If interested in more information about this program, please contact:
Heather Applegate
Ph.D., Director of Internship Training
Charles Barrett
Ph.D., NCSP, Associate Director of Internship Training
Doctoral Internships
LCPS Psychological Services has two separate internship programs: a doctoral internship in health service psychology for doctoral candidates in school, child clinical, or combined psychology programs and a specialist internship program for specialist candidates in school psychology.
For the 2026-2027 incoming internship cohorts, interview dates will occur on
Program Information
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 Paid Professional Leave |
*Note: Programs are not required by the Commission on Accreditation to provide all benefits listed in this table.
**Note: The stipend and associated benefits are undergoing review during the 2023-2024 academic year and may change.
Initial Post-Internship Positions
(Provide and Aggregated Tally for the Preceding 3 Cohorts)
Total # of interns who were in the 3 cohorts | 13 |
Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree | 0 |
Internship Settings | Post-doctoral Positions | Employed Positions |
Community mental health center |
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Federally qualified health center |
|
|
Independent primary care facility/clinic |
|
|
University counseling center |
|
|
Veterans Affairs medical center |
|
|
Military health center |
|
|
Academic health center |
|
|
Other medical center or hospital | 1 |
|
Psychiatric hospital |
|
|
Academic university/department |
| 1 |
Community college or other teaching setting |
|
|
Independent research institution |
|
|
Correctional facility |
|
|
School district/system |
| 11 |
Independent practice setting |
|
|
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.
Program Leadership
Heather Applegate, PhD (Clinical Psychology), Director of Internship Training, Licensure 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.
Charles Barrett, PhD (School Psychology), NCSP, Associate Director, Rotation Supervisor, Certified School Psychologist
Lehigh University, 2013
Professional Interests: cross-cultural assessment of ADHD with Black students; cognitive assessment of English Learners (ELs).
Professional Affiliation: National Association of School Psychologists.
Site Supervisors
Caitlin Cells, PhD (School Psychology), Site Supervisor, Certified School Psychologist
The Pennsylvania State University, 2017
Professional Interests: PBIS and the implementation of effective classroom management systems, crisis response, cognitive assessment of children with learning disorders.
Kristin Hockensmith, PhD (School Psychology), 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, PhD (School Psychology), 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, PhD (School Psychology), NCSP, Site Supervisor, Licensed Clinical Psychologist, 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, PhD (School Psychology), NCSP, Site Supervisor, Licensed Clinical Psychologist, 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
Courtney Barti, EdS, NCSP, Preschool Rotation Supervisor, Certified School Psychologist
University of Colorado, Denver, 2007
Professional Interests: early childhood development, early identification of autism, dynamic play-based assessment, behavior support.
Jesseca Fernandez, MEd (Special Education), Advanced Educational Diagnostics Rotation Supervisor, Educational Diagnostician
Florida State University, 1998
Professional Interests: administration of academic assessments to assist in diagnosing educational disabilities, consultation/collaboration with teachers/staff/parents to support academic and social/emotional growth in students, response-to-intervention (RtI), designing and assisting with selecting instructional classroom interventions.
Noelia P Garcia-Gettmann, PhD (School Psychology), High School Rotation Supervisor, Certified School Psychologist
University of Washington, 2008
Professional Interests: anxiety, school refusal, and social skills/transition supports for adolescents on the spectrum.
Jennifer C. Laible, MEd, (Special Education), Advanced Educational Diagnostics Supervisor, Lead Educational Diagnostician
University of Virginia, 2004
Professional Interests: administration of academic assessments to assist in diagnosing learning problems; consultation/collaboration; instructional classroom interventions; Multi-Tiered System of Supports (MTSS) to include response-to-intervention (RtI) for reading and math; Positive Behavior Incentives and Supports (PBIS); supporting children, families and teachers regarding school/learning and behavioral problems.
Theresa A. Lichtman, PhD (Clinical Psychology), High School Rotation Supervisor, Licensed Clinical Psychologist, Certified School Psychologist
George Mason University, 1998
Professional Interests: anxiety disorders.
Carrie Ruvalcaba, MEd (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; supporting children with gaps in their mathematical understanding.
Jennifer Avery Ward, M.Ed. (Special Education and EL), Advanced Educational Diagnostics Rotation Supervisor, Educational Diagnostician
George Mason University, 2006
Professional interests: administration of academic assessments to assist in diagnosing learning problems; collaborating with teachers and students to build success in school; differentiating between language/culture/socioeconomic difference and disability; exploring the difference between normal stress and anxiety.