Focus on Doctoral Clinical Training:
The State of the Program – 2008
James H. Johnson, PhD, ABPP
March 28, 2008
Dept. of Clinical and Health
Psychology: An Overview
Mission Statement
The Department of Clinical and Health
Psychology educates tomorrow’s leaders in
Psychology in the scientist-practitioner [and
clinical science] tradition, advances
psychological science, and improves the health
and quality of life of people through excellence
in research, education, and health service
delivery.
Department of Clinical and
Health Psychology
Doctoral Training in Clinical Psychology
• Models of Training
– Scientist-Practitioner (First Accredited in 1953)
– Clinical Science (Fall 2007)
– Internship Program (First Accredited in 1963)
• Administratively Unique
– Only program of its type in country with ScientistPractitioner and Clinical Science programs that are
physically located in Health Science Center but
administratively outside of COM
Department of Clinical and
Health Psychology
• Academically Diverse
– Areas of Concentration
• Clinical Child/Pediatric Psychology
• Clinical Health Psychology
• Neuropsychology, Neurorehabilitation, and Clinical
Neuroscience
• Emotion, Neuroscience, and Psychopathology
• Others as arranged with doctoral committee (Forensic,
Aging )
– Faculty also display diversity in terms of specific
areas of expertise and theoretical orientation
“Center of Excellence” Model
Clinical Child/Pediatric Area
-specialty plus general training
-integrated research/clinical/didactic training
“Center of Excellence” Model
Health Psychology Area
Women’s
Health
and
Infertility
-specialty plus general training
-integrated research/clinical/didactic training
“Center of Excellence” Model
NNCN Area
-specialty plus general training
-integrated research/clinical/didactic training
Providing Broad & General Training
With Opportunities for Specialization
• General Psychology Foundations Core (Focus on broad and
general training)
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Clinical Psychology Core
Required research (First year project; dissertation)
Required clinical practica (both core and advanced)
Advanced electives
Area of Concentration (or Selected Minors)
– Coursework
– Advanced specialty practica
• APA-accredited internship
General Program Timetable
Average time to Completion = 6.1 Years
• Year 1…………………
• Year 2…………………
• Core
• Year 3…………………..
• Complete practica, AOC,
qualifying exam
• Year 4…………………..
• Apply for internship,
dissertation work, finish
electives
• Internship
• Year 5…………………
(Including First Year Project)
• MS degree, practica,
begin AOC, electives
With Cutting Edge Opportunities
to Train for the Future
• Recently Developed Course Offerings
– Analysis of Change
– Advanced writing seminar
– Evidence Based Practice
• Recent Program Initiatives
– New opportunities for undergraduate
teaching
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Introduction to Clinical Child and Pediatric Psychology
Introduction to Clinical Psychology
Introduction to Health Psychology
Introduction to Clinical Neuropsychology
Psychiatric Disorders
General Program Aims
• Prepare Students to – Function as a licensed professional psychologist
– Practice competently in the areas of assessment,
intervention, and consultation
– Take a scholarly evidence-based approach to clinical
activities
– Contribute to the advancement of knowledge through
research and creative scholarship
– Participate in leadership and advocacy positions within
professional psychology
Focusing on Goals and
Competencies
• Goal #1: Prepare students with a broad and general foundation in the
science of psychology and a broad and general foundation of
coursework representing the underpinnings of the profession of
Clinical Psychology
• Competencies Expected:
– Develop knowledge reflecting the science base of psychology
(e.g., Cognitive Bases of Behavior, Survey of Social Psychology,
Survey of Developmental Psychology, Higher Cortical
Functioning, History of Psychology,
– Measurement, Research Design and Statistical Analysis I & II) and
– Core/professional areas of Clinical Psychology (e.g., Introduction
to CLP: Professional Issues and Ethics, Clinical Psychological
Assessment, Lifespan Psychopathology, Psychological Treatment
I)
Focusing on Goals and
Competencies
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Goal #2: Prepare students to
– 1) independently contribute to the knowledge base of clinical
psychology through original research work and
– 2) to use the results of published research to inform clinical practice.
Competencies Expected:
– Competencies in critically evaluating the literature in areas of research
interest;
– developing research questions that can be subjected to empirical test,
– competencies in experimental design, subject recruitment, statistical
analysis, interpretation of findings, writing up research findings for
publication and presentation, and
– developing skills in grant writing.
– An additional expectation is the development of competencies in using
empirically based research findings to inform clinical practice
activities.
Focusing on Goals and
Competencies
• Goal #3: Prepare students with sufficient knowledge and skill-based
competencies in clinical activities to allow them to
– compete successfully for admission to APA approved internship
placements,
– to obtain licensure, and
– to have entry level skills for the independent practice of psychology.
• Competencies Expected:
– competencies in conducting diagnostic interviews with
children/adolescents/parents and adults,
– the administration, scoring, and interpretation of commonly used
evidence-based measures of development, intelligence, achievement,
adaptive behavior, and personality/behavioral.
– competencies in the evidence-based treatment (predominately cognitivebehavioral in nature) of children, adolescents and adults displaying a
broad range of psychological/behavioral difficulties.
– In addition, students are expected to develop competencies in the
consultation with physicians, other health care professionals, and adults
and children (and their families) displaying a wide range of health related
problems.
Focusing on Goals and
Competencies
• Goal #4: Prepare students with knowledge and skills to
enable them to make specialty-specific professional
contributions through participation in a formally defined
clinical research and/or practice area that builds on prior
broad and general training in clinical psychology.
• Competencies Expected:
– students pursuing specialty training in the above areas will
develop clinical (e.g., assessment, intervention, consultation) and
research competencies in working with
• specific age groups (e.g., children and adolescents),
• individuals with specific types of problems (e.g., health related
difficulties),
• specific clinical approaches (neuropsychological assessment), specific
research foci,
• or various combination of these elements.
Focusing on Goals and
Competencies
• Goal #5: Prepare students to be cognizant of major
sources of individual and group variation and to
understand how such diversity affects psychological
processes, clinical presentation, and responsiveness to
intervention.
• Competencies Expected:
– students will be non-discriminating and show respect for
staff, colleagues, and patients from diverse backgrounds,
– will be able to appropriately consider diverse patient
backgrounds in the selection administering, and
interpretation of assessment measures and
– in the selection and implementation of culturally sensitive
approaches to intervention, as is appropriate.
Focusing on Goals and
Competencies
• Goal #6: Prepare students to deliver professional services
to patients and conduct research in a manner that shows
dedication to applicable ethical, professional practice, and
legal standards.
• Competencies Expected:
– having knowledge of ethical and legal standards for
psychologists,
– being able to identify professional ethical and legal dilemmas,
– being able to relate ethical dilemmas to potentially relevant
ethical principles, and
– demonstrate high standards of ethical/legal behavior in the
provision of clinical activities , research, and professional
interactions.
General Program Resources:
Research Training Sites
• Research laboratories in the PHHP research
complex
• Surge research laboratories
• Veterans’ Administration Medical Center
• McKnight Brain Institute
• Shands Hospital
• Other campus & community locations
General Program Resources:
Clinical Training Sites
• University of Florida Health Science Center –
Psychology Clinic
– Average of 10,726 patient visits per year
– Primary clinical training site for program
• Site for most core practicum and advanced practicum rotations
• Shands Hospital
– 576-bed tertiary care, 144 intensive care
– 500 physicians representing 110 medical specialties
• Primary Care Sites in North Central Florida
– Rural primary care clinic (e.g. Dixie County )
– Ocala VA Community Based Outpatient Clinic
• Other Settings
– Gainesville Veterans’ Affairs Medical Center
– NFETC
General Program Resources:
Collaborations Within the HSC
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Anesthesiology
Cardiology
Communicative Disorders
Dentistry
Endocrinology
Engineering
Exercise and Sport Science
Family Practice
Genetics
Infectious Disease
Obstetrics and Gynecology
Oncology
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Orthopedic Surgery
Nephrology
Neurology
Neuroscience
Neurological Surgery
Pediatrics
Physical Therapy
Psychology
Psychiatry
Pulmonary Medicine
Radiology
General Surgery
Transplantation Medicine
Overview of General Resources:
The People of CHP
• 33 Faculty; (tenure track, clinical track,
research track)
• 6 affiliate faculty
• 12 Support Staff
• 83 Graduate Students
• 12 Interns
• 3 Post-Doctoral Fellows
• 100 + “others” – RA’s, work study, etc.
Program Resources:
The Faculty
• 33 core faculty active in the training program (along
with affiliate faculty)
– Dramatic departmental growth during the past
decade
• A total of 17 faculty in 1997
• Compared to the current core faculty of 33
– Represent broad spectrum of general and specialty
interests and areas of expertise
– Numerous national leaders (officers, editors,
professional boards)
– Most participate in all departmental missions
(teaching, research AND clinical service)
– Serve to model the integration of science and
practice
Faculty Productivity: 2006 - 2007
Taught more than 20 didactic courses (in addition to extensive
involvement in practicum supervision and research mentoring)
Published 71 peer-reviewed journal articles and 2 books
Authors of 49 journal articles, 17 book chapters, and 1 book “in press”
150 Total Publications in the Past Year – 4.55 per faculty member!!!
Authors of 124 papers presented at national or international
conferences
Gave 27 additional presentations to state or local organizations
A Total of 151 Total Presentations – 4.58 per faculty member!!!
Participated in newly awarded grants involving $7.9 million irect costs Accumulated Total 06–07 Extramural funding = $33,774.449
Two editors of psychology journals: Seventeen faculty serve on
Editorial Boards or as Consulting Editors of 37 different psychologyrelated journals
Eleven core faculty members are currently Specialty Board Certified
Faculty Productivity:
2006 – 2007 (Cont.)
• 19 faculty are currently Principal Investigators
• Two faculty have currently active T32 awards
– M. Marsiske (Program Director) – Interdisciplinary
training program in Physical, Cognitive, and
mental health in older adults.
– S. Boggs (Program Director) – Training in
treatment outcome research for children.
• A total of 12 faculty received awards for their
contributions to the professions during 2006 –
2007 alone (see link to faculty productivity
over the past five years on the CHP website)
Faculty as Leaders in the Field
APA Board of Directors (Rozensky)
Chair, APA Board of Educational Affairs (Rozensky)
Member, APA Council of Representatives (Fennell - Neuropsychology)
Member, APA Council of Representatives (Rozensky - Health)
Board of Directors, American Board of Clinical Neuropsychology (Bauer,
Crosson, Fennell)
Board of Directors, American Board of Clinical Child & Adolescent
Psychology (Johnson)
Board of Directors, the International Neuropsychological Society (Crosson)
President, APA Division of Clinical Neuropsychology (Bauer)
President, APA Division of Clinical Neuropsychology (Fennell)
Member, International Neuropsychological Society Board of Governors
(Bauer , Loring)
Scientific Advisory Board of the Anxiety Disorders Association of America
(Lang)
Note. CHP faculty members played leadership roles in the formal recognition
of all of the specialty areas represented in the department
Department Awards
2007 APA Culture of Service in the
Psychological Sciences Award
“The support of your department for faculty participation on disciplinerelated association boards, editing journals, reviewing grant and research
proposals, mentoring students and colleagues, service on university
committees, and volunteering to provide disaster relief services and
management training to those in need is an excellent model for other
departments to follow. It is clear that culture of service is incorporated into
the day-to-day activities of your faculty and students.”
Department/Program Rankings
• 2005 US News and World Report, Clinical Program
ranked # 20 overall and # 15 among AAU Public
Universities (120 programs)
• In 2007 Ranked # 4 in the nation overall in scholarly
productivity (total publications)
– Source. Stewart, P.K, Roberts, M.C., and Roy, K. M.
(2007). Scholarly productivity in clinical psychology PhD
programs: A normative assessment of publication rates.
Clinical Psychology: Science and Practice, 1, 157 – 171.
Program Resources:
Students
• 83 doctoral students
• Graduate 12-15 Ph.D.’s per year
• Outstanding record of getting fellowship
awards (NRSA; University Presidential and
Alumni; McKnight awards) as well as
others
• Many are student leaders in various
psychology organizations (APAGS, FPA,
Division 40)
• CHP APAGS
Current Student Demographics
2007 – 2008 : All Students
• Gender
– 79% female; 21% male
• Ethnic Background
– 79% Caucasian; 8% Asian; 6% African American;
2% Hispanic-Latino; 3% Multi-Ethnic; 2% not
reported.
• Average time to Complete Program
– 6.1 Years
• Student Attrition Rate (Past 7 Years)
– 6.4%
Current Graduate Student
Fellowship Awards
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1 Presidential Fellow
13 Alumni Fellows
2 McKnight Fellows
3 NIH National Research Service
Awards
• 3 Student Training Awards (T-32)
Last Year’s Class Statistics 2007 - 2008
Completed Applications
378
Size of Incoming Class
15
Receiving Financial Aid
15
Average GPA
3.8
Average GRE Verbal
611
Average GRE Quantitative
675
Average GRE Total
1286
Applicants Interviewing:2008
(Visitation Weekend)
Completed Applications
# Interviewing
303
50
Average GPA
3.7
Average GRE Verbal
620
Average GRE Quantitative
690
Average GRE Total
1310
Entering Class Fall 2008
Total Number of Students = 12
• Child - 3 Students
• Health - 4 Students
• Neuropsych - 5 Students
GPA = 3.7 (Range = 3.0 – 3.9); GRE Total = 1282 (Range 1170 – 1350)
Student Demographics
Gender
75 % female; 25 % male
Ethnic Background
50 % Caucasian; 25 % Hispanic-Latino; 17 % Asian; 8 % AfricanAmerican
Total Students Reflecting Diversity = 50%
6 Alumni Fellowships; 1 McKnight Fellowship
Program Outcomes: Current
Student Research
• During the past 2 years 96% received grades of A-B in
research methodology courses
• 98% of students passed MS defense on first try; 98% passed
Ph.D. defense on first try
• 100% of qualifying examinations passed during past two
years
• 98 % of students received satisfactory research progress
evaluations during the last three yearly reviews
• 100% passing grades in writing courses
• Between 2002 and 2006 a total of 13 students were awarded
NRSA grants;
• 87% of students involved in grant-funded research
Program Research/Academic
Outcomes: Alumni
(Last 7 Years)
• 41% of grads in academic/research positions (med center, tenure
track, R&D)
• 57 % of graduates have published papers (or chapters (24%) or
presented papers (76%) since program completion
• 38% of graduates have multiple publications; 41% have multiple
presentations since program completion
• 27% of graduates have been a PI; 24% have been a Co-PI on
extramural grants
• 90% belong to national or international organization
• 61% of clinician-graduates have published or presented since
graduation
• 41% of graduates supervise trainees; 19% supervise other
professionals
Program Outcomes:
Integration of Research & Practice
(Current Students)
• During 2006 – 2007
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36% published in peer-reviewed journals (Mean = 2.06);
69% had a paper of book chapter “in press”
63% presented at national meetings (Mean 2.43);
84% published or presented their first year project at national
meeting (based students in program at least three years)
– 87% were involved in grant-supported research
• 100% pass rate for qualifying examination during 2006-2007;
• 98% of students received satisfactory ratings of clinical
performance
• 100% received satisfactory ratings on research performance
• Preparation in the integration of theory, research, and
practice received an average rating of 3.9 (1= poor; 5 =
excellent) by 38 students completing an anonymous student
program review
Integration of Science & Practice:
Alumni Data
• 59% of graduates report being involved in clinical work;
86% reported being engaged in research;
• 24% report spending 10% or more of their time in both
research and clinical activities
• Adequacy of preparation for integrating theory, research,
and practice received a 4.2 rating out of 5 (1 = poor, 5 =
excellent) by 45 program graduates completing an
anonymous program review.
• Regarding training model identification
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73 % self-identified as scientist-practitioner;
11% self-identified as a clinical scientist;
14%, self-identified as a “practitioner”, and
one considered him/herself a “researcher”
Clinically Related Outcomes:
Current Students
• All students must achieve passing grades and competent
laboratory performance prior to beginning practicum
• 96% of students obtained satisfactory practicum evaluations
• All students obtain assessment and therapy experience with
children, adolescents and adults from majority and minority
populations
• Students leave for internship with an average of 1950 hours of
supervised clinical experience plus additional experience on
clinical research assistantships; all students completed core
practicum in 4 settings/rotations
• 100% of students in past 7 years have obtained APA-approved
internships; all have received average to above average
performance ratings
• 1 student terminated for failure to meet academic/professional
standards; otherwise no significant violation of ethical or
professional practice guidelines
Clinically Related Outcomes:
Alumni (Past 7 Years)
• 62% of graduates from last seven years report being
currently licensed; no student known to have failed
in attempt to obtain license
• No student from last seven years reported having
obtained ABPP diploma
• Diverse populations served; over 49% report
“frequently” work with minorities, 51% working
with lower SES “frequently” or “primarily”
• “Adequacy of training in ethics” received 4.2 rating
(out of 5) by 45 graduates completing anonymous
program review
• No known ethical complaint lodged against program
graduate in this reporting period
Student Awards
• During 2006 – 2007 CHP graduate students
were recipients of 26 separate awards.
– These included NRSA’s, APS foundation
awards, various student research awards,
Society for Pediatric Psychology outstanding
student awards, best poster awards, best paper
awards, AARP Scholars Program Awards,
Psychoneuroimmunology Travel Award,
Society of Clinical Psychology Research Grant,
Etc. – among others.
Professional Behavior/Ethics:
Current Students
• All current students currently hold at least “satisfactory” ratings
on this dimension (professional behavior) by research supervisors
– all student-initiated research is IRB-approved;
• All current students hold at least “satisfactory” ratings on Ethics
by clinical supervisors; all relevant coursework completed prior to
practicum; Intro to Clinical Psychology: Professional issues and
Ethics is required in the pre-practicum curriculum;
• Of 38 respondents to an anonymous student program review,
current student ratings of adequacy of training to deal with
ethical issues were 3.9 (scale of 1 – 5; 5 = greater preparedness);
• 79% of students belong to at lest one professional society
(66% belong to APA; 61% to a research society);
• 35% of students engage in volunteer University service; 32%
engage in community service activities
Professional Behavior/Ethics:
Alumni Data
• No graduate of the program is known to have
committed a violation of ethical standards;
• Adequacy of training in ethics received a 4.1 (5 =
greater preparedness) rating by 45 graduates
completing an anonymous alumni program review
• 90% are members of a professional society;
• During the past seven years 69% of graduates report
participating in continuing education; average = 29
CEU’s per year.
• 14% of graduates report engaging in pro-bono
activities; time in pro-bono activities averaged 5.4 %
Other Program Outcomes:
Functioning as Effective Teachers
• One student currently teaching at local
community college;
• 6 - 8 students per year teach undergraduate
psychology courses in the department;
– 100% have received satisfactory teacher ratings
during the past 2 years.
• 16% of alumni report involvement in formal
teaching
Other Program Outcomes:
Sensitivity to Issues of Diversity
• All students currently carry at least “satisfactory”
clinical ratings on this dimension;
• Of 38 respondents to an anonymous student
program review, current student ratings of
adequacy of training to deal with issues of
diversity were 3.2 (scale of 1 – 5 ( 5 = greater
preparedness);
• Adequacy of training in diversity issues” received
a 3.7 rating by 45 graduates completing an
anonymous alumni program review
Developing an Area of
Specialization
• All students declare an area of concentration
(AOC) by the end of their second year;
• all students fulfill AOC requirements prior to
graduation;
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currently 18 students in health psychology,
23 in child/pediatric, and
34 students in neuropsychology,
1 student in emotion neuroscience &
psychopathology
Selected Information:
Anonymous Alumni Survey
For the following activities, populations,
and problems, please rate how well you
believe you were prepared by your
graduate education and training (including
your internship).
Use a scale from 1 – 5 where 1 = inadequate
preparation and 5 = excellent preparation
Overall Ratings:
Anonymous Alumni Questionnaire
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Overall
Coursework CHP = 4.2
Coursework (Psychology Dept) = 3.4
Research Mentorship = 4.2
Practica = 4.0
Integration of Research and practice = 4.2
Diversity issues = 3.7
Faculty Role Models = 3.8
Facilities = 4.0
Internship Placement
100% of Students in past 7 years have obtained APA approved internships
Recent Internship Placements:
UF
APPIC
80
70
60
50
40
30
20
10
0
1st
2nd
>=3rd
2004-2007 Match
Statistics
Boston Internship Consortium
Brown University
Columbus Children’s Hospital
Children’s Mercy Hospital, KC
Children’s Hospital of Philadelphia
Columbia University/NY Presbyterian
Duke University
Dupont Hospital for Children
Emory University Medical Center
Harvard/Brockton-West Roxbury VAMC,
James A. Haley VAMC, Tampa
Johns Hopkins/Kennedy Krieger Institute
Long Beach VA Healthcare System
Long Island Jewish/Hillside Hospital
Maryland VA Healthcare System
Medical College of Georgia
Medical Univ. South Carolina
Tulane University Health Science Ctr.
University of California, San Diego
UCLA Neuropsychiatric Institute
Univ. of Cincinnati Children’s Hospital
Univ. Alabama, Birmingham
Texas Children’s Hospital
UCLA Neuroscience Institute
UNC – Chapel Hill
University of Chicago Medical Center
West Haven VA
West Virginia University
This Year’s Internship
Placements
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Clinically Related Outcomes:
Alumni
National Licensure Exam
• 1997 – 2006 : Performance on the Examination
for the Professional Practice of Psychology.
– Average scores of CHP graduates (N = 82; Mean =
164.7; SD = 13.7) were more than 1 Standard
Deviation above the national average (N = 4,355;
Mean =156.4; SD = 7.44) on the EPPP
Note. These scores were among the top scores in the
nation in comparison to other doctoral level training
programs.
So Where do Our Students Go When They
Go Away?
Celia Lescano (1998)
Brown University
Medical School
Korey Hood (2003)
Harvard Medical
School
David Moser (1997) Cheryl McNeil (1989)
U of Iowa West Virginia
Neurosciences
University
Jenny Doelling
(1989)
Santa Barbara, CA
Private Practice
Sidney Trantham
(1999)
Lasell College
Beth Slomine (1995) Russell Hoffman
(1995), St. Louis
John’s Hopkins
Children’s Hospital
Kennedy Krieger
Chris Houck
(2002)
Brown University
Medical School
Bob Swoap (1992)
Warren Wilson
College
Our Graduates Making a Difference
(Click on People for Website)
Dr. Lisa Sheeber, (1991)
Research Scientist, Oregon
Research Institute
Dr. Chris Loftis (2003),
National Health Policy
Forum, Washington, D.C.
Dr. Dan Shapiro (1994), University of
Arizona College of Medicine, Health
Psychologist, Author, Speaker
Dr. Bill Kanasky (2003),
Litigation Consultant
Dr. John F. Murray (1998) Dr. Roberta Isleib (1985),
Private Practice; Sports
Clinical Psychologist;
Psychologist, Speaker
Mystery Writer