doctoral-internship-brochure

The UC Davis MIND Institute's APA-Accredited Doctoral Internship in Clinical Psychology is a highly collaborative training program. It is organized as a collaboration between the MIND Institute's Division of Psychology, Division of Research, and the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Training Program. The program is supported in part by a Behavioral Health Workforce Education and Training (BHWET) Program grant from the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS).

Setting and Client Population
The internship is housed at the UC Davis MIND Institute on the UC Davis Medical Center campus in Sacramento, California. Sacramento is recognized as a highly diverse county, and as such we offer rich opportunities to serve a multi-ethnic, multi-lingual, and socioeconomically diverse patient population. 

The MIND Institute is internationally known as a pioneer in clinical care, interdisciplinary training, and research for children, adolescents, and young adults with neurodevelopmental disabilities, including autism, ADHD, Fragile X syndrome, Down syndrome, intellectual disabilities, and other complex genetic or medical conditions.  It was founded in 1998 by parents of individuals with autism through legislation passed by the state of California. The Institute brings together professionals from various disciplines united in one common vision: To improve the quality of life for individuals with neurodevelopmental disabilities. 

All primary outpatient clinical activities take place within the Massie Family Clinic, which services more than 3,500 pediatric patients annually. The clinic features eight custom-designed exam rooms, six of which are equipped with one-way observation windows for live, real-time clinical supervision. Secondary training placements expand this reach to telehealth and community settings throughout Northern California, targeting rural, underserved, and tribal populations.

The Doctoral Internship is a collaboration between the MIND Institute’s Division of Psychology, Division of Research, and the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Training Program.

The Northern California Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program is a graduate and post-graduate level, interdisciplinary leadership and service training program federally funded through HRSA’s Maternal Child Health Bureau. The purpose of the Northern CA LEND is to train the next generation of practitioners and stakeholders, including neurodivergent individuals, self-advocates, and family members, in current best practices for diagnosis and treatment of neurodevelopmental disabilities while emphasizing collaborative interdisciplinary, family-centered, and culturally competent care. In order to improve the health and treatment of children with neurodevelopmental disabilities and their families, the next generation of practitioners, family members, and advocates will need leadership skills to increase capacity of the care delivery systems and develop new models of care provision.     

All doctoral interns participate in the LEND program, providing access to a variety of didactic seminars, and additional interdisciplinary clinical experiences. As long-term trainees, interns participate in a minimum of 300 hours of LEND seminars/curriculum and interdisciplinary clinical activities over the course of the training year, along with a leadership/research project which they present at the end of the training year.  More information about the LEND program can be found here.

The overarching aim of the internship program is to prepare doctoral interns for independent, entry-level practice as health service psychologists, with a specialized emphasis on supporting youth with neurodevelopmental disabilities and behavioral health needs in underserved or under-resourced communities. Interns develop advanced skills across nine Profession-Wide Competencies designated by the American Psychological Association (APA):
Our   internship training program is designed to cultivate advanced competency across nine core areas, preparing interns for independent, ethical, and culturally responsive practice in health service psychology.

Research and Scholarly Activities
Interns build knowledge and skills necessary to critically evaluate existing scientific literature, produce new scholarly insights, and effectively disseminate research within professional communities. Through the LEND Program, they participate in a year-long leadership/research project addressing neurodevelopmental disabilities access, presenting their findings at the end-of-year research seminar series. 

Ethical and Legal Standards
Interns are expected to operate in strict accordance with the APA Ethical Principles and Code of Conduct, as well as organizational, local, state, and federal regulations. Over the course of the training year, interns develop the autonomy to recognize ethical dilemmas, apply systematic decision-making models, and navigate increasingly complex professional situations. This includes risk assessment, child abuse reporting, and professional boundary management.

Individual and Cultural Diversity
Focuses on self-awareness, cultural humility, and the integration of diversity factors (such as race, gender, socio-economic status, and disability) into all diagnostic and therapeutic interventions. 

Professional Values, Attitudes, and Behaviors
Interns are expected to embody the core values of health service psychology, including integrity, accountability, lifelong learning, and a fundamental concern for the welfare of others. Training emphasizes continuous self-reflection, openness and responsiveness to clinical feedback, and growing professional independence. 

Communication and Interpersonal Skills
Interns are expected to build and maintain highly effective relationships with colleagues, supervisors, and recipients of care. They master the ability to produce clear, well-integrated oral and written professional communications and skillfully navigate difficult interpersonal dynamics. 

Assessment
Specialized training is provided to ensure that interns accurately select, administer, and interpret diagnostic assessments using evidence-based methods and multiple data sources. Interns are expected to synthesize assessment findings into case conceptualizations and actionable recommendations, and reports that are written using language that is accessible for diverse audiences.  Special focus is placed on gold-standard autism and neurodevelopmental diagnostics (e.g., ADOS-2, Weschler Scales, etc.). 

Intervention
Interns learn to design and implement evidence-based interventions across various modalities (individual, family, group). They establish strong therapeutic alliances and continuously refine intervention plans and generate individualized treatment plans while adhering to evidence based protocols.  Interns can learn CBT for anxiety, parent-child management (PC-CARE), group social skills, and adaptations for autistic youth. 

Supervision
Interns acquire foundational knowledge and skills in the supervisory process, learning to effectively mentor, monitor, and guide junior trainees or peers in the development of their professional competencies. 

Consultation and Interdisciplinary Skills
Interns engage in collaborative consultation with multi-disciplinary professionals’ teams (such as developmental pediatrics, general pediatrics, speech pathology, genetics, and psychiatry) where they share behavioral health expertise and integrate cross-discipline knowledge to enhance patient care and collaboration between medical, school, and community systems. 

The Doctoral Internship is a collaboration between the MIND Institute’s Division of Psychology, Division of Research, and the Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Training Program.

The Northern California Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program is a graduate and post-graduate level, interdisciplinary leadership and service training program federally funded through HRSA’s Maternal Child Health Bureau. The purpose of the Northern CA LEND is to train the next generation of practitioners and stakeholders— including neurodivergent individuals, self-advocates, and family members—in current best practices for diagnosis and treatment of neurodevelopmental disabilities while emphasizing collaborative interdisciplinary, family-centered, and culturally competent care. In order to improve the health and treatment of children with neurodevelopmental disabilities and their families, the next generation of practitioners, family members, and advocates will need leadership skills to increase capacity of the care delivery systems and develop new models of care provision. They must also have an unwavering commitment to high quality, evidence-based services.    

All doctoral interns participate in the LEND program, providing access to a variety of didactic seminars, and additional interdisciplinary clinical experiences. As long-term trainees, interns participate in a minimum of 300 hours of LEND seminars/curriculum and interdisciplinary clinical activities over the course of the training year, along with a leadership/research project which they present at the end of the training year. Interns receive a portion of their stipend from the LEND program. More information about the LEND program can be found here.

The training curriculum is highly balanced, divided approximately into Assessment (20%), Individual/Group Therapy (20%), Seminars/Didactics (20%), Supervision (20%), and Clinical Research Placements, LEND Community Placements, and Administration (20% total).

Diagnostic Assessment 

• Outpatient Diagnostic Assessments (Massie Family Clinic): Interns dedicate 8-10 hours weekly conducting comprehensive developmental and psychological evaluations for infants through young adults presenting with developmental delays, ADHD, autism, and co-occurring mood disorders.
• LEND Interdisciplinary Evaluation Clinic: Interns work on integrated, pro bono team-based assessments with speech-language pathologists, pediatricians, special educators, and physical therapists for medically complex children with neurodevelopmental disabilities. These comprehensive clinics are held 2 or 3 times per year. 

Therapy 

• Individual CBT Clinic: Interns deliver 1:1 cognitive-behavioral therapy for anxiety and related symptoms to youth with autism, complex medical conditions, and typically developing youth. EBTs include cognitive restructuring, coping skills, and exposure and response prevention (ERP).
• Parent-Child Care (PC-CARE): A 7-week dyadic treatment protocol aimed at improving caregiver-child relationships and establishing positive behavioral management strategies for children aged 1-10 with disruptive behaviors.
• Group Interventions: Interns have opportunities to co-lead established group therapies, including: (1) Social Skills Program, co-led for youth ages 8-16 alongside a concurrent parent psychoeducation group; (2) ACCESS, designed to empower neurodiverse adults as they transition into adulthood and build independence (3) Facing Your Fears (FYF), a 14-week family-based CBT group for youth with autism and anxiety; and (4) ADHD Parent Psychoeducation Groups. 

Telehealth, Integrated Behavioral Health, and Community Outreach Opportunities

Interns participate in minor rotations and targeted placements focused on developing advanced skills in telehealth assessment, clinical consultation, and integrated behavioral health services. These placements directly align with the program’s commitment to addressing health disparities and advancing health equity in historically underserved communities.

Clinical Psychology Training Program Rotations
Over the course of the training year, interns complete two six-month rotations selected from the four options below (Rotation 1: July–December; Rotation 2: January–July).

• Northern Valley Indian Health (NVIH): Interns provide remote behavioral consultations and conduct diagnostic evaluations utilizing the Tele-autism-Peds (TAP) framework to support rural Native American communities.
• Far Northern Regional Center: Interns provide telehealth assessments to remote areas of Northern California focused on developmental, cognitive, autism assessment. These evaluations allow children with neurodevelopmental disabilities access needed interventions and support services.
• Pediatric Mobile Clinic: Working alongside a multidisciplinary team of pediatricians and social workers, interns provide no-cost consultations and screenings to children and families. Services are delivered directly within the community via a mobile medical van visiting local schools, community service agencies, and health centers.
• Integrated Behavioral Health: Interns deliver embedded behavioral health services directly within a primary care setting. During routine pediatric visits, interns provide families with immediate access to developmental screenings, behavioral consultations, and targeted interventions to support children’s developmental, learning, and mental health needs.

LEND Program Opportunities
Community Placements and Play Groups: Interns engage in community-based placements serving youth across early childhood, school-age, and adolescent developmental stages. Each site emphasizes interdisciplinary collaboration and family-centered care. Past placements have included local preschools, advocacy agencies for unhoused families, and birth-to-five early intervention organizations.

• ECHO Autism: Interns can participate in monthly telemedicine consultation hubs, actively sharing specialized autism expertise and evidence-based practices with primary care clinics and community practitioners throughout California.

Interns are expected to complete 40 hours of training per week, accumulating up to 2,000 total internship hours. This clinical training schedule balances direct client care, indirect administrative responsibilities, supervision, and didactic instruction.

Didactic Seminars Overview

Seminars are organized to integrate scientific research and clinical practice:

• Summer Seminar Series: Assessment & Developmental Fundamentals: Provides a comprehensive foundation in pediatric cognitive, adaptive, sensory, motor, and socioemotional testing instruments during July and August (2.5 hours weekly).
• Intervention Seminar: Runs from September to June, addressing evidence based treatments, such as CBT, DBT, trauma-informed care, parent management training, and pharmacological approaches (1 hour weekly).
• Identity Seminar: A bi-weekly forum exploring cultural competence, personal biases, cultural humility, and the dynamic role of intersecting identities in professional practice (1 hour bi-weekly).
• Professional Development Seminar: This is a monthly seminar series that designed to prepare interns for independent, entry-level practice. Facilitated by Training Committee members and expert psychology staff and faculty, sessions cover vital professional topics such as ethical and legal issues in clinical practice, risk assessment and management, mandated reporting, vicarious trauma and self-care, and the research peer-review process.
• Summer Seminar Series: Advanced Skills in autism Assessment: A targeted summer series in June focusing on achieving diagnostic reliability and scoring fidelity on the ADOS-2 modules (2 hours weekly).
• Autism and Neurodevelopmental Disabilities Seminar: An interdisciplinary course covering life-course clinical presentations, diagnostic screening, genetic aspects, and educational advocacy (1 hour weekly, Oct-June).
• Leadership Development Seminar: This seminar prepares interns to navigate professional leadership roles. The curriculum focuses on essential skills including time management, personnel management, identifying personal leadership styles, conducting effective feedback conversations, and delivering high-impact presentations (1.5 hours weekly, October to June).

Our goal is to guide interns toward full competence in delivering psychological health services. We view supervision as a collaborative, supportive partnership that grows over the course of your training year. Every supervisor is a licensed clinical psychologist with deep expertise in their specialty. In line with California regulations, our supervisors maintain ultimate clinical responsibility for patient care and are always accessible while you accrue your hours. Interns also have dedicated opportunities to meet and build relationships with our entire supervisory team right at the start of the year.

Interns are assigned two primary clinical supervisors, one supervisor for therapy and the other for psychological assessment.  Other supervisors can be assigned as needed for additional clinical, community, or research placements.

Interns can expect an average of 4-8 hours of supervision each week, combining scheduled individual meetings, intensive live observation, and collaborative group sessions.  Interns receive at least  3 hours of individual weekly supervision and at least 1 hour of group supervision.

A standout feature of our program is the four to eight hours of weekly live supervision that interns receive while providing direct clinical services. For assessments, interns will meet with supervisors for 30 minutes both before and after each session to plan and debrief. Supervisors have opportunity to observe assessment sessions from behind a two-way mirror, and actively guiding interns in their work. In therapy clinics, supervisors participate in the session as co-therapists or observers, meeting with interns in real time for a planning and debriefing before and afterward sessions. 

Interns also participate in weekly group supervision to plan and process co-facilitated therapy groups, as well as monthly group supervision seminars to focus on building independent professional skills.

Telesupervision Policy: In-person meetings serve as the primary supervisory method. High-quality, secure, real-time video-based telesupervision is integrated for clinical telehealth services or during public health or weather-related crises. Telesupervision sessions are strictly confidential and never recorded.

At the UC Davis MIND Institute, we believe a rich, diverse training environment is essential to professional and personal growth. We are dedicated to cultivating a welcoming space where every intern, faculty, and staff member feels a genuine sense of belonging. By working alongside colleagues from all walks of life, our trainees experience the deep learning that comes from engaging with unique perspectives and varied life experiences.

This commitment directly supports our mission to assist families facing neurodevelopmental challenges and to ensure equitable access to exceptional healthcare and education. We celebrate the accomplishments of every community member and actively work to maintain a culture of mutual respect, care, and fairness. In doing so, our training program proudly aligns its goals with the values of UC Davis Health and the Association of University Centers on Disabilities (AUCD) and UC Davis Health Principles of Community (Principles of Community). 

To prepare the next generation of health service psychologists, our internship program actively recruits and trains individuals from diverse backgrounds to serve communities that reflect our own. As an intern, you will have hands-on opportunities to shape this inclusive environment by joining dedicated MIND Institute committees, participating in and co-presenting specialized trainings, and engaging in agency-wide community-building activities. Furthermore, we recognize the profound value of representation in mentorship; based on mutual interest, we work to pair you with supervisors and faculty who share similar lived experiences to guide your transition into the profession.

The program follows a rigorous developmental approach to monitor clinical growth and ensure interns meet professional standards of practice. Performance is evaluated through formal written reviews three times a year (by the end of October, February, and June).

Expected Levels of Achievement

Trainees are rated across the standard 5-point competency scale on all elements of the nine profession-wide competencies. To remain in good standing and graduate, interns must meet or exceed the following Minimum Levels of Achievement (MLA) at each evaluation checkpoint:

Failure to meet the MLA at any checkpoint immediately initiates the program's Due Process procedures. Regular updates are sent to the Director of Clinical Training (DCT) at the intern's home academic program at each checkpoint.

Minimum Requirements for Program Completion

To successfully graduate from the internship, all candidates must fulfill the following criteria:

1. Final Competency Ratings: Must achieve a Level 4 (Competence) or higher across all elements of each of the nine competency areas on the final (June) evaluation.
2. Total Supervised Hours: Must complete the required 12-month sequence, accruing a minimum of 1,500 hours of supervised experience (typically matching up to 2,000 accrued hours).
3. Remediation and Standing: Must be in good standing with no active remediation, probation, or suspension plans.
4. Documentation & Tasks: Must finalize and sign all outstanding clinical notes, intakes, diagnostic reports, and research assignments.
5. Exit and Clearance Procedures: Complete all program exit surveys, return all IT equipment, access keys, security badges, and transfer all patient physical/digital charts to the clinic files.

Due Process Framework

Due Process procedures provide a non-arbitrary, transparent mechanism to address performance deficits, ethical violations, or problematic behavior that is not resolvable by typical supervision. The steps occur sequentially:

1. Informal Review: The supervisor raises the concern directly with the intern to resolve it through increased supervision, targeted readings, or extra clinical support. No formal record is kept.
2. Formal Review Notice: If the behavior persists or is severe, the Training Director issues a written Notice of Formal Review within five (5) business days of the determination.
3. Formal Hearing: A hearing is convened within ten (10) business days from the determination, allowing the intern to present their case and select an advocate/faculty member to attend.
4. Outcome and Acknowledgment: Within five (5) business days post-hearing, the Training Director delivers a written outcome, which may include establishing a Remediation Plan, Probation, Suspension of Direct Service, or Dismissal.

Remediation and Sanctions

Sanctions are designed to be supportive rather than punitive, aimed at helping the intern successfully graduate:

1. Remediation Plan: A structured plan detailing specific behavior changes, required tasks, supervision structure, timeframes, and evaluation criteria.
2. Probation: A time-limited period of close monitoring by both the supervisor and the Training Director to address performance and safeguard patient welfare.
3. Suspension of Direct Services: Triggered if patient welfare is compromised. The intern is restricted to non-direct care (didactics, supervision) for up to 3 weeks while the plan is updated.
4. Dismissal: Triggered by severe ethical violations, failure to improve after probation, or physical/psychological risk to patients. The Executive Director of the MIND Institute makes the final dismissal decision.

Grievance Procedures

Interns have the right to file grievances regarding any aspect of their training, supervisors, or peers without fear of professional consequences or retaliation:

1. Informal Resolution: Trainees are encouraged to resolve grievances directly or consult with their primary supervisor/Training Director.
2. Formal Grievance: Submitted in writing to the Training Director (or another member of the Training Committee if the TD is the subject of the grievance). A formal joint meeting is scheduled within ten (10) business days to establish an action plan.
3. Grievance Review Panel: If unresolved, a panel consisting of the TD and two training faculty members evaluates the grievance within ten (10) business days, delivering final written recommendations within three (3) business days.

Eligibility

Applicants must be enrolled in an APA-, CPA-, or PCSAS-accredited doctoral program in Clinical (preferred), Counseling, or School Psychology. By the start of the training year, they must have completed at least three years of full-time graduate study, passed comprehensive exams, secured approval of their dissertation proposal, and completed at least 450 direct practicum hours (minimum of 300 intervention/therapy and 150 assessment hours preferred.

Applicants who are well-suited to this program have demonstrated a commitment to working with diverse individuals with neurodevelopmental disabilities as demonstrated through clinical and research activities, have written at least 5 integrated psychological evaluation reports, have a theoretical orientation consistent with the program’s (i.e., cognitive behavioral, behavioral), and have some experience with assessment and/or evidence-based treatments (cognitive behavioral therapy, parent-child interaction therapy, trauma focused cognitive behavioral therapy, etc.) with youth with a range of clinical diagnoses including neurodevelopmental disabilities. Additional attributes that have been determined to contribute to intern success at our site include: (1) a high degree of humility and self-awareness/self-reflection; (2) experience providing services to individuals from a range of backgrounds; (3) the ability to provide assessment or therapy services in more than one language; (4) prior involvement in research focused using social-ecological models; and (5) documented involvement in/commitment to integrated behavioral health and equitable access to care (e.g., through professional memberships, extracurricular activities, research focused on diversity).

Stipend, Benefits, and Resources

Interns are hired as full-time employees of the University of California and receive a competitive hourly wage of $26 (amounting to a minimum gross stipend of $50,112 per year), subject to applicable taxes and standard withholdings. Benefits include:

1. Health Insurance: Comprehensive medical, dental, vision, life, and disability coverage under the UC Davis Resident and Fellow Welfare benefits.
2. Paid Time Off (PTO): Up to 36 days annually, which includes 20 vacation days, 12 sick days, and 4 professional development days. Use of full PTO results in 1,500 total hours, while partial use allows up to 2,000 hours.
3. Professional Development Funds: Up to $1,000 is allocated to each intern annually to support attendance at regional/national conferences, clinical trainings, or professional certifications.
4. Support and Equipment: Access to dedicated shared office space, MIND Institute-issued secure laptops, scoring materials, UC Davis library database access, and free personal counseling via the Academic and Staff Assistance Program (ASAP).

The MIND Clinical Psychology Training Program, Doctoral Internship program utilizes the uniform application developed by the Association of Psychology Postdoctoral and Internship Centers (APPIC). Our National Matching Service (NMS) Program Number is 2556. 

Please submit only the APPI online application located on the APPIC website. Follow the directions detailed on the APPIC website for submitting your application and uploading required documents.

• Your application will be considered complete upon receipt of the following:
• A completed APPIC Uniform Application (APPI)
• A cover letter
• A current Curriculum Vitae
• Transcripts of all graduate level coursework
• Three letters of recommendation. It is preferred that at least one letter be from a current graduate school faculty (typically the doctoral thesis/dissertation advisor) and one letter be from a practicum placement supervisor.

Interested applicants must submit their applications using the APPI by November 1, 2026. 
If you have any questions, please contact the Director of Training Office at 916-703-0263 or MIND_PsychTraining@health.ucdavis.edu. 

Selection Procedures

Intern selection is made by a committee comprised of the Training Director, Associate Training Director, and training supervisors. Applicants are rated based on their clinical training (including assessment and psychotherapy), academic coursework, letters of recommendation, clinical and research interests, demonstrated commitment to equity and diversity, and stated goals for internship. Prospective candidates assessed by the committee to hold interests and goals most closely matching those opportunities offered by our program will be asked to participate in interviews. 

Applicants will receive notification by December 1, 2026 as to whether they are invited for an interview. Candidates will have the opportunity to meet with current trainees and virtually tour the MIND Institute and clinic. These interviews help both the program and the applicant to determine if there is a good fit between the applicant’s experience and training goals and the program’s needs and training objectives.

Interviews will be held virtually on January 12-15, 2027. Please note that these dates are tentative; final dates will be provided to you if you are invited to interview. 

The internship training program agrees to abide by the APPIC policy regarding offers or acceptances. More specifically, no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.  If you encounter violations of the APPIC policy, please consider discussing it with your academic training director and reporting the violation to APPIC Standards and Review Committee by completing a Complaint Form.

The internship training program agrees to abide by the recruitment and ranking policies. More specifically, no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.

UC Davis Health Pre-Employment Requirements 

Following the application and interview process, a conditional offer of employment is made to a candidate contingent upon successful completion of the background check. This includes criminal convictions and pending charges since age 18 and may also include verification of relevant degrees. The criminal background check is initiated through Universal Background Screening (no fingerprinting required). The final candidate receives an email directly from Universal and provides information online allowing Universal to conduct the criminal background check.

Through a confidential and individualized assessment process, UC Davis Health determines whether a criminal background check contains any conflicting and/or potentially disqualifying information. If UC Davis Health determines that a criminal background check does not contain information that would disqualify the final candidate’s employment, the candidate is cleared, and the hiring process may proceed. When a criminal background check contains criminal history, we take a holistic approach and conduct an individualized assessment. This approach balances the interests of the individual and UC Davis Health. More information can be found here: Human Resources - Background Checks

Health Clearance: Psychology trainees are required to attend a pre-employment health clearance appointment prior to beginning their appointment. You can find more information here.

Drug Testing: While it is not currently the policy of UC Davis Health to conduct pre-employment drug screenings for these positions, evidence of related impairment on the job could result in disciplinary action up to and including dismissal.

The quality and integrity of the training program are overseen by a structured administration:

Training Director (Dorcas Liriano Roa, Ph.D.): Holds primary responsibility for the clinical quality, compliance with APA/APPIC policies, recruitment, evaluations, and due process/grievance protocols.
Associate Training Director (Carrie Silver, Ph.D.): Coordinates administrative aspects, coordinates non-direct care training/didactics, supports matching processes, and assists with funding and record maintenance.
Training Committee: Meets monthly (3rd Friday) to discuss trainee progress, program policies, quality improvement, and curriculum development. Composed of the  CPTP Training Directors, LEND Director (Dr. Janice Enriquez), and Clinical Supervisors.
Supervising Psychologists: Additional supervisors oversee trainees work in assessment, therapy, and other clinical experiences.

• Danielle Haener, Psy.D.
• Lesley Deprey, Ph.D.
• Janice Enriquez, Ph.D.
• Elyse Adler, Ph.D.
• Mel Mello, Psy.D.
• Sally Ozonoff, Ph.D.
• Breanna Winder-Patel, Ph.D.

MIND Institute Leadership Administration:

• MIND Institute Executive Director: Aubyn Stahmer, Ph.D.
• MIND Institute Chief Administrative Officer: Michele Ono, M.S.
• Executive Assistant: Dawn Lloyd