Devereux Beneto
Pre-doctoral Internship |
| The Devereux Day School is an approved private school serving up to 130 children with emotional psychological disturbance. The school is licensed to serve children between the ages of 8 and 21. |
| Typical Week |
A Typical Week for the intern at the Day School involves:
- Four to eight hours of individual counseling with students, and an additional 3 to 4 hours of case management duties, such as writing progress notes, and contacting families and outside agency representatives.
- Co-leading one or two groups, which meet for 45-minutes per week.
- Consulting individually with teachers each week, and spend additional time observing in the classroom, developing behavior plans, or attending meetings regarding the students in that classroom.
- Devoting at least a 3-hour block of time towards assessment each week.
- Conducting intake evaluations.
- Supervising the professional psychology trainee for one hour per week (if assigned to the Day School).
- Attending weekly clinical team meetings.
- Attending floor meetings as well as monthly staff meetings.
- Spending four hours per week in individual supervision.
- Attending a full day of seminars at ICTR on Fridays.
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| Training Supervision |
| The intern receives two hours of individual supervision on assessment cases with Amy Brosof, Ph.D. Dr. Brosof also supervises the intern on consultation, the supervision of the professional psychology trainee, and the research project. Susan Marcucci, M.A. provides the intern with an additional two hours of individual supervision on clinical/therapy cases. |
| Caseload |
| The caseload varies from 4 to 8 students throughout the year. The Day School Intern is responsible for meeting weekly with the student for individual therapy sessions, as well as consulting with the child's teachers, maintaining contact with the family, and coordinating services with other service providers (e.g., outside therapists, psychiatrists, probation officers, etc.) |
| Psychological Assessments |
| The intern completes a minimum of 3 psychological assessments over the course of the year, and must demonstrate competency. These are comprehensive assessments, including cognitive, academic, and social-emotional testing, as well as more specialized assessments, such as functional behavior assessments, evaluation reports, and intake assessments. |
| Group Therapy |
The Day School intern typically co-leads one or two groups with another clinician or teacher, such as an anger management group, a social skills group, or an activity group.
The intern at the Day School does not typically conduct traditional family therapy. However, working with families is an integral part of the assessment and therapy process, and interns are encouraged to communicate regularly with families and to help them develop skills and supports to best meet their children's needs. |
| Applied Research Project |
| An internship requirement is conducting an applied treatment outcome project that is relevant and meaningful for the Day School. Typically, this involves collecting data, entering and analyzing data, writing up, and presenting the research project. Recent studies have included: measuring the effectiveness of a drug and alcohol prevention program on students' knowledge of substance abuse; assessing students' behavioral functioning and readiness for inclusion in less restrictive educational settings; assessing the effectiveness of a social skills curriculum; and assessing the effectiveness of a direct instruction reading program. |
| Consultation |
| The Day School adheres to a consultation model of service delivery, and the intern takes the role of consultant by meeting with an assigned teacher on a weekly basis to work on specific concerns regarding individual students. This role may include being the case manager for the students in that classroom and consulting with the teacher on behavior management and instructional issues. In addition, the intern consults regularly with the teachers of students on his or her caseload. |
| Additional Activities |
Other (Possible) site-specific activities include:
- Conducting intake evaluations for students and families who are considering attending the Day School.
- Crisis intervention after school hours for students who have not been able to contract for safety prior to the school day ending. May also include psychiatric hospitalizations.
- Supervising the professional psychology trainee, who is a college graduate who works at the Day School 2 days per week. The trainee provides supportive counseling to students at the Day School, as well as co-leads groups, conducts observations, and assists with research projects.
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| Assessments Used (but not limited to) |
- Behavior Assessment System for Children (BASC-2)
- Childhood Depression Inventory
- Clinical Assessment
- Devereux Scale of Mental Disorders
- Gray Oral Reading Test - Fourth Edition (GORT-4)
- Oral and Written Language Scales: Written Expression Scale (OWLS)
- QPRT-Suicide Assessment
- Rorschach
- Sentence Completion
- Test of Mathematical Abilities - Second Edition (TOMA-2)
- Thematic Apperception Test
- Wechsler Adults Intelligence Scale - Third Edition (WAIS-III)
- Wechsler Individual Achievement Test - Revised Second Edition (WIAT-II, Revised)
- Wechsler Intelligence Test for Children - Fourth Edition (WISC-IV)
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| Suggested Readings |
| The Prepare Curriculum: Teaching Prosocial Competencies by: Arnold P. Goldstein Skillstreaming the Elementary School Child by: McGinnis and Goldstein |
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