Doctoral Internship

Accreditation Status

Our program is newly developing and is NOT accredited by the American Psychological Association at this time.

APPIC Membership

We are in the process of seeking Provisional Membership through APPIC. Please be advised that there is no assurance that we will be able to successfully achieve membership.

Doctoral Internship Requirements

Our pre-doctoral internship is designed to be a full-time (40 hours per week; 20-25 hours per week of direct delivery of psychological services), 12 month, 2000 hour, on-site and rigorous training experience focused on experiential learning and clinical immersion. Our approach with our patients is similar to our training approach—it is warm and understanding AND results oriented, compassionate and developmental AND challenging. Flexible AND rigorous.

Candidacy

AMANI Clinical Services utilizes the AAPI Internship Application form, Parts I and II, are data points which confirm the applicant’s enrollment in an APA-accredited doctoral program in counseling or clinical psychology. We are also willing to consider an applicant whose program is not APA-accredited if the program prepares students adequately from a practitioner-scholar model and if the course sequence produces sufficient mastery of APA’s core competencies to prepare the applicant for our training program.
Candidate applicants must be actively enrolled in a PsyD or PhD program in Clinical or Counseling Psychology.
We require official graduate school transcripts to ensure appropriate exposure to key areas of competence.
A curriculum vitae outlining clinical experiences and any additional experiences—specifically volunteer work in the social service sector are preferred. Teaching, teaching assistance-ships, or leadership experiences are valued.
Applicants must have completed (or be in the process of completing) at least 3 years of supervised, clinical experience. 600 supervised assessment and therapy practicum hours are required.
We value the opinions of previous clinical supervisors and professors that have played a key role in the professional development of the applicant. Thus, we require 3 reference letters provided by members of the applicant’s faculty and/or clinical supervisors. We prefer letters from previous clinical supervisors.
The application also requires the AAPI Part I to verify that the applicant has sufficiently fulfilled academic and key training experiences which cumulatively prepare the applicant for the formative pre-doctoral internship training year. If the AAPI Part 1 does not verify readiness, a letter which verifies eligibility directly from the Director of Training is necessary.
The AAPI Application, Part II will provide an important data about the applicant’s provision of direct therapeutic and assessment services, supervision received, and populations served.
Previous administration of at least 8 psychological/neuropsychological batteries is preferred, specifically with children. Experience with diagnostic interview, measures of intelligence and academic achievement, neuropsychological, and personality assessment measures are preferred. A de-identified psychological assessment report must be provided with the application.
As a training site, we are largely focused on the systemic treatment of pediatric patients and their families. Previous supervised, clinical experience working with children and/or the demonstration of significant volunteer/charity work with children is required. A genuine interest for working with children is necessary to thrive in our environment. Child and adolescent development, child psychotherapy, family and couple therapy courses are required. Applicant with a Child and Family concentration are preferred, but not mandatory.
Applicants with diverse phenomenological experiences and backgrounds are welcomed and encouraged to apply.
Some level of licensure in mental health in the state of Illinois (Licensed Professional Counselor-LPC; Licensed Clinical Professional Counselor-LCPC) is preferred but not required.

Application

Curriculum Vitae
A de-identified psychological assessment report writing sample
3 letters of recommendation. Preference for letters from clinical supervisors and/or professors with significant knowledge of the applicant’s clinical strengths.
Official graduate school transcripts
APPIC Application packet

Interview Process

This is our first year formalizing our training program and seeking provisional APPIC membership, and we are doing so late in the training year. As such, we are not able to participate in the match but will be participating in the post-vacancy process. As such, we will tailor our interview process to the applicants that are invited for interviews. A basic outline includes:

Interview with the Clinical Director/Owner Dr. Massey-Hastings and practice manager Ryan
Interview with the Supervisory Team
Interview with the Clinical Team
Tour of our site
Meet and greet with as many of our administrative team as possible

Structure

Due to our setting, and the needs of our patients, interns are required to be on-site and engage in the direct delivery of psychological services 3 evenings/nights per week and a weekend day OR 4 evenings per week to ensure that 2000 hours are met within 12 months. Which option above will be determined by the Supervisory Team and be based on licensure.

Benefits

$28,500 year stipend paid bi-weekly
Blue Cross Blue Shield PPO health insurance, 2 plan options, with 50% site contribution; deducted pre-tax which may lower your tax liability
10 days of paid time off (PTO)
8 paid holidays
$500 training stipend
Direct deposit

Program Values, Goals, and Model of Training

Values & Goals

Our developing internship program is designed to offer the pre-doctoral intern a rigorous, practitioner-scholar generalist training experience in a private practice, outpatient setting. The private practice, outpatient setting is much like a primary health care setting for mental health in its clinical diversity. There is great breadth of patient presentation with significant diversity in age, sexuality, cultural and religious affiliations, systemic needs, diagnosis, treatment goals, and need for collaboration with community-based providers and systems. Interns are valued members of our clinical team and of our organization. As a developing doctoral internship program that values the pursuit of excellence, we deeply value the feedback of our doctoral interns to help us refine our training program. We are an active team and will actively integrate intern feedback and ideas.

Our main goal is to comprehensively prepare scholar-practitioners as generalists who provide high-quality, efficacious direct therapeutic and assessment services in a manner that is culturally sensitive and competent, globally aware, integrative, and skilled in systemic intervention. We believe that professional psychologists, like all health care professionals, must be life-long learners and problem solvers. Thus, we have an environment of intellectual stimulation, consumption of research, and translation of research into clinical practice. We engage in the exploration of intellectual inquiry and examination. Pre-doctoral interns are encouraged and supporting in submitting posters and presentations to conferences and may also be afforded opportunities to co-author presentations with our Supervisory Team. We focus extensively on best-practice. Exposure to best practice principles occurs through supervision, training, exposure to other supervisees, and learning activities. Similarly to our hope for our patients, we hope to prepare the intern for professional practice by helping the intern to acquire a broad base of clinical skills—and the wisdom and proficiency to know in which clinical circumstances and how to masterfully implement those skills.

Our training program, our Supervisory Team, and all members of our staff are held to the legal expectations of mental health professionals in the state of Illinois and to the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct.

The goals of our program include:

Interns will be trained and supervised utilizing a model that honors the development of the intern during a formative year of clinical training which refines and prepares a generalist practitioner. Interns will receive personalized supervision and significant access to supervisors with an emphasis on apprenticeship. Clinical caseload is designed to increase in number and clinical complexity and support a cumulative training experience. Learning activities are planned and sequenced to support the developmental progression of the intern.
Interns will increase mastery in foundational and generalist competencies as described by the APA to a level acceptable of a doctoral intern graduate through an emphasis on the direct delivery of clinical services.
Interns will increase their mastery of clinical skills and treatment modalities necessary to treat a vast variety of clinical presentations, demographics, and systemic needs. Interns will build clinical skills that facilitate the development of human resilience in the intern’s patients and their systems.
Interns will develop and/or refine competency in key risk assessment skills, level of care determination and recommendation conversations, and crisis management skills.
Interns will increase their breadth and depth of understanding of theories of change and theoretical models of treatment.
Interns will increase mastery in the process of psychological and neuropsychological testing for children, adolescents and adults.
The intern will also increase competency in the delivery of several specialty areas as represented by our diverse supervisor team, including:
1. psychotherapeutic treatment of children and their families;
2. psychotherapeutic treatment of couples;
3. health-psychology focused psychotherapy;
4. third-wave Cognitive Behavioral Therapy and ACT
5. psychotherapeutic treatment of substance abuse, addiction and process addictions
6. special population competency: adoptees and members of the adoption triad
7. treatment for complex trauma
8. neuropsychological evaluations of children, adolescents, and adults;
9. professional speaking and presentations;
The intern will increase competency in clinical collaboration with community-based multi-disciplinary treatment professionals.
The intern will be exposed to outside clinical psychologists and other health-focused professionals.
The intern will have the opportunity for exposure to grass-roots and non-governmental agency mental health efforts in Tanzania due to the Clinical Director’s consultation and charity work with the Ilula Orphan Program.

Model of Training & Intern Development

We emphasize a developmental model with emphasis on apprenticeship that is sequential in clinical complexity as the doctoral intern develops in key areas of competency. We value the role and relationship of the Clinical Supervisor and the role all other members of our team play in the development of the intern.

Appreciation and Respect for Diversity

As a team, we are curious and interested in growth, development, diverse ways of being, and sources of diversity. We honor the dignity and value of all. We value the unique phenomenological experiences the self of the developing intern brings to our team and the ways we can grow simply by exposure to the intern. We also honor the ways in which interns who are part of groups that are underrepresented, underserved, and systematically oppressed may present with unique training needs and interests. Our goal is privilege the voices of these interns. We appreciate individual differences many areas, including but not limited to: age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, physical and mental abilities, size and appearance, and socioeconomic status.

We strive to create an environment of inclusion, acceptance, and support where our team members feel valued, affirmed, and understood. We value continuous growth and believe that if we know better, we can do better. Therefore, we welcome and encourage biases to be brought forward and the role of the intern in raising our awareness to our blind spots. We make every effort to help our team feel valued, respected, and comfortable.

Curriculum

Overview

We have prepared a pre-planned, programmed, and sequenced training experience to ensure breadth and depth of clinical training during the pre-doctoral internship formative training year. Curriculum is heavily based on experience through the direct delivery of psychological services.

The training curriculum will support development, apprenticeship, and cumulative skill development of the intern through 2 hours of individual clinical supervision per week, live observation psychological and neuropsychological test administration and report writing support, weekly clinical team group supervision, learning opportunities and didactic training provided by site supervisors, external clinical psychologists, and other health professionals.

Our primary supervision model is integrated and inclusive of administrative, clinical, and supportive supervision to trainee. We provide supportive, skills-based, and process-oriented supervision to the intern. Supervisors will educate supervisee on techniques/interventions for varied populations, while cultivating trainee clinical strengths and problem-solving individual growth edges that present throughout the course of provision of care. Our approach to supervision is to emanate a non-judgmental stance, professionalism, compassion, empathy, warmth with high expectations that inspire and encourage the development of the intern. We dialectically balance a warm/ supportive and challenging approach to supervision. Developmental models of supervision focusing on integrated development in administrative, assessment, professionalism, and clinical areas are emphasized.

Expectations

Supervisor expectations for trainee include legal and ethical provision of care and seeking supervision in challenging/uncertain experiences. We expect that the supervisee will approach the rigorous training experience of internship with an intrinsic desire to grow, learn, and absorb. This will be demonstrated by coming to supervision with organized notes and items to focus on that are particularly challenging. We expect that the intern will acknowledge that feeling overwhelmed is an inherent part of the learning process that should be honored and will solve the problem by learning new material and seeking mastery, as well as seeking support. We expect that the pre-doctoral intern will practice honesty with him/her/their self and supervisors re growth-edges, missteps, and struggles.

We take the legal requirement and ethical duty of documentation very seriously. The practice-wide expectation is that all clinical notes are completed no later than 24 hours post-session, the pre-doctoral intern will review their charts for errors weekly, and the intern will review supervisor feedback on documentation weekly.

Interns are expected to follow and adhere to all practice policies and procedures.

Populations Served

We are a clinic that exists in an affluent suburb of Chicago and meets patients’ needs at the outpatient level. We emphasize systemic treatment. The populations that we serve are broad and representative of the diversity of our supervisor team.

Adoptees and families formed by adoption; specializing in the unique needs of adoptees; trans-racial adoptees
Those involved in the family formation process including reproduction, infertility and trying to conceive, and adoption
Parent-infant dyads and children in early childhood
Children
Adolescents
Young Adults
Adults
Geriatrics
Couples
Families
Perinatal and post-partum populations
Those with substance abuse and addiction as well as those with process addictions
Chronic and complex medical needs
Those suffering from Adverse Childhood Experiences and other traumas
Those in need of psychological and neuropsychological assessment

Weaknesses in Populations Served

In an affluent suburb of Chicago at the outpatient level, there are several populations that doctoral interns will not likely be exposed to. We consider this a significant gap in the training that we can offer.

Diverse socio-economic backgrounds
Culturally diverse and historically underrepresented and served communities such as Black, Latin X, and Asian-American communities.

Sequence of Training

The Pre-Doctoral Internship training year is a formative moment in the pre-doctoral intern’s professional development. We have designed it sequentially to support the personal and professional development of the doctoral intern in main areas of competency and is supportive of increasing clinical acuity and independence throughout the progression of the training year. All direct delivery of psychological services are supervised by the Supervisory Team, comprised of both Licensed Clinical Psychologists and a Licensed Clinical Professional Counselor.

Our training sequence occurs in 3 phases:

The first phase is the general orientation phase, which involves a multi-day, detailed series of presentations regarding the policies and procedures of the AMANI Clinical Services Training Program. The first phase also includes site orientation, which allows doctoral interns to settle in and interact with members of the team. Doctoral interns will also be briefed and oriented to their upcoming clinical schedule. Interns will meet with their supervisors to review their self-assessment of areas of competency and growth in the context of the orientation phases and determine a plan for supervision. Doctoral interns will meet with the practice Psychometrician manager and be oriented to the plan for assessment training. Interns will be oriented to risk and level of care assessment.

Supervision during this phase is supportive and challenging, directive, skills-based and evidence based. It will prepare pre-doctoral Interns for the second phase of training.

During the second phase of training will begin quickly, in line with our emphasis on experiential learning through the immersion in direct delivery of psychological services. Interns begin to be scheduled with new patients for intake interviews, begin initial assessment and diagnosis processes, begin treatment planning, and initiate a course of treatment with their patients. Doctoral interns work with their supervisors regarding the characteristics, needs, complexities of the cases. Cases will be added in a titrated manner until a full case load is achieved. Interns will also begin working with the practice Psychometrician manager to begin the process of testing and writing sections of reports.

Supervision during the 2^nd phase of training will remain supportive and challenging, directive, skills-based, and evidence based. Acquisition of clinical skills and skillful implementation of skills is emphasized. Systemic analysis and intervention is emphasized. Clinical problem solving and risk assessment are targeted.

The third phase involves increasingly independent, supervised work on the part of the intern. The Intern will be expected to serve as a leader in group supervision, will implement and monitor treatment plans, will engage in case consultation and collaboration with other health professionals and systems, will complete risk assessments, and will be encouraged to develop more integrated, systemic, and in-depth conceptualizations of their patients.

As the intern’s formative training year progresses, to support the independent development of the intern, supervision becomes more process-oriented. Supervision will also become more personalized to the needs of each intern and their personal rate of progress and development. Clinical application of scholarly research, critical thought and higher-order conceptualization, systemic conceptualization and intervention become foci. Interns will be encouraged to share their knowledge regarding special interest areas and provide consultation to the team. Interns will be supported and encouraged to answer their own questions as they pursue independence in clinical decision making while also being provided with supervisory input.

Clinical Training in Direct Psychological Interventions: Psychotherapy (20 hours per week)

Interns will provide direct clinical services to a wide range of patient presentations, familial stories and involvement, diagnoses and needs. Due to our setting, and the needs of our patients, interns are required to be on-site and engage in the direct delivery of psychological services 3 evenings/nights per week and a weekend day OR 4 evenings per week to ensure that 2000 hours are met within 12 months. Which option above will be determined by the Supervisory Team and be based on licensure.

Interns will focus primarily on increasing mastery in Child-Center Play Therapy/Filial Play Therapy, Structural Family Therapy, Emotionally Focused Family Therapy, Gottman Method, Emotionally Focused Couples Therapy, Parent Management Training, Exposure Response Prevention Therapy, Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, Narrative Therapy, Narrative Exposure Therapy and Prolonged Exposure for trauma, and Acceptance Commitment Therapy as these modalities represent the expertise of the supervision team and support our focus on systemic treatment of patients.

For our pediatric patients, we DO NOT say “hi” and “bye” to parents/guardians in the waiting room. The parents/guardians are informed regularly regarding our conceptualization and involved in dyadic work. We provide systemically focused clinical treatment for pediatric patients and expect all clinical staff to actively involve parents through dyadic work, family therapy, and very importantly, parent guidance and training. This is particularly critical with many of the diagnoses we see in pediatrics in which parents are responding automatically in ways that reinforce symptomatology. Our practice is known for results and known for disrupting negative interaction cycles in families. All interns are expected to develop mastery in the systemic treatment of pediatric patients.

As a team, we value and honor the human capacity to change with and without expert support and focus on building resilience in all of our patients.

Our supervisor team is very diverse in population specialization and interests. Our supervisor team diversity, combined with our outpatient setting which has a long-standing position in the community with an excellent reputation, and a model of primary mental health care draws a diverse range of patients in terms of age, needs, clinical acuity, collaborative efforts with the patients’ systems, consultation requirements, diagnoses, type of interventions, and treatment length. The populations we serve are sufficient in breadth and depth to support a generalist training experience.

Interns will be encouraged to conceptualize cases from multiple conceptualization perspectives with an emphasis on integrative analysis. Interns will prepare and present 3 case conceptualizations formally per semester in Case Conceptualization Seminar. Interns will also be encouraged to submit poster presentations to various conferences and may be offered opportunities to co-author or second author presentations with their supervisors.

Clinical Training in Direct Psychological Assessment: Psychological and Neuropsychological Assessment for Differential Diagnosis (3-5 hours per week)

Interns will participate in a formalized training curriculum to train them in pediatric and adult psychological and neuropsychological assessment administration, data analysis, profile conceptualization, and report writing. Interns will be involved in 1 testing case per week. Training will be sequential and cumulative, building upon stages of mastery. The intern will also work closely with the practice psychometrician manager and benefit from her support and expertise. Our testing office is 1 of 2 offices set up for live supervision with a one-way mirror, audio, and video to enhance the training experience.

Referral questions are diverse, ranging from developmental and neurodevelopmental questions, giftedness, personality functioning and almost all cases are seeking diagnostic clarification. Ages range from early childhood to geriatrics. Training will be sequential and cumulative, building upon stages of mastery in administration, scoring, data entry in the report template, writing by section, recommendations, and conceptualization.

Our practice has an excellent reputation for our emphasis on depth of clinical conceptualization, as well as a writing style that is easily digestible to our patients, their parents, and their supportive systems—the people we are writing for. We personalize each case and spend a great deal of time thoughtfully sifting through data to determine the needs of the patient.

Our assessment library is dynamic and always growing due to specialized needs of psychological and neuropsychological evaluation patients. Some of the instruments we use regularly include:

Wechsler Preschool and Primary Scale of Intelligence (WPPSI-4)

Wechsler Intelligence Scale for Children (WISC-5)

Wechsler Adult Intelligence Scale (WAIS-4)

Wechsler Individual Achievement Test (WIAT-4)

NEPSY-II

Delis-Kaplan Executive Function System (DKEFS)

Wechsler Memory Scale (WMS-4)

Test of Everyday Attention in Children (TEA-Ch)

Test of Everyday Attention (TEA)

Behavior Assessment Scale for Children (BASC 3)

Sensory Profile -2 (SP-2)

Symptom Checklist 90 Revised (SCL-R)

Child Yale-Brown Obsessive Compulsive Scale

Yale-Brown Obsessive Compulsive Scale

Yale Global Tic Severity Scale (YGTSS)

Diagnostic Interview for ADHD in Adults (DIVA-5)

Diagnostic Interview for ADHD in Young People (Young DIVA-5)

Mood Disorder Questionnaire

Adverse Childhood Experiences Questionnaire

Clinician Administered PTSD Scale for DSM 5-Child/Adolescent (CAPS-CA-5)

Clinician Administered PTSD Scale for DSM 5

EAT-26

NSSI-AT

Multidimensionality Anxiety Scale for Children (MASC)

Minnesota Multiphasic Personality Inventory (MMPI)

Minnesota Multiphasic Personality Inventory-Adolescents (MMPI-A)

Million Adolescent Clinical Inventory (MACI)

Vineland Adaptive Behavior Scales (Vineland 3)

Social Responsiveness Scale (SRS-2)

Autism Spectrum Rating Scale (ASRS)

Play Based Assessment Coded for Social Communication

Incomplete Sentences

Structured Behavioral Observation in the patient’s environment (e.g. school)

Individual Supervision (2 hours per week)

2 hours per week The doctoral intern will receive 2 hours of individual supervision per week from 3 different Clinical Psychologist supervisors. Individual supervision with our Masters Level Supervisor will also be included.

Interns will review the APA’s Competency Benchmarks in Professional Psychology document with their primary supervisor to outline a supervision plan at the onset of the clinical training year. The intern will be evaluated based on this document during supervision discussions with supervisors (in addition to the intern’s academic program requirements) mid-year and end of training year to ensure sufficient progress towards the development of competencies. Training experiences, learning opportunities, and foci of supervision will be modified based on the evaluation of the core competencies.

Group Supervision (1 hour per week)

1 hour per week Our full clinical team meets weekly to discuss cases and collaborate on shared cases. Didactic presentations covering a variety of ethical, legal, and clinical topics are included. Group supervision time also includes guest speakers from the community and may include other health professions and psychologists with a variety of areas of expertise.

Seminar, Didactics, and Professional Development (1 hour per week)

The Doctoral intern will receive supervision and learning experiences designed to improve mastery of clinical skill and treatment acuity to serve special populations often represented in our practice.

Seminars

1 hour monthly Psychological and neuropsychological testing/Reading group

1 hour monthly Case presentations—interns will present cases with an emphasis on conceptualization

1 hour monthly Systemic Treatment Seminar/Reading Group

1 hour monthly Documentation Seminar/Reading Group

Didactic Presentations (in place of some scheduled Group Supervision) Topics Include (not limited to):

Risk Assessment Level of Care Assessment

Treatment Planning Models of Termination

Domestic Violence in Outpatient Work Non-Suicidal Self Injury in Outpatient Work

Suicidality in Outpatient Work Record keeping

Legal Responsibilities Intersection of Ethics and Legality

Emotionally Focused Couples Therapy ACT

Emotionally Focused Family Therapy Gottman Method

Authoritative Parent Training Substance Abuse, Addiction, and Process Addictions

Female Sexuality Childhood Sexual Development

Child Development Adolescent Development

Adult Development Sunset Season of Life

Prolonged Exposure for Trauma Grief Treatment

Needs of Adoptees Racism and Impact on Delivery of Medical & Mental Health Services

Dynamics of Family Formation Dynamics of Families Formed Through Adoption

Perinatal & Post-Partum Mental Health Rare presentations in an outpatient setting

Medical rule outs in Assessment Chronic Medical Conditions & Health

Treatment of Caregivers Pediatric Therapy Interventions

Feeding Relationships

Professional Development

1 hour quarterly Consultation with a psychiatrist: Interns will meet quarterly with external psychiatrists for case consultation and learning opportunities. Psychiatrists will be chosen based on the intern’s specific interests.

PRN Interns will also increase their clinical collaborative skills through direct delivery of services with community based higher level of care providers, nutritionists, prescribing psychiatrists, schools and school staff, primary care providers and pediatricians, and other medical specialists.

Weekly Training and supervision with our psychometrician in the administration of psychological and neuropsychological assessments, management of case from start to finish, seeking collateral/informant information, review of initial data to determine need for additional clinical interview, data entry and report preparation

Opportunities

We hope to place doctoral interns with us that will be a great fit for our team and benefit from all that we have to offer. We have post-doctoral placements and hope that our interns will thrive in our environment and be considered candidates for completing their post-doctoral fellowship with us. We value a primary mental health care model and continuity of care is important to our patient populations. As a practice, we are deeply invested in the professional development, growth, and futures of our trainees.

Doctoral Internship Brochure

Didactic-Seminar Training Calendar

Doctoral Intern Trainee Handbook 4-2023

Due Process and Grievance Procedures

Dr. Kroencke’s Experience

As I reflect on saying yes to joining AMANI Clinical Services five years ago, I am filled with immense gratitude. Work/life balance has been a critical talking point for decades. It is something we as mental health providers discuss with our patients/clients regularly. Without a doubt, Dr. Hastings has developed a culture for our patients and her staff to embrace and model this concept. The environment is serene with attention to so many details. As clinicians we are supported in a variety of ways administratively (scheduling of our appointments, documentation transcription requirements, and billing) which allows us to focus on the top priority of patient/client care. This practice fosters a calm and fulfilling place to participate in psychotherapy and work alongside amazingly talented clinicians. As I move into almost 23 years of practice as a licensed psychologist, with a history of working in a variety of other settings, I know AMANI Clinical Services will be where I round out my career.

Dr. Daniels’ Experience

I recently joined Amani Clinical Services, after working for a number of years in a high stress system. I am grateful for the opportunity and support Dr. Massey-Hastings has provided me to grow as a professional and as a person. I have never experienced an environment in which the culture is centered around clinicians’ well-being (despite ubiquitous claims of such in other systems). The administration here is second to none in listening to and providing for my needs. They are immediately responsive and relentless in caring for staff. The support staff are also exemplary in their ability to anticipate my needs and ensure all runs well. The clinical team are strong and compassionate, and I am honored to be surrounded and supported by such amazing people. Dr. Massey-Hastings has thoughtfully created an extremely warm work/therapeutic environment, while also expertly developing the most streamlined documentation process with which I have worked.

I know there are a lot of options for professionals in the field. I am grateful for my good fortune to have found and joined this team.

Lidia’s Experience (our amazing Patient Happiness & Scheduling Concierge)

I have felt very blessed working at Amani Clinical Services because ALL of the staff and therapists are so gracious, supportive and encouraging. It’s a very uplifting environment to work in.

Erin’s Experience (our amazing New Patient Concierge)

Hello, my name is Erin Rollins. I am the new patient coordinator for Amani Clinical Services. I have worked here for a year and a half and I have to say this has been one of my favorite jobs. The staff is incredible, the owner being so hardworking, caring, talented, and a BOSS. We work with individuals of all ages and I love to see how highly recommended all of the members of our staff are in the community, because of how skilled, dedicated, and evidence-based the treatments are that are used here. I cried reading about all of the success stories on the testimonials page. I have to say Dr. Nikki Massey-Hastings and her husband throw the best, and most creative, work parties and the comradery with the other staff members is top-notch. Anyone would be happy to work here independently but with a lot of support and training an employee can only dream of.