Practicum Training

The Doctoral Program in Clinical/School Psychology follows a practitioner-scholar training model, equipping students with the knowledge, skills, and attitudes necessary for competent clinical practice.  Our program is grounded in the philosophy that the training of professional psychologists is a developmental process that must foster the acquisition of foundational knowledge, clinical skills, and attitudes and values necessary for life-long learning and competent clinical practice.  The Christian heritage of our program manifests in our commitment to ensure that students are equipped to professionally serve diverse and underserved populations with a high level of integrity and professionalism.

The Doctoral Program of Roberts Wesleyan College has been fortunate to have a number of committed schools, agencies, hospitals and Field Supervisors who provide supervision, mentoring, and role modeling to our students. This includes the community based training clinic, Westside Psychological Services, overseen by the psychology faculty at Roberts Wesleyan College.

Our Field Supervisors’ commitment to the fields of School Psychology, Clinical Psychology and Mental Health Services, and to sharing their knowledge and experience is essential to the professional development of our students.  Clinical training begins in the first semester of the program, with a gradual introduction to the responsibilities of a health service psychologist.  Clinical training encompasses the development of knowledge and competencies within traditional classes, and an extensive field training component that complements classroom learning.

Developmental Clinical Training Objectives

Year One:  Development of Foundational Clinical Skills

  • Socialization to health service psychology (focus on areas of clinical and school)
  • Foundational scientific knowledge
  • Clinical Interviewing and diagnosis
  • Intervention foundations
  • Assessment foundations

Year Two:  Consolidation of Clinical Skills 

  • Development of intervention and assessment skills through practicum experience
  • Integration of theory and practice
  • Understanding individual and cultural diversity in relation to clinical practice
  • Development of knowledge and ability to apply legal and ethical standards to clinical practice
  • Development of evidence-based intervention skills 
  • Conceptual integration of psychology and principles of the Christian faith

Year Three:  Development of Professional Identity

  • Theory and skill development in consultation
  • Theory and skill development in supervision
  • Advanced development of skills in assessment, diagnosis, case conceptualization, intervention, and case conferences
  • Development of research competencies relating to clinical/school issues

Year Four:  Transitioning to Professional Leadership Role

  • Consolidation of clinical skills during internship
  • Professional identity consolidation
  • Development of skills in consultation, supervision, and advocacy

2016-2021 Practicum Experiences

  • College/University Counseling Center
  • Community mental health
  • Forensic/correctional facility
  • Hospital/medical center
  • Private practice
  • Schools K-12
  • Neuropsychological Institutes
  • Veterans Affairs Hospitals/Centers
  • Child Residential Treatment Centers

Related Majors

School Counseling, M.S. - Our Masters in School Counseling program trains students to provide collaboration and leadership on behalf of children and families in public or private elementary, middle and high schools.
School Psychology, M.S. - Our Masters in School Psychology program prepares students to evaluate, diagnose, and treat children and adolescents, in consultation with parents and teachers.
Adult and Graduate Admissions - 585.594.6600 | 800.777.4792 (toll free) - AGE-Admissions@roberts.edu