The Counseling Center

Located on the Homewood Campus in Baltimore , the JHU Counseling Center is a comprehensive counseling service accredited by the International Association for Counseling Services.  Its purpose is to provide high quality professional psychological services to students in support of the university's academic mission.  The Center provides services to the full-time graduate and undergraduate students of the Krieger School of Arts and Sciences, the Whiting School of Engineering, the JHU School of Nursing, and the Peabody Institute of Music.  The Center provides individual and group psychotherapy to students experiencing emotional and behavioral difficulties and outreach and educational programming to assist students with common developmental issues and problems associated with college-age or special student populations.  The Center also provides support to the general University community through consultation and training to faculty and staff who need assistance dealing with student and student-life problems.  Finally, the Center is committed to provision of training for doctoral students in clinical and counseling psychology.  The Center staff is dedicated to maintaining a high standard of quality for the services and training provided.

The Internship Program

The purpose of the internship program is to train practitioners who are interested in developing the competence and confidence for work as psychologists in a comprehensive university counseling center. Competencies developed in the program are applicable to other community settings, such as outpatient mental health programs, employee assistance programs, and private practice. The training experience includes the supervised practice of intake evaluations, individual psychotherapy, group therapy, crisis intervention, and consultation and outreach to the university community. Other opportunities include alcohol and drug assessment and treatment, and the development of preventive programs and interventions for issues or populations of the intern's own interest.

Program Training Philosophy

The educational philosophy for the program is a practitioner-scholar model that emphasizes interns working in apprenticeship relationships with staff who value scientifically guided professional practice.  Our model also stresses the viewpoint of internship training as a process through which interns develop not only the requisite knowledge and skills, but also the sense of professional identity necessary for becoming professional psychologists.  The program additionally strives to prepare future psychologists who are knowledgeable and sensitive with regard to issues of diversity.

Program Goals and Objectives

The goals of the internship program are to develop and refine (1) comprehensive skills in professional psychology and (2) the professional identity as a psychologist. Practice skills emphasized include individual psychotherapy, intake assessment, crisis intervention, group work, consultation, outreach, and case management. There is also a focus on developing peer supervision and case consultation skills and developing knowledge of and appreciation for diversity issues in all areas of practice. Professional identity emphases include demonstrating responsible professional behavior, knowledge and application of ethical and legal standards, and demonstrating a commitment to scholarly activity.

The goals and objectives of the training program are primarily achieved through the competencies gained and demonstrated in the course of the activities in which the interns take part during the internship year.  All activities in which interns engage at the Center during the internship year can be thought of as germane to the training program.  However, for the purpose of clarity the training program can be characterized in terms of practice activities, training activities, and other administrative and professional activities.

Practice Activities

1.                  Psychotherapy.  Psychotherapy is primarily individual, although some exposure to couples therapy is available.  The Center’s orientation is toward briefer therapy, but interns have the opportunity to conduct longer-term therapy with a few cases.  Interns are typically expected to carry an average of 12 to 15 clients per week, although the number will be higher in times of peak demand. 

2.                  Intake Assessment.  Interns provide 2 to 4 regularly scheduled intake evaluations each week.  Intakes form the basis for establishing rapport, clarification of client needs and goals, behavioral observation, diagnostic assessment, and treatment planning.  The number is typically higher in the fall in order to assist interns in building an initial caseload, and then subsequently drops in order to maintain a reasonable number of cases. 

3.                  Group Work.  The Counseling Center offers a variety of therapy groups, specific population-oriented support groups, and skills building groups.  Developing and sustaining groups can be very challenging, but every effort is made to provide each intern the opportunity to co-lead at least one group per year with a professional staff member.  Interns are also encouraged to develop groups in their own areas of interest with the guidance of the professional staff.

4.                  Outreach and Consultation.  Interns are involved with the Center’s outreach and consultation services to students, staff, faculty, and parents.  Outreach includes activities such as training of residence hall assistants, participation in student and parent orientation programs, and topic-focused presentations and workshops.  Consultation involves work with student groups, liaisons with various campus offices, and case-based assistance to students, staff, faculty, and parents. 

5.                  On-Call Crisis Intervention and Consultation.  Interns are involved in on-call services one half-day per week throughout the internship year and the opportunity for participation in after hours on-call is available during the second half of the year. Daytime on-call services include taking phone calls and seeing walk-in clients requiring immediate clinical attention.  Interns begin the year working in conjunction with a staff on-call therapist, providing triage as well as conducting evaluations, crisis intervention, and consultations.  Provided they demonstrate sufficient competence, interns are generally expected to assume a more independent role in providing daytime on-call services by the second half of the year. Similarly, demonstrated competence in daytime on-call activities is expected before interns begin after hours on-call services. After hours on-call services involve carrying a pager and may include both remote and on-site supervised crisis intervention activities.

6.                  Case Management.  Interns are expected to conduct case management activities relevant to the clients with whom they are working.  This includes writing intakes, case notes, termination reports, and necessary correspondence along with making necessary referrals to and contacts with faulty, administrators, treatment professionals, and parents as appropriate.  They work with their supervisors to conduct case management in an ethical and legal manner, and when required to contact relevant parties when legally required.  They are responsible along with their supervisors for making sure that relevant documents are countersigned.

7.                  Case Consultation/Peer Supervision.  Interns formally provide peer supervision to and consult on cases with each other during the supervision group.  A member of the training staff supervises these activities.  Typically, each week an intern will present a case to the other interns and the supervisor, generally utilizing video recording.  The other two interns provide feedback focused on the questions and concerns raised by the presenting intern.  Discussion of the case is facilitated by the staff supervisor who may also model offering consultative feedback to the presenting intern.  Interns rotate responsibility for presenting cases.  Interns also have the opportunity to provide consultation to both interns and staff during case discussions in weekly case management meetings.

8.                  Practice Requiring Knowledge of and Sensitivity to Diversity Issues.  Given the diverse composition of the student population and the interests of the staff, interns necessarily work utilizing a multicultural perspective.  Knowledge of and sensitivity to diversity issues are essential in all areas of practice and are attended to in individual supervision, supervision group, and training seminars.

Professional Identity Competency Areas

1.                  Professional Behavior.  Interns are expected to demonstrate behavior consistent with reasonable standards of professional behavior.  These standards include taking responsibility for their schedules, observing expectations of the work place, working cooperatively and courteously with others, representing the agency well, and demonstrating sensitivity to diversity issues in their interactions within and outside the agency.  Professional staff model these behaviors for interns and provide necessary instructive information and feedback regarding expected standards.

2.                  Ethical and Legal Issues.  Interns are expected to be aware of and behave in a manner consistent with ethical standards established by the American Psychological Association and the State of Maryland.  They conform their professional behavior to state legal statues regarding the practice of psychology.  They receive training in relevant ethical, legal, and professional standards through training seminars, supervision, and case management meetings.

3.         Scholarly Activity.  Interns are expected to demonstrate a commitment to scholarly activity.  They take steps to stay current with the scientific basis for practice in professional psychology through reading, training seminars, supervision, and professional development programs.  They demonstrate scholarly activity and competence by working to complete research requirements for their degrees, participating in collaborative research with Center staff, presenting in training seminars, and practicing in a manner that is informed by theory and research.  Professional staff model dedication to scholarship by their own collaborative research efforts and utilization of clinical theory and research findings in supervision, training seminars, and case management meetings.

Other Administrative and Professional Activities

1.                  Case Management Meeting.  Interns participate in weekly case management meetings of 1.5 hours duration.  These meetings focus on clinical and case management issues, such as internal and external referral of cases, ongoing crisis situations, clinical difficulties, ethical and legal issues, and the tracking of clients with significant suicidal features.

2.                  Staff Business Meeting.  Interns are involved in weekly meetings devoted to the administrative business of the Center.  These meetings offer interns opportunities to observe and participate in management of the Center through such activities as the development of Center policies and procedures.

3.         Professional Development Programs.  Interns are expected to participate in the professional development activities of the Center.  The Center generally sponsors or co-sponsors two or three professional staff development programs per year featuring mental health professionals from outside the Center.

Internship Hours

The minimum number of cumulative hours expected for the internship is 1,950. This number is arrived at by multiplying the University's standard 37.5 hour work week by 52, and is inclusive of holidays and approved vacation, sick and professional leave. It is expected that about a quarter of accumulated hours will involve clinical work. There is generally a relatively small number of non-compensatory evening and weekend hours expected during the year. Many interns also find that they need to work a few extra hours per week during the peak client weeks in the fall and spring in order to keep up with paperwork demands. Interns who intend to accrue the 2000 hours required in a few states for licensure can be readily accommodated.

Expectations Regarding Self-Disclosure by Interns

The training staff are dedicated to maintaining an internship program that is consistent with standard 7.04 of APA's 2002 Ethical Principles of Psychologists and Code of Conduct . Interns are not required to disclose personal information in program-related activities except in cases where personal information is necessary to evaluate or obtain assistance for interns whose personal problems may prevent them from fulfilling their training or professionally-related activities in a competent manner or may pose a threat to those the Center serves or others. Interns are, however, encouraged to discuss and explore their personal qualities as these relate to their work. Consistent with the research literature, we believe that the therapeutic relationship is essential to the effective practice of psychotherapy. To that end, supervision addresses and attends to the person of the therapist to understand and enhance clinical interactions, conceptualizations, and interventions. Supervisors are expected to assist interns in self-exploration and in identifying how their personal qualities facilitate or hinder their successful performance.

Facilities, Training Equipment, and Clerical Support

Each intern is provided with a separate office within the Counseling Center . Offices are equipped with a telephone with individual line and a personal computer with word processing software, connection to the office LAN for scheduling and record keeping, and access to e-mail and the internet. E-mail accounts are provided by the Center. Each intern office is also equipped with a webcam to provide for digital audio-visual recording of sessions. The Center employs three full-time and one part-time support staff who are available to interns for clerical and technical support.

Stipend and Benefits

The internship is for a one-year period from August 16, 2009 through August 15, 2010. The current internship stipend is $25,500. The stipend for the 2010/2011 internship might be higher, subject to approval by the University administration. Leave benefits include 10 days for vacation, 10 days for sick leave, and 5 days for professional activities. Financial support is available for conferences and workshops. Interns have the status of visiting graduate students, which allows for parking in a staff lot, access to library and recreation facilities, and eligibility to purchase the University student health insurance policy. This status does not allow for utilization of the student health service, though as a courtesy this service can provide names of area health care providers.

Application and Review Process

The Johns Hopkins University Counseling Center is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). All internship applications must be submitted using the online APPIC Applications for Psychology Internship (AAPI Online) system, available via www.appic.org (click on “AAPI Online”).

All AAPI Online applications must include:

(1) a cover letter which addresses the applicant's interest in the JHU Counseling Center internship, expectations of the internship, and career goals,

(2) a Curriculum Vitae,

(3) the actual application (which includes essays and the DCT's (applicant's departmental Director of Clinical Training) verification of eligibility and readiness),

(4) all graduate transcripts, and

(5) three letters of recommendation from persons who are familiar with the applicant's professional and/or academic performance (two of which should be from on-site clinical supervisors).

Applications will be reviewed by members of the Center's training staff. A subset of applicants based on this review will be contacted starting in December for an interview in January. Interviews are generally conducted face-to-face, but interviews by telephone or video-conference can be accommodated. Applicants who are interviewed may then be rank ordered for the APPIC Internship Matching Program. This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.

Clinical Staff (theoretical orientation; areas of professional interest)

Barbara Baum, Ph.D., American University

Psychodynamic/interpersonal, cognitive; Survivors of sexual assault and abuse, grief and loss, psychotherapy training.

Laurence B. David, Ph.D. (Associate Director for Clinical Services), University of Kansas

            Integrative; Psychotherapy, supervision and psychotherapy training, addictions.

Douglas Fogel, Psy.D., Central Michigan University

Existential, behavioral; Anxiety disorders (especially OCD and PTSD), Acceptance and Commitment Therapy, men’s issues.

Clare King, LCSW, Duke University

            Psychodynamic; Peer counseling, emotional intelligence, social and emotional learning.

Garima Lamba, Ph.D., University of Memphis

Integrative (primarily humanistic, interpersonal, and multicultural); individual and group psychotherapy, relationship issues, depression, international student concerns, training and supervision

Michael Mond, Ph.D. (Director), University of Wisconsin-Milwaukee

Integrative (principally humanistic and behavioral); Crisis intervention, suicide prevention, development of young adults.

Jennifer Moran, Psy.D, University of Denver

Cogntive behavioral therapy, mindfulness techniques, acceptance and commitment therapy; Eating disorders, anxiety, depression, relationship issues, Women's issues and supervision of new therapists.  

Vernon T. Savage, Ph.D. (Associate Director for Outreach and Consultation), University of Illinois

Cognitive/behavioral modification, social learning theory; Anxiety disorders, community psychology, workshops and consultation to the university community.  

Beth Silver, Psy.D., American School of Professional Psychology at Argosy University

Cognitive behavioral, interpersonal; Eating disorders, anxiety disorders, depression, and women's issues.

Matthew Torres, Ph.D. (Training Director), University of Pittsburgh

Integrative (primarily psychodynamic); individual and group psychotherapy, supervision, substance abuse and dependence.

Shelley Von Hagen-Jamar, Psy.D., American School of Professional Psychology-Arlington

Integrative (primarily systems theory, humanistic, and cognitive-behavioral); Addictions, trauma disorders, relationship/family therapy, hypnotherapy, women’s issues.

Consulting Psychiatrists

Kristen Adashi, M.D.

Arthur Hildreth, M.D.

Leon Levin, M.D.

Terrye Mowatt, M.D.

Paul Roberts, M.D.

Claude Smith, M.D.

Support Staff

Mary Haile, M.S., Office Manager

Kelly Biscotti, Administrative Secretary

Cassandra Bridgeforth , Administrative Coordinator

Amy Waggoner, Administrative Secretary

2009-2010 Interns  

Sarah Halpert, M.A., Catholic University, Washington, D.C.

Jennifer Kane, M.A., George Mason University, Fairfax, VA

Jessica Parrillo, M.A., University of Georgia, Athens, GA

Iris Song, M.A., Chicago School of Professional Psychology, Chicago, IL

Previous Intern Classes (listed by internship year and last known position or activity as of 9/21/09)

2008-2009

Brad Bailey, Psychology Associate, Chase Brexton Health Services, Baltimore, MD

Marissa Brattole, Post Doctoral Fellow, Eating Disorder Unit, Sheppard Pratt Hospital, Towson, MD

Lan-Sze Pang, Assistant Professor, Department of Counselling & Psychology, Hong Kong Shue Yan University, Hong Kong

Courtney Podesta, Psychologist in Residence, Response Sexual Assault Support Services of the YWCA, Norfolk, VA

2007-2008

Rachel Buggie Harris, Post Doctoral Fellow, Emory Medical Center

Hillary Howarth - Stay-at-home parent

Maria Marshall, Completing dissertation

George Nichols - Stay-at-home parent

2006-2007

Mahlet Endale - Staff Psychologist, Georgia Institute of Technology Counseling Center

Gregory Jones - Staff Psychologist & LGBTQ Specialist, Georgetown University Counseling & Psychiatric Service; Private Practice

Ernest (Tyger) Latham - Director of Counseling Service, The Art Institute of Washington, D.C.; Private Practice

Neha Navsaria Kirtane - Post Doctoral Fellow - Child Psychiatry Department, Washington University School of Medicine, St. Louis, MO

2005-2006

Daniel Dengel - Staff Psychologist, LaSalle University Counseling Center, Philadelphia, PA

Ebony Dennis Mundy - Clinical Psychologist, Washington, D.C. Department of Mental Health

Allison Langlois - Psychologist, Private Practice

Kristin Sagun - Staff Psychologist & Director of Disability & Learning Services, Elizabethtown College Counseling Services, Elizabethtown, PA

2004-2005

Lindsey Berjansky - Psychologist, Private Practice

Dustin Sentz - Psychologist, Private Practice; Visiting faculty at Loyola College, Baltimore, MD

Deborah King - Psychology Associate, Private Practice

2003-2004

Sandra Lashley - Psychologist in Private Practice; Affiliate faculty at Loyola College in MD

Lezlie Scaliatine - Psychologist, North County Clinic/Open Door Community Health Center, Arcata, CA

Michael Varhol - Psychologist, UMBC Counseling Center, Baltimore MD

2002-2003

Kevin Brady - Psychologist, Private Practice in Baltimore, MD

Christy Marshall - Psychologist, Private Practice

Matt Fleming - Psychologist, Georgetown University Counseling Center

2001-2002

Michele Goldstein - recently relocated to California; seeking license

Jason Spiegelman - current information unavailable

Dan Zimet - Psychologist, Private Practice

2000-2001

Bill Bercaw - Psychologist, Private Practice

Alicia DiFabio - School Psychologist, Roselle, NJ

Rosa Kim - Psychologist, Counseling Center, Temple University

1999-2000

Barbara Bear - Psychologist, Group Medical Practice

Sara Maggitti - Associate Director, Counseling Services, Cabrini College

Marc Weinstein - Psychologist, Private Practice