The three main training objectives are:
- to provide a broad background in general psychology, including
biological, developmental, social, and cognitive science
- to prepare students for clinical research through extensive
coursework in research methods and statistics and through intensive
involvement in ongoing investigations
- to encourage ethical application of scientific knowledge
and an investigative approach to the understanding of psychopathology
and the practice of clinical assessment and intervention
General description and objectives:
Breadth of student understanding of the field of psychology and related disciplines, the first objective of our training program, is ensured in our program primarily through a curriculum of required courses, a number of which are taught by faculty in the nonclinical areas. We consider clinical students' exposure to our first-rate Neuroscience, Cognitive Psychology, Developmental Psychology and Social Psychology faculty to be a strength of our program. This emphasis on the relevance of clinical psychology to the broader field is further underscored by the high degree of cross-area collaboration among our faculty. In addition to research collaboration by faculty from different areas of the department, the department also encourages collaboration in teaching. To facilitate this, the department has decided to regularly offer cross-area graduate seminars; a faculty member from each area of the department jointly teach a graduate seminar. Thus, the integration of clinical psychology in the broad discipline of psychology is modeled for our students by the faculty in the domains of teaching and research.
The second objective of our training program, "to prepare students for clinical research," is satisfied in a variety of ways and is part of the ongoing training of students throughout their tenure in the program. We adhere to a mentorship training model. Students are accepted into the graduate program, in part, based on the match between their interests and those of our clinical faculty. We believe that early and intense involvement in research is the cornerstone of a good clinical science program and to this end students are encouraged to be continuously involved in ongoing research. Under close supervision of their major professor, it is common for clinical graduate students to pursue research in collaboration with other faculty and students. The emphasis on continuous research is evident in the substantial number of presentations and publications authored by our clinical students (link to clinical presentations and publications.)
The third objective of our program model, "to encourage ethical application of scientific knowledge and an investigative approach to the understanding of psychopathology and the practice of clinical assessment and intervention", is achieved through a variety of mechanisms including formal coursework and supervised practica. Our training program is based on the view that the program faculty must serve as models of the behavior they want their students to exhibit. The clinical faculty consists of women and men with a wide array of clinical styles, theoretical approaches, and research interests. Despite these differences, we share a commitment to the view that the unique contribution of clinical psychology to society comes from its foundation in science. Consequently, we strive to integrate clinical practice and research at every opportunity. Some examples of how we attempt to underscore this principle include:
(a)Clinical core courses in psychopathology, assessment, and
treatment pay special attention to the most current and relevant
research literature. Many of these courses and many of our advanced
graduate seminars involve "hands on" implementation of research-based
techniques.
(b)The Directorship of the Clinic is held by full-time faculty from our program who are committed to operating a facility that encourages research and an investigative approach to clinical work.
(c)Primary supervision of all initial practicum experiences
is done by our faculty, all of whom were trained in scientist-practitioner
programs and whose own work exemplifies the integration of research
and practice.
(d)Student case presentations in supervision at the Clinic
are expected to reveal efforts to utilize the research literature
in formulating assessment and treatment plans. Consideration
of measurement of outcomes is part of every intervention plan.
(e)The Psychology Training Clinic has been the site of clinical
research including, for example, work on topics such as psychotherapy
process and the therapeutic alliance. Also, all students participate
in a group research project evaluating treatment outcomes that
utilizes clinic data.
(f)Several community practicum placements (e.g., the Specialized
Treatment Program for severe adolescent offenders at the Dozier
School and some units of the Florida State Hospital at Chattahoochee)
have a significant research component and have provided opportunities
for student theses, dissertations, and other studies, some of
which have resulted in student publications.
(g)The DCT's Proseminar provides a forum for faculty and student presentations. Some of these presentations emphasize the outcomes of clinical interventions through systematic application of scientific methods and the clinical relevance of research findings.
(h)Students are encouraged to pursue pre-doctoral clinical internships which place a high value on research, provide instruction in empirically-supported assessment and treatment methods, and provide opportunities for involvement in research.
