Rebecca School is closely monitoring developments around COVID-19 (coronavirus). Click here for more information and resources.

Learning Through Relationships

Psychology

INTRODUCTION

The Mental Health Department of the school is composed of therapists from a diverse range of disciplines, including social work, music therapy, psychology, and DIR®/Floortime™. All of the clinical staff work with the students from a relational psychology model, providing individual and small group counseling, music therapy, support groups and case conference and consultation to families, psychoeducation and advocacy in transitional planning. In addition, the clinical staff provide consultation in the classrooms, lead staff process groups and didactic trainings, and are active in case conferences as a vital members of each student’s interdisciplinary team. The mission of the Department is in keeping with the therapeutic model of Rebecca School which believes that learning and creativity are maximized within a framework of safe, genuine and secure relationships. The Department utilizes the Developmental Individual- difference Relationship (DIR®) model developed by Dr. Stanley Greenspan. This therapeutic approach proceeds from the core tenet that relationships are the foundation of effective psychological and psychosocial interventions, academic learning, and social development.

 OUR STUDENTS AND THE REBECCA SCHOOL MODEL

The students who attend Rebecca School have neurodevelopmental delays in relating & communicating, including autism spectrum disorders and pervasive developmental disorders. The academic program places the relationships each staff member has with the children at the fore regardless of the neurodevelopmental level of the student. Since most of the students have difficulties with communicating and relating, the clinical and academic staff use the DIR® model in their work with students to enhance students’ abilities in self-regulation, frustration tolerance, problem-solving, meaningful social interactions, and joyful, creative play. DIR® and the relational psychology theoretical orientation share many core beliefs and trainees receive extensive applied and theoretical training on DIR® and relational psychology.

CONTINUOUS TRAINING AND PROFESSIONAL DEVELOPMENT

Rebecca School clinicians are distinguished for their focus on continuous clinical training and professional development. In addition to attending a wide range of conferences, the clinical staff are active participants in professional presentations and scholarly writing. The staff provide in-house, didactic seminars on a weekly basis and coordinate the Greenspan conference which includes the family of the student being presented, and the entire school staff.

EXTERNSHIPS, INTERNSHIPS & Post-Doc Fellowships

Rebecca School externship/internship & fellowship programs are distinguished for their focus on clinical training and professional development for our trainees. Trainee’s receive one hour of didactic seminar within the Psychology Department as well as an additional, one-hour didactic seminar that is provided for all departments (on Fridays only). Finally, you will observe and participate in a weekly case conference which include all staff (as well as the family of the student being presented). Didactic seminars are provided by senior clinicians from Rebecca School, as well as by outside speakers with expertise in child/adolescent development, relational psychology/DIR® and the treatment of neurodevelopmental delays.

SUPERVISION
Supervision is provided by highly experienced, licensed psychologists. Trainees receive a minimum of one hour of individual supervision and one hour of group supervision weekly. In addition to supervision and training provided by licensed psychologists, you have the opportunity to observe clinicians from other disciplines, including music therapists, social workers, and DIR®/Floortime™ consultants. The senior staff has expertise in a variety of theoretical orientations including psychodynamic therapy, interpersonal psychology, and trauma theory. Trainees are encouraged to adopt their own personal style for conducting psychotherapy within this developmental, relational model. The videotaping of sessions is commonly used as an additional training tool that helps trainees deepen their clinical skills and self-confidence.

APPLYING TO THE EXTERNSHIP:

Rebecca School Psychology Externship Training Program

APPLYING TO THE INTERNSHIP:

Rebecca School Psychology Internship Training Program

APPLYING TO THE Post-doctoral Fellowship:

Rebecca School Psychology Post-doctoral Fellowship Program

Interested candidates should send a letter of interest, a CV and two letters of reference from professionals familiar with their work. Candidates should consult their Directors of Clinical Training regarding the start date for submitting applications. Applications should be mailed or emailed to:
Dr. Ismini Georgiades, Clinical Coordinator
Rebecca School
40 E. 30 Street, NY, NY 10016
E-mail: igeorgiades@rebeccaschool.org

Additional information about Rebecca School can be obtained through our website: www.rebeccaschool.org, or by calling our office: 212-810-4120 x 248.