Prevention, Training & Research
Institute of Clinical and Professional Training and Research
Founded in 1957, the Institute of Clinical and Professional Training and Research (ICPTR) provides high-quality psychological and educational resources, consultation, and training to Devereux Advanced Behavioral Health and other child and youth-serving organizations, including government agencies, early childhood programs, schools and community-based systems of care. ICPTR operates three centers, the Center for Effective Schools, the Center for Resilient Children and Direct Care Training Resources, all of which provide training and resources to promote the social and emotional wellbeing of all individuals. In addition, Devereux Advanced Behavioral Health has offered an APA-accredited Professional Psychology Internship Training Program for more than 60 years. Read below to learn more about the work of ICPTR.
Center for Effective Schools
Since 1999, the Devereux Advanced Behavioral Health Center for Effective Schools (CES) has been creating, implementing and evaluating school-based models of prevention and early intervention to address the development of serious forms of antisocial behavior. CES consultants provide training and technical assistance to schools and other child-serving organizations interested in developing multi-tiered systems of behavioral and academic support, including School-wide Positive Behavior Support (SW-PBS) and Response to Intervention (RtI). In addition, CES consultants have broad experience in addressing the needs of children who are at risk for the development of chronic and persistent patterns of disruptive and antisocial behavior. Specialized interventions developed by the CES include the Strengthening Emotional Support Services (SESS) curriculum, a training program for teachers of students with E/BD, and the Lunchroom Behavior Game, a training program for inner-city cafeteria aides.
Center for Resilient Children
The mission of the Devereux Center for Resilient Children (DCRC) is to promote social and emotional development, foster resilience, and build skills for school and life success in children birth through school-age, as well as to promote the resilience of the adults who care for them. Comprised of education, mental health and research professionals, the DCRC team develops strength-based assessment and strategy resources supported by some of the best and most thorough developmental research in the fields of social and emotional development and resilience. DCRC makes these resources available to early care and education professionals, teachers, after-school program staff, mental health professionals and parents in their efforts to enhance children’s social and emotional well-being. DCRC's strength-based assessments have been used to screen and assess more than five million children across the country and on six continents.
Direct Care Training Resources (DCTR)
The aim of Devereux Advanced Behavioral Health’s Direct Care Training Resources (DCTR) program is to enhance staff performance at an organization's most critical level: the point at which services are delivered to the individuals entrusted to its care. Since 1991, DCTR's competency-based, empirically-supported programs for learning and performance have been provided for trainers, first-line personnel and supervisory staff, in both basic and train-the-trainer formats. DCTR training is used throughout Devereux Advanced Behavioral Health's national treatment network and in more than 100 behavioral health, educational and human service organizations.
Professional Psychology Internship Training Program
Devereux Advanced Behavioral Health's Professional Psychology Internship Training Program is offered through the Institute of Clinical and Professional Training and Research (ICPTR). We have a highly qualified and experienced training faculty, all of whom thoroughly enjoy the training mission. Devereux Advanced Behavioral Health’s internship program has been continuously accredited by the American Psychological Association since 1956.
ICPTR adheres to a developmental model of training in which the intern progresses from an initial closely supervised and monitored state to a more autonomous level of professional functioning by the end of the internship. The training program encourages the continual accumulation of knowledge, refinement of clinical skills, and development of professional identity. Training is tailored individually to meet the needs and interests of each intern.
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