The Clinical Psychology

Internship Program

APA-accredited

Western Psychiatric Institute and Clinic

and

Department of Psychiatry of the

University of Pittsburgh School of Medicine

2009-2010

Timetable

Application.........................................................................  Deadline November 1, 2009

Invitations Extended for Interviews ..................................................   December 11, 2009

Interviews ..............................................................................  January 15 and 22, 2010

Match Day ......................................................................................  February 22, 2010

Start Date ....................................................................................... September 1, 2010

Table of Contents

• Program Description

• Specific Goals for Year One

• Training During Year One

• Adult Rotations

• Child and Adolescent Rotations

• Research Preceptors

• Internship Schedules

• Goals for Postdoctoral Training

• Training During Postdoctoral Years

• Selection of Candidate

• Academic and Clinical Criteria

• Personal Characteristics

• Application Procedure

• Western Psychiatric Institute and Clinic

• Pittsburgh

• Internship Training Committee

• Core Clinical Supervisors

• Faculty Available as Research Preceptors

• Contact

Jill M. Cyranowski, PhD
Director, Psychology Internship Program
Telephone: 412-246-5525
E-mail: cyranowskijm@upmc.edu

Melissa A. Kalarchian, PhD
Co-Director, Psychology Internship Program
Telephone: 412-647-6530
E-mail: kalarchianma@upmc.edu

Paul A. Pilkonis, PhD
Director Emeritus, Psychology Internship Program
Telephone: 412-246-5833
E-mail: pilkonispa@upmc.edu

Marsha D. Marcus, PhD
Director Emeritus, Psychology Internship Program
Telephone: 412-246-6371
E-mail: marcusmd@upmc.edu

PROGRAM DESCRIPTION
Western Psychiatric Institute and Clinic (WPIC), part of UPMC Presbyterian Shadyside, and the Department of Psychiatry at the University of Pittsburgh School of Medicine offer an American Psychological Association (APA)-accredited, rotating internship in clinical psychology. Our program provides two options:

(a) a one-year general internship emphasizing clinical experience with major disorders in children and adults (treated in both inpatient and outpatient settings); and

(b) a multiyear clinical research track that begins with the predoctoral internship and includes additional years of postdoctoral training to provide participants with the skills necessary to conduct clinical research.

1. Develop and consolidate clinical skills in psychiatric assessment, conceptualization, and evidence-based psychological interventions.
   
   
2. Provide broad clinical experience within multidisciplinary treatment and research teams located within a university-based medical center.



3. Consolidate and enhance skills in clinical psychological science and supplement the clinical experience with adequate time and resources for empirical exploration of a specialty area.

The goals of the first year are the same for all interns, whether or not they plan to remain for postdoctoral training. The first year includes rotations in both inpatient and outpatient settings; individual and group supervision in adult and child assessment and intervention; weekly clinical and didactic seminars; attendance at case conferences, grand rounds, educational conferences, and guest lectures by scholars in various mental health disciplines; and an opportunity to pursue clinical research activities.

First-year interns gain expertise in the following areas:

• Development and consolidation of clinical skills in psychiatric
  assessment, diagnosis, and case conceptualization;
• Increased familiarity and proficiency with evidence-based psychological
  interventions;
• Increased effectiveness working as a scientifically trained clinical
  psychologist within multidisciplinary treatment and research teams located
  within a university-based medical setting;
• Increased competence in critically evaluating, disseminating, and
  utilizing empirical research findings across clinical contexts;
• Completion of a small research project within a selected clinical
  science specialty area

TRAINING DURING YEAR ONE

At the beginning of the year, a rotation schedule for the entire year is developed collaboratively with each intern. We are committed to general clinical training for the first year of the program. Thus, interns are required to have experience with adults and children as well as inpatients and outpatients. Within this framework, there is considerable flexibility regarding specific
rotations. The year is divided into four quarters (three-month periods), and rotations are typically selected either to be full-time (four days per week, Monday through Thursday) for three months or half-time (two days per week) for three or six months. In developing individual rotation schedules, all interns are expected to meet the following program requirements:       

1. Participation in Friday morning group consultation and didactic sessions. These weekly seminars are coordinated by the internship training directors and cover a wide variety of content and process areas, including basic training in empirically supported treatments such as Interpersonal Psychotherapy (IPT) and Dialectical Behavior Therapy (DBT), ethical issues for psychologists, issues of individual and cultural diversity, and theory and methods of supervision.

2. A rotation in the Diagnostic Evaluation Center (DEC). This half-time, three-month rotation in the psychiatric emergency room provides interns with the opportunity to enhance their assessment, diagnostic, and triage skills in an evaluation setting that provides exposure to a variety of acutely ill psychiatric patients.

3. Experience with severely and persistently ill patients. All interns are required to complete at least one rotation that focuses on the assessment and treatment of severely and persistently ill psychiatric patients. Relevant rotations include the inpatient psychiatric units, the Intensive Outpatient Programs (IOPs), and Service and Research for Recovery in Severe Mental Illness program.

4. A minimum caseload of two outpatients in psychotherapy treated with evidence-based psychological interventions (e.g., the repertoire of clinical tools available in such models as interpersonal psychotherapy, IPT; dialectical behavior therapy, DBT; or cognitive-behavior therapy, CBT). All interns are expected to carry an outpatient caseload of at least two patients seen through the WPIC Psychotherapy Training Clinic (PTC). As part of this experience, interns are partnered with licensed PhD supervisors to obtain weekly, individual supervision.

5. Completion of a research project. All interns are expected to devote
   10-15% effort toward developing and completing a research project in conjunction
   with a research mentor. Interns are expected to identify a research mentor
   during the first 4-6 weeks of the training program. Typical research projects
   include analyses of archival data sets, development of a peer-reviewed paper or
   poster presentation, a specified literature review, or development of a small
   pilot study.

ADULT ROTATIONS

Diagnostic Evaluation Center (DEC).
(Various faculty supervisors)

The DEC is the portal to the various clinical services offered at WPIC. Psychiatric emergency patients of all ages and types are seen in the Diagnostic Emergency Center (DEC), where they are evaluated and dispositions are made under the direct supervision of attending faculty. Patients and professionals calling with crises or requests for Outpatient, Direct Admission, or Mobile Crisis services are served by the WPIC Call Center. Both the DEC and the Call Center
are open 24 hours a day, seven days a week. The rotation at the DEC offers valuable experience in psychiatric phenomenology, diagnostic dilemmas, and principles of care management in an emergency room setting.

Personality Studies Program
(Paul A. Pilkonis, PhD)

This program provides an opportunity for intensive assessment of personality features, personality disorders, adult attachment styles, interpersonal functioning, and social cognition among patients with nonpsychotic Axis I diagnoses. Interns develop expertise with state-of-the-art structured and semi-structured interviews for Axis I and II diagnoses. Patients are followed
longitudinally for one year. The primary focus is patients with borderline personality disorder (BPD).

Behavioral Medicine Program
(Marsha D. Marcus, PhD; Patricia A. Cluss, PhD; Linda J. Ewing, PhD, RN)

The focus of the Behavioral Medicine Program is the integration of behavioral science with biomedical knowledge and techniques to promote behavior changes that enhance health or ameliorate disease. Current offerings in Pediatric Behavioral Medicine include psychosocial oncology and treatment of moderate and severe obesity. Adult offerings include training opportunities in intimate partner violence and smoking cessation for pregnant women. In collaboration with the faculty, interns may design individualized rotations with a minimum duration of six months.

Eating Disorders Program
(Marsha D. Marcus, PhD; Jennifer Wildes, PhD; Elizabeth B. McCabe, LSW; Jill
Gaskill, CRNP)

The Eating Disorders Program provides assessment and treatment for children, adolescents, and adults with anorexia nervosa, bulimia nervosa, and eating disorders not otherwise specified. The eating disorders care continuum includes a 20-bed inpatient unit, a partial hospital program, and intensive and standard outpatient treatment programs. Treatment modalities include cognitive behavioral therapy, dialectical behavior therapy, interpersonal therapy, family therapy, and pharmacotherapy. Training opportunities are available at every level of care, but all interns participate in the partial hospital program. Six-month, half-time rotations are encouraged to enable interns to follow patients from intake through discharge.

Biobehavioral Medicine Program, University of Pittsburgh Cancer Institute (UPCI)
(Dana Bovbjerg, PhD, Donna Posluszny, PhD, Susan Stollings, PhD, Ellen Ormond, PhD,      Brent Henderson, PhD)

The Behavioral Medicine Clinical Service of the Biobehavioral Medicine Program at the UPCI provides psychological assessment and intervention for cancer patients and their families. Psychological treatment is tailored to the cancer site and stage, type of cancer treatment, age, gender, and coping preferences to meet the individual’s needs. Type of treatment can vary from short-term consultation for emotional distress and specific cancer-related symptoms to long-term psychological support and end-of-life care. For the intern, this means active engagement in mental health care as part of a multidisciplinary health care team. Interns will begin their training by shadowing senior psychologists working in both inpatient and outpatient settings. Directed readings will be assigned and discussed to enhance interns’ understanding of medical aspects of cancer and its treatment. In addition, interns will be assigned their own patients under supervision and will attend case conference meetings and program seminars.

Behavioral Sleep Medicine
(Daniel J. Buysse, MD)

The goals of this rotation are to provide exposure to the common adult sleep disorders seen in clinical practice; to teach the basic clinical assessment of patients presenting with sleep symptoms; to introduce the basics of polysomnography (PSG) in the assessment of sleep disorder patients; and to introduce the principles and basic techniques of behavioral treatment for sleep disorders, focusing on insomnia. This rotation occurs in the clinical sites of the UPMC Sleep Medicine Center, which includes sites at WPIC, Falk Medical Building, and UPMC Montefiore. Interns selecting this rotation first shadow an experienced sleep clinician to gain familiarity with evaluation procedures. They are then assigned their own evaluations of new patients supervised by faculty clinicians. Weekly PSG “reading sessions” help to establish familiarity with physiological assessment of sleep patients. Finally, interns have the opportunity to conduct behavioral interventions and short-term follow-up with their patients.

UPMC Pain Medicine at Centre Commons
(Raymond Hanlon, MS, Chief Psychologist)

UPMC Pain Medicine is a comprehensive pain evaluation, treatment, and research center. The goal is the prevention and alleviation of suffering for pain patients and their significant others, as well as the modification of dysfunctional lifestyles among those who suffer from chronic pain. Evaluation and treatment procedures include biological, physical, psychophysiological,
psychological, behavioral, and socio-environmental components. UPMC Pain Medicine’s interdisciplinary team includes psychologists, physicians, physical therapists, occupational therapists, and nurses. Services include clinical pain evaluations based on a team-oriented, cognitive-biobehavioral framework; individual therapy within this framework; and group-based pain management programs.

Psychotic Disorders Inpatient Care
(Gretchen L. Haas, PhD; Charles Kahn, MD; Raymond Cho, MD)

This rotation on the inpatient unit provides intensive training in the assessment and treatment of individuals with psychotic disorders. The intern serves as the primary clinician for a caseload of three inpatients and works closely with a resident in psychiatry, an attending faculty psychiatrist, and other members of the treatment team. Weekly supervision is provided by a licensed clinical psychologist (Dr. Haas), with additional supervisory sessions as needed from the physician faculty member who leads the treatment team, as well as the medical director (Dr. Kahn). Daily inpatient rounds familiarize the intern with a broad range of patients with schizophrenia and schizoaffective disorders, psychotic mood disorders, delusional disorders, and psychoses that
are secondary to drug use. Supervision on the unit focuses on the use of multimodal treatment strategies including pharmacotherapy; group, family and individual therapeutic modalities; and psychoeducation with patient and family members. Individual supervision focuses on the application of cognitive, behavioral, psychoeducational, and supportive intervention strategies for work with the seriously ill psychotic patient. As a primary clinician with newly diagnosed, first-episode cases, the intern also has the opportunity to participate in the diagnostic assessment and, if interested, the option to participate in the transitional outpatient treatment of patients who participate in clinical neuroimaging and neurobehavioral research protocols affiliated with
the Center for Neuroscience of Mental Disorders (schizophrenia).

Depression and Manic-Depression Prevention Program

(Ellen Frank, PhD; Jill Cyranowski, PhD; Holly Swartz, MD)

The Depression and Manic-Depression Prevention Program (DMDPP) represents an outpatient mood disorder clinic that specializes in running clinical treatment trials for patients with unipolar depression, bipolar disorder, and mixed depressed and anxious presentations.  Treatments may include psychotherapy (with an emphasis on the use of empirically-supported treatments such as interpersonal psychotherapy, or IPT) and/or medication treatments.  Practicum opportunities include training in structured and semi-structured clinical interviews for mood disorders, as well as training in the theory and implementation of IPT and its variants among outpatient mood disorder populations.

Quality and Performance Improvement Rotation
(Frank A. Ghinassi, PhD)

WPIC has demonstrated national leadership in its commitment to clinical excellence and the adoption of evidence-based treatments. This rotation allows the intern to work as an integral member of a clinical and administrative team whose mission involves identifying opportunities for performance improvement in the design, implementation, delivery, and outcomes assessment of specific levels of care. The intern serves as a system architect, alongside a multidisciplinary team, and conducts root-cause analysis of current problems in the care delivery
system, investigates the literature and other facilities across the country to discern what solutions are available, helps to select the hypothesized best solution for the improvement project at hand, assists in the development of training for faculty and staff in the selected evidence-based treatment model, helps to design work flow and treatment delivery systems to accommodate the model, designs clinical and process outcome measures, and implements data collection and feedback mechanisms to insure the clinical teams are maintaining
fidelity to the treatment model and achieving desired clinical outcomes. Special attention is paid to the continuity of care as patients move across multiple levels of care during an episode of illness. This rotation helps interns to better understand and participate in the application of clinical research to practice.

Center for Treatment of Obsessive-Compulsive Disorder
(Terri Laterza, LCSW)

The Obsessive-Compulsive Disorder Intensive Outpatient Program provides intensive treatment sessions on Tuesday, Thursday, and Friday from 12:15 p.m. to 3:15 p.m. Exposure with Response Prevention (ERP) is the primary treatment. Group therapy is the primary modality, supplemented by individual exposure sessions. Family psychoeducation and medication treatments are standard interventions. Interns may elect three- or six-month, half-time rotations. Involvement for all three days of the program is required. Supervision in assessment, treatment formulation, and ERP through weekly meetings is provided. The treatment population is adults with diagnosis of OCD or OC spectrum disorders (e.g., body dysmorphic disorder, trichotillomania, skin picking).

Adult Services Intensive Outpatient Programs

(Tiffany Painter, LCSW) 

The Adult Services Intensive Outpatient programs provide short term stabilization for adult men and women with acute mood and/or anxiety symptoms.  There are several specialty tracks across 9 programs located in Oakland.  Each program meets 3 days per week for 3 hours each session with an average length of stay 6-8 weeks.  The track for women with self-harm offers exposure to Dialectical Behavior Therapy skills training.  The track for Bipolar patients offers exposure to Interpersonal and Social Rhythms therapy as modified for Intensive Outpatient level of care.  The general anxiety track offers exposure to Mindfulness based interventions for anxiety.

Interns function as an active part of the treatment team which includes a psychiatrist, group therapist, and individual/family therapist.  Interns colead groups, and depending on learning interests, have a small individual caseload, and attend treatment team meetings for collaborative treatment planning. Interns have often worked on a short project during the rotation in an area of interest that also enhances program quality.   

Forensic Program

(Christine Martone, MD)

Various forensic experiences are available through the Department of Forensic Psychiatry. These experiences can include clinical experience on the inpatient forensic unit of Torrance State Hospital, court-ordered assessments for competency at the Allegheny County Behavior Assessment Unit, the court appointed forensic clinic, or pre-sentencing evaluations, disability evaluations, testimony at the Appeals Office of the Social Security Administration.  A series of forensic lectures, which deal with a wide range of topics including assessment for the risk for violence and malingering are offered in the winter and spring on Thursday afternoons. Interested candidates can design a rotation that suits their individual interests.  

Longitudinal Outpatient Psychotherapy
(Karen Katunich, PhD and Various Faculty Supervisors)

Each intern is expected to follow a minimum of two outpatients in individual psychotherapy during the year. Interns are provided access to patients through the WPIC Psychotherapy Training Clinic. Weekly supervision is offered by individual faculty members with expertise in a variety of empirically-supported treatments (including, for example, cognitive-behavioral therapy, interpersonal psychotherapy, and dialectical behavior therapy). Careful case conceptualization

is encouraged. Interns develop case presentations for group feedback and discussion during Friday morning group supervision meetings.

Other Opportunities
We are committed to providing training, where opportunities allow, in empirically supported treatments such as interpersonal psychotherapy (IPT), cognitive behavioral therapy (CBT) for depression, IPT and CBT for eating disorders, panic control therapy, exposure treatments for anxiety disorders, and dialectical behavior therapy (DBT) for borderline personality disorder.

CHILD AND ADOLESCENT ROTATIONS

Family Therapy Training Center (FTTC)
(Leonard J. Woods, LCSW)

The FTTC provides short-term treatment for children and adolescents and their families who

are experiencing a wide range of psychiatric disorders (depression, suicidality, behavioral disturbances); phase-of-life problems (bereavement, divorce); and problems in coping with acute or chronic stressors (marital discord, chronic illness). The FTTC relies heavily on the Structural Family Therapy model. A competency and strength-based focus is used to build
upon family resources in creating solutions to problems. The training integrates various

aspects of systemic, cognitive, behavioral, and biological theories in addressing the mental health needs of clients. The influences of gender, race, and culture, as well as therapists’ “use of self,” are addressed throughout the training year.

Center for Autism and Developmental Disorders
Merck Child Outpatient Program
(Benjamin L. Handen, PhD, BCBA)

This outpatient program serves children and adolescents (ages 2 through 21) who have developmental disabilities coupled with psychiatric and behavior disorders. The primary types of disabilities seen are autism and intellectual disability. Psychology interns have typically been involved in a one-day a week diagnostic clinic for children and adolescents with autism
spectrum disorders. Interns serve on an assessment team and are instructed in the use of state-of-the-art diagnostic tools. In addition, psychology interns have served as therapists in social skills training groups for children and adolescents with Asperger’s Disorder and High Functioning Autism. The Merck Child Outpatient Program also is involved in a range of research studies examining the efficacy of pharmacologic and behavioral treatments with this
population. Opportunities are also available for interested interns to become involved in various research efforts.

Youth and Family Research Program
(Brooke Molina, PhD; Oscar Bukstein, MD)

Also known as the ADD Program, we conduct research on the course and treatment
of Attention Deficit Hyperactivity Disorder (ADHD), comorbid externalizing
disorders — oppositional defiant disorder (ODD) and conduct disorder (CD) — and
alcohol and other drug use and abuse. Ongoing treatment studies include a
home-based psychosocial intervention for 11-to 14-year-old adolescents with a
disruptive behavior disorder and substance use and multiple pharmacologic treatment studies for ADHD (young children through adolescence). Trainees may also provide outpatient services in the adolescent substance abuse treatment program which includes 1:1 psychotherapy and group psychotherapy with substance-abusing adolescents. Longitudinal studies follow approximately 800 children with or without ADHD, the course of the disorder through adolescence and adulthood, and the development of alcohol- and drug-related outcomes. Training opportunities include the assessment and treatment of ADHD and substance use disorders in youth and administration of research treatment protocols.

Obsessive-Compulsive Disorder Intensive Outpatient Program for Children and Adolescents

(Shoshanna Shear, MD, Carol VanZile, LCSW, Bradley Sanders, LCSW, Amy Kelly,MD) 

The Child and Adolescent Obsessive-Compulsive Disorder (OCD) Intensive Outpatient Program (IOP) is a clinical and research program devoted to the assessment, treatment, and study of children and adolescents with OCD and obsessive compulsive spectrum disorders.  At the OCD IOP our main objectives include the following:  assisting patients in appropriately identifying and labeling obsessions and compulsions; assisting patients in learning and utilizing Cognitive Behavioral Therapy (CBT)/Exposure with Response Prevention (E/RP) techniques; identifying and treating comorbid conditions frequently associated with pediatric OCD; educating children, adolescents, and families about OCD; providing psychoeducation about our treatment approach to patients, families and the community.  The population includes children and adolescents aged 5-18 years with a primary diagnosis of Obsessive-Compulsive Disorder (OCD).  The IOP runs MTThF for 2.25 hrs/day.  The program includes group and individual CBT, family therapy, parent/family support groups, and pharmacotherapy.

Clinical psychology interns will have the opportunity to participate in all aspects of the clinic, with a particular focus on learning and carrying out CBT and ERP in a group setting and on an individual basis.  There is a strong emphasis on clinical supervision, with weekly group and individual supervision and treatment team meetings, during which clinical psychology interns are encouraged to participate both as group members and as leaders.  Other opportunities include the following:  conducting intake and clinical research assessments, contributing to the clinical research registry and/or several ongoing translational neuroscience studies, and developing individual projects aimed at improving clinical care.

 
Assessment and Treatment of Pediatric Bipolar Disorder
(Tina R. Goldstein, PhD; Boris Birmaher, MD; David A. Axelson, MD)

The Child and Adolescent Bipolar Services (CABS) is an integrated clinical research program at WPIC devoted to the assessment, treatment, and study of children and adolescents with bipolar spectrum disorders. Clinical services include thorough diagnostic evaluation, as well as pharmacological and psychosocial treatment interventions provided by a multidisciplinary treatment team that includes psychiatrists, psychologists, nurses, social workers, and
other clinicians. CABS clinicians also work closely with community-based providers (i.e., case management, Wraparound) and schools to coordinate services. Ongoing research studies at CABS include multiple NIH- and foundation-funded studies examining the efficacy of pharmacologic and psychosocial treatments for this population. Longitudinal studies follow
children and adolescents diagnosed with, and at-risk for, bipolar disorder through adolescence into adulthood to examine course and outcome. Studies incorporating neuroimaging, neuropsychological testing, and genetics aim to better understand the neurobiology of the illness. Opportunities for interns include training in assessment focused on differential diagnosis, formulation of case conceptualization, and implementation of treatment plans. Interns may gain experience with research protocols, and learn about the pharmacological and
psychosocial management of pediatric bipolar disorder.

Assessment and Treatment of Adolescent Affective Disorders and Suicidality
(David A. Brent, MD; Kimberly D. Poling, LSW)

Services for Teens at Risk (STAR) is a specialty clinic funded by the Commonwealth of Pennsylvania since 1987. The mission of STAR is the prevention of adolescent suicide through research, community outreach, parental psychoeducation, and clinical interventions. Clinical interventions focus on the assessment and psychiatric treatment of adolescents at risk for suicidal behavior, especially those with major depression. Additionally we provide intensive outpatient treatment through our STAR IOP, which provides 9 hours of treatment per week, which includes group & individual therapy and medication management sessions. In addition, training and supervision is available for assessment and treatment of children and teens with primary anxiety disorder diagnosis. Also available is the opportunity for learning about interventions for grieving children, adolescents, and adult survivors of suicide.

Science and Practice for Effective Children’s Services (SPECS)
(David J. Kolko, PhD; Barbara L. Baumann, PhD; Amy D. Herschell, PhD;
Abigail Schlesinger, MD)

With its focus on treatment effectiveness, implementation, and dissemination, this rotation provides opportunities to collaborate with professionals who assess and treat children and adolescents in various service systems, including pediatric primary care, juvenile justice, child welfare, and public health/safety. Interns gain experience in addressing the varied mental
health problems found among children with common behavioral and emotional
disorders (e.g., ODD, CD, anxiety/PTSD, MDD, bipolar disorder), adolescents
exhibiting high-risk and unsafe behaviors (e.g., sexual behavior, firesetting),
or families referred for child physical abuse or maltreatment. Emphasis is
placed on developing competencies for using comprehensive clinical assessments
and multimodal, evidence-based interventions (e.g., CBT, PMT, family treatment,
motivational interviewing, school and medication consultation). Collaboration
could involve providing integrated services that address clinical comorbidities
in a setting of interest (e.g., home, school, pediatrician’s office, Children’s
Hospital clinic, probation office) and/or consultation or training to other
practitioners. Participation in program development, evaluation, and research in
these settings is strongly encouraged. Supervision is provided by licensed
clinical psychologists on an individual and/or group basis, aided by the use of
live observation or videotapes and a multidisciplinary treatment team (e.g.,
psychiatrists, social workers, other clinicians).

Matilda H. Theiss Child Development Center
(Kimberly A. Blair, PhD)

The Matilda H. Theiss Child Development Center operates four early
childhood programs; three of these provide clinical services. The first program
is a NAEYC-accredited traditional early childhood education program that accepts
children ages 6 weeks – 6 years for daycare. Two clinical programs are embedded
in this early childhood education program: the Program for At Risk Kids (PARK)
serves children (ages 6 weeks to 36 months) who were substance exposed in utero
or were born to a mother with a serious psychiatric disorder; the partial –
hospitalization program provides day treatment for children (ages 3 – 6) who are
diagnosed with an Axis I disorder. Both of these clinical programs are
inclusive, meaning program children participate daily with children enrolled for
typical daycare. The third clinical program is for young children (ages 2 – 6)
diagnosed with Autism or PDD. In all three therapeutic programs, the children
attend six hours a day, five days a week. Individualized treatment plans are
required for each child. Parents can choose a variety of participation options
that include child-centered parent counseling, group psycho-educational
interventions, and classroom-based activities. Child interventions consist of
group interactive therapies, individual skill building, small group
interventions, and play therapy. In addition to these, the classroom for
preschoolers with autism utilizes a discrete trial model for skill-building, as
well as opportunities for relationship-building and socialization within the
preschool milieu.

Child and Adolescent Inpatient Program

(Sheri L. Goldstrohm, PhD)

The Child and Adolescent Inpatient Program consists of two inpatient units that provide services to children and adolescents from 3 – 18 years of age with acute psychiatric problems. Our multidisciplinary treatment team delivers quality care within a biological, sociological, and psychological health framework.  Individual emphasis is placed on each child’s needs within the unique context of their familial, social, and cultural life.  The milieu behavior program is designed to promote the development of independent social and problem-solving skills. A cognitive-behavioral treatment model is employed to help the patients adopt positive coping skills. Families are educated on behavioral management principles, communication skills, and effective discipline methods.  During this rotation, interns will be exposed to a wide range of childhood psychopathology including mood disorders, anxiety, disruptive disorders, and disorders of infancy and early childhood.  Interns will have the opportunity to work with a multidisciplinary team, facilitate inpatient treatment groups, follow and work with individual patients, conduct behavioral assessments on difficult to manage patients and develop corresponding behavior plans.  There will be individual supervision (Dr. Goldstrohm) and in vivo learning experiences in the milieu.

Behavioral Health Program Children’s Hospital of Pittsburgh
(Robert B. Noll, PhD)

Seven opportunities for training in pediatric behavioral health are offered at Children’s Hospital of Pittsburgh.

1. The Child Development Unit (CDU) is a diagnostic clinic serving children with developmental and behavioral issues. We utilize a family-centered approach to health care. Clinical professionals include pediatricians, psychologists, advanced practice nurses, and behavioral health specialists, who collaborate to provide comprehensive, individualized assessments. A large percentage of referrals are young children presenting with possible autism spectrum disorders (ASD). Children are also referred for evaluation of ADHD as well as developmental and behavioral issues secondary to a medical diagnosis. Clinical opportunities for interns include (1) evaluating young and school-age children; (2) using empirically-validated assessment tools with ASD and behavioral issues; and (3) making treatment recommendations. (Christy Emmons, PsyD, Cynthia R. Johnson, PhD; Hilary Feldman, PhD; Carla Mazefsky, PhD; Amanda Pelphrey, PsyD; Carla Weidman, PhD)

2. The Consultation/Liaison service provides a full array of behavioral health assessments and interventions for hospitalized children and their families. The goal is to provide family-centered care that mobilizes family resources to manage the challenges arising from their children’s chronic and acute health problems. Members of this team also conduct research on novel psychosocial interventions and investigations examining the impact of chronic conditions on children and their families (notably pediatric cancers, gastroenterology, sickle cell, sleep, transplant, weight management). Interns have opportunities to work with children receiving transplants; children with a wide variety of chronic and acute medical problems; or children being treated by the Palliative Care team. The majority of work takes place on a short-term, inpatient basis though opportunities exist for follow-up care needed to facilitate ongoing adjustment to medical challenges. (Veca Meyer, MD; Larry Newman, PhD; Roberto Ortiz-Aguayo, MD; Diana Shellmer, PhD)

3. The Solid Organ Transplant service provides behavioral health services including assessment and intervention for transplant patients and their families.  Interns have the opportunity to work with children with chronic liver disease; with bowel disorders including short gut, gastroschisis, and Hirschsprung’s disease; who have heart failure, pulmonary hypertension; and/or who are candidates for or have previously received a solid organ transplant. The focus of the rotation is to provide family-centered evaluation, intervention, and care. Transplant evaluations (1) examine the family’s experience in the medical environment, (2) assess the patient and family’s readiness for transplantation, (3) assess risk factors for maladjustment and non-adherence post-transplantation, and (4) provide recommendations to the medical team to assist in the amelioration of risk-factors predicting maladjustment of patients and caregivers post-transplantation. Interventions are geared toward addressing psychosocial, organizational, and systematic barriers to successful transplantation and post-transplant adherence.  The rotation includes active, ongoing communication and consultation with the various medical teams involved in the care of these patients and families.
(Diana Shellmer, PhD)

4. The Weight Management and Wellness Center (WMWC) is a comprehensive treatment center providing multidisciplinary care for overweight youth and their families. Children and their families meet with a physician/physician assistant, a wellness advisor (nutritionist or exercise physiologist), and a behavioral health specialist (BHS). The BHS addresses psychosocial factors that could negatively impact lifestyle and behavioral changes. These issues may include psychiatric diagnosis (i.e., mood/eating disorders), family environment stressors (i.e., parental divorce, unsupportive family members, living arrangements), social challenges (i.e., peer teasing/bullying), societal concerns (i.e., economic, safety), and individual factors (i.e., developmental level, motivation). Interns will obtain increased awareness of the necessity of utilizing a multidisciplinary treatment approach, and will be exposed to such evidenced based treatment options as cognitive behavioral therapy, motivational interviewing, and family-based therapy (Dana Rofey, PhD).

5. The Pediatric Sleep Clinic provides comprehensive evaluation and treatment of pediatric sleep problems. This clinic serves all ages from infancy through young adulthood, with children presenting with insomnias, obstructive sleep apnea, narcolepsy, cataplexy, as well as the full range of parasomnias such as nightmares, sleep terror, and sleepwalking disorders. Behavioral health contribution to the sleep clinic aims to refine the assessment of sleep schedule and hygiene while also evaluating for any behavioral health contributions to problems. For patients presenting with behavioral health needs, the behavioral health clinician provides teaching and strategies to the family and facilitates referrals to relevant follow-up services.  (Larry Newman, PhD)

6.  The Pediatric Gastroenterology Cognitive Behavior Therapy Program is an opportunity to learn a manualized cognitive behavioral approach (CBT) to help children and adolescents who have inflammatory bowel disease and depression cope with both their physical and emotional illness.  The CBT is based on a model designed by John Weisz PhD, Primary and Secondary Control Enhancement Training (PASCET) with added components to explore the child’s illness narrative and enhance family communication and problem-solving.  The CBT approach also includes self-hypnosis techniques to address abdominal pain and enhance immune functioning. (Eva Szigethy, MD, PhD)

7.  The Neuropsychology Department provides comprehensive, neuropsychological evaluations for children with medical conditions that are known to have associated cognitive effects.  Referrals are commonly received for children with medical diagnoses including seizure disorders, brain tumors, hydrocephalus, neurofibromatosis, tuberous sclerosis, genetic disorders, metabolic syndromes and childhood cancer.  For the intern, clinical opportunities include 1)  conducting initial diagnostic interview to gain information regarding cognitive deficits to guide selection of test battery 2)  administering and scoring psychological and neuropsychological instruments and 3) compiling interpretive reports and comprehensive recommendations based upon results of testing.  (Christy Emmons, PsyD. and Hilary Feldman, PhD)

RESEARCH PRECEPTORS

Interns are required to participate in research activities throughout the year.  Interns choose a preceptor with whom they develop a clinical research project, on which the intern devotes 10 to 15% effort (4 to 6 hours per week).  This requirement ensures that interns gain experience in programmatic clinical research during their tenure at WPIC. Clinical supervisors
are aware of this research responsibility and clinical duties are arranged so
that interns can pursue their research interests. For interns in the multiyear
program, the first year of research provides a basis for the remaining years of
postdoctoral research training.

INTERNSHIP SCHEDULES
Because of the size and diversity of our divisions of adult and child psychiatry, one of the strengths of the program is our ability to train students with interests in adult psychopathology, problems of childhood and adolescence, or both.

A representative schedule for an intern with a primary adult focus could
include:

First quarter (September–November)
Diagnostic Evaluation Center (two days)
Personality Studies Program (two days)

Second quarter (December–February)
Personality Studies Program (two days)
Pain Evaluation and Treatment Institute (two days)

Third quarter (March–May)
Pain Evaluation and Treatment Institute (two days)
Behavioral Medicine and Oncology (two days)

Fourth quarter (June–August)
Inpatient Unit: Psychotic Disorders (four days)

A similar schedule for an intern with a focus on childhood and adolescence could
include:

First quarter (September–November)
Family Therapy Training Center (two days)
Child Development Unit (two days)

Second quarter (December–February)
Family Therapy Training Center (two days)
Eating Disorders Clinic (two days)

Third quarter (March–May)
Eating Disorders Clinic (two days)
Women’s Intensive Outpatient Program (two days)

Fourth quarter (June–August)
Diagnostic Evaluation Center (two days)
Children’s Hospital Consultation/Liaison Service (two days)

Throughout the year interns also participate in ongoing activities, which occur
as rotation schedules permit (during unscheduled hours in outpatient rotations;
late in the day during inpatient rotations):

• clinical research practicum (10 to 15 percent effort)

• longitudinal outpatient cases and supervision

• ongoing didactic experiences (Friday mornings): Core seminar, research
  seminar, and journal club

GOALS FOR POSTDOCTORAL TRAINING

For those who elect to stay at WPIC for further research training, the
postdoctoral years consist of a full-time apprenticeship in clinical research.
Trainees usually continue under the supervision of the mentor with whom they
worked on a part-time basis during year one; occasionally, fellows start with a
new mentor. In addition, trainees may select a secondary research preceptor. A
trainee who is interested in mood disorders, for example, might choose to work
with a secondary mentor whose interests include psychopathologies frequently
associated with affective problems (for example, eating disorders, personality
disorders). Preceptors are chosen from a large number of WPIC faculty (see page
16). Although the emphasis is on research, the nature of the work is usually
linked to further enhancement of clinical skills. Thus, up to 20 percent effort
might be devoted to further clinical training (that is, integrated clinical and
research experiences).

Postdoctoral fellows develop several specific competencies, including:

• experience in assuming responsibility for the conduct of clinical research

• advanced clinical experience in a research-related area

• preparation of competitive grant applications

TRAINING DURING POSTDOCTORAL YEARS

At the postdoctoral level, we offer a core seminar in collaboration with other
postdoctoral training programs at WPIC. This seminar addresses topics of
professional socialization including:

• opportunities for external research funding (including federal agencies,
  private foundations, and corporate sources)

• development and submission of applications for research funding (including
  peer review of applications as they are being written)

• peer review and funding processes within federal agencies

• research communication skills (including the development of manuscripts for
  publication, discussions of how to serve as an editorial reviewer, and
  development of oral communication skills)

• research ethics (including potential conflicts between research and clinical
  priorities)

• procedures for obtaining consent from human subjects

• development of collaborative relationships in a multidisciplinary medical
  setting

• strategies for finding jobs (including the pros and cons of academic positions in medical settings versus arts and sciences departments)

• alternate career paths within academic settings

• preparation of a curriculum vitae

• dissemination of scientific finding to the public and practioners

The seminar concludes each spring with the annual fellows review the status of their current work, report important results, and describe future directions.

Trainees may enroll in courses offered by various departments of the University
on an individual basis. Tuition support for such courses is available. Since
trainees are involved in research within their area of clinical interest,
advanced clinical training in the specialty area is also encouraged.

SELECTION OF CANDIDATES

Up to six candidates are selected as interns each year. For the first
year, interns are awarded a stipend of $20,000. In addition, $1,000 is available
for professional development activities (for example, travel to scientific
meetings), and individual or family health insurance is provided. Ten days of
vacation are granted and six days may be used for professional activities. The
first year of the program is considered a predoctoral internship, whereas the
later years are supported as postdoctoral fellowships through a National
Institute of Mental Health (NIMH) institutional training grant. Prior to
beginning the postdoctoral program, trainees must have completed all of the
requirements for the doctoral degree. For new postdoctoral fellows, the current
NIMH stipend for year two is $36,996 and for year three is $38,976. The
Department of Psychiatry supplements these stipends as well, and the training
grant also includes support for travel to scientific meetings ($1,000 per year).
Only those students who expect to complete their doctoral requirements prior to
the second year of the program will be considered for postdoctoral fellowships.

ACADEMIC AND CLINICAL CRITERIA

Trainees selected for the WPIC program must come from APA-accredited PhD
programs in clinical psychology. In addition, we belong to the Academy of
Psychological Clinical Science (APCS) and endorse its mission statement, which
emphasizes the integration of research and clinical training and a commitment to
empirically informed approaches to clinical work. We encourage applications from
students in graduate programs that belong to the Academy, but we do not limit
admission to students from these programs.

In the screening and selection process, we pay most attention to the academic
vitae of applicants. Candidates must have demonstrated interest in and aptitude
for conducting clinical research that exceeds the minimum requirements of a
master’s thesis and doctoral dissertation. In addition, there must be evidence
of written and verbal skills in scholarly communication, such as publication of
peer-reviewed papers or presentations at national and regional professional
meetings.

The internship program at WPIC provides intensive clinical experience, enabling
interns to treat patients suffering from major psychiatric disorders. Therefore,
it is essential that candidates have considerable supervised clinical
experience. Students from clinical training programs that do not provide
extensive practicum experience are unsuitable for the WPIC program.

Following internship, the majority of trainees remain at WPIC to
assume postdoctoral research training fellowships. A smaller proportion of
trainees begin full-time positions as faculty members or senior research staff,
either at the University of Pittsburgh or other universities. Our goal is to
identify and encourage interns whose ambitions focus on careers in academic
research settings.

PERSONAL CHARACTERISTICS

Each candidate must be interviewed by the faculty of the Internship Training
Program. This requirement ensures that individuals selected will possess
characteristics appropriate for successful functioning in our clinical setting
and will have the ability to collaborate with a multidisciplinary faculty and
staff. An interview visit also permits the student to become acquainted with the
faculty and internship facilities at WPIC. Those applicants selected for an
interview will be contacted in early December to arrange a visit on one of two
interview days scheduled in January of each year.

APPLICATION PROCEDURE

WPIC adheres to the guidelines developed by the Association of Psychology
Postdoctoral and Internship Centers (APPIC). A copy of the Match Policies is
available at the APPIC web site: www.appic.org. In particular, we agree 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.

All application materials must be submitted via the AAPI (APPIC Application for Psychology Internships) online service, which may be accessed at www.appic.org.

To apply, please visit www.appic.org and click on "AAPI Online."   These online application materials include the following components:

• cover letter (please specify preferred contact information, clinical rotations of interest, and faculty members with whom you share research interests)
• curriculum vitae (research CV)
• APPIC application
• graduate transcripts
• 3 (or 4) letters of reference

 Further information about the WPIC program is available from the WPIC website (www.wpic.pitt.edu/education/psychintern/psycholo1.htm ). Information about accreditation can be obtained from the Committee on Accreditation, American Psychological Association, 750 First Street NE, Washington, DC 20002-4242; telephone 202-336-5979.

Administrative inquires should be directed to:
Dani Stein, Administrative Coordinator
Western Psychiatric Institute and Clinic
3811 O’Hara Street
Pittsburgh, PA 15213
Telephone: 412-246-5533
Fax: 412-246-5520
Email: steind@upmc.edu

The deadline for completed applications is November 1, 2009

WESTERN PSYCHIATRIC INSTITUTE AND CLINIC (WPIC)

WPIC, part of UPMC Presbyterian Shadyside, opened in the early 1940s to serve as
a psychiatric facility for teaching and research. Today, WPIC houses the
Department of Psychiatry of the University of Pittsburgh School of Medicine as
well as research laboratories and patient care facilities. The training programs
offered by WPIC constitute a major educational resource for mental health
professionals in southwestern Pennsylvania. WPIC, an integral component of the
University of Pittsburgh Medical Center, operates numerous outpatient clinics
and inpatient units, providing a variety of training experiences for the mental
health professional. Research programs are designed to improve treatments for
psychiatric disorders, to explicate the etiology and pathogenesis of major
mental illnesses, and to improve current diagnostic procedures. Investigations
range across the spectrum of basic and applied study of psychopathology.

PITTSBURGH

Within the past 30 years, Pittsburgh has earned a reputation as a center for
science, education, and the arts. Extensive redevelopment has occurred in the
metropolitan area, with a significant shift away from heavy industry and a new
emphasis on biomedical and applied technology enterprises. Cultural activities
abound in Pittsburgh, with regular performances by the Pittsburgh Symphony
Orchestra, one of the world’s premier orchestras; the Pittsburgh Ballet Theatre;
the Pittsburgh Public Theater; and the Pittsburgh Opera. Museum lovers will
enjoy The Carnegie Museums of Pittsburgh, including the outstanding Museum of
Art, Museum of Natural History, the Carnegie Science Center, and Andy Warhol
Museum. Other attractions, within minutes of the University of Pittsburgh
campus, include several large parks, the Pittsburgh Zoo and Aquarium, the
National Aviary, Phipps Conservatory, and the Senator John Heinz Pittsburgh
Regional History Center.

INTERNSHIP TRAINING COMMITTEE

Jill M. Cyranowski, PhD
Director, Psychology Internship Program
Assistant Professor of Psychiatry
and Psychology

Melissa A. Kalarchian, PhD
Co-Director, Psychology Internship Program
Assistant Professor of Psychiatry
and Psychology

Paul A. Pilkonis, PhD
Director Emeritus, Psychology Internship Program
Professor of Psychiatry and Psychology

Marsha D. Marcus, PhD
Director Emeritus, Psychology Internship Program
Professor of Psychiatry and Psychology

Charlotte Brown, PhD
Associate Professor of Psychiatry

Duncan B. Clark, MD, PhD
Associate Professor of Psychiatry and
Pharmaceutical Sciences

Erika E. Forbes, PhD
Assistant Professor of Psychiatry

Ellen Frank, PhD
Professor of Psychiatry and Psychology

Frank A. Ghinassi, PhD
Assistant Professor of Psychiatry

Tina R. Goldstein, PhD
Assistant Professor of Psychiatry

Gretchen L. Haas, PhD
Associate Professor of Psychiatry

David J. Kolko, PhD
Professor of Child Psychiatry, Psychology, and Pediatrics

Michele Levine, PhD
Assistant Professor of Psychiatry

Brooke S. G. Molina, PhD
Associate Professor of Psychiatry and Psychology

Robert B. Noll, PhD
Professor of Pediatrics, Psychiatry, and Psychology

Michael Pogue-Geile, PhD
Associate Professor of Psychology and Psychiatry

CORE CLINICAL SUPERVISORS

Duncan B. Clark, MD, PhD
Associate Professor of Psychiatry and Pharmaceutical Sciences

Patricia A. Cluss, PhD
Associate Professor of Psychiatry

Jill M. Cyranowski, PhD
Assistant Professor of Psychiatry and Psychology

Linda J. Ewing, PhD, RN
Assistant Professor of Psychiatry

Frank A. Ghinassi, PhD
Assistant Professor of Psychiatry

Tina R. Goldstein, PhD
Assistant Professor of Psychiatry

Gretchen L. Haas, PhD
Associate Professor of Psychiatry

Benjamin L. Handen, PhD
Associate Professor of Psychiatry, Pediatrics, and Education

Raymond Hanlon, MS
Pain Evaluation and Treatment Institute

Melissa A. Kalarchian, PhD
Assistant Professor of Psychiatry and Psychology

Karen L. Katunich, PhD
Psychotherapy Training Clinic

David J. Kolko, PhD
Professor of Child Psychiatry, Psychology, and Pediatrics

Terri Laterza, LCSW
Center for Treatment of Obsessive-Compulsive Disorder

Marsha D. Marcus, PhD
Professor of Psychiatry and Psychology

Elizabeth Blocher McCabe, PhD
Eating Disorders Clinic and Partial Hospitalization Program

Brooke S. G. Molina, PhD
Associate Professor of Psychiatry and Psychology

Robert B. Noll, PhD
Professor of Pediatrics, Psychiatry, and Psychology

Tiffany Painter, LSW
Women’s Intensive Outpatient Program

Paul A. Pilkonis, PhD
Professor of Psychiatry and Psychology

Kimberly Poling, LSW
Services for Teens at Risk

Donna Posluszny, PhD
Behavioral Medicine and Oncology

Holly A. Swartz, MD
Assistant Professor of Psychiatry

Leonard J. Woods, MSW
Family Therapy Center


FACULTY AVAILABLE AS RESEARCH PRECEPTORS

This list represents only a sample of possible research preceptors. We attempt
to match interns with faculty mentors who best suit their training needs.

Dana Bovbjerg, PhD
Clinical and Preclinical Investigation of Biobehavioral Factors in Cancer

David A. Brent, MD
Childhood Depression, Suicide

Charlotte Brown, PhD
Depression, Primary Care Settings

Meryl Butters, PhD
Neuropsychological and Imaging Methods, Late-life Depression/Dementia Interface

Daniel J. Buysse, MD
Sleep Studies

Duncan B. Clark, MD, PhD
Adolescent Substance Abuse and Anxiety Disorders

Jill M. Cyranowski, PhD
Depression in Women, Psychophysiology, Treatment Research

Erika E. Forbes, PhD
Child and Adolescent Affective Disorders, Neurobiology of Affect Regulation

Ellen Frank, PhD
Depression, Women’s Issues

Gretchen L. Haas, PhD
Psychotic Disorders, Suicidal Behavior

Alison Hipwell, PhD

Developmental Risk Factors, Developmental Psychopathology

J. Richard Jennings, PhD
Psychophysiology, Cardiovascular Physiology

Melissa A. Kalarchian, PhD
Obesity, Treatment Research

David J. Kolko, PhD
Child Psychopathology, Behavior Therapy

Maria Kovacs, PhD
Childhood Depression, Cognitive Therapy

David J. Kupfer, MD
Depression, Sleep Studies, Biological Psychiatry

Michele D. Levine, PhD
Women’s Health Behaviors, Smoking Cessation, and Obesity

Rolf Loeber, PhD
Child Psychopathology, Conduct Disorders, Longitudinal Methods

Marsha D. Marcus, PhD
Obesity and Eating Disorders, Behavioral Medicine

Karen A. Matthews, PhD
Behavioral Medicine, Cardiovascular Risk Factors

Brooke S. G. Molina, PhD
Disruptive Behavior Disorders, Adolescent Substance Abuse

Edward P. Mulvey, PhD
Prediction of Violence

Paul A. Pilkonis, PhD
Personality Disorders, Treatment Research

Charles F. Reynolds III, MD
Sleep Studies, Depression, Biological Psychiatry

Neal D. Ryan, MD
Childhood Depression

Greg Siegle, PhD
Cognitive and Affective Neuroscience of Depression

Katherine Wisner, MD

Perinatal and Postpartum Psychiatric Illness

The University of Pittsburgh Medical Center is an equal opportunity
employer. Policy prohibits discrimination or harassment on the basis of race,
color, religion, national origin, ancestry, sex, age, marital status, familial
status, sexual orientation, disability, or veteran status. Further, UPMC will
continue to support and promote equal employment opportunity, human dignity, and
racial, ethnic, and cultural diversity. This policy applies to admissions,
employment, and access to and treatment in UPMC programs and activities. This
commitment is made by UPMC in accordance with federal, state, and/or local laws
and regulations.

CONTACT

For administrative inquiries, please contact Dani Stein - steind@upmc.edu.