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Clinical child and developmental-clinical programs: perhaps necessary but not sufficient?
1Institute for Behavioral Research, University of Georgia, Athens 30602, USA.
Journal of Clinical Child Psychology
|December 10, 1999
Summary
Clinical psychology training may benefit from broader ecological models. The faculty-student relationship significantly impacts graduate student learning beyond the chosen program type.
Area of Science:
- Clinical Psychology
- Developmental Psychology
- Ecological Psychology
Background:
- Current clinical psychology training, particularly in child and developmental fields, may be too narrowly focused.
- Existing training models might limit the scope of scientific understanding and application.
Purpose of the Study:
- To advocate for broader training alternatives in clinical psychology.
- To highlight the importance of the faculty-student working relationship in graduate education.
Main Methods:
- Conceptual analysis of existing training paradigms in clinical psychology.
- Argument for the adoption of an ecological training model.
Main Results:
- Clinical child and developmental-clinical approaches may offer a limited scientific foundation.
- Broader models, such as ecological training, present a more comprehensive alternative.
Conclusions:
- Rethinking graduate training in clinical psychology is essential for a robust science component.
- The quality of the faculty-student mentorship is a critical, yet often overlooked, factor in effective training.