Behavioral Health Graduate Student Training
Callen-Lorde Community Health Center is global leader and nationally recognized premier provider of health care to LGBTQ communities. Our behavioral health clinic’s Graduate Student Training Program prides itself for focusing on culturally competent affirmative psychotherapy, psychiatry, and case management services.
Our Graduate Student Training Program aims to give students the experience and skills needed to fulfill the behavioral health needs of all populations with a special focus on LGBTQ and underserved communities. Students will gain competency in working with LGBTQ populations, the ability to work with individuals dealing with severe and persistent mental illness (SPMI), substance use, and dual-diagnosis, and the ability to work on an interdisciplinary team within a primary care setting. Students will also have the opportunity to learn about the connection between mental health and physical well-being, learn about transgender and gender non-conforming (TG/GNC) care, foster professional development, and gain the ability to use electronic medical records.
Callen-Lorde’s behavioral health clinical placement is based on experience and competitive interview. Students MUST be available to be at placement sites from 9-12pm on Fridays.
*The current training year application cycle is now closed. Check back in November.Admission Criteria:
- Student must be enrolled at an accredited university in a social work or psychology program.
- Students must be either a second year student, or in advanced standing with clinical experience due to the rigorous clinical expectations of the program.
- Students must be in good academic standing at their institution.
- Students must be committed to Callen-Lorde’s mission of LGBTQ affirming care.
- Students must be punctual, professional, and have capacity to attend all staff meetings and clinical supervision hours scheduled.
- Student must complete a competitive interview.
- Students will engage in direct practice with individuals and groups with up to 10-12 patients per full time student. Students will be assigned a caseload of patients and/or group facilitation assignments based on clinic needs.
- Students will participate in educational and training components which includes weekly participation in group supervision and/or training sessions.
- Students will commit to individual and/or group supervision of at least 90 minutes per week. *Times and days to be determined between student and individual supervisor.
- Students will maintain high ethical standards in practice and professionalism at placement sites.
- Students must be able and willing to work with patient populations of all ethnic, racial, socio-economic, sexual orientation, gender identities, and different levels of functioning.
Goal #1: The development of advanced clinical skills through the integration of theory, research, and practice with a focus on LGBTQ populations.
- Through clinical work and weekly individual and group supervision, students will conduct effective, LGBTQ affirming, goal-directed psychotherapy in a variety of modalities.
- Students will develop formulation of useful theoretical and clinical case conceptualizations through weekly case presentations.
- Students will learn to properly select and implement appropriate psychotherapeutic interventions for the patients’ presenting problems, diagnoses, and levels of functioning.
- Students will have the opportunity to expand on therapeutic modalities including CBT, DBT, psychodynamic, motivational interviewing, relational, trauma-focused interventions, and working with dual diagnosis patient populations.
- Didactic weekly groups with student cohorts and other training opportunities at monthly staff meetings will focus on current research and trends in the field.
Goal #2: Students will gain competency in work with diverse populations including patients who vary in age, socioeconomic status, race, ethnicity, sexual orientation, gender identity and expression and level of functioning within an outpatient setting.
- Student caseloads will be assigned to ensure a comprehensive experience with a diverse patient population across numerous identity categories and will be expected to work with various patients across the spectrum of overall functioning.
- Students will receive specific training and clinical practice in effective care for patients of transgender and gender non-conforming experience.
- Clinical and group supervision will focus on the intersectionality around identity, and use of self in clinical practice.
Goal #3: Students will develop a professional identity through work with an interdisciplinary team in an integrated outpatient care setting.
- Students will gain knowledge in health policy and advocacy as related to our patient population including patient access to TGNC medical coverage, HIV policy, homelessness, social justice, and youth health issues.
- Students will adhere to code of ethics as outlined by national professional organizations and be held to high standards of professionalism.
- Through supervision and clinical experience, students will develop and maintain appropriate professional boundaries with patients and staff.
- Through direct clinical supervision, students will develop self-awareness, be willing to challenge bias and assumptions, and work with a variety of patient populations in a multidisciplinary healthcare setting.
- Students will collaborate with various medical staff, psychiatric staff, nursing, and case management in patient centered behavioral health care.
Goal #4: Students will develop a strong administrative background using electronic health records in an interdisciplinary healthcare setting.
- Students will gain competencies in SOAP note documentation in progress notes, goal oriented treatment planning, and diagnostic evaluations.
- Students will learn how to craft healthcare letters and documentation using inclusive non-stigmatizing language.
- Students will acquire skills to balance administrative and clinical time to maximize efficacy of treatment interventions in practice.
*Candidates with clinical experience, experience with LGBTQ communities, experience with SPMI and substance use, and strong administrative skills encouraged to apply.
Munib Raad, LCSW is a psychotherapist and the behavioral health student training coordinator at Callen-Lorde Community Health Center. As part of the interdisciplinary behavioral health team, and Dialectical Behavioral Therapy (DBT) consultation team, he facilitates a DBT skills training group and is interested in research areas around spirituality and resilience within the LGBTQ community. In his individual work, Mr. Raad utilizes an integrative framework combining psychodynamic, behavioral, and skills-based interventions within a social justice framework. Furthermore, Mr. Raad has worked with LGBTQ adolescents and young adults engaged in the Callen-Lorde Health Outreach to Teens (HOTT) program, and advocated for gender non-confirming youth and youth of color to access affirming mental health services. Mr. Raad also coordinates the behavioral health graduate student training program at Callen-Lorde, by developing LGBTQ curriculum to educate future mental health professionals, and providing individual and group supervision to graduate students. Finally, Mr. Raad serves as a clinical consultant for the New York City LGBT Center by providing individual supervision to graduate students completing their clinical placements. Mr. Raad received his Masters in Social Work from New York University and Bachelor’s degree from Oberlin College. Most recent academic conferences include presentations at Rutgers University, New York University, the World Professional Association for Transgender Health (WPATH) and the Blaton-Peale Institute and Counseling Center.
Kate Filmore is Clinical Coordinator at Callen Lorde’s Behavioral Health Clinics. Kate completed post-graduate programs in Psychodynamic Psychotherapy, SIFI, DBT Intensive Training, and Mindfulness Based CBT. Kate’s behavioral health interests include personality disorder assessment and treatment, scheme/transference focused interventions and management of persistent mental illness. Kate’s clinical and managerial work is informed by social justice and strengths-based theory. Kate is a Licensed Clinical Social Worker with an MSW from NYU-Silver School of Social Work, BA in Special Education from National Louis University, and BA in American Studies from Eugene Lang College. Kate previously worked as a clinical coordinator and psychotherapist at a LGBTQ group home and an inpatient psychiatric social worker on Bellevue’s “First Break” and Dual Diagnosis units.