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1 Multicultural Psychology Internship Program Brochure School Street Counseling Institute 110 Maple Street Springfield, MA Internship Setting and Training Activities: School Street Counseling Institute The Multicultural Psychology Internship Program (MPIP) is a training site based in a community mental health clinic, the School Street Counseling Institute (SSCI). The site is centrally located in downtown Springfield, Massachusetts, within half-an-hour of the five college area (University of Massachusetts, Smith College, Mount Holyoke College, Amherst College, and Hampshire College). SSCI provides outpatient psychotherapeutic clinical services to children, families, and adults. We serve clients with a wide variety of mental health and substance abuse problems. Our staff includes professional psychologists, social workers, school counselors, and psychiatrists. SSCI offers linguistically and culturally-competent services, as our staff offer services in English, Spanish, and Portuguese. The MPIP Training Program began in We are members of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and are currently preparing to apply for accreditation by the American Psychological Association (APA). The Training Program offers a full-time Doctoral Internship in Multicultural Clinical/Community Psychology. The Internship involves providing direct clinical services to children, families, and adults on an outpatient basis, primarily individual and family psychotherapy. The primary focus of our Internship is to provide high quality mental health services in a community setting. The School Street clinic is part of a larger behavioral health care organization, Behavioral Health Network, Inc. (BHN) BHN is a non-profit community behavioral health agency that has been providing services to children, adults, families, and communities in Western Massachusetts since BHN is a system of care for people of all ages 1

2 who experience life challenges associated with mental illness, behavioral challenges, developmental disorders, and abuse of substances. This organization offers a wide variety of services such as crisis and support services, forensic mental health services, early intervention, community wraparound services, day treatments, partial hospitalization, school programs, post homicide family support programs, outpatient services, MR and residential services, and advocacy programs among others. To learn more about BHN please log in at: Program Philosophy Training Philosophy: Practitioner-Scholar, Developmental and Multicultural Our training philosophy is based on three major goals: (1) Practitioner-Scholar, (2) Developmental, and (3) Multicultural. As an internship site we see our primary function as the integration of clinical psychology s knowledge base (scholarly research/theory) with professional practice in the context of a multicultural community mental health setting. Practitioner-Scholar: In order to prepare psychology interns for ethical, competent, and culturally-responsive professional practice, we review major theories of clinical practice with an expectation that the intern will develop a meta perspective on psychotherapy practices. This meta perspective is based on critical thinking skills, capacities that we consider foundational in professional development and training for service on a multicultural society. The scholarly standards of evidenced-based practices and theories are reviewed in light of social values and biases (see Bernal, 2010). Theories that address the interpersonal/relational dimensions of practice are emphasized with the dual purpose of developing clinical competencies as well as fostering a reflective stance towards the self-in-practice. Psychodynamic approaches are gaining significant research support for its effectiveness in treating complex, traumabased, co-morbid clinical populations (e.g. Shendler, 2010; Summers and Barber, 2010)). The significant pervasiveness and extent of traumatic histories in the population we serve demands psychotherapeutic approaches that can respond to the complexity of the clinical task as well as mitigate vicarious traumatization. The intern is encouraged and expected to integrate her/his own research interests in various ways as part of the training activities throughout the internship year. Developmental: Our pedagogical mission includes an overarching developmental perspective. This training dimension is reflected both in the content of theory and practice as well as in the process of learning. Developmental theories that emphasize the phase-specific dimensions of identity formation inform our diagnostic and treatment 2

3 practices. We review research on the psychological sequelae of childhood maltreatment and its impact of psychopathology. Multicultural: A fundamental dimension of our training program is the integration of a multicultural perspective (see Sue and Sue 2013) in every aspect of the internship experience. A broad-based understanding of the socio-cultural context of our clinical population runs through every component of our training. All of our interns are bilingual and many are bicultural. Explorations of themes such as language, migration, racial and ethnic identity development and its impact on the therapeutic relationship are woven throughout our curriculum. Educational Model and Goals MPIP Goals and Objectives The Doctoral Internship in Multicultural Clinical/Community Psychology The goals of the MPIP are the following: (1) Reflective Practice A commitment to one s professional development as demonstrated in openness to learning and supervision. (2) Ethical and Professional Practice To know and apply the APA Ethics Code and the different APA Guidelines for ethnic and racial diversity, LGBTQ, elderly and aging, disability, etc. To conduct oneself in a professional manner (3) Relational/Interpersonal Relates effectively and meaningfully with individuals, groups, and/or communities. (4) Interdisciplinary and Scientific Practice Integration of different disciplines, such as social work, medical health integration, family systems, advocacy, utilization of different evidenced-based models. Utilization of different methodologies including different evidence-based models. (5) Individual and Cultural Diversity/Social Justice 3

4 Awareness and sensitivity, community mental health, socioeconomic factors. Become aware, sensitive and competent of the psychosocial factors related to poverty and/or diverse communities. Acquire knowledge (research and professional) of stressors impacting mental health, individuals, and families in these communities. (6) Proficiency in Clinical Assessment, Intervention, Consultation, and Supervision Acquire and develop skills within the major roles and functions of the Psychology profession. Curriculum and Training Activities We have identified supervised experience as one of our primary modes of learning. In addition to supervised experience, we have designed the training experience around the following didactic activities: Seminar in Clinical Theory and Practice, Case Consultation Conference, Group Supervision, Seminar in Clinical Assessment, DBT Study Group, Research Study Group, and Family Therapy Seminar and Supervision. Individual Supervision Each Intern is assigned two licensed psychologists as primary supervisors who are members of the training staff/faculty. The intern receives one hour of individual supervision per supervisor on a weekly basis. The primary supervisors share the clinical responsibility for the intern s clinical cases and are accessible for emergency supervision on an as needed basis. In addition, a third supervisor is assigned to guide the intern s development and application of clinical assessment/psychological testing. The Training Director does in vivo supervision at least once during the year in order to provide immediate feedback to the intern and model therapeutic techniques. This is done with the client s permission and the intern has the opportunity to choose which client may be part of this experience. Supervisors not only use case discussion to provide feedback to interns but also focus on interns process and reactions to the work they are doing as we recognize that they are also impacted by clients problems and needs. With this in mind, we examine self-care practices, case load management, and analyze transference and counter-transference patterns during the therapy process. Supervisors offer didactic instructions, engage in role playing, and assign and discuss readings that are appropriate to specific problems to foster theoretical understanding and clinical competence. Formal evaluations of the intern, the supervisor(s), and the program are conducted twice a year. At the same time, informal feedback is actively encouraged throughout 4

5 the training year. If the intern is attending a specialized rotation such as placement at school or community program, a site supervisor is assigned. The site supervisor is expected to communicate with the Training Director and attend the Internship Committee meetings in order to discuss the intern s progress and performance. Seminar in Clinical Theory and Practice The core of the didactic component of our Internship Program is the weekly seminar in clinical theory and practice. The seminar meets for an hour and a half every week throughout the training year. The seminar is divided into ten units or modules: (1) Orientation Period, (2) Community Mental Health: Poverty, Culture, and Mental Illness, (3) Relationship patterns: Psychodynamic Schools, Interpersonal and Attachment Theories with an emphasis on Therapeutic Alliance and Reflective Stance, (4) Trauma: Theories/Research and Phase-Oriented Treatment, (5) Developmental Aspects of Identity and Mental Health, (6) Im/migration, Acculturation and Language, (7) Ethics and Diversity, (8) Case and Research Presentations, (9) Supervision and Consultation, and (10) Termination. Orientation: Syllabus and Introduction to Seminar Community Mental Health: Poverty, Culture, and Mental Illness Relationship patterns: Psychodynamic Schools, Interpersonal and Attachment Theories with an emphasis on Therapeutic Alliance and Reflective Stance Trauma: Theories/Research and Phase-Oriented Treatment Developmental Aspects of Identity and Mental Health Im/migration, Acculturation and Language Case and Research Presentations Supervision and Consultation Ethics and Diversity Termination Case Consultation Team The team coordinators conduct a case conference (1 hr.) on a weekly basis, which is attended by clinical staff as well as the interns. The main goal of the case consultation is to present and review challenging clinical cases and/or ethical dilemmas in front of a multidisciplinary team. These meetings offer a significant opportunity for the intern to integrate approaches as well as to collaborate with other professionals. 5

6 Seminar in Clinical Assessment The Internship Program considers psychological testing under the general category of assessment. The seminar on clinical assessment takes place once a week (1 hr.) and is conducted by Dr. Brunilda De León. Dr. De León is also the primary supervisor for the assessment rotation. The seminar gives special attention to the impact of bilingual and bicultural factors on the assessment process. The intern is expected to complete (administer, score, interpret, and write-up) three full batteries. Interns also gain valuable experience in providing feedback to the referral source. Group Supervision All interns are expected to attend a weekly group supervision meeting. In this meeting (1.5 hrs.) the intern has the opportunity to present cases in a more formal manner and to receive feedback by peers. Each student is expected to give a presentation- case conceptualization- based on a theoretical approach of choice to the group twice a year (verbal and written). Dialectical Behavioral-Therapy Study Group The DBT study group meets weekly for an hour throughout the year. The group consists of the two primary supervisors, the interns and other clinical staff that is interested in learning about DBT. Each member is assigned a chapter on Marsha Linehan s book Dialectical Behavioral-Therapy for Borderline Personality Disorder (1992) and they have to present to the group. Everyone is encouraged to ask questions and offer examples of the things they are learning. This seminar introduces videos of expert DBT therapists, including Dr. Linehan, on how to practice DBT skills. The seminar intends to provide an introduction of the Bio-Psycho-Social Theory that Marsha Linehan developed on BPD, concepts and principles for this type of treatment, as well as learning how to apply these concepts and principles to the practice of psychotherapy. Research Study Group A post-doctoral student facilitates this group at least twice a month for one hour and a half as a way to offer peer support with the completion of their dissertation or developing any research interest. In addition, each intern is expected to present their own research at the seminar in clinical theory and practice. 6

7 Family Therapy Seminar and Supervision A licensed clinical psychologist, Maria del Mar Rivera, introduces a curriculum on family therapy systems and its application to the Latino population. The seminar takes place in a weekly basis on the second semester for one hour. Dr. Rivera uses didactic skills to help interns integrate family therapy systems conceptualization and interventions targeting their own individual developmental stage as intern. Dr. Rivera provides a system theory overview, assessment strategies, family therapy basic structure session and current family therapy models for use with family/couple cases. She presents a variety of strategies from discussion of readings, videos, role plays and practical exercises to observe intern understands of the materials. In addition, supervision and case discussions are expected during each seminar and/or in individual supervision. Case Assignment and Population Served At MPIP, interns are assigned clients with a broad spectrum of psychopathology and also representing different developmental stages. We try to match interns particular interests with the clients we assign. On the other hand, we also expose interns to less familiar clinical issues in order to test and challenge their skills. These challenges the interns meet their full potential and learn their own limits when working with a variety of populations. Most of our clients are Latino/a (96.73%) therefore our training is tailored to the needs and challenges of this particular population. Psychotherapy All interns gain experience with a wide spectrum of diagnosis ranging from psychosis to adjustment disorders. The population presents with a history of complex trauma, poverty-related problems, substance abuse issues, acculturation difficulties, personality disorders, legal problems, multiple medical issues and other comorbidities. Because of the variety of issues clients present, interns are exposed to a variety of theoretical viewpoints and treatment modalities. Some examples of training models we use are Psychodynamic Therapy, Face-Oriented Trauma System Theory, DBT, Motivational Interviewing, Trauma Focus-CBT, Play Therapy, Interpersonal Therapy, Cognitive- Behavioral Therapy, Relational Therapy, and Solution-Focused Brief Therapy. Interns have the opportunity to co-facilitate a group during their internship year. This group can be one of our ongoing groups or one in which they have a particular interest. Rotations Depending on the Intern s interests there are opportunities: (a) to acquire specialized training such as school testing, (b) to gain experience in a variety of community 7

8 programs such as substance abuse counseling, school counseling, and primary care consultation. In the latter one, Psychology Interns at MPIP have the opportunity to offer consultation to medical providers that are affiliated to BHN. The integration of behavioral health services with primary care is designed to improve the detection, diagnosis, and treatment of mental disorders in patients seen in primary care settings. Interns work collaboratively with patients and medical providers in order to offer education about behavioral or mental health problems with the goal of addressing patients challenges when it comes to their health (i.e. diabetes, obesity). Interns also provide evaluations and short term interventions using SFBT. The behavioral health consultation is designed to help patients manage stress or depression, and make lifestyle changes that can improve their medical conditions. Psychology Interns meet with behavioral health staff and staff from affiliated health center on a regular basis to discuss logistics and programmatic challenges and needs, and to problem solve. This comprehensive clinical experience is further contextualized in a bilingual/bicultural community framework, in Springfield. Faculty Deborah Manzano, Psy. D. MPIP Training Director and SSCI Program Director. Graduated in Clinical Psychology from Carlos Albizu University in Has been working at SSCI for sixteen years. Specialty in Trauma (DBT, EMDR certifications) and (trained in TF-CBT). Bilingual (English/Spanish) Psychologist. Current interests in working with Latino/a population with multiple history of trauma; psychopathology; personality disorders; mind and body connection; and spirituality. Lourdes Mattei, Ph. D. MPIP Senior Faculty Member. Bilingual (English/Spanish) Psychologist practicing in Massachusetts for over 25 years. Graduated in Clinical and Developmental Psychology from UMASS, Amherst, MA in Associate Professor at Hampshire College in Amherst, MA. Adjunct Faculty at Smith College School of Social Work in Northampton, MA. Dr. Mattei has worked in many capacities in community mental health in Springfield, MA where the largest population of Latinos in Western Mass reside. Her teaching, writing, and clinical interests include: culture and mental health, psychoanalytic theory and race. Maria Del Mar Rivera-Castro, Ph. D. MPIP Supervising Psychologist. Bilingual (English/Spanish) Psychologist. Graduated from Carlos Albizu University (2010). Member of BHN Trauma Response Team. Trained in TF-CBT. Interests in family and couple s therapy; trauma; adult ADHD; interpersonal therapy; clinical research on evidenced-based approaches when working with Hispanics; and DBT. Dr. Rivera was awarded a Fellowship to participate at the Psychology Summer Institute from the APA 8

9 Minority Fellowship Program in July 2013 to foster a family therapy curriculum program for the MPIP. Moreover, she completed a year-long Certificate Program in Intensive Family Therapy Systems at the Therapy Training in Boston, formerly known as Family Institute of Cambridge to further specialize her knowledge and skills as a family therapist. Brunilda De Leon, Ed. D. MPIP Faculty Member. Bilingual (English/Spanish) Psychologist. Ed.D. in School & Counseling Psychologist, University of Massachusetts, Amherst, MA (1989). Associate Professor (Retired in 2003) in the APA approved Counseling Psychology & School Psychology programs at UMASS, Amherst. Licensed as a Psychologist as well as a School Psychologist in Massachusetts. Expertise in educational and clinical work with children, adolescence, and adults and psychological assessment including cognitive, educational, disabilities, developmental, parenting skill, and custody evaluations. Other areas and interests include: assessment and clinical interventions for young and pre-school children and families, neuro-psychological assessment, and clinical work with children with socio-emotional, behavioral, and moodrelated disorders. Application Procedure In order for your application be considered, you must utilize the APPIC website (www.natmatch.com/psychint) to apply for our internship program. MPIP adhere to APPIC policies and participates in the national computer matching program. If you are interested in learning more about our program please log on to It is important to mention that in addition to your APPIC application, the following supporting documents are required (effective as of July 1, 2012): Psychodiagnostic report Case Conceptualization or Treatment Summary Please submit all documentation by December 15 th. We ask that you indicate your primary language and specify any other languages spoken fluently; please note that speaking Spanish is a requirement. Intern Candidate Requirements Applicants must be enrolled in a doctoral program in Clinical or Counseling Psychology at an accredited university or professional school and be approved by the school training director for the internship. You must have a master s degree in Clinical or Counseling Psychology and be fully bilingual (English and Spanish). All coursework and comprehensive examinations completed by the time of application submission. A 9

10 minimum of 1,000 hours of practica training is required at the time of application. The internships are full time for 12 months beginning in September with a stipend of $22,000. We require a total of 2,000 hours for internship completion. Psychology trainees (interns) spend 45% of their time delivering direct mental health services. There is an expectation of meeting 18 hours of productivity (face to face) per week. We also require a completion of three full psychological batteries by the end of internship, two formal clinical case presentations (oral and written), and a research presentation (dissertation topic). Intern s Benefits A stipend of $22,000 a year Health Insurance through Health New England. Single coverage only with employer contribution. Dental Insurance through Met Life Dental. Single coverage only, with employer contribution. Voluntary Vision insurance through VSP. Voluntary plan with no employer contribution. Vacation Days: 4 weeks vacation per year. If a doctoral intern was a BHN employee for at least one year, he/she can retain his/her Life, AD&D and LTD insurance benefits. All other doctoral interns are not eligible for these benefits. Intern Selection Process The MPIP offers an intensive 12-month doctoral internship experience in a community mental health setting. Our clients come primarily from poor, minority, and urban communities. Given the sizable Latino population served bilingual (Spanish/English) skills is a requirement. We prefer doctoral students who have either experience with, or have demonstrated an interest in, this population. Decisions are made on a case by case basis. During the month of January, the Internship Committee meets to review and rank applications to the program for the following academic year. Ranking is submitted to APPIC according to the designated timeline. 10

11 All offers of internship positions are contingent upon the applicant fulfilling the eligibility requirements of Behavioral Health Network, which includes a criminal offender record information (CORI) check For further training program Information, contact: Deborah Manzano, Psy.D. Program Director/MPIP School Street Counseling Institute 110 Maple Street Springfield, MA Phone: FAX: (413) This internship site 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. Revised 04/20/15 11

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