Clinical Psychology

The clinical psychology training program has been continuously accredited by the American Psychological Association (APA) since 1970 (Click here to visit the website of APA’s Office of Program Consultation and Accreditation ).

APA's contact information is:  750 First St. NE, Washington, DC 20002-4242  | Contact Support | Telephone: (800) 374-2721; (202) 336-5500 | TDD/TTY: (202) 336-6123

Here you can find the  Training Aims for the Clinical Program

Success in both the scientist and practitioner roles requires extensive background knowledge in psychology. Accordingly, all clinical psychology graduate students complete a basic core of courses that include the social, biological, developmental, and individual bases of behavior, as well as statistics and research methodology. Students are expected to demonstrate an increasing and progressive competence in the ability to present an analysis of psychological issues, both orally and in writing. We offer a general clinical program as well as an optional emphasis in 1. Child, Adolescent and Family and optional exposure in 2. Neuropsychology.

Flowchart - General Track, Students Entering Prior to 2017

Flowchart - Child, Adolescent, and Family Emphasis, Students Entering Prior to 2017

Flowchart - General Track, Students Entering 2017 or later

Flowchart - Child, Adolescent, and Family Emphasis, Students Entering 2017 or later

Students with an interest in child, adolescent, and family issues are encouraged to select courses, practica, research, and clinical training assistantship experiences that have a child, adolescent and family emphasis in the context of our general clinical program. This will prepare students to apply for internships in child, adolescent and family areas, and go on to a postdoc and/or professional jobs in the child, adolescent and family area. Core faculty supervisors are: Christine Fiore, David Schuldberg and Paul Silverman.  Associated faculty (who do not serve as primary advisors for students in the child, adolescent, and family emphasis) include: Jacqueline Brown, Anisa Goforth, Greg Machek, and Jennifer Waltz.

 

This area provides a basic introduction to neuropsychology, clinical neuropsychology, and neuropsychological assessment. The neuropsychology exposure is designed to be consistent with the training guidelines described by the Houston conference report on specialty training in clinical neuropsychology. As such, it will prepare the student to apply for neuropsychologically oriented clinical internships and post-doctoral positions in order to complete the extensive training required to independently practice clinical neuropsychology. The major research emphases include the measurement of effort during neuropsychological assessment, diagnosis threat, effects of non-neurological factors on test performance, memory, executive functioning, and cognitive rehabilitation. Additional clinical experiences are typically available. (Faculty supervisors: Stuart Hall and Craig McFarland)

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Our program relies on a mentorship model of training. Accordingly, we seek students who are interested in areas of research that parallel those of the faculty. Upon acceptance, a student enters the program with the opportunity to begin working immediately with his or her faculty mentor. Typically, this faculty member chairs the student's thesis and dissertation committees, encourages professional growth, and helps prepare the student to continue his or her training on internship. However, students are free to work with other faculty as their interests develop over the course of their graduate training.

The Clinical Psychology Training Program emphasizes the application of classroom learning in practical settings. As a reflection of our strong commitment to the scientist-practitioner model, numerous applied research and clinical opportunities are available. Course offerings in statistics and research methodology focus on the development of a strong working knowledge of these subjects that can be brought to bear on the continually developing field of psychology through the design, execution, and evaluation of clinical research. The master's thesis and dissertation provide opportunities for students to further develop and demonstrate their independent research skills. Students work collaboratively with their faculty mentor to develop an idea, design and conduct an empirical study, and report the findings. We expect that the thesis and dissertation will be of sufficient relevance and sophistication to be submitted for publication upon completion. Additional information about research opportunities and the research interests and projects currently underway can be found in our Research Projects page and individual research interests in our Faculty/Staff section.

Clinical course offerings concentrate on the development of interview, evaluation, diagnostic, and treatment skills with direct experience provided through clinical practice. In addition to the clinical practica at the Clinical Psychology Center, numerous community opportunities for clinical training are available. The treatment philosophy of the program is eclectic, allowing students to learn and utilize a variety of techniques appropriate for diverse clinical problems. Rather than being rigidly wedded to a particular "school" of psychological intervention, we seek to offer didactic training and clinical supervision in a variety of theoretical, therapeutic, and assessment modalities. Our location also allows ample opportunity for clinical students to engage in training experiences particularly related to the mental health needs in rural, under-served communities. Further information about the clinical training can be found on our Clinical Training page.

Clinical psychologists affect the well-being of the public through teaching, research, and clinical services. Accordingly, we place a strong emphasis on ethical conduct, genuine concern for the well-being of others, and deep respect for cultural diversity and individual differences. As such, the clinical program seeks students with a high level of dedication and outstanding intellectual skills, as well as excellent interpersonal skills. We expect that individuals trained in the Clinical Psychology Training Program at the University of Montana will become leaders in the field and will have a strong positive impact on the field of clinical psychology, and on the public whom they serve. (Clinical faculty supervisors: Drs. Campbell, Cochran, Fiore, Hall, McFarland, Schuldberg, Silverman, Swaney, and Waltz.)