Pediatric Psychology Training: An Analysis of Graduate, Internship, and Postdoctoral Programs

The field of pediatric psychology is in the early stages offormulating its own identity relative to other areas, such asclinical child and health psychology. This paper complementsother recent efforts to delineate training practices and guidelines.Questionnaires regarding doctoral, internship, and postdoctoraltraining experiences were obtained from 89% of the membershipof the Society of Pediatric Psychology. From this information,rankings of the most commonly attended programs at each traininglevel were derived. Some overlap was apparent between doctoralprograms that were conducive to training in pediatric and clinicalchild psychology; however, differences between programs in theseareas also were noted. The most commonly attended internshipand postdoctoral settings were those in major medical centersor children's hospitals. Suggestions for investigating the currentstatus of predoctoral, internship, and postdoctoral programsthat may be facilitative of training in pediatric psychologyare discussed.     

Reflections and Perspectives on Pediatric Psychology: Editor's Vale Dictum

Reviews major activities of the Editor and changes in the Journalof Pediatric Psychology (JPP) for issues published in 1993 through1997. Significant trends and accomplishments are reviewed, includingthe increased use of Special Issues and Special Sections tohighlight current pediatric psychological research. Articlespublished during the term are analyzed interms of article typeand population type Comarisons are made to earlier trends inJPP publication as reported by Roberts (1 992).     

Training in Pediatric Psychology: Survey Results and Recommendations

Little specific information is available on the types of experiencesthat are important for training in pediatric psychology. Toaddress this need, the membership of the Society of PediatricPsychology (SPP) was surveyed regarding their views on the structureand content of training. A total of 160 completed forms werereceived, representing a return rate of approximately 32%. Surveyresults suggested that training in pediatric psychology should(a) encompass course work and applied experiences in developmentaland clinical child psychology, behavioral assessment and intervention,and child health psychology; (b) move from broad-based activitiesoccurring early in graduate training, to more specialized experienceslater on (internship and postdoc); (c) consider viewing postdoctoraltraining as a necessary step in the preparation of pediatricpsychologists. Distinctions between pediatric psychology andclinical-child and health psychology are discussed with respectto training needs.     

Specialized Training in APA-Accredited Clinical Psychology Doctoral Programs: Findings From a Review of Program Websites

The current study examined the websites of the 231 clinical psychology doctoral programs accredited by the American Psychological Association (APA) in 2007 and found that more than half described themselves as offering a track, emphasis, certificate, or degree in a specialized training area. About 18% of programs required students to enroll in a specialized training stream. The most common areas of specialized training were clinical child, clinical health, forensic, family, and clinical neuropsychology. The most common format for specialized training was a track within a general clinical training program. A greater percentage of PsyD programs than PhD programs offered specialized training, and PsyD programs offered more areas of specialization than PhD programs. Overall, results indicate that specialized training is common among APA-accredited clinical psychology doctoral programs.     

Problems With Nomenclature of Specialty Training and Practice and Disclosure of Information Within Clinical Psychology

This commentary responds to Perry and Boccaccini (2009) by extending implications of the findings to nomenclature about specialties and specialty training, standardizing website information, and truth in advertising about clinical training programs.     

Internship and postdoctoral training in pediatric and clinical child psychology: a survey

A survey was designed to obtain data from pediatric psychology,clinical child psychology, and combined training centers. Sixtyprogram directors provided identifying characteristics aboutthe facility, application information for internship and postdoctoraltraining, information on clientele and case load of trainees,and specific training information. In addition, respondentsprovided definitions of the two areas and suggested differentiatingfeatures. It was concluded that the similarities are more numerousthan are the differences in training. Definitions suggest that(a) clinical child psychology has broader application than pediatricpsychology despite the latter's broader principles of application,and (b) pediatric psychologists rely heavily on the traditionalskills and techniques of clinical child psychology. The onlydifferentiating features identified were in terms of medicallyrelated populations of children served, collaboration with healthcare disciplines, and a specialized focus of viewing psychologicaldifficulties within the medical culture by pediatric psychologists.     

The Measurement of Clinical Psychology Training Programs

Hard! et al. (this issue) present a survey of programs as to their success at producing members of faculties of clinical training programs. The survey has many strong points and does this task well, although there are several methodological problems inherent in the approach. However, they also give unwarranted credibility to a norm-referenced approach to measurement and elevate inadequate prior works by including them as criterion measures. Clinical training is multifaceted, and it is unlikely that any single list ever could capture the extent of variability in programs of equal but differing sources of excellence.     

The Impact of Child Abuse in Community Institutions and Organizations: Advancing Professional and Scientific Understanding

Although child abuse by family members has received considerable scientific and professional attention, knowledge on the impact of abuse committed by perpetrators in (nonfamilial) community organizations and institutions is lacking. We present a conceptual framework derived from child abuse studies, the authors' collective clinical experience with adult survivors of nonfamilial abuse, and two independent panels of abuse survivors, practitioners, and researchers familiar with the impact of such abuse. The framework identifies abuse-related factors that contribute to harmful outcomes, and dimensions of harm associated with such acts. Implications of the conceptual framework are discussed in relation to professional education and practice guidelines, policy and prevention initiatives, and research needs.     

Clinical Child Psychology's Progress in Disseminating Empirically Supported Treatments

Advances have been made over the past decade in identifying, evaluating, and disseminating empirically supported treatments (ESTs). Progress with adult ESTs, compared to child treatments, however, has differed. This article highlights areas of advancements, reviews literature related to specific training methods (i.e., treatment manuals, graduate education, continuing education, and EST protocols), discusses issues relevant to adult versus child treatment dissemination, and provides recommendations for enhancing the dissemination of ESTs.     

The Heterogeneity of Clinical Psychology Ph.D. Programs and the Distinctiveness of APCS Programs

[Clin Psychol Sci Prac 18: 4–11, 2011] Directors of 161 APA‐accredited Ph.D. programs in clinical psychology (100% response) reported on admission, student, training, and faculty characteristics. Programs were sorted into three groups: the Academy of Psychological Clinical Science (APCS), university‐based programs not in APCS, and programs offered by specialized institutions not offering comprehensive education beyond psychology or counseling. APCS programs admitted lower percentages of applicants (with higher Graduate Record Examinations) and were more likely to offer full financial aid than non‐APCS university programs, which in turn admitted lower rates of applicants with higher grade point averages and more aid than specialized programs. Differences also emerged for theoretical orientation, research training emphasis, and internship acceptance rates. Specialized programs differed dramatically from the other programs and admitted vastly higher proportions of applicants. Results reveal robust differences among APA‐accredited clinical Ph.D. programs.     

Science and Practice in Clinical Psychology Doctoral Training

I evaluate the claim by Heatherington et al. (2012) that most clinical psychology graduate students are primarily educated in cognitive‐behavioral theory and therapy. I point out some limitations with their data, in part by describing my own experience in a “CBT” training program. I further contend that even if better data are needed, there may be cause for concern, especially with reference to recent training guidelines. I believe that it is important to consider how young clinical psychology is as a profession and a science and that graduate students in clinical psychology need both pluralism and a thorough grounding in history in order to keep our field moving forward.     

The Present and Future of Clinical Psychology in Private Practice

This article discusses clinical psychologists' current concerns, challenges, and opportunities in private practice. The future of clinicians in independent practice is presented within two paradigms, namely, psychology as a health profession, and psychology as life enhancement. Finally, the author argues that psychotechnology, corporate clinical psychology, and psychology as life enrichment will evolve within the future of clinical psychological independent practice.     

Future directions in clinical child and adolescent psychology: a delphi survey

This study sought to identify the future directions in three domains: clinical practice, research, and training of clinical child and adolescent psychologists in the upcoming decade. Doctoral‐level active members in the field were surveyed via a two‐round Delphi survey (45 in round 1; 35 in round 2). Evidence‐based practice received the greatest consensus by the participants and highest rank in each of the three domains. Other highly ranked clinical practice directions included prevention and early diagnosis and treatment, and clinical services for specific psychological problems. Research directions focused on biological and social factors interactions in the etiology and treatment and specific child and adolescent disorders. In the training domain, major directions included the pursuit of specialty training in child and adolescent psychology and training emphasizing the biological basis of behavior. Implications of these future directions are discussed. © 2009 Wiley Periodicals, Inc. J Clin Psychol 65: 1–12, 2009.     

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

This study examined clinical psychology graduate students' definitions of diversity and their perceptions of their exposure to and satisfaction regarding their level of diversity training. Four hundred and ninety‐one students from Counsel of University Directors of Clinical Psychology (CUDCP) member programs completed an online survey. Overall, students perceived that their programs considered diversity narrowly, concentrating primarily on ethnicity, race, and culture to the neglect of sexual orientation, religion, language, and physical disability. Likewise, students expressed greater satisfaction with training regarding ethnicity/race and gender than broader areas of diversity, but rated the importance of addressing all areas of diversity as high. Although this study underscores the limited experience that students perceive they have had with various underrepresented groups, programs appear to have incorporated a variety of diversity training modalities that could be expanded upon to meet the interests of psychology students. © 2009 Wiley Periodicals, Inc. J Clin Psychol 65:1–15, 2009.     

The parent-form Child Health Questionnaire in Australia: comparison of reliability, validity, structure, and norms

OBJECTIVE: To improve the ability to describe and compare child health within and between countries, using standardized multidimensional child health measures. METHODS: Data on population-specific psychometrics, the measurement structure, and norms are a vital prerequisite. These properties for the Child Health Questionnaire (CHQ) were examined for an Australian population and compared with the originating U.S. data. The CHQ 50-item parent-report was completed by 5,414 parents of children aged 5-18 years. Multi-item/multi-trait analysis tested convergent and discriminatory validity. Construct validity, test-retest reliability, comparative population mean scale scores, and the summary score factor structure were examined. RESULTS: Item and scale internal consistency and item discriminant validity results were good to excellent, and construct (concurrent) validity was supported. Australian children had higher scores than U.S. children except for Family Activities and Physical Functioning. The factor structure of the two summary scores for American children was not replicated in the normative sample but held for a subsample of children with one or more health conditions. CONCLUSIONS: The CHQ PF50 performed well in Australia at item and scale level. However, the physical and psychosocial summary scores are not supported for population-level analyses but may be of value for sub-groups of children with health problems.     

Context and Current and Future Activities of the Society of Clinical Psychology

Several themes and activities of the Society of Clinical Psychology (Division 12 of APA) are discussed: a seemingly inexorable trend towards more and more specialization, posing a challenge to the very identity of clinical psychology; the importance of broad and general education in core content areas, especially in the science of psychology; continuing education; a newly established committee on diversity to help promote and support the inclusion of diversity variables in both the scientific and political activities of the Society; and the Evidence-Based Practices in Psychology report, recently adopted by the Council of Representatives as the basis of APA policy.     

The Future of Clinical Psychology: Board Certification

The present article presents the future of clinical psychology board certification. With the increasing specialization in the field of professional psychology and the generic nature of state licensure, clinical psychology as a specialty will develop into a specialty area in a similar fashion as have specialties in medicine. A brief history of board certification in professional psychology by the American Board of Professional Psychology is reviewed and the process of becoming board certified in either clinical psychology or clinical child and adolescent psychology is discussed.     

The Present and Future of Clinical Psychology

Introduces the Special Issue of Clinical Psychology: Science and Practice , in which authors address the present and future of each of several different areas within clinical psychology. Topics include major areas of research interest (e.g., assessment, diagnostics, treatment, prevention), matters of training and credentialing, specialty topics (e.g., diversity, clinical child and adolescent psychology), and the settings in which clinical psychologists are employed (e.g., private practice, academic departments of psychology, psychiatry departments).