Our training model is that of scholar-practitioner. All current staff members were trained in the scientist-practitioner model and see the inclusion of empirical work as necessary for the competent treatment of psychological problems. We strive to provide trainees with a breadth and depth of training experiences in the context of utilizing innovative scientific information to guide their treatment planning, conceptualization, and delivery. All staff members remain actively involved in scientific associations, continuing education, and reviewing the relevant literature, in order to constantly improve the quality of their work and supervision.
Licensure in the state of California requires 1500 Pre-doctoral and 1500 Postdoctoral hours of Supervised Practice, as well as successful completion of the national written exam and a written exam in Jurisprudence. Satisfactory completion of the post-doctoral fellowship at CHOC exceeds this requirement and provides at least 2000 hours of post-doctoral supervised practice. CHOC fellows can anticipate that their weekly responsibilities will be approximately 45 - 50 hours per week. This time estimate includes clinical service, supervision, seminars, program development, research, and administration, scoring, and write-ups of psychological assessments.
Training Purpose and Objectives
The purpose of our Pediatric Psychology Training Program fellowship is to provide a training experience to post graduate psychology students within a multi-disciplinary setting that allows for the professional development of pediatric and/or child psychologists and meets the licensing requirements for the Board of Psychology of the State of California (as well as those of other states).
Through our program, you will further develop your expertise in assessing and intervening on the psychosocial impact of acute and chronic illness in children and adolescents, and their families. You will also provide hospital consultation and liaison services, and through these experiences continue to grow and develop your own unique professional identify.
Our program is designed to provide more structure at the beginning of the year, and for you to play an increasingly independent role towards the end of the year. During this year of critical transition from an intern to a professional psychologist, we encourage you to coalesce your unique professional identity, professional values, and professional demeanor.
We fully anticipate that fellows graduating from our program will be prepared to function as an entry level pediatric psychologist in a hospital and/or medical setting. Many of our graduates go on to work in hospital based settings (both clinical and research), others go on to assistant professorship positions, and others become private practitioners.
Training Goals and Objectives:
Goal #1: To demonstrate at the skills necessary to practice independently in the psychological treatment and assessment of children and their family members, with a specific focus on children with medical diagnoses.
Objective(s) for Goal #1:
1a. Fellows will provide weekly outpatient psychotherapy with children, adolescents, and their families.
1b. Fellows in the Epilepsy track will provide regular neuropsychological assessment for children with medical diagnoses.
1c. Fellows will participate in weekly, regularly scheduled supervision.
1d. At the end of the year, Fellows will present a therapy case to the Pediatric Psychology seminar and will discuss case conceptualization, diagnosis, and treatment plans. Fellows in the Epilepsy track will present a formal neuropsychological assessment to the Neuropsychological Assessment Seminar.
1e. Fellows will participate in a weekly Ethics seminar.
Goal #2: To demonstrate at the skills necessary to practice independently in the provision of consultation to medical or other allied health professionals or providers as well as school professionals.
Objective(s) for Goal #2:
2a. Fellows will provide inpatient consultation service at least two days a week throughout the year in their speciality area.
2b. Fellows participate in weekly rounds led by the Director of Child and Adolescent Psychiatry.
2c. Fellows participate in weekly sign out rounds.
2d. Fellows participate in after hours call for at least 8 weeks a year along with a licensed clinical psychologist.
Goal #3: To complete the training and experience necessary to fulfill requirements for applying for state or provincial license or certification for the independent practice of psychology and be prepared for functioning as a professional.
Objective(s) for Goal #3:
3a. Fellows will accumulate at least 2000 hours of supervised clinical work over the course of the year, participating in the training activities of the Fellowship program.
3b. Fellows will receive a minimum of 4 hours a week of supervision (at least 2 hours individual).
Goal #4: To demonstrate at the skills necessary to practice independently in the provision of outpatient psychotherapy, psychological assessment and consultation to culturally diverse populations.
Objective(s) for Goal #4:
4a. Fellows will participate in a Multicultural seminar.
4b. Fellows will present a case that presented challenging multicultural issues.
4c. Fellows will participate in a multicultural “field trip” for 1 day where they will visit the different communities in Orange County and experience different cultural opportunities.
4d. Multicultural issues will be discussed during supervision for outpatient psychotherapy, assessment, and consultation.
Informal evaluations are conducted throughout the year; formal evaluations are conducted at 3 months, at mid-training year, and at the end of the training year. These evaluations look at the trainees’ strengths in a variety of areas including diagnostic skills, interventions, testing, ethics, professional development, multicultural awareness, and response to supervision. Evaluation results are shared with the Fellows so that goals can be defined and planned for and refinements in performance can occur. Fellows are also asked to evaluate their supervisors and the Training Program annually. Supervisor and Training Program evaluations are used to review and clarify rotation strengths and weaknesses, supervisor performance, and program efficacy.