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Site Name: Virginia Beach City Public Schools

Department: Psychological Services

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Department : Psychological Services

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Member Site Information
APPIC Member Number: 1693
Program Type: Internship
Membership Type: Full Membership
Site: Virginia Beach City Public Schools
Department: Psychological Services
Address: Plaza Annex
Suite 100
641 Carriage Hill Road
Virginia Beach, Virginia 23452
Country: United States
Metro Area: Not Applicable
Not Applicable
Distance from Major City: 209 miles southeast of Washington DC
Phone: 757-263-2700
Fax: 757-493-5437
Training Director Email: Scott.Bell@vbschools.com
Co-Training Director Email:
Web Address: https://www.vbschools.com/careers/types/doctoralinternshipprogram
Brochure Website's Address: https://resources.finalsite.net/images/v1676387593/vbschoolscom/cqp1pvjaj0nyz04hd2sl/brochure.pdf
Primary Agency Type: School District
Additional Agency Types:
  • Psychology Department
  • School District
Member of APPIC since: 07/01/2013
Accreditation
APA Accreditation Accredited
CPA Accreditation Not Accredited
Internship Staff/Faculty Information
Training Director: Scott Bell
Chief Psychologist: Scott Bell
Number of Full-Time Licensed Doctoral Psychologists on Staff/Faculty 12
Number of Part-Time Licensed Doctoral Psychologists on Staff/Faculty 0
Position Information
Start Date: 07/01/2025
Funded
Number of Full Time Slots Expected Next Class: 5
Number of Part Time Slots Expected Next Class: 0
Stipend
Full Time Annual Stipend for Next Class: 32000
Part Time Annual Stipend for Next Class:
Fringe Benefits: Comp Time , Dissertation Release Time, Dental Insurance, Health Insurance, Professional Development Time, Sick Leave, Vacation
Other Fringe Benefits (not indicated above): Paid holidays. For the 2024-2025 training year, these include: Independence Day; Labor Day; Veterans’ Day; Thanksgiving break (November 27, 28, 29); Winter break (December 23, 24, 25); New Year’s Day; Martin Luther King, Jr. Day; Presidents’ Day; Spring break (April 17, 18); Memorial Day; and Juneteenth.
Brief description of the typical work day for an intern at this training site Please review our training brochure located on our website for a detailed description of a typical work week.
Does this site have practicum psychology students on site? No
Is this program fully affiliated with one or more doctoral programs? No
Is this program partially affiliated with one or more doctoral programs? No
Internship Application Process
Accepting Applicants: Yes
Application Due Date: 12/01/2024 11:59 PM EST
A Virtual Interview are: Required
Interview notification date: 12/15/2024
Tentative interview date: 01/06/2025, 01/10/2025, 01/13/2025, 01/17/2025
Interview process description:

2025 Dates: January 6, 10, 13, 17. Interviews are conducted virtually by video-conference. On interview days, candidates participate in a rotation of three (3) thirty-minute interviews focused on the areas of (1) Assessment, (2) Intervention and Therapy, and (3) Professional Goals and other professional competencies. Each of the three interviews are conducted by a panel of primary and rotation/site supervisors who review candidates’ skills, experience, and knowledge in the aforementioned areas. Our current doctoral interns also meet with candidates to discuss the internship program and answer any additional questions. A virtual tour of the Program is also provided. Candidates should reserve approximately three hours in total to participate in interviews, meet with current interns, and ask questions. Upon conclusion, candidates are then rank ordered by each interview panel and subsequently placed into an aggregate ranking of applicants. The Rank Order List is reviewed after each interview day and again upon completion of all interviews before final submission to APPIC for the Match.
How to obtain application info: Visit Website
Preferred method of contacting the program: Email the Program
We have matched with interns from these programs: For a complete list of previous doctoral interns and their universities, see our website under "Current and Previous Doctoral Interns." Within the last five years, we have matched with Doctoral Interns from these programs: Adler University, Ball State University, Central Michigan University, Eastern Kentucky University, Fielding Graduate University, Georgia State University, La Salle University, Louisiana State University-Baton Rouge, Michigan State University, Mississippi State University, Pacific University, Temple University, Texas A&M University, Texas Woman's University, Tulane University, University of Indianapolis, University of Kentucky, University of North Carolina-Chapel Hill, University of Tennessee-Knoxville, Virginia Consortium Program in Clinical Psychology
Internship Applicant Requirements
US Citizenship Required: Yes
If NOT a U.S. Citizen, Authorization to Work or to Engage in Practical Training (CPT or OPT) in the US is Required: No
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: No
Comprehensive Exams Passed: Yes, by start of internship
Dissertation Proposal Approved: No
Dissertation Defended: No
Minimum Number of AAPI Intervention Hours (if applicable): 50
Minimum Number of AAPI Assessment Hours (if applicable): 100
Minimum Number of Combined Intervention and Assessment Hours (if applicable):
Does your program require applicants to submit supplemental materials (i.e., an assessment report and/or a case/treatment summary):
Minimum Number of Years of Grad Training Required (if applicable): 3
Accepted / Not-Accepted Program Types
Clinical Psychology Accepted
Counseling Psychology Accepted
School Psychology Accepted
APA-Accredited Accepted
CPA-Accredited Accepted
PCSAS-Accredited
Non-Accredited Not Accepted
Ph.D Degree Accepted
Psy.D. Degree Accepted
Ed.D. Degree 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: All matched candidates prior to employment must submit to fingerprinting and provide personal descriptive information in order to obtain criminal history record information for the purpose of screening and clearing individuals who accept employment with Virginia Beach City Public Schools (VBCPS). Full school district policy and regulation, including when employment will be denied for failing the criminal background check, can be found at Criminal Charge Filed Against Employee: Notification of Superintendent School Board Policy 4-5 and Employee Submission to Background Check School Board Regulation 4-5.1.
Program Description

Virginia Beach City Public Schools (VBCPS) is a large (64,000 students), urban/suburban school district in southeast Virginia bordering the Atlantic Ocean. VBCPS Psychological Services staff (licensed clinical and school psychologists) provide internship training and supervision within a general track integrating school and clinical services. Doctoral interns are provided comprehensive training experiences, educational didactic seminars, and extensive supervision to develop and refine their clinical skills, leadership, self-management, and professional identity. The doctoral internship program provides a full-time, 2,000-hour training experience which runs from July 1 - June 30.

Core rotations. Doctoral interns are paired together at their core rotations to promote collegiality and to foster skill development. They are assigned two schools, either an elementary school and a secondary school (middle or high) or two elementary schools, where they provide comprehensive psychological services (assessment, intervention/therapy, consultation, crisis intervention, etc.) under supervision. All doctoral interns receive training and experience at both the elementary and secondary levels. Additionally, doctoral interns may have the opportunity to work with preschool-aged children either from their assignment at elementary schools with pre-kindergarten general education classrooms, Early Childhood Special Education (ECSE) classrooms, and/or assignment with the Preschool Assessment Center (PAC) supplemental rotation.

Supplemental rotations. Supplemental rotations are an adjunct to the comprehensive training experiences at the core rotations of elementary and secondary school assignments. Supplemental rotations offer doctoral interns more specialized experiences working with students who present with moderate to severe behavioral/emotional issues and/or mental health disorders. Additional supplemental rotation experiences are based on doctoral interns' interests and professional goals along with the district needs. Supplemental rotations are briefly described below.

Autism Assessment Team includes ADOS-2 administration and scoring, as well as the opportunity to serve (along with the autism team school psychologist) on the Special Education Committee for the Southeastern Cooperative Education Program’s Autism Spectrum Program (SECEP-ASP), a special education placement for students with ASD who need a more restrictive setting. 

BASE Program is an intensive, short-term intervention for general education elementary students displaying social skills deficits, emotional dysregulation, and/or behavioral difficulties interfering with their ability to make progress in their current educational setting.

Preschool Assessment Center provides screening, testing, and program planning for children between two and five years of age in the community who are suspected of having speech/language delays, developmental delays, and/or developmental disorder.

Southeastern Cooperative Education Programs (SECEP) offers a Re-Education of Children Program (Re-ED), which is an alternative program for students who are identified as having an emotional disability and who have been unable to maintain appropriate behavioral control in previous placements.

Supportive Therapeutic Educational Program (STEP) is designed to provide individualized academic instruction and intensive therapeutic services to students at the elementary, middle, and high school levels with severe emotional disabilities and mental health disorders.

Training and Supervision. Experience with a wide range of clinical disorders is provided and may include students with learning disorders; neurodiverse disorders (ASD); ADHD; intellectual disabilities; post traumatic stress disorders; anxiety, depression, and mood disorders; adjustment disorders (e.g., parental military deployment, foster care placement); schizophrenia, hearing and visual impairments; medical and neurological disorders. Doctoral interns meet for weekly didactic seminars and group supervision, as well as participate in candid conversations on individual and cultural diversity. Doctoral interns are assigned a licensed clinical psychologist as their primary supervisor who provides weekly individual supervision. Additional supervision is provided at the intern's assigned rotation sites by licensed staff working within those programs.

Resources and support. Doctoral interns are also provided collaborative work space with one another to promote collegiality. They are also provided electronic devices (laptops, iPads for online assessment), office associate support, and access to a comprehensive assessment library within Psychological Servcies and to an extensive training resource library dedictated to internship training.

Internship Training Opportunities

Populations
Infants:
Toddlers:
Children: Yes
Adolescents: Yes
Adults:
Family:
Older Adults:
Inpatients:
Outpatients: Yes
LGBTQ+: Yes
Ethnic minorities: Yes
Spanish-speaking: Yes
French-speaking:
Deaf/Hearing-impaired: Yes
Students: Yes
International Students: Yes
Rural: Yes
Urban: Yes
Low income: Yes
People without housing: Yes
Other: Preschool-aged children

(training opportunities continued)

Treatment Modalities
Assessment: Major Area of Study (50% or Greater)
Individual Therapy: Major Area of Study (50% or Greater)
Couples Therapy:
Family Therapy:
Group Therapy: Experience (21% to 30%)
Community Intervention:
Consultation/Liaison: Emphasis (31% to 49%)
Crisis Intervention: Experience (21% to 30%)
Brief Psychotherapy: Experience (21% to 30%)
Long-term Psychotherapy: Emphasis (31% to 49%)
Cognitive Rehabilitation:
Primary Care:
Evidenced Based Practice: Major Area of Study (50% or Greater)
Evidence Based Research:
Supervision of Practicum students :
Other:

(training opportunities continued)

Experience
Health Psychology:
Women's Health:
HIV/AIDS: Exposure (1% to 20%)
Eating Disorders: Exposure (1% to 20%)
Sexual Disorders:
Sports Psychology:
Rehabilitation Psychology:
Physical Disabilities: Major Area of Study (50% or Greater)
Learning Disabilities: Major Area of Study (50% or Greater)
Developmental Disabilities: Major Area of Study (50% or Greater)
Assessment: Major Area of Study (50% or Greater)
Neuropsychology-Adult:
Neuropsychology-Child:
Serious Mental Illness: Major Area of Study (50% or Greater)
Anxiety Disorders: Major Area of Study (50% or Greater)
Trauma/PTSD: Major Area of Study (50% or Greater)
Sexual Abuse: Major Area of Study (50% or Greater)
Substance Use Disorders: Exposure (1% to 20%)
Forensics/Corrections:
Sexual Offenders:
Geropsychology:
Pediatrics: Major Area of Study (50% or Greater)
School: Major Area of Study (50% or Greater)
Counseling: Major Area of Study (50% or Greater)
Vocational/Career Development: Exposure (1% to 20%)
Multicultural Therapy: Major Area of Study (50% or Greater)
Feminist Therapy:
Religion/Spirituality:
Empirically-Supported Treatments: Major Area of Study (50% or Greater)
Public Policy/Advocacy: Experience (21% to 30%)
Program Development/Evaluation: Experience (21% to 30%)
Supervision: Major Area of Study (50% or Greater)
Research: Experience (21% to 30%)
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.vbschools.com/careers/types/doctoralinternshipprogram  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
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-2025
Number of Completed Applications: 120 89 156 85 93 101 105 101
Number of applicants invited for interviews: 36 36 52 36 36 36 50 53
Total number of interns: 5 5 5 5 5 5 5 5
Total number of interns from APA/CPA accredited programs: 5 5 5 5 5 5 5 5
Total number of interns from Ph.D. programs: 5 2 3 5 4 4 4 5
Total number of interns from Psy.D. programs: 0 3 2 0 1 1 1 1
Total number of interns from Ed.D. programs: 0 0 0 0 0 0 0 0
Number of interns that come from a Clinical Psychology program 1 3 3 0 2 1 3 2
Number of interns that come from a Counseling Psychology program 0 0 0 0 0 0 0 0
Number of interns that come from a School Psychology program 4 2 2 5 3 4 2 3
Range of integrated assessment reports: lowest number of reports written 12 15 6 8 15 9 6 6
Range of integrated assessment reports: highest number of reports written 32 40 162 32 32 119 27 53
Summary of Post Internship Employment Settings of Each Internship Class (1st Placement)
2022-2023 2023-2024
Academic teaching:
Community mental health center: 0 1
Consortium: 0 0
University Counseling Center: 0 0
Hospital/Medical Center: 0 1
Veterans Affairs Health Care System: 0 0
Psychiatric facility: 0 0
Correctional facility: 0 0
Health Maintenance Organization: 0 0
School district/system: 4 1
Independent practice setting: 1 2
Other (Academic Psychology Department): 0 0
Link to Program's Trainee Admissions, Support, and Outcome Data: https://www.vbschools.com/careers/types/doctoralinternshipprogram/admissions
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