CHKD's pediatric psychology training track involves year-long core experiences with consult-liaison and outpatient services. This track will provide an opportunity to work with a variety of medical populations, including inpatient pediatric rehabilitations, pain and palliative care, gastroenterology, neurology, hematology/oncology, intensive care, and trauma. The fellow will receive training in assessment and consultation within a tertiary medical/clinical setting as well as additional experiences with more traditional brief and/or long-term intervention or assessment outpatient cases. The fellow will be responsible for working with interdisciplinary teams and the patients referred to each of these service areas. In addition, fellows may supervise trainees and provide educational opportunities to other professionals in the healthcare system. 

Primary Rotation(s): 

While on the Consultation Liaison team, fellows will work with the Psychiatry/Psychology Consultation and Liaison (CL) team which provides inpatient consultation to the medical units at CHKD. The Psychiatry/Psychology Consultation Liaison team includes psychiatry and psychology attendings, psychiatry and psychology postdoctoral fellows, psychology practicum students and medical residents. Our CL team is fully integrated with psychiatry and cases are triaged together.  The Psychiatry/Psychology CL team works very closely with the Mental Health Assessment Team (MHAT) and 7D Integrated Health Unit and round together daily. Consults are requested by attending physicians, residents, nurses, or other health care practitioners for children who are hospitalized due to a medical need and are experiencing concomitant psychological symptoms. Referral questions range widely and include assessment and disposition planning for behavioral emergencies, assisting with adjustment to new diagnosis, diagnostic clarification for potential somatic symptoms disorders, proving target symptom reduction for pain and somatic symptom and related disorders, facilitating problem-solving to address medical regimen adherence concerns, assessment and targeted intervention for acute stress reactions, and leading a family-based treatment approach to treat eating disorders. The fellows work with interdisciplinary teams including medical attendings and house staff (medical residents and fellows, medical students), nurses, social workers, child life specialists, and case managers. Depending on the medical need, physical and/or occupational therapists, dieticians, pharmacists, and other specialists might also be involved. Fellows may have the opportunity to provide education and support to the medical residents and fellows in both informal and formal presentations.

While on the outpatient portion of the track, the postdoctoral fellow will provide outpatient services to patients with medical diagnoses and/or co-occurring mental health diagnoses.  The children served by the psychology fellow will have a primary focus on the provision of evidence-based intervention to children and families with a broad range of complex medical and co-occurring psychological/ psychiatric diagnoses (e.g., oncology, genetic disorders, diabetes and other endocrine disorders, eating disorders, depression, anxiety, obsessive compulsive disorder, Tourette’s, and tic disorders, somatic symptoms and related disorders). The fellow will have an opportunity to work with their supervisor to focus on specific interventions and diagnoses.  The fellow will conduct clinical intake evaluations and develop and deliver treatment plans consistent with each child’s mental health needs. Fellows will have the opportunity to provide intervention to patients and families and collaborate closely within a multidisciplinary team including specialty attendings, child & adolescent psychiatrists, medical and other allied healthcare professionals, and schools.  Referrals for outpatient therapy are from physicians in our healthcare network or as continuity patients from patients seen by the consultation liaison team. This provides the unique opportunity to coordinate with a patient’s larger healthcare team through the electronic health record. Additionally, the fellow may conduct psychological testing to evaluate relevant domains related to cognitive, achievement, executive functioning, social communication, and emotional/behavioral functioning. Integration of data from various sources, development of diagnostic conceptualizations, and tailored treatment recommendations will culminate in a comprehensive evaluation report and therapeutic delivery of feedback.

Mini-rotations/Elective:

Additionally, the fellow may select an elective experience (4-8 hours per week) within a specialty area to cultivate a niche skill set. Previous examples of elective experiences have included rotations with neuropsychological assessment, sleep medicine, pain and palliative care, and primary care/General Academic Pediatrics which have involved assessment and consultation of mental health needs and brief treatment, if indicated, integrated with the medical providers. These are typically discussed and identified during interview/selection process. 

Training Activities for the Pediatric Psychology Track are as follows:

• 25 hours/week: Direct Clinical Service (Face-to-face)
  • 12-14 active cases during the week providing evidence-based assessment, therapeutic intervention with the patient and family with chronic medical conditions
  • 3-5 Collateral Cases- shared with the consultation liaison team to manage and facilitate psychological recommendations and planning, collaborate with the treatment team
• 5-7 hours/week: Indirect Clinical Service (not face-to-face)
  • 1-5 hours/week Screening and Testing (scoring, interpretation, report writing)
  • 5-10  hours/week:  Clinical Documentation (documentation, coordination of care, literature reviews, administrative duties)
  • 1-2 hours/week: Case Management/Coordination of Care-collaboration and supported by the case management/referral team 
• 5-10 hours/week: Indirect Service
  • 2-5 hours/week: Training Seminars/Didactics/Case Conferences, Morbidity and Mortality Rounds, Grand and Mini-grand rounds
  • 2 hours per month:  Staff meetings/huddle
• 3-4 hours/week:  Supervision
  • 1-2 hours supervision: Primary Rotation
  • 1-2 hours supervision: Secondary Rotation
  • 1-2 hours: Huddles/group supervision
  • Pediatric Psychology Rotation 2 hours/month:  Patient Aligned Care Team
• Additional Fellow Activities
  • Potential opportunities for supervision of practicum students
  • Presentation to nursing, line staff for the medical-psychiatric unit
  • Department level mini-grand rounds presentations 
  • Participation in quality improvement projects (based on availability) 

Fellows within the child/adolescent Acute and Intensive Services Track will primarily receive training within the acute psychiatric inpatient (primary rotations) and partial hospitalization (secondary rotations) programs at CHKD. In these settings, trainees will function within interdisciplinary care teams to meet the needs of patients presenting with various mental health concerns. In the acute setting, patients are aged seven to seventeen and the most common presenting problems include acute suicidality (i.e., intent, plan, attempts), self-injury, physical aggression, altered mental status, and psychosis. The partial hospitalization program provides care to patients older than ten with presenting problems including mood disorders, anxiety, self-injury, chronic suicidality, and school avoidance. 

Therapeutic programming in both settings is based on evidence-based strategies for improving self-regulation with a focus on skill-building, both individually and within the family context, to reduce acuity and risk of presenting problems. This training track also offers opportunities for training within specialty care acute programs (Neurodevelopmental Unit and Psychiatric Medical Unit). Furthermore, fellows may elect to participate in outpatient psychotherapy or assessments clinics. Opportunities to assist with program development may be considered. Additional information about training activities within each setting are detailed below.

Fellows will participate in a range of clinical assessment and intervention experiences, supported by ongoing formal and informal didactics. A major emphasis during the training year is developing the clinical and professional skillset required to work in healthcare settings. This includes participation on interdisciplinary teams and providing mental health training to other healthcare professionals. Fellows will also have opportunities to supervise practicum students and other trainees, collaborate in interdisciplinary treatment teams, and participate in care that is coordinated across multiple specialty services. In addition to direct service, which constitutes more than fifty percent of the fellows’ time, fellows are expected to gain exposure to programmatic care along with the development of programs and systems of care.

Training Activities for the Acute and Intensive Services Track are as follows:

• 15-25 hours/week: Direct Clinical Service
  • 5-10 hours/week: Lead group-based therapeutic skill-building with patients in acute (Inpatient [IP]) and intensive (Partial Hospitalization Program [PHP]) settings
  • IP: 5 hours/week: Provide direct, consultative services on IP (individualized behavioral plans and recommendations; assist with diagnostic screeners; lead/support in complex 1:1 or family sessions);
  • PHP: 5-10 hours/week: Function as lead therapist for 3-4 patients and their families
  • Conduct intake, develop treatment plan, conduct safety planning, and provide services as identified by treatment plan.  
• 5-10 hours/week: Indirect Clinical Service
  • 5-10 hours/week: Participation in interdisciplinary rounds and interdisciplinary treatment team/planning
  • 5-10 hours/week: Provide consultative services to treatment team, as needed
• 5-10 hours/week: Indirect Service
  • 2-5 hours/week:  Training Seminars:  Training Seminars/Didactics/Case Conferences, Morbidity and Morality Rounds, Grand and Mini-grand rounds
  • 4-6 hours per month:  Program-focused staff meetings and huddles
• 3-4 hours/week:  Supervision
  • 1-2 hours supervision: Primary Rotation
  • 1-2 hours supervision: Secondary Rotation
  • 1-2 hours: Huddles/group supervision
  • 2 hours/month: Meetings with Training Director
• Additional Fellow Activities
  • Potential opportunities for supervision of practicum students
  • Assist with facilitating new-employee orientation
  • Department level mini-grand rounds presentations
  • Participation in quality improvement projects (based on availability)
  • Assist with programming modifications/updates

The purpose of the CHKD psychology postdoctoral fellowship is to develop the clinical skills necessary to provide care for diverse pediatric populations. Fellowship training will support the professional development of child and/or pediatric psychologists and fulfill the licensing requirements for independent practice set by the Board of Psychology of the State of Virginia, enabling fellows to obtain a position in a pediatric healthcare setting or a university-based training program.

Postdoctoral fellows choose the Pediatric Psychology Track or the Acute and Intensive Services Track and will develop advanced clinical skills in assessing and intervening on the psychosocial impact of acute psychiatric and/or medical conditions in children and their families by providing psychological services, including assessment, treatment and consultation. Through these training opportunities, fellows continue to grow and develop their own unique professional identities and become independent practitioners. 

Our program is designed to provide more structure at the beginning of the year, and for you to play an increasingly independent role towards the end of the year. During this year of critical transition from an intern to a professional psychologist, we encourage you to coalesce your unique professional identity, professional values, and a professional demeanor. We fully anticipate that fellows graduating from our program will be prepared to function as an entry level psychologist in an interdisciplinary setting. Many of our graduates go on to work in hospital-based settings (both clinical and research), while others go on to assistant professorship positions, and others become private practitioners.

Objective(s) for Goal #1

1a. Fellows will provide inpatient and/or outpatient intervention services with children, adolescents, and their families in the medical and outpatient setting.

1b. Fellows in the Intensive Services Track will provide group and/or individual therapy to child and adolescents with intensive mental health needs in the inpatient and outpatient setting.

1c. Fellows will participate in weekly, regularly scheduled supervision in support of services provided. 

Goal #2: To demonstrate at the skills necessary to practice independently in the provision of consultation to medical or other allied health professionals or providers. 

Objective(s) for Goal #2

2a. Fellows will participate in multidisciplinary huddles/case conferences that provide consultation regarding the psychological impact and management necessary for care to the treatment team (e.g., physicians, licensed clinical social workers, nursing, case management).

2b. Fellows will receive specific training on consultation through either Inpatient or Consultation Liaison rounds. 

Goal #3: To complete the training and experience necessary to fulfill requirements for applying for state or provincial license or certification for the independent practice of psychology and be prepared for functioning as a professional with specialization in child/adolescent psychology. 

Objective(s) for Goal #3

3a. Fellows will register with the Virginia Board of Psychology and document and participate in a minimum of 2 hours of supervised clinical work necessary for pre-licensure status by the Virginia Board of Psychology. 

3b. Fellows will participate one year postdoctoral practice supervised postdoctoral practice experience in Clinical Child/Adolescent or Pediatric Psychology, of which a minimum of one hour per week of supervision was conducted face-to-face by a licensed clinical psychologist specializing in clinical child/adolescent psychology in support of specialty board certification.

A variety of serialized and one-off training opportunities including didactics, huddles and grand rounds are regularly scheduled for the fellow and co-occur with other trainees and other health system staff.  Weekly two-hour didactics are held in conjunction with Macon & Joan Brock Virginia Health Sciences at Old Dominion University Pediatrics psychiatry fellows regarding a variety of mental health topics presented by faculty from the Department of Psychiatry and Psychology provide an opportunity for psychology and psychiatry fellows to engage in in problem-based learning related to the interdisciplinary care of patients with medical and mental health concerns.  Daily huddles allow fellows to interact with multidisciplinary teams regarding the patients they are actively seeing. The postdoctoral fellow will participate in these huddles a minimum of twice per week, possibly more depending on their rotation and schedule.  Monthly mini-grand rounds are offered through the department of psychiatry and psychology.    Topics are varied and may include presentations regarding social determinants of health, child development, specific evidenced-based interventions and/or medication management approaches, psychological assessment, or specific conditions such as somatoform disorders. 

Professional learning opportunities occur during engagement in bi-weekly 30-minute psychology huddles and monthly hour-long divisional staff meetings, where information is exchanged and day-to-day operations and successes and challenges are discussed. 

In addition to our embedded learning opportunities, our health system offers robust enrichment and learning activities and we encourage our fellows to take advantage of these experiences provide opportunities to learn about topics relevant to work within a health system.  The department of pediatrics hosts Grand Rounds on a weekly basis that are attended by faculty, community faculty, house staff and residents, trainees, and students. Annual health system trainings with respect to autism, bioethics, and LGBTQ affirming practices (Safe Zone) are offered on an ongoing basis. Fellows may participate in monthly Schwartz rounds, which provide an opportunity to explore the experience of working in health care.  A detailed list of these training opportunity are provided below.

Required:

Psychopathology Lecture Series (Weekly, 2 hours/week): the psychopathology lecture series is a designed to present current research on the topics and opportunities for problem-based learning relevant to psychology and psychiatry fellows working within the healthcare system. 

Huddle (Daily, depending on fellow schedule, 2-5 hours/week):  Daily interdisciplinary huddles are attended by professionals in a treatment team. The goal of the huddle is to share relevant clinical information to improve the care and treatment plan of each patient. 

Mini-grand rounds (1 hour/Monthly):  The Department of Psychiatry and Psychology has a monthly mini-grand rounds that presents topics relevant to mental and behavioral health.  Psychology fellows will have the opportunity to present. 

Morbidity and Mortality (M&M) Rounds (1 hour/monthly):  Provides an opportunity to review cases within the Psychiatry and Psychology division with a focus is on analyzing the events that led to the outcome, identifying potential errors or areas for improvement, and developing strategies to prevent similar situations in the future.  Each section of the department chooses a case quarterly (Outpatient, Acute Inpatient, Hospital CL/Emergency Services).

Track Specific Trainings/Seminars

Pediatric Psychology Patient Aligned Care Team (1 hour/Twice Per Month):  The patient aligned care team is a case conference designed to present and discuss complex patients with other providers working within the embedded clinics (nephrology, pain, pulmonary).  Psychologists and licensed clinical social workers participate in this team.  Psychology fellows have the opportunity to lead these teams as they become more proficient in their skill base. 

Optional (strongly encouraged)

Grand Rounds: (1 hour/Weekly) Medical topics for learning relevant to the healthcare system offered. 

Bioethics Day: (4 hours/Annual) Each year the bioethics committee chooses a topic relevant to the ethical concerns in healthcare and creates a grand rounds and panel discussion to discuss the ethical concerns. This year the topic will be Artificial intelligence in Healthcare. 

Schwartz Rounds (1 hour/Every other month): Schwartz Rounds provide a structured forum where all staff, clinical and non-clinical, come together regularly to discuss the emotional and social aspects of working in healthcare. 

Insights into Autism (6.5 hours/Annual): The Insights into Autism is an annual conference that aims to provide attendees with valuable information and resources related to autism spectrum disorder. It covers a range of topics, including supporting individuals with autism through various life stages, improving access to healthcare and services, and promoting understanding of neurodiversity. The conference format may include presentations, Q&A sessions, and opportunities for networking, with both in-person and virtual attendance options.

In addition to the aforementioned opportunities, our health system is committed to evidence-based practice and as such is dedicated to providing training opportunities that are based on the needs of the service line.  Examples of past in-house trainings include dialectical behavior therapy, parent-child interaction therapy, cognitive behavioral intervention for tics, risk and trajectory in child/adolescent substance use disorders, family-based integrated care, cognitive behavioral therapy for pediatric pain and motivational interviewing. Initial training in parent-child interaction therapy with a within agency/level 1 PCIT trainer may be provided on an elective basis. This intensive training may support application for certification in PCIT.

Teaching opportunities also exist, and the fellow may provide training and demonstration of knowledge and clinical skills to mental health and non-mental health CHKD staff, including nursing, mental health techs, medical staff, and residents, as well as community stakeholders, such as school systems or non-profit groups, as needed.

Core Supervisors and Training Director

• Lynn Page, PhD, ABPP, Training Director
• University of South Carolina
• Consultation Liaison, adjustment to hospitalization, illness, and injury
• Lisa Roberts, PhD, ABPP, Associate Training Director
• University of Texas at Austin
• Acute and Intensive Services
• James Paulson, PhD
• University of North Carolina, Greensboro
• Feeding and eating disorders, elimination disorders, anxiety and OCD, disruptive behaviors, family based interventions
• Jennifer Flaherty, PhD
• Illinois Institute of Technology
• Neuropsychological testing, ADHD
• Jennifer Moran, PsyD
• James Madison University
• Trauma and attachment disorders, depression and anxiety, emotional regulation, identity development and self-efficacy, school related concerns
• Meghan Coleman, PhD
• Oklahoma State University Center for Health Sciences
• Severe and challenging behavior, autism, developmental disabilities, parent training, school consultation

Training Support and Physical Facilities 

The fellow is provided with an individual or shared office space equipped with a desktop computer with webcam and speakers, and access to a laptop and network printer. An encrypted telehealth account also will be provided. Further, the fellow is provided with support from informatics in the preparation of EMR documentation and other medical records management. Outpatient administrative support staff is available to assist with management of outpatient appointments.

Professional liability insurance covering clinical activities clearly defined within the scope of the psychology fellowship program is provided by CSG at no cost to the fellow. With respect to assessment materials, the fellow has access to test kits and protocols as well as iPad administration options and online scoring of testing instruments.

Application Requirements for fellows include a doctoral degree in psychology from an APA accredited program; anticipated completion of a 1-year clinical APA accredited internship; one year of experience providing clinical services to children; a background in basic psychological testing measures (e.g. IQ, achievement, objective and projective personality measures); and finally, exposure to and interest in pediatric health psychology, pediatric neuropsychology, and/or child and adolescent psychology through coursework, clinical placement, or research.

Postdoctoral fellows are required to complete their doctoral degree requirements prior to the start of the postdoctoral training year.  In the event that all degree requirements have been met, but degree has not yet conferred, a letter from the applicant’s training director verifying completion of degree requirements must be provided prior to start date. 

To apply to the psychology postdoctoral fellowship, applicants are asked to provide the following information and submit the following application materials to Lynn.Page@CHKD.org. The deadline for acceptance of the completed application materials is the December 7, 2025 and the following information should be included in each candidate's completed application package:

1. Vita.
2. Letter of interest (please indicate Pediatric or Acute and Intensive Services Track).
3. Three letters of recommendation (submitted directly from the supervisor).
4. De-identified sample treatment summary or psychological evaluation demonstrating the integration of multiple sources of data.

Questions regarding the program not answered here should be directed to the training director Lynn Page, PhD., ABPP, via email at Lynn.Page @CHKD.org or by phone to (757) 668-8023.

After the initial review of the application materials selected applicants will be contacted, typically before January 1, to schedule an interview in January or early February. Interview day, which runs from approximately 8 a.m. to 3 p.m., is geared to provide applicants with a greater understanding of the fellowship program and allows applicants the opportunity to become better acquainted with interdisciplinary team members and the types of clinical experiences available at CHKD. In addition, interview day will include and an orientation and tour of the medical center facilities. Each candidate will be scheduled three 45-minute interviews with one or two faculty/interdisciplinary team members. A lunch session will occur, attended by candidates as well as available faculty. A brief closing will address any additional questions. We adhere to the APPIC recommendations for the Common Hold Date.

Selection of postdoctoral fellows is based upon comparative evaluation. Equal-opportunity guidelines play an important role in the selection of fellows. The psychology postdoctoral fellowship training program at CHKD is prohibited from discrimination with regard to gender, race, age, religion, color, national origin, disability, or veteran status.

The evaluation process is an iterative one designed to provide fellows with information that will inform their professional growth. The expectation is that fellows and supervisors will engage in ongoing evaluation of the fellow’s performance, and that the supervisory relationship will support optimal learning and development. At the end of each six-month period, the fellow (via self-evaluation) and supervisor will complete a more formal written evaluation of the fellow. Mutual exchange of feedback between the supervisor and fellow is designed to enhance professional growth of both by identifying strengths, areas needing improvement, and personal goals.

Fellows may have live supervision or videotaped review during each evaluation period to enhance the learning process. The formal written evaluation process will be augmented by more frequent and informal feedback during weekly supervision and curbside consultation, which is designed to provide timely feedback to fellows regarding their progress on their clinical training experiences.

The training director meets regularly with the fellows to monitor achievement of training goals and to facilitate professional development. Fellows are welcome to provide feedback and recommendations to the training director via formal and informal interactions. The training director also maintains regular contact with all supervising psychologists regarding the progress and functioning of the fellows under their supervision.

By the end of the fellowship training year, it is expected that Fellow completes a minimum of 2000 hours, adheres to the CSG Corporate Compliance Code of Conduct (see CSG Employee Handbook) and is evaluated as proficient to meet the minimum level of achievement in all profession wide competencies in order to adequately complete the fellowship training program. The following components are included in the formal evaluation and feedback of the fellow’s clinical and professional competencies. Fellows who successfully complete the training program will receive a signed certificate of completion.

These competencies include:

• Research (scientific mindedness, scientific foundation of psychology, scientific foundations of professional practice, scientific approach to knowledge generation, application of scientific method to practice)
• Ethical/Legal Standards (knowledge of ethical, legal and professional standards and guidelines; awareness and application of ethical decision making (assess, plan, implement and evaluate); ethical conduct)
• Cultural Diversity (self; others; self and others; applications based on individual and cultural contexts)
• Professional Values and Attitudes (integrity, deportment, accountability, concern for the welfare of others, professional identity)
• Communication and Interpersonal Skills (interpersonal relationships, affective skills, expressive skills)
• Assessment (knowledge and application of evidence-based practice, diagnostic interviewing techniques, evaluation/measurement/assessment tools; case conceptualization and diagnosis; communication of assessment findings) Intervention (knowledge and application of evidence-based practice; planning; skills; implementation)
• Supervision (processes and procedures; practices) Consultation and Interdisciplinary Skills (role of a consultant, addressing referral question, communication of consultation findings, application of consultation methods)

At any time in the training year, if there are concerns that either a fellow is not meeting the expected level of clinical and or professional competency or the fellow has concerns about the training program, due process and grievance procedures may be initiated (see Due Process & Grievance section of Postdoctoral Fellow Training manual). Fellows are strongly encouraged to address grievances related to training, supervision, or evaluation with their primary supervisor first and resolve concerns informally. Supervisors will inform the Training Director of issues that arise in order to determine if additional programmatic support/response is required to maintain the integrity of the program.

The postdoctoral fellowship is a full-time, one-calendar-year commitment. Fellows will complete a minimum of 2000 training hours. Additionally, each fellow will receive a minimum of three hours per week of individual supervision by a licensed clinical psychologist and one hour per week of group supervision with an interdisciplinary team. The fellow will also participate in didactics curated for trainees and hospital-wide learning opportunities. These activities include, but are not limited to, weekly pediatric grand rounds, weekly psychiatry/psychology seminar series, annual bioethics training, and annual autism training.  There is no licensure requirement for postdoctoral hours in Virginia.

Incoming Postdoctoral Fellows must register with the Virginia Board of Psychology in accordance with regulations set forth by the board and the Code of Virginia, where unlicensed fellows are required to register as a resident and document 2 hours of weekly supervision. The Program Director and training faculty will provide assistance with completion of these requirements. For more information on requirements, please see the Clinical Psychologist Licensure Process Handbook on the Virginia Board of Psychology website.  Postdoctoral residents are encouraged to take the EPPP national licensing exam and apply for licensure within the Commonwealth of Virginia within the first six months of their fellowship.