Goals and Objectives

The goals of our program are designed to develop competencies across:

  1. Treatment and Intervention
  2. Psychological Assessment and Introductory Neuropsychological Assessment
  3. Consultation within Consultation and Interprofessional/Interdisciplinary Systems
  4. Communications and Interpersonal Skills
  5. Research
  6. Ethical and Legal Standards
  7. Individual and Cultural Diversity
  8. Supervision
  9. Professional Values, Attitudes, and Behaviors 

The Child Study Center Psychology Training Program seeks to provide a general clinical program with an emphasis on child clinical psychology. The program prepares professionals to successfully address the complexities associated with children who are psychologically vulnerable. Our program is aimed at candidates in clinical psychology who seek a coordinated two-year program which will meet their requirement for an APA accredited internship as well as provide preparation for licensure.

Trainees are provided with feedback throughout the year by their individual supervisors in both formal and informal settings. Regular meetings of core faculty and triennial review meetings (conducted October, February, and June) by all supervisors provide a forum to monitor and evaluate student performance and make recommendation for future trainee goals and objectives, and when necessary, to suggest modifications in the training trajectory of an individual student. 

The Review of Fellow’s Progress form assessing each goal area is completed by each supervising faculty member, discussed with the intern, and then given to the Training Director. The student may respond in writing to the faculty member’s evaluations. The Training Director and Chief of Psychology meet individually with each trainee after each Fellow’s Review meeting to discuss the evaluations provided by the faculty regarding the trainee’s performance and make recommendations and suggestions that are relevant. 

This process is an opportunity for the Training Director to provide integrative feedback regarding the collective experience of others who have had significant interactions with the student. Both parties discuss how the training experience is progressing and the trainee is provided with an opportunity to provide reactions, critiques, and comments about supervision and other aspects of the training program. If it is deemed necessary, modifications to the training program for a particular student may be arranged at this time or at any time that the student or a faculty member deems it necessary.