Internships

In the Field

Criteria Community Externships
School Internships CDSPP Guidelines

Internship Criteria

The criteria for internship are defined by both the New York State Education Department and the American Psychological Association. This information is detailed below and will hopefully serve to clear up any confusion you might have regarding how we, and the organizations that accredit us, conceptualize an internship placement.

An internship is an organized training program which, in contrast to supervised experience (e.g., practica) or on-the-job training, is designed to provide the intern with a planned programmed sequence of training experience. The internship is the culminating training experience prior to the granting of the doctoral degree. It follows a programmed sequence of coursework, practica, and field experiences and occurs after the substantial completion of all coursework leading to the degree. The primary focus and purpose of internships is to assure breadth and quality of training.

The internship is designed to meet the needs of the graduate student and should provide an extension of education and supervised training from the University program. The psychology internship must include a range of activities such as consultation, assessment, intervention, supervision, program development and evaluation, and research which are designed to meet the health and psychological needs of the clients.

The internship agency employs a clearly designated doctoral-level psychologist, who is currently licensed/certified by the State Regulatory Board for Psychology at the independent practice level of psychology, who is responsible for the integrity and the quality of the internship program and is present at the training facility for a minimum of 20 hours per week. Intern supervision must be provided by a licensed psychologist. It may also be provided by other certified personnel in the psychological services unit, but the licensed psychologist assumes 100% responsibility of the supervision provided by staff members of the internship agency or by affiliates of that agency. The psychological service unit providing the internship training includes at least two full-time equivalent, licensed, doctoral-level psychologist supervisors.

The internship includes at least two hours per week of regularly scheduled, formal, face-to-face individual supervision with the specific intent of dealing with the psychological services rendered directly by the intern. The supervisor must provide at least one hour per week of supervision but may delegate the other hour per week of supervision to appropriately certified members of the psychological services unit.

The intern must have regularly scheduled, supervised, and documented training activities with other psychology interns. The internship must have two or more full-time equivalent interns. However, agencies with the capacity of only one intern may meet the spirit of this criterion, the socialization of doctoral-level psychology interns, by having regularly scheduled and documented training activities with interns at other internship sites, with other psychology interns in the immediate geographic areas or, when internship sites are at a significant distance from each other, by arranging for regularly scheduled meetings of interns for several hours on a monthly basis.

Reports by the intern to consumers, other agency or school personnel, or other relevant publics, must be cosigned by the licensed psychologist supervisor responsible for the intern. The trainee has a title such as "intern," "resident," "fellow," or other designation of trainee status and not be referred to as "psychologist" at this level of their training.

Community Externships

Community externships represent a vital component of the doctoral training sequence in the Psy.D. Program in School–Community Psychology. These placements bridge academic preparation and professional practice, offering students structured, supervised experiences that promote the development of competencies required for independent functioning as professional psychologists.

Externship placements expose students to diverse service delivery systems, client populations, and interdisciplinary collaborations. Settings include hospitals, community mental health centers, college counseling centers, community-based organizations, private group practices, correctional facilities, police departments, courts, and other human service agencies. Each externship provides a sequential, cumulative, and graded training experience designed to integrate the program’s goals, objectives, and profession-wide competencies consistent with the APA Standards of Accreditation (SoA, 2017).

Training occurs under the supervision of licensed psychologists who provide at least one hour per week of individual, face-to-face supervision and at least one additional hour that may be provided in group supervision. Supervisors possess advanced expertise in their areas of practice and model the integration of science and practice in psychological service delivery.

Externships emphasize evidence-based practice across multiple theoretical orientations, including behavioral, cognitive-behavioral, and third-wave interventions (e.g., Acceptance and Commitment Therapy, Dialectical Behavior Therapy, Metacognitive Therapy, and mindfulness-based approaches). Students may also engage in training emphasizing family systems, multicultural competence, trauma-informed care, and community-based prevention or intervention programming. Collectively, these experiences promote ethical, culturally responsive, and empirically grounded professional practice.

Externships are year-long placements, typically requiring a commitment of three days per week. Students are placed only in sites where psychology functions as an independent discipline and where supervision meets professional standards.

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The Community Psychology Externship is designed to provide doctoral students with advanced, supervised clinical and community-based experiences that integrate scientific knowledge, professional ethics, and applied skills in real-world settings. These placements serve as the bridge between the academic foundation of the program and the professional practice of psychology, offering structured opportunities for students to refine their competencies, deepen their professional identity, and develop the self-awareness, motivation, and autonomy necessary for independent functioning as psychologists.
The objectives of the externship are as follows:

1. Develop Knowledge of Community and Mental Health Service Systems
   Students gain firsthand understanding of how community and mental health service systems are structured, funded, and administered. They learn how multidisciplinary teams operate within these systems to provide integrated care to individuals, families, and communities, and how psychologists can serve as leaders and advocates for systemic change.
2. Enhance Clinical Interviewing, Counseling, and Therapy Skills
   Externs refine their ability to conduct clinical interviews, conceptualize cases, and deliver evidence-based interventions across diverse populations. Training emphasizes integration of cognitive-behavioral, systemic, and third-wave therapeutic models within a culturally responsive, trauma-informed, and developmentally sensitive framework. Students learn to adapt interventions to the needs of clients while developing confidence and independence in their clinical judgment.
3. Develop Competence in Consultation and Collaboration
   Students acquire the skills necessary to serve as consultants to schools, community agencies, families, and interdisciplinary teams. Through guided supervision, they learn to facilitate collaboration, address communication barriers, and promote systems-level change. This experience helps externs develop increasing professional initiative and comfort functioning as contributing members of multidisciplinary teams.
4. Acquire Knowledge and Skills in Program Planning, Development, and Evaluation
   Externs gain exposure to community program design, needs assessment, and outcomes evaluation. They learn to apply data-driven methods and evidence-based principles to program development and implementation, emphasizing prevention, empowerment, and social justice. This process promotes both analytic skill and the motivation to effect meaningful change within community systems.
5. Develop Competence in Psychological Assessment and Diagnosis
   Students gain experience in the administration, scoring, and interpretation of psycho-diagnostic instruments and related assessment techniques. They learn to integrate test findings with clinical observations and collateral information to inform diagnosis and treatment planning. As their skills advance, externs are encouraged to exercise growing autonomy in case formulation and in communicating results to clients, families, and professionals.
6. Strengthen Professional Values, Ethics, and Reflective Practice
   Across all externship activities, students are expected to demonstrate ethical decision-making, cultural humility, and professional integrity consistent with the APA Ethical Principles of Psychologists and Code of Conduct (2017). They are encouraged to engage in self-reflection regarding personal values, reactions, and biases that may influence their professional behavior. Through supervision, students learn to view self-awareness as an ongoing professional responsibility and as a cornerstone of ethical and effective practice.
7. Foster Professional Growth, Self-Awareness, Motivation, and Autonomy
   The externship experience promotes the development of self-awareness and motivation as foundations for lifelong professional growth. Students are encouraged to examine their personal and professional identities, reflect on their learning processes, and take ownership of their continued development. Supervision and reflective dialogue help students recognize their strengths and growth areas, manage professional challenges, and cultivate increasing independence in their clinical decision-making. Over time, externs progress from structured guidance toward greater autonomy, demonstrating readiness for the internship level of training and, ultimately, for the responsibilities of independent professional practice.

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The NYNJADOT Match Process

Most community externships are obtained through the competitive New York–New Jersey Association of Directors of Training (NYNJADOT) Match process.  Each year, doctoral students from across the metropolitan region apply for these highly sought-after placements. Hofstra Psy.D. students have historically achieved excellent outcomes, consistently securing their top-ranked sites.

In addition to NYNJADOT-affiliated placements, the program maintains relationships with several approved community sites outside of the match system, expanding opportunities for students whose training goals align with specialized or nontraditional settings.

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Application and Selection Procedures

Applications are typically submitted through the NYNJADOT online portal in mid-January. Participating agencies review submitted materials and invite selected candidates for interviews during February. Formal offers of placement are extended in early March.

Once a Hofstra Psy.D. student accepts an offer, an Externship Agreement is executed between the host agency and Hofstra University. This document outlines the responsibilities of both parties, including supervision, training objectives, documentation requirements, and evaluation procedures.

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Evaluation and Professional Development

Evaluation is a cornerstone of the externship experience and functions as far more than a measure of performance—it is a critical feedback mechanism that guides professional growth, reflection, and the development of self-awareness, motivation, and autonomy. The evaluation process helps externs integrate feedback, refine their skills, and advance along the developmental continuum toward competent and independent professional practice.

A formal, standardized evaluation of each student’s performance is completed by the field supervisor twice per year—once in the fall semester and again in the spring semester. These evaluations assess the student’s progress across the profession-wide competencies identified by APA, including ethical and legal standards, individual and cultural diversity, professional values, assessment, intervention, consultation, communication, and reflective practice. Supervisors review evaluations collaboratively with externs, fostering constructive dialogue and goal setting.

In addition, the University Supervisor of Field Placement conducts on-site meetings each semester with both the doctoral student and the field supervisor. These triadic meetings, held at the externship site, provide a structured forum to review progress, address concerns, and ensure that training expectations remain aligned with both university and site objectives.

Through this iterative process of supervision, feedback, and reflection, externs are encouraged to take active responsibility for their learning. They cultivate professional judgment, deepen their self-understanding, and progressively demonstrate greater autonomy and confidence in their work. Evaluation thus becomes a dynamic, developmental process—one that both measures and facilitates the extern’s transformation from student to emerging professional psychologist.

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Student and Program Evaluation

The Department of Psychology maintains active oversight of all externship placements to ensure that supervision, training content, and evaluation procedures meet professional and ethical standards. Students contribute to this process by completing a student evaluation of their externship site at the conclusion of the placement year. This feedback informs ongoing quality assurance and helps refine the network of placements to ensure they continue to meet the program’s high standards.

This reciprocal system of evaluation—by both field supervisors and students—supports continuous improvement, reflective practice, and mutual accountability. It reinforces the collaborative partnership among the University, externship sites, and students in achieving the program’s mission: preparing culturally competent, ethically grounded, and self-aware psychologists dedicated to serving children, families, and communities.

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RECENT COMMUNITY EXTERNSHIP PLACEMENTS

Name of Setting	Supervisor
Albert Ellis Institute	Dr. Kristene Doyle
Anxiety Disorders Center - Child Mind Institute	Dr. Amanda Mintzer
Biobehavioral Institute	Dr. Matthew Jacofsky
CBT/DBT Associates NYC	Dr. Lisa Napolitano
CBT/DBT Associates NYC	Dr. Lisa Napolitano
Center for Cognitive and Dialectical Behavior Therapy	Dr. Jill Byrnes
City College of NY Counseling Center	Dr. Laura Locin
Hofstra University Student Counseling Center	Dr. Merry McVey-Noble
Interborough Developmental and Consultation Center	Dr. Yosef Posey
Montefiore Hospital Couples and Family Psychology	Dr Mary Minges
Montefiore Hospital Couples and Fatherhood	Dr. Tracey Maynigo
New York State Psychiatric Institute/Columbia University Medical Center	Dr. Paula Yanes-Lukin
Northwell Developmental Pediatrics	Dr. Robert Dimino/Dr. Jill Sonnenklar
NY Cognitive Therapy and Wellness Center	Drs. Jessie Proveromo
NYU Child Study	Dr. David Marks
NYU Early Childhood	Dr. Tim Verduin
NYU/Langome Winthrop - Pediatric Oncology Department	Dr. Brianne Gruber
South Nassau Community Hospital	Dr. Jessica Coyer
Stony Brook University Hospital	Dr. Dina Vivian
Sunset Terrace NYU Clinic	Dr. Joseph Laino
SUNY Farmingdale Campus Mental Health Services	Dr. Andrew Berger
Zucker Hillside OCD Program	Dr. Christine D'Urso/Dr. Alison Gilbert

School Psychology Internship

The doctoral internship is the culminating experience of the Psy.D. Program in School–Community Psychology, representing the bridge between doctoral education and independent professional practice. It is a full-time, year-long, supervised professional placement completed in a school or school–community setting.

All placements adhere to the standards of the Council of Directors of School Psychology Programs (CDSPP), the American Psychological Association (APA), and the National Association of School Psychologists (NASP). While students may elect to participate in the APPIC Match for APA-accredited internships, participation is not required. Most students complete internships in approved New York State school settings that meet all APA, New York State Education Department (NYSED), and Nationally Certified School Psychologist (NCSP) criteria for supervised professional training.

Purpose and Philosophy

The doctoral internship is a planned, sequential, and structured training experience, not a job placement. It provides the opportunity to integrate and extend the knowledge, skills, and professional identity developed through prior coursework, practica, and community externships.

Its overarching purpose is to ensure comprehensive, high-quality preparation for practice as a health service psychologist with a specialty in school psychology. Internship training emphasizes the integration of theory, research, and applied practice within real-world, multidisciplinary contexts where collaboration, reflection, and accountability are central.

Internship experiences are carefully designed to foster development across multiple domains of competence, including:

Consultation and Collaboration

Interns learn to serve as skilled collaborators and consultants within multidisciplinary systems. They partner with educators, families, and community agencies to enhance learning, well-being, and adaptive functioning. Through supervised practice, interns gain experience facilitating problem-solving teams, developing interventions for academic and behavioral concerns, and coordinating wraparound supports that address both individual and systemic needs. Emphasis is placed on respectful communication, leadership, and systems-level thinking that promotes sustainable change and shared accountability.

Assessment and Intervention

Interns conduct comprehensive psychoeducational, behavioral, and social–emotional assessments using empirically validated tools and culturally responsive frameworks. They integrate test data, observations, and contextual information to formulate accurate case conceptualizations and treatment plans. Intervention training includes individual and group counseling, crisis response, and behavioral consultation. Emphasis is placed on evidence-based approaches that promote resilience, self-regulation, and adaptive coping across developmental stages and cultural contexts.

Prevention and Program Development

Interns are trained to move beyond remediation toward prevention and systemic improvement. They learn to design, implement, and evaluate programs that promote academic success, social–emotional learning, and psychological well-being. Experiences include needs assessment, logic model development, and outcome evaluation. Interns apply these skills in developing initiatives that prevent maladaptation, reduce risk factors, and enhance protective systems within schools and communities.

Ethics and Cultural Responsiveness

Ethical decision-making and cultural competence are woven into all aspects of internship training. Interns are expected to demonstrate professional integrity, accountability, and sensitivity to individual, cultural, and contextual diversity. They engage in reflective supervision and case discussions that explore personal values, biases, and ethical dilemmas. By applying the APA Ethical Principles of Psychologists and Code of Conduct and the NASP Principles for Professional Ethics, interns develop the ethical reasoning necessary to navigate complex professional environments with integrity and respect.

Applied Research and Data-Based Decision Making

Interns strengthen their capacity to use data and empirical evidence to guide decisions, evaluate outcomes, and improve systems of care. They engage in applied research, progress monitoring, and program evaluation activities that translate psychological science into practice. Emphasis is placed on using data for equity—ensuring that interventions and programs are responsive to the needs of all students, particularly those from underrepresented or marginalized backgrounds.

Professional Growth, Self-Awareness, and Autonomy

'The internship year fosters the development of self-awareness, motivation, and professional autonomy essential for lifelong learning. Interns are encouraged to reflect on their emerging professional identities, personal values, and patterns of interaction as they assume increasing responsibility in clinical and consultative roles. Through supervision and reflective dialogue, interns identify their strengths, address growth areas, and cultivate the confidence and ethical discernment necessary for independent practice. By the end of the internship, they are prepared to function as competent, reflective, and self-directed professionals capable of contributing meaningfully to the field of school–community psychology.

Structure and Supervision

Each internship extends the Psy.D. Program’s mission of excellence in professional training through close supervision, mentorship, and structured learning experiences. Every site designates a doctoral-level licensed psychologist who serves as the primary supervisor and who:

• Holds state licensure or certification for independent practice in psychology;
• Is on-site for a minimum of 20 hours per week; and
• Retains full responsibility for the integrity and quality of the internship program.

While other qualified professionals may contribute to supervision, the licensed psychologist maintains ultimate responsibility for the oversight of all supervision provided. Each internship site must employ at least two full-time equivalent licensed doctoral-level psychologists who serve as supervisors and mentors.

Interns receive a minimum of two hours of formal, face-to-face individual supervision per week, specifically addressing their direct service activities. At least one hour must be conducted by the primary licensed supervisor; the second hour may be delegated to another appropriately qualified professional.

In addition to individual supervision, interns participate in group seminars, interdisciplinary case conferences, and professional development meetings that enhance applied learning and foster peer collaboration and critical reflection.

Professional Community and Peer Collaboration

Professional growth is strengthened through socialization into the broader community of practice. Internship sites are expected to host at least two full-time equivalent interns to promote collegial exchange, collaboration, and professional identity formation.

'When this is not possible, the Psy.D. Program ensures equivalent opportunities through university-based supervision seminars, regional cohort meetings, and collaborative case discussions with interns placed in nearby districts or partner agencies. These experiences reinforce the values of interdependence, reflective dialogue, and shared professional purpose.

Professional Identity and Ethical Practice

Throughout the internship year, students function as emerging professionals while maintaining trainee status. Interns are identified by the appropriate title—“Intern in School–Community Psychology”—and may not use the title “psychologist” until licensure is obtained.

All reports, communications, and evaluations prepared by interns must be co-signed by the supervising licensed psychologist. Interns are expected to conduct themselves in accordance with the APA Ethical Principles of Psychologists and Code of Conduct (2017), the NASP Principles for Professional Ethics, and all applicable NYSED regulations.

Professional conduct, communication, and documentation must reflect integrity, sensitivity to diversity, and a commitment to reflective supervision and ongoing self-assessment. Through these experiences, interns strengthen their ethical reasoning, emotional awareness, and professional maturity.

Scope of Training and Applied Experience

Interns participate in a broad range of activities designed to reflect the full scope of professional school–community psychology practice, including:

• Conducting psychoeducational, behavioral, and personality assessments;
• Delivering individual and group therapy and counseling;
• Providing crisis intervention and short-term stabilization;
• Offering consultation and systems-level services to teachers, administrators, and families;
• Participating in CSE, IEP, 504, and team meetings to support inclusive educational practices;
• Designing and implementing programs that promote wellness, resilience, and mental health;
• Engaging in community outreach and advocacy efforts that advance equity and social–emotional well-being;
• Participating in applied research, program evaluation, and outcome assessment; and
• Developing self-awareness, motivation, and professional autonomy as they assume greater responsibility for their clinical decisions and service delivery.

Through these experiences, interns refine advanced competencies in assessment, consultation, and intervention, while gaining exposure to leadership, program development, and systems-level practice in schools and allied community settings.

Evaluation and Feedback

Evaluation is an integral part of the internship year and serves as a formative, developmental process designed to promote reflection, growth, and self-directed learning.

Interns are formally evaluated twice per academic year by their field supervisors using standardized competency-based evaluation forms aligned with program objectives and APA profession-wide competencies. Supervisors provide written feedback to the University regarding each intern’s progress, strengths, and goals for continued development.

University faculty maintain close communication with field supervisors to ensure ongoing support and quality assurance. Each semester, the University Supervisor of Field Placements conducts a triadic site meeting with the student and their field supervisor to review progress, discuss professional goals, and ensure that supervision and training remain aligned with program standards.

Evaluation emphasizes self-reflection, collaboration, and progressive autonomy—helping interns integrate feedback, assess their development, and move steadily toward independent professional functioning.

Integration and Readiness for Professional Practice

The doctoral internship serves as the capstone of the Psy.D. Program, representing the final step in the transformation from doctoral student to competent, ethical, and culturally responsive professional psychologist.

Through a year of sustained immersion, guided supervision, and reflective practice, interns synthesize their accumulated knowledge and clinical skills into integrated professional competence.

The internship embodies the mission of the Hofstra Psy.D. Program:

To prepare psychologists who advance the healthy development of children, families, and communities through evidence-based practice, advocacy, and leadership in school and community settings.

 

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Important Note!

The PsyD Program in School-Community Psychology does not participate in the APPIC Match. However, all internships meet the guidelines set forth by the Council of Directors of School Psychology Programs. These standards can be found on the CDSPP website or by clicking below. Students have not been placed in Association of Psychology Post-Doctoral and Internship Center (APPIC) sites, nor in APA-accredited internships.

CDSPP Guideline

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RECENT SCHOOL INTERNSHIP PLACEMENTS

Name of Setting	Supervisor
Bay Shore Union Free School District	Dr. Maria Lombardo
Plainview-Old Bethpage Union Free School District	Dr. Maria Xydas
Lawrence Union Free School District	Dr. Tony Procaccino
Commack Union Free School District	Dr. Randie London
Rockville Centre Union Free School District	Dr. Janine Rose
North Shore Union Free School District	Dr. Meredith Cherry
Farmingdale Union Free School District	Dr. Yuvelin Baltar
North Shore Union Free School District	Dr. Bill Kitay
Eastern Suffolk BOCES	Dr. Germaine Allison
Levittown Union Free School District	Dr. Julie Chiarello
Hempstead Union Free School District	Dr. Gabrielle Kirby
Great Neck Union Free School District	Dr. Alison Brennen
Brentwood Union Free School District	Dr. Lolita Mitchner
Valley Stream Union Free School District	Dr. Jennifer Leest
The Churchill School	Dr. Orit Goldhamer
Northshore Union Free School District	Dr. Merry Cherry
The Little Village School	Dr. John Feingold
South Huntington Union Free School District	Dr. Maria Voll
Clarkstown Union Free School District	Dr. Tonia Driscoll
Oyster Bay Union Free School District	Dr. Cara Riebe
Wantagh Union Free School District	Dr. Meredith Protzel
Huntington Union Free School District	Dr. Kathleen Ozimkowski
Baldwin Union Free School District	Dr. Robin Murray
Glen Cove Union Free School District	Dr. Lori Seele
Long Beach Union Free School District	Dr. Sabrina Cantore