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Clinical Psychology - UNM Health Sciences Center - University of

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					                      UNM HSC Clinical Psychology Internship
                                        2006-2007 Handbook
                                                           1




     Clinical Psychology
   Predoctoral Internship
Psychology Intern Handbook
         2006-2007
                                                                     UNM HSC Clinical Psychology Internship
                                                                                       2006-2007 Handbook
                                                                                                          2
CONTACTS

Director of Training: Mary C. Kaven, Ph.D.
(phone: (505) 272-2890; FAX: (505) 272-0052; e-mail: mkaven@salud.unm.edu

Training Coordinator: Jan Bronner
(phone: (505) 272-5002; FAX: (505) 272-0535: e-mail: psychologyinternship@salud.unm.edu)

GENERAL GOALS (Tracks 1 and 2)

The Division of Child and Adolescent Psychiatry offers a one-year, predoctoral, clinical
psychology internship that is accredited by the American Psychological Association. Children’s
Psychiatric Center Outpatient Services (CPC-OS) and the Children's Psychiatric Center Inpatient
Services (CPC-IS) are the primary sites for outpatient and inpatient care. The primary goal of the
Clinical Psychology Predoctoral Internship Program is to prepare students for the general practice
of professional psychology within a training model that is interdisciplinary, multicultural, and
developmental in its orientation. In keeping with this primary goal, we provide training that is
broad-based and general in its scope within the field of clinical psychology. Psychology interns
completing our program will be well rounded and broadly trained to provide mental health
services to children, youth, and families across diverse settings (e.g., inpatient, residential
treatment center, and/or partial hospital psychiatric settings, various intensities of outpatient
services; medical and school settings). In addition, interns receive training in a variety of
assessment procedures, consultation, treatment approaches, (e.g., ecological/contextual, cognitive-
behavioral, behavioral, solution-focused, social constructionist/narrative, object-relations, and family
systems approaches), and treatment modalities (e.g., individual, group, family, milieu therapy).

The internship accepts six interns per year and offers two tracks. There are five intern positions
available with emphasis on clinical child psychology (Track 1), and there is one intern position
available with emphasis on pediatric neuropsychology (Track 2). Intern applicants must specify to
which program they are applying.

This Clinical Psychology Internship is accredited through the Office of Program Consultation and
Accreditation of the American Psychological Association, 750 First Street NE, Washington, DC
20002-4242, telephone number (202) 336-5979.

PROGRAM PHILOSOPHY AND OBJECTIVES (Tracks 1 and 2)

Our Clinical Psychology Internship program, in particular, and the Division of Child and Adolescent
Psychiatry, in general, are committed to an interdisciplinary and multicultural training model which
assumes that the mental health needs of children, youth, and families are best met by an appreciation
of and respect for (1) the expertise and contribution of other mental health disciplines, (2) cultural
and individual diversity, and (3) developmental aspects. Attention and responsiveness to cultural and
individual diversity are considered to be necessary conditions for the assessment and treatment of
every child, youth, and family, regardless of his or her ethnicity or race.

Intensive training is provided in interdisciplinary settings in child and family assessment,
individual child and adolescent therapy, play therapy, parent counseling, parent groups, family
therapy, child and adolescent group therapy, crisis intervention, and consultation. Supervision is
one of the strengths of this internship program. Interns generally receive from four to six hours of
individual supervision weekly from three to five different supervisors. Supervision is
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                                                                                       2006-2007 Handbook
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interdisciplinary with at least one psychologist as a supervisor in each placement. We believe that
interns should be exposed to a variety of supervisors with a variety of theoretical orientations that can
serve as role models and that supervision should be an active and intensive process. For these
reasons, we strongly encourage faculty members to use live supervision, to be co-therapists in some
of their intern's family or group cases, and to review videotapes of the interns' sessions. Optional
placements offer experience with community consultation and with special populations. All
planning for training site placements, seminars, elective experiences, and additional supervision is
arranged through the director of training and the psychology training committee.

The clinical psychology internship at the University of New Mexico Health Sciences Center is
based on a foundation with four cornerstones: 1) a multicultural orientation; 2) within a
developmental framework; 3) in an interdisciplinary department; 4) serving emotionally disturbed
children and adolescents and their families in the public sector. The program has adopted a
cultural responsiveness model that assumes that culture, regardless of ethnicity, is a central aspect
that must be considered in all types of psychological intervention. In addressing cultural
responsiveness, the program emphasizes both process and outcome and focuses as much on the
“provider” as it does on the “client.” In addition to providing training in traditional treatment
approaches (e.g., cognitive-behavioral, behavioral, and psychodynamic approaches) the program
promotes the practice of psychology within contextualistic models, such as family systems,
ecological, and social constructionist interventions, because these models are conducive to
viewing culture as an integral and central feature that must be addressed in clinical practice. The
program facilitates interns' examination of how their culture (as experienced in their families and
“academic upbringing”) has influenced them (who they are, how they see themselves, what they
value in others, and so on). This is done through experientially based seminars (such as our
multicultural and psychotherapeutic interventions seminars) and supervision. Because of the
program’s emphasis on both process and outcome, specific knowledge and skills are not seen as
sufficient to training culturally and developmentally responsive psychologists. Cultural
responsiveness is not simply the accrual of a set of skills but rather a continuing process
throughout one’s professional development.

The program is committed to training interns regardless of their ethnicity, to work with culturally
diverse populations. A large number of our client population comes from diverse American
Indian (Acoma, Laguna, Navajo, Apache, San Felipe, etc.) and Latino (Hispanic New Mexican,
Mexican, Guatemalan, Cuban, Puerto Rican, etc.) groups. Among the broad competencies that the
program fosters are: ability to understand and appreciate one’s own belief system as separate
from those of the clients; ability to understand and appreciate others’ belief systems and
phenomenological perspectives and to “see” the problem within the client’s worldview; ability to
focus on meaning instead of solely on “facts” or “data”; ability to conceptualize problems and
solutions in more than one clinical paradigm; ability to appreciate when culture is ostensibly used
as a mask; ability to work within what some narrative therapists describe as a “not knowing”
stance; ability to collaborate and work in partnerships; ability to learn from others and to learn
together; ability not to feel unduly challenged or defensive when questioned; and ability to look
inward for answers rather than blaming the client for not getting better.

The program also provides the following through seminars and supervision: knowledge of our
dominant culture’s sociopolitical history and how it has affected what we learned as “truth” (e.g.,
psychology’s focus on empiricism and logical positivism or American psychology’s view of itself
as a science); knowledge of general parameters regarding where cultural differences can occur
(e.g., wait-time, a sociolinguistic variable, that varies from culture and affects the production of
speech in therapy); appreciation for how issues of power, privilege, socioeconomic status, and
                                                                   UNM HSC Clinical Psychology Internship
                                                                                     2006-2007 Handbook
                                                                                                        4
political influence affect clients and therapists; appreciation of rural versus urban lifestyles; and
appreciation of the “cultures” of psychology, psychiatry, and social work.

We believe that a clinical child psychologist with a broad variety of skills will be more effective
in treating diverse groups of clients. We believe that it is important to match therapeutic
interventions to clients’ needs. Clinical decision-making skills and interventions must be learned
and continually revised as new problems and situations are encountered. Appropriate self-
evaluation and program evaluation skills are also necessary for problem solving. The intern is
encouraged to collect regular and systematic data in order to evaluate previous interventions and
to modify future ones.

The children, adolescents, and their families in our service delivery system come from diverse
socioeconomic and cultural groups and present a wide variety of emotional, behavioral, cognitive,
and relationship problems. Interns learn how the mental health problems of children are
influenced by particular developmental processes as well as by family factors and sociocultural
contexts. A multicultural approach aims to sensitize interns about diverse ethnic and
socioeconomic groups. Interns are encouraged to recognize and intervene appropriately in the
mental health needs of European American, Latino, American Indian, African American, and
Asian American children and their families.


CASELOADS

Track 1:

Caseloads may change due to clinical and administrative changes mandated by the CPC directors.
However, currently the expectation for caseloads is as follows. CPC-IS includes the acute units,
the residential treatment centers (RTCs) and the Partial Hospital Program (PHP).

During the RTC/PHP rotations, interns are expected to carry three (3) clinical cases and conduct
at least 2 hours of group therapy per week. Interns are expected to see their patients for at least 2
individual therapy sessions and one family therapy session a week. During their CPC-IS rotation,
interns are also expected to have 3-4 client-contact hours at CPC-OS. This may include
individual, family or group therapy hours. Interns are expected to participate in at least one group
therapy experience at CPH/PHP.

During the half of the year when interns are not at CPC-IS, interns are expected to have 10-12
client-contact hours at CPC-OS. This may include any combination of individual, family and
group therapy.

Outpatients are assigned by the clinical director at CPC-OS. Assignments take into consideration
the training needs of each intern in consultation with the internship director.

Track 2:

The intern will be expected to carry an outpatient caseload of 8 client-contact hours, which may
include any combination of individual, family, or group therapy. The clinical director of CPC-OS
will assign clinical cases, taking into consideration the training needs of the intern and in
consultation with the internship director and the clinical director at the Center for
Neuropsychological Services.
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                                                                                     2006-2007 Handbook
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EXPECTATIONS FOR PSYCHOLOGICAL TESTING

Track 1:

Interns are expected to complete five (5) testing batteries during their CPC-IS rotations.
Interns complete three comprehensive evaluations during the first 3 months of this rotation. If the
supervisor feels that the Track 1 intern is proficient on basic cognitive, achievement and
personality testing at the end of the first 3 months of the major outpatient rotation, then the intern
may choose a specialized testing elective for the second 3 months of the major outpatient rotation.
Otherwise, the intern completes 3 additional comprehensive evaluations. Specialized testing
electives may include evaluations for psychiatric hospitalization, autism spectrum disorders, and
trauma related symptoms, as well as bilingual evaluations, neuropsychological evaluations, and
evaluations in a pediatric setting. The number of specialized assessments will be determined by
the supervisor in conjunction with the internship director.

Testing materials are secured, and can be signed out at the office of the Division of Child and
Adolescent Psychiatry and at the Center for Neuropsychological Services. Further details of test
availability and scoring programs will be provided on site.

Track 2:

The requirements for the number of neuropsychological test batteries will be determined by the
senior neuropsychologist at the Center for Neuropsychological Services overseeing the training of
the intern in Track 2, in conjunction with the internship director.

THERAPY AND OFFICE SPACE, AND EQUIPMENT

Track 1:

All Track I psychology interns will be given an office in the Jemez Building for the duration of
the year. Two interns will share an office. Each office has a phone and a computer with network
access; and all computers share a laser printer located in the lobby. These offices can be used to
do paperwork, make phone calls, and perform other clerical tasks. Patients or families cannot be
seen in the offices in Jemez Building. The south door (facing the field) to Jemez Building must be
kept locked from the outside for security and safety reasons.

There are two additional computers in the lobby of the Jemez Building, and at the east end of the
second floor of the Administration Building at CPC-IS. The latter computer is also available for
administration of Connor’s Continuous Performance Test. The computer in room 448 in the
Division of Child and Adolescent Psychiatry has software to score Achenbach checklists and the
Rorschach, MACI, WISC IV and other tests. Dr. Kaven can provide further details about these
programs. Computers for intern use are also available at CPC-OS in all of the trainee offices and
in “the pod”. Psychology interns needing to use a fax or photocopy machine for internship-related
matters can use any of the equipment available in the UNM-CPC clinical sites.

For Psychology interns doing their rotations at the Partial Hospital Program or in the residential
treatment centers (RTCs) at CPC-IS, the following offices can be reserved for therapy:
            a. The Play Room (Rm. 212) in the CPH Administration Building
            b. The Family/Group Room (Rm. 214) in the CPH Administration Building
            c. Admission Central at PHP (Rm. 113)
            d. The Group Room at PHP (Rm. 202)
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                                                                                     2006-2007 Handbook
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            e. Chaco Classroom at PHP (Rm. 105)
            f. The Play Room in Gila RTC
CPC-IS support staff can assist in reserving these rooms on a regular basis. Videotaping and live
observation are available in Rooms 212 and 214 in the Administration Bldg.

Psychology interns will schedule their outpatients at Children Psychiatric Center-Outpatient
Services (Programs for Children and Adolescents) differently, depending on the semester. When
psychology interns are primarily based at CPC-IS (Partial Hospital and RTC), they can schedule
their outpatients at CPC-OS on the following days and times:
         Mondays – after 1 p.m.
         Tuesdays – after seminars
         Wednesdays – before 12 noon
         Thursdays – cannot see patients at CPC-IS at any time, unless arranged with Dr. Belitz
         Fridays – any time

During the alternate 6 months, when psychology interns are primarily based at CPC-OS
(Programs for Children and Adolescents), they can schedule their outpatients at CPC-OS on the
following days and times.
         Mondays – after 1 p.m.
         Tuesdays – after seminars
         Wednesdays – any time
         Thursdays – after seminars
         Fridays – any time
Throughout the year, Dr. Belitz, Outpatient Clinical Director, will schedule therapy rooms at
CPC-OS. CPC-OS closes at 6 p.m. With proper approval, a client or family can be seen as late as
6 p.m. If a Psychology intern wants to schedule a client or family at 6 p.m., he or she must obtain
Dr. Belitz’s approval, in addition to the supervisor’s approval. At CPC-OS, videotaping is
available in some offices and will require the permission of Dr. Belitz. An intern interested in
videotaping his/her sessions should contact Dr. Belitz, to request one of these rooms, and request
instruction on the use of the equipment. At CPC-OS, Psychology Interns can use the family room
for live observation. This room must be reserved by contacting Mary Rivera, administrative
supervisor.

Track 2:

Each intern will have a cubicle with phone and computer at the Center for Neuropsychological
Services. Computers and office equipment are also available for use at both CPC-IS and CPC-OS
(see above).

SELECTION OF SUPERVISORS

Track 1:

During the CPC-IS rotations, each intern will be assigned a primary CPC-IS supervisor by the
internship director, in consultation with the CPC-IS clinical director. The CPC-IS primary
supervisor may involve a secondary supervisor for either individual cases or group therapy
supervision, based on the training needs of the intern. The intern will be assigned a primary
supervisor at CPC-OS for the entire year by the internship director, in consultation with the CPC-
OS clinical director. Interns are expected to choose at least one secondary supervisor from any of
the core, adjunct, or clinical faculty. The internship director, the clinical directors at CPC-IS and
CPC-OS, or the primary supervisors can assist the intern in finding or making initial contact with
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                                                                                      2006-2007 Handbook
                                                                                                         7
potential secondary supervisors. All interns must have at least one secondary supervisor during
their primary rotations at CPC-OS.

Track 2:

The intern will be assigned a primary supervisor at CPC-OS for the entire year by the internship
director, in consultation with clinical director at CPC-OS and the clinical director at the Center
for Neuropsychological Services. The intern is expected to choose at least one secondary
supervisor from any of the core faculty or from the clinical faculty. The internship director, the
clinical director at CPC-OS, or the primary supervisor can assist the intern in finding or making
initial contact with potential secondary supervisors.

ASSIGNMENT OF ADVISORS (Tracks 1 and 2)

The intern will be assigned an advisor by the internship director, in consultation with the
psychology internship training committee. The function of an advisor is to ensure that the training
needs of each intern are being met. Interns also set their own goals for the year, plans for
attainment, and rate their progress on these several times during the year. The advisor helps
integrate the evaluations by multiple supervisors, and the intern’s goals and discusses them with
the intern at least every 3 months. An advisor is often also a supervisor. The relationship between
an advisor and an intern is not confidential.

SELECTION OF OPTIONAL MENTORS (Tracks 1 and 2)

The function of a mentor is to address issues of professional and career development and to serve
as a role model. The specific focal aspects of the intern-mentor relationship are worked out on the
basis of each intern’s needs and wishes. The relationship between a mentor and an intern is not
confidential. Interns may meet with their mentors as frequently as they want, usually from once a
month to once a week. The choosing of a mentor is optional. However, if an intern chooses to
select a mentor, it is probably best to select the mentor early in the internship. The internship
director can assist interns in making their choices (e.g., by suggesting possible “good fits” and by
making the initial contact with a potential mentor). Interns may speak with as many potential
mentors as they would like in order to find an optimal match. Mentors may be of any discipline.

ATTENDANCE OF SEMINARS (Tracks 1 and 2)

Seminars are taught on Tuesday and Thursday mornings. Attendance is required. If an intern
cannot attend a seminar, it is the obligation of the intern to call or e-mail the seminar leader to let
him or her know that he or she cannot attend and the reason for the absence. Interns are expected
to be on time to all seminars.

SUPERVISION LOGS (Tracks 1 and 2)

Interns are required to fill out logs of all supervision sessions with all supervisors. The training
coordinator will supply forms for this purpose. Interns will request signatures on these forms
every three months from their respective supervisors, and then submit the forms to the training
coordinator. Supervision logs will be kept in intern’s files to assist with verification of details of
supervisors, hours and content of supervision that are sometimes requested of the internship as
part of an intern’s application for psychologist licensure.
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                                                                                   2006-2007 Handbook
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SUPPORT GROUP FOR INTERNS (Tracks 1 and 2)

Psychology interns are given the opportunity to participate in an intern support group, conducted
by an adjunct faculty member (currently Marcia Landau, Ph.D., ABPP). Dr. Landau does not
participate in the evaluation of interns and there is no communication between Dr. Landau and
the Psychology Internship faculty about what transpires in this group. Discussions in this group
are confidential.

EVALUATIONS OF INTERNS (Tracks 1 and 2)

An informal evaluation of each intern is held at three and nine months to provide early feedback
and, if necessary, guidance to assist the intern in his or her progress in the program.
The supervisor and intern should set up a time to informally assess the intern’s progress. The
training coordinator will send out a reminder when these informal evaluations need to be
scheduled.

Formal evaluations by supervisors and interns are conducted at 6 months and 12 months.
Competency expectations, assessed by each supervisor for each area of training, are used as
standards of the intern's progress and level of attainment. The training coordinator will send out
the forms required. The supervisor and the intern should set up a time when each will have his or
her forms filled out and can give each other the evaluation and provide verbal feedback. If either
the supervisor or the intern does not have the written evaluation when the feedback session is
scheduled, the supervisor should schedule another meeting. The purpose of the supervisor-intern
evaluation meeting is to give each other mutual feedback in the same meeting. At the end of each
evaluation meeting, the supervisor and intern need to sign the forms. The signed forms should be
turned in to the program coordinator as soon as possible.

At midyear and at the end of the internship year, the training director integrates these separate
evaluations into an overall written evaluation, which is sent to the intern's graduate program.

STIPEND (Tracks 1 and 2)

Individual stipends of $l7,500.00 (five for Track 1 and one for Track 2) are available through the
Division of Child and Adolescent Psychiatry for a 12-month, full-time internship from July 1
through June 30.

LEAVE (Tracks 1 and 2)

    1. No interns may take more than 2 weeks off at a time.
    2. Interns are very strongly encouraged to avoid taking any professional or annual leave
       during the first two weeks of July, during the first two weeks of January (after the holiday
       break), and during the last two weeks of June. Leave requests during these periods of
       time will only be granted if there are extenuating circumstances.
    3. If interns ask each other to cover for them, the supervisors of each trainee must agree to
       cover also.
    4. Interns may be given leave during holidays only with the understanding that their patients
       will be seen by the person covering and that their cases will be actively managed by the
       person covering (i.e., meet all contact and documentation requirements and accept new
       patients, if necessary).
    5. Interns must obtain their supervisors’ and training director’s permission and signature to
       take the leave prior to taking the leave.
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                                                                                    2006-2007 Handbook
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    6. The holiday schedule that psychology interns follow is the UNM Hospital holiday
        schedule which is copied below.
    7. A supervising faculty member must be on site for the unlicensed interns when these
        interns are required to work and the UNM faculty members have UNM leave.
    8. Interns should give at least 2 weeks notice for annual or professional leave and preferably
        4 weeks notice. Interns are encouraged to submit leave requests as early as possible for
        major holidays so that all leave requests, including those of supervisors and other clinical
        staff may be considered simultaneously to assure adequate coverage during peak holiday
        times. If an intern plans to take annual leave during the Christmas/New Year holiday
        season, please submit leave requests by September 30 but no later than November 15.
    9. Patients should be informed about (a) the length of the leave, (b) the name and contact
        information of the person covering, and (c) the name and contact information of the
        supervisor.
    10. Leave forms are available from the training coordinator. The training director should be
        the last person to sign the form and will give it to the training coordinator.

Interns have available 5 days of Professional Leave, 10 days of Annual Leave, 10 days of Sick
Leave, and other Leave, as described below:
         ● Professional Leave – Professional and educational activities, such as presenting
papers, dissertation defense, attending professional conferences are allowed, with pay, with the
advance approval of the internship director of training and the primary supervisor
         ● Annual Leave –. The intern must notify the program coordinator, his or her primary
supervisor(s), and the unit or clinic site if he or she is taking annual leave.
         ● Sick Leave – The sick leave policy is encouraged in order to protect interns from
threats to their own health and to prevent patient exposure to infectious diseases. Absence from
work to care for an ill or injured member of one’s immediate family (spouse, domestic partner,
children, parents, and grandparents) will be charged to sick leave. Interns should notify their
supervisor and unit or clinic site if they are taking sick leave.
         ● Bereavement Leave – Interns are granted 3 days for bereavement leave for immediate
family members (spouse, domestic partner, children, parents, and grandparents).
         ● Extended Leave of Absence for Extenuating Circumstances (ELAEC) – Under
exceptional cases or in the case of catastrophic illness and/or injury, an extended leave of absence
may be granted to an intern. A catastrophic illness and/or injury is defined as a medical or
psychological event experienced by an intern, or an intern’s dependent, which is likely to require
an absence from his or her training for an extended period of time. ELAEC must be requested in
writing from the director of training and must be approved by the director of training and the
departmental chief psychologist. It is to be used after sick and annual leaves are exhausted.
Interns receiving ELAEC will be expected to complete their internship training after July 1
without compensation according to the time line established by the director of training, the
departmental chief psychologist, and the intern.

HOLIDAYS

Interns follow the University Hospitals schedule. The following holidays are observed by the
Hospitals for the ’06-’07 academic year:

Independence Day       Tuesday, July 4, 2006
Labor Day              Monday, September 4, 2006
Thanksgiving           Thursday, November 23, 2006
                                                               UNM HSC Clinical Psychology Internship
                                                                                 2006-2007 Handbook
                                                                                                   10
Day after
                      Friday, November 24, 2006
Thanksgiving
Christmas Eve         Friday, December 22, 2006
Christmas Day         Monday, December 25, 2006
New Year's Day        Monday, January 1, 2007
Day after New
                      Tuesday, January 2, 2007
Year’s Day
Memorial Day          Monday, May 28, 2007

Interns seeking to take off additional days during the Christmas and New Year holidays will need
to use annual leave and arrange for clinical coverage of their cases.

HEALTH INSURANCE

Health care coverage is provided for interns only, through Blue Cross/Blue Shield. Care or
referrals obtained from a UNM primary care provider at the UNM Health Sciences Center require
no deductible or co-payment for most services, including prescription medications and
hospitalizations. There are no options for spousal or family coverage on this plan. No dental or
vision insurance is provided to interns. Insurance plans are subject to change for new training
years, and may need to be confirmed prior to the start of an academic year.

COMPUTER ACCOUNTS AND STATISTICAL PACKAGES

Interns will be provided with Novell GroupWise accounts at the beginning of the year. These
accounts allow interns to have web access to their UNM Health Sciences Center e-mail accounts
and to access UNM Library and Informatics Center for databases and journals and our University
Hospital and Health Sciences Center Intranet Systems. PCs are available at all UNM Division of
Child and Adolescent Psychiatry and Children Psychiatric Center sites. The PC on the second
floor of the CPH Administration Building has SPSS PC available, as well as some psychological
test scoring programs. Interns will have access to Novell GroupWise at any UNM-HSC computer
and via the web from their home computers or other remote sites. They will also have access to
the UNM Library and Informatics Center for accessing databases and journals.

Accounts from the UNM Computer & Information Resources and Technology (CIRT) are also
available for interns wishing to access the UNM main frames or main-frame-based statistical
packages (such as, SPSS & SAS). Please see the internship coordinator for assistance in getting
these accounts.

COMPUTER AND SOFTWARE PACKAGES

Interns may qualify to purchase desktop and laptop computers, printers, PDAs, video camcorders,
digital cameras, and peripherals through the Dell University purchase program at the University
of New Mexico Health Sciences Center. Visit http://hsc.unm.edu/library/TECHS/ or call 1-877-
377-0239 to learn more. Our member ID is: US29775477.

The CIRT and UNM Bookstore also offer special prices on a variety of software packages (e.g.,
Microsoft Office, SPSS for Windows, M Plus, SAS for Windows).
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PARKING

Parking availability and cost is subject to change, mostly due to hospital construction projects.
Check with the internship coordinator. There is a system of bus shuttles among certain buildings
and parking lots on campus.

HSC IDENTIFICATION

HSC identification badges are the official identification for psychology interns. Interns must
wear their identification badges whenever they are on HSC grounds on internship-related work.
UNM Hospital Security will assess a replacement fee of $15 for lost cards.

OTHER BENEFITS

Lobo Cards will be issued during orientation. These cards are required to take advantage of the
following:
        ● Medical Library – North Campus
        ● Zimmerman Library and satellite libraries
        ● University tennis courts
        ● Johnson Gymnasium facilities (spouse and dependent cards are available from Leisure
          Services at the gym and a $10 charge per semester)
        ● North Golf Course
        ● HSC Lockshop Key Service

Interns may use the facilities at D. H. Lawrence Ranch on a space available basis. It is located
15 miles north of Taos and 5 miles off NM State Road 3. Single and double cottages are
available. Further information may be obtained from UNM Physical Plant, 277-2421.

COUNSELING RESOURCES

The internship program recognizes that interns may seek to obtain counseling services.
Confidential support is available from various sources. Mental health providers may be available
in the community; information about these providers is available from the internship director.
The Counseling, Assistance and Referral Service (CARS) functions directly or through a referral
system for counseling and support and may be accessed by calling 277-6868. The Center for
Academic Progress Support (CAPS) is available to help assess difficulties in test-taking, time
management, and study skills.

CREDIT UNION

Psychology interns are eligible for membership in the New Mexico Educators Credit Union,
which has a branch not far from the HSC. You may arrange for your UNM check to be
automatically deposited in most Albuquerque checking or saving accounts. The closest credit
union office is on 1801 Lomas, NE (889-6900).

POLICY ON REPORTING OF GRIEVANCES BY INTERNS

Occasionally, problems in supervision may occur through disagreement about training goals and
means of achieving these, difficulties in scheduling, or personality conflict. Should difficulties arise
in training, the psychology intern is offered a formal procedure that works toward the resolution of
such problems:
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        1.       The intern should meet with the supervisor and directly discuss the problem. This
                 meeting should propose solutions to intern/supervisor difficulties. The intern may
                 seek consultation from his or her advisor or ask that the advisor be present at any
                 time throughout the process.

        2.       If this meeting fails to resolve the problem, the psychology intern should contact the
                 director of training, who will arrange a meeting with the intern and supervisor to
                 discuss the issues.

        3.       If the problem remains unresolved, the intern should ask the director of training to
                 bring the matter before the faculty of the Psychology Internship Training (PIT)
                 Committee. Both intern and supervisor should attend this meeting. The faculty of
                 the PIT Committee will serve as the body hearing the grievance. If the intern
                 believes that there has not been a satisfactory solution to the problem, the intern may
                 proceed to the interdisciplinary Education/Training Committee (ETC), which
                 oversees all training committees in the Division of Child and Adolescent Psychiatry.

        4.       If the above measures do not result in resolution of the problem, there will be a
                 meeting of the psychology internship director of training, the chair of the ETC (who
                 oversees the three major training programs), the supervisor, and the intern. At this
                 meeting, a definitive solution should be reached.

The above procedure may also be initiated by a supervisor, following the same steps. Grievances by
interns not covered or resolved by the above procedure, regarding training or the training
environment, should follow the guidelines of the UNM School of Medicine Office of the
Ombudsperson (http://hsc.unm.edu/som/ombuds/). The Psychology Internship is in full agreement
with the Principles of Respectful Training described on their website. In brief, that is, “A primary
tenet of the University of New Mexico School of Medicine (SOM) is to assure and to sustain a
respectful training environment and to foster a culture of tolerance, understanding and diversity”.

PROBATION AND TERMINATION POLICY

On rare occasions, an intern may experience serious difficulty in training. The following steps outline
an orderly procedure in the event that probationary status or termination of training becomes
necessary.

        1.       Concerns regarding the intern's performance and/or progress will be brought to the
                 attention of the Psychology Internship Training Committee by the concerned faculty
                 and staff.

        2.       If the Psychology Internship Training (PIT) Committee determines that a
                 psychology intern is in jeopardy of being placed on probation, the Committee
                 Chairman, who is the director of training, will discuss the problem with the intern.
                 The intern will receive a written statement specifying areas where improvement is
                 required and a time period during which these difficulties must be corrected to avoid
                 being placed on probation.

        3.       If, at the end of the specified period of time, the Psychology Internship Training
                 Committee determines that the intern has not been able to correct the deficiencies
                 and probationary status is necessary, the intern will be invited to meet with the
                                                        UNM HSC Clinical Psychology Internship
                                                                          2006-2007 Handbook
                                                                                            13
     director of training and the divisional chief psychologist. The intern may bring to
     the meeting his or her mentor, a colleague from the program, or a member of the
     faculty.

4.   The director of training and the divisional chief psychologist will outline for the
     intern, orally and in writing, the following:

     a.      the specific reasons for which the individual is being placed on probation;
     b.      the length of time of the probationary period (three to six months);
     c.      specific expectations for improvement during this time;
     d.      ways in which the individual's work will be evaluated during probation; and
     e.      recommendations for specific remedial support, which may include:
             1) adding supervision
             2) adjusting the work load to decrease pressure on the intern
             3) adding clinical rotations to supplement the intern's skills.

5.   An interim meeting during the probationary period will be scheduled with the intern
     to discuss progress and possible continuing problem areas.

6.   At the end of the probationary period, a follow-up meeting will be scheduled with
     the intern. If the intern has met the objectives for improvement by this time,
     probation will be lifted. If he or she has not met the objectives and satisfactorily
     resolved training problems, there are two possible courses of action:

     a.      The director of training and the divisional chief psychologist may permit an
             extension of probation, with further specific objectives and consequences
             stated in writing.

     b.      The intern's training will be terminated. If termination is deemed
             necessary, the director of training and the divisional chief psychologist will
             inform the intern that the mentor, a colleague from the program, or a
             member of the faculty may join the intern in meeting with the director and
             the chief psychologist. At this meeting, the director will present reasons for
             termination of training to the intern, both orally and in writing.

7.   Written minutes of each of the meetings outlined in these guidelines will be
     prepared, with copies to the intern, the intern’s file, the Chair of the ETC, and the
     Director of the Division of Child and Adolescent Psychiatry.

8.   The procedure described above has been devised to assist interns and faculty in
     handling these difficult issues, should they arise. However, it is very unusual for an
     intern to experience such difficulty in training that his or her progression is in
     jeopardy.
                                                               UNM HSC Clinical Psychology Internship
                                                                                 2006-2007 Handbook
                                                                                                   14

CORE PSYCHOLOGY FACULTY

Robert D. Annett, Ph.D.       (Loyola University of Chicago), Professor of Pediatrics -
       PediatricPsychological/Neuropsychological Assessment; Brief Intervention in Pediatric
       Primary Care and Subspecialty Clinics; Research activities include long-term
       neuropsychological effects of medical treatments, and family decision making regarding
       research participation

Jerald Belitz, Ph.D. (University of New Mexico), Associate Professor of Psychiatry, Chief
        Psychologist of the Department of Psychiatry; Chief Psychologist of the Division of
        Child and Adolescent Psychiatry, Clinical Director of Children’s Psychiatric Center –
        Outpatient Services - Psychotherapy with Children and Adolescents and their Families
        with an interest in Affective Disorders and Impulse and Conduct Disorders; School
        Consultation; Teaching and Supervision; Ethical Issues

Artemio Brambila, Ph.D. (California School of Professional Psychology - Fresno), Associate
       Professor of Psychiatry, Children’s Psychiatric Center - Partial Hospital Program, -
       Assessment of Ethnic Minority Children and Adults; Rural Mental Health; Role of
       Language Proficiency and Language Dominance in the Development of Emotions and
       Cognitions and Clinical Hypnosis

Richard A. Campbell, Ph.D. (Utah State University), Associate Professor of Psychiatry; Center
       for Neuropsychological Services of the Department of Psychiatry - Neuropsychological
       Assessment     of     Children/Adolescents     with   neurodevelopmental      disorders;
       Neuropsychological assessment of Adults with Epilepsy and Developmental Disabilities;
       Research Interests Include Neuropsychological and Neuroimaging Correlates of Children
       with Attention Deficit Hyperactivity Disorder, Juvenile Myotonic Dystophy, Traumatic
       Brain Injury, Cerebral Palsy, Early Onset Schizophrenia, Pediatric Oncology, and
       Dyslexia, as well as patients (adults and children) undergoing surgical intervention for
       temporal lobe epilepsy.

Marybeth Graham, Ph.D. (University of Notre Dame), Assistant Professor of Psychiatry -
       Children's Psychiatric Center -Outpatient Services; Psychotherapy for Children,
       Adolescents, and their Families; Specialized Interest in Trauma-Spectrum, Psychotic, and
       Conduct Disorders; Bilingual (Spanish) Therapy Provider; Marital Therapy;
       Psychological Assessment Supervisor and Provider

Dina E. Hill, Ph.D. (University of New Mexico), Assistant Professor of Psychiatry, Center for
       Neuropsychological Services of the Department of Psychiatry. Neuropsychological
       Assessment of Children and Adolescents in both Inpatient and Outpatient Settings.
       Interests Include Assessment and Intervention of Children with Autistic Disorder, Mental
       Retardation, and Learning Disorders. Research Interests Include Neuropsychological and
       Neuroimaging Correlates of ADHD, Autistic Disorder, and Dyslexia

Mary C. Kaven, Ph.D. (University of New Mexico), Associate Professor of Psychiatry, Interim
      Director of Clinical Psychology Internship Program. Children's Psychiatric Center-
      Inpatient Services. Assessment and Treatment of Trauma Disorders, Dissociative
      Disorders, and Psychotic Disorders. Psychological/Neuropsychological Assessment.
                                                                 UNM HSC Clinical Psychology Internship
                                                                                   2006-2007 Handbook
                                                                                                     15
Marcia L. Moriarta, PsyD. (California School of Professional Psychology – Los Angeles),
       Manager Clinical Treatment Programs, Early Childhood Evaluation Program, Dept. of
       Pediatrics,– Infant and Early Childhood Mental Health Assessment, Treatment and
       Consultation; Psychotherapy with Children and Families; Training and Supervision;
       Attachment-related difficulties and Foster Care; Regulatory Disorders and
       Neurobiological Vulnerability in Young Children; Psychoeducational Assessment;
       Dyadic Treatment Models; and the use of videotape and in child/family psychotherapy

Sergio Naranjo, Psy.D. (Central Michigan University) Staff Psychologist, UNM Children’s
       Psychiatric Center-Outpatient. Assessment and Treatment of Severely Emotionally
       Disturbed Children; Cultural Issues; Gender Role Conflicts

Mark H. Pedrotty, Ph.D. (Loyola University of Chicago), Associate Professor of Pediatrics;
      Adjunct Dept of Psychology, Cultural Issues in Treatment; Pediatric Rehabilitation and
      Behaviroral Medicine; Outcome measurement; Quality of Life, Behavioral Feeding
      Program; Psychological/Cognitive Assessment

Luis A. Vargas, Ph.D., (University of Nebraska-Lincoln), Associate Professor of Psychiatry; Law
        and Psychology; Cultural Issues in Training, Assessment, and Therapy; Assessment and
        Treatment of Severely Emotionally Disturbed Children; Juvenile Forensic Evaluations



ADJUNCT PSYCHOLOGY FACULTY
Marcela C. Acevedo, Ph. D. (Pennsylvania State University), Clinical Assistant Professor of
       Psychiatry - Cultural Issues in Assessment and Treatment of Minority Children; Role of
       Acculturation and Latino Heterogeneity in Assessment and Treatment; Cross-Ethnic
       Measurement Equivalence; Development of Emotion Regulation; Cognitive-Behavioral
       Treatment of Juvenile Sexual Offenders

Javier Aceves, M.D. Medical Director, Young Children’s Health Center, Director, Continuum of
        Care Program, Division of General Pediatrics; Associate Professor of Pediatrics. Chronic
        Disease and Disability; Community Based Health Services; Medical Ethics; Integrated
        Primary Care

Robert Bailey, M.D., Professor of Psychiatry; Associate Dean for Clinical Affairs, UNM Health
       Sciences Center – Psychodynamic Psychotherapy; Play Therapy; Object Relations;
       Philosophical Issues in Psychiatry; Child Mental Health Systems of Care; Psychiatric
       Informatics

Jeanne Bereiter, M.D., Assistant Professor of Psychiatry, Director of Training for the Division of
       Child and Adolescent Psychiatry. Children’s Psychiatric Center – Outpatient Services
       Psychopharmacology clinics; Background in Family Medicine as well as psychiatry, as a
       Family Practitioner in Inuvik, Northwest Territories, working with Inuit and First Nations
       (Dine) patients, and working in a Community Mental Health Center in Anchorage for 5
       years; extensive experience treating homeless adults with schizophrenia; inpatient and
       outpatient child and adolescent psychiatry.
                                                               UNM HSC Clinical Psychology Internship
                                                                                 2006-2007 Handbook
                                                                                                   16
George Davis, M.D., Clinical Assistant Professor of Psychiatry. Private Practice. Adolescent
       Development; Delinquency; Systems of Care, Severe Behavior Problems in Young
       Children

Robert Duncan, Ph.D., (Loyola University of Chicago) Private Practice; Clinical Assistant
       Professor - Cognitive Behavior Modification; Therapeutic Education; Behavioral
       Medicine; Sports Psychology; Play Therapy

Amber Hayes, Psy.D. (Georgia School of Professional Psychology/Argosy University), Assistant
      Professor of Pediatrics. Pediatric Psychology and Consultation; Inpatient Pediatric
      Rehabilitation.

William Foote, Ph.D. ABPP. Clinical Associate Professor of Psychiatry. Private Practice Forensic
       Psychology. Fellow of the American Psychological Association. Psychological
       Evaluation and the ADA; Ethical use of psychology in the courtroom; Sex abuse by
       teachers and clergy; Professional ethics in forensic psychology; Harassment and
       discrimination

Cynthia King, M.D., Assistant Professor of Psychiatry – Working with Deaf/Hard of Hearing
       Children and Their Mental Health Issues; Inpatient and Residential Therapy Psychiatry

Lou Kodituwakku, Ph.D. (University of New Mexico). Clinical Assistant Professor of Psychiatry.
      Private Practice, Samaritan Center. Individual and Family Therapy. Mediation and
      Family Court Issues.

Piyadasa W. Kodituwakku, Ph.D., (University of New Mexico) Assistant Professor of Pediatrics.
       Senior Neuropsychologist and A & S Researcher - Neuropsychological Assessment, and
       Assessment with Children with Neural Developmental Disorders such as FAS and
       Autism

Carol M. Larroque, M.D., Director, Pediatric Consultation-Liaison Service; Associate Professor
       of Psychiatry and Pediatrics - Pediatric Psychology, Infant Development, Psychosocial
       Issues in Children with Medical Illnesses or Injuries

Marcia E. Landau, Ph.D., ABPP, (University of Florida) Private Practice; Clinical Assistant
       Professor - Object Relations Psychotherapy; Health Psychology; Projective Testing

Brian Lopez, Ph.D. (California School of Professional Psychology - San Diego), Assistant
       Professor of Pediatrics, Center for Development and Disability - Southwest Autism
       Network – Early Childhood Evaluation Program - Assessment of young child with
       developmental delays and neurodevelopmental disabilities; treatment of children with
       Autism Spectrum Disorders; and providing behavioral health services to communities in
       rural New Mexico through Telemedicine

Kenneth J. Martinez, Psy.D., (University of Denver) Clinical Assistant Professor - Systems of
       Care, Public Policy and Mental Health Services for Children, Youth and Families; Play
       Therapy; Family Therapy; Cross-Cultural Issues in Treatment and Assessment of Ethnic
       Minority Children and Families

Teresa Makowski, Ph.D. (University of New Mexico). Director of Behavioral Health at Acoma-
       Canoncito-Laguna Service Unit of Indian Health Service
                                                               UNM HSC Clinical Psychology Internship
                                                                                 2006-2007 Handbook
                                                                                                   17

Niloufer Mody, Ph.D. (California School of Professional Psychology-Fresno), Clinical Assistant
        Professor of Psychiatry, Children's Psychiatric Center – Inpatient and Partial Hospital
        Services; Interest in Family Therapy, Brief Contextual Treatment Models,
        Developmental Psychopathology and Assessment/Intervention with Young Children (the
        Zero to Five Year Population).

Maria Munguia-Wellman, LISW. Clinical Social Worker at UNM Children’s Psychiatric Center-
       Outpatient Services. Narrative Therapy. Cultural Issues

David Mullen, M.D., Interim Director of the UNM Division of Child and Adolescent Psychiatry;
       Executive Medical Director, UNM Children’s Psychiatric Center – Inpatient Services;
       Associate Professor of Psychiatry. Conduct Disorder and Antisocial Behavior in
       Adolescents

Rashmi Sabu M.D., Assistant Professor of Psychiatry; Medical Director at Programs for Children
       and Adolescents; Psychiatric Consultation for Treatment Foster Care

Bradley W. Samuel, Ph.D. (California School of Professional Psychology-Fresno) Assistant
       Professor in the Department of Family and Community Medicine; Director of Behavioral
       Health Education. Brief family therapy; Ericksonian applications, Adolescent groups and
       psychotherapy; Narrative and contextual applications.

Andrea Sherwood, Ph.D. (University of New Mexico). Staff Neuropsychologist at the UNM
       Center for Neuropsychological Services. Neuropsychology. Cultural Issues. Effects of
       Drugs of Abuse.

Stanley Spiegel, Ph.D., ABPP, (University of Florida) Retired; - Certified Analyst (William
        Alanson White Psychoanalytic Society), interpersonal approach to child psychotherapy;
        published, “An Interpersonal Approach to Child Psychotherapy”, Columbia University
        Press, New York, 1989

Diana M. Valdez, Ph.D., (University of California, Riverside), Clinical Associate Professor of
       Psychiatry, Psychotherapy with Minority Group Children and Families; Psychological
       Assessment Including Forensic Evaluations; Child Sexual Abuse

Edgar W. Waybright III, Ph.D., (Duquesne University, Department of Psychology-Pittsburgh)
      Private Practice, Albuquerque; Laguna Service Center Psychological Consultant; Clinical
      Assistant Professor of Psychiatry. Indian Health Service Provider, Case Consultation,
      Assessment and Treatment of Substance Abuse. Board Certified in Biofeedback
      (BCIAC) for Anxiety, Stress and Pain Management. Case Consultation and Diagnostic
      Treatment Services to Native Americans

				
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