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 20th century – study of child
psychopathology ignored or treated as
downward extension of adults
1980 --DSM-III – first to acknowledge diagnostic
criteria for children
Granted Division status – Division 53 – in 1999.
Name changed from Division of Clinical Child
Psychology to Society for Clinical Child and
Adolescent Psychology in 2001. 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
www.clinicalchildpsychology.org
www.effectivechildtherapy.com
www.clinicalchildpsychology.com
Accredited
Doctoral
Program
Accredited
Internship
Accredited
Postdoctoral
Residency
Licensed by
State or
Province
Identified
as Health
Service
Provider
Board
Certification