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Child Maltreatment
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Child Maltreatment Training in Doctoral Programs in Clinical, Counseling, and School Psychology: Where do we go from Here?

Kelly M. Champion, Ph.D.

Arizona State University West, Kelly.Champion{at}asu.edu

Kimberly Shipman, Ph.D.

University of Georgia

Barbara L. Bonner, Ph.D.

University of Oklahoma Health Sciences Center

Lisa Hensley, Ph.D.

Texas Wesleyan University

Allison C. Howe, Ph.D.

Howe-McNeil Behavioral Health Associates

The American Psychological Association (APA) has called for improving knowledge regarding child abuse and neglect among psychologists by increasing training. The present study examined the extent of child abuse training provided by APA-accredited doctoral programs in clinical, counseling, and school psychology by surveying the training directors in 1992 and 2001. The survey assessed available coursework, practica, and research experience in the area of child maltreatment. Findings indicated that more than half of all programs cover child maltreatment in three or more courses, and most programs discuss child maltreatment in ethics/professional seminars. Most students have some exposure to clients with abuse-related problems, and some have opportunities to participate in maltreatment research. Nonetheless, training falls short of APA recommendations for minimal levels of competence in child maltreatment, with no change in training in the past decade. Recommendations for improving training include more discussion among program faculty, attention to essential competencies, and specific suggestions for developing interdisciplinary training.

Key Words: interdisciplinary training • graduate psychology education • research training in maltreatment • child abuse intervention

Child Maltreatment, Vol. 8, No. 3, 211-217 (2003)
DOI: 10.1177/1077559503254139
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