The Department of Psychological Services strives to provide quality, broadly based psychological services to the entire school district through a comprehensive service delivery system. Responsibilities of the department include:
Assisting in the development, implementation, training, and on-going operation of preventative programs including staff/teacher in-service trainings, district and campus wide crisis intervention efforts, and suicide prevention.
Providing indirect services such as consultation to teachers/staff/parents on behalf of students considered at risk for emotional/behavioral interference with their education.*
Providing direct services to small targeted groups of students who are determined to be in most extreme risk of school failure due to emotional/behavioral factors. These services include comprehensive psychological evaluations for the purpose of qualifying students under Texas Education Agency (TEA) criteria for handicapping conditions such as Emotional Disturbance or Autism as well as the provision of regularly scheduled individual and/or group counseling sessions.*
* With written informed consent or as part of a special education program, district psychologists and psychology interns provide direct/indirect psychological services to students following referral by appropriate school district personnel/IEP committee. Sometimes in a crisis situation psychologists/psychology interns may meet with a student without parent/guardian consent.
Welcome to our website. You will find information about our department and staff as well as its APA accredited Internship Program. For more specific information about the district and the surrounding area please return to the Cypress-Fairbanks ISD home page at www.cfisd.net. As noted this site also contains information about our APA accredited Internship Program. We utilize the APPIC "Universal Application" and verification forms that you may download from the APPIC website at: www.appic.org
Thank you for visiting!
The Department of Psychological Services staff appreciates the support of CFISD principals and administration for our service delivery model to the entire 110,000+ student population, their parents, and district employees.
The district's Department of Psychological Services employs twenty-four professional staff, all of whom are licensed by the Texas State Board of Examiners of Psychologists (TSBEP) as Licensed Specialists in School Psychology (LSSP). Twenty-two professional staff members are doctoral level professionals with fifteen staff also having dual licensure through the Texas State Board of Examiners of Psychologists as Licensed Psychologists. Currently our internship program has eight doctoral intern positions in its APA accredited Professional Psychology Intern Training program. Two full-time secretaries and one part-time student assistant complete the members of our department.
The CFISD Department of Psychological Services has been recognized three times in the past as the most outstanding psychological division of the Texas Psychological Association (TPA) and once by the Texas Association of School Psychologists (TASP) in 2002. The department received the last Award of Excellence for School Psychological Services given jointly by the American Psychological Association (APA) and the National Association of School Psychologists (NASP). Members of the department have been named the "Outstanding School Psychologist" in Texas by the Division of School Psychology, Texas Psychological Association.
In 2004 the department opened a Family Counseling Clinic in order to serve students and families in our district. The department’s psychology interns are able to act as therapists under the supervision of licensed staff through “live and video supervision” as well as supervision and processing after the night’s sessions.
Many of our former psychology Interns are employed as psychologists in schools across the country. Others have chosen a career in academia. Several have become Directors of their own Psychological Services Departments in other districts. Finally, many interns have elected to remain within our department when staff positions become available.
Traci Schluter, Ph.D. - LSSP
Director of Psychological Services
University of Texas at Austin, 2001 (School Psychology)
John Nomura, Ph.D. - Psychologist, LSSP, NCSP
Oklahoma State University, 2007 (School Psychology)
Michelle Pastorek, Ph.D. - Psychologist, LSSP
Oklahoma State University, 2008 (School Psychology)
Jamie Griffin, Ph.D. - Psychologist, LSSP
Coordinator of Interns
Oklahoma State University, 2009 (School Psychology)
Richard “Wes” Baker, Ph.D. - Psychologist, LSSP
Family Counseling Clinic
University of Texas at Austin, 2010 (School Psychology)
Brittney Brown, M.A., Ed.S. - LSSP Trainee
University of Alabama, 2014 (School Psychology)
Ann Caballero, Psy.D. – LSSP Trainee
Wheaton College, 2014 (Clinical Psychology)
Gayle Callahan, Ph.D. - Psychologist, LSSP, NCSP
University of Texas at Austin, 1993 (School Psychology)
Michelle Delaune, Ph.D. - Psychologist, LSSP
University of Texas at Austin, 1995 (School Psychology)
Sara Glennon, Ph.D. - Psychologist, LSSP
University of Arizona, 2009 (School Psychology)
Alicia Knight, Ph.D. - Psychologist, LSSP
Texas A&M University, 2011 (School Psychology)
Penny Koepsel, Ph.D. - LSSP
Walden University, 2005 (Clinical Psychology)
Karen Lake, Ph.D. - Psychologist, LSSP, NCSP
Oklahoma State University, 2008 (School Psychology)
Melanie Lemanski, Ph.D. - LSSP
Penn State University, 2002 (Developmental Psychology)
University of Houston at Clear Lake, 2007 (School Psychology Recertification)
Karen McMullen, Ph.D. - Psychologist, LSSP
University at Buffalo-SUNY, 2002 (Counseling/School Psychology)
KimHoang “TK” Nguyen, Ph.D. - Psychologist, LSSP
University of Texas at Austin, 2012 (School Psychology)
Marina Niznik, Ph.D. - LSSP
University of Texas at Austin, 2004 (School Psychology)
Ronda Reyna, Ph.D. - Postdoctoral Fellow
University of Houston at Clear Lake, 2001 (School Psychology, LSSP, NCSP)
University of Houston, 2014 (School Psychology)
Robin Schifano, Ph.D. - LSSP
Ball State University, 2011 (School Psychology)
Lacy Skinner, Ph.D. - LSSP
Southern Methodist University, 2000 (Psychology)
University of Florida, 2012 (School Psychology)
Morgan Sowell, Ph.D. - Postdoctoral Fellow
Texas A&M University, 2014 (School Psychology)
Kristen Towne, Ph.D. – Psychologist, LSSP
Texas A&M University, 1995 (School Psychology)
The mandate of the Department of Psychological Services is to provide quality, broadly based psychological services to the entire school district through a comprehensive service delivery system. To meet this end, the department has targeted the following needs/goals:
To encourage programs and provide services that result in prevention of mental health and educational difficulties.
To maximize the impact of psychological services by emphasizing indirect services to large populations of students considered at risk for emotional/behavioral interference with their education and to the families of those students
To provide direct services to small targeted groups of students who are determined to be in most extreme risk of school failure due to emotional/behavioral factors, to the families of these students, and to staff who are responsible for their education.
To coordinate with and compliment the community health and educational system through participation in local, state, and national professional and service organizations.
The Department of Psychological Services plays a significant role in the development, implementation, training, and on-going operation of preventative programs such as…
Provision of teacher, counselor, and administrator in-service training in areas related to the psychological needs of staff and students.
Development and implementation of a crisis intervention policy which involves the education of administrators, counselors, and teachers regarding the need for advanced preparation for crises and applying the district plan in every building.
Emphasis of suicide prevention as a district priority. Efforts include in-service training for school staff and administrators on assessment of lethality. The policy and methods for early detection of suicidal behavior have been distributed to every teacher in the district.
The Department of Psychological Services emphasizes the use of indirect services including…
Consultation with teachers in programs such as PPCD (early childhood), Pre-Kindergarten, Life Skills, and Adaptive Behavior(AB)/ACCESS classes. Consultation also is available to help planning for students with Autism, Traumatic Brain Injury, Tourette’s, Attention Deficit-Hyperactivity Disorder, and Conduct Disorder.
Liaison with outside agencies and practitioners to ensure continuity of care as students move between the school and hospitals, private therapy, juvenile justice system, and other school districts.
The Department of Psychological Services provides direct services to at-risk students, their families, and district staff through…
Provision of regularly scheduled individual and/or group counseling as well as on-going case management for students identified as having an emotional disturbance.
Administration of comprehensive psychological evaluations for the purpose of qualifying students under Texas Education Agency (TEA) criteria for handicapping conditions such as Emotional Disturbance or Autism.
Intervention in crisis situations that necessitate emergency response to assist students seriously affected by the situation.
Presentation of parent education/training workshops for those parents dealing with their children's poor grades, emotional disturbance, Autism, ADHD, or adolescence.
The Cypress-Fairbanks Psychological Services Department utilizes a broad service delivery model. It helps the district respond to the numerous behavioral and emotional needs of its students. A summary of the continuum of services of the department and an approximate percentage of time spent in each service follows:
|ROLE||PERCENTAGE OF TIME|
|Behavior Management||10 - 20%|
|Crisis Intervention||As Needed|
|Suicide Prevention||As Needed|
|Psychological Evaluations||10 - 20%|
With written consent or as part of a special education program, district psychologists and psychology interns provide psychological services to students following referral by appropriate school district personnel/IEP committee. Sometimes in a crisis situation psychologists/psychology interns may meet with a student without parent/guardian consent.
Accredited by the Commission on Accreditation of the American Psychological Association
The Cypress-Fairbanks Independent School District Department of Psychological Services follows a Practitioner-Scholar Model that provides psychology interns the skills and training necessary to become successful practitioners of child and adolescent psychology, with an emphasis on psychological services within a school district.. By integrating the best available research, clinical expertise, and knowledge of complex client factors, interns are trained to provide comprehensive evidence-based practice in psychology during their internship year and beyond.
Interns practice thinking critically and evaluating the findings of empirically-based knowledge within the context of a broad base of practically applied experiences. Training also emphasizes the ability to use these skills in different settings and with a diverse range of children and adolescents; to act and present information in a professional, ethical manner; and to communicate recommendations effectively to students, parents, school personnel, and other mental healthcare professionals.
Interns also learn the importance of continuing their professional education by attending and/or presenting at conventions/workshops that increase their professional expertise, that maintain current knowledge in the profession, and that pursue areas of specialization within their chosen field. Additionally, interns are provided opportunities to develop and hone their own teaching and presentation skills by providing training and staff development workshops to school staff, parents, and Psychological Services staff members.
Our internship training program has been fully accredited by the American Psychological Association since 1992. Questions related to the program’s accredited status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 / E-mail: [email protected]
Specific information regarding the application to our internship program can be found at the end of this web page.
Interns engage in an organized sequence of activities under supervision. During the first two weeks of internship, they are oriented to the intern program and the department's services to the district. Assignments to both site supervisors and campuses are made during this time, and training plans are individually developed for each intern.
The typical work week for interns involves providing services at their campuses, receiving individual and group supervision, and attending targeted training colloquia. Monday through Thursday, interns provide comprehensive psychological services to the three to five campuses to which they are assigned. Interns are assigned to at least one school at every developmental level (i.e. High School, Middle School, and Elementary School), with a varying degree of responsibility and task demands in each setting.
Interns have the opportunity to work with students in general education, as well as students with disabilities, from ages 3 to 21. The district provides several programs to meet various educational needs, such as Preschool Program for Children with Disabilities (PPCD), Life Skills, and Adaptive Behavior (AB).
Each intern will receive a minimum of two hours of individual, face-to-face supervision per week (per APA guidelines). Typically this is spread across site supervisors, with one-half-hour of supervisory time spent with each assigned site supervisor for each day assigned with that supervisor/site.
Fridays are dedicated to training and group supervision. Interns begin the day in group supervision with the Coordinator of Interns, followed by assessment and treatment case study groups.
Assessment group focuses on the conceptualization and evaluation of mental health disorders and educational disabilities. Topics include diagnostic taxonomies, assessment techniques, report writing, case conceptualization, and treatment planning. Treatment group provides the interns training on interventions, data collection/monitoring, and the integration of individualized strategies within school-wide systems. Topics include individual and group counseling strategies, behavior consultation, evidence-based practices for internalizing and externalizing concerns, etc. Assessment group and treatment group provide didactic instruction, case studies, and open dialog about important issues.
Interns provide a variety of psychological services for both general education and special education students. They provide pre-referral intervention that includes consultation with parents and school staff regarding behavioral, social, and academic concerns; social skills or other psycho-educational groups; and time-limited evidence-based interventions for preventative mental health concerns. Interns also provide direct psychological services, such as individual counseling and group counseling with students, and indirect psychological services, such as behavioral consultation with teachers, parents, and outside service providers.
Interns conduct evaluations for disability conditions such as Autism, Emotional Disturbance, and ADHD/Disruptive Behavior Disorders. They also conduct evaluations for special education programming, such as Related Services Evaluations and Functional Behavioral Assessments.
Family Counseling Clinic:
Interns provide family therapy services in the evening one day a week to families from the district. Services are rendered at minimal cost to the parents. Interns are paired together and supervised by two licensed psychologists in real time using a two-way mirror, camera, and bug-in-the ear technology. Treatment is time-limited and based on evidence-based interventions such as Parent Management Training, Incredible Years, The Coping Cat, MATCH-ADTC and Taking Action. Interns play an integral role in referral review, case selection, treatment planning, and progress monitoring. In addition, interns are provided training opportunities in supervision, as they provide peer-supervision under the direction of licensed supervisors. Finally, in addition to live supervision during sessions, interns are provided weekly small group supervision with their licensed FCC supervisor and peer-supervisor.
Write Club is the CFISD Psychology Department's research group. Staff and interns are involved in multi-year research projects. The primary goal of psychological research at CFISD is to improve clinical services provided to students and their families, while also enriching the training experience of psychology trainees and the practice of staff members. Write Club provides interns didactics concerning best practices and cultural competence in program evaluation, using data to inform practice, and dissemination/sustainability of projects and programs in schools. Members meet monthly to discuss their research interests, review journal articles, and monitor the progress of ongoing projects.
Council of Houston Area Training Sites (CHATS):
CHATS is a consortium of Houston area APA-accredited intern sites, comprised of the Houston Independent School District, Baylor College of Medicine/Texas Children's Hospital, Cypress-Fairbanks I.S.D., Michael E. DeBakey VAMC, Baylor College of Medicine â Pediatrics, University of Houston, and University of Houston â Clear Lake. Approximately six times throughout the internship year, interns attend didactic training and networking workshops hosted by CHATS and each training site. Past CHATS events have included an ethics workshop and a Mock Oral Examination.
Other additional experiences:
In addition to the above, other experiences are provided, such as presenting a 3-week parenting education series to community parents. During the second semester, interns will also present to staff on a research/practice topic of their choice. Interns also have increased opportunities for research, dissertation, assisting in program development and evaluation, individual projects, and other opportunities agreed upon between the interns and the Coordinator of Interns.
These are several of the benefits that are offered to the interns either through the psychological services department or the district as a whole:
All applications are processed through the Association of Psychology Postdoctoral and Internship Centers (APPIC) Internship Matching Program. The Match is sponsored and supervised by the Association of Psychology Postdoctoral and Internship Centers (APPIC). The Match is administered on behalf of APPIC by National Matching Services Inc.
OUR MATCH NUMBER IS: 157811
The completed application to our program will consist of:
Other Recruiting Considerations include:
The internship begins mid-August and ends by mid-June. The number of contract days is 197 and interns are expected to accumulate at least 2000 hours during that span. The internship is considered a 10-month/2000 hour internship. It is recommended that intern applicants explore the licensing requirements of all states in which they may wish to practice upon the completion of their internship.
The application deadline is NOVEMBER 7, 2014.
We will contact you by December 5 regarding your application status and interview scheduling in order for you to obtain lower travel fares with advance notice.
We do require a personal, on-site interview and do not conduct telephone/video interviews.
Please plan on spending a half day (either morning or afternoon) in order to participate in the interview, Q&A with current interns and staff, a tour of nearby campuses, and lunch.
For more information, please contact:
Jamie Griffin, Ph.D., Coordinator of Interns
CFISD Dept. of Psychological Services
22602 Northwest Fwy
Cypress, TX 77429
(281) 807-8180 (phone)
(281) 807-8183 (fax)
Thank you for your interest in our department and internship program.