Preparing tomorrow’s psychologists for a diverse world

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Child Emphasis

General Overview

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General Overview

The Child Emphasis provides specialized training which brings together the basic tenets of clinical psychology with a thorough background in development, child and adolescent psychology, family, and behavioral psychology. The emphasis prepares students to understand, prevent, diagnose, and treat the psychological needs of children and adolescents; to conduct research, and to learn how the family and other social contexts influence social-emotional adjustment, cognitive development, behavioral adaptation, and health status of children, adolescents, and their families. This emphasis will provide the foundational skills to pursue a specialized internship and/or postdoctoral experiences in the field of child and adolescent psychology.

NOTE: Students who pursue this area of emphasis will fulfill the usual requirements for the Psy.D. in Clinical Psychology as well as take courses within the Child Emphasis. Students are first admitted into the SOPP and later may choose to participate in the Child Emphasis.


Students within the Child Emphasis will complete coursework designed to address child and adolescent theoretical concepts, assessment, and intervention, which incorporates the contextual factors of the child/family. diversity variables, and promotes social responsibility.

Courses, descriptions, and expectations specific to the Child Emphasis include:

Child Psychotherapy

This course reviews psychological interventions and treatment approaches for children from conception through late adolescence. Conceptual foundations of the major models of psychotherapy, as well as empirically supported interventions, are emphasized.

Child Assessment

Child Assessment provides an overview of child assessment theory, techniques, and strategies to prepare students for clinical work with children and adolescents. Students will learn to administer, score, and interpret specific child assessment measures and continue honing basic skills in integrative report writing.

Developmental Behavioral Pediatrics I

Part I of a two-sequence course addressing a wide range of developmental and behavioral difficulties. Part I places emphasis on assessment, management, and treatment of developmental and behavioral factors involved in the causation or maintenance of pediatric concerns such as various medical diagnoses with behavioral components such as diabetes and asthma, childhood obesity, and regulatory disorders (toileting, discipline difficulties, sleep, feeding/eating). Additional focus will be placed on adherence to medical regimen, quality of life, pain assessment and management, and evidence-based approaches.

Developmental Behavioral Pediatrics II

Part II of a two-sequence course addressing infant through adolescent development,  therapeutic interventions,  and assessments and interventions for disorders such as Autism, Asperger’s, and Nonverbal Learning Disorders. Specific health conditions in early childhood through adolescences such as immunological disorders, renal disorders, traumatic brain injury, etc., which were not covered in Developmental Behavioral Pediatrics I, will be addressed in Developmental Behavioral Pediatrics II. Students will also learn about consultation (i.e. day-care and home-based), advocacy, and health care policy.

Family Therapy

Family Therapy is an introductory course in family systems theory and family therapy that explores key aspects of the psychological literature relevant to the role functioning of a family psychologist practitioner. While it is not possible to provide an in-depth learning experience with all aspects of systems thinking and family work, students will be introduced to perspectives for how to do systems work at the level of interactions with individuals, dyads, and larger organizational configurations that constitute the domain of concern for the family psychologist.

Waiver of Credit

Students who have earned graduate credit at another institution may petition to have course waivers applied toward their degree requirements for the Child Emphasis. The approval of credits will follow SOPP procedures for waiver of credits.


Dissertations and Advising

The Child Emphasis offers students the opportunity to work with SOPP faculty who have expertise within the field of Clinical Child Psychology in a forum focused on facilitating the students' professional growth as future psychologists.

Students within the Child Emphasis are expected to complete a professional dissertation focused on issues relevant to children and families, which allows the student to further expand his/her research experience and practice within the field of Clinical Child Psychology. Emphasis students are recommended to choose one of the Emphasis faculty as dissertation chair. However, if Emphasis students do not prefer to choose one of the Emphasis faculty as their dissertation chair, they will be required to have a Child Emphasis faculty member on their dissertation committees. If a student chooses a dissertation chair who is not an Emphasis faculty member, the student will be matched with a Child Emphasis faculty member to serve as their academic advisor (to ensure they are completing the necessary requirements of the Child Emphasis).

Practicum Overview

In addition to coursework, students within Child Emphasis will gain clinical experience in the treatment of children and families that will allow for the application of knowledge, skills, and attitudes learned. Students are guaranteed at least one year of clinical practicum primarily working with children, adolescents, and their families under the supervision of SOPP child faculty.

The Ellis Institute serves as an internal practicum placement and provides the following experiences:

  • ·         Therapy, assessment, and consultation
  • ·         Clinical training with children, adolescents, and their families
  • ·         Exposure to a variety of socioeconomic and culturally mixed backgrounds
  • ·         Training in an outpatient community mental health center

Students assigned to this practicum will typically carry a caseload break down that is 75% children and 25% adults

External practicum might include sites such as:

  • ·         South Community, a community mental health facility
  • ·         Dayton Children’s Hospital
  • ·         Center for Adolescent Services, Juvenile Detention Center
  • ·         Nationwide Children’s Hospital
  • ·         Cincinnati Children’s Hospital
  • ·         Hillcrest 

Emphasis Team Meetings, Brown Bag Series, and Additional Training Experiences

To enhance the development of skills consistent with the practitioner-scholar model and broaden the applicability of material-covered within the curriculum, students within the emphasis will be required to attend 2/3rd of the following activities designated for the emphasis:

  • Monthly Emphasis Meetings- Students will be responsible for attending and participating monthly meetings with the emphasis faculty and students.
  • Brown Bag Discussion Series- Students will attend Brown Bag discussions where a specific topic will be selected for discussion. This could be based on an article, recent event in the media, book assigned for reading, etc.
  • Annual Events-  Student Mixer, Holiday party, and End of the Year Cook-out
  • Workshops/Training Series- Students will attend Workshops/Training seminars offered specifically for the SOPP community on topics related to clinical practice with youth and families. These may focus on, for example, a specific clinical modality, innovative intervention, or specific assessment measure.

Scholarship Expectations

Students must engage in some form of child/adolescent continuing education and/or scholarship (e.g., attending a conference, presenting at a conference, participating in research, producing some scholarly work, etc.) per year of enrollment in the program.  Note: Students' scholarship work should be separate from the dissertation requirement.

Emphasis Faculty

The faculty within the Child Emphasis are core faculty members of the School of Professional Psychology whose areas of specialization include pediatric psychology,   pediatric neuropsychology, play therapy, developmental disabilities, child and adolescent violence, trauma, adolescent psychology,infant mental health, family and group therapy, school-based consultation and interventions, multicultural counseling, and assessments and interventions for children, adolescents, and their families.

Janeece Warfield, Psy.D.,RPT-Sis a WSU-SOPP associate professor and the Director of Internship Training for the School of Professional Psychology as well as the Director for Early Childhood Services and the Center for Child & Adolescent Violence Prevention. She completed an APA approved post-doctoral fellowship in pediatric psychology with a specialization in working with infants and developmental disabilities at Georgetown University Hospital. As a pediatric psychologist she specializes in therapeutic services and assessment with infants and children, developmental disabilities, and children with chronic illness. She also has expertise in play therapy, violence prevention, trauma, and multicultural/diversity training, which are also her teaching and private practice interests. Dr. Warfiled is a member of the American Psychological Association (Divisions, 33, 37, 45,53, & 54), ABPsi, and DAPA, and has leadership roles and memberships in other professional organizations, such as the Association of Play Therapy, Ohio Association of Infant Mental Health, Autism Society, and APA’s  MFP- TAC , ACT and EPP program.

Michelle S. Schultz, Psy.D., is an associate professor in the School of Professional Psychology and the Director of Clinical Training.  She teaches courses in supervision, practice management, and assessment.  She completed internship and postdoctoral experiences in treating adolescents and children who experience trauma and/or exhibit disruptive behavior.  Areas of interest include child, adolescent and family psychology (therapy and assessment), clinical training, program development, and diversity competence.  Specific areas are youth in the juvenile justice system (with special attention to the needs of girls and those with mental health issues), trauma, Non-Suicidal Self Injury (NSSI), play therapy, self-esteem and identity development, women’s issues, clinical supervision, professional development, and diversity competence (specific focus on the intersection of social class, gender, and ethnicity).  She engages in private practice consistent with her clinical interests.  Dr. Schultz is a member of the Association of Play therapy, The Dayton Area Psychological Association, Association for Women in Psychology, and the American Psychological Association (including Divisions 12, 43, 53, and 56).

Gokce Durmusoglu, Ph.D., is an assistant professor and a clinical psychologist at the School of Professional Psychology.  She completed an APA-approved internship at the University of Minnesota Medical School and Children’s Hospital. Her teaching interests are Cognitive Assessment, Educational Assessment, Integrative Assessment and Neuropsychology. Clinical interests include infant and toddler assessment, pediatric neuropsychological assessment, psycho-educational assessment, school psychology, school consultation, treatment of externalizing and internalizing disorders of childhood, parent training, developmental disabilities (Autism Spectrum Disorder, Fetal Alcohol Spectrum Disorder), and prenatal drug and alcohol exposure. She is a member of American Psychological Association (including Division 40), and National Association of School Psychologists.

Steven D. Kniffley Jr., PsyD, ABPP, is an assistant professor in the School of Professional Psychology. He teaches multicultural psychology and projective assessment. He completed an APA approved internship at Salesmanship Youth and Family Center and a postdoctoral fellowship in Child and Adolescent Acute Services at Cambridge Health Alliance/ Harvard Medical School. Dr. Kniffley's areas of interest include adolescent/family therapy and assessment, group therapy for disruptive behaviors, trauma, social skills training, and anger management, youth in the juvenile justice system, and organizational diversity consultation. He maintains a small private practice with mostly adolescent boys focusing on social skills challenges and emotional regulation issues. Steven is a member of ABPSi and the American Psychological Association (Divisions 53 and 45).