deepapaikar/Llama_SC_pairs huggingface dataset:
She recently completed an NIH funded T   fellowship in Psycho Oncology at Memorial Sloan Kettering Cancer Center in the Department of Psychiatry  and Behavioral Sciences  where she served as Chief Postdoctoral Research Fellow  and worked on trials examining interventions targeting cancer related distress in patients and caregivers We actively participate in and support Ferkauf ongoing diversity and inclusion efforts such as the Student Faculty Coalition for Diversity and Social Justice and a number of affinity groups  e g   BIPOC  LGBTQIA   international
Her research focuses on the psychosocial effects of cancer on the family family caregivers  particularly the traumatic impact and development of posttraumatic stress and growth Hannah Rose  Mitchell  PhD  MPH   is  a  clinical health psychologist joining as an Assistant Professor in Ferkauf PhD Program in Clinical Psychology  Health Emphasis
The primary goal of this    credit program is to train  doctoral level  Ph D   students in the ethical science and practice of clinical psychology with an additional emphasis on the interaction of physical and mental health She received her PhD in Clinical Health Psychology from the University of Miami  and  earned  a  Master of Public Health from Yale University
Embedded in this mission statement are core values of Yeshiva University that include      bringing wisdom to life      love of knowledge for its own sake      a commitment to excellence in teaching and research  and     the view that liberal arts and social sciences are compatible with high ethical and moral standards See more exciting news about our Alumni on our  Featured Alumni
The program training philosophy is aimed at training psychologists who are both clinically and academically prepared to work as clinicians and researchers in diverse settings The overarching mission of the program is to train qualified clinicians  academic scholars  and applied researchers in clinical psychology
The foundations of psychology represent the primary base  with in depth training in general clinical psychology At the graduate level of training  this mission is manifested through an emphasis on the ethical and moral principles that govern professional scientist practitioners  search for knowledge
In addition to broad based training in clinical psychology  the overarching  goals of our program are briefly described below This program design is based on the premise that psychologists working in mental and physical health settings need a strong foundation of clinical and research skills  to enable graduates to provide superior clinical services and make meaningful research contributions
Furthermore  in our view and interpretation of the Boulder model the integration of the functions of the scientist and practitioner is critical in advancing the science and practice of clinical psychology  and in translating empirically based assessment and treatment approaches to diverse settings This training base is complemented by training in health psychology  physiological bases of behavior  and public health systems
The program was initially granted APA accreditation effective October Our teaching and training philosophy is consistent with the Boulder model of the scientist practitioner
The next accreditation review is scheduled for The Ph D  in Clinical Psychology with Health Emphasis was awarded the maximum seven years of APA accreditation in
apaaccred apa org Full Program Breakdown The Clinical Psychology with Health Emphasis PhD program at Ferkauf Graduate School of Psychology is dedicated to the goals of diversity and inclusion throughout all aspects of our program including coursework  research  clinical work  and for the students  faculty  and staff The APA Office of Program Consultation and Accreditation supports the APA Commission on Accreditation  CoA  in carrying out its responsibilities as the nationally recognized accrediting body for education and training programs in professional psychology
Contact information for the CoA as follows  APA Accreditation Office of Program Consultation and Accreditation     First Street  NE Washington  DC            Phone                             TDD TTY               Fax               Email   apaaccred apa org Fax               Email
We value diversity in all forms  including  but not limited to  age  race  ethnicity  culture  nationality  immigration status  sex  or sex assigned at birth   gender  gender identity  sexual orientation  class or socioeconomic status  religious belief and non belief  political views or party  and level of ability disability We value diversity in all forms  including  but not limited to  age  race  ethnicity  culture  nationality  immigration status  sex  or sex assigned at birth   gender  gender identity  sexual orientation  class or socioeconomic status  religious belief and non belief  political views or party  and level of ability disability
We actively participate in and support Ferkauf ongoing diversity and inclusion efforts such as the Student Faculty Coalition for Diversity and Social Justice and a number of affinity groups  e g   BIPOC  LGBTQIA   international The Clinical Psychology with Health Emphasis PhD program at Ferkauf Graduate School of Psychology is dedicated to the goals of diversity and inclusion throughout all aspects of our program including coursework  research  clinical work  and for the students  faculty  and staff
Hannah Rose  Mitchell  PhD  MPH   is  a  clinical health psychologist joining as an Assistant Professor in Ferkauf PhD Program in Clinical Psychology  Health Emphasis Information about a range of diversity  and inclusion related topics  e g   multiculturalism  social determinants of health  working with diverse clients  is incorporated into our classes  our research programs  and our clinical work and supervision
She received her PhD in Clinical Health Psychology from the University of Miami  and  earned  a  Master of Public Health from Yale University Please join us in welcoming    Hannah Rose Mitchell  who recently joined our faculty
See more exciting news about our Alumni on our  Featured Alumni She recently completed an NIH funded T   fellowship in Psycho Oncology at Memorial Sloan Kettering Cancer Center in the Department of Psychiatry  and Behavioral Sciences  where she served as Chief Postdoctoral Research Fellow  and worked on trials examining interventions targeting cancer related distress in patients and caregivers
At the graduate level of training  this mission is manifested through an emphasis on the ethical and moral principles that govern professional scientist practitioners  search for knowledge Her research focuses on the psychosocial effects of cancer on the family family caregivers  particularly the traumatic impact and development of posttraumatic stress and growth
This program design is based on the premise that psychologists working in mental and physical health settings need a strong foundation of clinical and research skills  to enable graduates to provide superior clinical services and make meaningful research contributions The primary goal of this    credit program is to train  doctoral level  Ph D   students in the ethical science and practice of clinical psychology with an additional emphasis on the interaction of physical and mental health
This training base is complemented by training in health psychology  physiological bases of behavior  and public health systems The program training philosophy is aimed at training psychologists who are both clinically and academically prepared to work as clinicians and researchers in diverse settings
Our teaching and training philosophy is consistent with the Boulder model of the scientist practitioner The foundations of psychology represent the primary base  with in depth training in general clinical psychology
The Ph D  in Clinical Psychology with Health Emphasis was awarded the maximum seven years of APA accreditation in In addition to broad based training in clinical psychology  the overarching  goals of our program are briefly described below
In       the program was re accredited for seven years Furthermore  in our view and interpretation of the Boulder model the integration of the functions of the scientist and practitioner is critical in advancing the science and practice of clinical psychology  and in translating empirically based assessment and treatment approaches to diverse settings
The APA Office of Program Consultation and Accreditation supports the APA Commission on Accreditation  CoA  in carrying out its responsibilities as the nationally recognized accrediting body for education and training programs in professional psychology The program was initially granted APA accreditation effective October
Gonzalez Lab Web  Bari Hillman  Ph D  Director of Clinical Training Roee Holtzer  Ph D apaaccred apa org Jonathan Feldman  Ph D
Mitchell Lab Web  Elizabeth Seng  Ph D Foley Lab Web  Jeffrey Gonzalez  Ph D
Swencionis  Lab Web  Andrea Weinberger  Ph D Holtzer Lab Web  Hannah Rose Mitchell  Ph D  MPH
Zemon Lab Web  Students have the option to complete a number of minors that are offered by the Ph D  in Clinical Psychology  Health Emphasis  Program Seng Lab Web  Charles Swencionis  Ph D
A summary of each minor can be found below and can also be found in the Ferkauf Graduate School of Psychology Academic Catalog Weinberger Lab Web  Vance Zemon  Ph D
Director     Roee Holzter The training in Clinical Neuropsychology is consistent with the educational and training guidelines recommended by Division    of the APA and the Houston Conference In order to successfully fulfill the requirements for a minor  a student must complete all required coursework with grades of B  or higher in each course as well as any required externships and or research projects
Successful completion of the courses  Neuroscience of Human Behavior  Cognition and Affect  and  Physiological Health Psychology  also serves as a prerequisite for admissions to the minor Students interested in elective training opportunities through the minors are required to schedule an in person appointment with the faculty member who directs the minor they wish to pursue in order to discuss the training process and requirements  and to receive formal approval
I and   students are required to complete a formal year long externship in Clinical Neuropsychology Core courses in assessment  interviewing  psychopathology  therapy  statistics  and biological basis of behavior must be completed before students begin their training in the Clinical Neuropsychology Minor
As discussed above  the following courses are required for the minor  Physiological Psychology Then  concurrent with the two semester didactic sequence  Introduction to Clinical Neuropsychology
Students will also practice advanced research methodology and statistics skills through an applied project  which will consist of a written document describing the  application of an advanced methodological or statistical technique in either an academic research project  an abstract submitted to a conference  or a peer reviewed publication Students will then take coursework in Applied Statistics in Health  PSH        Social Psychology in Health  PSH        Qualitative Research
To fulfill the requirements of the minor  students must also complete one of the following      a clinical externship with an emphasis on clinical work in addictions or     a research project focused on addictions PSH
The following courses are required to complete the Addictions Minor      Applied Statistics in Health  PSH            Health and Addictions Director     Andrea H  Weinberger The Addictions Minor  requires the completion of the three courses  listed below  which will provide the students with training related to clinical work in addictions  e g   assessment  treatment   research  statistical analysis of addiction related data   and the association of addictions to health
Substance Use Disorders  SUD  Curriculum The externship and research project must be approved by the minor advisors
For the APA SUD Curriculum  the certificate of complication must be submitted to    Weinberger in order to get credit for the course as part of the Addictions Minor PSH        and     the American Psychological Association  APA
In order to successfully fulfill the requirements for a minor  a student must complete all required coursework with grades of B  or higher in each course as well as any required externships and or research projects https   www apa org ed graduate substance use
Director     Richard Zweig The Ferkauf Older Adult Program  FOAP  offers a minor in the newly emerging field of clinical geropsychology comprised of didactic coursework and clinical training experiences Ph D  in Clinical Psychology  Health Emphasis  students are eligible to complete several minors that are offered through the  Psy D  in Clinical Psychology program or the Psy D  in School Clinical Child Psychology  program at the Ferkauf Graduate School of Psychology
Students who seek a minor in clinical geropsychology must complete   credits  see below  to meet the didactic coursework requirement  one of these must include Assessment and Treatment of Older Adults  PSC        an overview of issues critical to the diagnosis and psychological treatment of psychological problems in older adults A summary of each minor can be found below and can also be found in the Ferkauf Graduate School of Psychology Academic Catalog
Geropsychology Lab I  PSC     L    II Didactic Training Requirement
I  PSC     L   Research in Depression   Personality Disorders in Older Adults   PSC     L Required Coursework      Assessment and Treatment of Older Adults  PSC       and     Two of the following courses  Neuroscience of Human Behavior  Cognition and Affect  PSH
PSH        only open to students pursuing the Neuropsychology minor   Geriatric Neuropsychology Practicum I PSC     L   Research in Depression   Personality Disorders in Older Adults
PSC        open to participants in the FOAP geropsychology externship ONLY Clinical Neuropsychology I  PSH         Clinical Neuropsychology II
Director     Greta Doctoroff Students in all doctoral programs have the option of completing a Child Minor PSC         Geriatric Neuropsychology Practicum II
Please be aware that availability may be limited based on enrollment in any given year Advanced Clinical Training Requirement   Students who seek the minor may satisfy the advanced clinical training requirements through participation in an externship that emphasizes supervised clinical work with older adults  minimum experience of nine     months of applied supervised training for at least ten      hours per week
The Child Minor requires the completion of four courses that must be taken in the order listed below Students must contact the School Clinical Child Program Director  prior  to registration for the Spring semester to apply for the child minor
In addition to these courses  Child Minor students must also have either    a year long externship which involves     of time dedicated to child adolescent therapy assessment that has been approved by the Child Minor advisor or    a doctoral research project which is focused on child or adolescent research that is approved by the Child Minor advisor Students accepted to the minor will be assigned a Child Minor advisor
PSS        Spring   and     Beginning Work  with Children  Parents  and Families These courses equip students with foundational knowledge to inform future supervised training outside of the minor in child and adolescent therapy
Cognitive Behavioral Psychotherapy for Youth II Required Coursework       Developmental Psychopathology
Please note  the Child Minor does not involve the opportunity to complete the Child Therapy Practicum courses  which are reserved for students in the School Clinical Child Program PSS        Spring   and either      Cognitive Behavioral Psychotherapy for Youth I   PSS        Fall
Upon entering the program  each student is assigned a core faculty member as an  academic advisor   who meets with the student at least twice per year to address academic and program related issues PSS       Spring   or      Psychodynamic Theory   PSS       Fall        Psychodynamic Therapy for Youth   PSS       Spring
Academically  students first complete core courses and emphasis is placed on achievement of foundational knowledge Our training process is sequential  graded in complexity and cumulative
In the second year and throughout their tenure in the program students are placed in year long externships  which are formal external clinical training sites typically located in medical centers  hospitals and outpatient clinic settings During the first month of the program  each student collaboratively identifies a  research mentor  a core faculty member who provides individual supervision to students in her his lab about research and career development mentorship throughout the student tenure in the program
The program robust training in research is focused on the application of clinical psychology to diverse health conditions and populations Clinical training begins in the spring semester of the  st  year with our in house training clinic  the Parnes Clinic  as part of the program Behavioral Medicine Practicum sequence
The student is required to achieve two research milestones  the predoctoral project and dissertation thesis After the students satisfactorily achieve all academic and clinical requirements during in residence training they are required to complete a full time predoctoral internship  see clinical training section for further details
Our assessment of competencies is based on academic performance  direct observations of expected skill sets  indirect evaluations including but not limited to students  evaluations by clinical supervisors as well as procedures developed by the program faculty to directly observe and evaluate core clinical and research competencies The research lab courses  which are required throughout the tenure of the students in the program  serve as platforms for students to learn core concepts related to the specific research area and to develop  implement and successfully complete their research projects
For a comprehensive overview of the programs  training procedures  policies and values see the  Program Manual   PDF Students are expected to demonstrate competencies in all areas of training
Students interested in elective training opportunities through the minors are required to schedule an in person appointment with the faculty member who directs the minor they wish to pursue in order to discuss the training process and requirements  and to receive formal approval In addition  the program has developed two independent procedures that assess competency in a manner consistent with the APA competency benchmark system
Core courses in assessment  interviewing  psychopathology  therapy  statistics  and biological basis of behavior must be completed before students begin their training in the Clinical Neuropsychology Minor Students have the option to complete a number of minors that are offered by the Ph D  in Clinical Psychology  Health Emphasis  Program
Then  concurrent with the two semester didactic sequence  Introduction to Clinical Neuropsychology Director     Roee Holtzer                                                             The training in Clinical Neuropsychology is consistent with the educational and training guidelines recommended by Division    of the APA and the Houston Conference
The course in Psychopharmacology may be taken in parallel or subsequent to completion of the above year  long didactic sequence Successful completion of the courses  Neuroscience of Human Behavior  Cognition and Affect  and  Physiological Health Psychology  also serves as a prerequisite for admissions to the minor
The externship and research project must be approved by the minor advisors Students will also practice advanced research methodology and statistics skills through an applied project  which will consist of a written document describing the  application of an advanced methodological or statistical technique in either an academic research project  an abstract submitted to a conference  or a peer reviewed publication
PSH        and     the American Psychological Association  APA To fulfill the requirements of the minor  students must also complete one of the following      a clinical externship with an emphasis on clinical work in addictions or     a research project focused on addictions
https   www apa org ed graduate substance use The following courses are required to complete the Addictions Minor      Applied Statistics in Health  PSH            Health and Addictions
Ph D  in Clinical Psychology  Health Emphasis  students are eligible to complete several minors that are offered through the  Psy D  in Clinical Psychology program or the Psy D  in School Clinical Child Psychology  program at the Ferkauf Graduate School of Psychology Substance Use Disorders  SUD  Curriculum
A summary of each minor can be found below and can also be found in the Ferkauf Graduate School of Psychology Academic Catalog For the APA SUD Curriculum  the certificate of complication must be submitted to    Weinberger in order to get credit for the course as part of the Addictions Minor
Didactic Training Requirement In order to successfully fulfill the requirements for a minor  a student must complete all required coursework with grades of B  or higher in each course as well as any required externships and or research projects
Required Coursework      Assessment and Treatment of Older Adults  PSC       and     Two of the following courses  Neuroscience of Human Behavior  Cognition and Affect  PSH Director     Richard Zweig The Ferkauf Older Adult Program  FOAP  offers a minor in the newly emerging field of clinical geropsychology comprised of didactic coursework and clinical training experiences
PSC     L   Research in Depression   Personality Disorders in Older Adults Students who seek a minor in clinical geropsychology must complete   credits  see below  to meet the didactic coursework requirement  one of these must include Assessment and Treatment of Older Adults  PSC        an overview of issues critical to the diagnosis and psychological treatment of psychological problems in older adults
Clinical Neuropsychology I  PSH         Clinical Neuropsychology II Geropsychology Lab I  PSC     L    II
PSC         Geriatric Neuropsychology Practicum II I  PSC     L   Research in Depression   Personality Disorders in Older Adults   PSC     L
Advanced Clinical Training Requirement   Students who seek the minor may satisfy the advanced clinical training requirements through participation in an externship that emphasizes supervised clinical work with older adults  minimum experience of nine     months of applied supervised training for at least ten      hours per week PSH        only open to students pursuing the Neuropsychology minor   Geriatric Neuropsychology Practicum I
Students must contact the School Clinical Child Program Director  prior  to registration for the Spring semester to apply for the child minor PSC        open to participants in the FOAP geropsychology externship ONLY
Students accepted to the minor will be assigned a Child Minor advisor Director     Greta Doctoroff Students in all doctoral programs have the option of completing a Child Minor
These courses equip students with foundational knowledge to inform future supervised training outside of the minor in child and adolescent therapy Please be aware that availability may be limited based on enrollment in any given year
Required Coursework       Developmental Psychopathology The Child Minor requires the completion of four courses that must be taken in the order listed below
PSS        Spring   and either      Cognitive Behavioral Psychotherapy for Youth I   PSS        Fall In addition to these courses  Child Minor students must also have either    a year long externship which involves     of time dedicated to child adolescent therapy assessment that has been approved by the Child Minor advisor or    a doctoral research project which is focused on child or adolescent research that is approved by the Child Minor advisor
PSS       Spring   or      Psychodynamic Theory   PSS       Fall        Psychodynamic Therapy for Youth   PSS       Spring PSS        Spring   and     Beginning Work  with Children  Parents  and Families
Our training process is sequential  graded in complexity and cumulative Cognitive Behavioral Psychotherapy for Youth II
During the first month of the program  each student collaboratively identifies a  research mentor  a core faculty member who provides individual supervision to students in her his lab about research and career development mentorship throughout the student tenure in the program Please note  the Child Minor does not involve the opportunity to complete the Child Therapy Practicum courses  which are reserved for students in the School Clinical Child Program
Clinical training begins in the spring semester of the  st  year with our in house training clinic  the Parnes Clinic  as part of the program Behavioral Medicine Practicum sequence Upon entering the program  each student is assigned a core faculty member as an  academic advisor   who meets with the student at least twice per year to address academic and program related issues
After the students satisfactorily achieve all academic and clinical requirements during in residence training they are required to complete a full time predoctoral internship  see clinical training section for further details Academically  students first complete core courses and emphasis is placed on achievement of foundational knowledge
The research lab courses  which are required throughout the tenure of the students in the program  serve as platforms for students to learn core concepts related to the specific research area and to develop  implement and successfully complete their research projects In the second year and throughout their tenure in the program students are placed in year long externships  which are formal external clinical training sites typically located in medical centers  hospitals and outpatient clinic settings
Students are expected to demonstrate competencies in all areas of training The program robust training in research is focused on the application of clinical psychology to diverse health conditions and populations
In addition  the program has developed two independent procedures that assess competency in a manner consistent with the APA competency benchmark system The student is required to achieve two research milestones  the predoctoral project and dissertation thesis
Students are prepared to deliver psychological and psycho educational services to adults  children  adolescents and their families in mental health settings  urban and suburban schools  early childhood centers  and other related learning environments For a comprehensive overview of the programs  training procedures  policies and values see the  Program Manual   PDF
Required practica experiences include  year long psychodynamic psychotherapy treatment  year long CBT treatment through our clinic and conducting psychological  psychoeducational and neuropsychological evaluations The PsyD in School Clinical Child Psychology Program mission is to provide doctoral level training that integrates school and clinical psychology
Program alumni work across the lifespan in schools  medical centers  mental health facilities  related agencies and in private practice The  Program  requires students to understand and adhere to ethical and professional standards while applying their knowledge of developmental psychology  psychotherapy  education  assessment  developmental disabilities  family and systems theory  psychopathology  measurement  individual differences  neuropsychology  and school psychology
All students are required to complete two didactic CBT courses  in the second year  and a year long practicum in CBT with children adolescents in the Parnes Clinic  in the third fourth year   as well as two didactic psychodynamic courses  in the third year  and a year long practicum in psychodynamic treatment with children adolescents  in the third fourth year In addition  students complete approximately      hours of externship and internship experiences in educational and mental health settings across the New York New Jersey Connecticut area
This Psychology Health Service Provider program is accredited by the American Psychological Association as a Combined Clinical School Psychology Program Our program offers dual exposure to Cognitive Behavioral and Psychodynamic Psychotherapy
Our next site visit is scheduled for The child therapy practicum courses are    month experiences conducted through the Parnes Clinic and provide both group supervision provided by core faculty members and individual supervision provided by independent practitioners with expertise in CBT or Psychodynamic Psychotherapy with children  adolescents  and families
If you have any questions  please contact us by email atmelanie wadkins yu edu The Program received a ten year accreditation from the American Psychological Association
Cultural humility goes beyond the concept of cultural competence to include The Program is also approved by the National Association of School Psychologists
Institutional accountability  Tervalon   Murray Garcia The faculty of the combined PsyD in School Clinical Child Program at the Ferkauf Graduate School of Psychology is committed to the practice of cultural humility  and we integrate this practice into our training
We strive to do this both through specific courses and pedagogical practices as well as by reflecting on our own biases A personal lifelong commitment to self evaluation and self critique  intrapersonal      Recognition of power dynamics and imbalances  a desire to fix those power imbalances and to develop partnerships with people and groups who advocate for others  interpersonal   and
Tervalon  M   and Murray Garcia  J Across all levels of theoretical and applied training in the program  the Program faculty aims to prepare students to work clinically with people of diverse  intersecting identities to provide culturally affirming and strength based mental health supports
Journal of Health Care for the Poor and Undeserved We are committed to becoming a Program that trains psychologists in the framework of anti racism and social justice to disrupt structural inequities and amplify the voices of those historically marginalized in our field
Several required courses specifically focus on these issues and other electives may be taken to strengthen students  knowledge and skills Cultural humility versus cultural competence  A critical distinction in defining physician training outcomes in multicultural education
Full Program Breakdown The program focus on individual differences  diversity and multiculturalism is embedded through all course work and practica
Melanie J  Wadkinsmelanie wadkins yu edu             Our Faculty The Combined PsyD in School Clinical Child Psychology program requires full time attendance for five years The program also offers a    credit New York State approved Bilingual Extension to the Advanced Certificate in School Psychological Services
Students develop foundational and functional competencies to be able to work with children  adolescents  and caregivers in medical centers  hospitals  community mental health centers  schooling environments  and other settings The PsyD in School Clinical Child Psychology Program mission is to provide doctoral level training that integrates school and clinical psychology
Students can select to take more than three electives The course of study includes didactic courses  extensive practica and approximately       hours of externship and internship experiences
Application to Practice      credits Students must complete     credits       Credits Required    Credits Electives
Each externship requires two or three days a week for       months Foundation Courses     Credits  Assessment Sequence                       Credits  Research Sequence                              Credits  Conceptual Foundations for Practice     credits
At the end of the fourth year  the student will have accumulated approximately       hours of supervised externship experiences Students may apply for NYS Certification as a Bilingual School Psychologist if they meet the following program requirements  Complete the following courses  Externships Typically  students complete three externship experiences at a variety of sites  including schools  mental health facilities  hospitals  or infancy early childhood centers
All students are required to complete a full time internship in either a school  mental health facility  or hospital setting  lasting between       and       hours  the equivalent of one full year Students are is supervised by licensed psychologists at their externship sites and attends an externship seminar on campus for additional supervision
Students take courses in Statistics and Research Methods in Professional Psychology during their second and third years in the program The culminating training experience is the internship that occurs after all coursework has been completed and the student has completed Research Project I and has successfully proposed their Research Project
Students are required to complete Research Project I  or RPI  with the mentorship of their research advisor during their second year Supervision must be conducted by a licensed psychologist and meet State regulations
Psychometrics are taught through several courses  including Research Methods and the five required courses in the Assessment sequence In their first year  students are matched with their faculty research advisor to begin their research
It usually takes two to three years to complete the research requirements RPI is a focused review of the literature that leads to Research Project   also known as RP  which is an empirical study  case study  qualitative research or a meta analysis
These issues are also covered in all assessment and treatment courses and on externship and internship This knowledge is applied during the development of the student research projects
Training begins in the first semester class on Integrating Race and Gender in Multiculturalism and continues through all aspects of the program Students take Ethical and Professional Issues in Professional Psychology during their first year
Faculty mentorship and comportment are critical elements for modeling of appropriate values  attitudes and behaviors Issues of individual and cultural diversity are embedded throughout the program course work  practica  externship and internship
Many students will co author papers and presentations with faculty and fellow students The development of professional values  attitudes and behaviors is a primary focus of all aspects of our training program
Assessment competencies are developed through a five course sequence in the first and second years  Cognitive Assessment  Psychoeducational Assessment  Appraisal of Personality  and Practicum in Child Assessment I   that involve didactic and practica components that are graded for complexity As such students have multiple sources for such mentorships including  peers  faculty advisors  research advisors  externship and internship supervisors and individual therapy supervisors
In addition  students in the second  third and fourth year externships work on site under supervision in school and clinical settings These competencies are critical elements in all aspects of training  be it  assessment  being able to communicate assessment results to parents  teachers  and other professionals  in both written and oral formats  being able to do so in a respectful and empathic manner   treatment  being able to establish rapport  active listening  empathy  conduct treatment  have social emotional awareness  stay regulated  be respectful of others  understand the cultural and diversity issues related to treatment process and assessment  etc    consultation  working with parents  teachers in a collaborative manner   professional presentations  being able to deliver   orally and in written format   scholarly material to multi disciplinary audiences   student participation in all coursework
Competencies are developed through a nine course sequence that is graded for complexity through the second  third and fourth years in the program A sixth course in Neuropsychological Assessment is available as an elective in the third year
In the third and fourth years  students complete two  year long clinical practica in Practica in Child Therapy I   CBT  and Practica in Child Therapy I   Psychodynamic Finally  students complete a           hour pre doctoral internship that includes extensive supervision of treatment and assessment activities
In addition  students in the third and fourth year complete         hour externships in clinical settings that are supervised by licensed psychologists on site and that use live observation Students develop beginning theoretical and practical competencies during the following second year courses  Working with Children and Families  Evidence based Interventions with Youth I
Foundational competencies are developed during the second year class on  Consultation and Supervision They also take a year long theory course entitled  Psychodynamic Theory and Practice with Children and Families
Similarly  third year students supervise second year students and fourth year students supervise third years Finally  students complete a           hour pre doctoral internship that includes extensive supervision of treatment and assessment activities
Second year students take a year long course in Consultation and Supervision followed by Consultation Based Interventions Also  second year students are selected to supervise and mentor first year students in the first year assessment classes
During the third and fourth year externships and fifth year internship students continue to develop their consultation competencies in clinical and school settings In addition  students have other opportunities to supervise students
Students are also eligible for the Bilingual Extension to the School Psychology Certificate that permits them to become Certified Bilingual School Psychologists Both courses are taken concurrently with a year long         hour externship in the schools
It provides facilities for assessment  diagnosis  psycho educational remediation and interventions with children  adolescents and their families by students under faculty supervision Students receive the Master of Science degree in School Psychology and are eligible for New York State Certification as a School Psychologist after completing a    credit course of study within the doctoral program
There are      alumni graduates  PDF The Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic  PDF  is our primary practicum facility
Inclusion in this directory should not be interpreted as the program endorsement Externship  internship and other field based experiences sequenced and integrated with the level of training are provided in schools  hospitals  mental health facilities and the Albert Einstein College of Medicine facilities
We are very interested in maintaining updated information about all our graduates Employment and licensure information for     graduates are included in this directory  PDF
Disclaimer  Inclusion on this list does not indicate a recommendation from the Program or its faculty Always exercise due diligence in such important decisions
The book is co authored by Selina Phan  MA  a fifth year student in Ferkauf School Clinical PsyD program and    Sophia Hoffman  Assistant Program Director and the Director of Clinical Training Please review the following PDF files for the links we have compiled for you on related subjects
These exercises present role playing scenarios in which the therapist improvises appropriate and authentic responses to client statements organized into three difficulty levels beginner  intermediate and advanced that reflect common patient questions and concerns We are excited to share the recent publication of Deliberate Practice in Multicultural Therapy
A comprehensive mock therapy exercise follows in which these essential skills are brought together into a single multicultural  therapy session Deliberate practice exercises provide trainees and students opportunities to develop a more multicultural  intersectional approach to psychotherapy and hone their own personal therapeutic style
The course of study includes didactic courses  extensive practica and approximately       hours of externship and internship experiences Each exercise focuses on a single skill  such as developing cultural self awareness and cultural humility  exploring cultural implications and explanations of clients  concerns  responding to resistance  and repairing culturally based ruptures in the working alliance
Students must complete     credits       Credits Required    Credits Electives The Combined PsyD in School Clinical Child Psychology program requires full time attendance for five years
Foundation Courses     Credits  Assessment Sequence                       Credits  Research Sequence                              Credits  Conceptual Foundations for Practice     credits Students develop foundational and functional competencies to be able to work with children  adolescents  and caregivers in medical centers  hospitals  community mental health centers  schooling environments  and other settings
Students may apply for NYS Certification as a Bilingual School Psychologist if they meet the following program requirements  Complete the following courses  Externships Typically  students complete three externship experiences at a variety of sites  including schools  mental health facilities  hospitals  or infancy early childhood centers Students can select to take more than three electives
Students are is supervised by licensed psychologists at their externship sites and attends an externship seminar on campus for additional supervision Application to Practice                     credits
The culminating training experience is the internship that occurs after all coursework has been completed and the student has completed Research Project I and has successfully proposed their Research Project Each externship requires two or three days a week for       months
Supervision must be conducted by a licensed psychologist and meet State regulations At the end of the fourth year  the student will have accumulated approximately       hours of supervised externship experiences
In their first year  students are matched with their faculty research advisor to begin their research All students are required to complete a full time internship in either a school  mental health facility  or hospital setting  lasting between       and       hours  the equivalent of one full year
RPI is a focused review of the literature that leads to Research Project   also known as RP  which is an empirical study  case study  qualitative research or a meta analysis Students take courses in Statistics and Research Methods in Professional Psychology during their second and third years in the program
This knowledge is applied during the development of the student research projects Students are required to complete Research Project I  or RPI  with the mentorship of their research advisor during their second year
Students take Ethical and Professional Issues in Professional Psychology during their first year Psychometrics are taught through several courses  including Research Methods and the five required courses in the Assessment sequence
Issues of individual and cultural diversity are embedded throughout the program course work  practica  externship and internship It usually takes two to three years to complete the research requirements
The development of professional values  attitudes and behaviors is a primary focus of all aspects of our training program These issues are also covered in all assessment and treatment courses and on externship and internship
As such students have multiple sources for such mentorships including  peers  faculty advisors  research advisors  externship and internship supervisors and individual therapy supervisors Training begins in the first semester class on Integrating Race and Gender in Multiculturalism and continues through all aspects of the program
These competencies are critical elements in all aspects of training  be it  assessment  being able to communicate assessment results to parents  teachers  and other professionals  in both written and oral formats  being able to do so in a respectful and empathic manner   treatment  being able to establish rapport  active listening  empathy  conduct treatment  have social emotional awareness  stay regulated  be respectful of others  understand the cultural and diversity issues related to treatment process and assessment  etc    consultation  working with parents  teachers in a collaborative manner   professional presentations  being able to deliver   orally and in written format   scholarly material to multi disciplinary audiences   student participation in all coursework Faculty mentorship and comportment are critical elements for modeling of appropriate values  attitudes and behaviors
A sixth course in Neuropsychological Assessment is available as an elective in the third year Many students will co author papers and presentations with faculty and fellow students
Also  second year students are selected to supervise and mentor first year students in the first year assessment classes In addition  students in the third and fourth year complete         hour externships in clinical settings that are supervised by licensed psychologists on site and that use live observation
In addition  students have other opportunities to supervise students Foundational competencies are developed during the second year class on  Consultation and Supervision
Both courses are taken concurrently with a year long         hour externship in the schools Similarly  third year students supervise second year students and fourth year students supervise third years
Students receive the Master of Science degree in School Psychology and are eligible for New York State Certification as a School Psychologist after completing a    credit course of study within the doctoral program Second year students take a year long course in Consultation and Supervision followed by Consultation Based Interventions
The Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic  PDF  is our primary practicum facility During the third and fourth year externships and fifth year internship students continue to develop their consultation competencies in clinical and school settings
Externship  internship and other field based experiences sequenced and integrated with the level of training are provided in schools  hospitals  mental health facilities and the Albert Einstein College of Medicine facilities Students are also eligible for the Bilingual Extension to the School Psychology Certificate that permits them to become Certified Bilingual School Psychologists
Employment and licensure information for     graduates are included in this directory  PDF It provides facilities for assessment  diagnosis  psycho educational remediation and interventions with children  adolescents and their families by students under faculty supervision
Always exercise due diligence in such important decisions There are      alumni graduates  PDF
Please contact us at anytime with current information Inclusion in this directory should not be interpreted as the program endorsement
Please review the following PDF files for the links we have compiled for you on related subjects We are very interested in maintaining updated information about all our graduates
We are excited to share the recent publication of Deliberate Practice in Multicultural Therapy Disclaimer  Inclusion on this list does not indicate a recommendation from the Program or its faculty
Deliberate practice exercises provide trainees and students opportunities to develop a more multicultural  intersectional approach to psychotherapy and hone their own personal therapeutic style TBA