Clinical Child and Adolescent Psychology
Goal #1. Ensure acquisition of the basic knowledge and skills prerequisite to advanced training in Clinical Child and Adolescent Psychology. These prerequisites are as follows: (a) basic knowledge of normal and abnormal child and adolescent development, (b) basic interviewing skills with children, adolescents, families; (c) basic skills to conduct new patient evaluations and formulate cases using a biopsychosocial model that is sensitive to developmental issues; (d) comprehensive knowledge and critical thinking concerning the nature and course of psychopathologies, as described in DSM-IV, key theoretical models, and the empirical literature; (e) basic skills in psychological assessment (including administration, scoring, interpretation, and preparation of written reports).
1a. Based on a review and discussion of each fellow's previous course work, clinical practicum and internship training experiences, and personal comfort with knowledge/expertise in areas pertinent to Clinical Child and Adolescent Psychology, an initial training plan will be developed. This plan will be a collaborative effort of the postdoctoral fellow and primary advisor, in consultation with the coordinator of Clinical Child and Adolescent Psychology Training.
1b. In areas where greater experience or knowledge is believed to be necessary prior to more advanced and autonomous training experiences, opportunities will be provided for the fellow to (1) observe others conducting intake evaluations or psychological assessments, (2) read key references in designated areas, (3) observe case presentations at treatment team meetings and case conferences, or (4) attend relevant seminars or courses.
2b. Each fellow will conduct intake interviews/evaluations with multiple youth in each of the following groups of conditions/disorders, determining appropriate diagnoses and developing biopsychosocial formulations to guide further assessment and treatment recommendations:
Developmental and Neurological Disorders (e.g., mental retardation, pervasive developmental disorders, speech/language disorders, schizophrenia and other psychotic disorders, organic mental disorders, tic disorders)
Externalizing/Internalizing Disorders, including comorbid conditions (e.g., attention-deficit hyperactivity disorder, oppositional defiant and conduct disorders, substance use disorders, adjustment reactions and stress-related disorders, mood and anxiety disorders including major depressive disorder, separation anxiety disorder, obsessive-compulsive disorder, social phobia)
Situation/social environmental problems (e.g., abuse/neglect, bereavement/loss, parental separation/divorce, parent-child relational problems)
2c. Fellows will discuss intake interviews and initial case formulations with a clinical supervisor prior to completing the case formulation, treatment plan, and feedback to family. This discussion will occur immediately following the interview, allowing for follow-up questions, clarifications, or direct faculty involvement with the family.
2d. Fellows will dictate intake evaluations in a timely manner, obtaining written or verbal feedback on the evaluation reports from a licensed clinical psychologist.
2e. Fellows will attend weekly Treatment Team meetings and present evaluation data and case formulations in this multidisciplinary setting several times during each training year. This will enable multidisciplinary consultation, case discussion, or transfer of patient care as appropriate.
2f. Fellows will attend and participate in the Section of Child and Adolescent Psychiatry's monthly Case Conference Series. Fellows will be responsible for one formal case presentation each training year.
3a. Each fellow will be scheduled for a minimum of one psychological assessment battery monthly.
3b. Each fellow will conduct assessments with at least one, and often multiple, youth with conditions/disorders in each of the following groups: Developmental and Neurological Disorders, Externalizing/Internalizing Disorders, including comorbid conditions, and Situation/social environmental problems.
3c. Each fellow will become highly skilled in selecting, implementing, scoring, interpreting, and communicating findings from a broad array of psychological assessment instruments, including experience in each of the following assessment domains:
Cognitive/Intellectual and Achievement/Academic Assessment [Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R); Wechsler Intelligence Scale for Children-III (WISC-III); Stanford-Binet-Fourth Edition; Wide-Range Achievement Test-Revised; Woodcock-Johnson Psychoeducational Battery-Revised; Wechsler Individual Achievement Test].
Fellows will administer, score, interpret, and communicate findings for each of the instruments listed above, in addition to other options, conducting a minimum of 15 intellectual and/or achievement assessments per training year.
Personality Assessment [Rorschach, Thematic Apperception Test (TAT); Minnesota Multiphasic Personality Inventory - Adolescent (MMPI-Adolescent)]
Fellows will administer, score, interpret, and communicate findings for each of the instruments listed above, in addition to other options, conducting a minimum of 6 personality assessments per training year.
Infant Assessment (0-3 Years) [Bayley Scales of Infant Development-II; neurodevelopmental screening instrument]
Fellows will gain experience with the Bayley Scales and a neurodevelopmental screening instrument, observing or conducting a minimum of two assessments with the option of more substantial involvement.
Adaptive Functioning and Other Standardized Assessment Instruments [Vineland Adaptive Behavior Scales; Child and Adolescent Functional Assessment Scale (CAFAS); Child Behavior Checklist, Children's Depression Inventory, Conners Rating Scale, and others]
Fellows will administer, score, interpret, and communicate findings from multiple standardized assessment interviews (e.g., Vineland, CAFAS) and questionnaires (e.g., CBCL). They will interpret and communicate findings for several patients to their multidisciplinary treatment team.
Neuropsychological Assessment: Fellows will observe and read background material on the administration, scoring, and interpretation of a minimum of three neuropsychological assessment batteries with children and adolescents. They will communicate child neuropsychological test report findings for several patients to their multidisciplinary treatment team.
3d. Each fellow will receive weekly individual supervision on psychological assessment with a licensed clinical psychologist. This supervision will occur before the evaluation report is finalized and feedback is given to the family.
4a. Each fellow will be scheduled weekly for a minimum of fourteen hours of face-to-face psychotherapy with children, adolescents, and their families. Each fellow will have opportunities to provide parent guidance/training, and individual, family, and group therapy.
4b. Each fellow will participate in the weekly seminar, Advanced Clinical Child and Adolescent Psychology, which includes readings and topical discussions on evidence-based interventions for children and families.
4c. Fellows will participate in regularly scheduled, weekly supervision meetings to discuss psychosocial treatments and psychotherapy cases with a licensed clinical psychologist. Additional specialty consultation and assistance with crisis intervention will be available as needed. Each fellow will obtain clinical supervision from a minimum of two licensed clinical psychologist during their training.
5b. Each fellow will be encouraged to prepare their dissertation or other graduate work for publication.
5c. Each fellow will be encouraged to develop an independent satellite project that takes advantage of the existing programs of research and research infrastructure in the Clinical Child and Adolescent Psychology area.
5d. Each fellow will attend at least one regional or national scientific meeting relevant to the clinical child and adolescent psychology area during their fellowship.
5e. Each fellow will attend at least one hour per week of individual or group research supervision.
5f. Each fellow will be active in independent and/or collaborative research activities, publishing at least one article as a primary or secondary author by the end of their training period.