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College of Arts, Humanities & Social Sciences

Department of Psychology


Clinical Training

Training model

Our clinical science program emphasizes evidence-based approaches with substantial training in cognitive and behavioral approaches. We also offer supervised experience with other approaches, such as family therapy.

Training initially emphasizes depth with a focus on a limited number of cases with intensive supervision. This approach provides developing clinicians with opportunities to explore the range and limits of a specific therapeutic approach, and the chance to evaluate the goodness-of-fit between the treatment methods and one's emerging therapeutic style.

In later years, breadth of training is increasingly emphasized.

In-house training

Clinical training progresses through a sequence of integrated phases. In the first year, students complete courses in cognitive and social/emotional assessment and a course on psychotherapy or psychopathology.

During the second year, clinical students rotate through the Developmental Neuropsychology Clinic, where they receive training in the assessment of learning disabilities and other neuropsychological problems.

Most clinical students begin treatment cases in the Clinic for Child and Family Psychology during their second or third year in the program. They conduct assessments with the third-year assessment team in the Clinic for Child and Family Psychology.

In their fourth and fifth years, clinical students continue to see cases in the Clinic for Child and Family Psychology, or the Developmental Neuropsychology Clinic.


Supervision is quite intensive. Unlike many programs, clinical faculty members provide most of this supervision. Our faculty routinely watch and listen to taped sessions and meet weekly with individual students

Although supervision primarily focuses on treatment and assessment issues, professional issues—especially those pertaining to the student's development as a clinician—are included as well.


Students complete a part-time clinical externship during their fourth or fifth year. The primary aim of the externship is to broaden the student's clinical repertoire through exposure to a diverse range of clients (such as inpatients, adjudicated youth or pediatric patients, and underserved populations) as well as new treatment settings (such as community mental health centers or hospital psychiatric or rehabilitation units).

In recent years, students have completed externships at sites such as:

  • JFK Center at the University of Colorado
  • Children's Hospital of Colorado
  • Asian Pacific Development Center
  • Aurora Mental Health Center
  • Boulder Mental Health Center, Kempe Center
  • Denver Health Medical Center


In the fifth or sixth year, students complete a full-time clinical internship at an APA-approved internship program.

Students have been quite successful in obtaining their top-ranked internships in some of the most highly regarded programs across the country. In recent years, such internships have included:

  • Children's Hospital Boston
  • Children's Hospital of Los Angeles
  • Children's National Medical Center, Washington, D.C.
  • John Hopkins Kennedy Krieger
  • NYU School of Medicine
  • Stanford Medical School
  • UCLA Semel-Neuropsychiatric Institute
  • University of Washington, Medical School