, cultural considerations for the assessment of ethnic minority children and families, bilingual testing of Spanish-speaking children.

Marsha Gerdes, PhD, Psychologist, Associate Director, Neonatal Follow-up Programs and Senior Psychologist CHOP Policy Lab; Clinical Associate Professor of Pediatrics in the associated faculty of the Perelman School of Medicine at the University of Pennsylvania, Clinical Track

Clinical research and interests: developmental assessment of at-risk infants and preschoolers, assessment of children with developmental disabilities and other genetic syndromes, developmental and behavioral screening, social emotional support for young children with behavior challenges in childcare setting,  mental health equity and access and school readiness

Cherie Gerstadt, PhD, Psychologist, Child and Adolescent Psychiatry and Behavioral Sciences

Clinical interests: Evaluation and treatment of mood disorders and anxiety disorders.

Julie M. Gettings, PhD, Pediatric Psychologist, Diabetes Center for Children and Division of Nephrology

Clinical and research interests: promoting adherence to medical regimens for youth with chronic illness, Healthy lifestyle changes within families, Coping with chronic illness and other medical conditions, Program development.

John D. Guerry, PhD, Psychologist, Assistant Professor of Clinical Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania

Clinical and research interests: evidence-based evaluation and treatment of anxiety and related disorders, particularly among adolescents and emerging adults

Whitney B Guerry, PhD, Clinical Psychologist and Co-Director, Behavioral Health Integrated Program

Clinical and research interests: consultation-liaison, child and family coping with illness, evidence-based treatment of eating and feeding disorders, cognitive behavioral interventions for pain.

Lyla El-Messidi Hampton, PhD, Pediatric Neuropsychologist, Department of Child and Adolescent Psychiatry and Behavioral Sciences. Dr. Hampton completes both developmental and school readiness evaluations through the Cardiac Kids Developmental Follow Up Program. She also completes neuropsychological evaluations through the Neuropsychology and Assessment Service

Research interests: neuropsychological outcome in children treated for congenital heart defects and genetic disorders

Matthew Hocking, PhD, Pediatric Psychologist, Division of Oncology; Assistant Professor of Clinical Psychology, Perelman School of Medicine of the University of Pennsylvania. 

Clinical and research interests: neurodevelopmental consequences of pediatric brain tumors and neurofibromatosis type 1; family management of treatment-related sequelae in childhood cancer survivors; cognitive remediation interventions and family-based interventions for childhood cancer survivors.

Casey Hoffman, PhD, Psychologist, Neonatal Follow-Up Program, Newborn/Infant Intensive Care Unit, Division of Neonatology

Clinical and research interests: developmental outcomes for high-risk infants; maximizing the development of hospitalized infants; parent-infant attachment and interactions

Leela Jackson, PsyD, Clinical Psychologist; Assistant Professor of Psychiatry, Perelman School of Medicine at the University of Pennsylvania, Psychologist in Behavioral Health Integrated Program

Clinical and research interests include: consultation-liaison, eating disorders

Torri M. Jones, PhD, Clinical Psychologist, Department of Child and Adolescent Psychiatry and Behavioral Sciences, Division of Oncology, Cellular Therapy and Transplant Section.

Clinical and research interests: evidence-based intervention for disruptive behavior; culturally competent care

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

Dina Karvounides, PsyD, Licensed Clinical Psychologist, Neurology; Pediatric Headache Program, Children's Hospital of Philadelphia

Clinical and research interests: pediatric chronic pain conditions and comorbid disorders; effective treatment methods for children with refractory headache disorders

Alison Infield Kaufman, PsyD, Psychologist, Eating Disorder Assessment and Treatment Program

Clinical and research interests: cognitive-behavioral, acceptance-based, and family-based approaches to treating eating disorders; behavioral management of chronic health conditions and gastrointestinal diseases; and coping with illness

Meghan Kraenbring, PsyD, Pediatric Psychologist, Pediatric Psychologist in Behavioral Health Integrated Program

Clinical and research interests include: consultation-liaison, adjustment to prolonged hospitalization, child and family coping with chronic medical illness, medical adherence, interdisciplinary psychology intervention within an acute care medical setting, gastrointestinal disorders

Lauren Krivitzky, PhD, ABPP-CN, Director of Psychology Postdoctoral Fellowship and Externship Training; Pediatric Neuropsychologist; Assistant Professor of Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania

Clinical and research interests: neuropsychological functioning in pediatric stroke and predictors of neuropsychological outcomes in children with rare metabolic disorders

Emily Kuschner, PhD, Clinical Psychologist, Department of Radiology and Center for Autism Research; Assistant Professor of Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania

Clinical and Research Interests: diagnosis and treatment of autism spectrum disorder; characterization and treatment of food selectivity in autism spectrum disorder; clinical strategies for neuroimaging with young children and children with limited language and cognitive ability

Stephen S. Leff, PhD, Clinical Psychologist, Co-Director of the Violence Prevention Initiative at CHOP; Professor of Clinical Psychology in Pediatrics and Psychiatry, Perelman School of Medicine at the University of Pennsylvania; Director, Friend to Friend and PRAISE programs.

Clinical and research interests: gender and social cognitive differences in aggression; aggression and bullying prevention program; community-based participatory research (CBPR) to ensure intervention relevance for urban minority youth; multi-media edutainment approaches to bullying prevention

Jason A. Lewis, PhD, Psychologist, Child and Adolescent Psychiatry and Behavioral Sciences; Associate Director, DCAPBS Outpatient Program.

Clinical interests: Evaluation and treatment of mood disorders and disruptive behavior disorders. Group interventions, including parent management training groups, DBT Skills groups, and depression groups

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

Leanne Magee, PhD, Psychologist, Division of Plastic and Reconstructive Surgery

Clinical and research interests: psychosocial adjustment in children and families affected by acquired and congenital appearance differences; psychological aspects of plastic and reconstructive surgery; body image and anxiety

Loretta Martin-Halpine, PsyD, Psychologist, Pediatric Feeding and Swallowing Center

Clinical and research interests: assessment and treatment of feeding disorders, treatment outcomes, temperament and personality, process improvement, and the transaction between organizational development and clinical work

Kimberly S. Miller, PhD, 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

Victoria A. Miller, PhD, Pediatric Psychologist and Director of Research, Division of Adolescent Medicine; Associate Professor of Pediatrics, Medical Ethics and Health Policy, Perelman School of Medicine at the University of Pennsylvania

Clinical and Research Interests: self-management and adherence in children and adolescents with a chronic illness; ethics, decision-making, and informed consent/assent in pediatric settings; physician-parent-child communication during medical encounters; parent-adolescent strength-based communication

Rachel Millner, PsyD, CEDS, Clinical Psychologist, Certified Eating Disorder Specialist and approved supervisor; Psychologist, Eating Disorder Assessment and Treatment Program

Clinical interests: family based therapy for eating disorders, health at every size/non-dieting approach, atypical eating disorders. Supervision and Training

Jodi A. Mindell, PhD, Associate Director, Sleep Center; Adjunct Professor of Pediatrics, Perelman School of Medicine at the University of Pennsylvania; Professor, Department of Psychology at Saint Joseph's University

Clinical and research interests: pediatric sleep disorders; assessment and treatment of behaviorally based sleep disorders in children and adolescents

Melisa Moore, PhD, 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

Sarah C. Murphy, PsyD, Neuropsychologist

Clinical interests: Neuropsychological assessment of complex medical and genetic conditions, neurodevelopmental disorders, and factors affecting recovery in TBI/concussion. 

Jenelle Nissley-Tsiopinis, PhD, Psychologist, Center for the Management of ADHD; Co-PI Organizational Skills Training in Schools

Clinical and research interests: ADHD (assessment, treatment, school consultation); Executive functioning, organizational & social deficits; comorbid anxiety/ADHD and ADHD/autism spectrum disorders; addressing treatment disparities

Iris Paltin, PhD, Pediatric Neuropsychologist; Assistant Professor of Clinical Neuropsychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania, Division of Oncology

Clinical and research interests: neuropsychological assessment; oncological diseases and treatments that impact neurocognitive functioning; intervention to minimize late effect risk or improve functioning; models of assessment and intervention; school re-entry; consultation to support executive function skill development

Juhi Pandey, PhD, Neuropsychologist, Neuropsychology and Center for Autism Research

Clinical and research interests: early detection and diagnosis of autism spectrum disorders, developmental trajectories in neurodevelopmental disorders, neurocognitive underpinnings of autism spectrum disorders, neuropsychological assessment, modulation of attention in autism spectrum disorders

Thomas J. Power, PhD, ABPP, Director, Center for Management of ADHD; Chief Psychologist and Associate Chief of Academic Affairs and Professional Development; Professor of School Psychology in Pediatrics and Psychiatry, Children’s Hospital of Philadelphia and Perelman School of Medicine at the University of Pennsylvania

Clinical and research interests: assessment and treatment of ADHD, integrated behavioral health in primary care, health promotion, school mental health

Stephon N. Proctor, PhD, ABPP, Licensed Clinical Psychologist, Anxiety Behaviors Clinic (ABC) and Center for Management of ADHD; Academic Clinical Assistant Professor of Clinical Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania

Clinical interests: anxiety disorders, cognitive-behavioral therapy, ADHD, oppositional defiant disorder, behavior management therapy, and informatics

Amanda C. Riisen, PsyD, Psychologist, Pediatric Regional Epilepsy Program

Clinical interests: coping and adjustment for children (and their families) diagnosed with epilepsy or other chronic illness

Paul M. Robins, PhD, Director, Pediatric Psychology; Professor of Clinical Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania.

Clinical and research interests: somatic symptom disorders; secondary traumatic stress; training competencies; integrated care; family therapy. 

Kelly A. O’Neil Rodriguez, PhD, Pediatric Psychologist, Division of Gastroenterology, Hepatology, and Nutrition (GI)

Clinical and research interests: assessment and treatment for youth with gastrointestinal disorders, cognitive behavioral intervention for pediatric functional GI disorders, psychosocial adjustment in pediatric GI Motility disorders

Whitney Rog, PsyD, Clinical Psychologist, Pain/Rheumatology, Amplified Musculoskeletal Pain Syndrome (AMPS) Program

Clinical and research interests: evaluation and treatment of children with pain disorders; coping and adjustment for children with pain and their families

Hannah-Lise Schofield, PhD, ABPP-CN, Pediatric Neuropsychologist, Department of Child and Adolescent Psychiatry and Behavioral Sciences and Division of Oncology; Assistant Professor of Clinical Neuropsychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania

Clinical and research interests: cognitive outcomes of childhood cancer treatment; neuropsychological sequelae of medical procedures; inconsistency and variability in performance

Jane E. Schreiber, PhD, Pediatric Neuropsychologist, Department of Child and Adolescent Psychiatry and Behavioral Sciences. Dr. Schreiber is embedded in the Division of General, Fetal, and Thoracic Surgery and provides neurodevelopmental and neuropsychological follow-up for patients who have undergone early surgical procedures and subsequent medical treatment.

Research interests: long-term neuropsychological outcomes

Billie Samantha Schwartz, PhD, Psychologist, Healthy Minds, Healthy Kids Program and Project Director of the CBT for Anxiety Treatment in Schools (CATS) Project in the Behavioral Health in Urban Schools Program

Clinical and research interests: implementation of evidence-based care in community settings such as pediatric primary care and urban schools; implementation science; culturally competent and developmentally appropriate treatment for urban youth

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; mobile health

Jennifer Sherker, PsyD, Psychologist, Division of Rheumatology. Manager of Psychological Services for Pain and Psychosocial Services in the Amplified Musculoskeletal Pain Syndrome (AMPS) Program

Clinical and research interests: evaluation and treatment of children and adolescents with pain disorders; Quality of life in children/adolescents with chronic pain; anxiety disorders; coping; and quality improvement and patient safety

Judith A. Silver, PhD, Associate Director, Leadership Education in Neurodevelopmental Disabilities (LEND) Fellowship Program; Clinical Assistant Professor of Clinical Psychology in Pediatrics, Perelman School of Medicine at the University of Pennsylvania

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

Nancy Silverman, PhD, Psychologist, Pediatric Feeding and Swallowing Center and Special Immunology (Family Care Clinic)

Clinical and research interests: multidisciplinary assessment of feeding disorders, developmental outcomes for high-risk infants and toddlers, cognitive and educational assessment of HIV infected youth

Arianna K. Stefanatos, PhD, Pediatric Neuropsychologist, Department of Child and Adolescent Psychiatry and Behavioral Sciences. Dr. Stefanatos is working within the Metabolic Disease program conducting serial neurodevelopmental and neuropsychological evaluations of children with a range of metabolic and genetic conditions from infancy through young adulthood.

Research interests: examining predictors of neurocognitive, socioemotional and behavioral functioning within at-risk populations over time

Margo Szabo, PhD, Pediatric Psychologist, Division of Gastroenterology, Hepatology, and Nutrition

Clinical and research interests: assessment and treatment for youth with gastrointestinal disorders; eosinophilic esophagitis; celiac disease; interplay of sleep disruption and health outcomes

Jocelyn Thomas, PhD, Attending Psychologist, Sleep Center; NICU Follow-up Program at CHOP at Virtua

Clinical and research interests: assessment and treatment of pediatric sleep disorders

Nina Thomas, PhD, ABPP-CN, Pediatric Neuropsychologist, board certified in Clinical Neuropsychology; board certified subspecialist in Pediatric Neuropsychology

Clinical and research interests: Cognitive effects of neural tube defects, craniofacial conditions, pediatric sepsis, and cardiac conditions

C. Alix Timko, PhD, Licensed Psychologist, Eating Disorder Assessment and Treatment Program, Department of Child and Adolescent Psychiatry and Behavioral Sciences, Assistant Professor of Psychology in Psychiatry, Perelman School of Medicine, University of Pennsylvania.

Clinical and research interests: Furthering the treatment of adolescent eating disorders, including the use of Acceptance Commitment Therapy and Cognitive Remediation Therapy;  neuro-cognition in adolescent with eating disorders, neurobiology of anorexia - particularly the role of social reward; sex differences in eating disorders, and understanding the impact of malnutrition on adolescent development across a variety of physical and psychiatric disorders. 

Elizabeth Turner, PhD, Pediatric Psychologist, Psychosocial Manager, 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

Kimberly Wesley, PsyD, Pediatric Psychologist, Division of Gastroenterology, Hepatology, and Nutrition

Clinical and research interests: assessment and treatment of gastrointestinal (GI) conditions, celiac disease, healthcare transitions for adolescents and young adults diagnosed with GI conditions

Peter W. Wiley, PsyD, Clinical Psychologist, Center for Management of ADHD

Clinical interests: Evaluations for ADHD and learning disabilities

Ariel A. Williamson, PhD, Clinical Psychologist, Sleep Center, Division of Pulmonary Medicine, and Healthy Minds Heathy Kids Program.

Clinical and research interests: identification and treatment of pediatric sleep problems in primary care and in collaboration with community partners; social-ecological risk factors for sleep and behavior disorders; pediatric health disparities. 

Melissa S. Xanthopoulos, PhD, Attending Psychologist, Department of Child and Adolescent Psychiatry and Behavioral Sciences and the Sleep Center, Division of Pulmonary Medicine

Clinical and research interests: intervention development, implementation and adherence to medical and lifestyle interventions, including non-invasive ventilation, eating habits, physical activity, and sleep; interactions among psychosocial and physiological factors on health outcomes; assessment and treatment of obesity; lifestyle assessment and intervention development for individuals with developmental disabilities; program development and quality improvement

Alison R. Zisser, PhD, Psychologist, Child and Adolescent Psychiatry and Behavioral Sciences, Assistant Professor of Clinical Psychology in Psychiatry, Perelman School of Medicine at the University of Pennsylvania

Clinical and research interests: Early childhood disruptive behavior, behavioral parent training and Parent-Child Interaction Therapy; Cognitive Behavioral Therapy for anxiety disorders

Current interns

Intern Class of 2018-2019

  • Omni Cassidy, Uniformed Services University
  • Molly Davis, University of Georgia
  • Michelle Desir, University of Minnesota
  • Theresa Egan, Ohio University
  • Caleb Figge, DePaul University
  • Sophie Foss, Long Island University – Brooklyn
  • Nikita Rodrigues, Georgia State University
  • Laura Soskey, Rochester University