At the Child Study Center, the developing child is seen within the context of several levels of influence. The first level is that of the child-the child's biological endowment and modes of dealing with the environment. These characteristics influence and are influenced by a second level-the parents and siblings in the immediate family. The child and family levels interact with a third level-the near support system or community. All of these levels are influenced by the effect of policy decisions made at a fourth level-that of the far support system. Included in this level are the social policies of the city, state and federal governments. It is our conviction that the understanding of any individual child must include consideration of the interplay of these levels. With this model in mind, our training program emphasizes a developmental, multidisciplinary approach to training in clinical child psychology.
While psychologists have been training at the Child Study Center since its inception, the formal predoctoral internship program began in 1977. APA approval was granted in 1981, and in 1989 the psychology faculty embarked upon a plan to develop a two year coordinated predoctoral internship and post-graduate fellowship. For the 2014-2015 training year, we anticipate enrolling all fellows in the joint predoctoral-post-graduate training program. Thus, applicants are expected to complete all doctoral requirements, including their dissertation, by June 30, 2015 in order to begin accruing hours for licensure.
The predoctoral internship and post-graduate fellowship of the Child Study Center offer specialized training in clinical child psychology. Several other training programs are also housed within the center, including fellowships in child psychiatry and social work. All of the training programs share the common goal of providing an understanding of the process of adaptive and maladaptive development in children and their families. This understanding is gained through supervised clinical interventions with children and families, didactic experiences focusing on normal and abnormal development, and involvement in research initiatives designed to increase knowledge and inform clinical decision-making.