Child & Adolescent Mental Health Summer Internships for Undergraduates
Summer internships are available for undergraduates from any NYU school or college in NYU Langone’s Department of Child and Adolescent Psychiatry as part of a minor in child and adolescent mental health studies.
In order to participate in a CAMS summer internship, you must be enrolled at NYU as a matriculated or visiting student, and you must register for CAMS-UA 300 Internship I (2 credits) during the first 6-week summer session and CAMS-UA 301 Internship II (2 credits) during the second summer session.
The following CAMS summer internships are available:
- Autism Spectrum Disorder Service Internship
- Dialectical Behavioral Therapy Internship
- Gender and Sexuality Service Project Internship
- Measuring Mental Health Internship
- SCAN Lab Imaging Internship
- Strategic Relational Psychotherapy Team Internship
If you are interested in participating in any of our internship opportunities, contact the project supervisor listed. Please send your current resume and a cover letter stating why you are interested in participating in that particular project.
Individuals with autism spectrum disorder experience significant and lifelong impairments across multiple domains of functioning. Because diagnostic clarity contributes to more appropriate identification and coordination of services for people with autism spectrum disorder, and because earlier initiation of evidence-based treatment is linked to better outcomes, much research focuses on improving early identification of autism spectrum disorder symptoms.
Although researchers have repeatedly demonstrated that autism spectrum disorder can be reliably diagnosed in children as young as 2 years old, substantial variability in age at first diagnosis remains. While research continues to determine early markers of the disorder, clinical characterization of individuals with autism spectrum disorder who receive a late diagnosis is imperative to address the needs of those most vulnerable of going unrecognized and therefore under or inappropriately served.
The intent of this project, a retrospective chart review study, is to identify and characterize children who receive late autism spectrum disorder diagnoses and test hypotheses about why diagnoses were delayed.
We plan to compare clinic-referred patients who do not receive an autism spectrum disorder diagnosis after they’ve been evaluated with patients who receive an early diagnosis. Our goal is to examine the predictive value of a variety of factors to identify those most associated with delayed diagnosis.
Variables may include evaluation and treatment, family and developmental history, educational status, demographic factors, and patient scores on standardized assessments. We plan to pull this information from the medical records of children who have received diagnostic services through the Autism Spectrum Disorder Service at NYU Langone’s Child Study Center.
Interns are responsibilities for becoming familiar with the evidence-based assessment practices used in the Autism Spectrum Disorder Service, reviewing archived files and collecting data relevant to research questions, and assisting with other projects as needed. You are expected to attend case conferences every Wednesday, from 9:00AM to 10:30AM. Attending periodic team meetings is encouraged, but not required.
Prerequisites include proficiency in English and Microsoft Word. Ideal candidates are detail oriented and have an interest in intellectual and developmental disabilities, specifically autism spectrum disorders.
At the end of the project, interns are expected to be able to:
- recognize the vast clinical heterogeneity of autism spectrum disorder through reading relevant research studies and performing data collection procedures
- understand components of and tools used in the comprehensive, evidence-based evaluation of autism spectrum disorder
- gain fluency in data collection and management using Research Electronic Data Capture (REDCap), a commonly used web application for safe data storage
To complete the internship, you must present a poster at the Department of Child and Adolescent Psychiatry Annual Poster Conference. Depending on stage of the retrospective study, your poster may involve statistical analysis of the data you collect during the internship. Your supervisor will assist with statistical procedures.
We offer two distinct projects for undergraduates who are interested in interning in the Department of Child and Adolescent Psychiatry’s Dialectical Behavioral Therapy for Adolescents program.
The first project involves collecting longitudinal outcomes data, which requires managing the data collection and entry processes, as well as scoring. The intern also has the opportunity to analyze the data collected for the academic project that is required to complete this internship.
The second project involves a psychotherapy session coding system for assessing the therapeutic alliance ruptures that occur during individual treatment sessions. The intern is responsible for learning the coding system, viewing videotaped dialectical behavioral therapy sessions, and coding sessions with guidance from the program director and other team members.
The goals are to inform clinical treatment within the program, as well as to determine the potential efficacy of this coding system for use in a future, more formal research study designed to better understand the frequency and role of alliance ruptures in the treatment of adolescents participating in dialectical behavioral therapy.
Interns who participate in the first project are responsible for the ongoing management of patient- and family-level progress and outcome data collection, entry, and management, and utilizing a defined battery of validated psychosocial assessment measures. Responsibilities for the second project include participation in the clinical pilot use of an alliance-oriented, therapy session coding system for future training and/or applied research use.
Participants in either project are expected to attend weekly dialectical behavioral therapy administrative meetings and program evaluation and outcome assessment meetings. You may be required to attend additional meetings as needed.
Prerequisites include proficiency in English, Microsoft Excel, and Microsoft Word. Ideal candidates have an interest in child and adolescent psychiatry clinical programming.
Interns are expected to develop the following skills:
- the proficiency to collect, score, and enter data into a Microsoft Excel data set
- basic proficiency to summarize this data for programmatic purposes as appropriate, with guidance from the Dialectical Behavioral Therapy for Adolescents program director
- basic proficiency in coding verbal and nonverbal psychotherapy session data within the structure of a specific session coding system
At the end of the corresponding 12-week project, interns must demonstrate either successful data entry and management of programmatic outcomes data set, including as-needed follow-up with patients and families to ensure measure completion and return; or successful session coding and system-appropriate summarizing of at least two full sessions to receive credit.
The Gender and Sexuality Service at the Child Study Center, part of Hassenfeld Children’s Hospital at NYU Langone, provides therapeutic support for children and adolescents who express their gender identity in ways that do not align with the sex assigned to them at birth.
We seek an intern to provide assistance on a number of our projects, particularly building a database of service and support providers for transgender people and their families in New York City. Specifically, we want to build relationships with health and mental healthcare providers to expand the reach of our services.
Our interns are responsible for reaching out to a number of multidisciplinary teams to help our service expand outreach. For those with prior research experience, there are opportunities to help with research projects and data analysis. You also assist in creating content for educational documents about the risks and benefits of medical interventions for patients and their families. Interns are expected to attend weekly team meetings each Wednesday at 10:30AM.
Prerequisites include proficiency in the English language, as well as Microsoft Excel, Microsoft Word, Microsoft PowerPoint, and SPSS Statistics software. Preferred candidates have a passion or interest in transgender health, and are eager, interpersonally skilled, and organized.
At the end of the 12-week project, interns are expected to have accomplished the following:
- conducted a literature review
- gained a better understanding of transgender health and mental health care issues and promote gender affirmative services
- created educational materials for families, as well as a database of services and support groups that can assist with reciprocal marketing for our services
We offer a 12-week internship for students who are interested in developing methods to measure mental health, assessing measurement utility in clinical practice, and analyzing measurement use in describing clinical and typical populations.
Our interns participate in the continued development of a self-report measure for selective mutism and related social anxiety, as well as methods to evaluate intensive treatment programs for selective mutism, including this summer’s Camp Courage program. You are also responsible for reviewing archival data on the organizational skills of a national sample of children and young teens to determine profiles for those with and without clinical conditions.
This position involves building on two years’ worth of previous interns’ work and includes updating literature reviews, gathering pilot data for one project, gathering clinical data for another project, and organizing and analyzing archival data for a third project. Prerequisites include experience with SPSS statistical software, database development using Excel, and conducting thorough literature reviews using PsycINFO and other professional search engines.
Interns are expected to work 15 hours per week over 2 days on Tuesdays, Wednesdays, or Thursdays. Tasks include the creation of database shells, data entry, and statistical analysis. You are also expected to attend weekly meetings with your supervisor and a weekly selective mutism think tank. During the internship, you gain an understanding of measurement development, reliability and validity criteria in research and program evaluation, and the use of archival data.
At the end of the project, interns are expected to have developed the following:
- a self-report measure for selective mutism
- a list of measures to document daily functioning in a four-day intensive program for selective mutism
- an institutional review board protocol for the analysis of archival data to determine the organization, time management, and planning profiles of typical children and one clinical group
The major objectives of the Social Cognitive Affective Neurodevelopmental Laboratory, also called the SCAN Lab, are to discover fundamental properties of human brain development and to examine how early experiences influence child cognitive and emotional outcomes. Our lab uses MRI techniques to examine neural networks prior to and at the time of birth. We conduct longitudinal studies that begin with MRI scans during pregnancy and early infancy and continue into childhood with electroencephalogram (EEG).
The intern supports longitudinal data collection from MRI scans with guidance from principle investigator Moriah E. Thomason, PhD. Intern responsibilities include:
- managing neuroimaging data (file transfers, backups, data security, data quality, etc.)
- recruiting study participants
- scheduling study visits
- managing participant tracking and medical records in compliance with confidentiality regulations
- analyzing neuroimaging and behavioral data
- performing administrative duties, such as ordering supplies and processing payments to participants
- attending weekly team meetings
You may also support analysis of an existing data set collected from children in the first 5 years of life to test hypotheses that link early brain biomarkers to neurobehavioral development.
Our interns work with clinical partners to recruit pregnant women to the study, which requires spending some time at offsite clinical environments. You also accompany pregnant women and new mothers during the scan visits.
At the end of the project, interns are expected to have accomplished the following:
- gained a better understanding of prenatal neurodevelopmental studies and how this research plays a critical role in understanding later cognitive performance
- developed a more thorough understanding of neuroimaging data and the tools used for analysis
- cultivated curiosity for novel research questions that link social factors with mental health outcomes
Interns receive training in fMRI data collection and analysis and gain experience closely collaborating with clinical partners. Students that hold this position often go on to enter graduate programs or medical school.
Prerequisites include proficiency in the English language, Microsoft Excel, Microsoft Word, Microsoft PowerPoint, and statistics software (SPSS, R, or other). We seek candidates with backgrounds in psychology, cognitive science, neuroscience, biology, and related fields, or engineering and other technical fields. Preferences is given to those with excellent interpersonal, organizational, multitasking, and problem-solving skills, who are enthusiastic, determined, and demonstrate a willingness to learn.
At the end of the 12-week project, interns are expected to have developed a project protocol and presented a poster at the Department of Child and Adolescent Psychiatry Annual Poster Conference.
The Strategic Relational Psychotherapy team seeks interns to participate in clinical and quality improvement initiatives. Our team is a therapeutic group attended by parents who have teens that engage in disruptive behaviors in the home, at school, and/or in peer domains.
Typical diagnoses for the teenagers of parents in our group include attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), disruptive behavior disorder (DBD), disruptive mood dysregulation disorder (DMDD), and conduct disorder (CD). Many also have anxiety and mood disorders.
Parents who participate in our group show a pattern of ineffective, inconsistent, and/or vague limit setting and poor response to traditional parent management interventions. Typically, our group members have engaged in treatment and have shown no progress or increasing acuity.
Our interns are responsible for assisting with group material preparation, conducting literature reviews, and assisting with data entry and analysis.
You are required to attend therapeutic group sessions each Thursday from 5:30PM to 7:00PM at the Child Study Center and supervision meetings for 1.5 hours each week. Attending weekly case conferences on Wednesdays from 9:00AM to 10:30AM and periodic team meetings are encouraged, but not required.
Prerequisites include proficiency in the English language, as well as Microsoft Word and Microsoft Excel. An academic background in psychology or a related field is preferred.
At the end of the project, interns are expected to be able to do the following:
- identify and apply clinical intervention skills, including boiling point, antecedent skills, rules and consequences, and effective communication
- conduct a literature review on a group related topic of interest
- complete basic data analysis (with assistance) and graphing