Mid-Michigan Psychology Internship Consortium (MMPIC)
Ingham Intermediate School District (Mason, MI)
Ingham Intermediate School District (ISD) is a regional education service agency in Mid-Michigan that has operated since 1962. Ingham ISD provides services to over 44,000 students. The service area extends into seven counties; however, the district primarily serves the schools in Ingham County. Ingham ISD's main campus is in Mason, but many of the 350 staff members work directly in local schools and in community settings.
The district includes an urban core and ranges from small rural communities to affluent suburban schools. The Intermediate School District serves the communities of Dansville, East Lansing, Haslett, Holt, Lansing, Leslie, Mason, Okemos, Stockbridge, Waverly, Webberville, and Williamston. The district includes public schools, public academies, non-public schools, and is affiliated with Lansing Community College.
Ingham ISD serves a diverse population. Over 40% of the students in Ingham ISD are from racially and ethnically diverse backgrounds. Approximately 45% of the students served by Ingham ISD qualify for free or reduced meals, one indicator of socioeconomic status. Approximately 13% of students receive special education services. The ISD includes one large, urban district with over 70% of students from racially and ethnically diverse backgrounds. Ingham Intermediate School District serves children and adults from birth to age 26. The district includes several specialized programs including Great Parents/Great Start, Early On programs, an Autism Spectrum Disorder program, the Capital Area Career Center, the Evergreen school for youth with significant emotional or behavioral differences, the Heartwood school for youth with significant impairments, and two residential schools.
The ISD provides direct and indirect academic, behavioral, and social-emotional services through a Multi-Tiered System of Support (MTSS) framework. School psychology interns spend approximately half of their time providing assessment, intervention, and consultation services at the local building-level. The other half of their time, interns engage in systems-level assessment, intervention, and consultation to support ISD-wide MTSS implementation. The staff includes a doctoral level, licensed psychologist who is on-site at least twenty hours per week and who provides individual supervision for interns for at least two-hours per week.
Specifically, the training co-director, Dr. Barrett, is on staff and supervises interns.
Intern training is a priority for Ingham ISD in order to develop the assessment, intervention, and consultation skills of potential school psychologists. As the ISD deepens the implementation of MTSS and school psychologists shift roles from special education decision making to providing direct and indirect services, interns trained locally in the development of these skills are critical to the success of individual students and systems. Individuals interested in research and/or faculty positions are encouraged to apply.
The internship stipend for Ingham ISD is $23,000. Applicants seeking placement at Ingham Intermediate School District must be eligible to obtain the Michigan Preliminary School Psychologist Certificate.
Site Primary Supervisor: Courtenay Barrett, Ph.D., NCSP (see Dr. Barrett's CV)
Psychology Internship in Integrated Behavioral Health and Pediatric Psychology, housed in Michigan Medicine, Department of Pediatrics and Communicable Diseases, Division of Pediatric Psychology (Ann Arbor, MI)
The Division of Pediatric Psychology at the University of Michigan is a program within the Department of Pediatrics at the C.S. Mott Children's Hospital within the Michigan Medicine System. The program is composed of psychologists who are integrated within medical teams to maximize the overall health of children and their families using principles of behavioral science. The Division has three primary missions: clinical care, research, and education.
The Division of Pediatric Psychology provides comprehensive evaluation and treatment for children and adolescents who have problems with growth, development, behavior, or adaptation to illness.
The research mission of the Division is to advance knowledge of the interplay between development, behavior, and health. Faculty within the Division of Pediatric Psychology are engaged in innovative and collaborative clinical and health services research programs. Current research programs are related to eating/feeding behavior, obesity, sleep disorders, integrative behavioral health, adherence to chronic illness treatment regimens, transition from pediatric to adult centered care, and health-related quality of life.
The teaching mission of the Division encompasses undergraduate students, medical students, pediatric and family medicine residents, pre-doctoral psychology trainees, post-doctoral psychology fellows, and practicing pediatricians. Professional teaching occurs in clinical settings, in the classroom, and within the context of research. The Division is also committed to the education of patients, families, and members of the community. The staff includes a doctoral level, licensed psychologist who is on-site at least twenty hours per week and who provides individual supervision for interns for at least two-hours per week.
The internship stipend for the Psychology Internship in Integrated Behavioral Health and Pediatric Psychology is $20,000. Interns for the Psychology Internship in Integrated Behavioral Health and Pediatric Psychology must be eligible to receive their Temporary Limited License in the State of Michigan for the internship year.
Site Primary Supervisor: Blake Lancaster, Ph.D.
Saginaw Public Schools (Saginaw, MI)
Saginaw Public Schools is a culturally diverse, urban school district. The district serves many children and families with low socio-economic status and high and low incidence disabilities. Saginaw Public Schools educates approximately 7,500 students in 10 elementary schools, 1 middle school, and 3 high schools. Interns gain experience in evaluation and consultation, empirically-supported individual and/or group therapy and intervention, and crisis intervention to support children and adolescents with a variety of needs. Clients present with a variety of needs including specific learning disabilities, developmental disabilities, physical disabilities, mood disorders, or serious mental illness. The U.S. Census data from 2016 reports the following racial/ethnic demographics for Saginaw County, Michigan: White (76.4%), Black/African American (19.4%), Hispanic/Latino (8.4%), Asian (1.4%), Multiracial (2.2%), American Indian/Alaska Native (0.6%), Native Hawaiian/Other Pacific Islander (0.1%).
At Saginaw Public Schools, the training philosophy includes the provision of comprehensive psychological services, collaboration with healthcare facilities, advocacy for inclusion and numerous specialized programs, and the provision of a multi-tiered system of supports. Interns engage in the following training activities: evaluation (approximately 40% of work time), consultation (30%), behavior management (20%), crisis intervention (5%), and research/program evaluation (5%). The internship emphasizes doctoral-level school psychology, with exposure to the integration of neuropsychology in the schools.
Interns also have the opportunity to complete a mini-rotation in Central Michigan University's Approved Autism Evaluation Center. Interns in this mini-rotation serves as a member of a multidisciplinary evaluation team with the client's pediatrician and speech-language pathologist. The staff includes a doctoral level, licensed psychologist who is on-site at least twenty hours per week and who provides individual supervision for interns for at least two-hours per week.
The internship stipend for placement in Saginaw Public Schools is $38,000. The higher stipend reflects the fact that the intern is hired as a year one school psychologist. Applicants seeking placement at Saginaw Public Schools must be eligible to obtain the Michigan Preliminary School Psychologist Certificate.
Site Primary Supervisor: Robert Miller, Ed.D.
Sunfield Center for Autism, ADHD and Behavioral Health (Ann Arbor, MI)
The Sunfield Center for Autism, ADHD, and Behavioral Health (Sunfield Center) is an outpatient mental health center specializing in treatment of child, adolescent, and adult psychiatric disorders in Ann Arbor, Michigan. Sunfield Center was founded in August 2011 by psychologists from the former University of Michigan Autism and Communication Disorders Center (UMACC). At Sunfield Center, a team of highly qualified professionals deliver evidence-based and research-informed evaluations and treatments. Sunfield trainers are dedicated to increasing awareness of childhood mental health needs, as well as providing patients and their families stability, trust, education, and ongoing support.
All Sunfield staff are trained in the delivery of state-of-the-art assessments and treatments of individuals across the lifespan (from toddlers to adults) presenting with an Autism Spectrum Disorder (ASD). Sunfield trainers also specialize in diagnostic assessment and treatment of Attention Deficit/Hyperactivity (ADHD) and Disruptive Behavior Disorders, as well as Anxiety Disorders in children and adolescents. The Sunfield Center provides assessment services, CBT, parent training, and school-based consultation services. The staff includes a doctoral level, licensed psychologist who is on-site at least twenty hours per week and who provides individual supervision for interns for at least two-hours per week.
The internship stipend for the Sunfield Center is $18,500. Interns at Sunfield must be eligible to receive their Temporary Limited License in the State of Michigan for the internship year.
Site Primary Supervisor: Suzi Naguib, Ph.D.
Thriving Minds Behavioral Health Center (Brighton, MI)
Thriving Minds Behavioral Health Center (Thriving Minds) is an independent clinic in mid-Michigan, specializing in the evaluation and treatment of anxiety, learning, and behavioral disorders. The clinic has two locations: the original clinic is located in Brighton with an additional branch in Chelsea. The clinic has central leadership and consistent procedures across both locations.
Thriving Minds serves children and youth and their families using a Cognitive Behavioral Therapy (CBT) framework. Within that framework, the clinicians provide CBT for mood and anxiety disorders and Parent Child Interaction Therapy (PCIT) for disruptive behavior disorders. The clinic also offers psychological assessments for learning issues, anxiety, Autism Spectrum Disorder, and Attention-Deficit/Hyperactivity Disorder. Specific services and programs offered by the practice include the Peer Connect group, the Confident Kids summer camp, individual anxiety interventions, individual, family, or parent support sessions, and intensive, school-based intervention and consultation. The clinic also serves as a local, national, and international resource on the treatment of Selective Mutism.
Thriving Minds provides a team-based interdisciplinary experience. The clinic includes three clinical psychologists, a Licensed Clinical Social Worker, a clinician with her Limited License in Psychology, and a clinician with her Temporary Limited License in Psychology. The team frequently consults with school-based and medical professionals in supporting clients. The staff includes a doctoral level, licensed psychologist who is on-site at least twenty hours per week and who provides individual supervision for interns for at least two-hours per week.
Intern training is essential for Thriving Minds. The clinic values the diversity of perspectives interns contribute as well as their passion and enthusiasm for the field. Thriving Minds also seeks to share knowledge about Selective Mutism and how parents and educators can help children move through this set of thoughts, feelings, and behaviors.
The internship stipend for Thriving Minds is $18,500. Interns at Thriving Minds must be eligible to receive their Temporary Limited License in the State of Michigan for the internship year.
Site Primary Supervisor: Aimee Kotrba, Ph.D.