deepapaikar/SC_Katz_5k huggingface dataset:
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
Â 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