Closing the gaps: developmental psychopathology as a training model for clinical child psychology

J Clin Child Psychol. 1999 Dec;28(4):467-75. doi: 10.1207/S15374424JCCP2804_5.


Espouses developmental psychopathology as a framework for training our future leaders due to its emphasis on an ecological, transactional lifespan perspective, as well as interdisciplinary bridging and policy focus. This perspective, used as a framework for questioning and thinking about the complex interplay of psychological and social phenomena, provides a method for closing the gaps in training future psychologists as it allows for the development of niche expertise under an umbrella of the broader, ecological perspective. In an increasingly complex world of shrinking mental health dollars and growing severity of mental health problems for families and youth, clinical psychologists are needed more than ever to solve social problems. The current training paradigms in clinical child psychology programs need redirection and clarification for future psychologists to contribute meaningfully to science, practice, and policy. This article provides background in the history and influence of the developmental psychopathology perspective, as well as future implications for doctoral training programs in clinical psychology.

MeSH terms

  • Adolescent
  • Adult
  • Child
  • Child, Preschool
  • Curriculum / trends
  • Developmental Disabilities / diagnosis
  • Developmental Disabilities / psychology
  • Developmental Disabilities / therapy*
  • Family Therapy / education
  • Forecasting
  • Humans
  • Infant
  • Psychology, Child / education*
  • Psychology, Clinical / education*
  • Psychopathology
  • Social Problems / trends