Although electives are listed by child and adult focus, interns are encouraged to select electives outside of their track focus to broaden their training experience. There are not prerequisites for electives, other than for neuropsychological assessment. Participation is based on trainee interest. 

Child Elective Clinical Services and Programs

For this elective, interns serve as the primary mental health professional integrated within a primary
care clinic for adolescents and young adults. The goal of training is to provide the psychologist with
an introductory experience in evaluation, brief intervention and triage of transitional age youth
presenting to an outpatient adolescent medicine clinic. Patients have a range of medical conditions,
developmental abilities, and co-morbid psychosocial and/or mental health problems.

The Adolescent Serious Mental Illness (ASMI) treatment elective is housed within the UCLA Center for
the Assessment and Prevention of Prodromal States (CAPPS), which provides comprehensive
assessment and innovative treatments for adolescents and young adults who are at elevated risk for
psychosis as part of a mood or psychotic disorder. There is increasing evidence that earlier
interventions can lead to improved long-term outcome for these youth, and our ASMI elective offers
experience with some best practice prodromal interventions.

Interns have the uniquely flexible opportunity to train on a variety of clinical activities within CAPPS,
such as the facilitation of our youth resilience-based process group and/or our teen and parent skills
groups, rooted in CBT and Mindfulness based cognitive therapy. Groups run weekly for 90 min.,
typically in the evenings. Additional optional elective opportunities include shadowing and delivery of
our gold standard prodromal diagnostic assessment interview (SIPS), participation in weekly case
consultation and monthly didactic series, or carrying individual therapy or family psychoeducation
cases with CAPPS adolescents and young adults.

The CHAMP Clinic is a UCLA program that focuses on differential diagnosis and treatment of pediatric
mood disorders, including bipolar disorder and major depression. The CHAMP Clinic involves three
components: comprehensive diagnostic assessment of pediatric illness, pharmacological treatment,
and psychological treatment.

The Clinic sees many patients with complicated and highly comorbid clinical presentations and
focuses on providing a comprehensive differential diagnostic evaluation, using the “Kiddie” Schedule
for Affective Disorders and Schizophrenia (K-SADS) as a format. Under faculty supervision, trainees
take lead roles in conducting these evaluations and receive supervision in differential diagnosis.

CHAMP is one of the few rotations where one can get concentrated training in family therapy. Family
treatment is manual-guided, evidence-based, and relatively brief (e.g., up to 12 sessions). It is based
primarily on the family-focused therapy (FFT) model of care, which is both strategic and
psychoeducational in orientation. Mood and behavior management techniques are used to teach
families and children effective communication and problem-solving skills. Psychoeducation is used to
teach coping skills for managing mood episodes (e.g., manic episodes of bipolar disorder) and
prevent future episodes. Often, strategic or structural family therapy techniques are included (e.g.,
modifying dysfunctional interactions, strengthening alliances between family members). Supervision
involves live observation of family intervention sessions via video or Zoom with a team that includes
three experienced licensed clinical psychologists.

Medication backup for patients is provided by our child psychiatrists, Drs. Horstmann, Suddath and
Zanko, and child psychiatry fellows under their supervision. Psychology trainees gain exposure to
psychopharmacological interventions through the co-management of patients with mood disorders
who require medication as well as psychological treatments.

CHAMP is a good way to get experience with diagnostic assessment, family therapy or both for
adolescents and children with mood disorders, experience which will be essential to future clinical

The UCLA Pediatric OCD IOP provides in depth evidence-based treatment for youth ages 5 to 17 with
severe obsessive-compulsive disorder. Our patient population primarily includes youths who either
have failed outpatient care, need additional treatment following step-down from inpatient or
residential treatment, or have traveled from an area where appropriate treatment is not available.

Youths also often present with diagnostic co-morbidities, including anxiety, depression, externalizing
problems, and autism spectrum disorder. Youths and their primary caregiver attend program four
afternoons per week for intensive individual and group therapy sessions. Primary treatment modalities
include Exposure & Response Prevention (ERP), a specialized form of cognitive behavioral therapy,
and mindfulness. Additional treatment techniques include anxiety management, family therapy, and
parent and patient psychoeducation.

This elective provides an opportunity to gain experience and familiarity with people with
neurodevelopmental conditions, including autism spectrum disorder, and genetic conditions through
a 4-month commitment for assessment training as part of our comprehensive assessment team (also
involves presenting at our multidisciplinary case conference) or a 6-month commitment for treatment
cases—group treatment and/or individual treatments. Caseload can be discussed and tailored to
the needs of the trainee.

The Child OCD, Anxiety, and Tic Disorders Program specializes in the evaluation and evidence-based
treatment of children and adolescents with OCD, anxiety, tic, and habit disorders.

The UCLA EMPWR (“empower”) Program provides specialized psychotherapeutic interventions to
LGBTQ adults, youth, and their families dealing with stress and/or trauma in a safe and affirming
treatment setting. Specialized individual, family, and group therapies build on personal strengths,
foster healthy identity formation, and mitigate the consequences of stressful and/or traumatic
experiences. The EMPWR Program implements a multidisciplinary model, closely integrating
psychology and psychopharmacology training. The rotation is hosted at the UCLA Stress, Trauma, and
Resilience (STAR) Clinic.
Examples of common issues addressed:
– Support around sexual orientation and/or gender identity development
– Recovery from trauma, bullying, and/or discrimination
– Exploration of social and/or medical transitions

The Family Stress, Trauma and Resilience (STAR) Clinic elective is designed to provide trainees with an
introduction to traumatized children and their families, with an emphasis on children who are
currently or have previously undergone medical traumas (e.g., organ transplant, chronic invasive
medical treatment) or other community or family traumas.

The Family Therapy Clinic focuses on treatment and training in Family Therapy assessment,
consultation, and ongoing outpatient psychotherapy. It provides weekly systemic strength-focused
treatment to families of children and adolescents with a wide range of diagnoses. Patients are
referred from the community or after having gone through one of the inpatient or specialized
outpatient programs at UCLA (such as those for anxiety or mood disorders) when more complex
family dynamics appear.

The Structural Integrative Family Therapy approach utilized is an integration of Structurally-focused
family therapy with brief attachment-based experiential and emotion focused psychodynamic
approaches. Trainees receive ongoing training in the theories and techniques behind this approach
through live supervision, readings, and case discussions.

The UCLA MOMS Clinic, part of the Department of OB-GYN, provides outpatient assessment
and group-based intervention services to pregnant and postpartum patients who are
referred by their OB-GYN for mental health issues. The rotation provides interns with
specialized training in evaluating, diagnosing, and treating a wide range of perinatal mood
disorders in a multidisciplinary team setting. Interns will assist with evaluating patients for
perinatal mood disorders and providing psychoeducation, support, and treatment
recommendations. Through the evaluation process, interns will be exposed to a number of
unique considerations in the diagnosis and treatment of perinatal mood disorders, including
unique symptom presentation, medical/prescribing considerations, attachment, and risk
management. Interns may be asked to consult with providers in OB-GYN when there are
mental health considerations in medical treatment. Interns will also facilitate a weekly
process group, in which 8-12 patients are provided with the opportunity to share their
pregnancy and postpartum experiences in a safe and validating environment. Finally,
interns will participate in weekly individual supervision and didactics. Training resources
include the Johns Hopkins National Curriculum in Reproductive Psychiatry and materials
and expertise from the UCLA OB-GYN and Psychiatry Teams.

Behavioral Parent Training is specifically aimed at disruptive child behavior problems. It is highly
structured and delivered to families in groups as a therapeutic intervention.
Child/teen diagnoses include Oppositional Defiant Disorder, Attention Deficit Hyperactivity Disorder,
Autism Spectrum Disorders (high functioning), DMDD and, less frequently, Conduct Disorder, Anxiety
Disorders, Adjustment Disorders, and Encopresis. Most families are referred from the Child Outpatient
and Inpatient Services, or community agencies. Many families are concurrently being seen within other
modalities (individual psychotherapy for parent or child, psychiatric care, or other family therapy).

This on-site intervention is one of the only evidence-based social skills interventions in the world. PEERS®
is an international program, used in over 80 countries and has been translated into over a dozen
languages. This program, developed at UCLA by Dr. Elizabeth Laugeson, instructs youth about
important elements of socialization including making and keeping friends and handling peer conflict
and rejection. Didactic lessons related to appropriate dating etiquette are also provided in the
young adult groups. Separate parent/caregiver and child/teen/young adult sessions are conducted
concurrently for 90-minutes each week. Sessions are structured to include homework review, didactic
presentation, role-playing demonstrations, and behavioral rehearsal exercises. Parents/caregivers
are taught how to assist youth in making and keeping friends by providing performance feedback
through coaching during weekly in vivo socialization homework assignments. Youth are taught
important social skills through didactic instruction, role-plays, and behavioral rehearsal during
socialization activities. Interns rotating through this elective will be invited to attend a three-day
certified training seminar on PEERS® at no charge to them. Attendance is optional.

Client population served: PEERS® for Preschoolers is appropriate for children 4-6 years of age with
autism spectrum disorder (ASD) and other social challenges. PEERS® for Adolescents is appropriate for
middle and high school teens between 11-18 years of age with a variety of presenting problems,
including ASD, ADHD, learning disabilities, anxiety disorders, mood disorders, and adjustment
disorders. PEERS® for Young Adults is appropriate for individuals 18-35 years of age who are struggling
to develop and maintain meaningful relationships. All youth have at least average cognitive
functioning, are socially motivated to make and keep friends, are behaviorally and emotionally
regulated, and have a parent/caregiver willing to participate in treatment.

The primary objective of the Tarjan Center Developmental Disabilities Travel Award is to train
professionals in the identification of disorders associated with developmental disabilities and in
interventions targeted for this underserved population.

Trainees will attend the Tarjan Center Distinguished Lecture Series (at least 6 lectures over the course
of the training year) devoted to the topic of developmental disabilities. Funding for attendance at a
scientific meeting, up to $1500, will be awarded to two interns enrolled in this elective on a
competitive basis. Applicants will be expected to submit a CV and a 500-word scientific abstract,
including background, research objectives, methods, results, and conclusions. Those awarded this
travel stipend will be expected to present a poster or oral session, with emphasis on individuals with
developmental disabilities, at a scientific meeting.

Each intern will be expected to give a short presentation to a meeting of the Tarjan Advisory
Committee (composed of advocates and parents of people with developmental disabilities) on a
topic of the intern’s choice related to issues in developmental disability. If interested, trainees will also
have the opportunity to gain experience with the UCLA National Arts and Disabilities Center and with
UCLA Pathway, a post-secondary education program for college-aged students with developmental

thinkSMART is a novel, 12-week behavioral intervention, designed to target executive functioning
weaknesses in adolescents. The focus of the group is to teach compensatory strategies to teens and
their parents (concurrently) to target weaknesses in areas of time awareness/management, planning,
problem solving, task initiation/completion, and organization. Teens and their parents are also taught
mindfulness strategies, emotion regulation techniques, and provided psychoeducation about
executive functioning. Sessions are structured to include mindfulness, homework review, didactic
presentation, learning activities, and problem-solving obstacles. Parents are aided in ways to support
and prompt their teens for use of the skills.

Client population served: thinkSMART® is appropriate for adolescents ages 12-18 and their
parents. Teens often, but are not required to, have diagnoses associated with attention, mood,
anxiety or neurodevelopmental disorders. All teens have at least average cognitive functioning and
are able to tolerate a mainstream classroom setting.

This program offers specialized training in the evaluation and treatment of child and adolescent
suicide-risk, self-harm, and depression. Training emphasizes evidence-informed and evidence-based
treatment strategies, with an emphasis on treatments developed and/or tested in YSAM programs,
specifically: emergency evaluation and acute care strategies (Family Intervention for Suicide
Prevention/SAFETY-Acute); dialectical behavior therapy (DBT) informed cognitive-behavioral
approaches (SAFETY); DBT; and cognitive-behavior therapy for depression. YSAM programs are familycentered
and aim to mobilize strengths in the youth, family, and community. YSAM treatment
approaches were listed in the National Registry of Evidence Based Practices ( and
are listed in federal guides on suicide prevention and treatment (SAMHSA, HRSA).

The YSAM program includes our SAMHSA Center for Trauma-Informed Adolescent Suicide, Self-Harm &
Substance Abuse Treatment and Prevention (ASAP) which is part of the National Child Traumatic Stress
Network. YSAM clinical care and treatment strategies are also used in our NIMH Zero Suicide trial, a
randomized trial of stepped care for suicide prevention in teens and young adults. Trainees electing a
research rotation will have opportunities to learn about our national dissemination program through
the ASAP Center, as well as our research projects. The YSAM elective provides excellent opportunities
for individuals interested in research, clinical service evaluation and quality improvement, and clinical

This program offers specialized research and dissemination experience on suicide and self-harm in
youths, with an emphasis on treatment and suicide prevention services. The YSAM program includes
our SAMHSA Center for Trauma-Informed Adolescent Suicide, Self-Harm & Substance Abuse Treatment
and Prevention (ASAP) which is part of the National Child Traumatic Stress Network. Through the ASAP
Center we have a number of ongoing dissemination, training, and evaluation initiatives aimed at
improving emergency/acute care for youths with elevated suicide and self-harm risk across a range of
service settings locally and nationally, including: Emergency Departments, primary care, schools, and
behavioral health. We are also involved in a large randomized controlled trial of stepped care for
suicide prevention in teens and young adults, funded under the NIMH Zero Suicide trial. Other ongoing
YSAM research projects include studies emphasizing ecological momentary assessment, daily diaries,
sleep, the needs of youths endorsing sexual or gender minority status, and testing of a digital
intervention for reducing access to lethal means. Prior projects include: a large multi-site randomized
controlled trial (RCT) of DBT in youths with high levels of suicidality, emotion dysregulation, and repetitive
self-harm; a 2-site RCT of family versus individual psychotherapy for childhood depression; an RCT
evaluating the Family Intervention for Suicide Prevention (FISP) in two diverse EDs; a multi-site RCT
evaluating a quality improvement intervention aimed at improving access to evidence-based
treatment for adolescent depression (primarily CBT and medication) through primary care using a
collaborative integrated medical-behavioral health care model; and other studies focusing on
depression and suicide risk in children and adolescents.

*Additional descriptions for each track can be found in our internship manual.

Adult and Geropsychology Elective Clinical Services and Programs

The Adult OCD Treatment and Research Program provides evidence based treatment for individuals struggling with moderate to severe Obsessive Compulsive and related disorders. Our training rotation offers the intern an opportunity to learn and conduct exposure and response prevention (ERP), a form of cognitive behavior therapy (CBT) that has consistently demonstrated very strong efficacy in treating Obsessive Compulsive Disorder. Interns will receive training in 1) OCD assessment; 2) ERP, exposurebased
approaches for other anxiety and stress disorders, and treatment for compulsive hoarding; and optionally, 3) co-running one of our five groups and 4) conducting research with OCD patients. Interns receive training conducting and interpreting standardized assessments (including the Yale-Brown Obsessive-Compulsive Scale as well as other measures) and creating exposure hierarchies.

Adult patients attend our Intensive Outpatient Program (IOP) Monday-Friday for 6 weeks, from 9am-1pm. Each day, they have 1 hour of therapy, 1 hour of group therapy and 2 hours of ERP. Our program specializes in treating individuals diagnosed with OCD and related disorders. Greater than 90% of our patients with OCD also have a co-morbid mental health disorder, most typically major depressive disorder. In addition, our patients often have co-morbid disorders of social anxiety disorder, panic disorder, generalized anxiety disorder and post-traumatic stress disorder. Another major strength of our program is that we work with individuals with a primary diagnosis of hoarding disorder, with approximately 10-20% of our patients struggling with this problem.

The psychology intern will learn how to do ERP; in this treatment approach, patients are guided through specific situations to come in direct contact with fearful stimuli without engaging in compulsive behaviors or avoidance in order to help patients learn new ways of relating to and handling rapid and prolonged surges in anxiety and other intense negative emotions. ERP training starts out with observation of currently trained students and staff therapists conducting ERP, one-on-one role playing and review. Next, the intern will conduct exposure sessions in conjunction with staff therapists. After this, trainees begin conducting exposures on their own with patients. Based on intern availability and interest, the intern could also assist in one weekly group therapy session (we run 5 different groups covering a diverse set of topics including goal setting, coping skills, didactics, cognitive reframing and relapse prevention). If interested, the intern also has opportunities for research supervised by Dr. Motivala and program director Dr. Jamie Feusner. We are currently conducting a follow-up study to gauge the durability of treatment effects and an examination of which factors improve or worsen OCD symptoms over time.

Our rotation involves 5 hrs./week on either Mondays, Tuesdays or Thursdays. This includes 3 hours of ERP work, 1 hour of group supervision and 1 hr. of individual supervision. Group clinical supervision is available on Mondays or Thursdays and individual supervision is set up based on the intern’s schedule sometime between 9am-1pm, Monday-Friday.

The Aftercare Program is a specialty clinic for treatment and research with patients who have recently had a first episode of schizophrenia. Trainees can serve as co-therapists in five different types of groups, a psychoeducational group for new patients, cognitive remediation via computerized training, a Bridging Group that facilitates generalization of cognitive gains to everyday functioning, an aerobic exercise group, and a healthy living skills group. Individual therapy opportunities are also readily available. Supervision for psychology interns is provided by Drs. Nuechterlein, Subotnik, Turner, and Ventura. Clinical supervision is combined with information on the diagnosis, phenomenology, and treatment of schizophrenia.

The time commitment is 2 to 8 hours per week, depending on what combination of group therapy and individual therapy experience is desired. The time should be committed for at least 6 months and preferably for 12 months. To allow adequate continuity care for patients with a first episode of psychosis, a 12-month commitment is needed for individual therapy experiences.

The Assessment and Treatment of African American Families has been available to trainees across disciplines individually or in small groups for 30 years. The course has been taught by Dr. Gail Wyatt, a clinical psychologist and Professor in the Department of Medical Psychology. She offers supervision of a family through which culturally congruent assessment and treatment recommendations are completed. The assessment includes the home, school and clinical environment in which children have lived and an assessment of the structural and systemic forms of racism that the child and family endure.

Weekly supervision of the child and family is available with Dr. Wyatt. One successful recommendation for success is that the trainee have an African American family to evaluate. This is no small feat at the Semel Institute and other faculty often cooperate to identifying a family for trainees who are interested in this experience.

Some of the topics of high interest have to do with interracial/ethnic psychotherapy, the value of teaching code switching to patients of undeserved groups, internalized racism, color blindness, the Imposter Syndrome and other characterizations that can complicate the cognitive and functioning of children and families who may be exposed and traumatized to systemically racist assumptions about health, intelligence mental health functioning.

Please email Dr. Wyatt about your interest at Space is limited.

Brain Boot Camp provides 1:1 cog rehab for individuals experiencing mild to moderate memory changes (Mild Cognitive Impairment, mild dementia). Memory Care provides 3 hours of group treatment for individuals with mild to moderate dementia and their family; we have late-onset of older adults (70+ years) and early onset (<65 years old). Both Brain Boot Camp and Memory Care are cog rehab and educational programs designed to help adults compensate for memory loss. Ideally, the intern will commit at least 4 hours a week, and spend at least 6 months in this elective, with the option to do 12 months. The intern can choose to do Brain Boot Camp or Memory Care or both.

The UCLA BrainSPORT program is a multidisciplinary clinical, research, outreach, and educational program focusing on brain injuries, including concussions, in athletes and youth. Rotating interns will learn to conduct brief neuropsychological screening batteries in a multi-disciplinary concussion clinic and provide feedback to patients and colleagues. Supervision will be on an individual basis, in person and in clinic immediately following patient assessment and prior to feedback with family. Additional supervision may be scheduled as needed.

This program provides a great training opportunity to interact with trainees and fellows in neurology (pediatric and adult), occupational therapy, nutrition, and sports medicine. Opportunities for brief CBT-based therapy as well as research opportunities for addressing treatment of prolonged postconcussive symptoms are also available. Three 4-month rotations are offered each year.

An outpatient psychotherapy group that provides a combination of supportive, insight-based and Cognitive Behavioral interventions for older adults

The UCLA Cultural Neuropsychology Program (CNP) is a unique clinical, training, and research program that focuses on the relationship between culture and neurocognition. The CNP specifically provides comprehensive Spanish/English bilingual and bicultural neuropsychological and neuropsychiatric assessments to individuals with a variety of medical and developmental conditions that impact cognition and daily functioning, in both an outpatient and inpatient setting, including: epilepsy, brain tumors, dementia, traumatic brain injuries, stroke, organ transplants, ADHD, and learning disabilities.

The UCLA SHIP clinic is a multidisciplinary clinic in an outpatient hospital-based medical setting, serving UCLA graduate and undergraduate students with complex chronic psychiatric disorders. Patients are referred from the UCLA Counseling And Psychological Services Center (CAPS) after undergoing brief psychiatric treatment/assessment, for ongoing/consistent care at SHIP.

Insomnia Clinic will offer a 4-month elective of 6 hours/week or a 6-month elective of 4 hours/week, thus 100 hours in total. The training will primarily focus on individual CBT-I, but training in group CBT-I may become available if there is a strong interest and commitment by interns. In addition to the didactic and training activities on the principles, content, and delivery of CBT-I, the interns will also have lectures on:

  1. Diagnostic assessment of insomnia
  2. Selection of CBT-I or MBBT-I based on the patient profile and preference and the characteristics of insomnia
  3. Management of hypnotic medications prior to and during behavioral treatments
  4. Principles and content of MBBT-I: lectures about but no training in delivery of MBBT-I will be provided due to the training requirements for this modality

This elective involves diagnostic assessment of individuals who have non-epileptic seizures or mixed presentation (both epileptic and non-epileptic seizures).

The UCLA Neuromodulation Clinic provides in-depth consultation and treatment for patients with Major Depressive Disorder, Obsessive-Compulsive Disorder, tinnitus, and chronic pain conditions, including neuropathic pain and fibromyalgia. The Neuromodulation Clinic strives to assist clinicians in providing compassionate, high quality, evidence-based treatment for these difficult-to-treat neuropsychiatric illnesses. Available treatment options include Transcranial Magnetic Stimulation (TMS) treatments, Trigeminal Nerve Stimulation (TNS), and Transcutaneous Electrical Nerve Stimulation (TENS), among others. The goal of training is to provide the psychologist with an introductory experience in evaluation and brief intervention using neuromodulation techniques to a wide range of patients presenting to a psychiatry outpatient clinic.

PEERS® for Young Adults is appropriate for individuals 18-35 years of age with a variety of presenting problems, including autism spectrum disorder (ASD), ADHD, learning disabilities, anxiety disorders, mood disorders, and adjustment disorders.

This on-site evidence-based intervention instructs young adults about important elements of socialization (i.e., conversational skills; peer entry and exiting strategies; handling teasing, bullying, and peer pressure; changing bad reputations; choosing appropriate peers; handling arguments and disagreements; having appropriate get-togethers with peers; and dating etiquette). Separate caregiver and young adult sessions are conducted concurrently for 90-minutes each week. Sessions are structured to include homework review, didactic presentation, role-playing, and behavioral rehearsal. Caregivers are taught how to assist young adults in developing and maintaining meaningful relationships by providing performance feedback through coaching during weekly in vivo socialization homework assignments. Young adults are taught important social skills through didactic instruction, role-plays, and behavioral rehearsal during socialization activities.

The UCLA Psychosis Clinic, directed by Stephen Marder, M.D., provides psychiatric evaluations, medication management and psychosocial interventions that aim to promote recovery and improve the quality of life for patients with psychotic disorders.

The Sexual Health Program offers sexual health education, called “Sex and Cookies”, to first and second year UCLA undergrads and other groups in a relaxed setting. The single session program is taught by medical students, public health, psychology, social welfare and psych interns who are diverse ethnically, and by sexual orientation and gender. They are trained to go into the dorms and to hold discussions about sexual health, including HIV and STI prevention, reproductive health, high risk places and occasions to avoid (post-exam and graduation parties) and where to obtain preventive devices on campus.

The program has been highly successful for over 10 years and the students appreciate having the opportunity to discuss sexual issues with professionals in training who are not much older but much wiser than they. Preliminary findings from evaluations demonstrate how much the students learn and how much the facilitators learn, as well.

The time commitments vary from 3 to 5 hours per week, but groups are held in the evenings at about 7:00 when students return to the dorm. Facilitators learn how to discuss sex with ease and professionalism to all students, and how to refer them to other campus clinics if need be.

If you have interest, please call 310 825-0193. Dr. Gail Wyatt supervises students and Jenna Alarcon provides training.

This support group is for Spanish speaking caregivers of patients with dementia of any type.

The primary objective of the Tarjan Center Developmental Disabilities Travel Award is to train professionals in the identification of disorders associated with developmental disabilities and in interventions targeted for this underserved population.

This program provides two free monthly telephone support groups for caregivers. The groups provide caregiver support and psychoeducation about dementia. One group is for caregivers of patients with early onset Alzheimer’s disease and the other is for caregivers of patients with frontotemporal lobar degenerative dementia. The groups meet periodically in person at the same scheduled time as the telephone support group.

*Additional descriptions for each track can be found in our internship manual.