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University of Washington School of Medicine
Psychology Internship Program

 

Program Description


Orientation and Rotation Selection

Psychology residents are oriented to the training program during the first two days of the internship. Depending on the track, rotations can range in length from three to six months. When possible, residents are assigned to rotations so they have a planned, graduated experience across rotations. For example, a resident's first rotation may be in a more familiar setting; rotations in less familiar settings may occur later in the year.

Major rotations are typically offered on a continuing basis although changes in rotation availability based on funding are possible.

Organization of the Training Track System

The internship training program is a generalist program but offers three emphasis tracks:

1. General Adult Psychology
2. General Child Psychology
3. Behavioral Medicine/Neuropsychology

Rotations are primarily located at the University of Washington Medical Center (UWMC), Harborview Medical Center (HMC), and Seattle Children's Hospital (SCH).

Detailed descriptions of each rotation are included in the section entitled Rotation Descriptions.

Outline of the Training Tracks:

1. General Adult Psychology. (APPIC/NMS program code = 161913)

Track Coordinator:Jessica Cronce, Ph.D. - jcronce@uw.edu

A. University of Washington Medical Center

1. Inpatient Psychiatry
2. Outpatient Psychiatry Center

B. Harborview Medical Center

1. Consultation-Liaison Service

This track is designed to allow residents to experience broad-based psychological work with adults including assessment and intervention with medical and psychiatric patients on both an inpatient and outpatient basis. The three four-month long clinical rotations and sites are listed above.

2. General Child Psychology. (APPIC/NMS program code = 161912)

Track Coordinator: Gretchen Gudmundsen, Ph.D. - gretchen.gudmundsen@seattlechildrens.org

A. Seattle Children's Hospital (SCH)
  1. Inpatient Psychiatry
  2. Neuropsychological Consultation Service
  3. Consultation/Liaison
  4. Child and Adolescent Outpatient Psychiatry Program

The child track placements are at Seattle Children's Hospital (formerly Children's Hospital and Regional Medical Center). The overall goal of this track is to provide a resident with experiences of broad-based psychological work with children and families including assessment and intervention, short and longer term intervention, work with inpatients and outpatients, medical and psychiatric patients. Attention is paid to the integration of science and practice. Each resident will participate in the four core rotations; Inpatient Psychiatry (IPU), Consultation/Liaison (C/L), Neuropsychological Consultation Service (NP), and Child and Adolescent Outpatient Psychiatry.

3. Behavioral Medicine/Neuropsychology. (APPIC/NMS program code =161914)

Track Coordinator: Chuck Bombardier, Ph.D., ABPP - chb@uw.edu

A. University of Washington Medical Center

1. Inpatient Consultations and Outpatient Rehabilitation
2. Inpatient Rehabilitation
3. Outpatient Rehabilitation Clinic
4. Outpatient Nneuropsychology and Rehabilitation Psychology

B. Harborview Medical Center

1. Rehabilitation Psychology

a. Inpatient Consultation Liaison Service, Burn Unit and Pediatrics Service
b. HMC Inpatient Rehabilitation
c. HMC Comprehensive Outpatient Rehabilitation Program (CORP)
d. The Madison Clinic
e. HMC Outpatient Burn Clinic
f. HMC Outpatient Pediatrics Clinic

C. Seattle Children's Hospital

1. Pediatric Inpatient Rehabilitation Program
2. Outpatient Rehabilitation Clinics

Psychology residents in this track receive training in rehabilitation psychology, neuropsychology and health psychology. The University of Washington Medical School is internationally known for its contributions in the area of rehabilitation medicine. Psychology residents trained in this rotation have been competitive for positions in applied behavioral medicine settings.
Applicants to the Behavioral Medicine/Neuropsychology Track, please note the following:
Four of the stipends in the Behavioral Medicine/Neuropsychology track are funded with federal grants and have eligibility requirements. To receive this funding, applicants must be U.S. citizens or nationals or have permanent resident status. The eligibility requirements will be taken into account in our ranking process and may affect our ability to rank applicants who do not meet these requirements.

There are also service payback agreements for the RSA Rehabilitation Services Administration* federal funding associated with 3 stipends in this track. Applicants who are eligible for federal funding and who match with us are asked to agree to accept this funding if offered and sign a payback agreement if they match with us in this track. The agreement will require a period of time following training (two years for each full or part-time stipend funded) agreeing to provide service in certain public service settings or to populations deemed eligible by the granting agency. In our prior experiences with funding stipends through this grant mechanism, these requirements are generally met without significant difficulty or hardship for residents. Over a previous 20 year period of having trainees involved in such payback agreements, we are not aware of situations in which this has restricted career or location opportunities for our graduates. Applicants are encouraged to contact Dr. Chuck Bombardier (chb@uw.edu) if they have any concerns about the payback agreement.

*The information in this link pertains only to certain stipends within the Behavioral Medicine Track mentioned above. RSA Manual (RSA Rehabilitation Services Administration )

Program Evaluation and Supervision

At the beginning of each rotation, the psychology resident completes a self-assessment of his/her experience relative to the rotation learning objectives to focus the resident and the supervisor on the resident's needs. The self-assessment helps the supervisor try to tailor the resident’s experience on each rotation to be planned and graduated to fit the resident’s training needs. Progress will be monitored throughout the rotation. At the end of each rotation, the supervisor fills out an evaluation on the resident similar to the resident's self-assessment form. The psychology resident completes an evaluation of each supervisor and an evaluation of their experience at each rotation site. All evaluations are sent to the internship office. Copies of the resident evaluations are sent to the resident and their mentor. Copies of the resident evaluations of the supervisors are sent to the supervisor. Copies of the rotation evaluations are sent to the rotation coordinator and the track coordinator. All evaluations are reviewed by the director of the internship program before copies are sent out. The resident evaluations are summarized at the end of the year in a letter by the resident's mentor, to their graduate training program, to communicate our assessment of the resident’s progress during the year.

Each resident receives at least four hours of supervision each week, at least half of which is individual supervision. Many rotations also offer additional structured learning opportunities such as case conferences, interdisciplinary conferences, opportunities to observe faculty interviews or ongoing treatment with patients, and so forth.

Lectures and Seminars

Every psychology resident participates in a required weekly didactic lecture-seminar series. This series is comprised of modules such as professional and ethical issues, diversity issues, diagnosis and assessment, supervision, consultation-liaison, empirically supported therapies, and psychopharmacology. The content of didactics varies with the changing needs and interests of the residents and faculty. Subjects have included interviewing and diagnostic skills, community psychology, therapeutic methods, neuropsychology, treatment of populations with diverse cultural and personal values, and interprofessional relationships. In addition, journal clubs in each track meet once a month: general adult psychology, general child psychology, behavioral medicine/neuropsychology, as well as, the diversity journal club. Psychology residents are expected to attend ten journal clubs during the course of the year; they can of course attend as many as interest them. The journal clubs meet at various times, as arranged by the coordinator of each journal club.

Psychology residents may attend one or more elective seminars such as: a seminar on Cognitive Processing Therapy (CPT) for Post Traumatic Stress Disorder by Debra Kaysen, Ph.D. or Dialectical Behavior Therapy for Borderline Personality Disorder (Kate Comtois, Ph.D.) ( DBT Webpage ) or residents may also join the psychiatry residents in seminars on Interpersonal Psychotherapy or Cognitive-Behavioral Therapy taught by various members of the regular and clinical faculty on a rotating basis. Residents are encouraged to attend lectures in the University of Washington community, including the Department of Psychiatry and Behavioral Sciences Grand Rounds (Department of Psychiatry and Behavioral Sciences).

Theoretical Orientation

Overall, the faculty psychologists use empirically supported assessment and treatment, with most frequently a cognitive-behavioral orientation. Most of our psychiatrists who provide adjunct supervision on many inpatient and C/L rotations have a more biological orientation. Interpersonal and psychodynamically oriented supervision also is available.

Additional Internship Opportunities

(1) Research

Psychology residents may apply to participate in a year long program and seminar on research skills and grantsmanship training (referred to as the Grantsmanship Seminar). The application process is largely for the purpose of ensuring that the resident (1) has clear, achievable goals for their research time, (2) has a plan for mentoring that will help them achieve those goals, (3) is willing to work on writing a grant proposal and discuss it in the seminar, and (4) that writing a grant will not interfere with completing any remaining dissertation-related responsibilities. The vast majority of those who apply are allowed to participate. Participation in this activity includes the provision of 6 hours per week of release time from clinical rotations to participate in a seminar devoted to teaching skills needed for developing and writing grants, as well as related professional development skills (e.g., writing research/teaching statements, how to negotiate salary and start up packages), and to pursue development of a grant proposal or research project under the mentorship of an internship faculty member. Participation in the program is most appropriate for those residents who have either completed or are in the latter stages of their dissertation research, are interested in research areas that can be mentored by faculty members of the internship and are looking towards career choices in which grant writing skills will be needed. Residents are not required to participate in the seminar program.

Psychology residents not participating in the grantsmanship seminar program may apply for one half-day (4 hours) of release time, per week for research (including dissertation research) with an internship training faculty supervisor.

(2) Committee Membership

Several committees are actively involved in the planning and organization of the internship training program. Psychology residents typically volunteer for these committees, or are elected by their fellow residents at the beginning of the year. Listed below are current committees available for resident participation.

(a) Didactic Planning Committee (Co-Chairs: Gretchen Gudmundsen, Ph.D. and Maria Monroe DeVita, Ph.D.
Functions: To review, revise, organize and plan didactic modules for the following internship class.
Resident Participation: Two to four residents serve on the committee which meets in the Spring. Residents work with various faculty members and obtain feedback from fellow residents in the planning and scheduling of prospective didactic modules with specific didactic presentations.

(b)Diversity Advancement Committee (Co-Chairs: Ty Lostutter, Ph.D. and Tiara Dillworth, Ph.D.
Functions: To provide training of residents and faculty on issues of individual and cultural diversity as these relate to theories and methods of assessment, diagnosis, and effective intervention; consultation, supervision, and evaluation, and research methods/design. (This diversity training includes: ethnic minorities, gender/sexual orientation, physical disabilities, SES,age, and others). To serve as a resource "hub" of information (clinical and social service resources, research, lectures, and expertise at the University of Washington and surrounding community) on diversity issues for everyone involved in the internship. To recruit and retain diverse residents, fellows, faculty, and speakers as well as those interested in diversity issues.
Resident Participation: All interested residents are encouraged to participate on the committee which remains active throughout the internship year. Residents work with regular and allied faculty members, as well as representatives from the local community.

(c) Professional Development Committee (Chair: Joshua Dyer, Ph.D.)
Functions: To provide guidance, information, and support to the residents during the internship year. Example activities that this committee sponsors include a Career Fair, Post-Doctoral Fellowship Fair, Mentoring, and opportunities to practice job talks.
Resident Participation: At least two residents serve on the committee each year who provide a crucial link to the resident class. The resident representatives play an active role in shaping the focus of the committee’s work in that particular year.

(d) Steering Committee(Chair: Elizabeth McCauley, Ph.D.)
Functions: To assist in the administration, planning, organizing, and functioning of the overall internship training program.
Resident Participation: Each of three residents serves on the committee for four months. The committee meets once every two months. Residents work with other residents, track coordinators, various faculty members, and psychologists in the local community in overseeing the administrative functioning of the internship training program.


(3) Post-Internship Opportunities

A number of post-doctoral positions at the University of Washington are available every year. Psychology residents who become productively involved with research and who exhibit superior clinical performance may compete successfully for these positions. UW-affiliated post-doctoral fellowships in psychology are typically available through the Departments of Psychiatry and Behavioral Sciences, Rehabilitation Medicine, Anesthesiology, Psychology, School of Nursing, School of Social Work, and School of Dentistry. The Psychology Internship does not administer these post-doctoral fellowships. Prospective psychology residents who would like to discuss post-doctoral training possibilities should contact the Psychology Internship Office, psychsom@uw.edu). Alternatively, some residents opt to pursue postdoctoral positions at other Universities, entry-level faculty positions, or other positions, such as Research Scientists. Listed in the following Table is a summary of positions held by recent graduates of the internship training program.

 

INTERNSHIP CLASS

POST-INTERNSHIP POSITION

2012-2013

2013-2014

Post-Doctoral Fellowship Affiliated with UW System

5

3
Post-Doctoral Fellowship Outside UW System

5

9

Faculty / Research Scientist

0

0

Other (Private Practice, Consulting Business)

2

1

Public Agency Mental Health Services

0

0

Returned to Complete Dissertation

0

0


 


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