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.
*We are now accepting applications for the 2021-2022 training year. Please send resumes and cover letters of qualified students to our Associate Director of Behavioral Health, Kathy Taveras, LCSW, firstname.lastname@example.org. Unfortunately, any applications received after the close of the application cycle, on March 15, 2021 at 5 PM EST, cannot be accepted or reviewed.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.
About Kathy Taveras, Associate Director of Behavioral Health Education, Training, and EOC
Born and raised in NYC, Katherine joined Callen-Lorde in May 2016. Katherine’s spent over 14 years in mental health as a social worker, including work in hospitals, long-term care facilities, nursing homes, inpatient units, and other community health centers.
In addition to general management support for our providers and clinics, Katherine oversees our student training programs, supports our DEI work, our hiring and onboarding process, and general staff trainings both in Behavioral Health and with external organizations.