The CLC is currently recruiting bright and tenacious undergraduate resarch assistants. CLC research assistant (RA) positions are competitive, and we look for students who are motivated to learn, who possess the potential to excel in clinical science, and whose career goals include graduate school in clinical child psychology or related fields.
CLC research assistant (RA) positions require a minimum of one year (3 semester) commitment at 10 hours per week.
Research in the Children's Learning Clinic (CLC) focuses on understanding the relationship among cognitive, behavioral, and educational outcomes for children with ADHD within the context of positive youth development. We use cutting edge technology and classic experimental design to better understand why children with ADHD display the hallmark ADHD behavioral symptoms (inattention, hyperactivity, impulsivity) and associated functional challenges. The goal of CLC research is to translate these findings into effective treatments for children with ADHD that build their capabilities and promote positive outcomes.
Research assistants will have the opportunity to interact directly with children with ADHD and other clinical disorders, as well as learn valuable lab and data skills to increase their competitiveness for graduate school admissions. Students may also have the opportunity to observe and learn evidence-based behavioral management treatment for children with disruptive behavior disorders. High achieving CLC research assistants in the past have earned the opportunity to co-author conference presentations, book chapters, and peer reviewed journal articles.
Undergraduates interested in research experience should send their CV/resume, unofficial degree audit, and a brief letter of interest to Dr. Kofler.
Interested caregivers can call us at (850) 645-7423. A member of the CLC will then contact you to answer your questions and conduct a brief (5-10 minutes) screening interview.
We are currently recruiting children ages 8-11 with suspected attention, behavior, or learning difficulties for our research on children's attention, memory, and learning.
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