Job Details

Johns Hopkins, founded in 1876, is America's first research university and home to nine world-class academic divisions working together as one university.

Student Health and Well-Being Mental Health Services at Johns Hopkins University seeks an energetic, organized, and motivated MHS Psychology Fellow to work in a dynamic and fast-paced environment focused on delivering innovative mental healthcare and supporting the well-being of a diverse community of students and learners. Reporting to the Associate Director of Training, the Psychology Fellow is part of a team of clinicians providing clinical and outreach services to students and learners across Johns Hopkins University.

This is a full-time, 12-month training appointment (Aug 1 – July 31) structured to provide high-yield breadth, clear training value, strong supervision for licensure development, protected training time with defined rotations and deliverables, and access to systems and leadership experiences that are typically not available in year-one staff roles within a university mental health service.

As with all staff within Mental Health Services, the Psychology Fellow provides a full range of clinical services including Solutions Sessions, time-limited individual therapy, workshops, groups, and crisis intervention. All clinicians work collaboratively with MHS psychiatry as well as primary care and health promotion staff to provide care that emphasizes holistic wellness and mental well-being and that leverages students’ resilience and other key skills. Clinicians work collaboratively with campus partners across the University through outreach and consultation activities.

Specific Duties and Responsibilities

This position’s direct clinical service responsibilities will be primarily based at the Homewood clinic, with additional planned experience and reporting location at the nearby East Baltimore clinic.
The Psychology Fellow may provide virtual or in-person services under supervision at other locations in Maryland or Washington, D.C. as program needs require.
Percentages of duties and responsibilities are given as a general guideline, and will vary depending on time of year, needs of the clinical service, and training requirements.

Direct Clinical Service (65%)

Creates a warm and welcoming clinical environment where clients feel supported and respected as they pursue their personal, academic, and professional goals.
Provides multiculturally-informed direct clinical services within a generalist model, including intake assessments, Single Session Consultation (Solution Sessions), goal oriented individual counseling, group counseling, and crisis intervention for a diverse community of undergraduate and graduate students and learners.
Utilizes flexible and goal-oriented approaches to individual treatment, such as Cognitive-Behavioral Therapy, Dialectical Behavior Therapy, Interpersonal Therapy, and other evidence-based approaches appropriate for a brief model of care, often in collaboration with treating psychiatric providers.
Collaborates with providers within SHWB as an interdisciplinary treatment team, including therapists, psychiatric providers, primary care clinicians, case management, and disability services staff.
Consults, as appropriate, with providers in the community to facilitate continuity of care.
Provides crisis intervention and follow-up within established clinic protocols.
Co-leads at least one treatment group each semester.
Completes documentation and administrative duties in accordance with MHS policies and procedures, meeting documentation and timeliness standards consistently and incorporating rapid corrective feedback when performance drifts.

Outreach and Consultation (15%)

Develops, implements, and integrates evaluation feedback for psycho-educational workshops and other presentations for JHU students and learners.
Engages in opportunities for informal interactions with students and learners to reduce barriers to counseling, which may include offering drop-in and chat hours, attending student events, and participating in a range of student-led and student-focused programs.
Maintains a visible presence in the campus community through participation in outreach and educational activities including orientation, resource fairs and community activities.
Contributes to content for MHS social media and website content.
Provides consultation activities as assigned, in collaboration with SHWB partners and campus stakeholders, consistent with role scope and training goals.

Collaborative, Training, Specialty Assessment, Systems, and Other Activities (20%)

Remains abreast of current literature and research on student behavioral health and evidence-based intervention strategies relevant to students and learners.
Participates in case consultation, student risk management, peer chart reviews, and other departmental committees as directed.
Participates in departmental committees and workgroups to support clinical services, documentation standards, risk response, service model changes, and quality improvement.
Participates in selected workgroups and committees, including the MHS Policy Workgroup, to gain exposure to how university clinical programs are operated and led.
Attends selected cross-functional meetings to develop understanding of how university mental health systems interface with broader student health and well-being structures serving students and learners.
Contributes to professional development activities within SHWB through participation in didactic training, seminars, and consultation activities.
Completes one defined systems project with a concrete deliverable, such as a workflow revision, implementation support plan, quality metric review, training resource, or program evaluation brief.
Other duties as assigned.

Specialty Clinical Assessments and Consultation Rotations

The Psychology Fellow completes a rotation model that prioritizes individualized, postdoctoral-level consultation and breadth across the year rather than overspecialization. Rotations include Specialty Clinical Assessment and consultation pathways that may focus on areas such as eating disorders, trauma, substance use, and gender-affirming care documentation and letters.

Each rotation includes structured background materials for independent study, ongoing one-to-one consultation focused on closing knowledge gaps and strengthening applied clinical judgment, minimum expected outputs within the rotation period, such as a target number of specialty evaluations, consults, or supervised pathway cases, and sequencing across the year to ensure breadth and exposure to multiple clinical pathways.

Supervision and Training Structure

Receives two hours of individual supervision weekly to support licensure development and advanced clinical skill building.
Supervision emphasizes case conceptualization, risk formulation, independent clinical judgment, and professional development planning.
Establishes quarterly learning goals with mid-year and end-of-year evaluation tied to clinical outcomes, professional conduct, and training milestones.

Multi-Site Structure

The role includes a planned, fixed schedule primarily based at the Homewood clinic with additional experience at the East Baltimore clinic to increase breadth and exposure to different teams and client populations.

Professional Development and External Engagement

Includes protected time for licensure preparation and professional development planning.
Supports competitive conference scholarship or scholar-style opportunities when available, with mentorship on applications.
Provides access to internal professional development opportunities offered to staff.

Minimum Qualifications

Doctoral Degree in Psychology from an APA-accredited program, including Ph.D., Psy.D., or Ed.D. in Counseling Psychology, Clinical Psychology, or School Psychology.
Completion of an APA-accredited internship.
Eligible to provide supervised clinical services in Maryland and Washington, D.C., consistent with applicable regulations and program requirements.
Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula.

Preferred Qualifications

Clinical experience in a university counseling, student health, or integrated health setting serving students and learners.
Demonstrated interest in generalist clinical practice within a brief model of care for students and learners.
Interest in specialty clinical assessment pathways such as eating disorders, trauma, substance use, and gender-affirming care documentation.
Interest in systems improvement, clinical operations, quality improvement, and program evaluation.

Special Knowledge, Skills, or Abilities

Clinical interest and experience working with diverse students and learners, including populations that are historically underrepresented or underserved in traditional mental healthcare.
Clinical interest and experience with presenting concerns prevalent within students and learners, including identity development, trauma, anxiety, mood disorders, disordered eating, co-occurring substance use disorders, sleep disorders, and ADHD.
Experience independently executing psycho-educational presentations, programs, and events for a wide audience of students and learners.
Bilingual proficiency is highly desirable.
Strong organization, time management, and responsiveness to feedback in a fast-paced clinical environment.

Additional Information (Working Conditions)

This is a 37.5 hour per week, 12-month position (Aug 1 – July 31).
One evening clinic per week may be required.
Evening and weekend work may be required dependent on programmatic needs of the University and for activities during the academic year (e.g., orientation, special events, etc.).
One day of remote work is standard; additional remote days may be required or permitted based on operational needs.
This position is designated as a Required Attendance Employee, designated as vital to the operation of a work group, so may be required to work during a university closure in response to operational needs.

Job Details

Johns Hopkins, founded in 1876, is America's first research university and home to nine world-class academic divisions working together as one university.

Specific Duties and Responsibilities

This position’s direct clinical service responsibilities will be primarily based at the Homewood clinic, with additional planned experience and reporting location at the nearby East Baltimore clinic.
The Psychology Fellow may provide virtual or in-person services under supervision at other locations in Maryland or Washington, D.C. as program needs require.
Percentages of duties and responsibilities are given as a general guideline, and will vary depending on time of year, needs of the clinical service, and training requirements.

Direct Clinical Service (65%)

Creates a warm and welcoming clinical environment where clients feel supported and respected as they pursue their personal, academic, and professional goals.
Provides multiculturally-informed direct clinical services within a generalist model, including intake assessments, Single Session Consultation (Solution Sessions), goal oriented individual counseling, group counseling, and crisis intervention for a diverse community of undergraduate and graduate students and learners.
Utilizes flexible and goal-oriented approaches to individual treatment, such as Cognitive-Behavioral Therapy, Dialectical Behavior Therapy, Interpersonal Therapy, and other evidence-based approaches appropriate for a brief model of care, often in collaboration with treating psychiatric providers.
Collaborates with providers within SHWB as an interdisciplinary treatment team, including therapists, psychiatric providers, primary care clinicians, case management, and disability services staff.
Consults, as appropriate, with providers in the community to facilitate continuity of care.
Provides crisis intervention and follow-up within established clinic protocols.
Co-leads at least one treatment group each semester.
Completes documentation and administrative duties in accordance with MHS policies and procedures, meeting documentation and timeliness standards consistently and incorporating rapid corrective feedback when performance drifts.

Outreach and Consultation (15%)

Develops, implements, and integrates evaluation feedback for psycho-educational workshops and other presentations for JHU students and learners.
Engages in opportunities for informal interactions with students and learners to reduce barriers to counseling, which may include offering drop-in and chat hours, attending student events, and participating in a range of student-led and student-focused programs.
Maintains a visible presence in the campus community through participation in outreach and educational activities including orientation, resource fairs and community activities.
Contributes to content for MHS social media and website content.
Provides consultation activities as assigned, in collaboration with SHWB partners and campus stakeholders, consistent with role scope and training goals.

Collaborative, Training, Specialty Assessment, Systems, and Other Activities (20%)

Remains abreast of current literature and research on student behavioral health and evidence-based intervention strategies relevant to students and learners.
Participates in case consultation, student risk management, peer chart reviews, and other departmental committees as directed.
Participates in departmental committees and workgroups to support clinical services, documentation standards, risk response, service model changes, and quality improvement.
Participates in selected workgroups and committees, including the MHS Policy Workgroup, to gain exposure to how university clinical programs are operated and led.
Attends selected cross-functional meetings to develop understanding of how university mental health systems interface with broader student health and well-being structures serving students and learners.
Contributes to professional development activities within SHWB through participation in didactic training, seminars, and consultation activities.
Completes one defined systems project with a concrete deliverable, such as a workflow revision, implementation support plan, quality metric review, training resource, or program evaluation brief.
Other duties as assigned.

Specialty Clinical Assessments and Consultation Rotations

Supervision and Training Structure

Receives two hours of individual supervision weekly to support licensure development and advanced clinical skill building.
Supervision emphasizes case conceptualization, risk formulation, independent clinical judgment, and professional development planning.
Establishes quarterly learning goals with mid-year and end-of-year evaluation tied to clinical outcomes, professional conduct, and training milestones.

Multi-Site Structure

Professional Development and External Engagement

Includes protected time for licensure preparation and professional development planning.
Supports competitive conference scholarship or scholar-style opportunities when available, with mentorship on applications.
Provides access to internal professional development opportunities offered to staff.

Minimum Qualifications

Doctoral Degree in Psychology from an APA-accredited program, including Ph.D., Psy.D., or Ed.D. in Counseling Psychology, Clinical Psychology, or School Psychology.
Completion of an APA-accredited internship.
Eligible to provide supervised clinical services in Maryland and Washington, D.C., consistent with applicable regulations and program requirements.
Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula.

Preferred Qualifications

Clinical experience in a university counseling, student health, or integrated health setting serving students and learners.
Demonstrated interest in generalist clinical practice within a brief model of care for students and learners.
Interest in specialty clinical assessment pathways such as eating disorders, trauma, substance use, and gender-affirming care documentation.
Interest in systems improvement, clinical operations, quality improvement, and program evaluation.

Special Knowledge, Skills, or Abilities

Clinical interest and experience working with diverse students and learners, including populations that are historically underrepresented or underserved in traditional mental healthcare.
Clinical interest and experience with presenting concerns prevalent within students and learners, including identity development, trauma, anxiety, mood disorders, disordered eating, co-occurring substance use disorders, sleep disorders, and ADHD.
Experience independently executing psycho-educational presentations, programs, and events for a wide audience of students and learners.
Bilingual proficiency is highly desirable.
Strong organization, time management, and responsiveness to feedback in a fast-paced clinical environment.

Additional Information (Working Conditions)

This is a 37.5 hour per week, 12-month position (Aug 1 – July 31).
One evening clinic per week may be required.
Evening and weekend work may be required dependent on programmatic needs of the University and for activities during the academic year (e.g., orientation, special events, etc.).
One day of remote work is standard; additional remote days may be required or permitted based on operational needs.
This position is designated as a Required Attendance Employee, designated as vital to the operation of a work group, so may be required to work during a university closure in response to operational needs.

Job Details

Johns Hopkins, founded in 1876, is America's first research university and home to nine world-class academic divisions working together as one university.

Specific Duties and Responsibilities

This position’s direct clinical service responsibilities will be primarily based at the Homewood clinic, with additional planned experience and reporting location at the nearby East Baltimore clinic.
The Psychology Fellow may provide virtual or in-person services under supervision at other locations in Maryland or Washington, D.C. as program needs require.
Percentages of duties and responsibilities are given as a general guideline, and will vary depending on time of year, needs of the clinical service, and training requirements.

Direct Clinical Service (65%)

Creates a warm and welcoming clinical environment where clients feel supported and respected as they pursue their personal, academic, and professional goals.
Provides multiculturally-informed direct clinical services within a generalist model, including intake assessments, Single Session Consultation (Solution Sessions), goal oriented individual counseling, group counseling, and crisis intervention for a diverse community of undergraduate and graduate students and learners.
Utilizes flexible and goal-oriented approaches to individual treatment, such as Cognitive-Behavioral Therapy, Dialectical Behavior Therapy, Interpersonal Therapy, and other evidence-based approaches appropriate for a brief model of care, often in collaboration with treating psychiatric providers.
Collaborates with providers within SHWB as an interdisciplinary treatment team, including therapists, psychiatric providers, primary care clinicians, case management, and disability services staff.
Consults, as appropriate, with providers in the community to facilitate continuity of care.
Provides crisis intervention and follow-up within established clinic protocols.
Co-leads at least one treatment group each semester.
Completes documentation and administrative duties in accordance with MHS policies and procedures, meeting documentation and timeliness standards consistently and incorporating rapid corrective feedback when performance drifts.

Outreach and Consultation (15%)

Develops, implements, and integrates evaluation feedback for psycho-educational workshops and other presentations for JHU students and learners.
Engages in opportunities for informal interactions with students and learners to reduce barriers to counseling, which may include offering drop-in and chat hours, attending student events, and participating in a range of student-led and student-focused programs.
Maintains a visible presence in the campus community through participation in outreach and educational activities including orientation, resource fairs and community activities.
Contributes to content for MHS social media and website content.
Provides consultation activities as assigned, in collaboration with SHWB partners and campus stakeholders, consistent with role scope and training goals.

Collaborative, Training, Specialty Assessment, Systems, and Other Activities (20%)

Remains abreast of current literature and research on student behavioral health and evidence-based intervention strategies relevant to students and learners.
Participates in case consultation, student risk management, peer chart reviews, and other departmental committees as directed.
Participates in departmental committees and workgroups to support clinical services, documentation standards, risk response, service model changes, and quality improvement.
Participates in selected workgroups and committees, including the MHS Policy Workgroup, to gain exposure to how university clinical programs are operated and led.
Attends selected cross-functional meetings to develop understanding of how university mental health systems interface with broader student health and well-being structures serving students and learners.
Contributes to professional development activities within SHWB through participation in didactic training, seminars, and consultation activities.
Completes one defined systems project with a concrete deliverable, such as a workflow revision, implementation support plan, quality metric review, training resource, or program evaluation brief.
Other duties as assigned.

Specialty Clinical Assessments and Consultation Rotations

Supervision and Training Structure

Receives two hours of individual supervision weekly to support licensure development and advanced clinical skill building.
Supervision emphasizes case conceptualization, risk formulation, independent clinical judgment, and professional development planning.
Establishes quarterly learning goals with mid-year and end-of-year evaluation tied to clinical outcomes, professional conduct, and training milestones.

Multi-Site Structure

Professional Development and External Engagement

Includes protected time for licensure preparation and professional development planning.
Supports competitive conference scholarship or scholar-style opportunities when available, with mentorship on applications.
Provides access to internal professional development opportunities offered to staff.

Minimum Qualifications

Doctoral Degree in Psychology from an APA-accredited program, including Ph.D., Psy.D., or Ed.D. in Counseling Psychology, Clinical Psychology, or School Psychology.
Completion of an APA-accredited internship.
Eligible to provide supervised clinical services in Maryland and Washington, D.C., consistent with applicable regulations and program requirements.
Additional education may substitute for required experience, and additional related experience may substitute for required education beyond a high school diploma/graduation equivalent, to the extent permitted by the JHU equivalency formula.

Preferred Qualifications

Clinical experience in a university counseling, student health, or integrated health setting serving students and learners.
Demonstrated interest in generalist clinical practice within a brief model of care for students and learners.
Interest in specialty clinical assessment pathways such as eating disorders, trauma, substance use, and gender-affirming care documentation.
Interest in systems improvement, clinical operations, quality improvement, and program evaluation.

Special Knowledge, Skills, or Abilities

Clinical interest and experience working with diverse students and learners, including populations that are historically underrepresented or underserved in traditional mental healthcare.
Clinical interest and experience with presenting concerns prevalent within students and learners, including identity development, trauma, anxiety, mood disorders, disordered eating, co-occurring substance use disorders, sleep disorders, and ADHD.
Experience independently executing psycho-educational presentations, programs, and events for a wide audience of students and learners.
Bilingual proficiency is highly desirable.
Strong organization, time management, and responsiveness to feedback in a fast-paced clinical environment.

Additional Information (Working Conditions)

This is a 37.5 hour per week, 12-month position (Aug 1 – July 31).
One evening clinic per week may be required.
Evening and weekend work may be required dependent on programmatic needs of the University and for activities during the academic year (e.g., orientation, special events, etc.).
One day of remote work is standard; additional remote days may be required or permitted based on operational needs.
This position is designated as a Required Attendance Employee, designated as vital to the operation of a work group, so may be required to work during a university closure in response to operational needs.

MHS Psychology Fellow ( Student Health and Well-being Mental Health Services)

Johns Hopkins University

Johns Hopkins University, Baltimore, MD, USA