Developing Pediatric Psychology Science and Application Competencies in Doctoral-Level Graduate Programs: Timing and Sequencing of Training at the University of Georgia

Abstract

Pediatric psychology competencies were recently defined. There remains discussion about the timing of specialization and sequencing of training experiences in doctoral programs to optimally develop these competencies. A developmental model of training within the Science and Application clusters (Palermo, Janicke, et al., 2014) is presented with reference to sequencing of specific training experiences, timing of specialization, and outcome data over the past 5 years for individuals completing the doctoral program at the University of Georgia. This training model involves a progression from developing broad-based, clinical psychology competencies in early training to increased focus on pediatric psychology competencies over time.