The mission of the Reiss-Davis Graduate Center is to provide a quality, psychodynamically-oriented and neurobiologically-informed doctoral program in Psychodynamic Child Psychology and Psychotherapy that prepares clinicians to address the mental health needs of children, adolescents and their families in a culturally competent manner.
The PsyD curriculum engages students in three major areas of learning, identified as program learning outcomes (PLO). Students demonstrate evidence of learning in courses as well as comprehensively at the program level with two capstones, the Year 2 Comprehensive Written Exam and the Dissertation, a culmination of the course work and each student’s research.
Theoretical Knowledge (PLO 1): Graduates are informed by the foundational theories of psychotherapeutic treatment from psychodynamic and neurobiologically-informed perspectives. They demonstrate that they can:
Critically evaluate the fundamental concepts of classical, object relations, relational, and neurobiological models of theory.
Integrate current psychodynamic models of infant, child, and adolescent development into research and clinical practice.
Scholarly Research (PLO 2): Graduates are competent to evaluate and conduct scholarly research. They demonstrate that they can:
Analyze the effectiveness of qualitative and quantitative research in the infant, child, and adolescent psychotherapy scholarly literature.
Design and complete an original doctoral dissertation project that meets current guidelines and professional ethics.
Clinical Practice (PLO 3): Graduates are able to integrate evidence-based psychodynamic and neurobiological theory and scholarly research into their assessment and treatment of children, adolescents and their families. They demonstrate that they can:
Conduct child play therapy informed by diverse psychodynamic and neurobiological perspectives.
Interpret manifestations and expressions of the unconscious psyche in clinical practice.
Apply cultural sensitivity and understanding that enables effective clinical practice in a diverse social context.