Contact Information
Jason Jent, Ph.D.
Mailman Center for Child Development
Department of Pediatrics
University of Miami Miller School of Medicine
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Interns will develop certain competencies and knowledge consistent with the philosophy of the program.
There are three aspects of this philosophy. The first is an interdisciplinary developmental focus, consistent with that of the Mailman Center. The second is an intradisciplinary clinical child/pediatric focus, based on the Hilton Head Conference for the Training of Clinical Child Psychologists (1985). The third is a multi-cultural diversity focus, acquiring skills to work with individuals from a variety of cultural and economic backgrounds. Within each of these areas, we expect that each intern will acquire basic knowledge and skills that reflect this training emphasis. The domains of basic competencies and examples of each are outlined in the table below.
|
Domains |
Examples of Competencies |
|---|---|
|
Research |
Shows commitment to applying evidence-based assessment and intervention approaches; Demonstrates the ability to critically evaluate and incorporate research into practice. |
|
Ethical & Legal Standards |
Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas. Conduct self in an ethical manner in all professional activities. |
|
Individual and Cultural Diversity |
Assesses social, educational, or cultural issues affecting the family and applies to interactions appropriately. Recognizes and addresses the impact of service delivery system on families from diverse backgrounds. |
|
Professional Values and Attitudes |
Demonstrates professional work habits, completing all paperwork within expected time frame, making phone calls, returning phone calls and responding to emails and text in an appropriate time frame and in a professional manner. Consistently attends and arrives on time to supervision and other meetings. |
|
Communication and Interpersonal Skills |
Demonstrate effective interpersonal skills and the ability to manage difficult communication well. |
|
Assessment |
Demonstrates knowledge of theories of intelligence, learning disabilities, neuropsychological models and other relevant theories. Demonstrates basic understanding of Autism Spectrum Disorders and other major neurodevelopmental disorders, including evidence-based assessment and treatment approaches. |
|
Intervention |
Demonstrates knowledge of psychological theories and utilizes them in case conceptualization and treatment plan formulation. Demonstrates knowledge of developmental psychopathology and appropriately applies it in the case conceptualization and treatment plan formulation with children and families. |
|
Consultation and Interprofessional Skills |
Demonstrates competence in working and developing good relationships with staff across relevant disciplines (physicians, nurses, allied health professionals). Demonstrates competence assessing major and significant issues that need to be addressed with patients in consultation and liaison intervention. |
|
Supervision |
Shows awareness and application of APA Guidelines for Clinical Supervision in Health Service Psychology. Builds collaborative relationship with supervisee. Provides useful feedback and guidance that is appropriate for supervisee’s developmental level. |
|
Prevention |
Demonstrates knowledge and skills in anticipatory guidance, health promotion, prevention and early intervention approaches with children and families. |
|
Pediatric Psychology |
Demonstrates basic understanding of disease process and medical management (including treatments, terminology) of common pediatric illness, including their effect on children’s development. Demonstrates knowledge of the role and effect of families on children’s health, and of health, illness and medical management on family functioning. |
|
Family-Centered Care |
Explores individual/family perspective; involves individual/family in plan. Addresses family priorities, provides accessible plan and checks with family for understanding. Assists family in accessing services; provides specific information. Recognizes and addresses the specific impact of a child with special needs on a family |
|
Telebehavioral health |
Creates an environment that facilitates engagement well-being for all participants, including privacy. Practices and helps the individual create and maintain a distraction-free environment (e.g., prevent/minimize interruptions and intrusions during communication). |