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In the Field - School Internships

Students are assigned to school districts for their school internship. At the internship, students work closely with the school psychology supervisor, who is a NY State licensed psychologist, and who involves the student in all of the daily experiences which take place within the schools. Students work with children from the elementary through the high school years doing diagnostic testing and counseling, and learning about the many functions of the professional school psychologist. The school psychology interns are also involved in supervised consultation activities so as to help them acquire this needed skill. The school psychology interns are evaluated twice per year. Field supervisors send written reports to the University to give feedback on student progress.

The School Internship is central to the student's doctoral training. The objective of the internship is to develop skills and competence in professional work with individuals and groups. The special and unique environment of the school setting is best appreciated by continuous and substantial on-site work over a period of one year under the direct supervision of a professional school psychologist. Students learn through direct observation, modeling, skill practice, corrective feedback and the didactic offerings of their supervisors.


There are a number of specific objectives which we hope to meet in having students as interns within the schools. These include:

  • Acquisition of knowledge of the organization of psychological services delivery in the schools, and the relation of these services to the school and community.
  • Development of competence in diagnostic assessment of the individual child.
  • Familiarity with the functions and operation of the Committee on Special Education and of the Board of Education within the school district.
  • Building of consultation skills which help the psychologist empower teachers, administrators, and parents to develop a favorable environment for the child's academic learning, self-awareness, and social skills.
  • Skill in interviewing and counseling.
  • Familiarity with standardized group assessments which are regularly carried out within the schools.
  • Skill in school program planning, development, and evaluation.

Supervision: Students receive at least two hours of direct supervision per week by the supervising school psychologist who shall have no more than two interns under his/her supervision at one time. Students should also have access to unscheduled supervision at any time when the situation demands it.

Evaluation: As previously noted, there will be a formal written evaluation of student progress twice during school year. In addition supervisors will have access to Psy.D. faculty who are involved with school internship experience so that training issues can be discussed on an ongoing basis.


Name of SettingLocationSupervisorStudent Intern
Farmingdale Schools Farmingdale Stephen Kearney, Ph.D. Matt Brady
Long Beach Schools Long Beach Mary Tatem, Psy.D. Megan Cunningham
Commack Schools Commack John Kelly, Ph.D. Katherine Henderson
Valley Stream Schools Valley Stream Susan Nissen, Ph.D. Eugene Lubliner
Rockville Centre Schools Rockville Centre Janine Rose, Ph.D. Mary Milonnet
Herricks Schools Herricks Steven Shatz, Psy.D. Alexis Provetto

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