Child Guidance Clinic - Pre-doctoral Internship
The Child Guidance Clinic is located in the
Family Court’s Court Social Services Division within
the D.C. Superior Court. The Clinic's functions include conducting
court-ordered psychological evaluations and engaging in psychotherapy
with adolescents (and some children) who have come to the
attention of the court.
Since 1996, the Child Guidance Clinic has served as a major
rotation for the Howard University Counseling Service's American
Psychological Association (APA) accredited internship program.
The Clinic has maintained an active externship program in
clinical psychology involving the local universities and professional
schools in the D.C. area. In the beginning years of the externship
program, the need for local internship training sites prompted
the development of a rotation in psychological assessment
that was part of the already-accredited Howard University
Counseling Services internship program. In order to formalize
the training that was being sought at the Clinic through area
schools, the Child Guidance Clinic began the process of applying
for APPIC membership in 1999. With the successful completion
of six classes of interns, the Clinic program is currently
fully accredited through APA. Five full-time licensed psychologists
and two deputy clerks, who assist with the administration
of the Clinic's programs, staff the Clinic.
Interns are considered trainees, but are expected to function
as psychology professionals and as representatives of the
Court. Interns have a stipend of $20,000 per annum, paid bi-weekly.
As temporary employees, interns do not have access to the
same benefits as full time Court employees do. For example,
interns do not receive paid health insurance, and are therefore
encouraged to seek personal health insurance through their
universities or by securing their own personal policy. Also
interns are compensated based on a flexible 40-hour Monday
thru Friday work week; however interns do not accrue sick
and annual leave, compensatory (comp) time or holiday compensation.
Training off-site is included as part of the 2000 hour requirement
for internship completion.
The training program is built upon the Practitioner-Scholar
model, which emphasizes the use and integration of the extant
research in assessing, diagnosing, and treating clients with
the most up-to-date and effective techniques and interventions.
The Clinic defines scholarship to include theory, empirically
based research, and analysis of current trends in the profession.
The internship is designed to integrate this base of scholarship
with the practice of psychological interventions. Consistent
with research outcome data, psychodynamic and cognitive behavioral
approaches are employed according to the client's needs. The
professional staff and interns engage in the direct delivery
of mental health services to adolescents under court supervision.
Ultimately interns will be able to function as knowledgeable
and skilled professionals in a variety of mental health service
delivery settings.
The philosophy of the training program is to prepare interns
for professional practice as entry-level psychologists. The
internship strives to foster scholarly inquiry and develop
core competencies in assessment, psychotherapy, consultation,
supervision, and multicultural and ethical issues. Interns
are exposed to a wide range of clinical experiences and diagnostic
challenges. Assessment is an emphasis in this internship;
training in assessment also develops the skills to think critically
about many psychological interventions. This will be achieved
by working in concert with the judicial system and the general
community. Interns experience the full spectrum of Clinic
duties. They participate as colleagues-in-training with access
to staff members court-wide. Their involvement in the many
programs offered by the Clinic and Court Social Services is
inclusive.
The Psychology Training Program
The population served at the Child Guidance Clinic includes
adolescents and children (and sometimes parents) who come
to the attention of the court through the juvenile system.
The Clinic utilizes a combination of didactic and experiential
training activities, with a strong focus on the latter. The
core components of the internship include psychological assessment,
individual and group counseling, supervision and consultation,
ethics and multicultural awareness. The program's training
goals are designed to prepare interns for work as entry-level
psychologists:
- To administer and interpret clinical psychological evaluations.
- To practice individual and group psychotherapy and counseling.
- To develop skills in training and consultation with other
professionals in a multi- disciplinary setting.
- To learn and practice the elements of supervision including
theory, process, and application.
- To develop an awareness of multicultural issues as an
integral part of professional and ethical practice.
- To foster scholarly inquiry for the purpose of integrating
research and practice.
The following are the core competencies of the training program:
Psychological Assessment
The Clinic staff recognizes that interns present with diverse
training needs in assessment. Taking into account each intern's
past experiences with psychological assessment, the training
is individualized and graduated. An in-depth, immersion orientation
period is followed by intense individualized supervision,
frequent feedback, and in-depth case presentation. Cases are
screened and assigned to interns by staff psychologists on
the basis of the intern's growing level of competence.
Psychological assessment is emphasized in this internship.
Assessment training provides the conceptual underpinning of
psychological treatment and intervention. The training program
reflects this objective by devoting considerable time to the
assessment process, and having a graded approach. Interns
initially are trained in fundamentals of test administration
and scoring as a prelude to their first assessment experience.
Weekly Training and Assessment Supervision reinforces the
orientation training. For the first month of internship, interns
complete two assessments; for the remainder of the internship
interns complete one assessment per week. Assessments include
test administration, scoring and analyzing the data, engaging
in weekly supervision (both group and individual), and writing
and revising integrative reports. The assessment process is
closely monitored by the intern's primary supervisor, with
the expectation that the intern will develop increasing levels
of autonomy as the year progresses. The intern, in concert
with the supervisor, reviews pertinent background information
in order to tailor a specific and relevant test battery to
answer the referral questions. Through comprehensive assessment
batteries, interns are introduced to the entire range of psychological
methods and diagnostic considerations. This is achieved through:
clinical interview, developmental history, family systems,
behavioral observation and rating scales, collateral interviews
(parent, caretaker, counselor, etc.), cognitive, educational,
self-report and projective instruments. Computer scoring techniques,
hypothesis testing and integration of data is accomplished
through individual and group supervision with the licensed
staff.
These comprehensive assessments are the basis for consultation
by the court, school and other agencies involved in the juvenile's
rehabilitation. The assessments further assist in the disposition
process, in educational placement decisions, inpatient hospitalization,
probation supervision, and addiction treatment. Less frequently
for the interns, evaluations may serve to inform the court
regarding issues of Competency to Stand Trial and Transfer
to Adult Jurisdiction.
Psychological Assessment Core Competencies
- Standardized administration, scoring and interpretation
of a range of psychological assessment instruments.
- Formulating appropriate DSM-IV diagnoses.
- Conducting clinical interviews.
- Conceptualizing cases.
- Testing special populations (i.e. cultural and linguistic
difference, physically challenged, developmentally delayed
and cognitively impaired individuals).
- Integrative report writing.
Individual and Group Psychotherapy
Individual psychotherapy is a primary competency taught during
the internship. Interns are assigned up to seven court-referred
clients who may continue in psychotherapy throughout their
probationary period. Interns gain experience with culturally
and diagnostically diverse juveniles. Individual treatment
may be short-term, long-term (one-year) or crisis intervention.
The primary supervisor provides supervision.
The individual psychotherapy portion of the training program
is conducted with adolescents and young adults. Interns participate
in individual psychotherapy supervision each week, and a weekly
process/didactic group supervision in which theories, concepts,
case formulations, and historical information are applied
to specific cases. Through individual case presentations and
case formulations, interns are exposed to a wide variety of
emotional, cognitive, social, educational and developmental
problems. Mainstream approaches to therapy are taught including
psychodynamic, cognitive-behavioral, interpersonal and supportive
approaches. These diverse therapeutic approaches are applied
to the understanding and treatment of each juvenile.
Interns are responsible to the court for the provision of
monthly progress reports that apprise the Juvenile Probation
Officer and the presiding judge of the juvenile's progress
in treatment. This provides the opportunity for the Court
to monitor the youth's psychological functioning in addition
to monitoring the compliance with probation requirements.
By the conclusion of the internship, interns are expected
to have developed entry-level competencies in (as assessed
by achieving a satisfactory grade on formal evaluation form):
forming, developing and maintaining a therapeutic relationship;
formulating case conceptualizations; creating treatment plans;
utilizing case management skills; employing effective interventions
and understanding the process of psychotherapy.
Group psychotherapy training has two components: The first
component involves on-site experience in the Child Guidance
Clinic treating juvenile sex offenders or restoring competency
for trial. The second component is comprised of a group therapy
rotation at Howard University's Counseling Service. Interns
participate with the Howard University interns in a weekly
group psychotherapy seminar. This entails observation of a
therapy group followed by discussion, participation in their
own process group, group supervision, culminating with the
intern co-leading a group. Howard University psychologists
who hold specialized certifications in group therapy supervise
interns in group therapy.
Interns have the opportunity to initiate and form groups
on specialized topics. In the past, interns have led groups
addressing a wide range of clinical needs: grief, teenage
fathers, self-esteem, anger management, sex education and
drug education.
By the conclusion of the internship, interns are expected
to develop entry-level competencies (as assessed by achieving
a satisfactory grade on formal evaluation form) in: screening
potential group members, writing group therapy treatment contracts,
understanding theories of group processes, applying theories
to the here-and-now process when co-leading a group, interpreting
group processes, and gaining self-knowledge through participation
in their own process group.
Individual and Group Psychotherapy Core Competencies
- Establishing relationships with a diverse (culturally,
developmentally) population.
- Understanding individual and group process issues and
own strengths/weaknesses as a clinician.
- Understanding psycho-legal concepts in the psycho-educational
group and understanding group process concepts in process
groups.
- Able to screen potential group members and formulate appropriate
goals in different group modalities.
- Conceptualizing a client from different theoretical perspectives
and setting appropriate treatment goals.
- Treatment planning and case management.
- Writing treatment and progress summaries, and termination
reports.
Training and Consultation
The Child Guidance Clinic has a strong commitment to professional
development. By the conclusion of the internship, interns
are expected to develop entry-level competencies (as assessed
by achieving a satisfactory grade on formal evaluation form)
in: teaching, collaboration with staff, and communicating
psychological information to other disciplines effectively
and clearly. Interns will understand how different settings
influence how information is communicated and disseminated.
In this context, consultation in the court setting involves
high levels of sensitivity to issues of confidentiality and
disclosure of client information.
Training and consultation services may occur in a variety
of settings: in Court the intern may be asked to clarify treatment
needs, interpret recommendations, discuss diagnoses or assist
with placement issues. Interns may provide testimony as fact
witnesses based on their treatment or assessment of a particular
client. In the Child Guidance Clinic, interns will provide
training at weekly seminars in assessment and psychotherapy.
Interns will observe and supervise extern counseling activities
in the Juvenile Sex Offender treatment program.
Training and Consultation Core Competencies
- Consultation with other multi-disciplinary professionals.
- Presentations to peers, staff, and possibly other professionals.
Interns further develop consultation skills through regular
contact with court staff about their clinical work, i.e.,
providing verbal feedback about written evaluations and monthly
progress reports concerning therapy progress. Training skills
are developed by regularly presenting on areas of assessment
and therapy to extern students and staff during weekly seminars
and supervision.
Ethics and Cultural Diversity
By the conclusion of internship, interns are expected to have
gained entry-level understanding (as assessed by achieving
a satisfactory grade on formal evaluation form) of: the Ethical
Standards of the American Psychological Association, the Specialty
Guidelines for Forensic Psychologists, the District of Columbia
Ethics Code. Interns are expected to demonstrate an awareness
of ethical issues and sensitivity to ethical conflicts and
their resolution.
Adherence to the APA Code of Ethics is integral to all aspects
of the internship. Interns are expected to incorporate the
ethical code in their delivery of clinical services and be
able to apply the code to other professional activities such
as teaching, supervision and consultation. Training in the
ethical code is continuous and stressed throughout the training
year. The APA Ethical Principles and Specialty Guidelines
are provided in the Intern Handbook. Participation in an in-house
ethics seminar is required at the beginning of the internship.
Principles of cultural and individual diversity are applied
to all training activities. The Clinic's population is comprised
of a culturally and diagnostically diverse population. Therefore,
through their clinical work, interns learn experientially
about the influence of race (primarily African-American),
ethnicity, gender, sexual orientation, religion, culture (i.e.,
urban), and socio-economic status on both psychotherapy and
assessment. By providing a combined psychotherapy outplacement
at Howard University Counseling Center, interns gain a breadth
of experience in diversity factors such as age, socio-economic
status, culture, and within-group differences.
The internship's emphasis on cultural and diagnostic diversity
is reflected in supervision, didactic training, and assigned
readings. The impact of culture and diagnosis are interwoven
when choosing and interpreting tests, psychotherapies and
communicating psychological findings to the court and others.
By the conclusion of internship, interns are expected to
develop these entry-level competencies (as assessed by achieving
a satisfactory grade on formal evaluation form): understanding
diversity issues as they affect assessment, psychotherapy,
and consultation; developing self-awareness and understanding
of the intern's own reactions to cultural differences and
the influence of these differences on the therapeutic relationship.
Ethics and Cultural Diversity Core Competencies
- Understanding the influence of cultural diversity on
assessment (e.g., construct an Individualized test battery
that takes into account cultural, linguistic, and physical
and cognitive abilities and interpret test data taking into
account relevant cultural issues) and therapy.
- Developing sensitivity to diversity issues.
- Having a familiarity with the APA Principles and Code
of Conduct, the Specialty Guidelines for Forensic Psychologists,
and the District of Columbia Ethics Code.
- Developing an awareness of ethical issues and how to resolve
ethical conflicts with clients.
Supervision and Program Evaluation
Training in supervision is another core aspect of the internship
training program. Training includes didactic presentations,
staff models techniques of supervision in group and individual
modalities; interns may incorporate or assimilate these methods
in their developing supervisory identities. In addition, interns
supervise pre-doctoral psychology externs who are engaged
in co-leading psycho-educational groups, thereby providing
them with direct supervision experience. By the conclusion
of internship, interns are expected to develop this entry-level
competency (as assessed by achieving a satisfactory grade
on formal evaluation form): understanding theories of supervision
and applying them to the process of supervision.
Staff values intern feedback, and attempts to create an
atmosphere of openness that encourages spontaneous and honest
feedback. Interns are required to formally evaluate the internship
program and the facility organization on a quarterly basis,
and informally throughout the internship year. Evaluation
is both written and verbal. Staff and interns meet quarterly
to discuss interns' feedback and suggestions for ways to improve
the training experience.
By the conclusion of internship, interns are expected to
develop this entry-level competency (as assessed by achieving
a satisfactory grade on formal evaluation form): to assess
the interplay between individual training needs and the efficacy
and efficiency of a training program's goals and functions.
Supervision and Program Evaluation Core Competencies
- Understanding theories of supervision and applying theories
to supervision of externs.
- Assessing the interplay between individual training needs
and the efficacy and efficiency of a training program's
goals and functions.
Scholarly Inquiry
The Clinic integrates theory and empirically based research
with the practice of psychology. The training staff strives
to remain conversant with the latest literature in the field
and aware of changes in professional standards and laws governing
the practice of psychology. Research time is built into the
internship program. Interns have the opportunity to either
complete their own dissertation research, or use the Clinic's
extensive data/archives for potential research. The Clinic
encourages interns to complete their dissertation by allotting
time for this activity, typically taken for part of a Friday.
The Clinic has a large amount of archival data than can be
utilized for investigative purposes. As with any research
process, any new research undertaken must be approved by the
Court's Internal Review Board (IRB), in conjunction with approval
from the student's advisor and University IRB. By the conclusion
of internship, interns are expected to develop this entry-level
competency in the application of scientific theory to the
practice of psychology.
Scholarly Inquiry Core Competencies
- Applying scientific theory in their practice of psychological
assessment.
- Applying scientific theory in their practice of psychotherapy.
- Completing psychological research (dissertation or other).
Offsite Training
Training at Howard University
Through didactic group training on Tuesdays and experiential
training, interns are exposed to theory and technique of group
intervention. The concept of the "group as a whole"
instead of individuals in a group is the theoretical model
from which groups are approached. Experiences with groups
range from short-term counseling, with purpose and task being
focused around specific issues to on-going, open-ended psychotherapy
groups.
Outplacements
Interns may choose from three outplacements: 1) At the Howard
University Counseling Service, interns may engage in individual
psychotherapy with students from Howard University. Supervision
is provided by Howard University Staff. 2) At the Child Advocacy
Center, interns may participate in (primarily) play therapy
with abused or neglected children. Supervision is provided
by a staff psychologist or by the psychologist at the Child
Advocacy Center. 3) At St. Elizabeth’s Hospital, interns
may participate in a variety of adult forensic training opportunities.
Social Services
Division Intern/Volunteer Application [91k]
PLEASE SEND COMPLETED INTERNSHIP APPLICATION, along
with an APPIC Application, three (3) letters of recommendation
by someone familiar with your clinical work, current vita,
official transcript and a sample integrated test report BY
NOVEMBER 15 to:
Dr. Mitchell H. Hugonnet, Clinical Psychologist/Director
of Internship Training
Superior Court of the District of Columbia
Family Court, Court Social Services Division
Child Guidance Clinic
510 4th Street, NW, Building B, Room 330
Washington, DC 20001
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