Clinical child and developmental-clinical programs: perhaps necessary but not sufficient?
Takes the position that, when considering the science component of clinical psychology, both clinical child and developmental-clinical approaches to training may be too narrow or limiting and that perhaps we should consider broader alternatives, such as an ecological training model. However, I also propose that the type of training program selected is not the only factor to consider, as the working relationship between the individual faculty member and graduate student exerts considerable influence on what a student learns in a graduate program.
Forehand
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Institute for Behavioral Research, University of Georgia, Athens 30602, USA.
D000293:Adolescent; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D003479:Curriculum; D004500:Education, Graduate; D006801:Humans; D007223:Infant; D002666:Psychology, Child / Q000193:education*; D011586:Psychology, Clinical / Q000193:education*