APPIC

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Site Name: Through the Looking Glass

Department: Psychology Training Program

Department : Psychology Training Program

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Member Site Information

APPIC Member Number:	2489
Program Type:	Internship
Membership Type:	Full Membership
Site:	Through the Looking Glass
Department:	Psychology Training Program
Address:	3075 Adeline St., Ste. 120 Suite 120 Berkeley, California 94703
Country:	United States
Metro Area:	Not Applicable San Francisco-Oakland-Fremont, CA
Distance from Major City:	0 miles from Berkeley, CA
Phone:	510-621-7098
Fax:
Email:	aoklan@lookingglass.org
Web Address:	https://www.lookingglass.org/home
Brochure Website's Address:	https://lookingglass.org/wp-content/uploads/TLG-Doctoral-Internship-Brochure-2022.pdf
Primary Agency Type:	Community Mental Health Center
Additional Agency Types:	Child/Adolescent Psychiatric or Pediatrics
Member of APPIC since:

Accreditation

APA Accreditation	Accredited
CPA Accreditation	Not Accredited

Internship Staff/Faculty Information

Training Director:	Ari Oklan
Chief Psychologist:	Nahoko Nishizawa
Number of Full-Time Licensed Doctoral Psychologists on Staff/Faculty	1
Number of Part-Time Licensed Doctoral Psychologists on Staff/Faculty	4

Position Information

Start Date:	09/06/2024

	Funded
Number of Full Time Slots Expected Next Class:	4
Number of Part Time Slots Expected Next Class:

	Stipend
Full Time Annual Stipend for Next Class:	31000
Part Time Annual Stipend for Next Class:	15500

Fringe Benefits:	Professional Development Time, Sick Leave, Vacation
Other Fringe Benefits (not indicated above):	Reimbursement for travel and cell phone usage; assigned laptop

Brief description of the typical work day for an intern at this training site	We specialize in serving families in which one or more members have a disability or medical issue. Approximately half of the families served have a child with a disability, mental health disability, behavioral challenge, developmental delay, or medical issue, and about half have a parent, caregiver or parenting grandparent with a disability, mental health challenge, or medical issue. Given the diversity of our clientele and the interdisciplinary nature of our staff, our interns have a unique opportunity to expand their clinical experiences and areas of professional competencies. “Disability” is defined broadly to include, for example: • children born with disabilities such as cerebral palsy or “down syndrome”, children who are showing delays in development, children who are born premature or have early surgeries or chronic health conditions, children who are on the autistic spectrum, children with other neurodevelopmental challenges, children who are showing behavioral or mental health challenges, children with sensory or sensory-integration problems, and more. parents, caregivers, or parenting grandparents who have a physical or sensory disability, mental health challenge, cognitive/intellectual/learning disability, post-partum depression, medical disability, and more. The families served by TLG are diverse in terms of their disability experiences, whether they identify as having a disability, their race or ethnicity, their country of origin or immigration history, their family constellation ranging from single parents to multigenerational co-parenting systems, and their primary language. We understand that all these experiences intersect in creating each family’s cultural identity. Almost all of our families have low income and access our services free of cost. The children and families we serve have often endured profoundly difficult life circumstances and may have very serious symptoms. With other families we work to prevent the onset of serious symptoms by providing early intervention and co-developing strategies and protective efforts to buffer against the often unnecessary negative impacts of disability on a family system--from social stigma, disability oppression, or lack of appropriate disability resources. TLG serves children from infancy through adolescence and into young adulthood as well as parents and parenting grandparents with disabilities. By serving individuals with disabilities through the lifespan we have the unique benefit of our early intervention services with children with disabilities being informed by the challenges navigated by individuals with disabilities later in life. We often describe this perspective as our ‘life-cycle orientation.’

Brief description of the typical work day for an intern at this training site

We specialize in serving families in which one or more members have a disability or medical issue. Approximately half of the families served have a child with a disability, mental health disability, behavioral challenge, developmental delay, or medical issue, and about half have a parent, caregiver or parenting grandparent with a disability, mental health challenge, or medical issue. Given the diversity of our clientele and the interdisciplinary nature of our staff, our interns have a unique opportunity to expand their clinical experiences and areas of professional competencies. “Disability” is defined broadly to include, for example: • children born with disabilities such as cerebral palsy or “down syndrome”, children who are showing delays in development, children who are born premature or have early surgeries or chronic health conditions, children who are on the autistic spectrum, children with other neurodevelopmental challenges, children who are showing behavioral or mental health challenges, children with sensory or sensory-integration problems, and more. parents, caregivers, or parenting grandparents who have a physical or sensory disability, mental health challenge, cognitive/intellectual/learning disability, post-partum depression, medical disability, and more. The families served by TLG are diverse in terms of their disability experiences, whether they identify as having a disability, their race or ethnicity, their country of origin or immigration history, their family constellation ranging from single parents to multigenerational co-parenting systems, and their primary language. We understand that all these experiences intersect in creating each family’s cultural identity. Almost all of our families have low income and access our services free of cost. The children and families we serve have often endured profoundly difficult life circumstances and may have very serious symptoms. With other families we work to prevent the onset of serious symptoms by providing early intervention and co-developing strategies and protective efforts to buffer against the often unnecessary negative impacts of disability on a family system--from social stigma, disability oppression, or lack of appropriate disability resources. TLG serves children from infancy through adolescence and into young adulthood as well as parents and parenting grandparents with disabilities. By serving individuals with disabilities through the lifespan we have the unique benefit of our early intervention services with children with disabilities being informed by the challenges navigated by individuals with disabilities later in life. We often describe this perspective as our ‘life-cycle orientation.’

Does this site have practicum psychology students on site?	Yes
Doctoral Psychology Practicum Students	Yes
Masters Psychology Practicum Students	Yes
Do Psychology Interns/Postdocs Have the Opportunity to Supervise Practicum Students?	Yes

Is this program fully affiliated with one or more doctoral programs?	No

Is this program partially affiliated with one or more doctoral programs?	Yes

Details of the above affiliations	We are partially affiliated with the Wright Institute in Berkeley, CA, and at least 3 internship spots are given to Wright Institute applicants. The Wright Institute supported us in our efforts towards accreditation and supports funding the stipends of their students.

Internship Application Process

Accepting Applicants:	Yes
Application Due Date:	11/21/2023 11:59 PM EST
Interviews at this site are:	Optional
A Virtual Interview is:	Optional
Interview notification date:	12/13/2023
Tentative interview date:	N/A
Interview process description:	Interviews may be conducted virturally or in person dependent on best safety practices at the future stage of the COVID-19 pandemic. Interviewees will be provided with accessible and secure methods of communication and will be provided materials to review prior to their interview. Interviews will include at least two supervisors and will include reviewing current case material and a role play exercise. Interviews will be 90 minutes to two hours in length and interviewees will be provided will several time slots to choose from.
How to obtain application info:	Email the Program
Preferred method of contacting the program:	Email the Program
We have matched with interns from these programs:	The Wright Institute; Alliant International University; University of San Francisco; National University/JFK

Internship Applicant Requirements

US Citizenship Required:	No
If NOT a U.S. Citizen, Authorization to Work or to Engage in Practical Training (CPT or OPT) in the US is Required:	Yes
Canadian Citizenship Required:	No
If NOT a Canadian Citizen, Authorization to Work in Canada or to Engage in Practical Training (CPT or OPT) in Canada is Required:	No
Masters Degree Required:	Yes, by application deadline
Comprehensive Exams Passed:	Yes, by application deadline
Dissertation Proposal Approved:	Yes, by start of internship
Dissertation Defended:	No
Minimum Number of AAPI Intervention Hours (if applicable):	440
Minimum Number of AAPI Assessment Hours (if applicable):	0
Minimum Number of Combined Intervention and Assessment Hours (if applicable):
Minimum Number of Years of Grad Training Required (if applicable):	3

Accepted / Not-Accepted Program Types

Clinical Psychology	Accepted
Counseling Psychology	Accepted
School Psychology	Not Accepted
APA-Accredited	Accepted
CPA-Accredited	Not Accepted
PCSAS-Accredited	Not Accepted
Non-Accredited	Not Accepted
Ph.D Degree	Accepted
Psy.D. Degree	Accepted
Ed.D. Degree	Not Accepted

This institution, department, internship, or postdoctoral program requires trainees to sign a statement about personal behavior and/or religious beliefs as a condition of admission and/or retention in the program:	No
How to obtain text of statement:
Other Requirements:	Live scan, TB test, LIC508 Criminal Record, and immunization record 1) Tuberculosis 2) TDap - Pertussis (Whooping Cough) 3) MMR 4) Influenza (flu) Vaccination (request form if you wish to decline), 5) COVID -19 Vaccine and booster

Program Description

To provide and encourage respectful and empowering services- guided by personal disability experience and disability culture- for families that have children, parents, grandparents or caregivers with disability or medical issues.

Through the Looking Glass (TLG) is a community nonprofit agency in Berkeley that is dedicated to providing disability informed clinical and supportive services, training, and research. We serve infants, children, and families and our emphasis is on early intervention and prevention of problems in families and relationships. TLG was founded in 1982.

Our goals as an agency are threefold: 1) to provide disability informed services to vulnerable infants, children, adolescents, and their families; 2) to train the next generation of mental health professionals; and 3) to improve services to children and families impacted by disability by conducting research and developing national and international standards of services.

Through the Looking Glass offers a 1500 hr one-year, full-time, or two year, part-time, internship program for doctoral students in psychology. TLG has applied for APA accreditation. Our application was reviewed in Summer 2020, and the APA Commission on Accreditation has authorized a site visit for our program. This brochure provides an overview of our program and the application process.

The Internship Training Program at Through the Looking Glass is committed to developing psychologists who are committed to providing accessible, effective, and informed services to vulnerable children and families. We look for candidates who have academic and clinical experience working with infants, children, and families. We value applicants who are passionate about social justice, have a deep interest in developing a disability informed framework, and have personal or professional experience with disability. In addition to encouraging applications from students with personal disability experiences, we look for students with underrepresented racial and ethnic backgrounds, sexual orientations, gender identities, language capacities, and life experiences.

We work from a non-pathologizing, strength-based, disability culture informed perspective. Since our founding we have integrated theories from infant/early childhood mental health, family therapies, developmental practice, psychodynamic theory, trauma informed modalities of treatment, and cognitive behavioral interventions.

Our doctoral interns will gain skills serving a variety of clients. They deepen their knowledge about the impact of disability in families as well as infant mental health over the course of our internship program. Doctoral Interns have the opportunity to provide consistent services to clients over the full term of their internship. TLG interns serve families with children ages 0-18 by providing family therapy, dyadic parent-child therapy, individual child therapy and play therapy, group therapy, and consultation to Early Head Start programs. Our interns engage in regular interdisciplinary collaboration with developmental specialists and occupational therapists. For example- they may be a mental health clinician addressing the grief, depression or trauma in a family system collaborating with an occupational therapist addressing sensory integration issues and parenting accessibility challenges.

Doctoral Interns will be expected to gain therapeutic skills to allow them to be efficacious with a wide variety of families and situations. Our interns work with children from infancy through young adulthood, with children and caregivers who have physical, medical, developmental or intellectual disabilities or mental illness, with multigenerational families where co-parenting is occurring, with families in which a grandparent or great-grandparent is the caregiver, with children who have been removed from their family of origin and are placed with kin or in foster care, and by providing family therapy and relationship support for families during visitations when the children have been removed.

Interns have opportunities to learn from a diverse and multidisciplinary staff (mental health, pediatric occupational therapists, child development specialists, autism specialist) as well as from outside trainers presenting during weekly staff trainings (Wed 9:30-11). Interns often consult with or work collaterally with TLG developmental specialists. Interns have access to toys, sandtray, play therapy equipment. Clerical and IT support is provided and available to staff and interns. An Early Head Start center is on site and offers opportunity for collateral work with teachers or developmental specialists and classroom observations of clients. Supervision is available in Spanish. Well-stocked family and play therapy rooms are available to interns.

Internship Training Opportunities

Populations
Infants:
Toddlers:
Children:	Yes
Adolescents:	Yes
Adults:
Family:	Yes
Older Adults:
Inpatients:
Outpatients:
Gay/lesbian/bisexual/transgender:	Yes
Ethnic minorities:	Yes
Spanish-speaking:	Yes
French-speaking:
Deaf/Hearing-impaired:	Yes
Students:
International Students:
Rural:
Urban:	Yes
Low income:	Yes
Homelessness:	Yes
Other:	The Disability Community

(training opportunities continued)

Treatment Modalities
Assessment:	Exposure (1% to 20%)
Individual Therapy:	Exposure (1% to 20%)
Couples Therapy:
Family Therapy:	Major Area of Study (50% or Greater)
Group Therapy:	Exposure (1% to 20%)
Community Intervention:	Exposure (1% to 20%)
Consultation/Liaison:	Exposure (1% to 20%)
Crisis Intervention:	Exposure (1% to 20%)
Brief Psychotherapy:	Exposure (1% to 20%)
Long-term Psychotherapy:	Experience (21% to 30%)
Cognitive Rehabilitation:
Primary Care:
Evidenced Based Practice:	Experience (21% to 30%)
Evidence Based Research:	Exposure (1% to 20%)
Supervision of Practicum students :	Experience (21% to 30%)
Other:

(training opportunities continued)

Experience
Health Psychology:
Women's Health:
HIV/AIDS:
Eating Disorders:
Sexual Disorders:
Sports Psychology:
Rehabilitation Psychology:
Physical Disabilities:	Emphasis (31% to 49%)
Learning Disabilities:	Emphasis (31% to 49%)
Developmental Disabilities:	Emphasis (31% to 49%)
Assessment:	Exposure (1% to 20%)
Neuropsychology-Adult:
Neuropsychology-Child:	Exposure (1% to 20%)
Serious Mental Illness:	Exposure (1% to 20%)
Anxiety Disorders:	Experience (21% to 30%)
Trauma/PTSD:	Experience (21% to 30%)
Sexual Abuse:	Exposure (1% to 20%)
Substance Use Disorders:	Exposure (1% to 20%)
Forensics/Corrections:
Sexual Offenders:
Geropsychology:
Pediatrics:	Major Area of Study (50% or Greater)
School:	Exposure (1% to 20%)
Counseling:
Vocational/Career Development:
Multicultural Therapy:	Emphasis (31% to 49%)
Feminist Therapy:
Religion/Spirituality:	Exposure (1% to 20%)
Empirically-Supported Treatments:	Experience (21% to 30%)
Public Policy/Advocacy:
Program Development/Evaluation:
Supervision:	Exposure (1% to 20%)
Research:	Exposure (1% to 20%)
Administration:
Integrated health care - primary:
Integrated health care - specialty:
Other:

Additional information about training opportunities: Not all rotations or training experiences may be available as described in the APPIC Directory. Please consult the program's application materials or their website at: https://www.lookingglass.org/home for a complete description of the training opportunities available at this training site. IF the site has not updated their information by August 1, feel free to contact the Training Director for additional information.

Summary of the Characteristics of the Specified Internship Class

	2021-2022	2022-2023	2023-2024
Number of Completed Applications:	12	21	48
Number of applicants invited for interviews:	10	17	20
Total number of interns:	3	2	5
Total number of interns from APA/CPA accredited programs:	3	2	5
Total number of interns from Ph.D. programs:	0
Total number of interns from Psy.D. programs:	3	2	5
Total number of interns from Ed.D. programs:	0
Number of interns that come from a Clinical Psychology program	3	2
Number of interns that come from a Counseling Psychology program	0
Number of interns that come from a School Psychology program	0
Range of integrated assessment reports: lowest number of reports written	n/a
Range of integrated assessment reports: highest number of reports written	n/a

Summary of Post Internship Employment Settings of Each Internship Class (1st Placement)

	2022-2023
Academic teaching:
Community mental health center:	1
Consortium:	0
University Counseling Center:	0
Hospital/Medical Center:	0
Veterans Affairs Health Care System:	0
Psychiatric facility:	0
Correctional facility:	0
Health Maintenance Organization:	0
School district/system:	0
Independent practice setting:	1
Other (Academic Psychology Department):	0

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Department : Psychology Training Program

Populations

Treatment Modalities

Experience