*Please check back soon for 2014-2015 program updates and upcoming training opportunities.
Welcome to the Clinical Child Psychology Internship Training Program, Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children’s Hospital of Philadelphia. We are glad you are visiting our site! The website describes in detail the Program mission and goals, structure and requirements, and other important information to help you get to know our training program. We are very interested in promoting the strongest match possible between your training needs and goals, and our program mission and goals.
New for the 2014-15 training year: The Behavioral Health Integrated track provides training for four child psychologists wishing to pursue clinical careers in providing integrated intervention and consultation services to children, families, medical providers, and school personnel within underserved communities. Interns in this track will spend approximately 50 percent of their total clinical hours dedicated to pediatric primary care and/or school-based services.
As you will see, we are a large and diverse training faculty within the first hospital in the nation dedicated solely to the healthcare of children. We take our training mission seriously and enjoy what we do. It is within this spirit of shared collaboration that we invite you to learn about the Clinical Child Psychology Internship Training Program at The Children’s Hospital of Philadelphia.
The Psychology Internship Training Program at the Children’s Hospital of Philadelphia is accredited by the Commission on Accreditation, American Psychology Association.
Paul M. Robins, PhD
Director of Internship Training
The mission of the Internship Program at The Children’s Hospital of Philadelphia is to train future child psychologists who are well-prepared to promote the adaptive development of children from diverse backgrounds. Specifically, the Program aims to prepare advanced doctoral-level students for entry level practice, and to take leadership roles in developing, providing, evaluating, and disseminating effective psychological services for the diverse population of children and families with health and/or mental health needs. The Program is committed to preparing psychologists as leaders in the field, engaged in clinical practice, interdisciplinary collaboration, advocacy and scientific investigation.
The training program embraces a scientist-practitioner training model and is guided by developmental, ecological and systems-based theories of psychology. Interns learn how biologically-based processes interact with environmental influences in a transactional manner throughout the developmental course of childhood to influence the adaptation of children and families. Children operate in multiple systems, most notably the family, healthcare, and school systems that have a profound impact on their cognitive, emotional, health and social functioning. As a result, training occurs in multiple formats and multidisciplinary environments, with significant emphasis placed on effective functioning as a team member.
Interns participate in a cumulative sequence of clinical rotations, individual and group supervision, and a variety of didactic learning forums. These training opportunities guide interns in the application of empirically supported interventions, within the multiple contexts of a child’s development.
The Department of Child and Adolescent Psychiatry and Behavioral Sciences (DCAPBS) Psychology Internship Program is a one-year clinical experience and includes nine interns matched nationally. The program is horizontally structured along the following clinical competencies: assessment, consultation and prevention/intervention. In addition, there are cross-cutting competencies in cultural effectiveness, professional development and research leadership. The program is vertically structured through the following clinical tracks: pediatric psychology, clinical psychology (ADHD, anxiety and depression), pediatric neuropsychology, autism spectrum disorders, and community-based primary care and school psychology. The program is divided into two, six-month blocks. Interns select clinical rotations within each of the three clinical competencies each semester, guided by their training director and their career focus within their depth area. In addition, psychology interns participate in the LEND program, in which their research competency is accomplished.
The Psychology Internship Program at The Children’s Hospital of Philadelphia embraces five overarching foci. These foci reflect our understanding of effective leadership training in child clinical psychology: using ecological-developmental/systems theories to understand children and families; developing effective interdisciplinary relationships; developing and implementing prevention and advocacy activities; demonstrating leadership skills; and working with community-based and/or medically underserved populations.
Each semester interns choose rotations in assessment, prevention/intervention, and consultation to support the development of these core competencies. In addition, didactics, focused supervision, and other activities are provided and support professional development as a clinical child psychologist within our leadership foci. Throughout all training activities, best practices, as evidenced by available empirical data, are emphasized. The recursive relationship between research and practice is examined through the content of regular didactic seminars and journal clubs, as well as group and individual supervision.
Intern graduates are expected to demonstrate entry to practice level competencies in the following:
Awareness, sensitivity and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics defined broadly.
Application of ethical concepts and awareness of legal issues regarding professional activities with individuals, groups and organizations.
Practice conducted with personal and professional self-awareness and reflection; with awareness of competencies; with appropriate self-care.
Relates effectively and meaningfully with individuals, groups, and/or communities.
Understanding of biological bases of behavior, cognitive-affective bases of behavior, application of science to practice, and development across the lifespan. Respect for scientifically derived knowledge.
Generating research that contributes to the professional knowledge base and/or evaluates the effectiveness of various professional activities.
Assessment and diagnosis of problems, capabilities and issues associated with individuals, groups, and/or organizations.
Interventions designed to alleviate suffering and to promote health and well-being of individuals, groups and/or organizations.
The ability to provide expert guidance or professional assistance in response to a patient's needs or goals