Dyson College of Arts and Sciences

• Learning disorders • Personality development and psychopathology • Social-emotional development Students learn to apply assessment skills from infancy and toddlerhood, through adolescence and adult development. In addition, students assess individuals with diverse needs and disabilities such as learning disabil- ities, intellectual disabilities, and psychopathology. Further, assessment training focuses not only on the individual but also on interactions and group dynamics. Prevention and Intervention – Courses and fieldwork prepare students in evidence-based prevention and intervention as they apply to the following: • Develop case formulations and related counseling and psychotherapeutic interventions • Design, development, and evaluation of programmatic preventive interventions • Development of psychological and educational interventions aimed at ameliorating adjustment, learning, and personality difficulties experienced by children, adolescents, and families • Development and implementation of a wide array of consultation and other indirect psychological services that may be offered within schools and other agencies serving children • Enlistment of aid from appropriate community agencies outside the school setting to secure services in order to prevent or ameliorate circumstances contributing to unsatisfactory performance or behavior problems • Initiation and direction of appropriate group and family techniques Program Evaluation and Planning – Students learn to formulate research questions and develop appropriate methodological procedures through: • Conducting in-service training sessions for parents and school and community personnel • Coordination of interdisciplinary assessment and intervention strategies • Involvement in the schools and community agencies • Planning programs and innovative intervention procedures • Understanding the nature of problems as they relate to variables in the home, school, and community • Understanding of issues related to individual and programmatic intervention outcomes Professional Identity Development – e program is focused on de- veloping scientific-mindedness and capacities for self-reflective practice. Students develop these competencies through: • Conferences with faculty advisers • Faculty-student interactions in a variety of settings • Field trainers' supervision and evaluation coupled with self- evaluation of competencies • Interactions with school and community personnel • Participation in professional conventions, presentations, and symposia • Workshop offerings Practicum – e doctoral program requires students to enroll for three years of on-site supervised practicum experience through Pace Universi- ty's omas J. McShane Center for Psychological Services. Students have the opportunity to receive a broad range of training experiences which include diagnostic interviewing, psychotherapy, diagnostic evaluation, and parent-infant observation and evaluation (See current Manual for the McShane Psychological Services Center for a complete listing and schedule of current practicum offerings). e doctoral program also requires a one year off-site supervised practicum at an approved school district setting. Fieldwork – Four years of supervised experience is required in the doc- toral program. ese experiences include, school and clinic or communi- ty placements and involve, training in assessment, consultation, remedial interventions, psychotherapeutic interventions, and program develop- ment and research. All students in the doctoral program are required to have a total of at least 3,500 clock hours of pre-doctoral, school and clini- cal child psychology experience. At least 750 clock hours of this field work experience must be in a school setting. Several options are available for students to complete this field work requirement. PROGRAM DIRECTOR: Dr. Barbara Mowder, Director, Graduate Psychology Programs (New York City campus) One Pace Plaza (212) 346-1556 (212) 346-1618 (FAX) bmowder@pace.edu Core Faculty Dr. Barbara Mowder, Program Director Dr. Prerna Arora Dr. Baptiste Barbot Dr. June Chisholm Dr. Beth Hart, Director of the McShane Center Dr. James McCarthy, Director of Field Training Dr. K. Mark Sossin Dr. John Stokes Dr. Leora Trub Dr. Anastasia Yasik Dr. Michele Zaccario Associated Full-Time Faculty Dr. alia Goldstein Dr. Nils Myszkowski Dr. Weihua Nu Dr. Yvonne Rafferty Dr. Lisa Rosenthal Dr. Sonia Suchday, Chair Dr. Richard Velayo Curriculum – Doctoral Program Sixty-nine hours of the first three years of study in the doctoral program generally correspond to the MSEd in School Psychology at Pace Universi- ty. Students must first complete a master's degree in school psychology or have been awarded state or national school psychology certification prior to receiving the doctoral degree in school-clinical child psychology. Stu- dents may enter the program with graduate work from other institutions; the prior graduate work is evaluated for transfer credit on a course-by- course basis aer acceptance into the doctoral program. Advanced stand- ing students (i.e., students who hold school psychology certification) are awarded 45 transfer credits toward the 111 hour PsyD program. Advance standing students (i.e., students who hold school psychology certifica- tion) are awarded 45 transfer credits toward the 111 credit hour PsyD program. A minimum of three years of residency at Pace University is required, including one year of full-time study. 3

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