Children’s Behavioral Health Services
The Devereux Children’s Behavioral Health Services (CBHS) is comprised of two main campuses, Brandywine and Mapleton. The Brandywine Programs serve approximately 120 boys between the ages of 7-18 while the Mapleton Programs serve approximately 40 girls and 18 boys between the ages of 11-18. Clinical diagnoses vary widely, but generally are encompassed in one of the following categories: Post Traumatic Stress Disorder, Mood Disorders, Disruptive Behavior Disorders, and Autism Spectrum Disorders.
Treatment Program Overview
who match with Devereux CBHS will have the opportunity to work at both the
Brandywine and the Mapleton Programs. The treatment orientation across CBHS
programs is behavioral/cognitive-behavioral.
In addition to direct service delivery, both programs have adopted system-wide approaches to prevent and address problem behavior. The Mapleton programs have adopted a three-tiered positive behavioral interventions and supports (PBIS) framework. Training and technical assistance activities are focused on developing program-wide interventions for both the residence and school programs. Brandywine is certified by the Sanctuary Institute (www.sanctuaryweb.com/institute.php) and adheres to Principles of the Sanctuary Model (Bloom, S. L., 1997) in the organizational culture and approach to treatment.
Assessment. Interns are required to demonstrate competency in assessment during the training year. Interns are expected to have developed competence in administration of psychological tests prior to internship. Assessment assignments provide an opportunity for the intern to develop competency in:
Assessment opportunities include assessment of cognitive functioning, academic skills, functional skills, diagnostic evaluations, functional behavioral assessments, intake evaluations and personality functioning.
Intervention. Interns carry a caseload of approximately 4-6 clients. Interns meet with clients individually for at least 1 hour per week and with the client’s family for 1 hour per week. Additionally, the intern also provides group therapy for 1 hour per week. Interns are expected to be available for crisis intervention as needed for their clients. Interns also co-facilitate a parenting group for 1 hour bi-weekly.
Consultation. Interns provide consultation during team meetings and on an individual basis with all disciplines within the therapeutic milieu, including teachers, direct care professionals, and program managers, among others.
Systems Management. Interns are responsible for the systems management activities associated with clients. Systems management typically involves collaboration with delinquency and dependency court systems, managed care organizations, resource coordinators and educational settings. Systems management includes planning for visitation and securing aftercare services.
Research/Program Evaluation. Interns complete a research project or program evaluation during their training year. The projects may be part of an existing research project or the intern may develop his or her own research initiative.
Diversity/Cultural Competence. Interns work with a culturally diverse population. Therefore, the ability to provide culturally sensitive interventions is essential to the treatment of the population.
Supervision. Interns work with a multidisciplinary team and provide supervision to members of the team on the implementation of behaviorally-based intervention. In some cases, interns may have the opportunity to supervise a practicum student.
Professional Skills and Development. Professional skills and development begin during the first week of the internship and are continuously evaluated throughout the year. After an initial self-assessment is completed, specific goals and objectives will be established. These targeted areas will be reviewed and discussed during individual supervision.
The intern is provided with four hours of individual and group supervision each week throughout the training year. The intern will be assigned to work with a primary supervisor and a supplemental supervisor. The primary supervisor will supervise the intern on individual and group therapy, the research project and general internship issues. The secondary supervisor will supervise the intern on assessment, family therapy and case management.
Desired Intern Qualifications and Competencies
The ideal intern candidate will have experience in providing evidenced based practices to children and adolescents, the ability to conceptualize a case from a CBT framework, and experience in administering a variety of assessments to children and adolescents. The ideal candidate will be trained in behavioral principles and have the ability to apply behavioral interventions. Intern candidates should have strong consultation skills and be able to work collaboratively with a multidisciplinary team. Additionally, intern candidates will be able to conduct independent research (e.g., conceptualization, methodology, and analysis).
Outcomes of Training
During the training year, the intern will develop proficient clinical acumen. As a member of the treatment team, the intern will be exposed to a behavioral/cognitive behavioral approach for individual, group and family therapies with diverse clientele. Throughout the training year, the intern will become skillful in managing crisis situations and will develop and implement long term treatment objectives. Additionally, the intern will become adept at working as a part of a multidisciplinary team and in navigating complex systems and collaborating with outside agencies. Upon successful completion of the training year, interns may elect employment in residential treatment centers, acute inpatient settings or juvenile justice settings. Many interns also secure faculty and research-based positions.