• School-Clinical Child Psychology Program, PsyD

  • About

    This Psychology Health Service Provider program is accredited by the American Psychological Association as a Combined Clinical-School  Psychology Program. The last accreditation was in 2010 for a maximum seven-year period.  We 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; 116 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 cannot be completed in less than five years.

    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 learning 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. 

    We 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 integrative in both theory and practice. Faculty members are trained in psychodynamic, cognitive-behavioral and family systems approaches for conceptualizing and working with children, adolescents (0-18) and young adults. Consequently, students are taught to work within all these modalities, to respect the value of each approach and to integrate theory and practice. We recognize that this type of program values each orientation and thus  permits students to integrate an approach that is truly their own, but one that is always respectful of empirically supported treatments from all orientations.

    Program Goals:
    1. Produce graduates who have the requisite knowledge in the core areas of Health Service Psychology for the doctoral level practice of school-clinical psychology with an emphasis on children and families
    2. Develop students’ professional identity as a doctoral level psychologist with specialized and integrated training in the disciplines of school-clinical psychology. Upon graduation to continue to be an active participant in the profession. Have realistic sense of self, be self-reflective and develop emotional intelligence.
    3. Develop students’ skills and related knowledge base for conducting psychological and psychoeducational assessments across the lifespan – with an emphasis on childhood and adolescence.
    4. Develop advanced skills and knowledge in the treatment of children, adolescents, their families and adults; be prepared to work effectively in schools, mental health facilities and medical centers; to integrate science and practice.
    5. Enhance students’ sensitivity to individual and cultural diversity and ability to work with children, families and adults from diverse backgrounds
    6. Foster the relation between science and practice. Be knowledgeable of the linkage 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 Provisional 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. 


    The Program provides advanced training in both Cognitive Behavior Therapy, Psychodynamic Psychotherapy and School Neuropsychology 

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

    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.
    Pediatric Neuropsychology

    Students may elect to complete a 12 credit concentration in School Neuropsychology. It consists of Practicum in Child Assessment I-II, Neuropsychological Assessment, Advanced Seminar in Pediatric Neuropsychology and an externship experience in child neuropsychology.

    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

    The Student Handbook School-Clinical Child Psychology Program 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 describes the types of supervised training that students in the program receive, yearly requirements and much more.

    The Research Handbook delineates the process for developing Research Projects I and II.

    Organization of Psychology Students (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: Laurie Scherer and Matthew Stahl

  • Program Faculty

    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

    111 students completed the 2014-15 academic year.  They were a highly diverse student body, consisting of  23 (20.7%) self-identified students of color and diverse ethnicity; 11 were born outside of the United States; 64.2% self-identified as jewish and others are catholic, christian, hindu, mormon, episcopalian, atheist, agnostic, spiritual and nothing; and 20 students had prior careers. In addition, students have come from 28 different states, 15 countries, and 88 different colleges and universities. We are very proud of our students' achievements. Their publications, presentations and awards during the 2014-15 academic year are laudable. Forty-one students graduated between June 2014 and September 2015.

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