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overview scientist-practitioner Specialty Programs
Program Description
Overview
The APA-accredited1 Clinical Training Program in the Department of Psychology at the University of Utah is highly eclectic and broad-based, with divergent viewpoints represented. The faculty in the program are committed to following the principles of the scientist-practitioner model, providing students with excellent training in both the clinical and the research aspects of clinical psychology. Thus, although students have sufficient flexibility to prepare themselves for careers in either research or clinical service, they are expected to achieve competence in both domains. In order to accomplish this goal, the program draws upon the interests and versatility of the faculty in both clinical and non-clinical areas, as well as many excellent resources both on and off campus.
Students who thrive in our program tend to be those who have a substantial interest in research and intend for research to be a significant part of their future careers. Our program provides students with considerable flexibility in developing their curriculum, and may opt to cross areas within the department. Within this flexible framework, however, students are expected to select their electives, clinical settings, and research topics in such a way as to develop a "core professional identity." In addition to the core training in adult psychopathology, students choose to follow the curriculum guidelines of one of three specialty programs: Clinical Child and Family, Clinical Health/Behavioral Medicine, and Clinical Neuropsychology.
1APA - Committee on Accreditation
750 First Street, NE
Washington D.C. 20002-4242
phone: 202-336-5979
Scientist-Practitioner Model
The term “Scientist-Practitioner” refers to a training model that was outlined in 1949 at the Conference on Graduate Education in Psychology, that took place in Boulder, Colorado. The goal of the model (sometimes referred to as the “Boulder Model”) is to train psychologists who are not only capable of applying psychological knowledge to their work with patients, but also of moving the field forward and generating new knowledge in the form of new empirical findings, new theories, or new treatment programs.
Specialty Programs
The Clinical Child and Family (CCF) Program
What is the focus of the CCF Program?
The Child Clinical and Family Program at the University of Utah emphasizes an integration of clinical and developmental theory and research. The general goals of the CCF program are to train students to develop competence and expertise in the following areas:
Like the other clinical specialty programs, the CCF program emphasizes a cross-disciplinary approach, encouraging students to develop interests in other areas of psychology, including cognitive, social, developmental, and neuroscience. Furthermore, CCF students have the opportunity to receive clinical training in adult psychopathology, adult psychotherapy, neuropsychology, and health psychology. Students also have the option (not required) to participate in the Joint Clinical Developmental Program. For this program, students fulfill the requirements for both a Clinical degree and a Developmental degree in psychology, which may be especially of interest to students interested in lifespan development and clinical psychology.
The Clinical Health and Behavioral Medicine Program
The Health Psychology and Behavioral Medicine Specialization is intended to train psychologists who are experts in theory, research, and the application of health psychology. Students learn basic psychological theory and research, and learn how to integrate this with current biomedical knowledge in order to work effectively in medical settings. Clinical students pursuing this specialization gain training and experience consulting with health care professionals, working as part of an interdisciplinary treatment team, and assessing and conducting psychological interventions with a variety of medical patients.
Clinical students who pursue this specialization complete all requirements of our APA-approved clinical training program, conduct research with health psychology faculty throughout their time in the program, and take a set of health psychology courses as part of their electives. Clinical students are required to take a Behavioral Medicine Practicum and to complete their pre-doctoral clinical internship in a setting that provides additional training in clinical health psychology.
The Clinical Neuropsychology Program
Clinical neuropsychology is a formally recognized specialty area under the umbrella of clinical psychology. Clinical neuropsychologists are individuals who, in addition to being trained in general clinical psychology, are also trained in theoretical, empirical, and practical aspects of brain-behavior relationship. Most clinical neuropsychologists work in medical centers, hospitals, rehabilitation centers, or private practice, as well as medical schools or universities. Typical neuropsychologists spend at least some portion of their work week evaluating cognitive and emotional functioning of patients suffering from various types of brain dysfunction. Additionally, many clinical neuropsychologist also devote some portion of their time to patient treatment, such as conducting psychotherapy with brain-injured patients and their families, or developing cognitive rehabilitation programs. Finally, the majority of clinical neuropsychologists, whether employed primarily in clinical or academic settings, engage in research activities aimed at the advancement of our understanding of brain-behavior relationship, as well as the advancement of neuropsychological assessment techniques.
The Clinical Neuropsychology Training Program housed within the Psychology Department at the University of Utah is carefully designed to provide excellent training that is in accordance with the principles and guidelines set forth by the Houston Conference on Special Education and Training in Clinical Neuropsychology (for a full copy of these guidelines, visit http://nanonline.org/content/pages/prof/houston.shtm). These guidelines express the philosophy that core psychology and clinical competencies are crucial building blocks of successful neuropsychology training. Thus, clinical neuropsychology students in our program begin their training by taking courses that cover the so-called generic psychology core (e.g., statistics, social psychology, developmental psychology) and the generic clinical core (e.g., psychopathology, psychometric theory, professional ethics), much of which is accomplished within the first two years in the program.
The APA-accredited1 Clinical Training Program in the Department of Psychology at the University of Utah is highly eclectic and broad-based, with divergent viewpoints represented. The faculty in the program are committed to following the principles of the scientist-practitioner model, providing students with excellent training in both the clinical and the research aspects of clinical psychology. Thus, although students have sufficient flexibility to prepare themselves for careers in either research or clinical service, they are expected to achieve competence in both domains. In order to accomplish this goal, the program draws upon the interests and versatility of the faculty in both clinical and non-clinical areas, as well as many excellent resources both on and off campus.
Students who thrive in our program tend to be those who have a substantial interest in research and intend for research to be a significant part of their future careers. Our program provides students with considerable flexibility in developing their curriculum, and may opt to cross areas within the department. Within this flexible framework, however, students are expected to select their electives, clinical settings, and research topics in such a way as to develop a "core professional identity." In addition to the core training in adult psychopathology, students choose to follow the curriculum guidelines of one of three specialty programs: Clinical Child and Family, Clinical Health/Behavioral Medicine, and Clinical Neuropsychology.
1APA - Committee on Accreditation
750 First Street, NE
Washington D.C. 20002-4242
phone: 202-336-5979
Scientist-Practitioner Model
The term “Scientist-Practitioner” refers to a training model that was outlined in 1949 at the Conference on Graduate Education in Psychology, that took place in Boulder, Colorado. The goal of the model (sometimes referred to as the “Boulder Model”) is to train psychologists who are not only capable of applying psychological knowledge to their work with patients, but also of moving the field forward and generating new knowledge in the form of new empirical findings, new theories, or new treatment programs.
Specialty Programs
The Clinical Child and Family (CCF) Program
What is the focus of the CCF Program?
The Child Clinical and Family Program at the University of Utah emphasizes an integration of clinical and developmental theory and research. The general goals of the CCF program are to train students to develop competence and expertise in the following areas:
(1) Theories underlying clinical research and practice with children, adolescents and familiesHow is the CCF program integrated with other training programs?
(2) Specific methodological issues relevant to conducting psychological research with children, adolescents, and families
(3) General clinical skills (diagnostic skills, assessment skills, alliance building skills, intervention skills) necessary for working effectively with specific populations of children and adolescents
(4) Interpersonal skills necessary for working with systems (family, school, community) relevant to the development of children and adolescents
(5) Cultural diversity training relevant to (a) providing appropriate clinical services to and (b) conducting culturally sensitive clinical research with youth and their families.
(6) The unique professional and ethical issues involved on working with youth and families.
Like the other clinical specialty programs, the CCF program emphasizes a cross-disciplinary approach, encouraging students to develop interests in other areas of psychology, including cognitive, social, developmental, and neuroscience. Furthermore, CCF students have the opportunity to receive clinical training in adult psychopathology, adult psychotherapy, neuropsychology, and health psychology. Students also have the option (not required) to participate in the Joint Clinical Developmental Program. For this program, students fulfill the requirements for both a Clinical degree and a Developmental degree in psychology, which may be especially of interest to students interested in lifespan development and clinical psychology.
The Clinical Health and Behavioral Medicine Program
The Health Psychology and Behavioral Medicine Specialization is intended to train psychologists who are experts in theory, research, and the application of health psychology. Students learn basic psychological theory and research, and learn how to integrate this with current biomedical knowledge in order to work effectively in medical settings. Clinical students pursuing this specialization gain training and experience consulting with health care professionals, working as part of an interdisciplinary treatment team, and assessing and conducting psychological interventions with a variety of medical patients.
Clinical students who pursue this specialization complete all requirements of our APA-approved clinical training program, conduct research with health psychology faculty throughout their time in the program, and take a set of health psychology courses as part of their electives. Clinical students are required to take a Behavioral Medicine Practicum and to complete their pre-doctoral clinical internship in a setting that provides additional training in clinical health psychology.
The Clinical Neuropsychology Program
Clinical neuropsychology is a formally recognized specialty area under the umbrella of clinical psychology. Clinical neuropsychologists are individuals who, in addition to being trained in general clinical psychology, are also trained in theoretical, empirical, and practical aspects of brain-behavior relationship. Most clinical neuropsychologists work in medical centers, hospitals, rehabilitation centers, or private practice, as well as medical schools or universities. Typical neuropsychologists spend at least some portion of their work week evaluating cognitive and emotional functioning of patients suffering from various types of brain dysfunction. Additionally, many clinical neuropsychologist also devote some portion of their time to patient treatment, such as conducting psychotherapy with brain-injured patients and their families, or developing cognitive rehabilitation programs. Finally, the majority of clinical neuropsychologists, whether employed primarily in clinical or academic settings, engage in research activities aimed at the advancement of our understanding of brain-behavior relationship, as well as the advancement of neuropsychological assessment techniques.
The Clinical Neuropsychology Training Program housed within the Psychology Department at the University of Utah is carefully designed to provide excellent training that is in accordance with the principles and guidelines set forth by the Houston Conference on Special Education and Training in Clinical Neuropsychology (for a full copy of these guidelines, visit http://nanonline.org/content/pages/prof/houston.shtm). These guidelines express the philosophy that core psychology and clinical competencies are crucial building blocks of successful neuropsychology training. Thus, clinical neuropsychology students in our program begin their training by taking courses that cover the so-called generic psychology core (e.g., statistics, social psychology, developmental psychology) and the generic clinical core (e.g., psychopathology, psychometric theory, professional ethics), much of which is accomplished within the first two years in the program.
