Child and Adolescent Psychology Psy.D. Program

This emphasis within our Psy.D. in Clinical Psychology program provides focused coursework, training, and mentorship that prepare students as clinical psychologists with the necessary knowledge, skills, and training to work with children, adolescents, young adults and their families, and the issues that impact their mental health and well-being.

Student Outcomes

Through this emphasis, our students gain research- and practice-based understanding and skills related to assessment and intervention methods that are most appropriate to younger clients, as well as understanding of the broader structural and sociocultural factors that affect children and adolescents.

Careers in Child & Adolescent Psychology

Child and adolescent psychologists work in a range of settings with young people struggling with a range of mental health issues and challenges such as depression, anxiety, body image, drugs or alcohol, relationships, or coping with life changes such as parental divorce or death. They conduct formal diagnostic assessments, provide psychotherapy and other therapeutic services, develop community based youth programs, lead prevention initiatives, provide consultation, advocate for policy and more. Students are trained as practitioners with broad knowledge and specific skills in assessment, theory, research, and practice by faculty who are practicing clinicians as well as leading scholars, researchers, and educators with extensive child and adolescent experience—focusing in areas such as:

• Childhood depression and anxiety disorders
• Substance abuse
• ADHD and other learning disorders
• LGBTQ youth mental health
• Trauma
• Family systems
• Multicultural treatment models

Admission Criteria and Continued Enrollment

Students are admitted into the emphasis after completion of the first year. Admission criteria include:

• A cover letter describing the student’s professional goals and interests and how the emphasis will help him or her achieve these goals.
• Copies of graduate transcripts (can be unofficial transcripts).
• A letter of recommendation from one faculty member in the Adler Psy.D. program; this can include a direct email from the recommender to the emphasis coordinator.
• Overall Adler grade point average of at least 3.25.
• Passing all Psy.D. program milestones up to the point of emphasis admission.
• An interview with the Emphasis Coordinator.
• Admission to the emphasis is not guaranteed. The decision will be weighed in conjunction with other data.

Additionally, students admitted into the emphasis must maintain the following standards, or they may risk dismissal from the emphasis:

• Maintain an overall grade point average of at least 3.0.
• Obtain a grade of at least B in all required emphasis courses.
• Pass all milestones in the Psy.D. program (CQE, dissertation, etc.).
• Have no SCEC referrals for comportment issues.
• Have no more than one SCEC referral for any other reason.

ADDITIONAL INSTRUCTIONS FOR THE CLASS Adolescent Psychology

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score. Adolescent Psychology

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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