• School-Clinical Child Psychology Program, PsyD

  • About

    Accreditation

    This program is accredited by the American Psychological Association as a Combined Clinical-School  Psychology Program. It was accredited in 2010 for a maximum seven-year period and will be site visited again in 2017.

    If you have any questions, please contact:
    Program Director: Dr. Abraham Givner
    Program Telephone: 718-430-3945
    Program URL: http://yu.edu/ferkauf/school-clinical-child-psychology

    Office of Program Consultation and Accreditation
    American Psychological Association
    750 First Street NE
    Washington, DC 20002-4242
    Telephone: 202.336.5979

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

    The School-Clinical Child Psychology Program, PsyD (five-year program; 114 credits), provides students with the knowledge and skills to assume the role of a professional psychologist who can work in diverse settings across the lifespan. The Program provides a full-time sequence of training that consists of four years of coursework, practica and field, culminating in full-time internship in the fifth year.

    The program's mission is to provide doctoral-level training through an interdisciplinary model that concentrates on both school and clinical child psychology. 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 environments.

    The training model is that of Practitioner-Scholar, with an emphasis on the integration of clinical child psychology and school psychology , built on a foundation in developmental psychology. Students gain more than 3,500 hours of supervised school/clinical field experiences in diverse schooling environments, hospitals and mental health facilities, usually in urban centers with largely multicultural populations. The program also provides specialized training in infancy/early childhood, and in bilingual school psychology.

    We also adhere to a combined-integrative model, as delineated by the Council of Directors of Combined-Integrated Doctoral Programs in Psychology. The disciplines of school psychology and clinical psychology are integrated throughout the coursework. Concurrently, the program provides students with a pedagogical orientation that is eclectic in both theory and practice. Faculty members are trained in psychodynamic, cognitive-behavioral and family systems approaches for working with children, adolescents (0-18) and young adults, and students are taught to work with all these approaches. Students are also taught to respect the value of each approach and to integrate theory and practice across the three orientations. It is understood that eclecticism also has a hierarchical structure to it. We recognize that a value of this type of program is the high regard for each orientation, in its own right, that permits students to integrate an approach that is truly their own, but one that is also respectful of empirically supported treatments from all orientations.

    Because the program is accredited as a combined school-clinical psychology program, it also requires students to complete one foundation course in adult psychopathology and another in adult development, as well as an externship experience that includes working clincially with adults.

    Program Goals
    1. Develop the requisite knowledge in the core areas of professional psychology for the doctoral-level practice of school and clinical psychology with an emphasis on children and families
    2. Develop skills and related knowledge base for conducting psychological and psychoeducational assessments in schools, hospitals, mental health facilities, early childhood centers and developmental disabilities centers with children, adolescents and families
    3. Develop a professional identity as a doctoral-level psychologist and to be an active participant in the profession
    4. Develop advanced skills and knowledge in the treatment of children, adolescents and their families in school and mental health settings
    5. Enhance sensitivity and ability to incorporate cultural, racial, and individual diversity into practice
    6. To be knowledgeable of the relationship between research and its application to practice

    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.

    The Max and Celia Parnes Family Psychological and Psychoeducational Services Clinic (PDF) is our primary practicum facility. It provides facilities for assessment, diagnosis, psycho-educational remediation and interventions with children, adolescents and their families by students under faculty supervision. 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.

     abct 1

                                  Student Presentation at:
        Association for Behavioral and Cognitive Therapies
                             Nashville, Tenn.  November 2013

     

     Concentrations

    The Program provides advanced training in both Cognitive Behavior Therapy and Psychodynamic Psychotherapy.

     
     

     Cognitive Behavior Therapy -

      All students are required to complete four CBT courses and may elect additional CBT focused courses. The required courses are: Evidence-based Interventions for Youth I-II, and Practicum in Child Therapy I-II: CBT. Students may also conduct their research with faculty whose primary orientation is evidence-based practice.
     

    Psychodynamic Psychotherapy

    - All students are required to complete five courses: Introduction to Child Therapy, Psychodynamic Theory and Practice with Children and Families I-II, Practicum in Child Therapy I-II: Psychodynamic psychotherapy. Students may also take elective courses in Self Psychology, Psychoanalytic Theory and conduct their doctoral research with faculty whose primary orientation is psychodynamic psychotherapy.

    `

    NEW!!! BEGINNING IN 2014: All students will be required to complete a one-year CBT practicum and a one-year Psychodynamic Psychotherapy practicum with clients referred to school's clinic. Treatment cases will be supervised in groups and individually by licensed psychologists with clinical expertise in their respective orientations.


     Multiculturalism and Diversity

    The program's focus on individual differences, diversity and multiculturalism is embedded through all course work and practica. Several required courses specifically focus on these issues and other electives may be taken to strengthen students' knowledge and skills.The program also offers a 15-credit New York State approved Bilingual Extension to the Advanced Certificate in School Psychological Services.

    We have been successful in attracting ethnic and multi-culturally diverse students as well as students who identify with other diversity characteristics. For example, 16% are students of color, 30% were born or raised outside of the United States, 19% were born outside the northeast, 13% are nontraditional/older students, 42% are married, 26% have children, 8.8% self identify as GLBTQ, 38% had a prior career, 4.4% were professional athletes or artists and 37% are not Jewish.

      

    Student Handbook, Externship/Internship Manual and Research Requirements Handbook: Vital Resources

    The Student Handbook School-Clinical Child Psychology Program (PDF) (revised July 2012) includes important information regarding program requirements, policies and procedures, academic standards and ethics and much more. All students are urged to refer to the handbook continually throughout their education here, as it will be updated whenever necessary.

    Additionally, our Externship and Internship Manual (PDF) (revised July 2012) describes the types of supervised training that students in the program receive, yearly requirements and much more.

    The Research Handbook (PDF) (revised July 2012) delineates the process for developing Research Projects I and II.

    class of 2011 and faculty
    The Class of 2011 and Faculty

    OPS

    The Organization of Psychology Students (OPS) is the student organization of Ferkauf Graduate School of Psychology. Each Ferkauf student is a member of the organization and “dues,” called student activity fees, are collected automatically each semester with tuition. These dues constitute the budget of OPS. The purpose of the organization is to provide Ferkauf students with information relevant to their academic and professional careers.

    Current OPS Representatives: Lindsey Giller & Rachel Terry

  • Program Faculty

       Faculty may 2011

    Dr. Joyce Weil's retirement

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    The Program is composed of eight full-time faculty, 10 adjunct faculty and numerous clinical and field placement supervisors. The full-time faculty have teaching, research and advisement responsibilities. Adjunct faculty are primarily responsible for teaching, the clinical supervisors provide individual psychotherapy supervision to third year students and the field supervisors are critically important for on-going supervision at more than 100 externship and internship sites that are used by our students. The latest information about the faculty's scholarly and professional activities are updated regularly.

    The Students

    121 students will begin the January 2014 semester. Our student body consists of a diverse group of students - 14.9% are students of color; 10% are male, 66% are Jewish, 15% have children, 6.5% are GLBTQ, 19% were raised in another country, 33.8% were raised outside the NYC area, 4% are post-35. In addition, students have come from 28 different states, 15 countries, and 82 different colleges and universities. We are very proud of our students' achievements. Their publications and presentations during the 2012-14 academic year are laudable. Forty-one students graduated between June 2012 and September 2013. All are employed, have found post-docs or are re-locating.

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