Rebecca School - Therapeutic Day School
Last update: 1/4/17
Name of Externship: Rebecca School
Name of Director/Coordinator: Ismini Georgiades, Ph.D.
- 40 East 30th Street
- New York, NY 10016
Telephone: 212-810-4120 ext. 248
Email: Ismini Georgiades, Ph.D.
REBECCA SCHOOL –THERAPEUTIC DAY SCHOOL FOR AUTISM SPECTRUM DISORDERS
Rebecca School is an internationally-known therapeutic day school for children and young adults 4 to 21 with neurodevelopmental delays of relating and communicating, including autism spectrum disorders. The externship and internship programs are designed to allow doctoral students to gain a wide variety of clinical experience by working from a relational psychology model, providing individual and small group psychotherapy, psychological testing, clinical consultation, co-leading staff process groups, and case conference as a vital member of an interdisciplinary team. Rebecca School utilizes the Developmental Individual- difference Relationship (DIR) model developed by Dr. Stanley Greenspan. This therapeutic approach proceeds from the core tenet that relationships are the foundation of effective psychological interventions, academic learning, and social development. The academic program at Rebecca School incorporates this therapeutic, relational model and focuses around each student’s developmental challenges and strengths. Externs/interns deepen their psychotherapy skills through intense training and direct clinical service. Externs participate in weekly individual and group supervision, didactic training, team and family meetings, and they have the opportunity to gain experience in clinical case presentations and staff development workshops. In sum, this training site offers intensive clinical training and experience within a supportive and collegial environment.
OUR STUDENTS AND THE REBECCA SCHOOL MODEL
The children and adolescents who attend Rebecca School have neurodevelopental delays in relating & communicatiing, including autism spectrum disorders and pervasive developmental disorders. The academic program places the relationships each staff member has with the children at the fore regardless of the neurodevelopmental level of the student. Since most of the students have difficulties with communicating and relating, the clinical and academic staff use the DIR model in their work with students to enhance students’ abilities in self-regulation, frustration tolerance, problem-solving, meaningful social interactions, and joyful, creative play. DIR and the relational psychology theoretical orientation share many core beliefs and trainees receive extensive applied and theoretical training on DIR and relational psychology.
Supervision is provided by highly experienced, doctoral level psychologists. Externs receive a minimum of one hour of individual supervision and one hour of group supervision weekly. In addition to supervision and training provided by psychologists, externs/interns have the opportunity to observe clinicians from other disciplines, including music therapists, social workers, and DIR/Floortime consultants. The senior staff have expertise in a variety of theoretical orientations including psychodynamic therapy, interpersonal psychology, and trauma theory. Externs are encouraged to adopt their own personal style for conducting psychotherapy within this developmental, relational model. The videotaping of sessions is commonly used as an additional training tool that helps trainees deepen their clinical skills and self-confidence.
TRAINING AND PROFESSIONAL DEVELOPMENT
Rebecca School externship/internship programs are distinguished for their focus on clinical training and professional development for our externs/interns. Externs receive one hour of didactic seminar within the Psychology Department as well as an additional, two-hour didactic seminar that is provided for all departments. Finally, externs observe and participate in weekly grand rounds/case conference which include all staff (as well as the family of the student being presented). Didactic seminars are provided by senior clinicians from Rebecca School, as well as by outside speakers with expertise in child/adolescent development, relational psychology/DIR and the treatment of neurodevelopmental disorders.
To be considered, applicants should, at a minimum, be in their third year of clinical, counseling, child/clinical, or combined school/child clinical psychology doctoral study during their externship year. All applicants should have some form of prior counseling experience and have completed coursework in cognitive and adaptive functioning assessment, psychoeducational assessment, and assessment report writing.
Externs are required to fulfill a minimum commitment of 2 full (8-hour) days per week, with a 3rd day being optional, depending on the extern’s schedule. The externship program begins during the first week of September and ends in mid-June. Tuesdays are required clinical days because department meetings and training seminars occur on those days.
Typical Extern Activity Hours for 2 Full Days:
Direct Clinical Service: 12 hrs.
Individual Supervision: 1hr
Group Supervision: 1hr
Testing Seminar/Supervision: 1hr
Psych Dept. Didactic Seminar: 1hr
Case conference (on Wednesdays only): 1hr
All-staff Didactic Seminar (on Fridays only): 1hr
Approximate Total: 16 hours per week
Externs will be expected to provide individual and group counseling services, psychological assessments, participate in individual and group supervision, be present for all in-service training and case conferences (according to their schedule), and provide clinical consultation to teaching staff, families, and other clinical staff. Students who require additional clinical hours can be accommodated.
APPLYING TO THE EXTERNSHIP Interested candidates should send a letter of interest, a CV and two letters of reference from professionals familiar with their work. Candidates should consult their Directors of Clinical Training regarding the start date for submitting applications. Applications should be mailed or emailed to: Dr. Ismini Georgiades, Clinical Coordinator Rebecca School 40 E. 30 Street, NY, NY 10016 E-mail: firstname.lastname@example.org
Additional information about Rebecca School can be obtained through our website: www.rebeccaschool.org, or by calling our office: 212-810-4120 x 248.
Start Date: September 1
End Date: mid-June
- Child clinical
- Combined school/child clinical
Scheduling (e.g., required/optional days of week, # hrs per day, total hours per week, flexibility in scheduling):
- 2 days required, 3 days optional, 8 hrs per day, Tuesdays are required.
Required level of readiness (any prior experiences or level of training required for applicants):
- 3rd year and up strongly preferred for externship due to the highly clinical nature of our setting
Preferred level of readiness(any prior experiences preferred for applicants):
- Prior experience providing counseling to children is preferred, experience providing counseling required.
Is there a stipend for externs?
Additional dates for applications?
- Applications not accepted before the Tuesday following Dr. Martin Luther King Day in January.
What materials need to be submitted?
- Letter of interest
- 2 letters of recommendation
- 1 sample of written clinical material (psychological test report and/or case summary)
- Letter of readiness
- Letter of interest
How should it be submitted?
- Mail, or email Dr. Georgiades using the contact information listed above.
Any details of the application process (e.g., interviewing, time frame, how decisions are made):
- Not specified
Description of Externship
Populations commonly served:
- Young adults
- Wide variety of cultures, ethnicities, religions and socio-economic levels
- Developmental Disabilities
- Co-morbid diagnoses
If any of these populations are only available to students under certain circumstances, please indicate:
- Adult work is with parents and staff members on-site and is dependent upon which days the extern is on-site.
Training models offered:
- Developmental Individual Differences, Relationship-based Model (DIR)
If any of these models are only available to students under certain circumstances, please indicate:
Intervention training experiences commonly offered:
- Individual Psychotherapy/Play Therapy
- Group Therapy
- Classroom & Multidisciplinary Team Consultation
- Parent Consultation and Therapeutic Support
If any of these intervention experiences are only available to students under certain circumstances, please indicate:
- Some group and consultation experiences are dependent upon the days of the week externs are at the site.
Expected number of cases seen at any one time:Dependent on number of days/hours extern is at the site
Assessment training experiences commonly offered:
- Psychoeducational Assessment
- Assessment Report Writing
- Cognitive & Adaptive Functioning Assessment
If any of these assessment experiences are only available to students under certain circumstances, please indicate:
- There are no special circumstances for assessment experiences aside from the extern's prior level of training and experience. Training in certain assessment batteries is provided on site as necessary.
Expected number of full assessment batteries completed during externship (defined as administration of a battery of standardized tests):
- Varies from year to year and dependent on level of extern training prior to starting at Rebecca School.
Expected number of assessment reports completed during externship (defined as writing reports based on a battery of standardized tests:
- Same as above. Students are expected to fully write whatever batteries they complete.
Estimated hours/week of individual supervision: 1
Estimated hours/week of group supervision: 1
Estimated hours/week of testing seminar/supervision: 1
Estimated hours/week of didactics: 1 hr, possibly more depending on days of week extern is at site. At minimum externs will be involved in 1 hour of graduate student seminar and a 1 hour clinical department meeting. Other possible didactics include weekly case conference, weekly staff training, process group and weekly multidisciplinary team meetings.
Some involvement in research taking place at Rebecca School is also possible, depending on the schedule and level of commitment of each extern.