1. science
2. medicine
3. psychology and psychiatry

TEXAS JUVENILE JUSTICE DEPARTMENT
DOCTORAL PSYCHOLOGY INTERNSHIP CONSORTIUM
2014-2015
INTERNSHIP HANDBOOK
Giddings State School
2261 James Turman Road
Giddings, TX 7894
Mart Residential Treatment Center
116 Burleson Road
Mart, TX 76664
Table of Contents
PSYCHOLOGY INTERNSHIP PROGRAM
PROGRAM PHILOSOPHY AND TRAINING MODEL
GIDDINGS STATE SCHOOL PSYCHOLOGY DEPARTMENT
MART RESIDENTIAL TREATMENT CENTER PSYCHOLOGY DEPARTMENT
CONSORTIUM INTERNSHIP ADMINISTRATIVE STRUCTURE
PSYCHOLOGY INTERNSHIP PROGRAM TRAINING STAFF
CONSORTIUM SITE STRUCTURE
TJJD CONSORTIUM TRAINING GOALS AND OBJECTIVES
PROGRAM COMMITMENT TO DIVERISTY AND MULTICULTURAL
AWARENESS
TJJD CONSORTIUM TRAINING STRUCTURE
TRAINING MATERIALS AND RESOURCES
PHYSICAL FACILITIES
INTERN-STAFF RELATIONS AND CONFLICT RESOLUTION
REQUIREMENTS FOR THE SUCCESSFUL COMPLETION OF THE
INTERNSHIP
SALARY AND BENEFITS
APPIC SITE DESCRIPTION
INTERNSHIP ADMISSION REQUIREMENTS
INTERN ELIGIBILITY AND SELECTION
APPLICATION PROCEDURES
STATEMENT OF NON-DISCRIMINATION
WEBSITE INFORMATION
ACCREDITATION STATUS
APA CONTACT ADDRESS
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PSYCHOLOGY INTERNSHIP PROGRAM
The Texas Juvenile Justice Department Pre-Doctoral Internship Consortium offers a
one-year, full time (2000 hours) internship in clinical and counseling psychology, and
maintains an approximately forty-hour schedule per calendar year. The program will
provide at least fifteen hours of face-to-face direct service delivery each week through
individual counseling, group counseling, crisis services and psychological assessment
activities. The psychology department includes clinicians from a diverse collection of
backgrounds and theoretical orientations, which provide the interns with the opportunity
to learn, investigate, and implement therapeutic techniques.
Services in the department are centered on an interdisciplinary approach to therapeutic
care, and as such, each intern has the unique opportunity to participate and contribute
to multidisciplinary treatment teams that include psychiatrists, case workers, juvenile
correction officers, and other psychologists. Interns have an opportunity to observe and
play an instrumental role in their functioning as well as to establish themselves as
leaders of these dynamic and diverse teams.
PROGRAM PHILOSOPHY AND TRAINING MODEL
The Texas Juvenile Justice Department’s internship program maintains a philosophy
epitomized by a Practitioner-Scholar model of training. The overriding aim of the
internship is to prepare psychologists for practice with underserved populations in
correctional or forensic settings. Training will focus on the development and practice of
the skills necessary to provide high quality psychological care for youth with challenging
behavioral and mental health issues. In keeping with best practices and in further
endorsement of the scholar portion of the practitioner-scholar model, training will include
a multisystemic approach, cultural competency, and utilization of evidence-based
therapies/programs, reliance on relevant scientific research and literature, and
instillation of ethical standards of practice. The program is also designed to encourage
scholarly inquiry and a working knowledge of relevant literature; Interns are encouraged
to participate in research, provide presentations for didactics, and attend conferences
while on internship. Interns are also encouraged to explore and seek out other venues
to present their research. Relatedly, the program endeavors to aid the interns in
scholarly skill-building and to instill research skills and strategies that the interns may
utilize during their internship year and thereafter.
The integrated developmental model of supervision employed by the internship program
endeavors to build and enhance the trainee’s clinical growth, confidence, and ability to
practice with increasing amounts of autonomy and personal clinical intuition while
continuing to encourage the intern to learn by consultation with supervisors and
colleagues. During their training year, interns will demonstrate basic skills needed to
work as psychologists, progressing to mastery of knowledge necessary for forensic
practice. The Texas Juvenile Justice Department Internship Program provides guided
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clinical and counseling experience, didactic training, consultation and supervision, as
well as abundant opportunities for the intern to function in numerous roles associated
with the practice of professional psychology. The training program accentuates the
professional functions of diagnosis, treatment planning, assessment and evaluation,
and therapeutic treatment of juvenile offenders. The development and refinement of
skills specific to these roles form the foundational basis for the clinical competencies
and training goals of the internship program. These goals include the procurement of
knowledge and proficiencies salient in a correctional setting as well as the embodiment
of skills and personal qualities that coincide with ethical practices in psychology and
treatment interventions.
Throughout their training year interns are expected to develop competency in various
specified professional domains. Interns will work closely with their supervisors to
develop their ability to carry out therapeutic interventions in a variety of areas which
include counseling, clinical interviewing, evaluation and assessment skills, crisis
intervention and specialized treatment programs offered at TJJD.
GIDDINGS STATE SCHOOL PSYCHOLOGY DEPARTMENT
The Texas Juvenile Justice Department (TJJD), the state’s juvenile corrections and
juvenile probation agency, promotes public safety by operating juvenile correctional
facilities and by partnering with youth, families, and communities to provide a safe and
secure environment where youth in the agency’s care and custody receive
individualized education, treatment, life skills, and employment training as well as
positive role models to facilitate successful community reintegration. Only youth
adjudicated for felony offenses can be sent to correctional facilities by law.
Giddings State School (GSS) is classified as a high-security facility and, due to the
requirements of their adjudications within the juvenile justice system, most youth at GSS
will be assigned to placements in TJJD for anywhere between 9-36 months for crimes
such as murder, aggravated robbery, and aggravated sexual assault.
Currently, there are three full time licensed psychologists on staff in the department.
The department also includes one doctoral-level clinician seeking licensure, one
doctoral-level clinician completing post-doctoral hours, and three master’s-level
clinicians. The department maintains an open door policy and encourages constant
consultation amongst colleagues.
MART RESIDENTIAL TREATMENT CENTER
PSYCHOLOGY DEPARTMENT
Mart Residential Treatment Center (MRTC) is the high restriction all male facility for the
Texas Juvenile Justice Department that serves the youth in the agency who manifest
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emotional disturbance, persistent mental illness, or mental impairments. MRTC is a 70bed facility, which also houses the agency’s Crisis Stabilization Unit, a 16-bed selfcontained program for youth who are experiencing a psychiatric crisis or who are
presenting with exacerbation of psychiatric symptoms of a persistent mental illness.
Currently, the facility has one full time licensed Texas licensed psychologist, as well as
a clinician licensed out-of-state who is currently seeking Texas licensure. The
department also has two doctoral-level clinicians completing post-doctoral hours, and
one master’s level clinician. The department maintains an open door policy, and
encourages constant consultation amongst colleagues.
CONSORTIUM INTERNSHIP ADMINISTRATIVE STRUCTURE
Director of Internship Training
Dr. Madeleine M. Byrne is a licensed Texas psychologist and the Director of Treatment
for TJJD. She currently serves as the Director of Internship Training for the consortium.
Her main office is located at the MRTC campus. Dr. Byrne is involved in the interview
and selection of interns, as well as the management of supervisory and training
standards for psychology interns and staff at both the MRTC and Giddings campuses of
the consortium. The Training Director contributes to and presents didactics and
oversees the intern evaluation process in addition to remaining in contact with the
American Psychological Association and APPIC.
Manager of Institutional Clinical Services and Giddings Site Training Director
Dr. Jerry Anderson, a licensed Texas psychologist, currently serves as the Manager of
Institutional Clinical Services for Giddings State School. Dr. Anderson is involved in the
interview and selection of interns and the management of both supervisory and training
standards for psychology interns and staff throughout the institution. He contributes to
and presents didactics and oversees the intern evaluation process in addition to
remaining in contact with the American Psychological Association and APPIC.
Manager of Institutional Clinical Services and MRTC Site Training Director
Dr. Alexandra Marks is a secondary supervisor who will provide additional supervision
opportunities. Dr. Marks received her Psy.D. in Clinical Psychology in 2010 from La
Salle University. Dr. Marks, is licensed in Wisconsin, but having recently moved to
Texas, is seeking Texas licensure through reciprocity. She serves as the Manager of
Institutional and Clinical Service for MRTC. Dr. Marks is involved in the interview and
selection of interns and the management of both supervisory and training standards for
psychology interns and staff throughout the institution. She also contributes to and
presents didactics and oversees the intern evaluation process in addition to remaining
in contact with the American Psychological Association and APPIC.
Intern Representative
The intern representative is acts in a supportive role for program interns during
throughout their internship year. The intern representation retains an open-door policy
to facilitate discussion of issues or problems that may arise for the interns in their
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training and supervision at each of the facilities. Dr. Mena currently serves as the intern
representative for GSS and Dr. Marks serves as the representative for MRTC.
Internship Coordinator
The internship coordinator acts in a supportive role during the internship selection
process for the department. The internship coordinator addresses general questions
regarding the program from potential applications, is a point of contact regarding
scheduling internship interviews, and assists in the organization of applicant materials.
Danuta Godlewski currently serves as the internship coordinator for the consortium.
PSYCHOLOGY INTERNSHIP PROGRAM TRAINING STAFF
GIDDINGS STATE SCHOOL TRAINING STAFF
Dr. Jerry Anderson received his Ph.D. in Educational Psychology from Texas A&M
University Commerce in 2000. He is currently licensed to practice in the state of Texas.
Dr. Anderson has worked for TJJD since 2006, and has been the Manager of
Institutional Clinical Services at several campuses within the agency. He provides
oversight of treatment programs for youth placed at the Giddings State School. In
addition to his work as a supervising psychologist in the internship program, Dr.
Anderson contributes to and leads didactic training programs.
Dr. Kathryn Hallmark received her Ph.D. in Psychology from East Texas State
University in 1994. In addition to her work as a supervising psychologist in the internship
program, Dr. Hallmark contributes to and leads didactic training programs. Dr. Hallmark
engages in group and individual counseling with violent offenders and sex offenders at
Giddings State School focusing on sexual behavior treatment, trauma focused cognitive
behavioral counseling, and psychodrama. Dr. Hallmark obtained licensure as a Texas
Sex Offender Treatment Provider in 2009.
Dr. Danielle Todaro received her Psy.D. in Forensic Psychology from Alliant
International University, Los Angeles in 2011. She obtained licensure in the state of
Texas in 2014. Dr. Todaro serves as a supervising psychologist and didactic presenter
for internship program.
She provides crisis intervention services, forensic risk
evaluations, personality assessment, and individual psychotherapy at Giddings State
School. Additionally, she co-facilitates a Capital and Serious Violent Offender group for
youth with this specialized treatment need. Her clinical interests include forensic
assessment, violent offending in juvenile populations and psychopathy.
Dr. Frankie Mena received her Psy.D. in Clinical Psychology with an emphasis in
Forensics in 2014 from The School of Professional Psychology at Forest Institute. Dr.
Mena completed her Pre-Doctoral Psychology Internship at the Giddings State School
in 2014. Upon completing her internship, she plans to continue her work at the GSS,
which includes individual therapy, group therapy with the Capital & Serious Violent
Offender Treatment Program, crisis intervention services, and forensic risk evaluations.
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Her clinical interests include forensic evaluations and working with at-risk youth and
juvenile delinquency.
Danuta Godlewski, M. A received her Master’s from the Illinois School of Professional
Psychology in 2008 and is currently in the final stages of completing her Psy.D. in
Clinical Psychology. Ms. Godlewski completed her Pre-Doctoral Psychology Internship
at Giddings State School in 2013. At GSS she provides individual and family therapy to
youth, co-facilitates a Capital & Serious Violent Offender Treatment Program
psychodrama group, conducts assessments and provides crisis interventions to suicidal
and homicidal youth, and works with youth engaging in non-suicidal self-injurious
behavior. She has also created a training module on non-suicidal self-injury and has led
training didactics for TJJD psychology department team meetings. She serves as a
didactic presenter and consultant in the internship program.
Jackie Urbach, M.A received her Master’s in Counseling from Prairie View A&M
University in 2000 and has been employed with TJJD since 1995. She provides group
and individual counseling with violent offenders and sex offenders, Trauma-Focused
Cognitive Behavioral Counseling, crisis intervention and suicide risk assessment, and
co-facilitates a Capital and Serious Violent Offender psychodrama group. Additionally
she conducts forensic risk assessment evaluations. She also serves as a didactic
presenter and consultant in the internship program. Ms. Urbach has been a Licensed
Professional Counselor-Supervisor and Licensed Sex Offender Treatment ProviderSupervisor in the state of Texas since 2005.
Candace Kimbrough, M.P.A, M. A received her Master’s in Counseling from the
University of Texas San Antonio in 2013 and her Master of Public Administration from
Kennesaw State University in 2008. Candace holds Licenses in Texas as an LCDC and
an LPC-Intern since 2013. Mrs. Kimbrough completed her counseling internships at
Bexar County Juvenile Detention and Enlightened Behavior Health Systems and will
complete her LPC-Intern post-graduate work in March 2014. At GSS she provides
individual therapy to youth, co-facilitates a Capital & Serious Violent Offender Treatment
program, conducts forensic evaluations, crisis intervention and behavior
modification. She also serves as a facilitator of Alcohol and Other Drug programs.
MART RESIDENTIAL TREATMENT CENTER TRAINING STAFF
Dr. Madeleine M. Byrne, is the Director of Treatment for TJJD and serves as the
Director of Internship Training for the consortium. She received her Psy.D. in Clinical
Psychology from Argosy University in Dallas in 2009. Dr. Byrne is licensed by the State
of Texas to practice Psychology and is also a Licensed Sex Offender Treatment
Provider. She is responsible for the training, supervision and service delivery of the
psychology departments for TJJD as a whole. Dr. Byrne provides services in the areas
of sex offender treatment, crisis services, family therapy, individual therapy, and trauma
treatment as well as forensic assessment. She is involved in the interview and selection
of interns and the management of both supervisory and training standards for
psychology interns and staff throughout the consortium. The Director of Internship
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Training contributes to and presents didactics and oversees the intern evaluation
process in addition to remaining in contact with the American Psychological Association
and APPIC.
Dr. Alexandra Marks is a secondary supervisor who will provide additional supervision
opportunities. Dr. Marks received her Psy.D. in Clinical Psychology in 2010 from La
Salle University. Dr. Marks, is licensed in Wisconsin, but having recently moved to
Texas, is seeking Texas licensure through reciprocity. Dr. Marks serves as the
psychologist on the Crisis Stabilization Unit portion of the Mart campus, and provides
services in the areas of crisis intervention, individual and group therapy, Dialectical
Behavior Therapy, and forensic assessment. Dr. Marks is involved in the interview and
selection of interns and the management of both supervisory and training standards for
psychology interns and staff throughout the institution. She also contributes to and
presents didactics and oversees the intern evaluation process in addition to remaining
in contact with the American Psychological Association and APPIC.
Dr. Karla Marchbanks graduated with her Psy.D. in Clinical Forensic Psychology from
Alliant International University- Irvine in 2014. She relocated from California to Texas for
her internship and has decided to continue her career with TJJD as a Psychologist. She
serves as one of the psychologists at the MRTC campus with an individual caseload
and provides services in the areas of crisis intervention, individual and group therapy,
Trauma-Focused Cognitive Behavioral Therapy, and forensic assessment. Dr.
Marchbanks is pursuing licensure in Texas and is a member of the Texas Psychological
Association.
Naisha Walker, M.A is a Masters level clinician, licensed as a Licensed Professional
Counselor – Intern. Ms. Walker has worked as a Mental Health Specialist for TJJD for
two years, providing individual and group therapy, crisis interventions and family
interventions as well as forensic assessment.
Rebecca Christian, M.A. received her Master’s in Counseling from Stephen F. Austin
University in 2000. She is currently a Licensed Professional Counselor. Her duties at
MRTC include providing individual and group therapy, crisis interventions and family
interventions and forensic assessment.
CONSORTIUM SITE STRUCTURE
Both Giddings State School and Mart Residential Treatment Center provide an array of
services via CoNEXTions, the TJJD rehabilitative strategy. This treatment regime
assists youth in making a successful reintegration into the community. As previously
mentioned, most youth assigned to GSS have high severity treatment needs for
problems related to violent behavior, sexual behavior, and/or alcohol and other drug
dependencies. GSS operates intensive treatment programs for each of these areas with
more than 150 dedicated treatment beds. MRTC is dedicated to the treatment of
adjudicated youth who show evidence of mental illness or serious emotional
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disturbances. Youth housed at MRTC require treatment or psychological services for
the stabilization and maintenance of their emotional conduct disorders before they can
he held responsible for their delinquent conduct.
The specialized programs utilized in at these facilities include:
Capital and Serious Violent Offender Treatment Program (GSS)
Residential services for violent behavior are implemented through the Capital and
Serious Violent Offender Treatment Program (C&SVOTP), which utilizes an intensive,
closed group format designed to assist youth in identifying the cognitive, emotional, and
social processes associated with their violent behavior. The program also aims to
facilitate empathic development, emotional regulation, and appropriate expression of
feelings to improve interpersonal functioning in the youth. Youth that have been
identified as needing less intensive services for violent behavior may participate in the
Aggression Replacement Training Program.
Sexual Behavior Treatment Program (GSS & MRTC)
Sexual behavior treatment issues are addressed in the residential Sexual Behavior
Treatment Program (SBTP) at GSS. This program serves youth through intensive
cognitive-behavioral treatment interventions focused on the youth’s deviant sexuality,
including arousal patterns and sexual fantasies, which contribute to their sexual
abusiveness. Additional residential program components include psychosexual
education and, for those with histories of abuse, trauma resolution therapies. A less
intensive sexual behavior treatment is also offered at the MRTC campus.
Alcohol and Other Drug Treatment Program (GSS & MRTC)
The Alcohol and Other Drug (AOD) Treatment Program addresses problems in a
residential program that utilizes Pathways to Self-Discovery and Change, the nationally
recognized curriculum designed by Dr. Harvey Milkman. Less intensive psychoeducational and short-term treatment programs address the AOD treatment needs
youth both at GSS and MRTC.
Mental Health Treatment Program (MRTC)
Youth diagnosed with severe mental health problems and/or illnesses may be placed at
MRTC to address these treatment needs. The immediate goal for this program is
treating the basic mental health problem or illness and allowing the youth to regain
control over their behavior. Once this is accomplished, the youth is better prepared to
benefit from treatment that focuses on changing the delinquent and criminal patterns of
his behavior. The final goal concerns reintegrating the young person with his or her
family and community in a program that addresses his mental health and correctional
therapy needs.
Crisis Stabilization Unit (MRTC)
Those youth within the agency with unstable mental illnesses who are also dangerous
to themselves or others receive care at the Crisis Stabilization Unit. There is a
psychologist assigned to the CSU who provides crisis intervention, individual, group and
family therapy with the long-term goal of improving the youth’s level of functioning so
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that he can continue his treatment in a less restrictive environment.
TJJD CONSORTIUM TRAINING GOALS AND OBJECTIVES
The Texas Juvenile Justice Department Internship Consortium provides guided clinical
and counseling experiences as well as abundant opportunities for the intern to function
in numerous roles associated with the practice of professional psychology in a
correctional/forensic setting. The training program emphasizes the functions of
diagnosis, assessment, and therapeutic treatment of juvenile offenders. The
development and refinement of skills specific to these roles form the foundational basis
for the clinical competencies and training goals of the internship program. These goals
include the development of knowledge and proficiencies salient in a correctional setting
as well as the embodiment of skills and personal qualities that coincide with ethical
practices in psychology and treatment interventions. These designated objectives are in
accordance with current goals and practices of similar pre-doctoral internship programs
across the country.
1. Professional Conduct, Ethics, and Development
Interns will demonstrate compliance with the APA Ethics Code and specialty guidelines
for forensic practice. They will develop necessary and sufficient knowledge to function
effectively in the role of a mental health professional in a juvenile correctional setting.
Furthermore, interns will demonstrate knowledge of and compliance with Texas-specific
mental health laws and ethics. Successful achievement of these objectives entails a
demonstration of understanding and adherence to the APA Ethics Code and forensic
specialty guidelines and an ability to resolve ethical dilemmas effectively. Expected
competencies further include demonstration of professional behavior, promptness of
arrival to work and of submission of written materials, an awareness of the legal and
ethical requirements salient in the juvenile forensic population, proficient
interdepartmental communication, as well as knowledge of and proficiency in legal
regulations and requirements specific to work as a psychologist in the state of Texas.
2. Crisis Service Delivery with Juvenile Offenders
Interns will gain knowledge of best practices regarding crisis service delivery with
juvenile offenders and will develop skills to effectively deliver these services with the
youth at TJJD. Expected competencies related to the delivery of crisis services entail
effective and accurate assessment of risk for suicidal or self-harm behavior and
malingering, an ability to recommend appropriate precautions to ensure suicidal or selfharming youth are appropriately managed and kept safe, an ability to communicate with
multiple levels of staff within the institution to ensure proper monitoring of the youth, an
ability to monitor, develop, and follow treatment plans for suicidal or self-harming youth,
and an ability to accurately determine when psychological or psychiatric symptoms
require referral to a mental-health oriented facility.
3. Correctional Therapies in the Juvenile Correctional Setting
Interns will gain knowledge of correctional therapies as well as specialized treatment
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programs, depending on the campus which they are placed. The Alcohol and Other
Drug Treatment Program (AOD), Sexual Behavior Treatment Program (SBTP), and
Capital and Serious Violent Offender Treatment Program (C&SVOTP) are emphasized
at Giddings State School. The Mental Health Treatment Program and the Crisis
Stabilization Unit are emphasized at the Mart Residential Treatment Center, along with
a moderate Alcohol and Other Drug Treatment Program and Sexual Behavior
Treatment Program.
In order to successfully meet the requirements of attaining competency in correctional
therapy and treatment programs such as AOD, SBTP and C&SVOTP , interns must
successfully co-lead one group in each domain with supervision, demonstrate an
understanding of the risk and protective factor model and the development of
criminogenic needs, perform correctional therapy-oriented individual counseling towards
the goal of reducing risk of recidivism, develop relapse prevention and transition
planning with juvenile offenders, and demonstrate an ability to teach juvenile offenders
the behavioral cycle.
In order to successfully meet the requirements of attaining competency in correctional
therapy and treatment programs such as the Mental Health Treatment Program and the
Crisis Stabilization Unit, interns must teach juvenile offenders the behavioral cycle,
understand the basic components of the Mental Health Treatment Program in the
juvenile correctional setting, demonstrate an understanding of the risk and protective
factor model and the development of criminogenic needs, demonstrate an ability to
develop relapse prevention and transition planning with juvenile offenders, and
demonstrate an ability to perform individual therapy towards the goal of reducing
juvenile offenders’ risk of recidivism in the area of mental health.
4. Assessment and Treatment of Trauma in Juvenile Offenders
Interns will learn to effectively employ trauma-focused cognitive behavioral therapy in
the treatment of juvenile offenders and will develop an understanding as to how trauma
contributes to juvenile offending. Expected competencies include: a demonstration of an
understanding of trauma-focused cognitive behavioral therapy (TF-CBT), an ability to
establish rapport with youth with histories of trauma and abuse, a demonstration of
knowledge of the terminology relevant to different types of trauma and abuse, an
understanding of various relevant trauma assessments, proficiency in assessing youth
with histories of trauma and abuse, and an ability to effectively employ TF-CBT in a
correctional setting. Interns will also demonstrate proficiency in recognizing the broader
systems affecting the youth, and demonstrate knowledge of the impact of traumatic
experiences on the lives of offending youth.
5. Forensic Assessment with Juvenile Offenders
Interns will learn to assess risk in juvenile offenders and will learn to exhibit proficiency
in forensic psychological evaluation. Towards attaining these objectives, interns will
demonstrate appropriate use of risk assessment measures, draw appropriate
conclusions regarding treatment needs, demonstrate an ability to assess risk of
recidivism upon re-entry into community and family systems, provide informed consent
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and limits of confidentiality, and demonstrate an ability to offer expert testimony in
defense of clinical recommendations in a mock trial setting. Interns will further
demonstrate an ability to assess historical, contextual, and individual clinical risk and
protective factors via the clinical interview, collateral resources, and records,
demonstrate ability to utilize theoretically and psychometrically sound measures of
personality, intellectual, and cognitive assessments appropriate for juvenile offenders,
and demonstrate appropriate use of scientifically validated theoretical positions when
drawing conclusions in their forensic evaluations.
6. Diversity and Multicultural Awareness
Interns will learn to demonstrate knowledge of multicultural theory and issues and will
exhibit effective incorporation of culture into mental health practice. Interns will be
expected to demonstrate awareness of multicultural identities and their impact in a
correctional setting, recognize the interplay of cultural factors between the youth and the
clinician, exhibit an ability to establish rapport with clients of diverse backgrounds, and
demonstrate an ability to discuss culturally relevant issues in treatment with their
supervisor.
7. Multi-Systemic Therapy
Interns will learn to demonstrate an understanding of multi-systemic principles including
family and youth engagement, and a focus on community and family reintegration.
Interns will also learn to apply knowledge of multi-systemic principles into practice with
youth in a correctional facility. Expected competencies towards the attainment of this
goal include an ability to identify an individual offender and their mental health status
within a broader system consisting of their culture, environment, socioeconomic status,
family, and identity. Further competencies include demonstrating an ability to work with
a systemic team, an ability to implement systemic theories to foster the progression of
the client and promote problem-solving behavior, and an understanding of the system
wherein the behavioral patterns began, the system wherein viable resources reside, and
any historical factors that may influence treatment outcomes.
8. Diagnosis and Treatment
Interns will learn to accurately diagnose and treat a myriad of psychological concerns
within the juvenile offender population. In working towards this goal, interns will be
expected to be competent in the use of the DSM 5 for diagnostic purposes, in ruling out
other diagnoses, and to effectively assess and identify malingering. Interns will further
be expected to exhibit development of skills necessary for treatment in both individual
and group settings, exhibit development of clinical interviewing skills relevant to working
with youth in a correctional setting, demonstrate an ability to establish rapport with
clients, and demonstrate an ability to address psychological concerns via a variety of
therapeutic approaches using evidence-based therapies.
9. Consultation and Supervision
Interns will gain proficiency in the provision of consultation and supervision services.
Expected competencies towards the attainment of this goal include effective utilization
of ethical decision making and a strict adherence to appropriate and relevant ethical and
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legal guidelines in consultation, demonstration of an ability to discuss culturally and
clinically relevant issues in treatment with other staff and supervisors. Demonstration of
the ability to develop individualized treatment plans through the use of input from other
departments, staff and supervisors is also expected. Throughout their internship year,
interns will be expected to consult with various staff members throughout the facility,
such as case managers, security staff, administrators, nursing staff, psychiatric
providers, and other clinicians.
PROGRAM COMMITMENT TO DIVERSITY AND
MULTICULTURAL AWARENESS
The Texas Juvenile Justice Department Pre-Doctoral Internship Consortium places an
emphasis on diversity, multiculturalism, and their integration into all aspects of youth
treatment, including case conceptualization, assessment, and diagnosis. The internship
program further emphasizes multiculturalism in its integration of such issues into both
group and individual supervision and didactic trainings. The program, for example,
includes didactics on LGBT issues and treatment in correctional settings, gender roles
in corrections, multicultural issues in correctional work, risk assessment, and family
integration. Such topics including, but not limited to, race, culture, ethnicity, religiosity,
LGBT issues, and gender are discussed with supervisors to assess their impact on the
client and their case conceptualization during supervision.
Interns are trained to become aware of and understand the social and cultural forces
that impact the juvenile offender. Through training and supervision, interns address their
own cultural identities and how these identities impact their work as counselors serving
a diverse and underserved population. Throughout the internship, sufficient attention will
be given to individual differences including (but not limited to) awareness of gender,
racial, ethnic, and religious differences, as well as differences due to disability, sexual
orientation, gender identity, socioeconomic status, and familial histories in the youth.
Interns will gain an ability to establish rapport and empathic understanding in their
treatment of youth with diverse backgrounds and perspectives and deliver clinical
services in a multiculturally competent manner.
The program provides a multitude of training opportunities aimed at increasing
knowledge of working with diverse populations. Questions are posed to the intern during
supervisory sessions about the diversity and ethical issues involved in various cases.
Given the demographics of the population served, interns will carry a diverse caseload
and will engage in didactics focused on multicultural issues. Program staff members are
encouraged to attend didactics on diversity and multiculturalism to increase their
awareness of their own racial and cultural identity development.
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TJJD CONSORTIUM TRAINING STRUCTURE
Psychotherapy and the Development of Clinical Skills
Psychology Interns are expected to have firm grasps of diagnostics, assessment of
malingering, interviewing skills, individual and group counseling skills, and test
administration and interpretation. The establishment of rapport, proficiency in diagnostic
procedures employing the DSM 5, as well as competency in individual and group
counseling methods such will be highlighted in the training year. Interns will have the
opportunity to utilize various treatment methods throughout the training year such as
brief therapy programs, family therapy, crisis intervention and trauma-focused cognitive
behavioral therapy. Interns at each campus will be exposed to a variety of clinical
disorders and presentations which include, but are not limited to, adjustment difficulties,
depression, anxiety, self-injurious behavior and non-suicidal self-injury, trauma-related
issues, intellectual and developmental disorders, and psychosis. By the end of the
training year, interns will be able to satisfactorily conceptualize cases in order to
develop individualized treatment plans, and should demonstrate the ability to effectively
discuss and implement these plans with the youth’s treatment teams.
Assessment
Interns will begin their assessment training by conducting suicide assessments, mental
status examinations, assessments of youth with aggressive behavior and parole
readiness evaluations. Individual supervisors will develop a comprehensive training plan
to address the individual needs of each intern regarding their relative strengths and
weaknesses in administration, scoring, and report writing. Training in assessment will
focus on the use of forensic risk assessment instruments, personality measures,
intellectual assessment and development of diagnostic impressions. At GSS, interns are
expected to complete three forensic risk evaluations during their training year, and are
encouraged to undertake more as their schedule permits. Interns at MRTC will also
conduct various diagnostic and forensic assessments throughout the training year.
Upon completion of the internship, interns will understand and be able to effectively
communicate and implement the principles of risk assessment and to further be able to
defend their assessments persuasively with evidence-based scientific statements in
court if necessary.
Professional Role Development
The internship program strives to produce professionals who have sufficient knowledge
of the role a mental health professional assumes in correctional settings and who can
effectively demonstrate knowledge of ethical practice. Interns should be able to display
awareness of legal and ethical requirements salient in juvenile forensic populations and
practice only within the boundaries or confines of their clinical competence as indicated
by their previous education, training, and experience, per APA guidelines. Interns
should strive to continue and expand their knowledge base, areas of competency and
clinical skills. Interns will be expected to take on additional responsibilities and
commitments in their designated role. Interns are members of multidisciplinary
treatment teams for each individual youth on their caseload. The experiential base of
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the pre-doctoral internship includes a significant amount of exposure to and emphasis
on collaboration with other professionals as a contributing team member. Interns will
accomplish work assignments in support of team objectives, prepare for, attend, and
participate in formulating interventions as part of the treatment planning and
management of client services in this multidisciplinary setting.
Didactic Learning
The TJJD internship program emphasizes the use of didactic learning in the education
of program interns. Interns will participate in didactic learning opportunities regarding a
wide array of correctional work-related topics including (but not limited to) sex offender
treatment, alcohol and other drug treatment, violent offending and treatment, adolescent
development, forensic risk assessment, suicide risk assessment, experiential
psychotherapy techniques, group therapy, trauma-focused CBT, independent practice,
ethical issues, expert testimony, and juvenile/forensic psychology case law. These
didactics are designed to prepare the intern for effective practice both within the agency
and in other practice environments. Interns will receive a minimum of two hours per
week of didactic instruction from agency staff and outside sources and providers.
Interns will also be expected to contribute to or lead a didactic learning opportunity near
the end of their internship year.
Appropriate Use of Supervision
At both GSS and MRTC, a minimum of two hours of individual, face-to-face supervision
by a licensed doctoral level psychologist will be provided weekly. Additionally, interns
will participate in group supervision, which entails staffing clinical cases, peer and
supervisor feedback, reviewing program requirements and discussion of topics focusing
on ethical, professional, and diversity issues in clinical work. Interns will work with their
supervisors to resolve any ethical dilemmas which may arise. Supervision will
emphasize the role of individual supervisors as teachers who seek to aid the interns in
integrating their acquired learning with their clinical experiences and to assess the
effectiveness in this integration through questions and observation. Interns are expected
to strive to cultivate awareness of their needs and strengths and to function in an
increasingly autonomous fashion in all of their work by endeavoring to find their own
solutions to clinical and ethical problems, which they will staff with their individual clinical
supervisors. Assessment and evaluation, interviewing, direct therapeutic services,
consultation with multidisciplinary teams of providers, documentation of services, clinical
ethics, and risk reduction are all stressed in the daily operations and training that all
interns receive, and are topics covered in depth during supervision. Supervisors also
retain an open-door policy with interns to maintain open communications with interns.
Supervisors will further administer mid and end of year evaluations to the interns to
assess their growth in the program and skills in the program’s core training
competencies.
Interns will make their nonprofessional status known to youth, staff and visitors at the
facility others by using the title of “Psychology Intern.” They will be required to inform
others that they are under supervision and should provide the name of their supervisor.
Supervisors are ultimately responsible for the interns’ clinical actions, and this
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relationship is communicated to all in as transparent a manner as possible.
Cultural Development
The internship program offers interns an opportunity to sharpen their multicultural
clinical competencies through constant exposure to many forms of diversity. The
program increases awareness of group differences and emphasizes the need for the
therapist to develop a set of skills which will enable them to employ their multicultural
knowledge and competencies in a practical manner. Throughout the internship,
sufficient attention will be given to individual differences including (but not limited to)
awareness of gender, racial, ethnic, and religious differences, as well as differences due
to disability, sexual orientation, gender identity, socioeconomic status, disparities, and
familial histories in the youth. Interns will gain an ability to establish rapport and
empathic understanding in their treatment of youth with diverse backgrounds and
perspectives and deliver clinical services in a multiculturally competent manner.
TRAINING MATERIALS AND RESOURCES
The Texas Juvenile Justice Department Pre-Doctoral Internship Consortium provides
interns with resources, materials, and equipment to certify that interns are allotted the
resources they need to thrive in the program and in their work therein. Interns are
provided access to online databases through The University of Texas Medical Branch
and are provided their own office equipped with a personal computer for their use. They
also have access to testing items and materials through the department.
PHYSICAL FACILITIES
GIDDINGS STATE SCHOOL
Each intern is provided a private office in the Social Services Building, which is fully
furnished and includes telephone service and a computer with Internet access.
Additionally, interns have access to a departmental copier, scanner, and printer.
Individual therapy and psychological testing is conducted in areas designated by the
interns’ supervisor and group therapy sessions may be held in available conference
rooms or in the dormitories on campus.
MART RESIDENTIAL TREATMENT CENTER
Interns are provided private offices which are fully furnished and which include
telephone services, computers, and Internet access. Interns also have access to
departmental amenities including a departmental copier, scanner, and printer. Individual
therapy and psychological testing is conducted in areas designated by the interns’
supervisor and group therapy sessions may be held in available conference rooms or in
the dormitories on campus.
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INTERN-STAFF RELATIONS AND CONFLICT RESOLUTION
The Training Director, supervising psychologists and department staff supports the
successful completion of the internship by each intern in their utilization of supervisee
self-assessment measures and attention given to supervisee growth, and collaborative
goal setting by supervisor and supervisee at the beginning and middle of the year. If
the intern expresses concern about their performance or if the supervisor deems the
intern to be struggling or presenting risk to not successfully complete the internship
either through their progression in supervision or via the mid-year competency
assessment, a remediation plan will be developed with the intern.
DUE PROCESS PROCEDURES FOR PSYCHOLOGY INTERNS
Throughout the training year, interns will receive regular feedback and evaluation of
their performance by their supervisors. This is an integral part of the training process
and is designed to support learning and development of professional psychology skills.
The following section outlines procedures that will be followed only in cases of
inadequate or unacceptable intern performance or violation of TJJD Employee rules of
conduct.
A copy of the TJJD Personnel Policy and Procedure Manual at the following
webpage:
http://www.tjjd.texas.gov/policies/PRS/default.aspx
Inadequate or Unacceptable Performance:
Intern performance is defined broadly as interference in professional functioning that is
reflected in one or more of the following ways:
(a) Failure to demonstrate and maintain professional behavior
(b) Failure to adhere to ethical standards;
(c) Failure to acquire the level of skills necessary to merit evaluation of an
acceptable level of professional competency as assessed through supervision
and formal evaluations of competency;
(d) Failure to effectively manage personal stress, psychological problems, and/or
excessive emotional reactions.
Recommended Actions:
Possible recommended courses of action for inadequate or unacceptable intern
performance or violation of the TJJD general rules of conduct are as follows:
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1. Verbal counseling with written documentation: This action would be used for
minor behavioral infractions or issues. In this circumstance, supervisors would
provide verbal counseling to the intern regarding issues of concern. Additionally,
the supervisor is responsible for preparing a written documentation of counseling
which identifies the intern’s specific unacceptable performance or behavior. This
letter will be reviewed and signed by the supervisor and the intern. It will be
placed in the intern’s training file, but no documentation or notification of
counseling is sent to the intern’s academic program at this time. The Training
Director will be notified of verbal counseling provided to an intern.
2. Remediation plan: If verbal counseling does not result in necessary changes in
performance or conduct, a remediation plan will be developed by the Site
Supervisor and other supervising psychologists. The Training Director will be
notified of the development of this remediation plan, and may assist in its
development. This plan will include an explanation of the behaviors which need
to be changed and improved, the steps which need to be taken by the intern to
facilitate these changes, an appropriate time frame in which to complete these
changes and an explanation of the steps that will occur if the guidelines of the
action plan are not met. The Supervisor, supervising psychologists and intern will
be required to sign the remediation plan. The intern will receive a copy of these
terms, a copy of this will be placed in their training file, and their academic
program will be notified.
3. Probation (with remediation plan): If an intern fails to meet the criteria established
in the remediation plan, they will be placed on a probationary status for a
specified amount of time. During this time, the intern is more frequently and
systematically monitored by the Site Supervisor and other supervising
psychologists. Those monitoring the intern will be asked to communicate
frequently with the Training Director throughout the probationary period. The
intern will be provided with a written plan explaining the behaviors which need to
be changed, the steps which need to be taken by the intern to facilitate these
changes (see remediation plan above), the time frame in which the identified
issues should be changed, and the procedures which will be implemented to
evaluate whether or not the identified problems have been resolved. The Training
Director, Site Supervisor, supervising psychologists and intern will be asked to
sign the terms of probation. Should they choose to accept the terms of probation,
he intern will receive a copy, a copy of this will be placed in their training file, and
their academic program will be notified. If they choose to challenge this action,
the intern will follow the steps to appeal this decision.
4. Termination: Termination from TJJD and the doctoral internship is reserved for
extreme circumstances. Examples of such circumstances are acts of physical
aggression against staff member or youth, sexual misconduct towards a youth,
illegal activity, or serious ethical misconduct. The intern and their academic
program will be notified of the termination in writing. After the intern is notified in
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writing of the Training Director’s recommendations, he/she may choose to appeal
the decision as outlined in the Process of Appeal.
Outcomes:
At the end of the specified time period in the remediation plan, the Training Director,
Site
Supervisor and supervising psychologists will meet to decide whether or not the intern
has accomplished the identified change in performance.
Positive Change: The Training Director, Site Supervisor and supervising
psychologists are satisfied that sufficient positive change has taken place with
regard to the identified areas of concern.
1. Completion of Remediation Plan / Probation: The intern is formally
notified, in writing, that satisfactory change has been accomplished and
the monitoring period is ended.
2. Letter to Academic Department: If the intern was placed on remediation
plan or probation, a letter will be sent to their academic program to notify
them of successful completion of the remediation plan or probationary
status.
Insufficient Positive Change: If the intern does not complete the steps of the
remediation plan, or at the end of the probationary period, the Training Director,
Site Supervisor and supervising psychologists determine that an insufficient
level of progress or change has been made, one of the following may be
recommended.
1. Probation with a New Remediation Plan: If sufficient change is not
demonstrated, the intern is will either remain on probation with a new time
period specified, or new terms of probation with a new remediation plan
will be developed. The intern may challenge this recommendation or may
accept the new remediation plan. A new plan for remediation is generated
in another effort to promote change. The intern’s supervisors and the
Training Director, Site Supervisor and supervising psychologists will work
closely with the intern to determine the appropriate changes to the
probation/remediation plan necessary in order to promote change.
Communication by those monitoring the intern to the Training Director will
be frequent and on a regular basis throughout the probationary time
period specified.
2. Termination Recommended: If after these interventions the identified
problems are not resolved or changed, the Training Director, Site
Supervisor and supervising psychologists will meet to discuss the course
of action. If those monitoring the intern conclude that the intern’s behavior
it is both serious and resistant to change, termination is recommended.
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Again, at this point the intern may choose to challenge the decision
according to the appeal procedures outlined below.
After an intern has been on probation twice for the same or related difficulties
without observable positive change, the Training Director, Site Supervisor and
supervising psychologists may meet to discuss one of the following
recommendations:
1. Placing limitations of the setting, clients, conditions or duties that the intern
can complete or should avoid.
2. Communicating to the intern and his/her academic program that they are
at risk for not successfully completing the doctoral internship and perhaps
recommending a leave of absence or a second doctoral internship at a
later date.
3. Terminating the intern from the training program.
All of the above actions will be appropriately documented and implemented in a manner
consistent with due process procedures. The intern is notified of the final decision and,
again, at this point may appeal the decision. If the intern accepts the decision, his/her
academic program and other appropriate individuals are notified in writing. If the intern
chooses to appeal, these individuals will be notified of the final decision at the
conclusion of the appeal process in writing.
PROCEDURES FOR APPEAL
Within seven working days of the communications of verbal counseling, remediation
plan development, probationary status, or termination, an intern may submit a letter to
the Site Supervisor, requesting an appeal. An appeal may be requested on one or
more of the following grounds:
1. Alleged denial of the described due process granted to the intern in any part of the
evaluation procedure
2. Alleged denial of the opportunity to fairly present data to refute criticisms in the
evaluation.
3. Disagreement with the evaluations of one or more evaluators.
If an intern submits an appeal, the Site Supervisor will ask the Training Director to
review the decision within five working days. The Training Director will engage in fact
finding procedures, and may seek consultation with individuals including, but not limited
to, the Site Supervisor, supervising psychologists, other psychology department staff,
campus administrators (i.e., Superintendent, Assistant Superintendent), Office of
Inspector General Investigators, or campus staff as needed. The Training Director will
have up to fifteen working days to respond with a decision. The Training Director's
decision is final.
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INTERN GRIEVANCE PROCEDURES
Interns are encouraged to meet and attempt to resolve any issues that may arise with
their supervisor, the intern representative, or other staff member collaboratively.
Effective conflict resolution is an important professional skill, and interns are expected to
resolve any issues or concerns in a cooperative and respectful manner.
As employees of the Texas Juvenile Justice Department, doctoral interns are entitled to
the same rights as are afforded to other employees within the agency. As an employee,
interns may file a grievance regarding any employment-related matter, including
working conditions, employment discrimination, harassment, and adverse personnel
actions. Except for the examples specifically listed in the policy (see web link below),
the employee grievance coordinator will determine on a case-by-case basis whether an
issue is a grievable, employment-related issue.
The employee should take the following steps to file a grievance:
1. Obtain an HR-210 form (TJJD Statement of Grievance Form) from their local
HRA or employee grievance contact, from the TJJD Intranet or website, or from
the agency’s employee grievance coordinator in Central Office.
2. Complete the HR-210 Form based on the information and instructions provided
in the form.
3. Submit the fully-completed HR-210 form to either the local employee grievance
contact or the employee grievance coordinator in Central Office. If for any reason
you are reluctant to file a grievance with the local employee grievance contact,
you may file the grievance directly with the agency’s employee grievance
coordinator in the Central Office.
A copy of the policies regarding employee grievances can be found on the TJJD
Personnel Policy and Procedure Manual at the following webpage:
http://www.tjjd.texas.gov/policies/PRS/prs35/prs3503.pdf
REQUIREMENTS FOR THE SUCCESSFUL COMPLETION OF
THE INTERNSHIP
Upon successful completion of the internship program, each intern will receive a
certificate from the Texas Juvenile Justice Department and Director of Training.
Successful and satisfactory completion of the internship requires the following:
A. Completion of 2000 hours (full time for 12 months) during the training year
B. Demonstration of proficiency in the principles and application of trauma-based
cognitive-behavioral therapy, multi-systemic therapy, psychodrama and group
counseling, grief and crisis counseling, suicide assessment, and forensic evaluation
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C. Demonstration of proficiency in diagnostic and clinical work (as assessed by the mid
and end of year evaluations)
D. Completion of all written requirements (e.g., presentations, reports, evaluations,
projects, case studies).
E. Attendance at required seminars and didactic events
F. Demonstration of competency in:
a. Routine behavioral assessments, suicide assessments, assessments for
psychiatric need, and mental status evaluations
b. Forensic evaluations
c. Crisis Service Delivery
d. Trauma-focused cognitive-behavioral therapy
e. Problem-focused brief individual therapy with a series of clients over the
course of the internship
f. Correctional Therapies in the Juvenile Correctional Setting
g. Multi-systemic theory and therapy
h. Multiculturalism
The Texas Juvenile Justice Department and Internship Committee has the final
approval in the granting of certificates of successful completion of the program. The
decision is based upon evaluations from site affiliated supervisory staff and training
directors.
SALARY AND BENEFITS
The stipend for interns is $2802.75 per month. Basic health and life insurance are
provided for the student at no cost. Health coverage for eligible dependents is provided
with half of the monthly rate paid by the state, with the availability of family insurance at
cost. Like other employees, interns are responsible for the cost of group insurance
coverages they choose that exceed the state contributions. The intern will accrue
longevity as an employee of the State of Texas and must participate in the Employee
Retirement System of Texas.
APPIC SITE DESCRIPTION
The Texas Juvenile Justice Department operates high-security facilities housing youth
adjudicated for felonies against persons such as Murder, Aggravated Robbery, and
Aggravated Sexual Assault. Many have psychiatric needs and/or difficulties due to
traumatic backgrounds. Many require specialized programming in one or more of the
following: alcohol and other drugs, sexual behavior, capital & violent offending, long
term mental health treatment or crisis stabilization. Interns begin with mastering basic
correctional treatment, assessment, and intervention skills before rotating through the
specialized treatment programs.
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INTERNSHIP ADMISSION REQUIREMENTS
Pre-doctoral Applicants:
1. Candidates must be currently enrolled in a clinical or counseling doctoral program at
an accredited university or professional school.
2. Candidates must have a letter approving the internship from their chairs and/or their
school’s director of training.
3. Candidates must have completed a minimum of six semester/credit hours in each of
the following areas:
a. Psychological testing
b. Psychotherapeutic techniques and counseling
c. Personality development and psychopathology
d. Motivation and learning theory
e. Research design and statistics
4. Practicum experience totaling approximately 500 hours
INTERN ELIGIBILITY AND SELECTION
The Texas Juvenile Justice Department welcomes applications from all qualified
applicants, regardless of sex, race, physical disability, religion, or sexual orientation.
The TJJD internship utilizes the standard APPIC application form, available on their
website (www.APPIC.org) for download. Candidates have the opportunity to select one
site or both on their application. Selected candidates from the applicant pool will be
invited for an interview. Interviews will typically be scheduled from mid-December to late
January. Applicants will have an opportunity to meet current supervisors and interns
and to have questions about the internship program answered by the Director or
Training. Each internship applicant will be interviewed individually by current
supervisors and will be offered a tour of the facilities after the interview process is
completed. Through review of applications and discussion of interview results,
supervisors will assign applicants selected for match based on applicant preference and
professional strengths. We also recognize the APPIC matching program as a fair
means of applicant processing and further implement a standardized acceptance date.
The internship program at the Texas Juvenile Justice Department agrees to abide by
APPIC policy that no person in this training facility will solicit, accept, or use any
ranking-related information from any intern applicant.
For further information regarding the internship, please email: Dr. Madeleine Byrne at
[email protected].
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APPLICATION PROCEDURES
Texas Juvenile Justice Department is a member and participant of the APPIC, the
Association of Psychology Postdoctoral and Internship Centers Internship Matching
Program. Application procedures are listed and described on www.appic.org.
Materials submitted to APPIC applications include the following:
1. A completed APPIC Application
2. Transcripts of all graduate coursework
3. Three letters of recommendation, preferably from clinical supervisors
4. A copy of the applicant’s current resume or curriculum vita
5. A recent sample of written work by the applicant. The work should be a copy of
an integrated Psychological Evaluation that amalgamates historical information,
testing results, and clinical interview materials into one coherent and unified
report that speaks to a referral question and concludes with diagnoses and
recommended treatment regimes. The work should have been completed within
the previous 24 months.
All supporting materials must include the appropriate and official signatures or
stamps as necessary or required.
Deadline for Application
The deadline for application and for sending in the appropriate supporting materials
follows APPIC guidelines, and as such, must be submitted no later than the date listed
on the APPIC website. Applicants will be informed of their interview status by December
15.
If there are further questions, please contact:
Dr. Madeleine Byrne
Director of Internship Training
116 Burleson Road
Mart, TX 76664
Phone: 254-297-8311
Email: [email protected]
STATEMENT OF NON-DISCRIMINATION
Per the Texas Juvenile Justice Department Employee Handbook, the TJJD is an equal
opportunity employer and strives to provide a work environment free from
discrimination, which is defined as unlawful treatment based on race, color, religion, sex
(gender), national origin, age (40 and above), disability, or genetic information. Sexual
harassment is a form of gender-based discrimination.
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All TJJD employees are responsible for refraining from discrimination or harassment.
TJJD managers and supervisors are responsible for basing all employment-related
decisions on job-related, non-discriminatory factors and for complying with all laws that
apply to the employment relationship. This includes activities relating to recruitment,
screening, hiring, training and development, promotion, compensation, benefits, social
and recreational programs, termination, reduction in force, and all other conditions and
privileges of employment. The complete handbook may be accessed at
www.tjjd.texas.gov/policies/prs/appendxb.doc.
WEBSITE INFORMATION
The TJJD Consortium Pre-doctoral Internship website can be accessed at
tjjdinternship.org. The Texas Juvenile Justice Department website can be accessed at
www.tjjd.texas.gov/.
ACCREDITATION STATUS
The TJJD Consortium Pre-doctoral Internship Program is accredited by the Association
of Psychology Postdoctoral and Internship Centers (APPIC). The Program is currently
applying for accreditation from the American Psychological Association (APA).
APA CONTACT ADDRESS
You may additionally contact the American Psychological Association for current
information regarding our status at the following address:
American Psychological Association
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
(202) 336-5979
NOTICE
Application information is subject to change. Please see the most current
information and internship brochure for updates before submitting application
materials. The most current internship brochure may be found at:
www.tjjdinternship.org
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