Doctor of Psychology in School-Clinical Child Psychology FERKAUF SCHOOL OF PSYCHOLOGY How to Apply Request More Information Schedule a visit Contact Us Artificial Intelligence Biotechnology Computer Science Cybersecurity Data Analytics and Visualization Digital Marketing and Media Mathematics Occupational Therapy Physician Assistant Physics Speech-Language Pathology Full Time 110 credits Combined School - Clinical Child PsyD APA Accredited NASP Approved In-person Bronx, NYC Embraces diversity CBT and Psychodynamic Training The PsyD in School-Clinical Child Psychology Program鈥檚 mission is to provide doctoral-level training that integrates school and clinical 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 Program requires students to understand and adhere to ethical and professional standards while applying their knowledge of developmental psychology, psychotherapy, education, assessment, developmental disabilities, family and systems theory, psychopathology, measurement, individual differences, neuropsychology, and school psychology. Required practica experiences include: year-long psychodynamic psychotherapy treatment, year-long CBT treatment through our clinic and conducting psychological, psychoeducational and neuropsychological evaluations. In addition, students complete approximately 3500 hours of externship and internship experiences in educational and mental health settings across the New York-New Jersey-Connecticut area. Program alumni work across the lifespan in schools, medical centers, mental health facilities, related agencies and in private practice. Clinical Training Our program offers dual exposure to Cognitive Behavioral and Psychodynamic Psychotherapy. All students are required to complete two didactic CBT courses (in the second year) and a year-long practicum in CBT with children/adolescents in the Parnes Clinic (in the third/fourth year), as well as two didactic psychodynamic courses (in the third year) and a year-long practicum in psychodynamic treatment with children/adolescents (in the third/fourth year). The child therapy practicum courses are 11 month experiences conducted through the Parnes Clinic and provide both group supervision provided by core faculty members and individual supervision provided by independent practitioners with expertise in CBT or Psychodynamic Psychotherapy with children, adolescents, and families. 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. The Program is also approved by the National Association of School Psychologists. If you have any questions, please contact us by email at melanie.wadkins@yu.edu . Statement The faculty of the combined PsyD in School-Clinical Child Program at the Ferkauf Graduate School of Psychology is committed to the practice of cultural humility, and we integrate this practice into our training. Cultural humility goes beyond the concept of cultural competence to include: 1. A personal lifelong commitment to self-evaluation and self-critique (intrapersonal), 2. Recognition of power dynamics and imbalances, a desire to fix those power imbalances and to develop partnerships with people and groups who advocate for others (interpersonal), and 3. Institutional accountability . Across all levels of theoretical and applied training in the program, the Program faculty aims to prepare students to work clinically with people of diverse, intersecting identities to provide culturally affirming and strength-based mental health supports. We strive to do this both through specific courses and pedagogical practices as well as by reflecting on our own biases. We are committed to becoming a Program that trains psychologists in the framework of anti-racism and social justice to disrupt structural inequities and amplify the voices of those historically marginalized in our field. 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. Full Program Breakdown The PsyD in School-Clinical Child Psychology Program鈥檚 mission is to provide doctoral-level training that integrates school and clinical 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 Program requires students to understand and adhere to ethical and professional standards while applying their knowledge of developmental psychology, psychotherapy, education, assessment, developmental disabilities, family and systems theory, psychopathology, measurement, individual differences, neuropsychology, and school psychology. Required practica experiences include: year-long psychodynamic psychotherapy treatment, year-long CBT treatment through our clinic and conducting psychological, psychoeducational and neuropsychological evaluations. In addition, students complete approximately 3500 hours of externship and internship experiences in educational and mental health settings across the New York-New Jersey-Connecticut area. Program alumni work across the lifespan in schools, medical centers, mental health facilities, related agencies and in private practice. Clinical Training Our program offers dual exposure to Cognitive Behavioral and Psychodynamic Psychotherapy. All students are required to complete two didactic CBT courses (in the second year) and a year-long practicum in CBT with children/adolescents in the Parnes Clinic (in the third/fourth year), as well as two didactic psychodynamic courses (in the third year) and a year-long practicum in psychodynamic treatment with children/adolescents (in the third/fourth year). The child therapy practicum courses are 11 month experiences conducted through the Parnes Clinic and provide both group supervision provided by core faculty members and individual supervision provided by independent practitioners with expertise in CBT or Psychodynamic Psychotherapy with children, adolescents, and families. 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. The Program is also approved by the National Association of School Psychologists. If you have any questions, please contact us by email at melanie.wadkins@yu.edu . Statement The faculty of the combined PsyD in School-Clinical Child Program at the Ferkauf Graduate School of Psychology is committed to the practice of cultural humility, and we integrate this practice into our training. Cultural humility goes beyond the concept of cultural competence to include: 1. A personal lifelong commitment to self-evaluation and self-critique (intrapersonal), 2. Recognition of power dynamics and imbalances, a desire to fix those power imbalances and to develop partnerships with people and groups who advocate for others (interpersonal), and 3. Institutional accountability . Across all levels of theoretical and applied training in the program, the Program faculty aims to prepare students to work clinically with people of diverse, intersecting identities to provide culturally affirming and strength-based mental health supports. We strive to do this both through specific courses and pedagogical practices as well as by reflecting on our own biases. We are committed to becoming a Program that trains psychologists in the framework of anti-racism and social justice to disrupt structural inequities and amplify the voices of those historically marginalized in our field. 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. HOW TO APPLY Program Director Melanie J. Wadkins melanie.wadkins@yu.edu 646-592-4375 Our Faculty Prospective Students Current Students Quick LinksAdmission InformationTuition and FeesStudent Admissions, Outcomes, and Other DataAcademic RequirementsThe Combined PsyD in School-Clinical Child Psychology program requires full-time attendance for five years. The course of study includes didactic courses, extensive practica and approximately 3,500 hours of externship and internship experiences. Students develop foundational and functional competencies to be able to work with children, adolescents, and caregivers in medical centers, hospitals, community mental health centers, schooling environments, and other settings.Students must complete 110 credits (101 Credits Required; 9 Credits Electives*). Students can select to take more than three electives.Foundation Courses (33 Credits)PSS 6801: Professional and Ethical Issues in Health Service PsychologyPSS 6199: Integrating Race and Gender in MulticulturalismPSS 6250: Developmental PsychopathologyPSS 6814: Adult Psychopathology and AssessmentPSA 6515: Life Span DevelopmentPSA 6939: Biological Bases of BehaviorPSA 6071: PsychopharmacologyPSA 6472: Cognitive and Affective Bases of BehaviorPSS 6400: Neurodevelopmental DisordersPSA 6601: History and Systems of PsychologyPSS 6405: Social PsychologyAssessment Sequence (15+ Credits)PSS 6131: Cognitive AssessmentPSS 6132: Psychoeducational AssessmentPSS 6153: Personality AppraisalPSS 6191/PSS 6192: Child Assessment with Practicum I & II*PSS 6402: Neuropsychological Assessment of Children and Lab*PSS 6161: Assessment of Linguistically and Culturally Diverse PopulationsResearch Sequence (12 Credits)PSA 6280: StatisticsPSS 6915: Research MethodsPSS 6915: Research Project IPSS 6916: Research Project II Conceptual Foundations for Practice (21 credits)PSS 6221: School Consultation and SupervisionPSS 6222: Consultation-Based InterventionPSS 6610: Beginning Work with Children, Parents, and FamiliesPSS 6449/PSS 6450: Cognitive Behavioral Psychotherapy with Youth I & IIPSS 6115/PSS 6116: Psychodynamic Theory and Practice with Children and Families I & IIApplication to Practice (20+ credits)PSS 6625/PSS 6625: Practicum Child Therapy: CBT I & IIPSS 6611/PSS 6612: Practicum Child Therapy: Psychodynamic I & IIPSS 8943/PSS 8944: Externship Seminar I & IIPSS 8945/PSS 8946: Externship Seminar III & IVPSS 8974/PSS 8948: Externship Seminar V & VIPSS 8941/PSS 8942: Doctoral Internship Seminar I & II*PSS 6198: Contemporary Issues in School Psychology*PSS 6224: Integrating Multiculturism into Psychotherapy PracticeBilingual Extension to the School Psychology CertificateStudents may apply for NYS Certification as a Bilingual School Psychologist if they meet the following program requirements:Complete the following courses:Integrating Gender and Race/Ethnicity in MulticulturalismContemporary Issues in School PsychologyAssessment of Linguistically and Culturally Diverse PopulationsConsultation and SupervisionPractice of School Psychology with Bilingual and Multicultural Population - ExternshipExternshipsExternships Typically, students complete three externship experiences at a variety of sites, including schools, mental health facilities, hospitals, or infancy/early childhood centers. Each externship requires two or three days a week for 10-12 months. Students are is supervised by licensed psychologists at their externship sites and attends an externship seminar on campus for additional supervision. At the end of the fourth year, the student will have accumulated approximately 1,750 hours of supervised externship experiences.InternshipsThe culminating training experience is the internship that occurs after all coursework has been completed and the student has completed Research Project I and has successfully proposed their Research Project II. All students are required to complete a full-time internship in either a school, mental health facility, or hospital setting, lasting between 1,500 and 1,750 hours (the equivalent of one full year). Supervision must be conducted by a licensed psychologist and meet State regulations.More Information 樱花动漫 the Learning/Curriculum ElementsResearchStudents take courses in Statistics and Research Methods in Professional Psychology during their second and third years in the program. In their first year, students are matched with their faculty research advisor to begin their research. Students are required to complete Research Project I (or RPI) with the mentorship of their research advisor during their second year. RPI is a focused review of the literature that leads to Research Project II (also known as RPII) which is an empirical study, case study, qualitative research or a meta-analysis. Psychometrics are taught through several courses, including Research Methods and the five required courses in the Assessment sequence. This knowledge is applied during the development of the student鈥檚 research projects. It usually takes two to three years to complete the research requirements.Ethical and Legal StandardsStudents 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 DiversityIssues of individual and cultural diversity are embedded throughout the program鈥檚 course work, practica, externship and internship. Training begins in the first semester鈥檚 class on Integrating Race and Gender in Multiculturalism and continues through all aspects of the program. Professional Values, Attitudes, and BehaviorsThe 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 SkillsThese 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. AssessmentAssessment 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. TreatmentCompetencies 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 鈥淧sychodynamic Theory and Practice with Children and Families.鈥 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. SupervisionFoundational 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 SkillsSecond-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 facilities. Student ResourcesProgram Handbook (PDF) September 2024Externship-Internship Manual (PDF) September 2023Research Manual (PDF) September 2023Alumni Referral List(Disclaimer: Inclusion on this list does not indicate a recommendation from the Program or its faculty)2018 Alumni Referral List (PDF)Career Search Web Sites (serving over 800 school districts in New York State)Additional Important LinksMemberships and Licensure in New York StatePlease review the following PDF files for the links we have compiled for you on related subjects.Professional Organizations/Memberships (PDF)Information on Licensure and Certification (PDF)Student and Faculty HighlightsPresentations, Publications, and Professional AchievementsStudent-authored or co-authored 87 publications and presentations (PDF) to professional and lay audiences during the 2014-16 academic years. Alumni-authored or co-authored more than 280 articles and presentations (PDF) to professional and lay audiences from 2010-16.Program faculty members authored or co-authored 97 publications and presentations (PDF) to professional and lay audiences in the 2014-17 academic years. Upcoming ConferencesTBAJob AnnouncementYou can find If you are a student or alumnus from our program or a faculty member, you can join this listserve.Highlights from Student, Faculty, and AlumniWe are excited to share the recent publication of . The book is co-authored by Selina Phan, MA, a fifth year student in Ferkauf鈥檚 School-Clinical PsyD program and Dr. Sophia Hoffman, Assistant Program Director and the Director of Clinical Training.Deliberate practice exercises provide trainees and students opportunities to develop a more multicultural, intersectional approach to psychotherapy and hone their own personal therapeutic style. These exercises present role-playing scenarios in which the therapist improvises appropriate and authentic responses to client statements organized into three difficulty levels鈥攂eginner, intermediate and advanced鈥攖hat reflect common patient questions and concerns. Each exercise focuses on a single skill, such as developing cultural self-awareness and cultural humility, exploring cultural implications and explanations of clients鈥 concerns, responding to resistance, and repairing culturally based ruptures in the working alliance. A comprehensive mock therapy exercise follows in which these essential skills are brought together into a single multicultural therapy session. Prospective Students Quick LinksAdmission InformationTuition and FeesStudent Admissions, Outcomes, and Other DataAcademic RequirementsThe Combined PsyD in School-Clinical Child Psychology program requires full-time attendance for five years. The course of study includes didactic courses, extensive practica and approximately 3,500 hours of externship and internship experiences. Students develop foundational and functional competencies to be able to work with children, adolescents, and caregivers in medical centers, hospitals, community mental health centers, schooling environments, and other settings.Students must complete 110 credits (101 Credits Required; 9 Credits Electives*). Students can select to take more than three electives.Foundation Courses (33 Credits)PSS 6801: Professional and Ethical Issues in Health Service PsychologyPSS 6199: Integrating Race and Gender in MulticulturalismPSS 6250: Developmental PsychopathologyPSS 6814: Adult Psychopathology and AssessmentPSA 6515: Life Span DevelopmentPSA 6939: Biological Bases of BehaviorPSA 6071: PsychopharmacologyPSA 6472: Cognitive and Affective Bases of BehaviorPSS 6400: Neurodevelopmental DisordersPSA 6601: History and Systems of PsychologyPSS 6405: Social PsychologyAssessment Sequence (15+ Credits)PSS 6131: Cognitive AssessmentPSS 6132: Psychoeducational AssessmentPSS 6153: Personality AppraisalPSS 6191/PSS 6192: Child Assessment with Practicum I & II*PSS 6402: Neuropsychological Assessment of Children and Lab*PSS 6161: Assessment of Linguistically and Culturally Diverse PopulationsResearch Sequence (12 Credits)PSA 6280: StatisticsPSS 6915: Research MethodsPSS 6915: Research Project IPSS 6916: Research Project II Conceptual Foundations for Practice (21 credits)PSS 6221: School Consultation and SupervisionPSS 6222: Consultation-Based InterventionPSS 6610: Beginning Work with Children, Parents, and FamiliesPSS 6449/PSS 6450: Cognitive Behavioral Psychotherapy with Youth I & IIPSS 6115/PSS 6116: Psychodynamic Theory and Practice with Children and Families I & IIApplication to Practice (20+ credits)PSS 6625/PSS 6625: Practicum Child Therapy: CBT I & IIPSS 6611/PSS 6612: Practicum Child Therapy: Psychodynamic I & IIPSS 8943/PSS 8944: Externship Seminar I & IIPSS 8945/PSS 8946: Externship Seminar III & IVPSS 8974/PSS 8948: Externship Seminar V & VIPSS 8941/PSS 8942: Doctoral Internship Seminar I & II*PSS 6198: Contemporary Issues in School Psychology*PSS 6224: Integrating Multiculturism into Psychotherapy PracticeBilingual Extension to the School Psychology CertificateStudents may apply for NYS Certification as a Bilingual School Psychologist if they meet the following program requirements:Complete the following courses:Integrating Gender and Race/Ethnicity in MulticulturalismContemporary Issues in School PsychologyAssessment of Linguistically and Culturally Diverse PopulationsConsultation and SupervisionPractice of School Psychology with Bilingual and Multicultural Population - ExternshipExternshipsExternships Typically, students complete three externship experiences at a variety of sites, including schools, mental health facilities, hospitals, or infancy/early childhood centers. Each externship requires two or three days a week for 10-12 months. Students are is supervised by licensed psychologists at their externship sites and attends an externship seminar on campus for additional supervision. At the end of the fourth year, the student will have accumulated approximately 1,750 hours of supervised externship experiences.InternshipsThe culminating training experience is the internship that occurs after all coursework has been completed and the student has completed Research Project I and has successfully proposed their Research Project II. All students are required to complete a full-time internship in either a school, mental health facility, or hospital setting, lasting between 1,500 and 1,750 hours (the equivalent of one full year). Supervision must be conducted by a licensed psychologist and meet State regulations.More Information 樱花动漫 the Learning/Curriculum ElementsResearchStudents take courses in Statistics and Research Methods in Professional Psychology during their second and third years in the program. In their first year, students are matched with their faculty research advisor to begin their research. Students are required to complete Research Project I (or RPI) with the mentorship of their research advisor during their second year. RPI is a focused review of the literature that leads to Research Project II (also known as RPII) which is an empirical study, case study, qualitative research or a meta-analysis. Psychometrics are taught through several courses, including Research Methods and the five required courses in the Assessment sequence. This knowledge is applied during the development of the student鈥檚 research projects. It usually takes two to three years to complete the research requirements.Ethical and Legal StandardsStudents 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 DiversityIssues of individual and cultural diversity are embedded throughout the program鈥檚 course work, practica, externship and internship. Training begins in the first semester鈥檚 class on Integrating Race and Gender in Multiculturalism and continues through all aspects of the program. Professional Values, Attitudes, and BehaviorsThe 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 SkillsThese 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. AssessmentAssessment 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. TreatmentCompetencies 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 鈥淧sychodynamic Theory and Practice with Children and Families.鈥 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. SupervisionFoundational 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 SkillsSecond-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 facilities. Current Students Student ResourcesProgram Handbook (PDF) September 2024Externship-Internship Manual (PDF) September 2023Research Manual (PDF) September 2023Alumni Referral List(Disclaimer: Inclusion on this list does not indicate a recommendation from the Program or its faculty)2018 Alumni Referral List (PDF)Career Search Web Sites (serving over 800 school districts in New York State)Additional Important LinksMemberships and Licensure in New York StatePlease review the following PDF files for the links we have compiled for you on related subjects.Professional Organizations/Memberships (PDF)Information on Licensure and Certification (PDF)Student and Faculty HighlightsPresentations, Publications, and Professional AchievementsStudent-authored or co-authored 87 publications and presentations (PDF) to professional and lay audiences during the 2014-16 academic years. Alumni-authored or co-authored more than 280 articles and presentations (PDF) to professional and lay audiences from 2010-16.Program faculty members authored or co-authored 97 publications and presentations (PDF) to professional and lay audiences in the 2014-17 academic years. Upcoming ConferencesTBAJob AnnouncementYou can find If you are a student or alumnus from our program or a faculty member, you can join this listserve.Highlights from Student, Faculty, and AlumniWe are excited to share the recent publication of . The book is co-authored by Selina Phan, MA, a fifth year student in Ferkauf鈥檚 School-Clinical PsyD program and Dr. Sophia Hoffman, Assistant Program Director and the Director of Clinical Training.Deliberate practice exercises provide trainees and students opportunities to develop a more multicultural, intersectional approach to psychotherapy and hone their own personal therapeutic style. These exercises present role-playing scenarios in which the therapist improvises appropriate and authentic responses to client statements organized into three difficulty levels鈥攂eginner, intermediate and advanced鈥攖hat reflect common patient questions and concerns. Each exercise focuses on a single skill, such as developing cultural self-awareness and cultural humility, exploring cultural implications and explanations of clients鈥 concerns, responding to resistance, and repairing culturally based ruptures in the working alliance. A comprehensive mock therapy exercise follows in which these essential skills are brought together into a single multicultural therapy session.
