School Psychology Internship

  • LCPS has two separate internship programs: a doctoral internship program in health service psychology for eligible doctoral candidates in school, child clinical, or combined psychology programs and a specialist internship program for eligible specialist candidates in school psychology.
     
    For the 2020-2021 incoming internship cohorts, interview dates will occur Friday, January 10, 2020 and Monday, January 13, 2020.

Doctoral Internship in Health Service Psychology

  •  
    For more information about our doctoral internship program in health service psychology, please click here.  There is no deadline for submitting an application to the doctoral internship program for the 2020-2021 school year; positions remain open until filled. If interested in more information about this program, please contact our Director of Internship Training, Heather Applegate, Ph.D. at heather.applegate@lcps.org or (571) 252-1013.  In addition to completing an online application with the Department of Human Resources & Talent Development, all applicants must submit the following materials electronically to Dr. Applegate: 1) cover letter expressing why the applicant is interested in the LCPS internship program, 2) a vita, 3) official graduate school transcripts, 4) three letters of professional recommendation, 5) a statement from the university’s training director confirming that the applicant is eligible for internship, and 6) a psychological evaluation report redacted to protect confidential information.  The applicant may include additional information (e.g., additional work samples, published papers, conference presentation materials) to highlight unique interests or skills. To complete the online application with the Department of Human Resources & Talent Development, please apply here and at the appropriate time select Doctoral Internship in Health Service Psychology.
     
    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

     

    Internship Program Admissions 

    Does the program require that applicants have received a minimum number of hours of the following at the time of application? If Yes, indicate how many: 

    Total Direct Contact Intervention Hours

    No

    Total Direct Contact Assessment Hours

    No

    Describe any other required minimum criteria used to screen applicants:  None

     

    Financial and Other Benefit Support for Upcoming Training Year* 

    Annual Stipend/Salary for Full-time Interns

    $27, 285

     

    Program provides access to medical insurance for intern?

    No

    Hours of Annual Paid Personal Time Off (PTO and/or Vacation)

    24 Holidays

    Hours of Annual Paid Sick Leave

    Per Diem Deduction

    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?

    Yes

    Other Benefits (please describe)

    Liberal Professional Leave

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

     

    Initial Post-Internship Positions

    (Provide and Aggregated Tally for the Preceding 3 Cohorts) 

    2015-2018                                               

    Total # of interns who were in the 3 cohorts

    10

    Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree

     

                                                                                                                                                           

     

    PD

    EP

    Community mental health center

     

     

    Federally qualified health center

     

     

    Independent primary care facility/clinic

     

     

    University counseling center

     

    1

    Veterans Affairs medical center

     

     

    Military health center

     

     

    Academic health center

     

     

    Other medical center or hospital

     

     

    Psychiatric hospital

     

     

    Academic university/department

     

     

    Community college or other teaching setting

     

     

    Independent research institution

     

     

    Correctional facility

     

     

    School district/system

     

    7

    Independent practice setting

     

    1

    Not currently employed

     

     

    Changed to another field

     

     

    Other

     

     

    Unknown

     

    1

    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.

     

    Primary Supervisors 

    Heather Applegate, Ph.D., Director of Internship Training, Primary Supervisor, Licensed Clinical Psychologist, Certified School Psychologist, Louisiana State University, 2002. Professional Interests: supervision/mentoring, childhood psychopathology, parents as protective versus risk factors, parent training, learning disorders, cognitive and psychological sequelae of pediatric chronic illness. Professional Affiliations: National Register of Health Service Psychologists, International Lyme and Associated Diseases Society. 

    Theresa A. Lichtman, Ph.D., Primary Supervisor, Licensed Clinical Psychologist, Certified School Psychologist, George Mason University, 1998.  Professional Interests:  anxiety disorders, individual and group counseling, assessment of school/learning problems, positive behavioral supports.   

     

    Site Supervisors 

    Charles Barrett, Ph. D., Site Supervisor, Certified School Psychologist, Lehigh University, 2013.  Professional Interests: cross-cultural assessment of ADHD with black students; cognitive assessment of English Language Learners. Professional Affiliations: National Association of School Psychologists, Virginia Academy of School Psychologists. 

    Kristin Hockensmith, Ph.D., Site Supervisor, Certified School Psychologist, The Pennsylvania State University, 2004. Professional Interests: assessment of children who are hard-of-hearing, resiliency, counseling children with anxiety disorders, teacher consultation. Professional Affiliations: National Association of School Psychologists.

    Sonya T. Lanier, Ph.D., Site Supervisor, Certified School Psychologist, University of Maryland, College Park, 2007. Professional Interests: autism spectrum disorders, psychological assessment, group counseling, teacher consultation. Professional Affiliations: American Psychological Association. 

    Megan Urbassik, Ph.D., Site Supervisor, Certified School Psychologist, Pennsylvania State University, 2015. Professional Interests: the impact of chronic medical conditions on educational, emotional, and behavioral outcomes; early childhood development. Professional Affiliations: National Association of School Psychologists, American Psychological Association. 

    Desiree L. Vyas, Ph.D., Site Supervisor, Certified School Psychologist, Howard University, 2015. Professional Interests: the relationship of neuropsychological functioning on academic achievement and psychosocial functioning, the role of executive functions in learning, and the impact of nutritional deficiencies and toxicities on neurodevelopmental disabilities. Professional Affiliations: National Association of School Psychologists. 

     

    Required Experiences Supervisors 

    James E. Lilly, Ed.S., Preschool Rotation Supervisor, Certified School Psychologist, James Madison University, 1990. Professional Interests: preschool assessment, autism spectrum disorders, disorders of early childhood, parent consultation. Professional Affiliations: National Association of School Psychologists. 

    Tammy L. Haegele, M.Ed., (Special Education), Advanced Educational Diagnostics Supervisor, Educational Diagnostician, Florida State University, 1997.  Professional Interests:  assessment and early intervention for struggling students; assessment of English Language Learners (ELL) to accurately differentiate between factors associated with language difference and educational disability; response-to-intervention using a tiered approach, consulting with teachers and parents regarding school/learning and behavioral problems, coaching the Positive Behavior Incentives and Supports (PBIS) framework.  

    Annie P. Owen, M.Ed., (Special Education), NCED, Advanced Educational Diagnostics Rotation Supervisor, Lead Educational Diagnostician, American University, 1981.  Professional Interests:  assessment and early intervention for struggling students,  response-to-intervention using a tiered approach, school/learning problems, designing  instructional classroom interventions, training/supervision of new diagnosticians.   

    Carrie Taylor, M.Ed. (Special Education), Advanced Educational Diagnostics Rotation Supervisor, Educational Diagnostician, George Mason University, 2006.  Professional Interests:   administration of academic assessments to assist in diagnosing learning problems, consultation/collaboration, instructional classroom interventions, reading literacy development, response-to-intervention, and supporting children with gaps in their mathematical understanding.  

    Angela L. Wilt, M.Ed. (Educational Leadership), Advanced Educational Diagnostics Rotation Supervisor, Educational Diagnostician, West Virginia University, 2002.  Professional Interests:  educational impact of students living in poverty and/or experiencing anxiety, depression or emotionality, school/learning problems, instructional classroom interventions, consultation across the elementary curriculum, assessment and interventions for students learning English and response-to-intervention. 

    Colin Weems, M.Ed. (Special Education), Advanced Educational Diagnostics Rotation Supervisor, Educational Diagnostician, Old Dominion University, 2012. Professional Interests:  administration of academic assessments to assist in diagnosing educational disabilities, consultation/collaboration with parents/education professionals to identify and support students with learning exceptionalities, efficacy of targeted academic interventions via data-based decision-making. 

Specialist Internship

  • For more information about the specialist internship in school psychology, please click here.  The deadline for submitting an application to the specialist internship program for the 2020-2021 school year is December 6, 2019.  If interested in more information about this program, please contact Benjamin Fernandez, M.S. Ed. at benjamin.fernandez@lcps.org or (571) 252-1013.  In addition to completing an online application with the Department of Human Resources & Talent Development all applicants must submit the following materials electronically to Mr. Fernandez: 1) cover letter expressing why the applicant is interested in the LCPS internship program, 2) a resume or vita (preferred), 3) official graduate school transcripts, 4) three letters of professional recommendation, and 5) a psychological evaluation report redacted to protect confidential information.  The applicant may include additional information (e.g., additional work samples, published papers, conference presentation materials) to highlight unique interests or skills. To complete the online application with the Department of Human Resources & Talent Development, please apply here and at the appropriate time select School Psychology Intern.
     

    Coordinator, Prevention Services, Specialist Intern Supervisor  

    Benjamin S. Fernandez, M.S. Ed., Lead School Psychologist, Bucknell University, 1996.  Professional Interests:  school safety and crisis management and intervention, CHC theory and assessment, immigrant populations, trauma, depression and youth suicide, and technology. Professional Affiliations: National Association of School Psychologists (Member of School Safety and Crisis Response Committee; 2015 & 2018 National Association of School Psychologists Presidential Award, School Psychologist of the Year 2012), Virginia Academy of School Psychologists (School Psychologist of the Year 2010).  Primary Supervisor.

     

    Specialist Intern Supervisors

    Tammy K. Butler, MA, CAGS, NCSP, Nationally Certified School Psychologist, George Mason University, 1991 & 2002. Professional Interests: CHC Theory and assessment, early childhood and elementary school-age assessment, ADHD, autism, learning disorders, crisis intervention, grief/ loss counseling, group counseling, and training/supervision of early career school psychologists.  Professional Affiliations: National Association of School Psychologists.  Primary Supervisor.

    Joel Esslinger, M.A., NCSP, Nationally Certified School Psychologist, University of Delaware, 1994. Professional Interests: Grief/loss group counseling, CBT with student and parents for separation anxiety, psychoeducational assessment and intervention for children and teens. Professional Affiliations: National Association of School Psychologists.  Primary Supervisor. 

    Kim McCartney, Ed.S., Certified School Psychologist, James Madison University, 2008. Professional interests: cognitive assessment of English Language Learners and assessment of students with emotional disabilities. Professional Affiliations: National Association of School Psychologists. Primary Supervisor.

    Brian T. Sorg, Ed.S., NCSP, Nationally Certified School Psychologist, James Madison University, 2008. Professional Interests: autism spectrum disorders; cross-cultural psychology; depression awareness and suicide prevention; early childhood development; health psychology; leadership and systems change; motivation; neuropsychology; positive school climate; restorative practices; school safety and crisis management and intervention. Professional Affiliations: National Association of School Psychologists. Primary Supervisor. 

    Gwendolyn S. Young, M.S., Masters of Science in Clinical Psychology, Loyola University Maryland, 1998. Professional Interests: dual language learning, educational programming for students with emotional disabilities, reading disabilities, mental health services in school, anxiety disorders, conflict resolution, family-school partnerships, connecting families in need with community resources. Professional Affiliations: National Association of School Psychologists. Primary Supervisor.  

     

    Required Experiences Supervisors 

    James E. Lilly, Ed.S., Preschool Rotation Supervisor, Certified School Psychologist, James Madison University, 1990. Professional Interests: preschool assessment, autism spectrum disorders, disorders of early childhood, parent consultation. Professional Affiliations: National Association of School Psychologists. 

    Annie P. Owen, M.Ed., (Special Education), NCED, Advanced Educational Diagnostics Rotation Supervisor, Lead Educational Diagnostician, American University, 1981.  Professional Interests:  assessment and early intervention for struggling students,  response-to-intervention using a tiered approach, school/learning problems, designing  instructional classroom interventions, training/supervision of new diagnosticians.  

Last Modified on Thursday at 1:10 PM