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 GivnerProgram Telephone: 718-430-3945Program 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.
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.
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.
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.
The Class of 2011 and Faculty
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.
The Program is composed of eight full-time faculty,
13 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.
111 students will begin the September 2012 semester. They are a diverse group of students - 15.3% are students of color; 24% were raised in another country, 11% are over 35 years of age, 65% are Jewish, 53% are married, 6.5% are GLBTQ, 34% had a different career before entering the program, 21% were professional artists. In addition, students have come from 27 different states, 14 countries, and 77 different colleges and universities. We are very proud of our students' achievements. Their publications and presentations during the 2011-12 academic year are laudable. Twenty -two students graduated in January-September 2012 and all are employed, have found post-docs or are re-locating.
500 West 185th Street
New York, NY 10033
500 West 185th Street
New York, NY 10033
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