The graduate psychology program at Suffolk University offers an elective Clinical Child experience within its APA-accredited doctoral program in clinical psychology. Child-relevant training experiences occur in the context of primary mentoring relationships, coursework, clinical training/practicum experiences, and opportunities for research collaboration with members of the core faculty. Core courses and clinical electives provide exposure to several different frameworks for understanding clinical child psychology. Through our advanced clinical courses, diverse practicum placements in child and pediatric settings, as well as careful research mentorship by faculty in the areas of child and adolescent psychology, students are afforded opportunities to explore content areas of interest in greater depth. These training experiences are designed to provide a solid foundation in child psychopathology, assessment, and intervention with the goal of developing strong candidacy for child-relevant internship programs in which to further refine student expertise.
To establish a career as a clinical child psychologist, it is beneficial to gain research and clinical experience during graduate school that provides exposure to relevant theories and methodologies. Typically, research expertise develops within the context of a constructive relation with a research mentor, collaborating on research (e.g., dissertation, presentations, publications), and working with relevant populations. Clinical expertise develops during practicum training, the predoctoral internship, or a postdoctoral fellowship.
2-4 students are placed at elementary or middle schools within the Newton Public School System. Students provide services to school-aged children with behavioral and emotional issues, issues related to academic performance, autism-spectrum disorders as well as children in need of assessment for learning disabilities. Depending on the site, students conduct some mix of individual assessment, individual psychotherapy and/or implement group/classroom intervention and prevention programs aimed at topics such as relational and physical aggression and acceptance of diversity.
2-3 practicum students are an integrated part of this training clinic run by the doctoral program at Boston University. Trainees conduct diagnostic interviews and provide individual and group therapy. Trainees also attend didactic seminars and case conferences. Individual supervision is provided by Suffolk faculty.
2-3 students are placed at this therapeutic day school that is part of a larger, interdisciplinary, integrative Center that works with children and families. Students work with children ages 5-16 with emotional, neurological or learning difficulties that have impacted their ability to succeed in other school settings. Trainees provide direct therapy interventions and are the case manager for each student in their caseload. The case manager coordinates the service planning and service delivery of a student’s interdisciplinary Manville team. The case manager also facilitates communication between Manville staff and any outside providers working with the child and family.
Clinical Child Psychology
To establish a career as a clinical child psychologist, it is beneficial to gain research and clinical experience during graduate school that provides exposure to relevant theories and methodologies. Typically, research expertise develops within the context of a constructive relation with a research mentor, collaborating on research (e.g., dissertation, presentations, publications), and working with relevant populations. Clinical expertise develops during practicum training, the predoctoral internship, or a postdoctoral fellowship
Examines child and adolescent psychopathology from an empirically-based developmental perspective. Reviews major developmental theories to elucidate the role of development in understanding the etiology and diagnosis of DSM-IV-TR disorders. Also focuses on theoretical and empirical literature in developmental psychopathology. Changes in the incidence rates of internalizing (e.g., depression, anxiety) and externalizing disorders (e.g., conduct disorder, attention deficit/ hyperactivity disorder) are addressed. Disorders affecting both behavioral and mental functioning (e.g., autism) are included. Family, peer, and contextual/environmental influences are also covered.
Examines development across the lifespan, including biological, cognitive, social, and emotional development, with attention to the role of culture and context. Reviews major theories of development and how such theories provide conceptual frameworks for understanding the development adaptive and maladaptive behaviors and trajectories. Also addresses implications for treatment and prevention. Normally offered yearly.
The graduate program at Suffolk University offers a neuropsychology experience within its APA-accredited doctoral program in clinical psychology. The neuropsychology experience offers elements of the Houston conference guidelines for training students in neuropsychology. It also contributes to course requirements for board certification in clinical neuropsychology (i.e., ABPP-CN). Our clinical psychology PhD program is a member of the Society of Clinical Neuropsychology (APA Division 40; www.scn40.org).
Clinical neuropsychology is the science of brain-behavior relationships, and clinical neuropsychologists specialize in the assessment and treatment of individuals of all ages with dysfunction of the central nervous system. Biological bases of behavior is one of the most productive research areas with applications in education, vocational, rehabilitation, medical, psychiatric, and forensic settings.
1-2 students are placed in the neuropsychology division of the Veteran’s Administration Hospital. Students work with veterans who present with suspected memory disorders. Students learn to administer and interpret the results of a wide variety of neuropsychological instruments over the course of the year. The neuropsychology service utilizes a flexible battery approach and, as such, students have the opportunity to learn which instruments are appropriate for answering a variety of referral questions. Students will also participate in patient feedback with the aid of their supervisor.
Students are placed in the Department of Neurology at this Boston teaching hospital. Students are involved in the neuropsychological evaluation of adult patients with a variety of neurological problems including learning and attention disorders, head injury, stroke, multiple sclerosis, epilepsy, and neurodegenerative disorders. The practicum students will gain skills in all areas of neuropsychological evaluation, including interviewing, testing, scoring, report writing, and feedback to patients. Additional experience may be obtained in running cognitive remediation groups, presenting patients at weekly rounds, and participation in didactic seminars.
Options to work in inpatient units and/or outpatient clinics with children, adolescents and/or adults. On the Adolescent, Child, and Intensive Child Units, work with the psychological and neuropsychological consultation service for the multi-disciplinary team, working with children and adolescents who suffer from acute psychological problems, including anxiety and depression, suicidal behavior, aggression, and substance abuse. For outpatient work, primarily with children, adolescents, and young to middle-aged adults, students have the opportunity to work through a private practice based at Butler hospital, providing comprehensive evaluations for patients with cognitive and psychological problems that range from learning and attention disorders, mood and anxiety disorders, pervasive developmental disorders, traumatic brain injury, and memory disorders. In addition, the memory clinic at Butler Hospital offers opportunities for geriatric neuropsychological evaluation. Through the practicum training, students will gain exposure to a range of psychopathology and its intersection with cognitive development throughout the lifespan, and develop skills in all areas of neuropsychological evaluation, including interviewing, testing, scoring, report writing and providing feedback to patients and family members. Additional experience includes grand rounds, memory rounds and group case conferences.
All students in the doctoral program at Suffolk University are required to complete both an Early Research Project (similar to a master's thesis) and doctoral dissertation. For those students in the neuropsychology concentration, both thesis and dissertation are expected to be on a topic in neuropsychology under the mentorship of one of the two Suffolk neuropsychology faculty. For a description of the diverse research interests of the two neuropsychology faculty at Suffolk, click on the following links:
ANST was created [by students at the University of Florida] in response to the prevalent concern expressed by students that they need more discussion of training and professional issues, particularly the training trajectory of neuropsychology. ANST chapters will serve a number of functions:
1) Assist the committee in disseminating important information about training and professional issues relevant to the field of Neuropsychology, as well as to provide a concrete mechanism for feedback between students and the governing bodies of Division 40 and ANST.
2) Ensure that students at all levels of training in neuropsychology are well informed of education and career opportunities.
3) Provide a regular forum for students to discuss, debate, and provide feedback on a variety of issues that can be shared with students across the country. We will facilitate discussion through monthly topical seminars at local universities, while also providing interactive links and forums on the ANST web site that will allow students to dialogue about professional issues with each other and professionals on both the local and national level.
4) Serve as a vehicle for soliciting candidates to run for ANST elections and to submit nominations for our planned Award Program (e.g. Awards in recognition of superior Mentorship, Professional Contribution to the field, Research Award, Neuropsychology Program of the Year, etc.).
This material was quoted directly from the ANST website. For more information on ANST, visit their website directly.
The goal of this course is to serve as a foundation for clinical practice and research activity in the important area of clinical neuropsychological assessment and psychological assessment. It serves to introduce the student to the techniques, methods and theories relevant to the practice of neuropsychological and psychological assessment.
Basic introduction to the specialty of neuropsychology. The scope of neuropsychology, the difference between neuropsychology and related difference and subspecialties, different historical and theoretical approaches to neuropsychology, as well as credential requirements for the practice of neuropsychology. Introduction to research techniques used to investigate brain-behavior relationships, ethical issues, and the role of the neuropsychologist in clinical and rehabilitation settings. By the end of the course, students will demonstrate a basic knowledge of the nervous system, the role of neurotransmitters, brain structures and associated functions, an understanding of how different instruments are used to assess those functions, and how neuropsychological interventions are formulated and implemented.
Students may also have the opportunity to take elective classes in neuropsychology, neurobiology, and cognitive neuroscience. However, it is important to note that these classes may not be offered on a regular basis. Further, these courses may not be covered under the 50% tuition reduction program. A listing of the courses that may be available to Suffolk students through the Behavioral Neuroscience program at BU can be found here: http://www.bumc.bu.edu/busm-bns/courses/.
Learning goals and objectives reflect the educational outcomes achieved by students through the completion of this program. These transferable skills prepare Suffolk students for success in the workplace, in graduate school, and in their local and global communities.
Learning GoalsStudents will...
Learning ObjectivesDoctorate of Philosophy in Clinical Psychology students will be able to...
|Develop the skills needed to function as competent professionals in the practice of clinical psychology.||
|Develop the skills needed to independently formulate research or other scholarly activities, conduct research or scholarly activities, and to critically evaluate and disseminate research or other scholarly activities via professional publication and/or presentation at the local, regional, or national level.||
|Demonstrate an understanding of and appreciation for individual and cultural diversity across content areas of science and practice and will develop the skills needed to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities).||
|Be knowledgeable of and act in accordance with the regional, national, and professional ethical standards, guidelines, and codes of conduct. Students will develop the skills necessary to conduct themselves in an ethical manner in all professional activities.||