Doctoral training issues in school and clinical child psychology

Professional Psychology: Research and Practice

Volumn 31, Issue 1, 2000, Pages 85-87

  Tryon, Georgiana Shick ^a  

^a CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034342626     PISSN: 07357028     EISSN: None     Source Type: Journal    
DOI: 10.1037/0735-7028.31.1.85     Document Type: Article

References (13)

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10. Minke, K. M., & Brown, D. T. (1996). Preparing psychologists to work with children: A comparison of curricula in child-clinical and school psychology programs. Professional Psychology: Research and Practice, 27, 631-634.
11. Roberts, M. C., Carlson, C. I., Erickson, M. T., Friedman, R. M., La Greca, A. M., Lemanek, K. L., Russ, S. W., Schroeder, C. S., Vargas, L. A., & Wohlford, P. F. (1998). A model for training psychologists to provide services for children and adolescents. Professional Psychology: Research and Practice, 29, 293-299.
12. Short, R. J., & Rosenthal, S. L. (1995). Expanding roles or evolving identity? Doctoral school psychologists in school vs. nonschool practice settings. Psychology in the Schools, 32, 296-305.
13. Task Force on Comprehensive and Coordinated Psychological Services for Children: Ages 0-10. (1994). Comprehensive and coordinated psychological services for children: A call for service integration. Washington, DC: American Psychological Association.