Clinical Psychology Externship
The River School will accept applications for two externs to begin in August, and train through mid June (16 hours per week). The extern will work closely with the program director and be part of a multidisciplinary team. Extern responsibilities include:
- Conducting cognitive and psychoeducational evaluations (3 months – 9 years of age)
- Obtaining experience using a variety of cognitive, developmental and achievement assessment measures
- Gaining experience in child observations in a clinical and educational setting
- Planning and leading social skills groups
- Training in Parent-Child Interaction Therapy (PCIT) by a certified Level 1 trainer
- Training in Teacher-Child Interaction Training (TCIT)
- Participate/facilitate support groups for parents of children with hearing differences
- Interacting with our multidisciplinary team (Educators, Speech and Language Therapist, Audiologists, Occupational Therapist) within an educational and clinical setting
- Planning and leading an early intervention group (Parent-Infant Program)
- Individual therapy
- Classroom consultation and push-in support
- Opportunities to participate in research
Electronically submit a letter of interest, a CV with a list of relevant coursework, one sample report, and two letters of recommendation to Dr. Adams by February 15. Please send application materials via email to email@example.com.
Elizabeth Adams Costa, Ph.D.
Licensed Clinical Psychologist, Director of Psychological Services
The River School
4880 MacArthur Blvd NW Washington, DC 20007
The River School provides educational experiences for children and their families by uniting the best practices of early childhood education and auditory-verbal learning, while promoting clinical research and training in child development, early behavioral and language development, and the impact of cochlear implantation on the developing brain. The population served at the school includes infants and children from birth through the third grade with congenital or acquired hearing differences due to meningitis, head injury, or neurological impact, in a fully inclusive environment with typically developing peers as role models for language and play.
The River School externship experience provides graduate students with opportunities to immerse in the practice of early childhood development, education, and oral/deaf education. Clinical research and training in child language and child development are cornerstones of the externship experience. The training experience, in regard to understanding individual child development, is obtained through observation and the assessment and documentation of basic biological, psychological, behavioral, cognitive, and social needs of children. The application of theory, and consulting with teachers and other professionals for intervention, is also exercised.
We currently have multiple research studies running including the use of Parent-Child Interaction Therapy (PCIT) as a behavioral and language intervention for children with hearing differences; and case studies assessing neuropsychological correlates of brain development in infants, toddlers, and children who receive CIs.
At The River School, we function as a clinical/educational environment with a multidisciplinary team of experts including an occupational therapist, speech and language pathologists, special educators, psychologists, and clinical researchers, thus providing learning experiences for the extern in a professionally dynamic environment. The externship experience will also include involvement in the planning and implementation of our Parent Infant Program (PIP), and training and experience in therapeutic modalities including PCIT. The total externship experience is grounded in professionalism with respect to ethical standards, principles, and practice. The philosophy of our externship program is to prepare students to function not only as highly trained professionals with skills applicable to a variety of settings, but also as members of a multidisciplinary treatment team providing services to children and their families.
Interventions in Early Childhood Development:
- Behavioral Assessment/Behavior Plan Development
- Case Review and Case Presentation
- Child Advocacy/Family support activities
- Opportunity for group/individual therapy with young children
- Training in PCIT
- Classroom consultation and support (TCIT)
- Participation in the Parent-Infant Program
Developmental Assessment of Young Children:
- Chart and history review
- Evaluation of development, educational skills, functional abilities, and behavior
- Cognitive assessment and psychoeducational assessment
- Report preparation
- Participation in multidisciplinary team meetings to report and interpret findings
- Participation in parent feedback sessions
Individual supervision will be provided for 2 hours per week (minimum), in addition to in-milieu supervision that will be provided on an ongoing day-to-day basis over the course of the of training provided within the academic year. Group supervision and didactic training is also provided. Externs will also gain experience in PCIT, and receive live supervision during PCIT treatment sessions from a certified PCIT therapist and Level 1 trainer. Opportunities for participation on didactic training will also be provided.
Initial coursework in theories of child development and assessment is assumed, as is interest in training in developmental setting that combines early childhood education with research, assessment and intervention.