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APA-Accredited Doctoral Internship in Professional Psychology
Psychological Services
Virginia Beach City Public Schools

Psychological Services in the Virginia Beach City Public Schools offers a doctoral psychology internship program in professional psychology for eligible doctoral candidates in school psychology and child clinical psychology. For the 2013-2014 school year, we will have six intern positions available in two tracks: general (4) and pediatric neuropsychology (2). The internship is accredited by the American Psychological Association (APA , Commission on Accreditation, 750 First Street NE, Washington, DC 20002-4242; Phone: 202.336.5979 ) and is a member of the Association of Predoctoral and Postdoctoral Internship Centers (APPIC).

The internship runs from July 1 through June 30 for a full calendar year with a stipend of $23,660. Health benefits are provided. Applicants should submit an AAPI Online application for consideration by December 1. If you are a first-time user to AAPI, you must create a new account. The selection committee reviews all applications and selects applicants for interview. 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 2013: January 7, 9, 11, 14) with notification for APPIC Phase I on Friday, February 22, 2013 according to APPIC procedures.

Psychological Services
Psychological Services is part of the Office of Programs for Exceptional Children (OPEC), which also houses Special Education Services, School Social Work Services, and Audiological Services. There are forty-three psychologists, two clinical neuropsychologists, and six doctoral interns who serve the 84 schools and approximately 69,500 students in Virginia Beach City Public Schools. The district has a diverse ethnic student population which includes approximately 24.1% African American, 52.7% Caucasian, 5.6% Asian, and 9.3% Hispanic. Psychologists are licensed by the Virginia Board of Education and/or the Virginia Board of Psychology as school psychologists or clinical psychologists and provide a full range of comprehensive psychological services. These include assessment, consultation, counseling and therapy, and crisis intervention.

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Internship Tracks: Goals of the Program
Six intern positions are available within two tracks: general (4 positions), and pediatric neuropsychology (2 positions). The major goal of our training program is to assist the intern in becoming an independent professional psychologist who can provide a variety of psychological services to help improve the mental health and educational outcomes of children, adolescents, and adults within and outside school settings. To achieve this goal, we provide interns with supervised experiences, educational seminars, reading assignments, and limited research or data analysis opportunities to help further develop professional skills, leadership, and professional self-management.

Both tracks have at least seven common goals and objectives:

• Apply legal and ethical standards in professional practice;
• Develop and refine skills in selection and use of assessment measures, in interpretation and integration of assessment data and report writing, and in developing appropriate recommendations and interventions;
• Develop and refine individual and group counseling skills;
• Develop and refine consultation skills and planning and implementing intervention strategies;
• Refine, develop, and/or acquire new skills in differential diagnosis of disabling conditions and mental disorders;
• Acquire increased knowledge and skills in working with clients from a variety of cultural and ethnic backgrounds and exceptionalities; and
• Develop and refine skills in understanding and applying research data and research studies to the daily practice of psychology.

To accomplish these goals within a practitioner-scientist training model and a developmental model of supervision, interns are exposed to an increasingly complex set of duties. Beginning in the summer with an orientation to the intern program and the department's services to the school district, interns participate in other didactic activities including professional reading on relevant topics and best practices, discussing ethical and legal issues, and reviewing local, state, and federal regulations for special education. Interns then participate in observational or vicarious learning through observations of psychoeducational assessments, counseling sessions, student support teams, and eligibility meetings related to the educational placement of and behavioral interventions for students with various learning and emotional disabilities. At the next level, interns deliver services on their own with the direct supervision of staff psychologists or the interns may co-lead professional activities with assigned supervisors. The supervisors observe the interns administering tests, consulting with teachers and parents, and counseling groups and individuals. When the supervisor is assured of the competency of the intern's skills, the supervision becomes more indirect through consultation and ongoing discussions of the intern's concerns.

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Weekly Seminars
Since the internship is viewed as a learning experience, there is a balance between training and service delivery throughout the year. As part of the training program, Psychological Services staff and professionals in the community provide weekly seminars on a variety of topics to further enhance professional growth and practical skills of interns. Topics include neuropsychological assessment, crisis intervention procedures and techniques, assistive technology, family therapy, cultural diversity issues, functional behavioral assessment, and clinical supervision.

All interns participate in a monthly child treatment seminar series. These seminars focus on specific treatment techniques that address a variety of mental health issues. The interns will have an opportunity to review some of the latest clinical literature, learn through case examples, and utilize various therapeutic resources. As the year progresses, these seminars will also give the interns the opportunity to present their individual therapy cases (via video/audio) and focus on specific techniques and interventions for those individual cases.

The intern is assigned periodic readings on professional issues and engages in discussions on such topics during seminars as well as in group and individual supervision. These topical discussions are integrated with their assigned cases and professional work. Interns also participate in regular staff development meetings and are given opportunities to attend local, state, and national conferences and workshops.

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Services and Assignments
During the internship program, the doctoral intern provides a variety of direct and indirect services. The internship provides opportunities to develop new skills while also refining the skills the intern has acquired through graduate training. Throughout the internship program, the intern acquires proficiency and competency levels in the areas of consultation with teachers, parents and administrators, psychological and psychoeducational assessment, individual and group counseling, behavioral interventions, program planning and evaluation, crisis management, conducting in-services, parent training, working with community agencies and other professionals, and conducting research that contributes to the school systems' needs and goals.

Typically, all interns are assigned one elementary school for which they are responsible for all the service delivery and working in the citywide Preschool Assessment Center, ASD services and the gifted education programs. The pediatric neuropsychology interns will spend approximately one and one-half days a week working in the Neuropsychology Center. General track interns are given additional assignments based on the intern's specific interests, the internship's training goals, and the needs of the school district. These various assignments are described in more detail below.

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Research
Interns have several opportunities to participate in research projects. The interns may analyze gifted screening data to assist in determining the relationships of the instruments used for identification and how these measures relate to program outcome measures such as grades, Virginia Standards of Learning tests, and standardized achievement measures to determine best predictors of success in the program. Interns are also encouraged to participate in other staff members' research projects. We have developed and maintain a neuropsychology assessment database from cases referred to the Neuropsychology Center. Interns are encouraged to find and maintain a file on research-supported interventions that could be implemented in a classroom setting. We also maintain a research database of all assessment data from the evaluations conducted in the school system. Interns are encouraged to help with data analysis and to suggest potential research studies. We have established a professional arrangement with the College of William and Mary's school psychology program and education faculty who consult with us on research projects. Any staff member or intern may participate in these projects as well.

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What are some of the experiences and assignments like?

Elementary School Assignment
All interns (regardless of track) are assigned an elementary school placement. At the assigned elementary school, interns provide comprehensive psychological services to both regular education and special education students under supervision of their primary supervisors. Interns serve on the school's student support team, which assists in developing educational and behavioral interventions for students within the general education program. Consultation in the regular education program may involve observation, evaluation of the instructional environment, classroom management, recommending effective teaching strategies, and referring students for further intervention with the 504 team or the special education committee. Interns observe these team meetings at the beginning of the year and then are active participants throughout the year, discussing with their primary supervisor appropriate recommendations and when to refer for further intervention.

Interns also serve on the school's special education committee that refers students for comprehensive evaluations, reviews assessment results, and determines appropriate special education placement and educational recommendations. Interns complete the psychological portion of the comprehensive assessment, which may include IQ testing, achievement testing, behavioral assessment, personality assessment, observation, and other case-specific assessment. Under supervision, interns select and administer tests and interpret and write up test results into formal psychological reports. Interns may also participate in developing individual education plans, especially if counseling or therapy is provided as a related service. Interns provide counseling and therapy for students who are having emotional adjustment problems or more severe emotional disorders that are impacting educational and personal/social functioning. Therapy cases are discussed on a weekly basis both with the interns' primary supervisor and in group supervision. Interns also provide crisis counseling and crisis intervention, consultation with parents, teachers, and staff, and staff in-services. In addition, parent training or family therapy opportunities may also be provided.

Typically, the assigned elementary school has a full range of special education classes (inclusion, resource, self-contained) that serve students with specific learning disabilities, emotional disability, speech and language impairments, or intellectual disability. The assigned school may also have programs for students with other disabilities such as hearing or visual impairment, orthopedic impairment, traumatic brain injury, communication disorders or developmental delays.

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Preschool Assessment Center (PAC)
All interns are assigned to the Preschool Assessment Center (PAC) which provides screening, testing, and program planning for children in the community between two and five years of age who are suspected of having speech/language and/or developmental delays. The PAC has two psychologists assigned to conduct assessments, program planning, and consultation with at-risk programs and who provide supervision for the interns' work at that site. The preschool psychologist is responsible for evaluation in the area of cognitive development as compared to same-age peers. Assessment measures include The Bayley Scales of Infant Development -Second Edition, the Differential Ability Scales and other developmentally appropriate measures. In addition, the parent or guardian may be given a questionnaire to be completed related to the child's behavior. Observation in preschool/daycare settings may also be included.

All interns are responsible for an average of one assessment per week in the PAC during their six month rotation. Typically, interns perform two assessments in one day and alternate their weeks in the center. The assessments are conducted in an arena format, with a psychologist, speech/language pathologist, and developmental specialist working together to assess the child. The PAC also conducts screenings and assessment within a diagnostic classroom housed at Corporate Landing Elementary. Preschoolers are observed and assessed as they participate in activities and perform tasks in the classroom over a few weeks. Interns begin their summer by observing several assessments. They are presented with an introduction to the assessment instruments and practice administration. When competence in test administration is demonstrated, the interns are brought into the assessment process and observed by the preschool psychologists who provide supervision on test interpretation and writing of reports. Interns also present their results at regularly scheduled eligibility meetings.

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The Neuropsychology Center
Interns in the neuropsychology track are assigned to the Neuropsychology Center. Two full-time pediatric clinical neuropsychologists and a post-doctoral fellow serve as supervisors and provide neuropsychological services within the district to students with acquired neurological deficits. Services include comprehensive neuropsychological assessment using a modified-battery approach (Halstead-Reitan and allied procedures, NEPSY, etc.), individual and group cognitive remediation, individual and group counseling, and consultation with families and staff. The population of students served includes students with head injury, seizure disorder, brain tumors, cancers, Tourette's disorder, complex learning disabilities, sickle cell disease, and other neurological disorders that may affect cognitive, motor, and/or behavioral functioning in the academic setting.

All interns attend seminars describing various acquired neurological deficits and how these deficits affect academic functioning, a review of the neuropsychological assessment process, and exposure to the various measures used through this service. There are opportunities to observe these assessments.

Those interns who arrive with previous experience, coursework, and/or a strong interest in neuropsychology have the opportunity to be trained in various measures and remediation techniques, participate in neuropsychological assessments, write reports, and attend eligibility meetings.

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Autism Spectrum Disorders: Assessment, Consultation, and Direct Services
Our services to children with autistic spectrum disorders (ASD) have expanded over the last few years to include assessment, consultation, and direct services. We provide diagnostic evaluations including the ADOS, the ADI-R, and related measures, neuropsychological evaluations for educational planning for children with ASD, direct intervention services in the form of social skills groups, and program development. We have staff that has been trained at the University of Michigan to administer the ADOS and to train others at our site. All interns will have opportunities to learn and administer these assessment instruments and provide direct intervention services for these students during a six month rotation.

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Alternative Education Placements
Interns may be assigned to the Renaissance Academy, a new state-of-the-art facility that houses all of our alternative education programs at the middle and high school levels. This experience allows the interns to work with crisis situations that will require the development of skills with threat and risk analysis to a greater degree than in other settings. Interventions are developed with an understanding of legal responsibilities along with clinical appropriateness. Interns also conduct individual counseling and therapy and co-lead various groups focused on life skills, stress management, loss issues, peer issues, and anger management. In addition, interns gain experience working with parents in developing cooperative intervention plans between the home and the school. Other agencies, such as the courts or private therapeutic organizations, may also be involved in these plans and allows opportunities to coordinate services among the providing agencies. Interns consult with school staff and assist in developing interventions to address cognitive, behavioral and emotional issues. There are opportunities to conduct functional behavioral assessments and to develop behavioral intervention plans as well as to provide routine psychological assessments and to participate in manifestation determination meetings.

Another alternative placement for interns can be the Adult Learning Center. The Adult Learning Center provides four programs for adult learners: a workforce training program, a "senior" computing class program, English for speakers of other languages, and a General Equivalency Diploma (GED) program. Psychological services are provided for students attending these programs as well as consultation to the administrative and teaching staff.

Opportunities exist for experiences within these programs for interns with an interest in older adolescents and adults. The psychologist assigned to these programs provides intern supervision for work at these sites. Services may include assessment, consultation with administrative and teaching staff, academic and behavioral intervention planning, developing test accommodations for those taking the GED, conflict resolution, and psychotherapy.
Interns in the general track may also be assigned a variety of specialized experiences based on their own interests and training goals as well as the needs of the school system. Experiences with students with more severe disabilities can be arranged for the intern throughout the year if programs that serve these students are not in the intern's assigned schools.

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Gifted Education Program
All interns have the opportunity to work with students in the gifted education program. Virginia Beach City Public Schools operates two gifted magnet schools at the elementary and middle school levels (Gifted Program), Old Donation Center and Kemps Landing Magnet School, as well as a mathematics and science center at Ocean Lakes High School and an international baccalaureate program at Princess Anne High School. The district also participates in the Governor's School for the Arts in Norfolk and provides gifted and talented resource classes at the elementary, middle, and secondary levels. All the interns participate in gifted eligibility meetings that occur approximately four times a year and are assigned a limited number of assessment cases to assist in eligibility decisions.

Those interns who have more interests in this area can elect to have gifted education as an ongoing assignment during the year. Those interns are expected to conduct individual assessments and attend student support team and special education committee meetings at the magnet schools. They are given opportunities to provide teacher/staff consultation on issues related to assessment, gifted and special education identification, instructional strategies, classroom management, mental health as well as other areas. Interns would also provide individual and group counseling/therapy for students related to special education, anger management, adjustment, depression, and other identified concerns. Opportunities are available for parent consultation, parent training, family therapy, and crisis intervention. Also, experiences with program evaluation, developing alternative identification procedures, providing technical assistance to staff, and data analysis are provided.

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Supervision
Each intern is assigned one primary supervisor. This supervisor is a doctoral level psychologist who is licensed for independent practice through the Virginia Board of Psychology. Each intern meets with his or her primary supervisor for at least two hours of weekly individual supervision. Interns also receive individual supervision for at least one hour from site supervisors at their assigned sites (Preschool Assessment Center, Neuropsychological Center, Autism Spectrum Services, alternative education or gifted education placements) to discuss issues related to assessment, consultation, intervention planning, or therapy cases at those sites.

Weekly two-hour group supervision sessions are held for interns and other interested staff. The interns' primary supervisors take turns facilitating the group supervision sessions on a weekly basis. This provides an opportunity for all primary supervisors to work with all the interns and provides the interns with different perspectives on assessment and therapy issues. All supervisors are encouraged to attend these group sessions. During these sessions, issues related to particular cases, professional practice, ethics, etc. are discussed. Videotapes and audiotapes of therapy sessions are reviewed and critiqued. Suggestions and recommendations are offered by both interns and supervisors. Theoretical orientation issues and corresponding interventions, current supportive research and alternative approaches are discussed and debated.

All primary supervisors meet as a group at least once a month to discuss the interns' progress, discuss any concerns, determine if any adjustments in schedule or types of experiences need to be made, and share what experiences are being provided and how supervision is provided. Usually, each primary supervisor completes formal evaluations at the end of each semester (or more frequently, if problems are noted and corrective action is needed) and submitted to the director of training and to the intern's university supervisor.

The specific goals and objectives, suggested activities, and level of supervision provided are presented in the following table. Interns are expected to reach an overall competence level in the major areas of professional practice (ethical practice, assessment and report writing, counseling/therapy, consultation, diagnostic skills, appreciation of diversity, application of research) by the end of the internship program. It is assumed that all interns will continue to be supervised during their post-doctoral year following internship training.

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What does a typical weekly schedule look like?
During the summer, the interns' schedules are very flexible. Considerable time is spent in orientation and in structured learning activities (e.g., familiarization with assessment instruments, reviewing federal and state regulations) and conducting student assessments. When the school year begins in September, a routine weekly schedule is set for the intern. We try to have each assigned site allocated for a single day when possible.

A typical weekly schedule may look like this:

The directors of training, primary supervisors, and interns collaborate in establishing a schedule that addresses the interns' educational needs, the assignments and experiences chosen to meet those needs, and the unique characteristics of the sites assigned. Adaptability, flexibility, and time management issues are discussed and addressed when individual schedules are established and regularly monitored by the supervisors.

Interns work regular staff hours from 8 AM to 4:30 PM with a half-hour for lunch and maintain the same holiday schedule as other 12-month staff members. All interns sign a special services contract with Human Resources, receive an annual stipend of $23,660 plus health benefits, and are considered employees of the school system assigned to Psychological Services. As staff members, they are assigned office space and clerical support equivalent to other full-time professional staff. This includes an office cubicle, computer (desktop or laptop), internet and intranet access, personal assessment kits (WISC-IV, WIAT-III, Roberts, BASC-2, VMI, Vineland), stopwatch, and access to a library of assessment instruments, counseling materials, and computer scoring software. All six interns have their cubicles in the same room and in the same building with other staff members that provide opportunities for peer interaction, support, and socialization among the interns and other staff. Interns attend and participate in monthly staff meetings with the entire professional staff. Both supervisors and other staff members often present weekly seminars for the interns and other interested staff. This allows for regular, structured opportunities for the interns to interact with each other and other staff members.

Psychological Services is housed in the Laskin Road Annex (an elementary school building converted to administrative offices) and occupies seven rooms. The Neuropsychology Center and the Preschool Assessment Center have rooms with a one-way mirror and an auditory monitor, which is used for testing, therapy, and observation. Videotape equipment is also used to record assessment and therapy sessions.

There are opportunities for interns interested in supervision to supervise first and second year graduate students from a local APA-accredited clinical psychology program. Psychological Services provides a site for practicum experiences in intellectual assessment, personality assessment, and psychotherapy.

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Program Faculty
Directors of Internship Training

Clifford V. Hatt, Ed.D., ABPP, NCSP, Director of Training and Supervisor, Psychological Services; Licensed Clinical Psychologist; Ed.D., University of Northern Colorado, 1981. Professional interests : supervision, assessment (cognitive, behavioral, personality, achievement), child, adolescent, and family psychotherapy; program evaluation, ethical issues, learning disabilities, ADHD. Professional affiliations : American Psychological Association; National Association of School Psychologists, Virginia Psychological Association (past president); Member and Chair, Virginia State Board of Psychology (1995-99; 2000-04); Fellow and Diplomate, American Board of Medical Psychotherapists; Board Certified in School Psychology, American Board of Professional Psychology; Director, American Board of School Psychology (2008-2012) and President (2009, 2010); Fellow, American Academy of School Psychology; Nationally Certified School Psychologist.

Nancy J. Como-Lesko, Ph.D., Assistant Director of Training; Primary Intern Supervisor, Pediatric Clinical Neuropsychologist; Licensed Clinical Psychologist; Ph.D., St. John's University, 1990. Professional Interests : Neuro-oncology, acquired neurological disorders, chronic illness and related treatment issues. Professional affiliations : American Psychological Association, National Academy of Neuropsychology.

Pamela F. Oksman, Ph.D., Assistant Director of Training; Primary Intern Supervisor, School Psychologist; Licensed Clinical Psychologist; Ph.D., University of Maryland, 1983. Professional interests: attention deficit disorder; behavioral problems; consultation; anxiety disorders in latency-aged females; system-wide interventions; learning problems. Professional affiliations: National Association of School Psychologists (Virginia state delegate); Virginia Psychological Association; Virginia Academy of School Psychologists (past president); Member and Chair, Virginia State Board of Psychology (1986-1994); Member, Virginia Board of Health Professions (1990-1994).

Training Faculty and Site Supervisors:

Scott M. Bell, Psy.D., Licensed Clinical Psychologist; Psy.D., Forest Institute of Professional Psychology, 2002. Professional interests: childhood depressive and anxiety disorders; children from separation and divorce. Professional affiliations: American Psychological Association; National Register of Health Service Providers.

Beth T. Clingenpeel, Ed.D., NCSP, Licensed School Psychologist-Limited; 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., Licensed Clinical Psychologist, Primary Intern Supervisor; Psy.D. Florida Institute of Technology, 2001. Professional interests: Play Therapy, Cognitive Behavioral Interventions,Sand Tray, Sexual Abuse and Trauma Treatment,Supervision, Child and Adolescent Populations.

William J. Duane, Ph.D., Licensed Clinical Psychologist, Primary Intern Supervisor; Ph.D., Washington University, 1973. Professional interests: inpatient psychiatric services (program development, administration/supervision, direct services including individual, marital, and group psychotherapy); stress management, pain management; ethical issues; late adolescent and adult populations. Professional affiliations: American Psychological Association; American Pain Society; Association for the Advancement of Psychology; Tidewater Academy of Clinical Psychologists; Virginia Psychological Association; Virginia Academy of Clinical Psychologists.

Deborah M. Edwards, Psy.D., Licensed Clinical Psychologist. Primary Intern Supervisor; Psy.D., Widener University, 2000. Professional Interests: depression, anxiety disorders, school/learning problems, child abuse/neglect, ADHD; individual and family therapy; psychoeducational assessment; instructional and behavioral classroom interventions; child, adolescent, and adult populations.

Kelli R. Good, Ph.D. , Licensed School Psychologist-Limited, M.A., 1995, 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: American Psychological Association, National Association of School Psychologists, Virginia Psychological Association, Virginia Academy of School Psychologists.

Karen M. Jackson, M.S., NCSP , Licensed School Psychologist-Limited. 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 Licensed School Psychologist-Limited; Ed.S., Radford University, 2005. Professional Interests: autism spectrum disorders, functional behavior assessment, working with military families. Professional Affiliations: National Association of School Psychologists, Virginia Academy of School Psychologists.

Heather A. Langknecht, Ed.S., NCSP, Licensed School Psychologist-Limited. Ed.S., University of Kentucky, 2005. Professional Interests: assessment and intervention with students with autism spectrum disorders, applied behavior analysis, and program development. Professional Affiliations: National Association of School Psychologists, Virginia Academy of School Psychologists.

Jennifer G. Ward, Ed.S., NCSP, Licensed School Psychologist-Limited. Ed.S., Lehigh University, 2000. Professional Interests: assessment and intervention for students with autism spectrum disorders, response-to-intervention, positive behavior supports.

Mark G. Wehrlin , Psy.D. , Licensed Clinical Psychologist, Primary Intern Supervisor; 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 and sexual offending, supervision. Professional affiliations: American Psychological Association.

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

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. Cliff Hatt at clifford.hatt@vbschools.com