Springfield Hospital Center Department of Psychology, Addiction

MATCH #135411

Springfield Hospital Center, as an agency of the Maryland Department of Health, prohibits discrimination on the

basis of race, color, sex, national origin, religion or belief, marital status, sexual orientation, genetic testing, political

affiliation, and mental and/or physical disability in the operation and administration of its services, facilities,

programs, benefits, and employment opportunities.

Brochure Updated 8/20/2024

Jordan Butler

Chief Executive Officer

Jo Hall, M.D.

Clinical Director

Springfield Hospital Center

Department of Psychology, Addiction Recovery,

& Trauma Services (PsyARTS)

Doctoral Internship in Clinical Psychology

Accredited by the Commission on Accreditation of the

American Psychological Association

Training Year 2025-2026

Rachel Ladysh, Psy.D.

Internship Training Director

410-970-7143

Lisa Rollison

PsyARTS Secretary

410-970-7330

Charles Zeitler, Psy.D.

PsyARTS Director

410-970-7333

Dear Prospective Applicant:

Thank you for your interest in the APA-Accredited Doctoral Clinical

Psychology Internship at Springfield Hospital Center. This brochure

describes the training program, the eligibility requirements, and the

application procedures for our program. All application materials

should be submitted using the online process and national match

developed by the Association of Psychology Postdoctoral and

Internship Centers (APPIC). Information about the online application

process and registration for the national matching program can be

found on the APPIC website (www.appic.org). All application

materials for our program must be submitted by 11:59 PM (EST) on

November 1

for consideration.

We look forward to receiving your application. Please contact me if

you have any questions or need additional information about our

program.

Sincerely,

Rachel Ladysh, Psy.D. (she/her)

Internship Training Director

Email: rachel.lady[email protected]

Phone: 410-970-7143

 
 
 
 
Pre-Doctoral Internship in Clinical 
Psychology 
2025 - 2026 Training Year 
 
The Hospital ................................................................................................................................ 3 
The Internship ............................................................................................................................ 6 
General Information and Program Resources .................................................................................. 6 
Commitment to Justice, Equity, Diversity, & Inclusion ..................................................................... 7 
PsyARTS Department ................................................................................................................ 7 
PsyARTS Internship Training...................................................................................................... 7 
Covid-19 Updates .............................................................................................................................. 8 
Training Model .................................................................................................................................. 9 
Program Structure .................................................................................................................... 2 
Training Seminars..................................................................................................................... 1 
Evaluations and Successful Completion of the Program .......................................... 1 
Intern Competency Goals and Objectives......................................................................................... 1 
Internship Program Tables ................................................................................................................ 5 
Internship Admissions, Support, and Initial Placement Data ................................................... 5 
Financial and Other Benefit Support for Upcoming Training Year* ......................................... 6 
Initial Post-Internship Positions ................................................................................................ 7 
Psychologists ............................................................................................................................... 8 
Psychology, Addiction Recovery, & Trauma Services ....................................................................... 8 
Office of Forensic Services .............................................................................................................. 10 
Application Procedures ........................................................................................................ 11 
 
   

The Hospital

Springfield Hospital Center

(SHC) is a large state

psychiatric hospital that has

been in operation since

1896. The hospital strives to

provide patient-centered

psychiatric care through

excellence in performance-

driven, recovery-oriented

mental health treatment.

Values central to the

hospital’s mission include integrity, compassion, competency, and teamwork. SHC

is accredited by the Joint Commission on Accreditation of Healthcare Organizations

(JCAHO). The hospital serves the state of Maryland with clients primarily referred

from Baltimore City, as well as Montgomery, Howard, Anne Arundel, Prince George’s,

and Carroll counties, among others. Treatment is currently provided for

approximately 240 patients. The patient population is ethnically and

socioeconomically diverse. Most new admissions are court-ordered and forensically

involved. The hospital provides acute care and long-term services on various

inpatient units within three buildings. Located in a semi-rural area of Carroll County,

the hospital’s grounds afford an attractive work setting. The area has seen a recent

expansion in development. Our proximity to major highways also allows a convenient

commute from a variety of urban, suburban, and rural areas, including the Baltimore

and Washington, DC metropolitan areas.

Patient care is provided by multidisciplinary treatment teams composed of

psychiatrists, psychologists, social workers, somatic physicians, nurses, occupational

therapists, art therapists, music therapists, recreation therapists, dietitians, and

activity therapists. Psychologists provide services through various departments and

programs at the hospital, including the Department of Psychology, Addiction

Recovery, & Trauma Services (PsyARTS) and the Office of Forensic Services (OFS).

Within PsyARTS, staff psychologists draw upon a range of theoretical orientations,

including psychodynamic, cognitive-behavioral, humanistic, and integrative.

Psychologists and interns conduct group therapy, crisis management, psychological

assessment, individual psychotherapy, cognitive remediation, behavioral

consultation, and provide other consultations with treatment teams. The Office of

Forensic Services (OFS) conducts court-ordered assessments, providing feedback to

treatment teams and acting as a liaison with the court system. The Addiction

Recovery part of PsyARTS provides consultation to treatment units regarding

screening, assessment, and treatment targeting substance use and trauma-related

symptoms. The PsyARTS department also conducts violence risk and psychosexual

assessments for referred patients as well as treat compulsive sexual behaviors.

Hospital units are organized by program.

The Acute Care Service provides shorter-

term treatment for stabilization and consists of three admissions units and one step-

down unit within the Salomon Building. The Recovery Program provides longer-term

treatment for patients who require further hospital treatment and is housed in the

Hitchman and McKeldin Buildings. The Recovery Program, which comprises six

inpatient units across the two buildings, includes a unit with accommodations for

Deaf patients.

In response to Covid-19, adjustments were made to admissions processes. Prior to admission, detention centers

attest that patients have not left cells for 14 days and are symptom-free or have a negative Covid test. Patients are

re-tested and monitored for symptoms following admission to an admission unit. An additional unit in the hospital

is designated for treatment and isolation of patients diagnosed with Covid.

Hospital staff and trainees also represent

diverse individual, ethnic, and cultural

backgrounds. Diversity is valued at SHC and

in the internship program. Considerations of

diversity are expected to be included in

assessment and treatment planning, and

respect for differences is one of the overall

hospital goals.

The majority of our patients have forensic

involvement upon admission to our facility.

Patients may be, for example, court-ordered

for evaluation of competency to stand trial

and/or criminal responsibility. If found Not

Criminally Responsible (NCR) due to a mental

illness, patients are remanded to the hospital

for treatment. While our internship

remains a generalist clinical psychology

training program, the majority of our

patients have court involvement. Interns

at SHC have the opportunity to learn about forensic procedures and to receive

training in offering specialized treatment to this population.

Springfield Campus Drawn November 2006

The Internship

General Information and Program Resources

The internship has been continuously accredited by the American Psychological

Association since 1957. The next accreditation review is scheduled for 2023. The

program is designed as a year-long, 40 hours per week clinical internship for the

advanced doctoral psychology student. Interns are expected to gain 1750 on-site

hours as part of the program requirements. However, interns may elect to complete

additional training hours to meet program or licensing board requirements. We

currently offer three funded, full-time psychology intern positions, which typically

begin in early September. The typical scheduled week is 8:00 am – 4:30 pm Monday

through Friday with a 30-minute lunch break. The current annual stipend is $39,113,

though this is subject to change annually. Benefits include the accrual of 10 days of

annual leave (available for use after six months of employment), 15 days of sick leave,

9 personal days (3 available during the first three months of internship, 6 more

available starting in January), 13 state holidays, and optional partially subsidized

insurance (including medical, dental, prescription drugs, and vision). Interns have

been classified as intermittent mission-critical employees.

At SHC, interns support multidisciplinary treatment teams and provide a variety of

clinical services, including group and individual therapy, psychological assessments,

intake assessments, annual assessments, consultation to treatment teams, assistance

with crisis responses, and behavioral consultations and plans. Interns may also take

part in our cognitive remediation program which is held in a computer lab designated

for this purpose. In our hospital setting, group therapy is emphasized as a treatment

modality. Rotation opportunities (described below; see “Program Structure” section)

provide focused experiences in specific clinical work and/or populations.

The Department of Psychology, Addiction Recovery, & Trauma Services houses a wide

range of testing instruments, including the WAIS-IV, MMPI-2/MMPI-2-RF, PAI, WMS-

IV, Rorschach Inkblot Test (Exner’s Comprehensive System), D-KEFS, CVLT-3, MCMI-

IV, TAT, WIAT-III, WRAT5, TOMM, and numerous other tests. Interns have access to

these materials and are provided supervision in their administration, scoring, and

interpretation. Interns also have access to software that assists with scoring and

interpretation of select assessment instruments.

Each intern has access to computers with word processing and spreadsheet

capabilities, as well as access to the internet and the Springfield Hospital Center

intranet. Interns receive individual State of Maryland email addresses. Interns are

provided with a telephone, hospital extension, and access to voicemail. Clerical and

administrative support is provided by our department secretary. Technical support

is provided through the hospital’s Information Technology (IT) department.

SHC has an extensive library that contains psychiatric and psychological references,

video series, and books of a general nature. Interns have free access to an array of

professional journal articles through the Maryland Department of Health Online

Library as well as PubMed and EBSCO platforms. The department’s Internship

Library also includes a number of texts, journal articles, and reference materials that

have been selected to enhance competency development and to support clinical work

during internship. Interns are encouraged to make use of these resources to expand

their understanding of the current scientific knowledge to inform their work.

Commitment to Justice, Equity, Diversity, & Inclusion

Training and experience with Justice, Equity, Diversity, and Inclusion (JEDI) skills are

integral to the SHC psychology internship program. We believe that the delivery of

services which affirm and embrace diverse identities and experiences is an issue of

Justice in mental health care. This begins with hiring, developing, and uplifting

diverse clinicians in both staff and trainee positions.

PsyARTS Department

The PsyARTS department is dedicated to the principles of JEDI in clinical practice as

well as the workplace at large. As part of a state hospital set in a semi-rural area,

PsyARTS plays a key role in modeling, providing consultation for, and the delivery of

JEDI standards at SHC. PsyARTS staff comprise a diverse body of clinicians holding

various intersecting cultural and personal identities. Clinicians are encouraged to

present authentically in their identities and the department promotes multiple

avenues for dialogue on JEDI-related issues. PsyARTS continues to grow and develop

in its practice of Justice, Equity, Diversity, & Inclusion values.

PsyARTS Internship Training

In addition to the department’s Diversity Series curriculum, interns and practicum

students take part in a Culturally Affirming Practices (CAP) Series that is tailored for

the personal and professional development of student-level clinicians. The CAP

Series begins by introducing foundational concepts of culturally affirming practice

within health and mental health care and engaging students in self-reflection to

understand themselves as cultural beings. As the series progresses, interns can

expect to advance their insight into their own practices, learn and apply cultural

theoretical frameworks, develop clinical skills specific to working with various

diverse populations, and examine how systems of power and privilege encumber

culturally affirmative clinical practice. The CAP Series is designed as part

psychoeducation, part process group. As such, it is limited to PsyARTS students

(interns and advanced practicum) to foster a space that facilitates personal growth,

separate from supervising clinicians.

Interns also take part in a bi-weekly (i.e., every other week) process group which is

facilitated by a clinician outside of the PsyARTS department. The group is facilitated

by a clinician not otherwise affiliated with the PsyARTS department or internship

program. As people holding marginalized identities can often feel isolated from

organizations, the process group creates a space where interns can connect and

discuss their experiences in a safe environment, separate from any supervisory or

evaluative dynamics.

Covid-19 Updates

As a 24/7 psychiatric inpatient facility in the State of Maryland, Springfield Hospital

Center continued to operate throughout the pandemic as the majority of employees

are designated as emergency essential in order to provide necessary care to patients.

Due to the nature of inpatient psychiatric hospitalization, in-person services are

preferred, or required, in most circumstances.

Regarding screening and testing procedures, staff and patients routinely participate

in Covid-19 testing as deemed necessary, such as when identified close contact with

someone known to have Covid-19 occurs, or weekly if the staff member or intern

chooses. Presently (August 2024), patients are tested prior to and/or after

admission. Additionally, patients displaying symptoms of Covid-19 are tested. Staff

complete mandatory Covid-19 testing when directed by the Preventive Health and

Infection Disease Control Department. Additionally, staff currently report any

extended out-of-state travel to the infection control department and are expected to

coordinate Covid-19 testing with their return to work. The frequency, availability,

and methods used for screening and testing may change.

Hospital administration increased communication to address Covid-19,

implementing strategies for timely and well-disseminated communication

throughout the hospital.

The current situation calls for ongoing flexibility and, at times, quick adjustments.

This summary details some of the current practices. However, depending on

outbreaks or other developments, future changes are possible.

Training Model

Practitioner-Scholar Model

The psychology internship at Springfield Hospital Center implements the

Practitioner-Scholar Model. The curriculum integrates psychological knowledge with

clinical practice to develop the interns’ skills as well as their ability to evaluate the

effectiveness of interventions. Development of competencies is facilitated through

supervised practice, application of scientific knowledge and models of practice,

didactic experiences, and consuming the professional literature in keeping with the

practitioner-scholar model. Research opportunities may be available for interns

interested in supplementing their training experiences.

We work with interns, incorporating individual goals, interests, and training needs,

to design a learning experience that develops critical competencies and fosters their

development as psychologists. Within the practitioner-scholar model, the internship

training program has a developmental teaching approach that emphasizes a

mentorship supervisory relationship and allows for a gradual development of

increased autonomy as the training year progresses. Supervisors act as professional

role models for interns. In addition to co-leading groups, interns accompany

supervisors to team meetings, community meetings, and consultations. By working

closely with their supervisor, interns have opportunities to observe their supervisors

in various clinical and professional situations and to further develop their own

professional identity. Over the course of the training year, interns develop increased

autonomy, moving from student towards early career professionals.

Supervision

Interns receive ongoing supervision for all clinical work. At least four hours of

supervision are scheduled weekly with a minimum of two hours provided in an

individual format. All supervision is provided by licensed psychologists with

additional opportunities for mentorship from mental health clinicians in the PsyARTS

department. Interns are expected to be proactive in their use of supervision,

reflecting both self-awareness and an understanding that each person uniquely

influences the therapeutic process. Interns are also expected to discuss the

supervision process and clinical decision-making with their supervisors.

Interns are expected to be aware of their strengths and weaknesses, as well as when

to seek out additional supervision, further learning, and/or personal psychotherapy

if clinical functioning might be compromised. Interns are expected to be open in

supervision, sharing their successes and difficulties with their supervisors. In

addition, interns must be willing to consider constructive feedback in supervision.

Supervision of Graduate Students

Interns at Springfield Hospital Center may have the opportunity to provide

supervision to graduate-level psychology students who are completing their

externships in the Psychology, Addiction Recovery, & Trauma Services Department

at SHC. Any supervision provided by interns to externs will also be fully supervised

by a licensed psychologist. Further, interns will receive didactic training in

supervision and will be encouraged to discuss the supervisory process and decision-

making during weekly supervision. Interns will also have the opportunity to practice

their consultation and supervisory skills during case conceptualizations and

seminars.

Clinical experiences become more complex as the year progresses. The overall goal

of the internship is to produce graduating interns ready for practice as entry-level

professionals who are ethical, sensitive to diversity, and aware of their competencies.

By the completion of the internship year, interns should demonstrate intermediate to

advanced skills and knowledge in the intern competency goals and objectives

Program Structure

Intern rotations will be determined with input from the interns and program faculty.

Interns will begin the year by attending hospital, department, and internship

orientations. Interns will then complete rotations on hospital units and/or in specialized

areas of practice with psychologists as supervisors. Interns can expect to participate in

two different rotation assignments over the course of the training year; assignments will

be determined based upon supervisory availability and intern preferences and training

goals. Rotations are scheduled to coincide with the treatment group cycles offered at the

hospital, with the rotations beginning in September and March. This schedule allows

interns to experience approximately two treatment cycles per rotation. Rotation

supervisors oversee the interns’ intervention work and other unit and departmental

responsibilities; they also co-lead group therapy with interns. Interns have an

opportunity to complete rotations in the Psychology, Addiction Recovery, & Trauma

Services Department in the Acute Care or the Recovery Programs, with an emphasis in

trauma and/or addictions if desired. Interns also have the opportunity for a rotation in

the Office of Forensic Services.

In addition to the rotation assignments, throughout the year interns conduct

comprehensive assessments, provide behavioral consultations and management plans

as needed, provide individual therapy, and facilitate cognitive remediation. Interns will

receive high-quality training and individual supervision with a licensed psychologist

within their assigned rotations. Interns may have separate assessment and therapy

supervisors assigned. Supervisors and interns will meet at least weekly. Efforts will be

made to ensure a variety of assessment and therapy cases, both in terms of referral

questions as well as functional level of the patient. Types of assessments may include

forensic evaluations, risk assessments, or psychosexual evaluations in addition to

standard psychological comprehensive assessments. Further, interns will complete a

program evaluation project, may develop and implement their own therapy groups

during the second half of a rotation during the internship year, and will present on a

psychological topic for staff towards the end of their training year.

During the training year, interns can expect to spend approximately 16 hours per week

devoted to their rotation assignment, 8 hours per week in assessment, 8 hours a week

in individual therapy and cognitive remediation, and 8 hours a week in didactics,

supervision, and flex time.

Weekly Internship Hours

Training Experience

Hours

Duration

Major Rotations

(includes Group Therapy)

6 months

Acute Care*

Recovery Program*

Office of Forensic

Services

Assessments

12 months

1:1 Therapy, Program Evaluation,

& Cognitive Remediation

12 months

Didactics, Supervision, & Flex Time

12 months

* Eligible for Trauma &

Addiction Emphasis

The following are descriptions of experiences which are currently anticipated to be

offered throughout the training year but are subject to change depending on supervisor

availability.

Acute Care Unit

Upon admission to the hospital, patients

are assigned to an acute care unit. Initially,

treatment focuses on stabilization of

psychiatric symptoms and engagement in

the treatment process. The majority of

patients admitted to acute care units are

court-ordered, primarily for competency

restoration and evaluation. During this

rotation, interns gain experience

participating in treatment team meetings,

community meetings, developing and

implementing individual plans of care, co-

facilitating treatment groups (including

competency restoration groups),

providing milieu and crisis intervention

services, and providing individual

therapy. Initial psychological assessments

are completed following admission to the

hospital. Interns will work with their

primary supervisor on a designated unit

within their rotation program.

Recovery Program Unit

Once patients have been stabilized on an

acute care unit, they may be transferred to

a recovery program unit where they will

continue to receive treatment toward

attaining discharge readiness. During this

rotation, interns gain experience

participating in treatment team meetings,

community meetings, contributing to

individual plans of care, co-facilitating

treatment groups, providing milieu and

crisis intervention, and providing

individual therapy. Additionally, interns

will participate in conducting annual

assessments for assigned patients. Interns

will work with their primary supervisor

on a designated unit within their rotation

program.

Trauma & Addiction Services / Emphasis

Approximately two-thirds of the patients

admitted to SHC have a substance use

disorder and quarter of them have

significant trauma-related symptoms,

though most have experienced trauma in

some fashion. PsyARTS provides

assessment and treatment in the areas of

trauma and addiction in both Acute and

Recovery Programs. Services include

addiction and trauma assessments,

addiction and trauma therapy groups,

individual therapy, and treatment team

consultation. Interns are encouraged to

participate in these activities but may

choose to do so to a greater extent to

support their training goals.

Assessments

Patients from the hospital are referred for

cognitive, intellectual, personality,

behavioral, and emotional assessments

and, at times, specialty assessments (e.g.,

violence risk assessments, psychosexual

evaluations). These assessments and

evaluations are to aid in the development

of individualized treatment plans and

support discharge planning. Interns will

gain experience and training in measures

specific to these varied referral questions.

Interns will participate in administering

psychological tests, record reviews,

comprehensive clinical interviews, report

writing, and providing feedback.

Location of therapy session may depend on the

patient’s support level, availability of appropriate spaces,

and Covid-19 restrictions or precautions. Additionally,

teletherapy may be available for certain patients.

If patients are referred from other units, interns may

Office of Forensic Services (OFS)

During this rotation, interns focus on

learning how to conduct court-ordered

evaluations of competency to stand trial

and criminal responsibility. Interns may

have the opportunity to attend weekly

Forensic Review Board meetings and

accompany psychologists to court and

observe legal proceedings and expert

testimony. Interns will also conduct a

forensic oriented psychoeducation group.

Supervision is provided by licensed

psychologists in the SHC Office of Forensic

Services.

Individual Therapy

Patients are referred for individual

therapy for a variety of presenting

problems and may include behavioral

interventions, social skills development,

anger management, increased reality-

orientation, trauma symptoms, individual

competency restoration, and others.

Depending on the patient’s presentation

and level of functioning, the length and

frequency of individual therapy sessions

may vary. Sessions may be held on or off

the units.

Both short-term and long-term

referrals are available, and clients may be

referred from the intern’s assigned unit, as

well as from other units throughout the

hospital.

This experience affords the

opportunity develop greater mastery of

individual therapy skills.

be restricted from entering unassigned units due to

Covid-19 precautions. In these situations, staff have

assisted by facilitating teletherapy or bringing the client

to the unit exit so that therapy can be completed off the

unit.

Cognitive Remediation

Patients are referred for cognitive

remediation to address cognitive deficits

related to psychosis that are resistant to

available pharmacological interventions.

Upon referral, interns will administer a

cognitive screener and determine whether

the patient meets criteria for participation

in the program. Interns will be trained in

the cognitive remediation program,

conduct screeners and follow-up

assessments, and deliver the intervention.

Behavioral Consultations & Plans

Patients are referred for behavioral

consultations and plans by treatment

teams when the use of behavioral or

learning theory-based techniques may be

beneficial to address a targeted behavior

(e.g., aggression, self-injurious behavior,

poor attendance in treatment programs).

Interns will work with their assessment or

therapy supervisor to complete interviews

of treatment providers and the patient,

complete thorough chart reviews, develop

treatment recommendations or formal

behavior plans, provide feedback, and

write behavior plan reports. Follow-up

may be requested by treatment teams, and

interns may have the opportunity to

provide further consultation when

questions or concerns regarding the

implementation of a behavior plan arise.

Other Learning Experiences

If interested, interns may have the

opportunity to participate in further

program evaluation and development.

This experience is suitable for an intern

who is looking to gain experience with this

evidence-based intervention and

opportunities for programmatic level

services (e.g., policy development,

program development, program

evaluation).

Interns may gain exposure to additional

professional roles within the hospital in

which psychologists serve. For example,

interns may attend and participate in

various administrative committees,

develop and present at grand rounds,

present at hospital-wide case conferences,

participate in research, and develop and

evaluate programs and policies. These

opportunities are subject to availability of

supervision by a licensed psychologist for

that particular service.

We strive to offer a training program that

builds upon each intern’s skills and goals;

therefore, there may be some flexibility in

the selection and structure of rotations

and placements.

Training Seminars

An extensive series of training seminars is offered to further facilitate learning.

Interns

attend formal seminars throughout the training year including extended seminar series,

didactic and practical experience in program evaluation, and seminars relating to

psychological assessment and intervention. These seminars are designed to enhance the

competency development of interns.

Attention to factors of diversity and recent findings from the clinical/scientific literature

is integrated into seminars offered; a specific series is offered to increase awareness and

sensitivity to diversity and culture. Additionally, seminars may focus on competence in

working with special populations. Several of our seminar leaders have established a

national reputation or written major texts in their areas of expertise. Others have served

in leadership roles in professional organizations.

The following seminar topics were offered during the 2023-2024 internship year:

➢ Short Term Assessment of Risk & Treatability (START)

➢ Motivational Interviewing

➢ There & Back Again: The Path Into and Out of Addiction

➢ Specialized Early Intervention Services for First Episode of Psychosis

➢ Brief Psychopharmacology

➢ Cognitive Behavioral Therapy for Psychosis

➢ Understanding & Treating Compulsive Sexual Behavior Disorder: An Overview

➢ Polyvagal Theory: An Introduction

➢ Psychology Internship Presentations

➢ Psychosis: Cognitive & Behavioral Theories

➢ Cognitive Behavioral Therapy for Psychosis: Assessment & Treatment

Assessment Series

➢ WAIS-IV: Advanced Interpretation

➢ PAI: Advanced Interpretation

➢ Ethics & Diversity Considerations in Assessment

Seminars are typically structured as in-person learning experiences. However, adjustments were made to

accommodate remote learning due to Covid-19. When appropriate or necessary, live or recorded didactic webinars

may be offered as part of the training series.

Culturally Affirming Practices (CAP) Series (students only)

➢ Introduction to Culturally Affirming Practices

➢ The Pathologizing of Culturally Diverse People

➢ Intersectionality & Clinical Practice

➢ Deconstructing Biases

➢ Repairing Cultural Ruptures

➢ Social Justice Advocacy in Mental Healthcare

Diversity Series

➢ Cultural Lenses

➢ Working with Religion & Spirituality as a Psychologist

➢ Queer Care: Mental Health Considerations and Treatment Needs

➢ Beyond Pronouns: Gender-Affirming Mental Healthcare

➢ Turning on your Diversity Lens as a Clinician

➢ Communicating Across & About Difference

➢ Cultural Awareness & Sensitivity in Clinical Practice

Forensic Series

➢ Introduction to Forensic Psychology (3-part series)

➢ Inpatient Admissions: Where Law & Mental Health Collide

➢ Problematic Communities and Competency Restoration

➢ Malingering

➢ Brief Introduction to Online Child Sex Offending

➢ Extended Discussion of Pathways of Online Sex Offending

Professional Development Series (interns only)

➢ Professional Development Series (quarterly)

➢ Clinical Supervision: Theory and Practice

➢ Assisting Discovery: Becoming an Early-Career Supervisor

➢ Life After your Degree (Post-Doc or Not)

Program Evaluation Workshop Series (interns only)

➢ Introduction to Program Evaluation

➢ Program Development

➢ Project Implementation

➢ Communicating Results

MATCH #135411

Springfield Hospital Center, as an agency of the Maryland Department of Health, prohibits discrimination on the basis of race,

color, sex, national origin, religion or belief, marital status, sexual orientation, genetic testing, political affiliation, and mental

and/or physical disability in the operation and administration of its services, facilities, programs, benefits, and employment

opportunities.

Brochure Updated 8/20/2024

Additional Didactic Opportunities

The hospital also hosts a regular Psychiatric Grand Rounds that has featured speakers

from prestigious institutions such as The Johns Hopkins University, The National

Institute of Mental Health, and Sheppard and Enoch Pratt Hospital. Each program

within the hospital holds a monthly case conference to discuss clinical challenges,

multidisciplinary evidence-based treatment options for patients with severe and

persistent mental illness, discharge planning, and treatment recommendations.

In past years, interns have also had the opportunity to join with interns at Spring Grove

Hospital Center for seminars. Additionally, interns have attended a three-day forensic

psychology training symposium offered through the Behavioral Health Administration

(BHA).

Interns present to the Psychology, Addiction Recovery, & Trauma Services department

and the psychologists in the Office of Forensic Services on a psychological topic of their

choice near the end of the training year to share their own expertise and to further their

professional development. They also present findings from their Program Evaluation

research and provide recommendations for improving patient care secondary to their

findings.

Evaluations and Successful Completion of the

Program

The progress of interns is closely monitored during the internship year. Feedback is continuously

provided by supervisors to interns through discussion in supervision sessions. The Internship

Training Director discusses progress with each intern on at least a monthly basis. Interns complete

a self-evaluation of their goals and progress at several points during the internship. Formal written

evaluations of interns’ competencies are completed by supervisors at the end of each rotation.

Interns have the opportunity to read, discuss, and provide written comments on their supervisors’

evaluations. The interns also complete an evaluation of each supervisor at the end of each rotation.

The Internship Training Director provides a summary of the intern’s progress to the intern’s

doctoral program after six months and at the end of the year, as well as completing any additional

evaluation requirements of the intern’s doctoral program. Successful completion of the internship

requires demonstration of expected competencies as well as completion of at least 1750 internship

hours. Upon successful completion of the internship, the intern receives a Certificate of

Completion.

Intern Competency Goals and Objectives

I. Aim: Competence in Research

Competencies

A. Seeks and Applies Current Scientific Knowledge

Displays necessary self-direction in gathering clinical and research information,

including information of relevant diversity factors, to support clinical practice

independently and competently. Seeks out current scientific knowledge as needed to

enhance clinical practice.

B. Critically Evaluates and Disseminates Research

Demonstrates the ability to critically review research and literature and disseminates

the research orally or in writing.

C. Program Evaluation Knowledge and Skills

Demonstrates good knowledge of theory and techniques for program evaluation.

II. Aim: Competence in Ethical and Legal Standards

Competencies

A. Knowledge and Application of Ethics and Law

Demonstrates good knowledge of APA Ethical Principles and Code of Conduct and

relevant professional standards and guidelines. Demonstrates knowledge of and acts in

accordance with relevant laws, regulations, rules, and policies at the organizational,

local, state, regional, and federal levels. Consistently applies these appropriately,

factoring in issues of diversity, seeking consultation as needed. Adheres to principles

and laws regarding confidentiality.

III. Aim: Competence in Individual and Cultural Diversity

Competencies

A. Awareness of Cultural Factors and Sensitivity to Diversity

Sensitive to cultural and individual diversity of clients/patients and staff in the work

setting. Aware of own background and its potential impact on others. Committed to

providing culturally-sensitive services.

B. Knowledge of Current Theories and Research Regarding Diversity Across

Professional Activities

Aware of and implements theoretical and empirical knowledge of diversity in

professional activities such as training, supervision, and service to patients.

C. Cultural Competence with Current Client Population(s)

Demonstrates and applies understanding of cultural factors likely to apply to current

client population(s) and/or clinical setting. Integrates this knowledge into clinical work.

Uses supervision, consultation, and other learning resources appropriately to increase

knowledge base in this area.

IV. Aim: Competence in Professional Values and Attitudes

Competencies

A. Professional Behaviors and Professional Growth

Behaves in ways that align with values and attitudes of psychology, remaining sensitive

to individual and cultural differences and needs. Engages in self-reflection regarding

personal and professional functioning, actively working to maintain and improve

performance, well-being, and professional effectiveness.

B. Efficiency and Time Management

Responsibly performs patient care tasks and documentation within appropriate

timeframe. Keeps scheduled appointments and meetings on time. Keeps supervisors

aware of whereabouts as needed. Minimizes unplanned leave, whenever possible.

C. Uses Positive Coping Strategies

Demonstrates positive coping strategies with personal and professional stressors and

challenges. Maintains professional functioning and quality patient care.

V. Aim: Competence in Communication and Interpersonal Skills

Competencies

A. Professional Interpersonal Behavior

Professional and appropriate interactions, including remaining sensitive to individual

and cultural diversity, with treatment teams, peers, hospital staff, and supervisors.

Seeks peer support as needed.

B. Documentation

Completes required documentation as directed by clinical need, policy, and/or

supervisor. Documentation includes required and relevant information and is

consistent with relevant policies and guidelines regarding content, format, legibility, and

frequency.

VI. Aim: Competence in Assessment

Competencies

A. Diagnostic Skill

Demonstrates a thorough working knowledge of psychiatric diagnostic nomenclature

and DSM classification. Utilizes historical, interview, and psychometric data to diagnose

accurately.

B. Psychological Test Administration, Scoring, and Interpretation – Intellectual

Functioning

Proficiently selects, administers, scores, and interprets commonly used tests of

intellectual functioning in their area of practice. Factors that might affect data

interpretation (cultural factors, education, medical issues, etc.) are considered and

integrated into conclusions.

C. Psychological Test Administration, Scoring, and Interpretation –

Personality/Emotional Functioning

Proficiently selects, administers, scores, and interprets commonly used tests of

personality/emotional functioning in their area of practice. Factors that might affect

data interpretation (cultural factors, education, medical issues, etc.) are considered and

integrated into conclusions.

D. Assessment Writing Skills

Writes a well-organized psychological report that answers the referral question(s)

clearly and provides recommendations as appropriate.

E. Feedback to Client and Others Regarding Assessment

Plans and carries out a useful feedback session. Explains the test results in terms

appropriate to the target audience. Provides suitable recommendations and responds

to issues raised by recipients of feedback.

VII. Aim: Competence in Intervention

Competencies

A. Risk Management

Effectively evaluates, manages, and documents patient risk by assessing immediate

concerns such as suicidality, homicidality, and any other safety issues. Collaborates with

patients in crisis to make appropriate, short-term safety plans and intensify treatment

as needed.

B. Rapport Building with Clients, Colleagues, and Others

Consistently achieves a good rapport with recipients of services/assessment. Develops

professional relationships with staff. Interacts appropriately in professional and clinical

contacts. Maintains sensitivity and awareness of diversity factors when interacting with

patients and colleagues. Seeks consultation/supervision when own emotional reactions

might affect these interactions.

C. Case Conceptualization and Treatment Goals

Demonstrates understanding of major theoretical orientations and develops a solid

conceptualization based on own preferred model(s). Integrates knowledge from

research/the current literature regarding evidenced-based practices. Collaborates with

patients to form appropriate treatment goals.

D. Therapeutic Interventions

Interventions are well-timed, effective, and, when appropriate, consistent with

empirically-supported treatments.

E. Group Therapy Skills and Preparation

Intervenes in group skillfully and attends to member participation, group

communication, safety, and confidentiality. If the group is psychoeducational, readies

materials for group and understands each session’s goals and tasks. Works well with

group co-leaders.

F. Intervention Outcome Evaluation Knowledge and Skills

Demonstrates good knowledge and application of treatment outcome evaluation.

VIII. Aim: Competence in Supervision

Competence

A. Supervisory Knowledge

Demonstrates good knowledge of supervision techniques and can identify supervisory

themes/issues in their own supervision and, when applicable, in group discussions with

other trainees. Appropriately provides other trainees with feedback during case

presentations and other group training activities.

B. Use of Consultation/Supervision

Seeks consultation or supervision as needed and uses it productively. Good awareness

of own strengths and weaknesses as well as own cultural and diversity factors that may

be impacting work.

IX. Aim: Competence in Consultation & Interprofessional/

Interdisciplinary Skills

Competencies

A. Consultation Knowledge and Skills

Gives the appropriate level of input when providing consultation to other disciplines

and services, taking into account their level of knowledge about psychological theories,

methods, and principles. Incorporates appropriate information about the

patient/client, including cultural and diversity factors, into conceptualization and

recommendations.

Internship Program Tables

Date Program Tables are updated: 8/1/2024

Internship Admissions, Support, and Initial Placement Data

Briefly describe in narrative form important information to assist potential applicants

in assessing their likely fit with your program. This description must be consistent with

the program’s policies on intern selection and practicum and academic preparation

requirements:

Springfield Hospital Center is a state psychiatric hospital that treats primarily

forensically involved patients. Ideal applicants would have a strong forensic interest,

clinical experience in inpatient settings or working with individuals diagnosed with a

serious mental illness, be able to function as part of a multi-disciplinary framework, and

provide a variety of clinical services, including group and individual therapy,

psychological assessments, intake assessments, consultation to treatment teams, and

assistance with crisis responses. Strong applicants will have taken courses in

assessment, personality theory, psychopathology, and principles of

psychotherapy/intervention; have had at least one semester of supervised practicum

experience in psychological testing and two semesters of supervised practicum

experience in psychotherapy; substantial clinical experience working with an adult

population; group therapy experience; and training/clinical experience with and the

ability to independently administer Wechsler scales of intelligence and major objective

personality tests.

Does the program require that applicants have received a minimum number of hours

of the following at time of application? If Yes, indicate how many:

Total Direct Contact Intervention Hours: No Preferred Minimum: 300

Total Direct Contact Assessment Hours: No Preferred Minimum: 75

Describe any other required minimum criteria used to screen applicants:

● Matriculation in an APA- or CPA-accredited doctoral program in Clinical or

Counseling Psychology (or a combined program that includes one of these

areas of emphasis).

● Minimum of three years completed in graduate study of psychology. Time

spent in terminal Master’s programs in psychology will be considered.

● A combined total of 500 hours in direct contact intervention and assessment

hours is preferred. Hours accrued during terminal Master’s study will be

considered if certified by your DCT.

● Dissertation proposal (or equivalent requirement) approved by application

deadline.

● Comprehensive exams passed by application deadline.

SHC does not require students, trainees, and/or staff to comply with specific policies or

practices related to the institution’s affiliation or purpose. This includes, but is not

limited to, admissions, hiring, retention policies, and/or requirements for completion

that express mission and values.

Financial and Other Benefit Support for Upcoming Training Year*

Annual Stipend/Salary for Full-time Interns: $39,113

Annual Stipend/Salary for Half-time Interns: N/A

Program provides access to medical insurance for intern? Yes

If access to medical insurance is provided:

Trainee contribution to cost required? Yes

Coverage of family member(s) available? Yes

Coverage of legally married partner available? Yes

Coverage of domestic partner available? No

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

Accrual of 10 days of annual leave (available for use after six months of employment), 9

personal days (3 available during the first three months of internship, 6 more available

starting in January), 12 state holidays.

Hours of Annual Paid Sick Leave: Accrual of 15 days of sick leave

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): Interns are eligible to participate in an optional leave

bank program. Additionally, interns may request approval for educational leave or paid

leave to attend seminars or defend their dissertation (not guaranteed).

*Note. Programs are not required by the Commission on Accreditation to provide all

benefits listed in this table.

Annual salary may be subject to change due to adjustments in salary schedules.

Initial Post-Internship Positions

(Aggregated Tally for the Preceding 3 Cohorts)

2020-2023

Total # of interns who were in the 3 cohorts: 9

Total # of interns who did not seek employment because they returned to their doctoral

program/are completing doctoral degree: 0

Position Setting

Community Mental Health Center

Federally Qualified Health Center

Independent Primary Care Facility/Clinic

University Counseling Center

Veterans Affairs Health Care System/Medical Center

Military Health Center

Other Hospital or Medical Center

Psychiatric Hospital

Academic University/Department

Community College or Other Teaching Setting

Independent Research Institution

Correctional Facility

School District/System

Independent Practice Setting

Consortium

Health Maintenance Organization

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.

Psychologists

There are currently 8 full-time and 1 half-time psychologists and 3 Psychology

Associates in the Psychology, Addiction Recovery, & Trauma Services (PsyARTS)

department. Staff psychologists are assigned to various units or programs and are

administratively responsible to the Director of PsyARTS. There exists a wide range of

theoretical orientations and interests among the staff. While not all staff psychologists

are available to provide supervision throughout the entire internship training year,

interns interact with psychology staff in a number of ways during the internship year

(e.g., staff meetings, seminars, and consultation for assessment referrals). Psychologists

also work within other departments at the hospital, including the Office of Forensic

Services (OFS). OFS currently employs 5 full-time psychologists. The following is a list

of current psychologists at SHC:

Psychology, Addiction Recovery, & Trauma Services

Internship Training Director

Rachel Ladysh, Psy.D. (she/her) The Chicago School of Professional Psychology,

Washington, DC, 2023

Primary Theoretical Orientation: Cognitive-Behavioral

Areas of Interest: Trauma, Culturally Affirming Practice, Sexual & Gender Minority (SGM)

Populations, Social Justice Advocacy

Tracy Bloom, Psy.D. (she/her) The Chicago School of Professional Psychology at

Washington, DC, 2019

Primary Theoretical Orientation: Cognitive-Behavioral

Areas of Interest: Trauma, Assessment, and Culture & Diversity

Tatiana Chakko, Psy.D. (she/her) American School of Professional Psychology at

Argosy University, Orange County, 2018

Primary Theoretical Orientation: Integrative- Psychodynamic, Object Relations, CBT

Areas of Interest: Severe and Chronic Mental Illness, Cultural Diversity, Incorporation of Family

Systems to treatment of SMI

Trever Dangel, Ph.D. (he/him) East Tennessee State University, 2019

Primary Theoretical Orientation: Cognitive-Behavioral

Areas of Interest: Forensic Psychology (Competency, Criminal Responsibility), Serious &

Persistent Mental Illness, Personality & Malingering Assessment, Addiction, Spirituality

Murugi Mungai-Kamau, Ph.D., Howard University, 1997

Primary Theoretical Orientation: Cultural/Contextual; CPT; Mindfulness, & CBT

Areas of Interest: Forensics, Trauma, Empowerment, Rehabilitation, and Research

Kate Schrumpf, Psy.D., (she/her) Loyola University Maryland, 2013

Primary Theoretical Orientation: Integrative – Interpersonal Process, CBT

Areas of Interest: Severe & Chronic Mental Illness; Forensic Issues (particularly Violence Risk

Assessment); Cultural Diversity

Karina Zanko, Psy.D., American School of Professional Psychology at Argosy University,

Washington D.C., 2015

Primary Theoretical Orientation: Integrative including Psychodynamic & Cognitive Behavioral

Areas of Interest: Individual and Group Therapy, Trauma, and Severe Mental Illness

Charles Zeitler, Psy. D. (he/him) American School of Professional Psychology at

Argosy University, Washington, D.C., 2010

Primary Theoretical Orientation: Cognitive-Relational

Areas of Interest: Trauma, Compulsive Sexual Behaviors (Certified Sexual Addictions Therapist,

CSAT), Addiction, Forensic (Risk Assessment), Culture & Diversity, Impact of Microaggressions

Cheryl Zwart, Ph.D., State University of New York at Binghamton, 1981

Primary Theoretical Orientation: Integrative – Psychodynamic & Cognitive-Behavioral

Areas of Interest: Long-term Therapy with Individuals Diagnosed with a Serious Mental Illness

Ruel R. Billones, Ph.D., Ed.D. (he/him) Ateneo de Davao University, Philippines, 2017

Psychology Associate

Primary Theoretical Orientation: Object Relations, Relational

Areas of Interest: Trauma (Cult and Religious Abuse), Substance Abuse (Sexualized Poly Drug

Use or Chemsex), Health Psychology (HIV, Trans-Health), Equitable Delivery & Implementation

of Global Mental Health

Aldith Campbell, Ed.D., American School of Professional Psychology at Argosy University,

Phoenix, Arizona, 2012

Psychology Associate

Primary Theoretical Orientation: Cognitive-Behavioral

Areas of Interest: SMI population, Cultural Diversity, Teaching in Higher Education, Group

Counseling, Risk Assessment

Rita Mercer, Psy.D., The Chicago School of Professional Psychology, Los Angeles, 2019

Psychology Associate

Primary Theoretical Orientation: Cognitive-Behavioral

Areas of Interest: Racial Battle Fatigue, Culture, Diversity, Forensic (Risk Assessment),

Transitional life issues

Office of Forensic Services

Barbara Allgood-Hill, Ph.D., Howard University, 1987

Primary Theoretical Orientation: Cognitive-Behavioral

Areas of Interest: Dually Diagnosed (intellectual disability and mental illness), Positive

Behavioral Intervention, Intersection of Mental Health and the Legal System, Forensic

Evaluation/Assessment, Learning Modalities for Persons with Mental Health and/or

Intellectual Impairments

Julie Beasman, Psy.D., Loyola University Maryland, 2007

Primary Theoretical Orientation: CBT, DBT, Psychodynamic

Areas of Interest: Forensic Mental Health Assessment, Mindfulness Practices, Mood and Anxiety

Disorders

Gizelle Carr, Ph.D., Howard University, 2014

Primary Theoretical Orientation: Psychodynamic

Areas of Interest: Therapeutic Jurisprudence, Forensic and Personality Assessment, Cultural

issues in Forensic Assessment; Adolescents in the juvenile justice system

Andrew Good, Psy.D., University of Denver Graduate School of Professional Psychology,

2002

Primary Theoretical Orientation: Integrative: person-centered, CBT, dynamic/object relations

Areas of Interest: Adult Competency to Stand Trial and Criminal Responsibility Evaluations,

Juvenile Pre-Disposition and Transfer of Jurisdiction Evaluations

Katelin Witzke, Psy.D., The Chicago School of Professional Psychology, 2019

Primary Theoretical Orientation: Cognitive-Behavioral, Interpersonal

Areas of Interest: Mental Health Law, Forensic Assessment, Violence and Sexual Risk

Assessment, Populations with Serious Mental Illness

Application Procedures

All application materials for our program must be submitted by 11:59

PM (EST) on November 1

for consideration.

A. The following are the minimum requirements that MUST be met for

consideration of an applicant for the SHC internship program:

1. Matriculation in an APA- or CPA-accredited doctoral program in Clinical or

Counseling Psychology (or a combined program that includes one of these areas

of emphasis).

2. Minimum of three years completed in graduate study of psychology. Time spent

in terminal Master’s programs in psychology will be considered.

3. Direct Contact Hour Preferences

a. A minimum of 300 of face-to-face intervention hours is preferred

b. A minimum of 75 of face-to-face assessment hours is preferred

c. A total of 500 hours of direct contact (e.g., combined total for face-to-face

intervention and assessment hours) during doctoral study is preferred

but not required. Hours accrued during terminal Master’s study will be

considered if certified by your DCT.

4. Dissertation proposal (or equivalent requirement) approved by application

deadline.

5. Comprehensive exams passed by application deadline.

In addition, strong applicants will have:

✓ Courses in the following areas:

▪ Assessment

▪ Personality Theory

▪ Psychopathology

▪ Principles of Psychotherapy/Intervention

✓ At least one semester of supervised practicum experience in psychological testing and

two semesters of supervised practicum experience in psychotherapy.

✓ Substantial clinical experience working with an adult population

✓ Experience working with serious mental illness or in inpatient or forensic settings

✓ Training/clinical experience with and the ability to independently administer Wechsler

scales of intelligence and major objective personality tests.

Typically SHC’s Doctoral Internship Program requires a minimum of 500 total direct contact hours for further

consideration for the program with at least 75 assessment and 300 intervention hours. Due to Covid-19, this

requirement has been relaxed. Applicants who do not meet these absolute thresholds direct contact hours will

remain under consideration.

B. Application:

Springfield Hospital Center uses the online application process developed by

Association of Psychology Postdoctoral and Internship Centers (APPIC):

1. AAPI Online (Available at http://www.appic.org/), including:

● Cover letter

● Curriculum Vitae

● Application (including Director of Training’s verification)

● Official graduate school transcripts

● Three letters of reference from psychologists acquainted with the

applicant’s clinical work.

2. Springfield Hospital Center also requires supplemental material that should be

submitted online with the application:

● A recent comprehensive psychological test report

Please note: The preferred work sample would be a report for a

comprehensive adult evaluation that includes intellectual

assessment and personality measures. All potentially identifying

client information must be completely removed from reports before

submission. This report should represent actual clinical work

completed by the applicant (e.g., not based on testing activities for

coursework). While it is expected that a clinical supervisor will have

had input on the report, the work sample should be one completed

primarily by the individual applicant as a representative work

sample.

C. Selection Process:

Applicants are strongly advised to complete the application process as early as

possible. Final deadline for receipt of all materials is 11:59 PM (EST) on

November 1

Based on an initial review of applicants’ credentials and application materials,

selected candidates will be invited for an interview (invitations will go out on or

before November 29

). Remote video interviews will be offered to all candidates

invited to interview and will be the preferred method of interviews. Telephone

interviews will be available as an alternative, when needed. Interviews will be

scheduled for December 12

, 13

, 16

, or 17

. Interviews typically include an

individual interview with the Internship Training Director and an individual

interview with another psychologist, as well as the completion of a writing sample.

Applicants will be provided an opportunity to speak with current interns regarding

their experiences. Applicants not invited for an interview will be informed by

December 9

and will no longer be considered for the upcoming internship year.

Notification and scheduling of interviews will be via email.

The Maryland Department of Health (MDH) does not discriminate on the basis of

race, color, sex, national origin or disability in the operation and administration of

its services, facilities, programs, benefits, and employment opportunities. Our

program is committed to providing an inclusive and welcoming environment for all

members of our staff, trainees, and clients.

The internship program is committed to providing access for all people with

disabilities and will provide reasonable accommodations with sufficient advanced

notice. If invited for an interview, please notify the program of requests for

accommodations when you schedule your interview.

If you have questions about the application process, please contact Dr. Rachel Ladysh

by phone at 410-970-7143 or e-mail: [email protected].

D. Notification and Acceptance Procedures:

Springfield Hospital Center is a member of the Association of Psychology

Postdoctoral and Internship Centers (APPIC) and adheres to all APPIC guidelines for

notification and acceptance procedures, as published annually by APPIC. We

participate in the national match 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.

After matching to the program and prior to beginning the internship, incoming

interns are required to complete an application for employment with the State of

Maryland and are required to have a pre-employment physical, TB testing, and a

criminal background check.

Interns are required to maintain their own malpractice insurance during the

internship year. Some graduate programs provide malpractice insurance for their

students. Please check with your school to determine their policy. You will need to

provide a copy of your Certificate of Liability Insurance prior to beginning the

internship.

Springfield Hospital Center

6655 Sykesville Road

Sykesville, Maryland 21784-7564

TTY: 1-800-249-4347

Jordan Butler, Chief Executive Officer

Jo Hall, M.D., Clinical Director

Rachel Ladysh, Psy.D. (she/her)

Internship Training Director

rachel.ladysh@maryland.gov

410-970-7143

State of Maryland

Wes Moore, Governor

Department of Health

Laura Herrera Scott, M.D., Secretary

Questions related to the program’s accredited status should be

directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation

American Psychological Association

750 1

Street, N.E.

Washington, DC 20002

Phone: 202-336-5979/Email: ap[email protected]