MSU Psychology Clinic
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The Psychology Clinic at Michigan State University, directed by Norm Abeles, Ph.D., is the primary practicum training site for clinical psychology doctoral students. Supervision is provided by MSU Clinical Psychology faculty as well as by adjunct supervisors from the community. The clinic, open from September 1st through June 30th each year, is located at Olds Hall on the central MSU campus. Evaluation, testing, and psychotherapy are available for adults, children, and families on a sliding fee basis. MSU students are advised that they can obtain free counseling at the MSU Counseling Center in Olin Hall (355-2316). Appointments and intakes can be arranged by calling the Psychology Clinic at 355-9564.
Supervisory Experiences
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for Graduate Student Clinicians
I supervise child clinical evaluations conducted by doctoral level students in clinical psychology. Students must be enrolled in the clinical practicum course through the Psychology Clinic. The clinic receives referrals from throughout mid-Michigan. Most referrals are for elementary school age children, but we regularly receive referrals for assessment of adolescents and preschoolers as well. In the past year children were evaluated due to concerns about possible learning disorders, attentional problems, hyperactivity and impulsivity, oppositional behavior, depression and/or suicidal ideation, atypical early development, language delays, neurological disorders (with a request for neuropsychological evaluation), peer problems, and oppositional/disruptive behavior, to give a few examples that illustrate the range of children seen. Although the majority of clients are low to middle income Caucasian children, in the past year interns have conducted cross cultural and even bilingual evaluations of Latino/Hispanic, Chinese-American, Russian-American, African American, and Native American children. Thus, a fairly wide diversity of children may be seen at the clinic in the course of a given year.
For the graduate student, the experience usually begins by receiving the intake sheet that was completed by the telephone intake person. Students then contact me (or other supervisor of their choice) to obtain permission to open the case. Depending on the student's level of experience, they will meet with me one or more times prior to seeing the family for the first time to review the process, likely test instruments, and content of the initial phase of the evaluation. They then conduct an initial interview that is usually attended by the entire family of the child being evaluated. Of course, depending on the particulars of the case, in some instances only a subset of the family will choose to attend the first meeting. Occasionally, I will sit in to observe or conduct this initial interview. Subsequently, the intern meets with the child for several hours of psychometric testing over one or more days. In consultation with me, they score and review the test results. Typically, I will attend the feedback meeting with the family and assist with or provide this feedback, depending on the experience level and preference of the student clinician.
Depending on the referral question, a typical test battery might include the Wechsler Intelligence Scale for Children and Individual Achievement Tests, Woodcock Johnson Achievement Battery, Wide Range Assessment of Visual Motor Ability and Wide Range Assessment of Memory and Learning, Stroop Test, Trailmaking Test, Wisconsin Card Sort Test, Roberts Apperception Test, MMPI-A, as well as a variety of other tests and numerous self-report inventories completed by parents, teachers, and child. Collatoral consultation with other professionals, such as the teacher, therapist, or physician, is expected and necessary in most cases.
For the family, the experience usually begins with a phone call to the clinic. An intake worker calls the parents back to learn a little bit about the reason they are calling and to explain and set the fee. A packet of forms is then sent to the parent to be completed prior to the first meeting. They are then contacted by the clinician assigned to the case, who schedules the initial interview. After the family interview, in which details of the problem and developmental history are reviewed, testing is scheduled for the child. Finally, a feedback meeting is scheduled. At the feedback meeting, results of the testing and recommendations are reviewed. A written report is mailed to the parents shortly thereafter. The entire process can take several weeks, although if circumstances require an assessment can sometimes be done more rapidly.
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