Psychology Internship Program

Children's National Health System offers a comprehensive internship program in child clinical and pediatric psychology to pre‐doctoral students in psychology. The internship is fully accredited by the American Psychological Association, initially earning accreditation in 1970.

Download the 2014-2015 Brochure

The Institution

Children’s National is a non-profit institution incorporated in 1870. The mission of Children’s National is to be preeminent in providing pediatric healthcare services that enhance the health and well-being of children regionally, nationally, and internationally. Through leadership and innovation, Children’s National strives to create solutions to pediatric healthcare problems.

The hospital on the Sheikh Zayed Campus for Advanced Children’s Medicine is located in Washington DC, adjacent to the Washington Hospital Center, National Rehabilitation Hospital, the Washington V.A. Hospital, Catholic University and Howard University. It is easily accessible from suburban areas. In addition, Children's National has seven satellite outpatient clinics in Washington D.C., Maryland and Virginia, and is part of a complex of healthcare facilities for the entire Washington metropolitan area.

Psychology and Neuropsychology are both Divisions within the Center for Neurosciences and Behavioral Medicine, which is directed by Dr. Roger Packer, a neurologist. Other divisions in this center include Psychiatry, Neurology, Neurosurgery, Developmental Pediatrics, Genetics and Metabolism, Hearing and Speech, and Physical Medicine and Rehabilitation. This Center for Excellence structure was designed to stimulate multidisciplinary collaboration, in terms of both patient care and research, among disciplines and specialties with common interests. Psychology and Neuropsychology have particularly strong working relationships with Psychiatry, Developmental Pediatrics, and Neurology.

There are presently 32 faculty level psychologists at Children’s National who engage in training, clinical service, and research in a variety specialty areas, including Adolescent Medicine, Child Protection Services, Neonatology, Endocrinology, Hematology/Oncology, Pulmonary Medicine, Nephrology, Neurology, Neurosurgery, Psychiatry, and Developmental Pediatrics. Psychology and Neuropsychology faculty are involved in virtually all of the other Centers of Excellence. Full time and adjunct faculty for the training program are listed later in this brochure. Facilities at the Hospital include outpatient clinics, child and adolescent inpatient units, library, auditorium, laboratories and research space. In addition, Psychology and Neuropsychology occupy outpatient offices in six suburban satellite clinics (Laurel, Maryland; Upper Marlboro, Maryland; Rockville, Maryland; Fairfax Virginia; Falls Church, Virginia; Spring Valley, D.C.)

Children’s National is the pediatric teaching hospital for the George Washington University School of Medicine and Health Sciences. Psychologists at Children’s National hold academic appointments in the Department of Psychiatry and Behavioral Sciences and the Department of Pediatrics at the medical school. Children’s National offers a variety of training programs in various medical specialties, all of which are overseen by the Department of Medical Education and the Graduate Medical Education Committee of the medical staff. The Division of Psychology and the Division of Neuropsychology conduct post‐doctoral, internship and practicum‐level training for psychology students. Psychology interns are highly regarded within the hospital, participating in a wide range of clinical and academic activities with other specialties.

Didactics

The program is rounded out with a variety of didactic seminars and conferences dealing with development, psychopathology, clinical techniques, medical conditions, health care delivery systems, and research. Didactics include the Psychology Seminar, Psychiatry and Behavioral Sciences Grand Rounds and Pediatric Grand Rounds. Interns spend approximately 10 percent of their time in didactic seminars.

Research

Interns who have completed their dissertation research are able to become involved in research programs if they desire. Research opportunities are available with most faculty, depending on an intern’s special interests. Involvement in research is particularly appropriate for those interns who expect to stay in the D.C. area for post‐doctoral training.

Interns receive four to five hours of supervision per week, with one supervisor assigned for each rotation and/or location. The program strives to provide interns with a variety of supervisors in order to take advantage of the many roles, talents and theoretical viewpoints of the staff. Supervision is interdisciplinary, with psychology interns being supervised by psychiatrists and social workers, as well as psychologists, on the Inpatient units and the Pediatric Consultation service. Supervision is primarily case discussion. However, some clinics offer live supervision and role‐modeling by supervisors within multidisciplinary or vertical teams. Facilities include one‐way mirrors and videotaping capability, depending on the location.

At the start of the training year, each intern is assigned a faculty mentor, who does not serve as a supervisor, who is able to focus on the intern’s professional development (e.g., assist with time management issues, the development of self‐confidence, etc.). Along with the training director, mentors play a special role in helping interns with future career plans.

Accreditation

As mentioned previously, the Children’s National Internship program is fully accredited by the American Psychological Association. Applicants may contact the American Psychological Association’ Office of Program Consultation and Accreditation for additional information pertaining to our accreditation.

Phone: 202 336-5979
Address: 750 First Street, N.E.
Washington, DC 20002-4242

Stipend and Benefits

Interns receive a yearly stipend of $25,000 plus the fringe benefit package for all trainees at the Medical Center. Interns have four weeks of paid vacation, eight national holidays and twelve days of sick leave. Subsidized health insurance and parking are available.

Date

The pre‐doctoral internship is a full‐time experience for the calendar year, beginning July 1, 2014 and ending June 30, 2015.

How to Apply

How to Apply

Requirements for Admission

This program is designed specifically for students matriculated in a doctoral training program who have completed at least three years of full‐time graduate study in clinical psychology, including practicum level experience in diagnostic assessment and various intervention modes, including specific experience with children and families. Preference is given to students in APA‐approved doctoral programs in clinical psychology. In order to be considered for internship, dissertation proposals must be defended by the application deadline.

The Division of Psychology represents multiple theoretical approaches, and thus preference is given to applicants who are broadly prepared in child psychotherapy as well as in cognitive, behavioral and educational evaluations.

Application Procedure and Deadline

Applications must be received on or before November 1, 2013. As a member of the Association for Psychology Postdoctoral and Internship Centers (APPIC) and In accordance with its policies, our application constitutes the AAPI Online Form.

Interviews

Interviews are by invitation only. In order to be considered for an interview, your completed application must be received by November 1, 2013. Interviews and tours will be conducted on only two dates: January 8 and January 15, 2014, with the full faculty and a group of applicants. We will not be able conduct individual interviews on additional dates. Invitations for interviews will be sent after December 15. Please do not call before December 15.

Offers and Acceptances

The Internship Program at Children's Hospital is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). This site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept or use any ranking information from any intern applicant. Children’s National will be participating in the APPIC Internship Matching Program; applicants should register for the match.

Training

Training

Sample Rotational Schedule

Outpatient Psychotherapy: 12 months
ER Call (One Saturday per month 8:00am-4:00pm): 12 months
Inpatient-Child: 3 months
Inpatient-Adolescent: 3 months
Outpatient Assessment: 6 months
Consultation/Med. Specialty: 3 months/ 3 months

Training Experience

This internship provides the trainee with the opportunity to take substantial responsibility for carrying out his or her major professional functions in the context of appropriate supervisory support. The program is arranged on both a longitudinal and rotational basis. It is designed around a core experience, which focuses on intern competencies in assessment, diagnostic interviewing, intervention, case management and triage, consultation, and critical thinking about clinical case material. Interns are exposed to training in empirically supported treatments for a range of pediatric conditions. Intern participation in multidisciplinary teams and specialty clinics affords them the opportunity for limited supervision of, and role‐modeling for, psychology externs and medical students. Each intern’s schedule is individualized according to his/her special interests and training needs.

Outpatient Therapy

Throughout the entire year, interns devote 20 percent of their time to providing outpatient therapy in a clinic located at the main hospital. This clinic provides training for psychology interns and externs, child psychiatry fellows, and general psychiatry residents. The patient population in the outpatient clinic at the hospital is economically diverse and often includes families with multiple psychological, social and medical problems. Referrals to the outpatient clinics come from community physicians, public and private schools, and other departments within the hospital.

Interns obtain closely supervised practice in therapeutic intervention, including individual child therapy, group therapy with parents and children and family therapy. A varied caseload is assigned to each intern. Interns are encouraged to individualize their caseloads according to their special interests. They typically carry 10 outpatient cases throughout the year, which may include family and group therapy.

It should be noted that training in issues of child abuse and neglect is provided throughout the outpatient and inpatient programs. Interns who have a special interest in this area may be assigned to psychology supervisors in the Freddie Mac Child and Adolescent Protection Center.

Emergency Room Coverage

Throughout the entire year interns spend one Saturday per month (8:00 am ‐ 4:00 pm) providing emergency room consultation and triage (ER Call). This experience provides training in the management of psychiatric emergencies, including diagnostic interviewing, formulation, triage, and the hospital admission process. Supervision is provided by a psychiatry attending on a rotational basis.

Inpatient Experience

All interns spend 70 percent of their time for three months on the Child Psychiatry Inpatient Unit. This is a short stay facility for younger children (ages 5‐13) presenting in acute psychiatric crisis. Primary goals of treatment typically include stabilization, diagnostic clarification and behavior management. The Unit has an eclectic orientation including psychodynamic, cognitive, behavioral, and family components. Interns rotating on this service become case managers and therapists, and participate in the diagnostic assessment of children who are strikingly uncommunicative, withdrawn, depressed or hyperactive. As a member of the multidisciplinary treatment team, interns are expected to consult with the psychiatry staff, child life specialists, nursing staff, and the education staff in the design and implementation of the milieu treatment programs on this unit. Interns typically carry a caseload of two patients at a time, providing individual therapy, parent training, psychoeducation and case management as needed. Case supervision is provided by the Psychiatry Attending Physician. This responsibility rotates monthly among the following psychiatrists: Dr. Bhavin Dave, Dr. Deepa Khushlani, Dr. Edgardo Menvielle, Dr. Nasima Nusrat, Dr. Sandra Rackley, Dr. Haniya Raza, Dr. Adelaide Robb, Dr, Martine Solages, Dr. Cathy Southammakosane and Dr. Wendell Wu.

Interns also spend 70 percent of their time for three months on the Adolescent Psychiatry Inpatient Unit. This program is designed to meet the medical and psychological needs of adolescents presenting in acute psychiatric crisis. These are primarily patients with psychosomatic disorders, depression, anxiety disorders, oppositional disorders, and school refusal. Interns become part of the multidisciplinary team that includes adolescent medicine, psychiatry, psychology, social work, education, nursing, nutrition and physical therapy. Interns typically carry a caseload of two patients at a time, providing case management and intensive individual and family therapy, Case supervision is provided by the Psychiatry Attending Physician. This responsibility rotates monthly among the following psychiatrists: Dr. Deepa Khushlani, Dr. Nasima Nusrat, Dr. Sandra Rackley, Dr. Haniya Raza, Dr. Adelaide Robb, Dr, Martine Solages, Dr. Cathy Southammakosane and Dr. Wendell Wu. Psychotherapy supervision for both inpatient rotations is provided by Dr. Michele Dadson.

Outpatient Evaluation Experience

During the six months that interns are not rotating through the Inpatient Psychiatric Units, they spend two days per week on testing rotations.They can elect to spend two days on the same service or have one day per week on two different services. It should be noted that several evaluation rotations occur at satellite clinics, which are not readily accessible by public transportation.

Interns are responsible for writing four full outpatient assessment reports per month for half the year (two reports per month on each assessment rotation). Assessment rotations are described below:

  • The Hyperactivity, Attention and Learning Problems (HALP) Clinic is an evaluation and treatment program for children and adolescents with a variety of school problems, including ADHD, learning disorders, and disruptive behavior disorders. The intern’s role includes administration and interpretation of a variety of psychological tests, presentation of results at team meetings, and report writing. The HALP Clinic is located at the Regional Outpatient Center in Fairfax, Virginia. Clinical supervision at this satellite clinic is provided by Dr. Lisa Efron.
  • The Center for Autism Spectrum Disorders, located at the Shady Grove Regional Outpatient Center, within the Division of Pediatric Neuropsychology, provides multidisciplinary evaluation and treatment services for children with autism spectrum disorders and their families. The Center specializes in serving children with High‐Functioning Autism and Asperger’s Syndrome. Interns completing this rotation will be involved in assessing young children having or suspected of having autism spectrum disorders, and may also have the opportunity to participate in providing treatment. Interns will administer and interpret developmental tests, write assessment reports, conduct school consultation, and present results at both multidisciplinary meetings and in feedback sessions with families. In addition, the program offers intervention services for families, including behavior management, social skills groups for children, parent education groups and school planning assistance. Interns may choose to spend part of their afternoons involved in these focused treatment programs within the Center. Clinical supervision is provided by Dr. Laura Anthony or Dr. Kathleen Atmore.
  • The Division of Pediatric Neuropsychology, located at the Shady Grove Regional Outpatient Center, provides outpatient evaluations to children of all ages, infancy through young adult. Children commonly seen for neuropsychological services include those with known neurological disorders (e.g., epilepsy, traumatic brain injury, hydrocephalus, brain infections), as well as those with neurodevelopmental disorders, including learning disabilities, ADHD, and autism‐spectrum disorders. The Pediatric Neuropsychology rotation involves training in a process‐oriented, hypothesis‐testing model of assessment including supervised experience in the administration, scoring, interpretation, and reportwriting of a comprehensive battery of neuropsychological tests. Interns will also participate in feedback sessions with parents, as well as consultation with schools and physicians. Supervision is provided by one of twelve faculty members (Drs. Madison Berl, Angela Bollich, Gerard Gioia, Kristi Hardy, Laura Kenealy, Lauren Kenworthy, Julie Newman, Maegan Sady, Jacqueline Sanz, John Strang, Chris Vaughan and Karin Walsh). Interns are invited to participate in the weekly Pediatric Neuropsychology seminar and clinical case conference, including directed readings. Interns may be exposed to one or more of the following specific clinical populations:
    • General medical/developmental disorders
    • High Functioning Autism/Asperger’s Disorder
    • Attention and Executive Function Disorders
    • Mild Traumatic Brain Injury/ Sports Concussions
  • The Child Development Clinic, located at the main hospital, provides assessment of the behavior and development of infants and toddlers, birth through age three. The intern is supervised by Dr. Penny Glass in administration, scoring, interpretation and feedback with instruments that are specialized for this young population (e.g., Bayley Scales). Children referred for evaluation may have a wide range of conditions affecting development, including genetic conditions, birth complications, neurologic injury, and chronic illness. They also reflect a broad cross‐section of sociocultural circumstances. Parent education/training is emphasized as part of the assessment process. The intern may choose to participate in consultation to the Neonatal Intensive Care Unit, which includes a support group for parents while their newborns are hospitalized.

Pediatric Consultation Service

During the six months that interns are not rotating through the Inpatient Psychiatric Units, they spend one day per week (20 percent of their time) for three months on the Pediatric Consultation Service. This is a busy clinical service that provides mental health consultation and liaison to medical teams. Referrals include a vast array of mental health concerns for children with acute and chronic illnesses, such as gastrointestinal illness, asthma, cystic fibrosis, renal disorders, toxic ingestion, burns, and trauma. Psychology interns and psychiatry residents participate together in clinical rounds and didactic education, and are supervised in their clinical experience by Dr. Sandra Rackley and Dr. Martine Solages, psychiatrists.

Medical Specialty Rotation

All interns complete a three month medical specialty rotation. This rotation occurs during the six months that interns are not placed on the Inpatient Psychiatric Units and when they are not on the Pediatric Consultation Service. Interns devote one day per week (20 percent of their time) to this rotation. Please note that, for students who have a particular interest in pediatric psychology, it may be possible to replace one assessment day with an extra medical specialty rotation. It should be noted that consultation and treatment skills are similar with the different medical populations, though the clinical issues may vary. Interns choose from the following:

  • The Sleep Disorders clinic is a multidisciplinary clinic, housed in the Pulmonary department, run by Dr. Judy Owens, a pediatrician. Sleep disorders affect children and their families at all stages of development and are increasingly recognized as important causes of affective, behavioral, and attentional regulation. Interns participating in this clinic will receive didactic training in the normal development of sleep, and experiential training in the diagnosis and treatment of sleep disorders. Clinical supervision is provided by Dr. Daniel Lewin, a staff psychologist.
  • The Endocrinology (diabetes) rotation involves working as part of a multidisciplinary team that provides services to young children through young adults with type 1 and type 2 diabetes. The disciplines involved in children’s care include medicine, nutrition, nursing, social work, and psychology. Interns on this rotation have the opportunity to participate in consultation and treatment for children primarily diagnosed with type 1 diabetes. Consultations include meeting with children/families: around the time of diagnosis, at medical outpatient clinic visits, as medical inpatients following periods of management difficulties, and when transitioning to more intense medical regimens. Outpatient treatment cases present with a variety of problems including adjustment to illness, poor adherence to the regimen, and family conflict. Interns may also choose to participate in co‐leading teen and/or parenting groups. Clinical supervision is provided by Dr. Randi Streisand and Dr. Lauren Clary.
  • The Obesity rotation involves providing psychosocial services for youth needing support for weight management. A rotation in the Obesity subspecialty could involve providing short-term behavioral management and motivational support to promote adherence to medical recommendations, assessment for bariatric surgery readiness, or ongoing outpatient therapy. Clinical supervision is provided by Dr. Eleanor Mackey.

Additional clinical experience in pediatric psychology is also available with multidisciplinary teams who treat HIV/AIDS.

Evaluation

Interns are evaluated formally by their supervisors at the end of each rotation or semi‐annually on year long rotations. Supervisors rate interns on a set of scales designed to evaluate their performance in treatment, consultation, case management, assessment, and professional development, and discuss feedback with the interns. These evaluations are primarily designed to ensure that the interns are making optimal use of their training year. Letters are sent to the director of each intern's doctoral training program at the completion of the internship.

The internship is conceptualized as an evolving training program, with continuous self‐review and quality enhancement. Interns and staff engage in periodic evaluation of the program's goals and its method of implementing these goals. Interns complete annual evaluations on seminars, supervisors and rotations. The training director has regular meetings with both the training staff and the interns to discuss and evaluate the program.

Goals and Objectives

Goals and Objectives

The goal of the internship program at Children’s National is to train professional psychologists who have a particular interest in child clinical and/or pediatric psychology. The program is designed to encourage the development of clinical competence with children and families, with sensitivity to, and facility with, cultural differences, ethical issues, interdisciplinary relationships, and the changing environment of health care, including funding issues.

Goals of Training Include

  • To provide experiential training in child clinical and pediatric psychology with a variety of populations in a variety of settings.
  • To promote professional development of psychologists in the present era of healthcare, including the interface of psychology with managed care, in terms of consultation, program development and service delivery.

Science and practice are integrated within the internship program in a number of ways, including: didactic seminars on theories and techniques of assessment, theories and techniques of intervention, empirically supported treatments, theories and techniques of consultation, and current scientific knowledge regarding diagnostic classifications and special populations; discussions during supervision of clinical material in light of scientific literature; encouragement of critical thinking (and empirical hypothesis‐testing) in treatment and systemic consultation; encouragement of interns' use of the hospital library and periodical collections; and a required presentation for each intern at Psychiatry and Behavioral Medicine Grand Rounds.

Objectives of Training Include

(I-1) Interns will develop facility with a range of diagnostic skills, including: interviews, history‐taking, risk assessment, child protective issues, diagnostic formulation, triage, disposition, and referral.

(I-2) Interns will develop further skills in psychological intervention, including: environmental interventions, crisis intervention, short‐term, goal‐oriented individual, group and family psychotherapy, exposure to longterm individual psychotherapy, behavioral medicine techniques, exposure to psychopharmacology, case management, and advocacy.

(I-3) Interns will develop facility with a range of assessment techniques, including: developmental testing (elective), cognitive testing, achievement testing, assessment of behavior/emotional functioning, assessment of parent‐child relationships and family systems, and neuropsychological evaluation (elective). Assessment training across domains will include both current functioning and changes in functioning.

(I-4) Interns will develop facility with psychological consultation, through individual cases and participation in multidisciplinary teams, including consultation to: parents, mental health staff (e.g., psychiatrists, social workers) medical staff (e.g., physicians, nurses, PT, OT, etc.), school systems, and the legal system. Consultation training occurs in both the inpatient and outpatient setting, both downtown and in the suburbs, and ranges from primary to tertiary care.

(I-5) Interns will learn the clinical, legal, and ethical issues involved in documentation of mental health services within a medical setting.

(I-6) Interns will learn to promote the integration of science and practice, related to the theories and 3 practice of assessment, intervention, and consultation. Interns are trained in empirically‐supported treatments (e.g., parent training groups, inpatient treatment protocols for school avoidance, eating disorders), behavioral medicine protocols (e.g., medical noncompliance, pain management, headache treatment, toilet training), and empirically‐supported assessment techniques. Interns are exposed to research in some of these areas by Children’s National faculty.

(II-1) Interns will be able to develop assessment batteries, treatment goals, and consultative relationships based on the clinical issues at hand, while also considering potential limitations imposed by managed care and other issues of third party or family payment for mental health services. Interns will appreciate the range of vehicles for service delivery (e.g., primary care versus specialty clinics), which allow access to a variety of populations with social, financial and other obstacles to mental health.

In summary, the program provides extensive training in the many roles and functions psychologists play in health care today. The intended result of this training is a broadly experienced child clinical/pediatric psychologist who can succeed in a variety of settings, including hospitals, clinics, universities or the broader community.

Former Interns

Initial positions of the 64 interns who have completed the program since 1997:

Post-Doctoral Fellowships: 42
Return to University to Complete Dissertation: 10
Research Position: 7
Clinical Position: 3
Teaching Position: 2

Faculty

Faculty

Psychology and Neuropsychology Faculty Supervisors

Laura Anthony, PhD
Assistant Professor, Staff Psychologist, Center for Autism Spectrum Disorders

Darlene M. Atkins, PhD
Associate Professor, Director, Eating Disorders Program, Staff Psychologist, Department of Adolescent Medicine

Kathleen Atmore, PsyD
Assistant Professor, Staff Developmental Neuropsychologist, Center for Autism Spectrum Disorders

Madison Berl, PhD
Assistant Professor, Staff Neuropsychologist

Angela Bollich, PhD
Assistant Professor, Staff Neuropsychologist, Center of Autism Spectrum Disorders.

Tara Brennan, PsyD
Assistant Professor, Staff Psychologist, Child Development Clinic

Lauren Clary, Ph.D
Assistant Professor, Staff Psychologist, Division of Endocrinology & Diabetes

Michele Dadson, PhD
Assistant Professor, Staff Psychologist, Psychiatric Clinical Trials Program

Lisa Efron, PhD
Associate Professor, Director of Training in Professional Psychology, Director, Hyperactivity and Learning Problems (HALP) Clinic

Angela Fletcher, PsyD
Assistant Professor, Staff Psychologist, Pain Management Program

Gerard Gioia, PhD
Associate Professor, Chief, Division of Pediatric Neuropsychology, Director, Neurobehavioral & Psychosocial Evaluation Core Lab of General Clinical Research Center, Director, Neurobehavioral Evaluation Core of Mental Retardation and Intellectual and Developmental Disabilities Research Center

Penny Glass, PhD
Associate Professor, Director, Child Development Clinic

Kristina Hardy, PhD
Assistant Professor, Staff Neuropsychologist

Steven Hardy, PhD
Assistant Professor, Psychologist, Divisions of Hematology, Oncology, and Bone Marrow Transplant

Anne Inge, PhD
Assistant Professor, Psychologist, Center for Autism Spectrum Disorders

Laura Kenealy, PhD
Assistant Professor, Staff Neuropsychologist, Associate Training Director in Neuropsychology

Lauren Kenworthy, PhD
Assistant Professor, Co‐Director, Center for Autism Spectrum Disorders

Daniel Lewin,PhD
Associate Professor, Staff Psychologist. - Sleep Clinic

Eleanor Race Mackey, PhD
Assistant Professor, Associate Director of Training in Professional Psychology. Staff Psychologist, IDEAL Clinic, Family TeamWork Project

Donna Marschall, PhD
Assistant Professor, Director, HIV Services Mental Health Program

Megan McCormick King, PhD
Assistant Professor, Psychologist, HIV Services Mental Health Program

Abigail Mintz Romirowsky, PhD
Assistant Professor, Pediatric Psychologist, Division of Psychiatry and Behavioral Sciences

Maureen Monaghan, PhD
Assistant Professor, Staff Psychologist, Child and Adolescent Diabetes Program

Julie B. Newman, PhD
Assistant Professor, Neuropsychologist

Aaron Rakow, PhD
Assistant Professor, Director, Child and Adolescent Anxiety Program

Maegan Sady, PhD
Assistant Professor, Neuropsychologist

Jacqueline Sanz, PhD
Assistant Professor, Staff Neuropsychologist

Randi Streisand, PhD
Associate Professor, Diabetes Team Director of Psychology Research and Service

Amanda Thompson, PhD
Assistant Professor, Staff Psychologist, Health Psychology

Herman Tolbert, PhD
Assistant Professor, Assistant Director, Clinical and Administrative Services, Freddie Mac Child and Adolescent Protection Center

Christopher Vaughan, PsyD
Assistant Professor, Staff Neuropsychologist, SCORE Clinic

Karin Walsh, PsyD
Assistant Professor, Staff Neuropsychologist

Multidisciplinary Faculty

Lisa M. Cullins, MD
Director, Outpatient Psychiatry Clinic, Associate Director, Child & Adolescent Psychiatry Fellowship Program

Bhavin Dave, MD
Assistant Professor, Attending Psychiatrist, Inpatient Child and Adolescent Psychiatry Units, Associate Director of Infant and Toddler Mental Health Program

Paramjit Joshi, MD
Full Professor and Endowed Chair, Division of Psychiatry and Behavioral Sciences

Deepa Khushlani, MD
Assistant Professor, Director, Adolescent Psychiatry Unit

Nasima Nusrat, MD
Assistant Professor, Medical Units Directors

Sandra Rackley, MD
Assistant Professor, Director, Pediatric Consult Liaison Service, Director, Psychiatry Residency Training Program

Haniya Raza, MD
Assistant Professor, Medical Director, Center for Autism Spectrum Disorders

Adelaide Robb, MD
Full Professor, Director, Psychiatric Clinical Trials

Martine Solages, MD
Assistant Professor, Associate Director, Pediatric Consult Liaison Service

Cathy Southammakosane, MD
Assistant Professor, Medical Director, Child and Adolescent Anxiety Program

Wendell Wu, MD
Assistant Professor, Attending Psychiatrist, Inpatient Child and Adolescent Psychiatry Units