It is very difficult to separate research from good-quality doctoral-level training. Programs range from more research-heavy to more clinically-heavy, but research is still a component of doctoral studies. Good clinical practice is based on research, and in order to be an effective clinician, it is important to have a strong understanding of research processes in order to be able to independently evaluate clinical research for effective practice. Sure, your program is going to (hopefully) be teaching you evidence-based treatments, but new evidence is constantly coming out, and when you are out of school and doing your own thing in a private practice, it is even more important to have a strong understanding of research and how to critically analyze it in order to separate the good science from the junk science (and there is a ton of junk science).
Also, you've stated that your daughter has a fair bit of neuro research experience as an undergrad and hates it. The question I have is, does she have an interest in neuropsych? A lot of times, undergrads may just kind of end up in a research lab or they may be interested in something and then that interest shifts. Research can be incredibly tedious when it is on a subject you may not be passionate about. Also, the types of research responsibilities assigned to undergrads is usually a fair bit more menial than what someone does on a graduate level. I would encourage your daughter to maybe think about the type of clinical population she wants to work with (is she interested in teens with eating disorders, people with psychotic disorders, depression, etc.) and try to get involved in a research lab that does that type of research.
Additionally, when evaluating programs, you want to look at outcomes. APA-acccredited programs are required to report their outcomes. Tell your daughter to look at the licensure rates and the EPPP pass rates (without the EPPP you cannot be licensed). See how many people are getting licensed after graduating from the program, and in a PsyD, that number needs to be high. With a PhD, not everyone may need to get licensed in order to meet their career goals (although even most people going into academia will still get their license), but an individual going through a PsyD program has already committed themselves into a practice-oriented career, so if 18% or so of these people aren't licensed, what are they doing with their very expensive degree? Also, graduate school is not like undergrad. There aren't giant lectures where your professor barely knows your name. My classes essentially consist of my cohort and the professor sitting around a conference table and talking about the subject at hand (ethics, clinical foundations, etc.). It is impossible to get the kind of individualized attention necessary to grow as a clinician when you are fighting with 85 students in your cohort (sure the faculty may teach the same class a few times so not all 85 are in the same class, but yikes!). Eighty-five people is more than my entire program combined (and that includes students in every cohort and all the faculty put together). For the record, I am at a university-based PsyD, and I am in my research lab 3 days a week (all of us are in lab multiple days a week). Your daughter can pursue a PsyD, but the better-quality ones will include a significant amount of research and a dissertation at the end of it.
A master's level licensure, such as mental health counseling or social work, is a good option if she really can't stomach the thought of doing research (although even those students have research opportunities as well). The MSW is more portable from state to state. The laws for mental health counselors have a lot more variability across states, so that is a degree she should probably seek out from a Florida institution. Plenty of people go into private practice as mental health counselors and clinical social workers.
One final thought: programs with the higher price tags and larger cohorts often don't have the best outcomes. The school just isn't invested in the success of each, individual student. The programs that have the best outcomes offer funding because they are invested in their students' success, both academically and financially. Yes, you do work for that funding (RA, TA), but those activities are also part of your training as a clinician and a scholar.
