The UNO Psychology Department Psychology Clinic’s Mission is to alleviate mental health concerns in New Orleans in the wake of Hurricane Katrina, provide mental health services to the community at a reduced rate, provide cutting-edge clinical training to graduate students, forge connections with local mental health agencies, and recruit research participants for studies examining etiology, assessment, and treatment of mental health problems. The Psychology Clinic is organized to provide students in either of the doctoral specializations with supervised experience in the provision of many types of psychological services in which departmental faculty have a particular expertise. Within the Psychology Clinic, research and applied sciences merge, as graduate and undergraduate students have the opportunity to provide supervised and empirically-supported assessments and interventions while participating in research experiences. With the assistance of a renovation grant from the Louisiana Board of Regents awarded in 2009 to Dr. Marsee, the UNO Psychology Department’s Psychology Clinic will continue to offer state-of-the-art services, including assessment and treatment of disruptive behavior and attention problems, learning problems, and anxiety and mood problems. All Psychology Clinic services are offered under the umbrella of a unified clinic assessment service. The New Orleans School-Age Assessment Service (NO-SAS) is a clinic service and teaching clinic directed by Dr. Monica Marsee, an assistant professor in the department, under the supervision of Dr. Paul Frick, professor and Chair of the department and Licensed Psychologist in the state of Louisiana. NO-SAS offers cost-effective, comprehensive assessments to children, adolescents, and young adults who are experiencing:
In addition to these services, Dr. Carl Weems also offers specialized assessment of childhood phobia and anxiety disorders within The Anxiety Clinic.The Psychology Clinic offers comprehensive assessments to children, families, and young adults on a sliding fee scale. These diagnostic assessments are sometimes followed by periodic “check-ups,” consultation with other professionals, empirically-based intervention, referrals to community resources, or invitations to participate in department research projects.
• Emotional, learning, and behavioral problems in school, such as anxiety and depression, academic failure and learning problems, inattention/ hyperactivity, aggressive or disruptive behavior, or conflict with teachers;
• Problems with peers, such as fighting, rejection or substance abuse;
• Problems at home, such as conflict with parents or siblings
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