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2512 George Mason Drive • P.O. Box 6038 Virginia Beach, Virginia 23456-0038   757.263.1000 • 757.263.1240 TDD

APA-Accredited Doctoral Internship
in Health Service Psychology
Psychological Services

Psychological Services in the Virginia Beach City Public Schools offers a doctoral psychology internship program in health service psychology for eligible doctoral candidates in school psychology, child clinical psychology, counseling psychology, and combined psychology programs. Doctoral interns are provided comprehensive training experiences, educational didactic seminars, and extensive supervision to develop and refine their clinical skills, leadership, self-management, and professional identity. The doctoral internship program provides a full-time, 2,000 hour training experience which runs from July 1 – June 30. Doctoral interns receive an annual stipend of $28,000 plus health and dental benefits. For the 2018-2019 school year, we will have five intern positions available.

Applicants should submit an AAPI Online application for consideration by November 30, 2017. No additional or supplemental materials are required. All applicants will be emailed about their interview status by December 15. Selected applicants will be invited for a required on-site interview in January. Interview dates for 2018: January 5, 8, 12, 17. Notification for APPIC Phase I occurs on Friday, February 23, 2018 according to APPIC procedures.

The doctoral internship program is accredited by the American Psychological Association. Questions related to the program’s accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 / Email: apaacred@apa.org
Web: www.apa.org/ed/accreditation

The doctoral internship program is also is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). The Virginia Beach City Public Schools Doctoral Internship Program agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.

Training Brochure
Internship Admissions, Support, and Initial Placement Data

Internship Program Admissions
Financial Support and Other Benefits for Upcoming Training Year
Initial Post-Internship Positions

Application, Interview, & Employment Process
Requests for Internship Verification
Program Faculty
Current and Previous Doctoral Interns
Further Questions

Training Brochure

Our Training Brochure is the primary source for more detailed information on the Virginia Beach City Public Schools Doctoral Internship Program in Health Service Psychology. Contents of the brochure include:

  • Introduction
  • Program Model and Program Missions
  • Primary Training Goals
  • Professional Competencies
  • Training Objectives, Activities, and Supervision Methods
  • Program Sequence
  • Core Rotations
  • Supplemental Rotations
  • Weekly Didactic Seminars
  • Typical Didactic Curriculum
  • Supervision
  • Evaluations
  • Feedback
  • Successful Completion of the Program
  • Application Criteria
  • Selection Process
  • Employment and Office Information
  • Disclosure, Disability and Non-Discrimination Policies
  • Program Faculty

Interested candidates are strongly encouraged to review our downloadable Training Brochure

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Internship Admissions, Support, and Initial Placement Data

Updated: 8/1/2017

Internship Program Admissions

Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program’s policies on intern selection and practicum and academic preparation requirements:

Applicants interested in the VBCPS Doctoral Internship Program must come from APA-accredited doctoral program in School Psychology, Child Clinical Psychology, Counseling Psychology, and Combined Psychology Programs. Applicants must have completed all required coursework, comprehensive exams, and be in good academic standing – verification letter of readiness for internship from University Training Director is also required. Applicants should also submit high quality written communication and strong letters of reference, in addition to demonstrating overall compatibility of prior experience and training with the program.
Does the program require that applicants have received a minimum number of hours of the following at time of application? If Yes, indicate how many:
Total Direct Contact Intervention Hours

No

YesCheck

Amount: 100 hours*

Total Direct Contact Assessment Hours

No

YesCheck

Amount 100 hours

Describe any other required minimum criteria used to screen applicants:

5 integrated psychological reports

*100 Direct Contact Intervention Hours must come from individual therapy, group counseling, and/or school counseling interventions working with adolescents and children. Experience working with preschool-aged children, while not required, is beneficial.

Financial and Other Benefit Support for Upcoming Training Year*

Annual Stipend/Salary for Full-time Interns $28,000
Annual Stipend/Salary for Half-time Interns   N/A
Program provides access to medical insurance for intern? YesCheck No
If access to medical insurance is provided
Trainee contribution to cost required? YesCheck No
Coverage of family member(s) available? YesCheck No
Coverage of legally married partner available? YesCheck No
Coverage of domestic partner available? Yes NoCheck
Hours of Annual Paid Personal Time Off (PTO and/or Vacation)  N/A
Hours of Annual Paid Sick Leave  N/A

Per VBCPS School Board Policy, Leave Time is offered to salaried employees, not individuals receiving a stipend such as doctoral interns. However, accommodations are made within the Internship Program for individuals needing to take leave, such as when sick.
In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave? YesCheck No
Other Benefits (please describe)

Paid Holidays per School District Employee Calendar. For the 2017-2018 training year, these include: July 4th, Labor Day, Veterans’ Day, Thanksgiving (and following Friday), Winter Holiday (December 25, 26), New Year’s Day, Martin Luther King Jr. Day, Presidents’ Day, Spring Holiday (April 2, 3), and Memorial Day.

* Note: Programs are not required by the Commission on Accreditation to provide all benefits listed in this table

Initial Post-Internship Positions

(Provide an Aggregated Tally for the Preceding 3 Cohorts) 2014-2017
Total # of interns who were in the 3 cohorts 18
Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree 0
  PD EP
Community mental health center 2  
Federally qualified health center    
Independent primary care facility/clinic 1  
University counseling center    
Veterans Affairs medical center    
Military health center    
Academic health center 2  
Other medical center or hospital 3  
Psychiatric hospital    
Academic university/department    
Community college or other teaching setting    
Independent research institution    
Correctional facility    
School district/system 1 7
Independent practice setting 1 1
Not currently employed    
Changed to another field    
Other    
Unknown    

Note: “PD” = Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table should be counted only one time. For former trainees working in more than one setting, select the setting that represents their primary position.

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Application, Interview, & Employment Process

Applicants should submit an AAPI Online application which includes a Cover Letter, Letters of Recommendation, Official Undergraduate and Graduate Transcripts, and relevant Work Samples by November 30. Entire Application Packets are reviewed by a Selection Committee, which typically includes the training director, primary supervisors, and site supervisors. Applicants are ranked according to their training experience in assessment, intervention and therapy, and report writing experience and skills, along with consideration given to applicants’ proposed training goals, letters of recommendation, and “fit” or match to the VBCPS Doctoral Training Internship Program. The top 36 ranked applicants are invited for formal interviews by December 15.

Interviews are conducted in early January on-site at the Psychological Services Offices. Nine interviews are conducted each day over a period of four days (2018 Dates: January 5, 8, 12, 17). On interview days, applicants participate in a rotation of three (3) thirty-minute interviews in the areas of (1) Assessment, (2) Intervention and Therapy, and (3) General Interests and Professional Skills. Each of the three interviews are conducted by a panel of primary and rotation/site supervisors who review applicants’ skills, experience, and knowledge in the aforementioned areas. Applicants are invited to a provided lunch where more informal questioning-and-answering can occur. A tour of the Autism Assessment and Consultation Team facility and Preschool Assessment Center is available upon request. Applicants are then rank ordered by each interview panel and subsequently placed into an aggregate ranking of applicants. The Rank Order List is reviewed after each interview day and again upon completion of all interviews before final submission to APPIC for the Match.

Notification for APPIC Phase I occurs on Friday, February 23, 2018 according to APPIC procedures. Applicants who match with Virginia Beach City Public Schools are notified that day by phone call to congratulate them and welcome them to the program. Matched applicants are subsequently sent a formal letter of intention and agreement in which beginning and end dates of the internship, stipend and benefits, and training objectives, etc., are provided.

All matched candidates prior to employment must submit to fingerprinting and provide personal descriptive information in order to obtain criminal history record information for the purpose of screening individuals who accept employment with VBCPS. Full school district policy, including when employment will be denied for failing the criminal background check, can be found at School Board Policies 4-56 for Licensed Personnel.

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Requests for Internship Verification

The Training Director maintains records of all current and previous doctoral interns who have completed the Doctoral Internship Program. These records include various information such as application materials, curriculum vitae, letters of recommendation, performance evaluations, etc. Records are maintained for accreditation purposes and to fulfill requests for information as described below.

Requests for Internship Completion Verification

Current and former doctoral interns of the Doctoral Internship Program requesting verification of successful internship completion for purposes of completing State Board of Psychology licensure documentation, obtaining employment, banking credentials, etc. should contact the current Training Director to complete all such documentation requests. Requests can be made in person, by telephone, via email, or in writing. Contact information for the current Training Director of the Doctoral Internship Program can be found on the program’s webpage under Program Faculty/Further Questions or by contacting the Office of Psychological Services 757.263.2700. Individuals requesting such information should allow two – four weeks for completion depending on the requested method of delivery.

Requests for Letters of Recommendation

Current and former doctoral interns of the Doctoral Internship Program requesting letters of recommendation for purposes of completing State Board of Psychology licensure documentation, obtaining employment, banking credentials, etc. should contact the Primary Supervisor and/or Rotation/Site Supervisor to complete all such letter of recommendation requests. Requests can be made in person, by telephone, via email, or in writing. Contact information for the Primary Supervisors and/or Rotation/Site Supervisors can be found on the program’s webpage under Program Faculty or by contacting the Office of Psychological Services 757.263.2700. Individuals requesting such information should allow two – four weeks for completion depending on the requested method of delivery.

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Program Faculty

Directors of Internship Training

Scott M. Bell, Psy.D., Training Director; Licensed Clinical Psychologist; Pupil Personnel Services License (School Psychologist). Psy.D., Forest Institute of Professional Psychology, 2002. Professional interests: treatment of depressive and anxiety disorders in children and adolescents; children from separation and divorce; sexual abuse treatment, risk of violence assessment; clinical supervision; professional development and licensure; program development. Professional affiliations: American Psychological Association; National Register of Health Service Psychologists.

Deborah M. Edwards, Psy.D., Assistant Training Director; Primary Supervisor, Licensed Clinical Psychologist. Psy.D., Widener University, 2000. Professional Interests: clinical supervision, learning differences, psycho-educational assessment, instructional and behavioral classroom interventions, childhood treatment of behavioral and emotional disorders (i.e., depression, anxiety disorders, and ADHD).

Training Faculty

Primary Supervisors

Suzanne E. Farley, Ph.D., Primary Supervisor & SECEP Re-ED Rotation/Site Supervisor; Licensed Clinical Psychologist; Pupil Personnel Services License (School Psychologist). Ph.D., University of North Carolina at Greensboro, 2006. Professional interests: Assessment and treatment of children with ADHD and behavioral and emotional disorders; classroom consultation; parent training.

Ellen M. Kveton, Psy.D., Primary Supervisor & STEP Rotation/Site Supervisor; Licensed Clinical Psychologist. Psy.D., Virginia Consortium Program in Clinical Psychology, 1989. Professional interests: clinical supervision; school-based therapeutic educational program for students with emotional disabilities; individual psychotherapy and play therapy with children; psychological and clinical assessments of children.

Mark G. Wehrlin, Psy.D., Primary Supervisor & Alternative Education/Renaissance Academy Rotation/Site Supervisor; Licensed Clinical Psychologist. Psy.D., Virginia Consortium Program for Professional Psychology, 1992. Professional interests: ADHD, play therapy, community consultation and program development, assessment (cognitive, personality, achievement), child and adolescent therapy, sexual abuse, supervision.

Stacie A. Wilson, Psy.D., Primary Supervisor & STEP Rotation/Site Supervisor; Licensed Clinical Psychologist; Pupil Personnel Services License (School Psychologist). Psy.D., Virginia Consortium Program in Clinical Psychology, 2009. Professional Interests: clinical supervision, structured therapeutic educational program for students with emotional disabilities, adolescent and adult issues, HIV/AIDS, military families, gay/lesbian/bisexual/transgender/questioning issues.

Rotation/Site Supervisors

Beth T. Clingenpeel, Ed.D., NCSP, Diagnostic Classroom Site Supervisor; Licensed School Psychologist-Limited; Pupil Personnel Services License (School Psychologist). Ed.D., University of Virginia, 2001. Professional Interests: preschool assessment, ecological approach to prevention, assessment, and intervention; social-emotional development; parent-child attachment; developmental literacy; response-to-intervention; early childhood classroom ecology. Professional affiliations: National Association of School Psychologists, Virginia Academy of School Psychologists.

Lisa Conway-Sugden, Psy.D., Training Instructor; Licensed Clinical Psychologist. Psy.D. Florida Institute of Technology, 2001. Professional interests: Child & Adolescent Treatment Series; Play Therapy, Cognitive Behavioral Interventions, Sand Tray, Sexual Abuse and Trauma Treatment, Supervision, Child and Adolescent Populations.

Heather O. Duke, Ed.S., NCSP, Preschool Rotation/Site Supervisor; Licensed School Psychologist – Limited; Pupil Personnel Services License (School Psychologist). Ed.S., The University of Alabama, 2010. Professional Interests: early childhood development and assessment, play assessment, autism spectrum disorders, response to intervention. Professional Affiliations: National Association of School Psychologists.

Kelli R. Good, Ph.D., Preschool Rotation/Site Supervisor; Licensed School Psychologist-Limited; Pupil Personnel Services License (School Psychologist). Ph.D. 2001, University of South Carolina. Professional interests: preschool assessment; parent training; group, individual and family therapy; emotional and behavioral disorders; ecological approach to prevention, assessment, and intervention; conflict resolution. Professional affiliations: National Association of School Psychologists.

Karen M. Jackson, M.S., CAGS, NCSP, Preschool Rotation/Site Supervisor; Licensed School Psychologist-Limited; Pupil Personnel Services License (School Psychologist). M.S., Southern Connecticut State University, 1988. Professional interests: preschool assessment, parent training and intervention, alternative service delivery, multicultural diversity issues. Professional affiliations: National Association of School Psychologists.

Jessica L. Keefe, Ed.S., NCSP, Autism Rotation/Site Supervisor; Licensed School Psychologist-Limited; Pupil Personnel Services License (School Psychologist). Ed.S., Radford University, 2005. Professional Interests: autism spectrum disorders, functional behavior assessment, working with military families.

Jennifer G. Ward, Ed.S., NCSP, Autism Rotation/Site Supervisor; Licensed School Psychologist-Limited; Pupil Personnel Services License (School Psychologist). Ed.S., Lehigh University, 2000. Professional Interests: assessment and intervention for students with autism spectrum disorders, response-to-intervention, positive behavior supports.

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Current and Previous Doctoral Interns

The following is a list of current and previous doctoral interns by year of attendance, name, institution, and program:

2017-2018

Emiliya Adelsen – Tulane University – Ph.D. in School Psychology (General Track)

Samantha Fodrocy – Central Michigan University – Ph.D. in School Psychology (General Track)

Pamela Murillo – University of Rhode Island – Ph.D. in School Psychology (General Track)

Alexis Rodgers – University of Kentucky – Ph.D. in School Psychology (General Track)

Rebecca Suffness – Univeristy of North Carolina Greensboro – Ph.D. in Clinical Psychology (General Track)

2016-2017

Sally Galanti – North Carolina State University – Ph.D. in School Psychology (General Track)

Rachel German – Ball State University – Ph.D. in School Psychology (General Track)

Jennifer Mills – James Madison University – Psy.D. in Clinical and School Psychology (General Track)

Kelsie Offenwanger – Adler University – Psy.D. in Clinical Psychology (General Track)

Toni Prester – Adler University – Psy.D. in Clinical Psychology (General Track)

Virginia Ramos Matias – University of Utah – Ph.D. in School Psychology (General Track)

2015-2016

Brooke DeWitt – University of Massachusetts-Amherst – Ph.D. in School Psychology (General Track)

Trevor Essique – Adler University – Psy.D. in Clinical Psychology (General Track)

Megan Maloy – Indiana University-Bloomington – Ph.D. in School Psychology (General Track)

Megan McVea – University of North Carolina-Chapel Hill – Ph.D. in School Psychology (Neuropsychology Track)

Jessica Pliego – Texas A&M University-College Station – Ph.D. in School Psychology (Neuropsychology Track)

Karisma Turner – Howard University – Ph.D. in Clinical Psychology (General Track)

2014-2015

Kara Branz – Oklahoma State University-Stillwater- Ph.D. in School Psychology (General Track)

Laura Marques – Tulane University – Ph.D. in School Psychology (General Track)

Julia Michael – University of Arizona – Ph.D. in School Psychology (General Track)

Margaret (“Meg”) Tobias – Loyola University Maryland – Psy.D. – Clinical Psychology (General Track)

Jessica Vaughan-Jensen – Texas A&M University-College Station – Ph.D. in School Psychology (General Track)

Christina Walker – Indiana State University – Ph.D. in School Psychology (General Track)

2013-2014

Lauren Baird – Pacific University – Psy.D. in Clinical Psychology (Neuropsychology Track)

Gregory Callan – University of Wisconsin – Milwaukee – Ph.D. in School Psychology (General Track)

Jennifer Maldarelli –Tulane University – Ph.D. in School Psychology (General Track)

Laura Miller – Syracuse University – Ph.D. in School Psychology (Neuropsychology Track)

Arlene Ortiz – Pennsylvania State University – Ph.D. in School Psychology (General Track)

Jodi Yarnell – Philadelphia College of Osteopathic Medicine – Psy.D. in Clinical Psychology (General Track)

2012-2013

Kate Altman – Chestnut Hill College – Psy.D. in Clinical Psychology (General Track)

Chandra Carter – University of Georgia – Ph.D. in School Psychology (General Track)

Courtney Glueck – University of Georgia – Ph.D. in School Psychology (General Track)

Summer Lane – University of Texas at Austin – Ph.D. in School Psychology (Neuropsychology Track)

Deborah Potvin – University of Texas at Austin – Ph.D. in School Psychology (Neuropsychology Track)

Erin VanOss – University of Wisconsin-Madison – Ph.D. in School Psychology (General Track)

2011-2012

Emma Cole – University of Texas at Austin – Ph.D. in School Psychology (Neuropsychology Track)

Shannon Cray – Virginia Consortium Program in Clinical Psychology – Psy.D. in Clinical Psychology (General Track)

Morgan Hall – Arizona State University – Ph.D. in School Psychology (Neuropsychology Track)

Freda Halls – University of North Carolina at Chapel Hill – Ph.D. in School Psychology (General Track)

Priscilla Khuanghlawn - Virginia Consortium Program in Clinical Psychology – Psy.D. in Clinical Psychology (General Track)

Sally Moore – University of Florida – Ph.D. in School Psychology (General Track)

Vivina Rivera – Texas A&M University – Ph.D. in School Psychology (General Track)

Stephanie Robertson – Florida State University – Ph.D. in Combined Program in Counseling Psychology and School Psychology (General Track)

2010-2011

Amanda Ables – Indiana University – Ph.D. in School Psychology (General Track)

Jessica Blasik – Duquesne University – Ph.D. in School Psychology (Neuropsychology Track)

Allison Graham – Virginia Consortium Program in Clinical Psychology – Psy.D. in Clinical Psychology (General Track)

Lisa Pass – Ball State University – Ph.D. in School Psychology (Neuropsychology Track)

Cixin Wang – University of Nebraska-Lincoln – Ph.D. in School Psychology (General Track)

2009-2010

Susan Antaramian – University of South Carolina – Ph.D. in School Psychology (General Track)

Andrea Burch – Alfred University – Psy.D. in School Psychology (General Track)

Kirsten Ellingsen – University of North Carolina at Chapel Hill – Ph.D. in School Psychology (Neuropsychology Track)

Kathleen (Kasey) Fones-Wolf – Loyola College in Maryland – Psy.D. in Clinical Psychology (General Track)

Andy Pham – Michigan State University – Ph.D. in School Psychology (General Track)

2008-2009

Sheronda Farrow – Howard University – Ph.D. in Clinical Child Psychology (General Track)

Mary “Kristina” Groce – North Carolina State University – Ph.D. in School Psychology (General Track)

Mary Skokut – University of California, Santa Barbara – Ph.D. in School Psychology (General Track)

Amanda Slonaker – Ball State University –Ph.D. in School Psychology and Neuropsychology (Neuropsychology Track)

Stephen Smith – University of Texas at Austin – Ph.D. in School Psychology (Neuropsychology Track)

Stacie Wilson – Virginia Consortium Program in Clinical Psychology – Psy.D. in Clinical Psychology (General Track)

2007-2008

Autumn Califano – Nova Southeastern University – Psy.D. in Clinical Psychology (General Track: Autism focus)

Ann Creilson – Virginia Consortium Program in Clinical Psychology – Psy.D. in Clinical Psychology (General Track: Gifted and Therapy focus)

Kyongboon Kwon – University of Georgia – Ph.D. in School Psychology (General Track: Research focus)

Naomi Perlman – George Mason University – Ph.D. In Clinical Psychology (General Track: Gifted focus)

Nathan Roehrig – Indiana State University – Ph.D. in School Psychology (General Track: Gifted focus)

Regilda Anne Romero – Pacific Graduate School of Psychology – Ph.D. in Clinical Psychology (Pediatric Neuropsychology Track)

2006-2007

Taya Branton – University of South Carolina – Ph.D. in Clinical-Community Psychology (General Track: Deaf Education focus)

Anna Crane – Ohio University – Ph.D. in Clinical Child Psychology (General Track: Gifted and Alternative Education focus)

Linda Nugent – University of North Carolina at Chapel Hill – Ph.D. in School Psychology (General Track: Neuropsychology focus)

Jennifer Rickert – University at Albany, State University of New York – Psy.D. in School Psychology (General Track: Gifted and Alternative Education focus)

Samuel Sweet – DePaul University – Ph.D. in Clinical Child Psychology (Neuropsychology Track)

2005-2006

Suzanne Farley - University of North Carolina-Greensboro - Ph.D. in Clinical Psychology (General Track: Gifted Educationfocus)

Charlotte Jones - Texas A&M University - Ph.D. in School Psychology (General Track: Alternative Education focus)

Alexandra Kutz - University of Texas-Austin - Ph.D. in School Psychology (General Track: Neuropsychology, Gifted Education, Alternative Education)

Emily Strassner - University of Texas-Austin - Ph.D. in School Psychology (Neuropsychology Track: Gifted Education)

Crista Wetherington - University of North Carolina-Chapel Hill - Ph.D. in School Psychology (General Track: Neuropsychology, Gifted Education)

2004-2005

Tamara Baldwin - The Chicago School of Professional Psychology - Psy.D. in Clinical Psychology (General Track, Alternative Education focus)

Anabela DaSilva Smith - University of Rhode Island - Ph.D. in School Psychology (Pediatric Neuropsychology Track)

Gina Jackson - University of Florida - Ph.D. in School Psychology (General Track, Gifted Education focus)

William Lindstrom - University of Georgia - Ph.D. in School Psychology (General Track, Neuropsychology focus)

Michelle McElligott - Virginia Consortium Program in Clinical Psychology - Psy.D. in Clinical Psychology (General Track, Gifted Education focus)

Jason Nelson - Indiana University - Ph.D. in School Psychology (General Track, Gifted Education focus)

2003-2004

Gwendolyn Gerner - Loyola College in Maryland - Psy.D. in Clinical Psychology (General Track, Neuropsychology focus)

Tyra Ripley - Arizona School of Professional Psychology at Argosy University / Phoenix - Psy.D. in Clinical Psychology (Gifted Track)

Natalie Slider - Louisiana State University - Ph.D. in School Psychology (Gifted Track)

Kevin Smythe - James Madison University - Psy.D. in Combined Psychology (Clinical, Counseling, and School - Child & Family) (General Track)

Gabrielle Thompson - Loyola College in Maryland - Psy.D. in Clinical Psychology (General Track, Neuropsychology focus)

Monica Wolfe - Texas A&M University - Ph.D. in School Psychology (General Track, Neuropsychology focus)

2002-2003

Lisa M. Gerrard - University of North Carolina at Greensboro - Ph.D. in Clinical Psychology (General Track)

David P. Gureasko-Moore - Lehigh University - Ph.D. in School Psychology (Gifted Track)

Sammi P. Gureasko-Moore - Lehigh University - Ph.D. in School Psychology (Public Health Track)

Michelle A. Jagodzinski - Indiana State University - Ph.D. in School Psychology (Gifted Track)

Elizabeth A. Stief - Virginia Consortium Program in Clinical Psychology - Psy.D. in Clinical Psychology (General Track, Neuropsychology focus)

2001-2002

Scott Bell - Forest Institute of Professional Psychology - Psy.D. in Clinical Psychology (General Track)

Emma Jurrens - Indiana State University - Ph.D. in School Psychology (Gifted Track)

Tara McKee - University of Connecticut - Ph.D. in Clinical Psychology (General Track)

Timothy Sterzik - Illinois School of Professional Psychology -Chicago Campus - Psy.D. in Clinical Psychology (Gifted Track)

Kelli England Will - Virginia Polytechnic and State University - Ph.D. in Clinical Psychology (Public Health Track)

2000-2001

Kurt Metz - University of Kentucky - Ph.D. in School Psychology (Gifted Track)

Cassandra Newsom - Virginia Consortium Program in Clinical Psychology - Psy.D. in Clinical Psychology (General Track, Neuropsychology focus)

Jon Thompson - University of Indianapolis - Psy.D. in Clinical Psychology - Child/Adolescent Specialty (Gifted Track, Neuropsychology focus)

Matt Turner - University of Kentucky - Ph.D. in School Psychology (General Track)

1999-2000

Andrea Arcona - Virginia Commonwealth University - Ph.D. in Child Clinical Psychology

Kevin Kelly - Lehigh University - Ph.D. in School Psychology

1998-1999

Cindy Finn - Magill University- Ph.D. in School Psychology

Susan League - University of South Carolina - Ph.D. in School Psychology

1997-1998

Yvonne Jacobs - University of Nebraska-Lincoln - Ph.D. in School Psychology

1996-1997

Soni Bansilal - University of Alabama - Ph.D. in School Psychology

Kelli Good - University of South Carolina - Ph.D. in School Psychology

Christi Hutto - University of South Carolina - Ph.D. in School Psychology

1995-1996

Carol Matheson - Pennsylvania State University - Ph.D. in School Psychology

Allison Morgan - University of Georgia - Ph.D. in School Psychology

1994-1995

Diane Foley - University of Maryland - Ph.D. in School Psychology

Ann Weaver - University of Kansas - Ph.D. in School Psychology

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Further Questions

Contact Psychological Services at 757.263.2700 (phone) or 757.263.2702 (fax) or contact Dr. Scott Bell at scott.bell@vbschools.com


Last Modified on Wednesday, August 16, 2017