The psychology doctoral internship at Children’s Minnesota is an American Psychological Association (APA) accredited, 2,000 hour program. Children’s offers three internship positions each year, with preference given to students from APA accredited graduate programs in child or clinical psychology.
Training in the Psychology internship program at Children’s reflects our mission and commitment to excellence in pediatric care. Our focus is family-centered care provided in an interdisciplinary environment — integrating the psychological needs of the child and family through assessment and intervention.
The training philosophy is grounded in the following principles:
- Sound psychological practice that is rooted in the theoretical and empirical knowledge base of the discipline.
- Skill acquisition is critically dependent on graduated experiences that are carefully supervised.
The internship year is guided by a scholar-practitioner model of training with significant influence from the scientist-practitioner model recommended by the 1990 Gainesville National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology. The program encourages critical, scientific thinking and the application of scientific knowledge to clinical issues, targeting competencies for Health Service Psychology endorsed by APA in 2013 and incorporated in the Commission on Accreditation Standards of Accreditation (effective 2017). We subscribe to an integrated approach to both science and practice, recognizing that the focus of the internship is on the development of the skills necessary for clinical practice.
Focus of training
Internship training experiences are designed to include the following:
- Direct service delivery to children, adolescents and families
- Consultation to pediatric medical services
- Community consultation (when available)
- Observation of and by clinical faculty
- Didactic seminars throughout the year
- Professional development (e.g., grand rounds, seminars, journal club)
Each quarter of the internship is designed to build on previous experiences, with ongoing assessment of skill development and achievement of competencies. Interns have the opportunity to interact with staff members from many disciplines (e.g., social work, psychiatry, physicians and medical students/residents) and participate in institutional group events conducted at both sites.
Training is highly individualized. The growth of the intern’s individual and professional identity is a significant focus of the training program.
Interns work through the year toward the goal of independent functioning in selected areas of practice, recognizing that continued supervision may be ongoing as part of postdoctoral specialty training. Emphasis is placed on competencies in the following areas: intervention, assessment, consultation-liaison, research-based practice, multicultural diversity and professional development.
- See our Competency Grid for further clarification of expected competencies for successful completion of the internship.
- See our Internship Program C27 1 Tables for trainee admissions, support, and outcome data.
Key policies for applicants to review as part of their decision making include: Non-discrimination policy (See more information under Application); Due Process and Dispute Resolution Policy; Evaluation Process for Interns. All other policies and procedures will be introduced to matched interns during the orientation process, with copies provided at that time through the Training Manual.
Three interns are selected carefully for their commitment to psychological services for children, teens and their families. Individuals with a solid background in psychological assessment and testing do best in our program in light of the value we place on psychological and neuropsychological evaluations. Training is provided through intensive supervision, clinical experience and didactic seminars. Although the clinical and educational demands of the internship require full-time concentration of time and energy, we encourage highly motivated interns to develop their own research project or participate in ongoing staff research when possible.
About Children’s Minnesota
Children’s is a 429 bed, tertiary-care, comprehensive health care provider serving the diverse needs of children, with two main hospital campuses in Minneapolis and St. Paul. We are one of the largest pediatric health systems in the U.S., providing services since 1924, and the only health system in Minnesota to provide care exclusively to Children from birth through young adulthood. An independent, not-for-profit health care system, we provide care at two free-standing hospitals, 12 primary and specialty care clinics and 6 rehabilitation sites, through over 15,000 inpatient admissions in 2017 and more than 490,000 emergency room and other outpatient, primary care or specialty visits in 2017. Interpretive Services averages 98,000 total encounters through 78 different languages (primarily Spanish and Somali). An award winning health system, Children’s is regularly ranked by U.S. News and World Report as a top children’s hospital, and by the Leapfrog Group for quality and efficiency. Learn more here.
Timing and deadlines
The internship begins around September 1 and runs for 12 months. The current stipend is $27,000 per year including a comprehensive benefits package with two weeks of vacation, sick time, 6 major holidays as well as three conference/professional development days.
Application deadline: November 1, 2019, 11 p.m. (CST)
Starting date: Approximately September 1, 2020
Interns serve in a primary placement (determined after the match) for the entire year at one of our hospitals — either Children’s – Minneapolis or Children’s – St. Paul. They will gain broad-based clinical child/adolescent experience in assessment, intervention and consultation-liaison to medical services. Interns also will gain additional clinical experience in pediatric psychology and neuropsychology services in order to be competitive for postdoctoral fellowships in these areas.
Within each hospital setting, interns will focus on experience with general outpatient psychological services (assessment and intervention), medical consultation, research-based practice, multicultural competence and professional development/supervision. Clinical activity decisions are jointly made by the intern and training director to address both the interests and individual training needs of the intern, as well as competency expectations for a clinical child and adolescent psychologist.
Interns have the opportunity to interact with medical providers from many disciplines and to participate in institutional events that provide additional training opportunities. The growth of the intern’s individual and professional identity is a significant focus of training.
A number of activities are included to support the training program’s goals. In addition to direct clinical services (expectation of 10-15 hours each week), other training and educational opportunities include the following:
- Didactic seminars weekly regarding topics on assessment, intervention, consultation-liaison, and multicultural diversity
- Professional development and supervision seminar (monthly)
- Ethics seminar with hospital ethicist (quarterly) + Schwartz Rounds
- Supervision (four hours per week minimum)
- Case conferences (interns have opportunities to present routinely)
- Medical and Psychology Grand Rounds
- Journal Club (monthly; interns have opportunities to lead)
- Four formal presentations: Psychology topic/case, data-based research findings, multicultural case presentation, and a community presentation to parents, teachers, or medical providers
- Two full-day workshops with all interns from Minnesota accredited internships (MAAPIC) on multicultural diversity and supervision/ethics
The specific combination of clinical activities for each intern is designed to assure completing the year with the ability to perform the essential functions of a clinical child psychologist, including cognitive and personality assessments at each developmental level and a variety of developmentally and contextually appropriate interventions including diagnostic assessments and therapy for emotional, behavioral, and health issues of concern.
Each intern’s schedule varies day to day as they manage their own scheduling preferences, with assignments based on availability, insurance, and each trainee’s individual needs for supervised experience to achieve all competencies. For example, each intern will identify their best times for psychological evaluations (including general, developmental, neuropsychological), and outpatient therapy (generally toward the end of the day). They will also save time for inpatient consults which are variable with regard to timing. Interns have opportunities for multidisciplinary clinics which meet at the same time every week, skills based group therapy and community consultation when available. Tuesday mornings are reserved for training seminars.
Children’s – Minneapolis
Psychologists and trainees provide both inpatient medical and outpatient mental health/behavioral health services to children and families. In addition, outpatient specialty opportunities available for intern training include Hematology-Oncology Clinic, Feeding Clinic, Primary Care, and the Cleft and Craniofacial Clinic. Diagnostic, consultative, intervention and liaison services for pediatric medical patients and their families are also provided through interdisciplinary teams. Specific services include diagnostic assessment, intervention/therapy, and psychological evaluations with all ages (developmental through young adult).
Children’s – St. Paul
The psychology program in St. Paul provides a variety of mental health and behavioral health services for children, adolescents and their families — both outpatient and inpatient. This is a multi-disciplinary department including clinical psychologists, psychiatry and pediatric nurse practitioners. Diagnostic, consultative, intervention and liaison services for pediatric medical patients and their families are also provided through interdisciplinary teams. Consultation-liaison services are also provided to the inpatient medical units and a number of medical specialty services, including diabetes/endocrinology, sleep clinic and primary care.
(Last revised 04/19)
Specialty Training: Enhanced Training for Postdoctoral Preparation
Neuropsychological evaluations are conducted with children presenting with a variety of neurodevelopmental disorders, neurological conditions and medical disorders with concomitant cognitive manifestations. Evaluations include cognitive/personality assessment and educational evaluation/consultation for children and adolescents at all developmental levels. Neurodevelopmental patient populations include children with cancer, sickle cell disease, autism, premature birth, epilepsy, metabolic disorders, head trauma, brain tumors and congenital malformations. Services also include support for the pediatric consultation/liaison service in the form of assessment of medical inpatients with a variety of neurological disorders.
Interns who plan to pursue postdoctoral training in neuropsychology (and have the requisite background with psychological assessment) will be provided sufficient opportunities on internship to be competitive in the application process for postdoctoral fellowships. All former trainees desiring further training in neuropsychology have obtained fellowship placements. For those interns not pursuing specialty training in this area, exposure to neuropsychological evaluations will be provided during the final six months of the internship.
Opportunities are also available for additional experience and training in pediatric psychology. This includes both consultation-liaison services to hospitalized patients as well as outpatient services for children referred for general behavioral medicine concerns. Interns also may have the opportunity to work with a variety of established, multidisciplinary teams serving pediatric populations with cancer, sickle cell disease, pain problems, craniofacial concerns and various chronic illness diagnoses.
Additional training opportunities
- Groups: Interns can choose to serve as co-facilitators in groups with children, teens or parents (to be arranged) or to develop their own psychoeducational group.
- Community placements (when available): Interns may have the opportunity to work during the year (biweekly approximately 3-4 hours/week) at a community placement, to provide additional opportunities with consultation, program evaluation and/or non-traditional forms of service delivery. Options vary each year but may include local primary care practices or community agencies.
- Community presentations (when possible): Each intern will be expected to develop a talk for parents or medical providers in the community on a topic of interest. Interested groups range from parents of elementary school children, high school students in health classes, parents of children with various medical diagnoses, nursing students, physical/occupational therapists interested in behavioral health, medical residents, etc.
(Last revised 04/19)
The application deadline for the 2020-2021 internship training year is November 1, 2019 at 11:00 p.m. (CST). We welcome early submission of applications to facilitate the review process, and the following materials must be submitted through the APPIC AAPI Online by the application deadline for the candidate to be considered for interviews (to be conducted in mid-to-late December 2019):
- Curriculum vitae (through AAPI)
- Completed APPIC Uniform Internship Application (through the AAPI Online)
- Copy of official transcript(s) of graduate training (originals may be requested after confirmation of the match)
- Completed verification of internship eligibility and readiness form (with Part II of the AAPI)
- Three letters of recommendation
This internship program is accredited by the Commission on Accreditation of the American Psychological Association (750 First Street NE, Washington, DC 20002-4242; 202-336-5979) and is a member of APPIC.
We agree to abide by the APPIC Policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant prior to APPIC Match Day. We participate in the computer match through APPIC. See APPIC Match Policies.
All matches are contingent upon successful completion of employment physical, pre-employment drug screening, reference checks, compliance with the U.S. Government Eligibility Verification form (I-9) and background checks including Minnesota Statute 148.01 “Minnesota Sexual Exploitation Act.” This statute requires Children’s Minnesota to contact employers from at least the last five years to determine whether any sexual exploitation of clients has occurred. Applicants who do not successfully pass these background checks will be dismissed from the internship.
We welcome early submission through the AAPI Portal.
Additional information about the program
For additional information about the program, contact:
Sharon Berry, PhD, ABPP, Licensed Psychologist
Director of Training and Associate Clinical Director
Children’s Minnesota, 17-217
2525 Chicago Avenue South
Minneapolis, Minnesota 55404
Email: [email protected]
Teams of faculty will conduct a thorough review of application materials, with 24 applicants selected for formal interviews. Three days are set aside for in-person interviews. During the interviews, each applicant will meet with several staff members, as well as the current interns, regarding the training program.
We also encourage interviews by phone or video conferencing. In light of the increasing costs for airfare and travel, we strongly encourage you to consider these alternatives. We have interviewed a number of candidates by phone and have matched with these individuals. Interviewing by phone will not alter your consideration as a good fit with our program.
All applicants will be notified by December 15 via email regarding interview status; however, because we interview early, we will notify you in mid-November to provide sufficient time for travel planning.
Please feel free to contact current 2018-2019 interns before August 31st, 2019:
Or any of the 2019-2020 interns after September 1st, 2019:
Likely interview dates:
Monday, December 16, 2019
Tuesday, December 17, 2019
Thursday, December 19, 2019
Non-discrimination hospital and internship policy
All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, age, national origin, protected veteran status, disability status, sexual orientation, gender identity or expression, marital status, genetic information, or any other characteristic protected by law.
(Last revised 04/19)
Internship training faculty and supervisors
Sharon Berry, PhD, LP, ABPP Director of Training and Associate Clinical Director, earned a PhD in clinical psychology from Florida State University having previously earned a masters degree in clinical behavioral therapy at North Dakota State University. The doctoral internship was completed at the Medical College of Georgia/VA Consortium, with specialized training in pediatric psychology. She joined Children’s MN in 1996 with primary clinical interests including chronic illness populations, feeding management, bereavement, and behavioral medicine. Previously, Dr. Berry was an assistant professor of psychiatry and behavioral sciences at Northwestern University Medical School, serving on the internship faculty and providing clinical services to a wide range of pediatric populations at Children’s Memorial Hospital in Chicago (now Lurie Children’s). She is Past-Chair of the APA Board of Educational Affairs, is Past-President of the Society of Pediatric Psychology (Division 54), Past-Chair of the Board of Directors for the Association of Psychology Postdoctoral and Internship Centers (APPIC), and continues to serve as Chair of the Council of Clinical Health Psychology Training Programs (CCHPTP). Dr. Berry represents Division 54 as liaison to the American Academy of Pediatrics Committee on Psychosocial Aspects of Child and Family Health. She was honored to serve on the Presidential Work Group for the APA Expanded Advocacy Model (c3/c6 integration and is now a Member of the Presidential Work Group Advocacy Coordinating Committee. She is the recipient of a number of awards including Division 54 Mentoring and Wright Ross Salk Award for Distinguished Service, APA Education Advocacy Distinguished Service Award, MN Association for Children’s Mental Health Outstanding Service Award, MN Psychological Association Outstanding Graduate Faculty in Psychology Award, APA-PO Political Advocacy Champion Award, Council of Chairs of Training Councils Paul Nelson Award, APAGS Award for “tireless advocacy for high quality internship training,” the Society of Health Psychology Cynthia Belar Award for Excellence in Health Psychology Education and Training, and the 2018 Ivan Mensh Award for Excellence in Health Psychology Education and Training, and the 2018 Ivan Mensh Award for Distinguished Achievement in Teaching through the Association of Psychologists in Academic Health Centers.
Jeremy Alden, PhD, LP received a degree in clinical psychology from the University of Minnesota in 1994. He completed a doctoral internship in neuropsychology at Rush-Presbyterian-St. Luke’s Hospital in Chicago in 1993. Dr. Alden completed a two-year postdoctoral fellowship at Rainbow Babies and Children’s Hospital in pediatric neuropsychology. He has been with Children’s Minnesota since 1999 and specializes in evaluation of children with a wide range of neurological and neurodevelopmental disorders.
Terese Amble, PsyD, LP earned a doctoral degree in clinical psychology from the Minnesota School of Professional Psychology in 2013. She completed a doctoral clinical internship at Tulane University School of Medicine, where she received specialized training in pediatric psychology. Dr. Amble completed a pediatric psychology postdoctoral fellowship at Nationwide Children’s Hospital where she received specialized training in acute and chronic pain management and medical trauma. Dr. Amble joined the professional staff at Children’s Minnesota in 2014, where she provides outpatient evaluation and treatment in Children’s Sleep Center and Feeding Clinic, and inpatient consultation-liaison services. Dr. Amble’s primary clinical interests include helping children with sleep and feeding difficulties and coping/adjustment to acute and chronic illness. Dr. Amble also provides Parent-Child Interaction Therapy (PCIT) for the treatment of disruptive behavior problems in young children.
Nikki Anderson, PhD, LP earned a PhD in clinical psychology from Loyola University Chicago in 2016. After completing a clinical psychology internship at Childrens Minnesota, she completed a two-year fellowship in pediatric neuropsychology at the University of Minnesota Medical School. Dr. Anderson provides neuropsychological and neurodevelopmental evaluations for infants, children, adolescents, and young adults with a range of medical, neurodevelopmental, and neuropsychiatric conditions. More specifically, she has developed particular interests in evaluations examining acquired neurological dysfunction (e.g., brain injury, late effects of cancer treatments, prenatal exposure to toxic substances), genetic conditions, and the impact of adverse childhood experiences on neurodevelopment. She also has specialized training in conducting early childhood neurodevelopmental evaluations for children with complex medical histories (e.g., prematurity, early childhood cancers, congenital heart problems, genetic disorders).
Bonnie Carlson-Green, PhD, LP earned a PhD in clinical child psychology from Georgia State University in 1993 where she specialized in developmental neuropsychology. She completed an internship at Children’s Memorial Medical Center in Chicago (now Lurie Children’s), followed by a two-year fellowship in neuropsychology at the University of Minnesota Medical School, and then as a staff pediatric neuropsychologist until joining Children’s Minnesota in 1996. Dr. Carlson-Green’s primary interests are in the areas of childhood cancer (assessment and intervention with neurocognitive late effects, parent and teacher training and advocacy, and young adult transition issues), neurodevelopmental disorders, and evaluation of neuropsychological outcomes in children with genetic and medical disorders. Dr. Carlson-Green recently published a study evaluating computer-based training (Cogmed Working Memory Training (CWMT) to improve working memory functioning in childhood brain tumor survivors.
Kevin Coleman, PsyD, LP earned a PsyD in Clinical Psychology from Wheaton College in 2013. He completed the doctoral internship and postdoctoral fellowship at the Yale Child Study Center in New Haven, CT where he received specialized training in pediatric psychology. Dr. Coleman’s interests include pediatric concussion, management of chronic pain, and coping with chronic illness, as well as helping children and families with a wide range of social and emotional challenges. Dr. Coleman joined the faculty at Children’s-St. Paul in 2014.
Nicole E. Englebert, PhD, LP earned a PhD in clinical psychology from Nova Southeastern University in Fort Lauderdale, FL in 2014. She completed an APA-accredited doctoral internship at Primary Children’s Hospital in Salt Lake City, Utah with specialized training in pediatric psychology and consultation-liaison, followed by a 2 year fellowship at the Medical College of Wisconsin in the department of Hematology, Oncology, and Bone Marrow Transplant, providing services at Children’s Hospital of Wisconsin. She completed a 1 year post-doctoral fellowship at the University of Miami Miller School of Medicine in pediatric psychology. Dr. Englebert joined the staff of Children’s Minnesota – Minneapolis in 2016. Primary responsibilities include inpatient pediatric consultation-liaison services to the hematology and oncology team and other general inpatient teams, outpatient therapy, and conducting psychological evaluations. Dr. Englebert’s clinical interests include coping with chronic illness, psychological adjustment in relation to cancer survivorship, adolescent and young adult patient populations, anxiety, and obesity prevention.
Sarah Jerstad, PhD, LP earned a PhD in counseling psychology from the University of Minnesota in 2004, followed by a doctoral clinical internship at the Denver Health Medical Center in Denver specializing in child and adolescent mental health and medical psychology. Following internship, Dr. Jerstad completed a two-year postdoctoral fellowship at the University of Minnesota in the division of pediatrics and adolescent health focusing on the treatment of eating disorders, as well as advocacy and leadership in adolescent health. She has been with Children’s Minnesota since September 2006. Dr. Jerstad spent over 5 years working with patients and families from hematology/oncology, and now works with high-risk diabetes patients to help with coping and management of their illness. She is also the clinical site leader for St. Paul Psychological Services. Dr. Jerstad enjoys supervising psychology interns in the APA accredited internship program as well as postdoctoral fellows. She co-leads the inpatient C-L service in St Paul and is certified as a PCIT therapist and Level 1 trainer, providing PCIT training as part of the postdoctoral fellowship. She has also been involved with medical education, teaching seminars to medical students and presenting grand rounds at Children’s and in the community. Her lecture topics include psychological aspects of chronic illness as well as adolescent issues, including eating disorders, romantic relationships, brain development, and depression.
Sherrie Kamm, PhD, LP earned a PhD in clinical psychology from the University of Missouri-St. Louis in 1999. She completed a doctoral internship and postdoctoral fellowship at Children’s Minnesota, where she gained specialized training in pediatric psychology. Her primary responsibilities include liaison to the oncology team, general inpatient consultation-liaison, and outpatient therapy. Dr. Kamm’s clinical interests include coping with chronic illness and prolonged hospitalization, bereavement, and anxiety. She has also completed training in trauma focused CBT.
Christopher M. McCormick, PhD, LP earned a doctoral degree from the joint developmental and clinical psychology program at the University of Minnesota, Twin Cities in 2015. He completed the doctoral internship at Children’s Minnesota in St. Paul and postdoctoral fellowship at Children’s Minnesota in Minneapolis, where he gained specialized training in pediatric psychology. Dr. McCormick joined the staff of Children’s Minnesota in Minneapolis in 2016, where he provides outpatient evaluation and treatment, inpatient consultation-liaison services, and leads concussion services.
Donna Miliotis, PhD, LP received a PhD in clinical child psychology through a joint program in child development and clinical psychology at the University of Minnesota in 1996. She completed internship and fellowship at Hennepin County Medical Center in Minneapolis, providing outpatient therapy and assessment for children and adults and inpatient therapy for children hospitalized with severe burns. Dr. Miliotis joined the St. Paul staff in 1997. She has had training in Fetal Alcohol Spectrum Disorders, Trauma Focused CBT, and EMDR. Her current interests include working with children and adolescents exposed to trauma.
Paula Pitterle, PhD, LP earned a PhD in clinical psychology from the Illinois Institute of Technology in 2001. She completed a doctoral internship at the University of Minnesota, in pediatric and clinical psychology, and a postdoctoral fellowship at Fraser Child and Family Services where she jointly developed and co-directed a preschool day treatment group. She completed the post-doctoral fellowship at Children’s MN – Minneapolis, and joined the staff in 2005. Dr. Pitterle enjoys supervising psychological interns in the APA accredited internship program. Her primary clinical responsibilities include outpatient therapy and assessment for a broad range of developmental, cognitive, emotional and behavioral disorders, with preschool children through adolescence. Dr. Pitterle’s clinical interests include childhood trauma, abuse and neglect, early childhood development and the impact of parent-child interaction and attachment. She has specialized training in trauma focused CBT.
Heather Sesma, PhD, LP completed a doctoral degree in developmental psychopathology and clinical science at the University of Minnesota – Twin Cities. She completed a doctoral internship in neuropsychology and pediatric psychology at the Kennedy Krieger Institute at Johns Hopkins University School of Medicine and remained there for a postdoctoral fellowship in clinical neuropsychology. She was an assistant professor in the University of Minnesota Medical School’s Department of Pediatrics from 2007 to 2013, where she was active in training psychology graduate students, interns, and postdoctoral fellows. She joined Children’s Minnesota in 2013, where she is a neuropsychologist in the Neuroscience Program. She evaluates children with a wide range of neurological conditions and neurodevelopmental disorders. Her research interests focus on how neurological conditions impact the development of behavioral skills such as attention, working memory, mental flexibility, and inhibitory control.
Cynthia Koehler Troy, PhD, LP earned a doctoral degree in clinical psychology from the University of Minnesota in 1988. She completed a doctoral internship at UCLA’s Neuropsychiatric Institute, and a postdoctoral fellowship at Hennepin County Medical Center. Dr. Koehler Troy has been on the staff at Children’s Minnesota since 1990. She has extensive experience working with patients with chronic and acute illnesses, including ten years as the psychologist on the Hematology-Oncology team. She is interested in helping families during times of loss, and sees a number of clients with obsessive-compulsive disorder. She enjoys working with children, adolescents, and young adults with a wide variety of emotional and behavioral challenges.
Michael Troy, PhD, LP Medical Director of Behavioral Health Services (Psychology, Psychiatry, Developmental & Behavioral Pediatrics, Integrated Behavioral Health, and Center for the Treatment of Eating Disorders), and Associate Medical Director of Children’s Neuroscience Institute. He earned a PhD in Clinical Psychology from the University of Minnesota in 1988. He completed internship and fellowship at Hennepin County Medical Center and has been on staff at Children’s Minnesota since 1988. His clinical and academic interests include diagnostic classification issues in developmental psychopathology, models of therapeutic assessment, risk and resilience in in early childhood development, psychological assessment of adolescents at risk for major psychopathology, and teaching child clinical psychology as part of hospital and community medical education programs. Dr. Troy is also co-author of the textbook, ‘Disorders of Childhood: Development and Psychopathology,” now in its third edition.
Rebecca Vaurio, Ph.D., LP earned a doctorate in Clinical Psychology with a specialization in neuropsychology from the University of Texas at Austin in 2004. She completed internship at the Minneapolis VA Medical Center and fellowship in pediatric neuropsychology at the University of Minnesota. From 2006 to 2016 she was a pediatric neuropsychologist and assistant professor at Kennedy Krieger Institute and Johns Hopkins University School of Medicine where she was the head of the Congenital and Genetics Disorders Clinic in the Department of Neuropsychology. Dr. Vaurio joined the staff of Children’s Minnesota in June, 2016. She evaluates children and adolescents with a wide range of neurodevelopmental conditions, with a special focus on children with genetic conditions and with autism. Her research interests include cognitive functioning in genetic conditions and evaluating the efficacy of various interventions for children with neurodevelopmental disorders.
Jason L. Walker, PhD, LP earned a doctorate in clinical psychology from the University of Georgia in 1989. Prior to moving to Minnesota, Dr. Walker worked for a year in the attention deficit disorder program with Dr. Bill Pelham at Western Psychiatric Institute and Clinic at the University of Pittsburgh School of Medicine. Dr. Walker subsequently worked for 12 years at Pilot City Mental Health Center in Minneapolis doing outpatient assessment and treatment with children and adolescents. Dr. Walker joined Children’s Minnesota in March of 2002, where he continues to provide outpatient assessment and treatment. His primary clinical interests include individual, family, and group therapy for boys with attention deficit and disruptive behavior disorders.
Mary Zielinski, PhD, LP earned a PhD in clinical psychology from the University of North Dakota in 1993, following a doctoral internship at the University of Minnesota in the Child & Adolescent Psychiatry and Health Psychology programs. Prior to joining Children’s, she worked as a licensed psychologist in North Dakota. She has been a staff psychologist at Children’s Minnesota since 1995 and has worked in the child development, Down Syndrome, learning and behavior, and NICU follow-up clinics. She currently specializes in diagnostic assessment and treatment of early childhood disorders, including autism spectrum disorders, behavior regulation difficulties, anxiety, attachment issues, and adjustment difficulties. Her primary interests are in the areas of early childhood development and emotional and behavioral difficulties in the toddler, preschool, and elementary school aged populations. She also enjoys supervising psychology interns in the APA accredited internship program.