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    The Chicago School of Professional Psychology
   
 
  Dec 15, 2019
 
2019-2020 Academic Catalog and Student Handbook 
    
2019-2020 Academic Catalog and Student Handbook [Archived Catalog]

Introduction



The Chicago School of Professional Psychology’s (TCSPP) Academic Catalog and Student Handbook contains course offerings, policies, procedures, and other matters and is true and correct at the time of its publication. The Academic Catalog and Student Handbook contains information regarding the policies and procedures that govern both administrative and academic matters. Policies and procedures that are academic department or campus specific are so noted in this document. In addition, each academic department may promulgate policies and procedures to which a student enrolled in its programs are subject. Where appropriate, the student may be referred to another document or publication for further information. A student is responsible for adhering to all policies and procedures found in the Academic Catalog and Student Handbook and other institutional documents.

The provisions of the Academic Catalog and Student Handbook are intended to serve as an informative guide to the programs offered by TCSPP. The Catalog neither constitutes a contract, either expressed or implied, between TCSPP or any of its affiliates and any applicant, student, or faculty member of TCSPP, nor does it provide any contractual rights to the courses or benefits stated herein. The Chicago School of Professional Psychology reserves the right to make modifications or exceptions to its academic requirements, course offerings, policies, procedures, tuition, fees, and other matters contained herein at any time and without prior notification. TCSPP will make reasonable attempts to notify students promptly of any changes affecting them through communication methods deemed appropriate by TCSPP officials. All modifications or exceptions will be duly published in electronic or other form and will apply to students enrolled at TCSPP at the time of notification or publication, whichever is earlier. Clarification of matters contained in this Academic Catalog and Student Handbook may be obtained from the directors of the appropriate academic and administrative departments and offices.

Michele Nealon, Psy.D.

President


Institutional Statements

Vision

The Chicago School of Professional Psychology strives to be the premier school of professional psychology in the world and to realize its mission through innovation and quality.

Mission

Integrating theory, professional practice, and innovation, The Chicago School of Professional Psychology provides an excellent education for careers in psychology and related behavioral and health sciences. The school is committed to service and embraces the diverse communities of our society.

History

The Chicago School of Professional Psychology was founded in 1979 by a group of psychologists and educators committed to advancing the field and providing professional training in a nonprofit setting. The Clinical Psychology Psy.D. program in Chicago was awarded Provisional Accreditation by APA in 1987 and Full Accreditation by APA in 1992, a status that it retains. In 1985, The Chicago School was made a Full Member of the National Council of Schools and Programs of Professional Psychology (NCSPP).

By the mid-1990s, TCSPP was earning a national reputation for its emphasis on diversity and multiculturalism in the psychology profession. It has twice been recognized by NCSPP for significant contributions, first in the area of diversity, and most recently for outstanding advocacy for the field of psychology.

By 2004, the institution grew through the addition of programs in applied fields including Applied Behavior Analysis, Counseling, Forensic Psychology, Industrial/Organizational Psychology, and School Psychology. Expanding the school’s mission to new communities continued in 2006 with the addition of online programs and certificates. TCSPP Los Angeles opened in summer 2008, and two more campuses in Southern California followed - one in Westwood and one in Irvine. In fall 2010, a Washington, D.C. campus was opened. Today, more than 4,300 students are studying at TCSPP in one of more than 20 degree programs.

Philosophy

The Chicago School of Professional Psychology educates professionals whose practices exemplify a commitment to understand and respect individual and cultural differences. The application of humane professional judgment is achieved through the integration of psychological theory, scientific research, and professional practice. The curriculum and training opportunities prepare graduates to deliver outstanding professional services emphasizing the need to understand diversity and the importance of working with underserved populations.

From this statement of purpose, the institution derives its institutional goals which are attained through individual programs of study. The school’s consistent focus on student learning ensures that it provides excellent career preparation. Each program regularly identifies learning expectations, determines the outcomes of these student-learning expectations across degree programs, and uses assessment results to improve student learning.

Values

Reflecting the systemic integration of our mission, our logo symbolizes our values:

  

Education

 

 

Innovation

 

 

Service

 

 

Community


Accreditation, Approvals, and State Authorization

Institutional Accreditation

The Chicago School of Professional Psychology is accredited by the Western Association of Schools and Colleges (WSCUC) Senior College and University Commission. Click here to view our Statement of Accreditation Status

 

WASC Senior College and University Commission
985 Atlantic Avenue, Suite 100
Alameda, CA 94501
Phone: 510.748.9001
Fax: 510.748.9797
www.wascsenior.org

Accredited Programs

Some of TCSPP’s degree programs are accredited by entities specific to their professions. These program-specific accreditations are typically associated with a particular degree program at a specific campus.

The institution’s accredited programs are listed below. Where a campus is not referenced, program-specific accreditation has not been attained. To view the status of all TCSPP accreditation activity click here.

American Psychological Association (APA)

Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
Phone: (202) 336-5979 / E-mail: apaaccred@apa.org
Accreditation Website: www.apa.org/ed/accreditation

The Doctor of Psychology (Psy.D.) in Clinical Psychology program at Chicago, IL is accredited by the APA effective October 6, 1987.

The Doctor of Psychology (Psy.D.) in Clinical Psychology program at Washington, D.C. is accredited by the APA effective December 3, 2015.

The Doctor of Psychology (Psy.D.) in Clinical Psychology program at Los Angeles, CA is accredited by the APA effective July 22, 2018.

The Doctor of Psychology (Psy.D.) in Clinical Psychology program at XULA is accredited by the APA effective July 21, 2019.

The Clinical Psy.D. program under the name The Chicago School of Professional Psychology, Irvine Campus/Argosy Teach Out is ‘accredited, inactive’ by the Commission on Accreditation of the American Psychological Association. This accreditation status designates an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to The Chicago School of Professional Psychology, Irvine Campus/Argosy Teach-Out ‘accredited, inactive’ program.

The Clinical Psy.D. program under the name The Chicago School of Professional Psychology at Xavier University/Argosy Teach Out is ‘accredited, inactive’ by the Commission on Accreditation of the American Psychological Association. This accreditation status designates an accredited program that is no longer admitting students. This status was granted to accommodate teach-out students from Argosy University. Persons who were not enrolled in accredited Argosy programs are not to be admitted to The Chicago School of Professional Psychology at Xavier University/Argosy Teach-Out ‘accredited, inactive’ program.

Council on the Accreditation of Counseling and Related Educational Programs (CACREP)

1001 North Fairfax Street, Suite 510
Alexandria, VA  22314
Phone: (703) 535-5990
Accreditation Website: http://www.cacrep.org/value-of-accreditation/

The Master of Arts (M.A.) in Clinical Mental Health Counseling program in the Online Campus is accredited by CACREP effective January 19, 2018.

The Master of Arts (M.A.) in Clinical Mental Health Counseling program at Washington, D.C. is accredited by CACREP effective July 20, 2018.

 

Master in Psychology and Counseling Accreditation Council (MPCAC)

595 New Loudon Road #265
Latham, NY 12110
Phone: (518) 369-1472
Accreditation Website: http://mpcacaccreditation.org/
The Master of Arts (M.A.) in Counseling Psychology program at Chicago, IL is accredited by MPCAC effective December 2018.

Approved Programs

Some of TCSPP’s degree programs, or course sequences within a degree program, have been approved by organizations that certify professionals in a particular field. These approvals are associated with a particular degree program at a specific campus.

The institution’s approved programs are listed below. Where a campus is not referenced, program-specific approval has not been attained.

 

Behavior Analysis Certification Board (BACB)

7950 Shaffer Parkway
Littleton, CO 80127
Phone: (720) 438-4321
www.bacb.com
The Master of Science (M.S.) in Applied Behavior Analysis programs are approved by BACB effective 2014.

 

National Association of School Psychologists (NASP)

4340 East West Highway, Suite 402
Bethesda, MD 20814
Phone: (301) 657-0270
Approval Website: www.nasponline.org
The School Psychology programs at Chicago, IL are approved by NASP effective 2010.

State Authorizations

For current information on where The Chicago School is currently authorized, licensed, registered, exempt or not subject to approval, please visit http://www.thechicagoschool.edu/why-us/accreditation/

Transferability of Credit

Credits earned at TCSPP may not transfer to all other institutions. The transferability of credits earned at TCSPP will be determined by a receiving institution’s policy.


Affiliations and Recognitions

The Chicago School of Professional Psychology is an affiliate of the non-profit TCS Education System (TCS), which features a network of fellow non-profit institutions, each backed by a model of education that prepares socially responsible professionals in applied fields such as education, psychology, healthcare, and the law. Other TCS affiliates include Pacific Oaks College and Children’s School, Dallas Nursing Institute, and The Santa Barbara & Ventura Colleges of Law, and Saybrook University. Learn more at www.tcsedsystem.edu.

The Chicago School of Professional Psychology is an active member of the National Council of School and Programs of Professional Psychology (NCSPP), which has recognized the school for its distinguished service and outstanding contributions to cultural diversity.


Commitment to Diversity

The Chicago School of Professional Psychology is committed to being the premier school of professional psychology by building an environment of mutual respect and inclusion where all individuals are valued for who they are and what they can contribute and in turn, are expected to be participatory members of an active learning community that promotes cultural awareness, competence, and understanding of diversity.

As such, all members of the learning community are asked to embrace the school’s “Diversity Affirmation”:

  As a member of The Chicago School community, I hereby affirm to actively participate in this learning community by embracing its commitment to understand and respect individual and cultural differences. As such, I will seek to gain knowledge of human difference that I may increase my understanding of self and others. And, I will seek to build an environment of mutual respect and inclusion where all are valued.

Individual and Cultural Differences

The Chicago School of Professional Psychology is committed to preparing professionals for practice in a diverse society. In keeping with this commitment, the content of all courses is informed, where appropriate, by knowledge of individual and cultural differences (age, ethnicity, gender, physical and mental ability, race, religion, sexual orientation, and socioeconomic status), so that students develop the skills that enable them to provide professional services to individuals of diverse backgrounds. The faculty conveys attitudes respectful of these individual and cultural differences.


Definitions

When used in this document:

  • “The Chicago School”, “TCSPP”, “the school”, or “institution” refers to The Chicago School of Professional Psychology, including its main campus, branch campuses, additional sites, and delivery modalities.
  • “TCSPP@XULA” refers to The Chicago School of Professional Psychology at Xavier University of Louisiana.
  • “School premises” includes all buildings and/or grounds owned, leased, operated, controlled, or supervised by the institution (including adjacent streets and sidewalks).
  • “Student” includes all persons taking courses from TCSPP, both full-time and part-time. Persons who are not officially enrolled for a particular term but who have a continuing relationship with the school are considered “students” under this definition.
  • “School Official” is any administrator, faculty member, staff member, or other authorized individual of TCSPP.
  • “Policies” are defined as the written regulations of the institution as found in, but not limited to, the Academic Catalog and Student Handbook, Program Guidebooks, and official school websites.

Faculty, Administration, and Governing Board Information

As an independent non-profit school, final authority for all matters is vested in the Board of Trustees. Dr. Michele Nealon is the President and CEO of the school. The board delegates to the President responsibility for daily operations of the institution. A list of the names of the school’s senior leadership may be found here. A list of the names of the governing board of TCSPP may be found here. A list of faculty may be found here.


Institutional Learning Outcomes

The institutional learning outcomes for students completing degree programs are:

Professional Practice: Graduates will be able to demonstrate attainment in the areas of competency (as reflected in knowledge, skills and attitudes) required by their area of education and training. Examples include evaluation, intervention, consultation, teaching, and supervision.

Diversity: Graduates will respect the value and dignity of individuals and groups across all cultural contexts, and advocate for inclusion and equity. They will demonstrate intercultural competence in domestic and international contexts with people who have ideas, beliefs, worldviews, experiences, and behaviors that are different from their own.

Professional Behavior: Graduates will be able to demonstrate by their values, beliefs and behaviors adherence to the highest ethical and professional standards in their personal and professional lives.

Scholarship: Graduates will be able to integrate scientific research and theory, as broadly defined, to enhance their scholarly and professional endeavors.


Student Consumer Information

A list of consumer disclosures may be found here.


Student-Focused Learning

To ensure an effective education experience, TCSPP faculty members systematically monitor student learning to inform future planning and to generate creative, responsive initiatives to improve degree programs. Data is gathered, analyzed, and presented to the learning community for review. Based on these results, a degree program revises its student learning assessment plan, curriculum, and approach to learning in the classroom. Student learning assessment offers the school a critical opportunity to evaluate the effectiveness of its programs and to develop innovative, student-focused learning environments.

To optimize the learning environment, a student is strongly encouraged to be an active learner. An active learner reflects on the conditions and activities that engage their learning style and works independently and collaboratively, with peers and with faculty, to enhance their learning.