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    The Chicago School of Professional Psychology
   
 
  Jul 22, 2017
 
 
    
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2013-2014 Academic Catalog and Student Handbook [Archived Catalog]

Introduction



 Introductory Statements

 

The Academic Catalog and Student Handbook contains course offerings, policies, procedures and other matters in effect at the time of the publication designed to orient and guide students through their educational experience at The Chicago School of Professional Psychology. It contains information regarding the policies and procedures that govern both administrative and academic matters. Some policies are program or campus specific and are so noted. In addition, each degree program may promulgate certain policies, rules, or procedures to which its students are subject. Students are responsible for adhering to all rules, policies, and procedures of The Chicago School of Professional Psychology found in the Academic Catalog and Student Handbook and other institutional documents. Where appropriate, the student may be referred to another document or publication for further information.

The provisions of the Academic Catalog and Student Handbook do not constitute a contract, either expressed or implied, between any applicant, student, or faculty of The Chicago School, nor does it provide any contractual rights to the courses or benefits stated herein. The Chicago School of Professional Psychology reserves the right to, at any time and without prior notice, make modifications to its academic requirements, course offerings, policies, procedures, tuition, fees, and other matters contained herein.  All modifications will be duly published whether in electronic or other form, and will affect all students who have not yet graduated. Clarification of matters contained in this catalog and handbook can be obtained from the directors of the appropriate academic and administrative departments and offices.

 Students who wish to learn more about petitioning for an exception to structural institutional policy may inquire with the Office of the Registrar.

 Non-Discrimination

The Chicago School of Professional Psychology (TCSPP) acknowledges its ethical and statutory responsibility to afford equal treatment and equal opportunity to all persons, and thus complies with all applicable laws and directives which promulgate non-discrimination and equality of opportunity.  In keeping with the spirit and letter of the law, The Chicago School of Professional Psychology prohibits discrimination against its employees, students, and applicants based on race, gender, religion, age, national ancestry of origin, sexual orientation, disability, marital status, sources of income, military discharge status, or other impermissible reason; sexual harassment is also prohibited.  The Chicago School of Professional Psychology also bars retaliation against an employee, student, or applicant who files a complaint of discrimination against the administration and/or faculty members.


Statement of Vision

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

Mission Statement

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.

Statement of Values

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

       

Education

     

Innovation

      

Service

      

Community

Statement of 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, we derive our institutional goals, which are attained through individual programs of study. Our consistent focus on student learning ensures that the institution provides excellent career preparation. Each program regularly identifies the learning expectations, determines the outcomes of these student-learning expectations across academic programs, and uses assessment results to improve student learning.

Our institutional learning goals for students completing our degree programs are:

Scholarship: Graduates will be able to use scientific research and theory to inform their practices and be able to prepare scholarly work broadly defined.

Diversity: Graduates will be able to apply theoretical and practical knowledge about ethnic, racial, gender, sexual, cultural and religious, age, and disability difference in their professional work.

Professional Behavior: Graduates will be able to function in a professional and ethical manner in classroom, off-site training, and work settings.

Professional Practice: Graduates will be able to conduct assessments, develop appropriate interventions, and implement interventions in their specialty area of professional psychology.

Statement of Student-Focused Learning

To ensure an effective and quality education experience, TCSPP faculty systematically monitors student learning to inform future planning and to generate creative, responsive initiatives to improve the programs. Data is gathered, analyzed, and presented to the learning community for review. Based on these results, the program revises the student learning assessment plan, the curriculum, and the 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 offered by the programs, students are strongly encouraged to be active learners. Active student learners reflect on the conditions and activities that engage their learning style and work independently, with peers and with faculty, to enhance their learning in the classroom.

Statement of 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 will be 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.


Plan for Assessing Student Learning

The Chicago School of Professional Psychology is committed to student learning in all endeavors. To this end, all constituencies are actively involved in developing, implementing, and refining our approach to assess student academic achievement in order to identify opportunities to improve student learning, and to assessing institutional effectiveness in order to further our goal of providing an excellent education for careers in professional psychology and related behavioral fields.

The Plan for Assessing Student Learning is a competency-based model that supports student development in The Chicago School of Professional Psychology’s institutional academic goals of Scholarship, Diversity, Professional Behavior, and Professional Practice, as well as development in the competencies required for professional practice in each program field. The plan identifies the linkage between the institutional academic goals and the outcome competencies established for each program and it describes the relationship between these competencies and the program courses. For each program, the plan also establishes the capstone assessment instruments, the methods for evaluating student learning within each program competency, and the process for the evaluation of results. Each program has a Plan for Assessing Student Learning that is updated annually.  The Dean of Academic Affairs may be contacted in order to obtain a copy of the plan.

Individual and Cultural Differences

The Chicago School of Professional Psychology is committed to preparing professionals for practice in a multicultural and 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 disability, 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.

 

Accreditation

Institutional Accreditation

The Chicago School of Professional Psychology (TCSPP) is accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC). Click here to view our Statement of Accreditation Status. TCSPP was accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools (HLC) from 1984-2012. 

 

Western Association of Schools and Colleges

985 Atlantic Avenue, Suite 100

Alameda, CA 94501

Phone: 510.748.9001

Fax: 510.748.9797

www.wascsenior.org

 Program Specific Accreditations and Approvals

Many of The Chicago School’s programs are further accredited by accrediting bodies specific to their professions. These program-specific accreditations are typically associated with a particular campus. Program-specific accreditations for which The Chicago School is approved are as follows. Where a campus is not referenced, program-specific accreditation has not yet been sought or obtained.

Chicago Campus

The Chicago Campus-based Doctor of Psychology (Psy.D.) in Clinical Psychology program is accredited by the American Psychological Association. Questions related to the program’s accredited status should be directed to the Commission on Accreditation:

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

The Chicago Campus Education Specialist (Ed.S) in School Psychology program is approved by the Illinois State Board of Education (ISBE), authorizing the institution to conduct the program and recommend candidates for certification by entitlement. For information about the Illinois State Board of Education, visit www.isbe.net.

Los Angeles Campus

The Los Angeles Campus-based Doctor of Psychology (Psy.D.) in Clinical Psychology program is not accredited by the American Psychological Association (APA).

Click hereto learn more about the APA accreditation process. For frequently asked questions regarding APA Accreditation and the Los Angeles Campus’ Clinical Psy.D. program, please click here.

State Licenses

Alabama

The Chicago School of Professional Psychology is granted permission by the Alabama Commission on Higher Education to offer its online programs to Alabama students through December 15, 2014.

The Chicago School of Professional Psychology has been licensed by the Alabama Department of Postsecondary Education to offer its online programs to Alabama students through December 15, 2014.

California

The Chicago School of Professional Psychology met the qualifications for exemption from regulation under the California Private Postsecondary Education Act (“Act”), and is therefore exempt as a WASC-accredited institution until there is a change or loss in accreditation or any other factor that would render the institution ineleigible for an exemption under the Act.

Illinois

The Chicago School of Professional Psychology is approved to operate and grant degrees in the State of Illinois by the Illinois Board of Higher Education.

Kansas

The Kansas Board of Regents has granted a Certificate of Approval to The Chicago School of Professional Psychology through October 19, 2013.

[This approval was obtained exclusively for The Chicago School’s online program ONLY.]

Maryland

The Chicago School of Professional Psychology is registered with the Maryland Higher Education Commission through June 30, 2013 to enroll Maryland students in fully online distance education programs listed below. The Commission’s registration of the fully online programs is not an authorization of the institution to operate in Maryland or an approval or endorsement of the institution’s programs.

Students wishing to make a complaint about the institution should follow the process outlined here.

Minnesota

The Chicago School of Professional Psychology is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions.

[This approval was obtained exclusively for The Chicago School’s online programs ONLY.]

New Mexico

The New Mexico Higher Education Department determined that The Chicago School of Professional Psychology qualifies t obe exempt from regulation based on the fact that the institution is regionally accredited.

[This approval was obtained exclusively for The Chicago School’s online programs ONLY]

Oregon

The Oregon Office of Degree Authorization granted approval to The Chicago School of Professional Psychology to offer online degree programs and courses for college credit to students in Oregon. This approval is valid until June 30, 2014 for online programs only.

Washington, D.C.

The District of Columbia Higher Education Licensure Commission has granted a Certificate of License to Operate and Institution of Higher Education to The Chicago School of Professional Psychology through January 31, 2014 to offer courses or instruction leading to the award of certificates, diplomas or degrees in the District of Columbia.

Wisconsin

The Chicago School of Professional Psychology has been approved by the Wisconsin Educational Approval Board to do business in Wisconsin as a private school, subject to the provisions on Wisconsin Statues 38.50 and all administrative rules adopted pursuant to the statutes. Approval only includes those courses of instruction and those teaching locations which are specifically approved by the Board.

[This approval was obtained exclusively for The Chicago School’s online programs ONLY.]

The Chicago School Affilations and Recognitions

The Chicago School is an affiliate of the nonprofit TCS Education System (TCS ES), which features a network of fellow nonprofit institutions, each backed by a model of education that prepares socially responsible professionals in applied fields such as education, psychology, and law. Other TCS ES affiliates include Pacific Oaks College, The Santa Barbara & Ventura Colleges of Law, and Pacific Oaks Children School. Learn more at www.tcsedsystem.edu.

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

 

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-Woods is the President and CEO of the school. The board delegates to the President responsibility for daily operations of the institution. The school’s senior leadership consists of the President of The Chicago School of Professional Psychology, the Campus Presidents, the Vice President of Academic Affairs, the Vice President of Finance, the Vice President of Online and Blended Learning and the Vice President of Student Affairs. A list of the names of the governing board of The Chicago School can be found here. A list of faculty can be found here.

 

Definitions

When used in this document:

  • “The Chicago School”, “the school”, or “institution” refers to The Chicago School of Professional Psychology, including all campuses, educational sites, and delivery modalities.
  • “School premises” includes all buildings and/or grounds owned, leased, operated, controlled, or supervised by The Chicago School (including adjacent streets and sidewalks).
  • “Student” includes all persons taking courses from The Chicago School, both fulltime 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 individuals of The Chicago School.
  • “Policies” are defined as the written regulations of The Chicago School as found in, but not limited to, the Student Handbook, Academic Catalog(s), Program Guides, and official school websites.
  • The “Campus Student Affairs Officer” can be found in the Office of Student Affairs. Please refer to that department for contact.