Training Opportunities

In addition to scholarship, the International Research Collaborative on Anxiety has a central educational mission - to train undergraduate and graduate students in the conduct of clinical psychological science. Our laboratory is a team-oriented teaching and learning environment. The lab's goal is to function as a scientific collaborative characterized by intellectual curiosity with a shared mission that inspires students to individually and collectively strive for excellence. Within the lab, each student is regarded as a junior colleague, is involved in all aspect’s the lab’s research program (e.g., grant development, data collection, dissemination), and is challenged and encouraged to develop her/his own line of scholarship.


University of Haifa International School Honors Psychology Program

Program Overview

The International Perspectives on Psychological Science (IPPS) offers honors students the opportunity to do mentored independent research in a laboratory while choosing elective courses such as the Psychological Processes Underlying Conflict and Resolution, Positive Psychology: Introduction, Drugs Society and Behavior, Multi-Topics Seminar in Contemporary Psychological Science Research, and others, depending on the semester. In addition, students attend colloquia sponsored by the Honors Program inviting leading psychological scientists to give talks about their research in Israel.

The Honors program is open to academically exceptional international students majoring in psychology, who have applied and been accepted into the program. All Honors Students are required to participate in the mentored independent research and the Psychology Seminar. All other courses are elective.

Mentored Independent Research in a Psychological Science Laboratory

The unique and intensive experiential learning doing research in one our psychological science laboratories provides Honors Psychology Program students with an exceptional opportunity rarely accessible in the context of study-abroad programs. Students are matched, based on their interests, with a faculty mentor, and then conduct supervised research in her/his laboratory. In the context of this mentored independent research,  students are typically integrated into an existing research project, or, together with their Faculty Advisor, develop a novel independent project. In addition to completing the mandatory hours (10 hours = 3 credits, 15 hours = 4 credits), students are required to write a final paper summarizing their work. The research project is a required course and is open to IPPS Honors Program students only.


Dr. Bernstein's Courses at the University of Haifa

Introduction to Adult Cognitive Behavior Therapy (Seminar)

Department of Psychology, University of Haifa
Two-semester seminar for MA and Doctoral clinical psychology and clinical neuropsychology students, 2008-present.

Introduction to Child/Adolescent Cognitive Behavior Therapy (Seminar)
Department of Psychology, University of Haifa
Two-semester seminar for MA and Doctoral clinical-educational psychology and clinical neuropsychology students, 2008-2011.

Clinical Research Seminar
Department of Psychology, University of Haifa
Graduate research training and thesis research coordination for MA clinical psychology students. 2009-2012.

Abnormal Psychology

Department of Psychology, University of Haifa
Undergraduate course. 2010-present.

Clinical Practicum Supervision in Cognitive Behavior Therapies
Department of Psychology, University of Haifa
Graduate clinical training and supervision for MA clinical psychology students. 2010-2011, 2013-present.

Research on Emotional Vulnerability, Anxiety, and Substance Use (Seminar)
Department of Psychology, University of Haifa
Two-semester seminar for MA clinical psychology students, 2008-2009.


Perspective on Clinical Practice & Training

My research and clinical practice are mutually guided by the clinical science model of clinical psychology. The clinical science model is based on the principle that scientific research must guide clinical practice, including assessment, treatment and prevention; and that clinical practice is a rich source of questions and hypotheses to guide clinical research. Consequently, I am committed to evidence-based assessment methods and psychotherapy, in particular behavioral and cognitive-behavioral treatment and preventive intervention approaches. Evidence-based practice does not reflect the dominant model of clinical  psychology in Israeli training institutions or clinical practice settings. In collaboration with colleagues across a growing range of academic and community-based institutions in Israel, I aspire to help contribute to the emerging evolution of Israeli clinical practice and the training of clinical psychologists.

  Baker, T. B., McFall, R. M., & Shoham, V. (2008). Current status and future prospects of clinical psychology toward a scientifically principled approach to mental and behavioral health care. Psychological Science in the Public Interest9(2), 67-103.