Accreditation

This Psychology Health Service Provider program is accredited by the American Psychological Association as a Combined Clinical-School Psychology Program. The Program received a ten-year-accreditation from the American Psychological Association.  Our next site visit is scheduled for 2027. 

If you have any questions, please contact:
Program Director: Dr. Abraham Givner
Program Telephone: 646-592-4381
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; 110 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 externships, culminating in a 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.

Discipline-Specific Knowledge, Profession-Wide Competencies and Learning/Curriculum Elements Required by the Profession

The Program's curriculum provides students with the Discipline Specific Knowledge (DSK) that "serves as a cornerstone for the establishment of identity in and orientation to health services psychology." All students are required to take the following sequence of courses to acquire this knowledge.

Biological foundations are acquired in a first-year course, "Biological Bases of Behavior."
Social Psychology foundations are acquired through a course, “Social Psychology.”
History and Systems foundations are acquired through a course, “History and System in Psychology.”
Cognitive and Affective foundations of psychology are acquired in a first-year course in “Cognitive and Affective Bases of Behavior.”
Developmental Psychology foundations are acquired in a first-year course in, “Life Span Development.”

Students attain Profession-Wide Competencies (PWC) in:

  1. Research
  2. Ethical and legal standards
  3. Individual and cultural diversity
  4. Professional values, attitudes, and behaviors
  5. Communication and interpersonal skills
  6. Assessment
  7. Intervention
  8. Supervision
  9. Consultation and interprofessional/interdisciplinary skills

These competencies are developed through coursework, supervised practica in our school’s Parnes Center for Psychological and Psychoeducational Services, externship (field placements) and internship.

Research

Students take courses in Statistics and Research Methods in Professional Psychology during their first and third years in the program. At the end of the first-year students are matched with faculty and assigned to Research Labs conducted by their research mentors. Students are required to participate in the research lab, complete a Literature Review (Research Project I) on their selected research topic, conduct an empirical study, write the introduction, methods, results, discussion chapters of Research Project II and defend it at an oral examination. Psychometrics are taught through several courses, including Research Methods and the five required assessment courses. This knowledge is applied during the development of the student’s research projects.

Ethical and legal standards

Students take Ethical and Professional Issues in Professional Psychology during their first year. These issues are also covered in all assessment and treatment courses and on externship and internship.

Individual and cultural diversity

Issues of individual and cultural diversity are embedded throughout the program’s course work, practica, externship and internship.  Training begins in the first semester’s class on Integrating Race and Gender in Multiculturalism and continues through all aspects of the program. 

Professional values, attitudes, and behaviors

The development of professional values, attitudes and behaviors is a primary focus of all aspects of our training program. Faculty mentorship and comportment are critical elements for modeling of appropriate values, attitudes and behaviors. As such students have multiple sources for such mentorships including, peers, faculty advisors, research advisors, externship and internship supervisors and individual therapy supervisors. Many students will co-author papers and presentations with faculty and fellow students. 

Communication and interpersonal skills

These competencies are critical elements in all aspects of training; be it, assessment (being able to communicate assessment results to parents, teachers, and other professionals, in both written and oral formats; being able to do so in a respectful and empathic manner); treatment (being able to establish rapport, active listening, empathy, conduct treatment, have social-emotional awareness, stay regulated, be respectful of others, understand the cultural and diversity issues related to treatment process and assessment, etc.); consultation (working with parents, teachers in a collaborative manner); professional presentations (being able to deliver - orally and in written format - scholarly material to multi-disciplinary audiences); student participation in all coursework. 

Assessment

Assessment competencies are developed through a five-course sequence in the first and second years (Cognitive Assessment, Psychoeducational Assessment, Appraisal of Personality, and Practicum in Child Assessment I-II) that involve didactic and practica components that are graded for complexity. A sixth course in Neuropsychological Assessment is available as an elective in the third year. In addition, students in the second, third and fourth year externships work on-site under supervision in school and clinical settings. Finally, students complete a 1500-1750 hour pre-doctoral internship that includes extensive supervision of treatment and assessment activities. 

Treatment

Competencies are developed through a nine-course sequence that is graded for complexity through the second, third and fourth years in the program. Students develop beginning theoretical and practical competencies during the following second year courses: Working with Children and Families, Evidence-based Interventions with Youth I-II. In the third and fourth years, students complete two, year-long clinical practica in Practica in Child Therapy I-II: CBT; and Practica in Child Therapy I-II: Psychodynamic. They also take a year-long theory course entitled “Psychodynamic Theory and Practice with Children and Families.”  In addition, students in the third and fourth year complete 600-750 hour externships in clinical settings that are supervised by licensed psychologists on-site and that use live observation.  Finally, students complete a 1500-1750 hour pre-doctoral internship that includes extensive supervision of treatment and assessment activities. 

Supervision

Foundational competencies are developed during the second-year class on, Consultation and Supervision. Also, second year students are selected to supervise and mentor first year students in the first-year assessment classes. Similarly, third year students supervise second year students and fourth year students supervise third years. In addition, students have other opportunities to supervise students.

Consultation and interprofessional/interdisciplinary skills

Second-year students take a year-long course in Consultation and Supervision followed by Consultation-Based Interventions. Both courses are taken concurrently with a year-long 500-600 hour externship in the schools. During the third and fourth-year externships and fifth year internship students continue to develop their consultation competencies in clinical and school settings. 

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.

Concentrations

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

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: Working with Children and Families, 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.

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 non-traditional/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: Erica Hoffman and Billie Katz