Teachers College, Columbia University, Department of Counseling and Clinical Psychology, School Based Mental Health Collaboration (SBMHC)

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Name of Externship: School Based Mental Health Collaboration (SBMHC), Department of Counseling and Clinical Psychology, Department of School and Community Partnerships, Teachers College, Columbia University

Name of Director: Nancy Eppler-Wolff, PhD.

Street Address: Teachers College, Columbia University Program in Clinical Psychology/The Office of School and Community Partnerships 525 West 120th Street NYC 10027 Box 102 Telephone: 212 595 5070 Email: Nancy Eppler-Wolff, PhD. nje12@tc.columbia.edu Webpage: in progress

General Information Start Date: July 2018 End Date: June 2019

Appropriate for: • Child clinical • Child counseling • School/child

Scheduling (e.g., required/optional days of week, # hrs per day, total hours per week, flexibility in scheduling): Tuesdays required, total hours/week = 16, flexibility in scheduling

Required level of readiness (any prior experiences or level of training required for applicants): 3rd year +

• Has completed child psychotherapy/child therapy practicum course (or equivalent) • Prior experience treating children in individual treatment.

Is there a stipend for externs? No

Application Process Applications not accepted before January 16, 2018

Other application information: • SBMHC abides by the guidelines established by the APA externship consortium. • It is expected that externs will provide documentation of their professional liability for graduate students in psychology prior to working in the School.

What materials need to be submitted? ▪ Letter of application ▪ Curriculum vitae ▪ Two (de-identified) samples of written clinical material: A psychoeducational or psychological test report (child) A case summary (child) ▪ Two letters of reference

Please send full packet via email (preferred) or postal mail to:

Nancy Eppler-Wolff, Ph.D. Nje12@tc.columbia.edu


Box 102 Teachers College, Columbia University 525 West 120th Street New York, NY 10017

Description of Externship

SBMHC (Program in Clinical Psychology and The Office of School and Community Partnerships, and NYC Public Schools) is a unique interdisciplinary clinical program. It is an evidence-based consultative and preventative mental health project in which externs, from clinical, counseling and child/school psychology programs, can broaden and deepen their clinical skills by working and consulting with children, parents, teachers and administrators in an underserved community setting.

Research has validated that a substantial number of children experience mental health issues that severely impact school performance and can lead to social dysfunction. School mental health professionals are often overworked and may not be prepared to address the vast scope and variability of the mental health needs of their students. In addition, there is little opportunity for them to create thoughtful and effective preventative care services school wide. Teachers usually have little specific training in social and emotional education, and do not feel qualified to handle the inevitable everyday behavioral crises in their classrooms. Finally, parents’ needs, especially in underserved schools, are often unmet and most schools offer few preventive services for parents (i.e. parenting groups, psychological educational workshops). Also, children and their parents do not always utilize the mental health services that are available via local hospitals or agencies due to scheduling demands, poverty, lack of access, or fear of stigma. All of this negatively impacts a child's mental health and impedes their ability to receive treatment to alleviate emotional and behavioral problems.

SBMHC, launched in September 2016, addresses social and emotional health issues of community constituents through preventative SEL (social and emotional learning) curricula, consultative, psychoeducational, and early intervention services.

Primary responsibilities:

1. Extern ("clinical classroom consultant") works as a consultant and coach for classroom teacher, and also observes and assesses students in the classroom (and in special activities such as gym, music and lunch). When externalizing or internalizing behaviors are observed (i.e., behaviors that interfere with the child’s ability to attend/participate/self-regulate in the classroom), extern makes push-in interventions to help mitigate the behavior (i.e., self-regulatory techniques, mindfulness, other therapeutic techniques). The consultant confers weekly with classroom teacher to discuss these findings, and to help the teacher understand, and implement his/her own effective behavioral strategies and interventions. 2. Extern co-teaches an evidence-based SEL curriculum (PATHS, Second Step) with classroom teacher. The extern and the teacher work to tailor the SEL Curriculum to meet the specific needs of the children in classroom, and to integrate the curriculum into the classroom culture. 3. Extern co-leads an on-site on-going parenting group and/or an on-site social skills group for children. 4. Extern works with the SBMHC team to create and lead psychoeducational workshops for faculty and/or parents. 5. Extern triages/consults with parents who have children with emerging and/or identified issues. Team makes off-site (community based) psychotherapy and psychiatric referrals; Works collaboratively with psychologists and psychiatrists. 6. Opportunity to collaborate on on-going scholarly research, and co-authorship of articles/presentations (if interested).

Populations served: • Children – ages 5-11 • Parents • Teachers • School Administrators

Training models offered:

• Integrative Psychodynamic

  • Evidence-based interventions (i.e., mentalization)

• Mindfulness training (for individuals and groups) • PATHS or SECOND STEP (evidence-based social and emotional learning curricula based on CASEL's pillars) • Community consultation and Advocacy Training

Intervention training experiences commonly offered: • School/community consultation in underserved community • Group Therapy • Program Development

Expected number of cases seen at any one time: no individual/pull-out therapy caseload

Assessment training experiences commonly offered: • Informal assessment of children in classroom • Emotionally responsive practice rating scale assessment instrument (Koplow, Bankstreet, 2005).

Supervision of externs: Estimated hours/week of individual supervision: 1 Estimated hours/week of group supervision: 1 Estimated hours/week of didactics: 2 (didactics on community consultative work; Team meeting - Tuesday evenings.)