The Clinical Psychology

Internship Program

APA-accredited

Western Psychiatric Institute and Clinic

and

Department of Psychiatry of the

University of Pittsburgh School of Medicine

2007-2008

Timetable

Application...........................................................................Deadline November 1, 2007

Invitations Extended for Interviews ..................................................early December 2007

Interviews ................................................................................January 11 and 18, 2008

Match Day ........................................................................................February 25, 2008

Start Date .......................................................................................September 1, 2008

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

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

Applicants to the program initially commit to one year of training. Decisions
about postdoctoral training are made in the spring of the internship year.
Strengths of the program include assessment and diagnosis of psychopathology
(both Axis I and Axis II disorders), psychosocial treatments of major disorders
(with an emphasis on evaluation and outcome research), behavioral medicine,
health services research, and the application of new quantitative tools to
clinical research problems.

We adhere to a “clinical science” model of training and professional development
in which the primary principles are a commitment to empiricism for guiding both
clinical and scientific work and an emphasis on the reciprocal relationship
between clinical practice and the development and investigation of important
questions for clinical research.

We have three general goals for the program:

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.

• 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 PEIS 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 PEIS 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
pediatric 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; Rebecca Ringham, 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 in each 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.

Behavioral Medicine and Oncology
(Donna Posluszny, PhD)

The Behavioral Medicine Clinical Service provides psychological
assessment and intervention for cancer patients and their families and conducts
research on novel interventions. The service uses a behavioral medicine model to
triage and treat patients with a variety of types of distress and different
medical conditions and problems. The service also serves a more traditional
consultation-liaison function. For the intern, this means active engagement in
mental health care, supportive intervention, and innovative programs for
patients and families as part of a multidisciplinary health care team. The
service provides patients and their families with education about cancer,
stress, and coping with the demands of cancer diagnosis, treatment, and
survivorship. It addresses a variety of patient concerns including distress
about disease status and outcome, pain management, family communication, smoking
cessation, stress management, and medical regimen compliance. A specialized
section of Palliative Care provides care and treatment for symptom management
and end-of-life issues. Although much of the therapeutic work is short-term,
extended psychotherapy is provided to patients experiencing cancer-related
distress.

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).

Service and Research for Recovery in Severe Mental Illness
(Various Faculty Supervisors)

Services and Research for Recovery in Severe Mental Illness (SRRSMI) provides
a continuum of care to patients suffering from serious mental illnesses such as
schizophrenia, schizoaffective disorder, bipolar disorder, major depressive
disorder, and personality disorder. The goal of this service is to offer an
array of evidence-based services which have been shown to assist in recovery
from symptoms and social and vocational disability. The acute inpatient service
provides short-term care to patients who require intensive treatment and
monitoring in a safe, supervised, therapeutic environment, with immediate access
to medical care. The Transitional Recovery Unit is an extended care inpatient
unit which offers patients the opportunity to recover social functioning skills
which they will need to re-integrate into the community. The Enhanced
Outpatient Program provides either an intermediate level of care for patients
transitioning from inpatient services or maintenance treatment for those
reintegrating into their communities. Two continuous treatment teams (CTT)
provide “Assertive Community Treatment” to individuals who are at high risk for
hospitalization, and deliver most of the service in the patients’ homes or other
community settings. A number of residential programs are also run by the SRRSMI
and include the Long-Term Structured Residence (LTSR), which is a locked
residence that accommodates 16 sub-acute patients who come from either a
community inpatient unit or the state hospital. Residential services for
homeless mentally ill persons for individuals being discharged from jails and
prisons are also run by the SRRSMI.

Mood Disorders Program
(Frank A. Ghinassi, PhD; Jack Cahalane, PhD; Roger F. Haskett, MD)

The Mood Disorders Program offers a variety of clinical placement
opportunities. Interns may work in one or more of the three inpatient units: 1)
General Adult 11th floor Unit, which covers the range of mood and anxiety
disorders; 2) the General Adult 8th floor Unit, which covers the range of mood
and anxiety disorders with a sub-specialty in sleep disorders; and 3) the Atrium
Unit, which deals with a variety of mood and anxiety disorders and an emphasis
on Axis II comorbidity and the clinical application of Dialectical Behavior
Therapy. In addition, there are opportunities in the Adult Intensive Outpatient
sites, where patients step down from inpatient care in an enhanced outpatient
setting three days a week. The various outpatient sites allow for experiences in
traditional outpatient therapy in either urban or suburban locations, and all
sites emphasize evidence-based care (e.g., CBT, IPT). Interns are given the
flexibility to schedule their involvement and can also set up overlapping or
consecutive experiences to follow patients across levels of care during an
episode of illness.

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 and Terrie Means, LCSW)

The Obsessive-Compulsive and Anxiety Disorders Program provides intensive
treatment sessions on Tuesday, Thursday, and Friday from 1:00p.m. to 4:00 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 men and women with acute mood and/or anxiety symptoms, and
include more specialized programming for those clients with comorbid personality
disorders. The rotation generally offers exposure to the use of dialectical
behavior therapy (particulary skills training), cognitive behavioral therapy,
family therapy (when indicated), and collaboration with a psychiatrist. Interns
function as an active part of the treatment team for the assigned caseload of
clients. Interns generally provide group therapy (as a coleader), individual
therapy within an acute setting, and often contribute to a quality improvement
project during the rotation.

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 Mayview State Hospital, court-ordered assessments for
competency, pre-sentencing evaluations, parole evaluations, disability
evaluations, testimony at the Appeals Office of the Social Security
Administration, forensic outpatient treatment and case management. 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.

Outpatient Psychological Evaluation and Case Disposition
(Karen L. Katunich, PhD)

The Outpatient Assessment Center (OAC) provides psychiatric and psychological
evaluation to a general adult and child outpatient population. The clinic serves
adults between ages 18 and 65 presenting with non-psychotic, mood, personality,
and adjustment disorders. It serves children between ages two and 18 with a wide
variety of psychological and developmental disorders. This rotation is one day
per week for three months (which can be extended by request). The rotation
supervisor will work with each intern to develop a mutually agreeable schedule.
This rotation provides the intern with the opportunity to become proficient in
the basics of psychological evaluation, motivational interviewing, and
differential diagnosis with the most commonly seen outpatient psychiatric
population. The intern works with an interdisciplinary team and support staff to
master the basics of case disposition and treatment planning. This rotation also
provides interns with an excellent opportunity to choose clients appropriate for
their own work in longitudinal psychotherapy.

Longitudinal Outpatient Psychotherapy
(Jill M. Cyranowski, PhD; Melissa A. Kalarchian, PhD)

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
involvement 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.

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

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. Opportunities are also
available to do community outreach, including giving psychoeducational talks to
schools and assisting with postventions in the aftermath of a suicide. In
addition, training is available 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.

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

Two opportunities for training in pediatric psychology are offered at
Children’s Hospital.
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 developmental and behavioral
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. For the intern, there are clinical opportunities in (1)
evaluation of young and school-age children; (2) empirically-validated
assessment tools with ASD and behavioral issues; and (3) making appropriate
treatment recommendations based on the presenting problem. We also have a Down
syndrome center and a Fragile X center within the CDU. These clinical centers
provide initial services and serve as a medical home for children with these
disorders. (Psychology staff: Cynthia R. Johnson, PhD; Hilary Feldman, PhD;
Carla Mazefsky, PhD; Amanda Pelphrey, PsyD; Carla Weidman, PhD).

2. The Consultation/Liaison service at CHP 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 various
chronic conditions on children and their families (notably pediatric cancers,
gastroenterology, sickle cell, sleep, transplant, weight management). The
psychology extern will 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; Dana Rofey, PhD;
Diana Shellmer, PhD; Eva Szigethy, MD, PhD).

RESEARCH PRECEPTORS
Interns are required to participate in research activities throughout the year.
Interns choose a preceptor with whom they spend four to six hours per week (10
to 15 percent effort). 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)
Psychiatric Emergency and Intake Service (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 five 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.
We use the Application for Psychology Internship developed by APPIC;
the application is also available at the APPIC website. In addition, we require
a research vitae from all applicants. For an application to be considered
complete, it must include:

• cover letter specifying preferred contact information
• six copies of the APPIC application form
• six copies of the research vitae
• at least three letters of reference
• official graduate transcript
• all materials can be sent in one package

Information about the program and the application procedure 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.

Applications and administrative inquires should be directed to:
Joan Hick, Administrative Coordinator
Western Psychiatric Institute and Clinic
3811 O’Hara Street
Pittsburgh, PA 15213
Telephone: 412-246-5850
Fax: 412-246-5840
Email: hickja@upmc.edu

Letters of reference may be included in the application package.

The deadline for completed applications is November 1, 2007.

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

Charlotte Brown, PhD
Associate Professor of Psychiatry

Meryl Butters, PhD
Associate Professor of Psychiatry

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

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

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

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

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

Michele Levine, PhD
Assistant Professor of Psychiatry

Marsha D. Marcus, PhD
Professor of Psychiatry and Psychology

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

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

Paul A. Pilkonis, PhD
Professor of Psychiatry and Psychology

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

CORE CLINICAL SUPERVISORS

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

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

Patricia A. Cluss, PhD
Associate Professor of Psychiatry

Jill 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

Karen L. Katunich, PhD
Bellefield Clinic

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

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

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

Terrie Means, LCSW
Center for Treatment of Obsessive-Compulsive Disorder

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

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.

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

Shirley Y. Hill, PhD
Alcoholism, Genetic Studies

Rolf G. Jacob, MD
Behavioral Medicine, Anxiety Disorders

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

Christopher M. Ryan, PhD
Neuropsychological Functioning
in Medical Disorders

Neal D. Ryan, MD
Childhood Depression

Greg Siegle, PhD
Cognitive and Affective Neuroscience
of Depression


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