Training in Clinical Child Psychology: Doing It Right

Roberts, Michael C.; Sobel, Amanda B.

doi:10.1207/s15374424jccp2804_7

Cited by 16 publications

(19 citation statements)

References 19 publications

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“…Despite relatively limited recent attention to the issues, the topics of how to train clinical psychologists to work with children, and the importance of doing so, have been addressed in the professional literature for decades (e.g., Fischer, 1978;La Greca & Hughes, 1999;Mannarino & Fischer, 1982;Roberts, 1982;Roberts, Erickson, & Tuma, 1985;Roberts & Sobel, 1999;Tuma & Pratt, 1982;Wohlford, 1978). For example, in a Presidential Note tion (2008).…”

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confidence: 99%

The next generation: How are clinical child psychologists being trained?

Pidano

Kurowski

McEvoy

2010

Training and Education in Professional Psychology

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A survey of doctoral programs in psychology examined the extent to which 17 key program components, derived from Roberts et al. (1998), are integrated into graduate training programs in clinical child psychology. Results from 29 programs indicate that training is comprehensive and addresses a variety of components related to development, assessment, intervention, context and community, diversity, and ethical and legal issues. In addition, 93% of the programs require exposure to, experience with, or expertise in evidence-based interventions, suggesting a robust focus on this issue. Programs vary in number of students admitted, number of faculty, and number of child-oriented practicum placements available; more than 80% offer practicum at program-administered clinics or centers.

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confidence: 99%

The next generation: How are clinical child psychologists being trained?

Pidano

Kurowski

McEvoy

2010

Training and Education in Professional Psychology

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“…All too often, however, what is articulated as "broad and general" in the APA accreditation criteria is not exactly that. Indeed, what is construed as broad and general in many programs is usually restricted and narrow with a range from young adult to older adult and short attention given, if at all to children and adolescents (Roberts & Sobel, 1999). Consider the syllabuses of psychopathology and psychotherapy courses and even the courses in social, cognitive, and biological bases of psychology of the average clinical or counseling psychology program.…”

Section: Response As a Clinical Training Directormentioning

confidence: 99%

Perspectives on education and training in clinical psychology: Integrating reactions

Roberts

2005

J Clin Psychol

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Reacting to the conceptual matrix of C.R. Snyder and T.R. Elliott as described in their article, "Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model" (this issue, pp. 1033-1054), a perspective is provided through the roles of a clinical training director and a clinical child and pediatric psychologist. Changing the direction of clinical psychology is complicated but the subfield of pediatric psychology demonstrates how such changes can be integrated with a focus on healthy development and promotion of strengths, on policy and public health concerns, and on program evaluation.

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“…Many factors influence recruitment, retention, and effectiveness of psychologists in CAMHS services (Cornwall, 1994; Kowalenko et al, 2003), but pre‐ and post‐ qualification training and continuing education are particularly significant (Roberts et al, 1998; Roberts & Sobel, 1999) and were a major focus of this study.…”

Section: Introductionmentioning

confidence: 99%

Workforce Factors for Psychologists in CAMHS in New Zealand

Lambie

Stewart

2010

Child Adoles Ment Health

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Background: Recruitment and retention of psychologists for Child and Adolescent Mental Health Services (CAMHS) is difficult worldwide. This study: 1) identified factors that promote or hinder recruitment and retention of CAMHS psychologists; 2) explored training and its impact on CAMHS as a career choice; and 3) identified strategies to improve recruitment and retention of CAMHS psychologists in New Zealand. Method: Surveys were undertaken with four New Zealand groups: 1) all registered psychologists; 2) final‐year professional psychology interns; 3) directors for professional psychology training programmes; and 4) psychology professional leaders in the public health system. Result: Psychologists with more pre‐qualification training in CAMHS were more likely to work in CAMHS. Other psychologists reported they would have more likely worked in CAMHS if they had received more pre‐qualification training. Factors that promote or hinder training, recruitment and retention are discussed. Conclusions: A range of practical strategies for improving recruitment and retention of psychologists to CAMHS were identified, including particular strategies for psychologists from minority cultures (particularly, Maori and Pacific Island psychologists). While undertaken in New Zealand, many of these findings are relevant internationally.

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Training in Clinical Child Psychology: Doing It Right

Cited by 16 publications

References 19 publications

The next generation: How are clinical child psychologists being trained?

The next generation: How are clinical child psychologists being trained?

Perspectives on education and training in clinical psychology: Integrating reactions

Workforce Factors for Psychologists in CAMHS in New Zealand

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