Society for Clinical Child and Adolescent Psychology, Division 53 of the American Psychological Association

Practitioners (assessment and intervention) Researchers Supervisors and teachers Program development (prevention and treatment) and program evaluation Consultants (in schools, organizations, governmental agencies) Advocacy

Hospitals Universities Mental health centers Private practice Juvenile justice system Veterans Administration Counseling centers Managed care Schools Government agencies Military

Normal child development Family processes Child and adolescent psychopathology Research design and methodology (special attention to longitudinal studies) Outcome research Ethical issues with confidentiality/informed consent with minors

1896– Lightner Witner asked to treat a poor speller he presented clinical psychology at APA convention in same year 1909 – Child Guidance Movement began with emphasis on Freud Early 1916 Binet-Simon Scale brought to US and focus on testing children began After WWI – emphasis on adults, especially testing/classifying adults for intellectual ability and emotional stability After WWII – psychologists providing more therapy

1946 – formal clinical psychology programs began and in 1947 Committee on Training at APA recommended content, training standards, and monitoring 1962 – Clinical Child became Section 1 of Division 12 (mostly psychodynamic) Mid 1960’s to mid 1980’s Section 1 focused on need for licensure/independent practice and evidence based practice Most of 20 th century – study of child psychopathology ignored or treated as downward extension of adults

DSM-III – first to acknowledge diagnostic criteria for children Granted Division status – Division 53 – in Name changed from Division of Clinical Child Psychology to Society for Clinical Child and Adolescent Psychology in Current focus on evidence based assessment and intervention since inception DSM-IV – more than 2 dozen disorders specific to childhood Now: Journals dedicated solely to child issues

Referral patterns – often the client isn’t the one seeking treatment (referred by parents, schools) Assessment and Treatment– often we have access to parents/teachers (helpful!); IQ and age considerations limit youth self-report and cognitive restructuring Rapidly changing developmental considerations Confidentiality

Accredited Doctoral Program Accredited Internship Accredited Internship Accredited Post- doctoral Residency Accredited Post- doctoral Residency Licensed by State or Province Identified as Health Service Provider Identified as Health Service Provider Board Certification