Top Masters Programs in Clinical Child Psychology

PSY 8352: Seminar: Clinical Psychology Cognitive Therapy.

PSY-GS 8420: Advanced Seminar in Clinical Psychology Developmental Psychopathology.

Master of Arts in Applied Child Adolescent Psychology: Prevention Treatment.

Explore different aspects of children’s social and emotional well-being and learn diagnose and treat psychosocial difficulties and disorders. Study with nationally recognized experts in child psychology and gain practical, hands-on experience working in a clinical setting.

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. 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. Required practica experiences include: year-long psychodynamic psychotherapy treatment, year-long CBT treatment through our clinic and conducting psychological, psychoeducational and neuropsychological evaluations.

In addition, students complete approximately 3500 hours of externship and internship experiences in educational and mental health settings across the New York-New Jersey-Connecticut area. Program alumni work across the lifespan in schools, medical centers, mental health facilities, related agencies and in private practice.

Our program offers dual exposure to Cognitive Behavioral and Psychodynamic Psychotherapy.

This Psychology Health Service Provider program is accredited by the American Psychological Association as a Combined Clinical-School Psychology Program. The Program received a ten-year-accreditation from the American Psychological Association.

The Program is also approved by the National Association of School Psychologists.

Cultural humility goes beyond the concept of cultural competence to include: 1. A personal lifelong commitment to self-evaluation and self-critique (intrapersonal), 2. 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 3. Institutional accountability (Tervalon Murray-Garcia, 1998). We strive to do this both through specific courses and pedagogical practices as well as by reflecting on our own biases. 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.

The program focus on individual differences, diversity and multiculturalism is embedded through all course work and practica.

The Combined PsyD in School-Clinical Child Psychology program requires full-time attendance for five years. The course of study includes didactic courses, extensive practica and approximately 3,500 hours of externship and internship experiences. 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.

PSS 6801: Professional and Ethical Issues in Health Service Psychology.

PSS 6191 PSS 6192: Child Assessment with Practicum I II.

PSS 6625 PSS 6625: Practicum Child Therapy: CBT I II.

PSS 6611 PSS 6612: Practicum Child Therapy: Psychodynamic I II.

PSS 8941A PSS 8942 Doctoral Internship Seminar I II.

Practice of School Psychology with Bilingual and Multicultural Population Externship.

Students take courses in Statistics and Research Methods in Professional Psychology during their second and third years in the program. RPI is a focused review of the literature that leads to Research Project II (also known as RPII) which is an empirical study, case study, qualitative research or a meta-analysis. It usually takes two to three years to complete the research requirements.

Students take Ethical and Professional Issues in Professional Psychologyduring their first year. These issues are also covered in all assessment and treatment courses and on externship and internship.

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-II) that involve didactic and practica components that are graded for complexity. A sixth course in Neuropsychological Assessment is available as an elective in the third year. In addition, students in the second, third and fourth year externships work on-site under supervision in school and clinical settings. Finally, students complete a 1500-1750 hour pre-doctoral internship that includes extensive supervision of treatment and assessment activities.

Competencies are developed through a nine-course sequence that is graded for complexity through the second, third and fourth years in the program. Students develop beginning theoretical and practical competencies during the following second year courses: Working with Children and Families, Evidence-based Interventions with Youth I-II. In the third and fourth years, students complete two, year-long clinical practica in Practica in Child Therapy I-II: CBT and Practica in Child Therapy I-II: Psychodynamic. In addition, students in the third and fourth year complete 600-750 hour externships in clinical settings that are supervised by licensed psychologists on-site and that use live observation. Finally, students complete a 1500-1750 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. Both courses are taken concurrently with a year-long 500-600 hour externship in the schools. During the third and fourth-year externships and fifth year internship students continue to develop their consultation competencies in clinical and school settings.

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 60-credit course of study within the doctoral program. Students are also eligible for the Bilingual Extension to the School Psychology Certificate that permits them to become Certified Bilingual School Psychologists.

Always exercise due diligence in such important decisions. We are very interested in maintaining updated information all our graduates.

You can find job announcements at our program Listserv.

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

The minimum GPA is a cumulative 3.0 on a 4.0 scale for all graduate coursework undertaken.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language.

English Conditional Acceptance Offered: No, this program does not offer English Conditional Admission.

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

GRE scores are optional for admission to this program. Applications submitted without scores will receive full consideration. Every application undergoes a comprehensive evaluation, including a careful review of all application materials.

Three (3) letters of recommendation are required. Letters should be submitted by recommenders through the online application.

Please prepare approximately 2-3 pages of typewritten, double-spaced autobiographical material which will be considered confidential. Please be aware that the review committees may contain graduate student representatives. Indicate the source of your interest in psychology and the reasons why you wish to pursue graduate studies in your chosen area of specialization. If you have had practical experience (work or volunteer) in psychology, please describe it. If you have been in another area of academic study or employment, discuss your change. Please type the name(s) of your proposed mentor(s) on a separate line at the end of your autobiographical statement so as to facilitate screening. Mentors can be from any program. If there is one person you are primarily interested in, name one if there are two who you are interested in, name two. There is no advantage to naming just one person or naming two people. What is important is the rationale for your choice.

The University of Denver values diversity, equity, and inclusion, recognizing that its success is dependent on how well it values, engages, and includes the rich diversity of constituents. Diversity is defined broadly. Applicants are required to include an essay (maximum of one-page, double spaced) describing how their educational, professional, clinical, or personal (e.g. cultural, economic or social) experiences prepare them to contribute to diversity, equity, and inclusion during their graduate career at DU. Contributions to diversity, equity, and inclusion may come in the form of research topic, research population, clinical work (if applicable), professional service, personal perspective, and .

Please submit a résumé that includes publications, professional presentations, awards and scholarships, professional experience (both research and clinical), and membership in professional organizations.

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor or higher) earned from institutions outside the United States.

The KU Clinical Child Psychology doctoral program is ranked #16 out of 224 ranked clinical psychology programs in the country by(USN WR, 2016).

CCPP student Christina Amaro and Dean Michael Roberts at the 12th annual Capitol Graduate Research Summit, held at the Kansas Capitol Building, Topeka, KS.

The Clinical Child Psychology Program is pleased to host the National Conference in Clinical Child and Adolescent Psychology, October 18-20, 2018.

Applications for admission to the KU Clinical Child Psychology Doctoral Program (Ph.D) for Fall of 2019 are due December 1, 2018.

Community settings for clinical interventions and research activities help fulfill the objectives of the Clinical Child Psychology Program.

The Clinical Child Psychology Program offers supervised practica in a number of settings, including the University of Kansas Medical Center, Children Mercy Hospital, local school districts, mental health centers, and the in-houseKU Child and Family Services Clinic.

Welcome to the Clinical Child Psychology Program at the University of Kansas!

We're glad you're here. The Clinical Child Psychology Program (CCPP) is accredited by the Commission on Accreditation of the American Psychological Association (APA) as a training program leading to the Doctoral degree (Ph.D.) in the area of Clinical Psychology with a Child Emphasis.

Our mission is to develop leaders in the research, dissemination, and practice of psychological clinical science for children, youths, and their families.

Cushing, C.C., Mitchell, T.B., Bejarano, C.M., Walters, R.W., Crick, C.J., Noser, A.E. (2017). Bidirectional associations between psychological states and physical activity in adolescents: A mHealth pilot study. Journal of Pediatric Psychology.

Fite, P., Poquiz, J., Cooley, J., Stoppelbein, L., Becker, S., Luebbe, A., Greening, L. Risk factors associated with proactive and reactive aggression in a child psychiatric inpatient sample. Journal of Psychopathology and Behavioral Assessment, 38, 56-65.

Roberts, M.C., Blossom, J.B., Evans, S.C., Amaro, C.M., Kanine, R.M. (2016). Advancing the scientific foundation for evidence-based practice in clinical child and adolescent psychology. Journal of Clinical Child and Adolescent Psychology. Advanced access ahead of print publication. doi:10.1080 15374416.2016.1152554.

Steele, R.G., Gayes, L.A., Dalton, W.T., Maphis, L., Conway-Williams, E., Smith, C. Change in health-related quality of life in the context of pediatric obesity interventions: A meta-analytic review. Health Psychology, 35(10), 1097-1109. doi:10.1037 hea0000362.

Vernberg, E.M., Hambrick, E.P., Cho, B., Hendrickson, M.L. (2016). Positive psychology and disaster mental health: Strategies for working with children and adolescents. Journal of Clinical Psychology. doi:10.1002 jclp.22289.

CCPP Alumna Dr. Erin Hambrick works with APA Division 56 (Trauma Psychology) to advocate for women who have been incarcerated and their children. Click here for full report.

44 nationally ranked graduate programs. —U.S. News World Report.

In the child track, Drs.

Current projects focus on physical, academic, social, and emotional functioning in youth with pediatric chronic pain.

Program objectives are for students to acquire understanding and competence in psychological theory, research, and practice, with particular attention to developmental psychopathology, evidence-based treatments, dissemination, and program evaluation with children, adolescents, and families of diverse backgrounds.

The Clinical Program has four broad program aims:.

To educate students broadly and generally psychology and instill a commitment to life-long learning.

To prepare graduates with knowledge and skills to engage in and shape research and scholarship.

To prepare graduates for diverse leadership career paths in the practice of clinical psychology and in-depth preparation in child and or community applications and policy.

Degrees and ProgramsPsychology (MA, MS)Clinical Child and School Psychology (MS).

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The clinical child and school psychology program is comprised of two separate tracks:.

The clinical child and school psychology program at SIUE is one of only a handful of combined clinical child and school psychology programs in the nation. Training emphasizes evidence-based practices, prevention, the ecological systems approach, and the consultative role of the psychologist. Students complete practica experiences each semester of the program.

Graduates are prepared to work with children, adolescents, and their families in the health system and other community agencies under the supervision of licensed healthcare providers. Our students are also well prepared to pursue doctoral education following completion of a master degree.

The school psychology track provides students with the knowledge and skills necessary for further education and training in the specialist degree program in school psychology. Students pursuing certification in school psychology are admitted to the master program with the expectation that they will go on to complete the specialist degree program in school psychology at SIUE.

Students in the school psychology track who complete the specialist in school psychology program are eligible for licensure as school psychologists in Illinois.

The program coursework is offered as traditional daytime courses.

The specialist degree program has been fully accredited by the National Association of School Psychologists since 1999.

The job prospects for students who enroll in and complete the requirements for the specialist degree program in school psychology are excellent due to a nationwide shortage of school psychologists.

Students in the clinical child track have a strong track record of getting accepted into doctoral programs.

Affordable TuitionHone your skills in an affordable and flexible program.

STEM Designated Degree Program.

The Child Adolescent Psychology concentration within the MA program in Clinical Psychology provides students with foundational-level training in clinical psychology, with a focus on clinical child psychology. Students in the child adolescent concentration learn the unique psychological needs of children and adolescents, as well as developmental considerations in psychopathology, assessment, and treatment, including the role of family and social contexts. This concentration is designed to prepare students for MA-level clinical positions in mental health settings, particularly those that serve children and families (e.g., community mental health agencies, care management organizations) and do not require licensure. Students may also seek positions as clinical research assistant and coordinators, as well as pursue doctoral-level study.

Along with the Clinical Psychology, Child Adolescent Clinical Psychology Concentration degree, the department also offers the following options for graduate study: Clinical Psychology with a concentration in Forensic Psychology, a PhD in Clinical Psychology, and a certificate in School Psychology.

Please refer to our programs of study page for a comprehensive list of all of the graduate programs offered within the university.

Please note: an introductory course in psychology does not count toward the minimum credit requirement, though it might be needed as a pre-requisite to other psychology courses.

In order to make applying for graduate school as seamless as possible for you, we have created an application checklist. This checklist can be a reference point for you during the application process to ensure that you have a comprehensive understanding of the steps needed to apply, as well as all of corresponding supplemental materials for your specific program of interest.

Priority Deadline: March 15th. Applications to the Master of Arts program in Clinical Psychology that are completed by March 15th, including all required supplemental materials, will receive priority review. All priority candidates will receive an admission decision by April 20th. Applications completed after the priority deadline will be reviewed on a rolling basis until the program is full.

Submit Online Application: Please create your online account and application by following the general application instructions and pay (or waive) the non-refundable $60 application fee.

The following is a list of the supplemental materials that will accompany your application for the Clinical Psychology, Child Adolescent Psychology Concentration (MA) program:.

Articulate clearly, concisely, and in specific terms your relevant academic, research, and psychology-related experiences and interests.

Sample of written work related to the field(s) of psychology, particularly in your desired area of concentration. This might be a paper written for a previous course, an original research project summary, or some other original writing that was prepared and completed prior to this application process.

The Psychology Department will hold pre-selected interview days for the MA in Clinical Psychology and School Psychology Certification programs.

Of note, prior to the virtual interview, candidates will be provided with written material the program.

Students must complete 36 credits. Most students complete the MA program in two years of full-time study. Please note that students must complete all coursework (aside from PSYC 510) prior to enrolling in PSYC 680.

Focus to reflect recent bench science, translational community studies, advances in clinical intervention, policy funding initiatives, and workforce trends.

A key focus for the PBHC emphasis is a seamless integration between clinical work and scholarship.

Students acquire knowledge and experience through additional coursework, clinical practica placements, and research.

The PBHC is founded upon recent bench science, translational community studies, advances in clinical intervention, policy funding initiatives, and workforce trends in pediatric behavioral health care.

Dr. Friedberg co-edited Cognitive Behavioral Therapy in Youth: Tradition and Innovation with Brad Nakamura, PhD. The recently published book covers the proper applications of cognitive behavioral theory (CBT) with youth experiencing depression, OCD, eating disorders, and other emotional disorders.

You will acquire knowledge and experience through coursework, clinical practica placements, and research. In additional to core courses required of all clinical students, you will complete a series of six advanced courses that focus on pediatric behavioral health care.

CLIN810: Transdiagnostic Approach to Child and Family Psychotherapy.

A dissertation related to child, adolescent, siblings, or family issues.

An internship where at least % of your time is spent working with child, adolescent, or family patients.

All PAU PhD students are eligible for the Pediatric Behavioral Health emphasis area. You can only report that you have received PBHC experience and training if you complete the following requirements:.

Successfully complete at least 1 clinical experience in a health care setting and 1 child adolescent setting.

American Psychological Association Division 53 (clinical child psychology).

Post-doc training at world-renowned universities. Take a look at what PAU graduates are achieving.

Paul Sullivan, Ph.D. is a 2017 graduate of Palo Alto University. Currently, Paul is the Youth Anxiety Center (YAC) post-doctoral fellow at Weill Cornell Medical Center New York-Presbyterian Hospital. As the YAC post-doctoral fellow, Dr. Sullivan serves multiple roles as a clinician working in both the Adult and Adolescent Partial Hospitalization Programs and as a clinician in the Child and Adolescent Outpatient Department.

PhD in Psychology: Clinical Science in Child and Adolescent Psychology.

Our Doctor of Philosophy in Psychology with a major in Clinical Science in Child and Adolescent Psychology equips students with the necessary conceptual background and knowledge of the field, including skills in theory construction, methodology and statistics.

Our graduates are well positioned to advance basic knowledge in developmental psychopathology while developing and evaluating scientifically informed assessment, prevention, treatment and dissemination approaches.

Since 2015, our program has been fully accredited by the American Psychological Association. For statistics the program, please view our Student Admissions, Outcomes, and Other Data.

The mission of the Clinical Science Program in Child and Adolescent Psychology at Florida International University is to provide training to doctoral students in becoming clinical researchers, scholars, and leaders who will advance scientific knowledge in theoretically strong, methodologically rigorous, and innovative ways. Specifically, our goals are aligned with both the American Psychological Association and the Academy of Psychological Clinical Science and include: 1) advancing knowledge through clinical research on children, adolescents, and families 2) providing state-of-the-art evidence-based clinical care to children, adolescents, and families and 3) disseminating findings to improve the mental health and wellbeing of children, adolescents, and families. Read our full Diversity, Equity, and Inclusion Statement.