The psychiatric/behavioral science component of the medical school curriculum at Texas A&M University, which involves a pediatric psychology rotation, is described. The content areas of pediatric psychology includes the basic curriculum areas of child/adolescent psychodiagnostic categories, behavioral/developmental disorders, and knowledge of individual psychopathology. The student must comprehend individual and family dynamic theory, child/adolescent development, and the impact of the environment on the child/adolescent. In terms of process areas of learning,the student develops interviewing skills and the ability to build meaningful rapport with the patient within the context of the doctor-patient relationship. In order to internalize the process of pediatric psychology, the medical student must usually show an attitudinal change departing somewhat from the traditional medical model approach, which differs from the biopsychosocial model. The medical students are exposed to diagnostic controversies between medicine and psychiatry, treatment and management of physical illnesses and disease from a psychiatric perspective, and the impact and importance of the doctor-patient relationship. Students receive clinical exposure to pediatric psychology within both the psychiatry and pediatric clerkships. During assignment to pediatric psychology, students observe clinical diagnostic interviews and may join the psychologist in therapy sessions. Students also are exposed to a multidisciplinary team that evaluates children with behavioral, emotional, learning, and developmental disorders. A bibliography is appended. (SW)