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    The Chicago School of Professional Psychology
   
 
  Mar 28, 2024
 
2010-2011 Academic Catalog and Student Handbook with Addendum 
    
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2010-2011 Academic Catalog and Student Handbook with Addendum [Archived Catalog]

Psy.D. Clinical Psychology


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CHICAGO • LOS ANGELES AND ORANGE COUNTIES • WASHINGTON, D.C.

Doctor of Psychology, Clinical Psychology

The Clinical Psychology Doctoral Program bases its training on the practitioner-scholar model of education, integrating core competencies informed by the educational model of the National Council of Schools and Programs of Professional Psychology (NCSPP). Department faculty are actively engaged in practice and scholarship, and incorporate a wide variety of clinical examples into classroom activities. Students learn through rigorous course work, challenging practica, an integrative Internship and an innovative, applicable dissertation. The Clinical Psychology Doctoral Program has been nationally recognized for its excellent training in culturally competent service provision and offers students a remarkably wide variety of training opportunities.

 

 

Program Accreditation - Chicago Campus Only

The Chicago Campus Clinical Psychology doctoral program is accredited by the American Psychological Association.  Questions related to the program’s accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone:  (202) 336-5979 / E-mail:  apaaccred@apa.org
Web:  www.apa.org/ed/accreditation
 
 
 

Admission Requirements

Application to The Chicago School’s Clinical Psychology Doctoral Program is open to any person who has earned a bachelor’s degree from a regionally accredited institution. The school admits students whom it judges to possess sufficient academic aptitude, as well as the emotional and social maturity to function effectively as professional psychologists. Applicants will be judged on their overall ability to do graduate work. Factors considered in admission are: GPA from undergraduate and any graduate schools, Graduate Record Examinations (GRE) scores, successful work history after completion of the baccalaureate degree, essays, and letters of recommendation from academic professors or supervisors from professional or volunteer experiences. Generally an undergraduate GPA of a 3.2 or higher on a 4.0 scale is required for admission to the Program.

The Clinical Psychology Doctoral Program requires 18 semester hours of psychology credit, including three specific courses (Statistics, Abnormal Psychology, and Child/Human Development) that must be completed prior to enrollment with a grade earned of ‘C’ or better (please see the application for admission for detailed requirements). Where an applicant is missing the required undergraduate coursework or hours, graduate coursework or hours may be substituted, provided that the student earned a grade of C or better in the course. Graduate coursework used to meet prerequisites will be considered for graduate transfer or waiver on a case-by-case basis. Based on the evaluation of these materials selected candidates may be invited to interview for further consideration of their application. Please see the application for detailed instructions and information regarding application requirements, application deadlines, and letters of recommendation. Applications must be submitted with a $50 (US) fee in order to be evaluated.

Chicago Campus Only

The Clinical Psy.D. Program also offers additional training in child and adolescent psychology through its Child and Adolescent Track. Applicants who are interested in participating in the Child and Adolescent Track will be considered for admission into the Clinical Psychology Doctoral Program’s Child and Adolescent Track based on their specified interest in working with children, adolescents and their families. Interested applicants apply directly to the Child and Adolescent Track and should have previous child-related volunteer, work, or research experience and 3.4 GPA or higher on a 4.0 Scale.

 

TOEFL or IELTS, International Credentials, and International Students

TOEFL or IELTS: If English is not your primary language, you must submit official TOEFL or IELTS scores with your application (TOEFL School Code: 7161). International students who received a bachelor’s degree from an accredited United States institution are exempt from his requirement. The minimum scores are: TOEFL - 550 paper based, 213 computer based, 79 internet based; IELTS - 6.5.

ELS Educational Services, Inc.: The Chicago School is a cooperative member of ELS Educational Services, Inc. which provides intensive English language programs. Students who have successfully completed ELS course 112 may be considered for admission in lieu of the TOEFL or IELTS.

International credentials: Applicants with international credentials must obtain and submit an official “course-by-course” evaluation through an evaluation agency such as World Education Services (www.wes.org) or Educational Credential Evaluators Inc (www.ece.org). In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted.

International students: International students must submit a completed application by the general consideration deadline. In addition, once accepted, international students must submit the International Student Information form, a copy of their passport, and financial documentation showing sufficient funding for at least one year of study and all living expenses. This documentation must be submitted at least two months prior to the start of the semester in order to allow sufficient time for the school to issue an I-20 for the student to obtain an F-1 visa, if needed. An I-20 visa will not be issued without this documentation.

 

Applicant Notification

If, after initial review of all application materials the Admission Committee so recommends, the applicant will be invited for an interview day with members of the Department faculty. Interviews are by invitation only and mandatory for full consideration. For Los Angeles and Washington D.C. campuses, the Admission Committee may decide to waive the

Post interview, the applicant will be notified of the Admission Committee’s decision regarding his or her application. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission, in order to secure a place in the incoming class, a non-refundable tuition deposit of $500 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

 


Policies

Transfer of Credit

Prior graduate course work, if within the area of study, may be eligible for transfer or waiver of credit. Students accepted to the Clinical Psy.D. Program may petition for transfer of course credit by submitting a Petition for Transfer/Waiver of Credit and all required documentation to the Registrar for each course they wish to transfer. For consideration for transfer of any first semester, first year courses, the department must receive petitions by June 1st, 2010. For consideration of all other courses for transfer or waiver credit, Spring 2012 semester and beyond, the deadline for receipt of petitions is September 13, 2011. Please note that the department will not be able to consider petitions for transfer of credit for courses after these deadlines. This allows the School and Department sufficient time to review the petition and attached materials, determine and document the outcome of the petition, notify students, and advise students regarding their new registration choices if the petition is approved. The decision to accept transfer credit is solely that of the school and the school reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. No credit will be transferred for course work that is more than 10 years old. Transfer of credits is subject to the following conditions:

A maximum of 21 semester hours of credit for course work completed prior to matriculation at The Chicago School may be transferred.

  • Transferred course credit is restricted to graduate-level courses from a recognized, regionally accredited, graduate degree granting institution.
  • Transfer of credit is not granted for clinical practicum or for internship.
  • Transfer of credit is granted only for courses in which the grade obtained was a ‘B’ or higher.
  • Transfer of credit cannot be granted for course work older than 10 years.
  • All coursework being submitted for transfer credit evaluation must have been completed prior to matriculation into The Chicago School.
  • For each hour of credit accepted a transfer a fee will be assessed. Please see the tuition and fee page of the TCSPP website.

A course that does not meet the specific content requirements of an existing TCSPP elective course may be accepted as transfer credit as an elective if the course supports the required competencies and learning objectives of the program and meets the following conditions:

  • The course must meet all other requirements for transfer credit.
  • The course must be at the equivalent degree level.
  • Approval by the Department Chair for the transfer credit and documentation of this approval is required.

The Petition for Transfer of Credit is available on The Chicago School’s website. Please submit all required documentation with the petition for each Transfer or Waiver course. Any credit approved for transfer will not be added to the student’s academic record until after the second week of their first semester.

 

Waiver of Courses

An international student who has completed an undergraduate course(s) that, in the judgment of the department chair, is equivalent to a required course at The Chicago School may apply for the course to be waived.

In addition, any student (domestic or international) with previous graduate course work who has already received the maximum transfer credit may request a waiver of additional course work to be completed at The Chicago School.

Students may seek a waiver for a total of 21 credit hours. Those seeking both a waiver and transfer of credit hours may not exceed a total of 30 credit hours. Waiver will not apply to undergraduate courses offered by U.S. educational institutions.

 

Residency Requirement

It is expected that students will fulfill all degree requirements through courses offered at The Chicago School. Under unusual circumstances, and subject to the prior approval of the department chair, a student may be permitted to complete certain course requirements at another institution.

The Clinical Psy.D. Department has an additional APA-mandated residency requirement as a condition for graduation. This requirement may be satisfied in either of the following ways:

  • Completion of two consecutive semesters of full-time study (11 credit hours or more). Excluding the summer semester, this may be either the fall and following spring semesters or the spring and following fall semesters.
  • Completion of 30 credit hours within one 12-month period, including summer semester.

 

Satisfactory Progress

Matriculated students must be continuously enrolled in the department until graduation; the department requires attendance during the fall, spring, and summer semesters. Each student must take a minimum of five semester hours of course work in the fall and spring semesters and three semester hours in the summer semester unless the student has fewer than the required number of hours of course work remaining or is on an approved Leave of Absence. Satisfactory progress semester hours do not include waiver or transfer credit hours. A student must maintain satisfactory academic progress by complying with the following requirements:

Credit Hours per Semester

Clinical Psy.D. Department students must be enrolled for a minimum of 11 semester hours during the fall and spring semesters and a minimum of five semester hours in summer semester to be classified as full-time. Additional requirements for “Satisfactory Academic Progress” are detailed in The Chicago School Student Handbook, published by the Office of Student Services.

 

Program Length

  • The Clinical Psychology Doctoral Program is five years in length.
  • All students must complete all requirements within seven years.

 

Graduation Requirements*

A doctoral degree can be awarded if the student completes all requirements for the Clinical Psychology Doctoral Program, including the Dissertation and Internship, within the designated program length. However, program duration may not exceed seven years. Students who meet the following requirements are eligible for a doctoral degree:

All Campuses

  • Satisfactory completion of all required credit hours
  • Cumulative grade point average of 3.00 or higher
  • Successful defense of the dissertation, submission of bindable copy, and completion of all required paperwork
  • Satisfactory completion of internship(s)
  • Cumulative Professional Performance Evaluation (PPE) average of 2.7 or higher

*Detailed information and the Petition for Program Completion form is located on The Chicago School website.

 

Los Angeles and Washington D.C. Only

  • Satisfactory completion of three years of practica.  It is the students’ responsibility to ensure that a minimum total of eight test batteries and reports have been completed by November 1st of the year of internship applications, typically the fourth year of graduate school.

 

Chicago Campus Only

  • Satisfactory completion of the Clinical Competency Exam prior to the beginning of internship
  • Satisfactory completion of four semesters of practica. It is the students’ responsibility to ensure that a minimum total of eight test batteries and reports have been completed by November 1st of the year of internship applications, typically the fourth year of graduate school.
  • Satisfactory completion of two semesters of Advanced Practica for Child and Adolescent Track students (Note: Advanced Practicum is highly recommended for General Program students, though not a requirement for graduation).

 


The Program

Philosophy

The Clinical Psy.D. Department has adopted the practitioner-scholar model and the NCSPP Core Competency model of training. These models are predicated on the belief that competent practitioners must have both a broad knowledge of scientific and theoretical principles at the core of psychology, which includes a solid understanding of a variety of scholarly work, as well as the ability to apply their knowledge to specific clinical situations. The doctoral department does not advocate any single theoretical orientation. Rather, students learn conceptualization and technique across four general theory areas, and then choose a theoretical orientation in which to specialize. Students are continually challenged to reflect on the art and craft of professional practice, as well as on its scientific basis.

 

Mission

Through curricular and extra-curricular learning and training, students in the Clinical Psychology Doctoral program at The Chicago School will experience a transformation in personal and professional identity manifested in a commitment to life-long learning and scholarship, sophisticated cultural awareness and competence, integrity and personal responsibility, psychological-mindedness, and a demonstrated investment in both the profession and the various communities in which they are engaged through their practices and lives.

 

Program Outcomes

  1. Students will have the capacity to engage in critical thinking about clinical information; to integrate clinical observations with current knowledge, and to evaluate different research methodologies.
  1. Students will have ability to identify and understand issues of individual and cultural difference, issues of power, privilege and oppression, and an affirmation of the richness of human differences, ideas, and beliefs.  
  1. Students will demonstrate knowledge of and adherence to the APA Ethical Guidelines, sound ethical reasoning and accountability to the larger community, and the acquisition of psychological maturity.
  1. Students will have capacity to develop and maintain a constructive alliance with clients and others, and awareness and connection to self-identity
  1. Students will be able to derive inferences from multiple sources of information to achieve a broad and cohesive understanding, and communicating inferences and recommendations clearly.
  1. Students will utilize activities that promote, restore, sustain, and/or enhance positive functioning and a sense of well-being in clients through preventive, developmental, and/or remedial services.
  1. Students will utilize activities that direct, organize or control the services of psychologists and others offered to the public. Supervision represents an intervention provided by a more senior member of a profession to a more junior member or members of the same profession. 
  1. Students will create planned collaborative interactions between psychologists and one or more clients or colleagues, in relation to an identified problem area or program, in which the professional psychologist has no direct control of the actual change process. Education involves skill building in facilitating student knowledge acquisition and development.

 

Ethical and Professional Behavior

The Chicago School expects that all Clinical Psy.D. students will be knowledgeable of and adhere to the APA Ethical Guidelines as published by the American Psychological Association. Sound ethical reasoning and accountability to the larger community for adherence to guidelines for ethical behavior are the two characteristics that mark a profession as distinct from a career or job. As a result, several expectations of students are derived from the ethical code.

First, no student shall obtain part-time or full-time employment that is beyond the scope of their cumulative training in the field of psychology. In accordance with Illinois and California state law, no student may serve under the title of “psychologist,” “clinical psychologist,” or any closely related title or job function until granted an appropriate license by the state after the awarding of the doctoral degree. Students may, however, work as psychological assistants, researchers, or psychometricians under the supervision of a professional psychologist who is duly licensed or certified by the appropriate state agency.

A student shall not perform any function that exceeds his/her level of training. Students shall ensure that the appropriate malpractice insurance is in effect prior to their commencement of any clinical practice. In addition, a student may not establish or continue psychotherapy with any department or affiliate faculty member under any circumstances or with any adjunct faculty member while registered in his or her course or while under his or her supervision. A student who fails to adhere to this policy or otherwise fails to demonstrate the appropriate ethics required for practice in the field of professional psychology is subject to discipline.

A second derivation of the ethical code is that of integrity. The Chicago School expects that all students demonstrate the highest form of academic integrity. This applies to all of their graduate work and studies ranging from course work, to general scholarship, to interactions with faculty, staff, and students. Further, given that graduate students as part of their training gain access to extremely sensitive clinical information, The Chicago School expects that students show the highest form of professional integrity in their training settings. These expectations range from client contact, to professional communications, to representation as a student of the school. Integrity is taken very seriously and a violation of academic and professional standards is grounds for remediation, suspension, or expulsion.

A final derivation of the ethical code is that of professional suitability. As a field, our primary responsibility is to the public we serve. As a result, should a student show signs that he or she is likely to cause harm to those we serve, swift action will be taken to mitigate that risk for harm. Such action could range from requiring additional education and remediation for the student to disciplinary action such as suspension or expulsion. Should a student demonstrate, over time and despite efforts to remediate, that he or she is not able to assume the responsibilities of the profession, he or she may be dismissed from the school. Professional suitability is defined in part by the school, in part by the field of psychology, and in part by the larger society. Should a student’s ability to engage in professional practice change, for example through conviction of a crime that prevents licensure, the department may determine that completion of the program is not possible for the student.

Independent Practice

Consistent with training department goals and the focus on ethical behavior, it is deemed inappropriate for Clinical Psy.D. Department students to engage in professional activities that may infringe upon a primary commitment to training, negatively affect quality of consumer mental health services, or are inconsistent with ethical and legal standards. Students’ participation in outside work activities should be secondary to training and should also uphold and be consistent with the ethical and legal standards of the profession. Engaging in independent practice in psychology prior to appropriate licensure, as a result, is viewed as inconsistent with these training objectives, and unethical for doctoral-level students.

The Illinois Clinical Psychology Licensing Act and BOP prohibits independent practice in clinical psychology by non-licensed individuals. Regardless of previous credentials, participation in a psychology training program indicates that the student is committed to developing a professional identity as a psychologist and to developing professional skills within a psychological framework. The development of this identity occurs throughout the course of graduate-level training. It is appropriate for graduate students, whatever their previous experience, to view themselves as psychologists-in-training.

A student may hold a valid license in another profession (e.g., Licensed Clinical Professional Counselor, Licensed Clinical Social Worker, or Marriage and Family Therapist) or may obtain such a license during her/his training at The Chicago School. Such students may practice within the scope of their license consistent with the following:

  • The demands of the practice in time or other resources must not jeopardize the student’s primary commitment to training in the department.
  • The manner in which students represent themselves to colleagues, clients and the public (e.g. marketing materials and reports of service) should not create a belief that the practice is under the auspices of or sanctioned by The Chicago School, that the practice is part of the school’s training, or that the practice is that of a trained and licensed clinical psychologist.

A student who fails to comply with the requirements of this section will be referred to the department chair for intervention, remediation, or disciplinary action, or for referral to the Student Affairs Committee for disciplinary action and possible dismissal.

 

Writing Assessment and Requirements

Believing that academic preparedness is a key to success in graduate school, The Chicago School of Professional Psychology requires new students to complete its innovative program, Foundations for Scholarship and Practice. This program, offered by the Center for Academic Excellence (CAE), reinforces the skills new students need to achieve their career goals. “Foundations” is an integral part of the first semester’s curriculum and all students are required to complete the program successfully and in a timely manner. Foundations for Scholarship and Practice consist of three elements:

  1. Writing Assessment Process – In this component of “Foundations,” each student writes an essay in response to an assigned question and submits it to CAE for scoring. CAE returns the scored essay with constructive feedback. Based on the student’s performance, the school may waive the Academic Writing Course requirement (#2, below). Essay submission by the given date is considered successful completion of this element of “Foundations.”
  2. Academic Writing Course – This online course in professional writing is taken before or during the first semester at The Chicago School. A final grade of “pass” is considered successful completion of this element.
  3. Academic Focus Program – Academic Focus is an online, tutorial-driven orientation to graduate academics. A final grade of “pass” is considered successful completion of this element.

 

Student Learning Assessment

To insure an effective and high quality educational experience, the Clinical Psy.D. Department has developed a programmatic student learning assessment plan. Department faculty systematically evaluate the achievement of student learning objectives through assessment tools and outcome measurements to inform future planning and to generate creative, responsive solutions to improve student learning. Data are gathered through practicum and internship evaluations, internship exit interviews, competency examination results, dissertation ratings, course-based work samples, grades, Advisory Board recommendations, and Professional Performance Evaluations (PPE), etc. Data are gathered, analyzed, and presented to the Clinical Psy.D. Department for program review on an annual basis. Based on summative and formative measurements, the department revises its student learning assessment plan, the curriculum, and the approach to learning inside and outside the classroom as needed to improve the quality of student learning, as well as the applicability of what students learn to developments in the field of psychology. Student learning assessment offers the Clinical Psy.D. Department a critical opportunity to evaluate the effectiveness of the program of study and to develop innovative, student-focused learning environments.

To optimize the learning environment offered by the Clinical Psy.D. Department, students are strongly encouraged to be active learners. Active student learners reflect on the conditions and activities that engage their learning style. They work independently, with peers, and with faculty and supervisors to enhance their personal and professional learning both inside and outside the classroom. Taking responsibility for their own learning, students participate in learning activities and reflective exercises, evaluate their own progress as objectively as they can, actively contribute to the learning process, and independently seek out resources to enhance their competence and mastery of the material.

 

Grading and Performance Feedback

Grades are assigned in all courses and students can review course grades online. Course grades assist the school, the student, and the student’s advisor to monitor the student’s progress and mastery of material deemed necessary by the department faculty to become proficient and competent psychologists. Students receive a letter grade, a Professional Performance Evaluation (PPE) rating, and faculty comments.

The PPE is comprised of a four-point scale (0-3) to rate a student’s level of professional development and a checklist to identify specific areas of concern or excellence. The PPE scale is intended to identify students in need of academic development early in the program and allows department faculty to draw professional development issues to a student’s attention. If a student’s GPA or PPE falls below acceptable levels, he/she is referred to his/her academic advisor or department chair for academic development planning.

Once each semester, the department faculty meets to review student progress at a student review meeting. At student reviews, the faculty academic advisor summarizes a student’s progress through the program to date. Other department faculty can elaborate on their contact with the student, expressing concerns or articulating areas of strength. Student review feedback offers students a comprehensive picture of their performance and learning. In student reviews, academic advisors document feedback for each of their advisees; the department chair forwards copies of the feedback to the student, the academic file, and, if a concern was raised, to the academic advisor.

Clinical Psy.D. students are required to repeat any required courses in which they receive a grade below B-. Although permitted to do so, it is not mandatory for students to repeat elective courses in which they are awarded a grade below B-; however, no course, elective or required, with a grade below B- will count towards graduation requirements. No course in which a student receives a grade of B or above may be retaken.

Grades are assigned in all courses and students can review course grades online. Course grades assist the school, the student, and the student’s academic advisor to monitor the student’s progress and mastery of material deemed necessary by the department faculty to become proficient and competent psychologists.

The Clinical Psy.D. Department does not accept grades of “C” or “F” as indicating student mastery of the knowledge, skills, or attitudes associated with any course. The Department requires students who receive a grade of “C” or “F” in a required curriculum course to replace these grades by retaking the same course. Students who receive a grade of “C” or “F” in an elective course must replace these grades either by taking the same course again, or by replacing the course with another elective course. In order for the student to meet Department requirements, the student must receive a grade of “B-” or better in the retaken/replacement course.

To replace the “C” or “F” grade, the retaken/replacement course must be offered by The Chicago School. Only in the most unusual of circumstances is a student allowed to replace a grade with a retaken/replacement course offered by another institution. As indicated in the Student Handbook, both the original grade and the retaken/replacement grade will appear on the student’s transcript and factor towards the cumulative GPA.

Students may retake a course only once. Those who are unable to earn a grade of “B” or better in the retaken course will be referred to the Student Affairs Committee for dismissal. No course in which a student receives a grade of B or better may be retaken.

Chicago Campus Only

The department faculty meets to review student progress on an annual basis. The faculty academic advisor summarizes a student’s progress through the program to date. Other department faculty can elaborate on their contact with the student, expressing concerns or articulating areas of strength. Student review feedback offers students a comprehensive picture of their performance and learning. Academic advisors document feedback for each of their advisees; the department chair forwards copies of the feedback to the student, the Department file, and to the academic advisor.

 

Professional Performance Evaluation (PPE) Requirements

A cumulative or semester PPE below 2.7 is considered a serious academic concern and may result in action up to and including placement on “academic watch”, referral to the Student Affairs Committee or the Training and Community Engagement Committee, placement on academic warning/probation, or dismissal. The department chair and Academic Advisor will be notified when students receive a cumulative or semester PPE below 2.7.

 

Student Academic Development

Professional Development Group and Academic Advisor Assignment

All students are required to enroll in a Professional Development Group during their first two semesters in the program. A student’s Professional Development Group instructor automatically becomes her/his academic advisor. Students maintain the same academic advisor during their first year in the program, but may request a new academic advisor after that time. Generally, the student’s Dissertation Chair becomes their academic advisor, unless the student requests otherwise.

Student Disclosure of Personal Information

Self-reflection, introspection, and an ability to examine personal reactions to clinical material are considered critical skills in student development. Students will be required to examine their personal reactions and the impact of their personal histories on the clinical services they are training to provide. Students will not be required to disclose personal information related to sexual history, history of abuse or neglect, personal psychotherapy or in-depth information regarding intimate relationships in course or department related activities. However, students are expected to actively reflect upon and effectively manage their personal reactions to people who are different from themselves along these and other dimensions, especially when such personal reactions negatively impact clinical work, professional interactions, and ethical responsibilities. Such reflection may be required within the context of an advising relationship or some course assignments at The School, or a supervising relationship on practicum.

Independent Study

Independent study hours are reserved for topic areas not covered in the standard curriculum. A maximum of three independent study hours can be credited toward the required degree credit hours. If a student opts to take more than a total of three independent study hours, only three semester hours may be credited toward the degree while any additional hours will not apply toward degree requirements.

Students who wish to complete an independent study course should contact the department chair for approval.

Auditing Courses

Auditing a course refers to retaking a course that a student has already taken before. The previous course grade is not altered, and no additional credits are earned; however, the student can experience updated learning to maintain competency in an area. So as to give first choice of registration to students taking a course for the first time, students seeking to audit a course must petition the Department chair to do so. Course audit opportunities are on a space-available basis only.

Track Transfer (Available at Chicago Campus Only)

Students in the Child and Adolescent Track may petition to transfer out of the Track into the general Psy.D. Program. Students should first discuss this transfer with their academic advisor, and then complete a formal Petition for Transfer. Such a transfer before the summer of the second year of graduate school is less difficult to accomplish for students. However, after that point, Child and Adolescent Track students who transfer may find that not all of their Child and Adolescent Track courses have exact equivalents in the general department. As a result, they may be required to take course work that, while common for general department students, is additional course work for them.

Students are not permitted to transfer into the Child and Adolescent Track. This is because some general Program courses (i.e., Research Methods, Statistics I, and Statistics II) are not offered in the same sequence or on the same schedule as their Child and Adolescent Track equivalents (i.e., Research Clerkship I through VI). As a result, students who did not begin in the Child and Adolescent Track would have to take additional courses out of sequence, seriously delaying their completion of the program.

Department Acceleration (Available at the Chicago Campus Only)

Department acceleration is available to students pursing a concentration. Child and Adolescent Track students are not permitted to accelerate due to additional courses and training experiences which are required cannot be completed in a three-year time period.

Students with transferred graduate course work or significant experience in the field may petition to accelerate the program for completion in four years. Typically this refers to three years of study being on campus and the fourth year being off-campus at a clinical internship. Students without an M.A. degree in psychology or a mental health field are not eligible to petition to accelerate.

To petition for acceleration*, a student must meet the following criteria:

  1. The student must be enrolled full-time.
  2. The student may not obtain any grade below A- prior to petitioning.
  3. The student must have an M.A. degree in a mental health field and meet at least one of the following conditions:
    • A minimum of two years full-time work in the field of psychology
    • Successful transfer / waiver of at least 12 semester hours of required course work

Students wishing to accelerate should consult with their academic advisor during their first semester and submit a written request to their academic advisor that includes a description of their qualifications and a detailed proposal for completion of their remaining course work. Academic advisors present these requests to accelerate to the department faculty at student review meetings. Faculty will make a determination regarding each student’s request. Students will be notified of the results.

Regardless of their plan of study and regardless of their track, all students are required to complete all course work and training requirements within seven years.

An Accelerated Student can request to complete the CCE later in the Fall or in early Spring semester of their Intermediate Practicum Seminar if:

Students wishing to accelerate should consult with their academic advisor during their first semester and submit a written request to their academic advisor that includes a description of their qualifications and a detailed proposal for completion of their remaining course work. Academic advisors present these requests to accelerate to the department faculty at student review meetings. Faculty will make a determination regarding each student’s request. Students will be notified of the results.

Regardless of their plan of study and regardless of their track, all students are required to complete all course work and training requirements within seven years.

An Accelerated Student can request to complete the CCE later in the Fall or in early Spring semester of their Intermediate Practicum Seminar if:

  • the Intermediate Practicum Seminar leader believes that the student has had sufficient experience with a client to gather all clinical information necessary to submit a completed CCE and to have a reasonable chance of demonstrating proficiency on the CCE requirements
  • the Department Chair approves

 

Earning an Master of Arts Degree in Clinical Psychology

An M.A. in Clinical Psychology can be awarded following the successful completion of required coursework. At the beginning of the semester in which a student expects to be eligible for the master’s degree, he or she is required to submit online a Petition for Program Completion to the Office of Academic Records. The petition is a request to conduct an audit to determine eligibility for the degree. Students who meet the requirements are eligible to participate in the next scheduled commencement. All students who file a Petition for Program Completion will be charged a fee.

The specific requirements for award of a Master of Arts degree for the general Program student are as follows:

Chicago Campus Only

  • Good academic and professional standing
  • Successful completion of practicum (PY 484 , PY 485 , and PY 486 )
  • Successful completion of the following courses:
    • Professional Development Group I and II (PY 415  and PY 416 )
    • Basic Psychopathology and Advanced Psychopathology (PY 4231  and PY 4241 )
    • Intellectual Assessment (PY 425 )
    • History and Systems of Psychology (PY 426 )
    • Clinical and Diagnostic Interviewing (PY 429 )
    • Psychology of the Lifespan I and II (PY 437  and PY 439 )
    • Personality Assessment (PY 436 )
    • Diversity in Clinical Psychology I and II (PY 443  and PY 466 )
    • Advanced Assessment (PY 453 )
    • Basic Intervention: Psychodynamic (PY 462 )
    • Basic Intervention: Cognitive-Behavioral (PY 464 )
    • Basic Intervention: Existential-Humanistic (PY 466 )
    • Basic Intervention: System (PY 468 )

The specific course requirements for award of a Master of Arts degree for the Child and Adolescent Track student are as follows:

  • Good academic and professional standing
  • Successful completion of practicum (PY 484 , PY 485 , and PY 486 )
  • Successful completion of the following courses:
    • Research Clerkship I through VI ( PC 201 , PC 202 , PC 203 , PC 204 , PC 205 )
    • Professional Development Group I and II (PY 415  and PY 416 )
    • Psychopathology I and II (PY 423  and PY 424 )
    • Psychological Assessment I and II (PY 425  and PC 441 )
    • History and Systems of Psychology (PY 426 )
    • Clinical and Diagnostic Interviewing and Observation (PY 429 )
    • Psychology of the Lifespan I and II (PY 437  and PY 439 )
    • Diversity in Clinical Psychology I and II (PY 443  and PY 466 )
    • Advanced Seminar in Psychological Assessment and Psychopathology (PY 453 )
    • Basic Intervention: Psychodynamic (PY 462 )
    • Basic Intervention: Cognitive-Behavioral (PY 464 )
    • Basic Intervention: Existential-Humanistic (PY 466 )
    • Basic Intervention: System (PY 468 )

Los Angeles and Washington D.C. Campuses Only

  • Good academic and professional standing
  • Successful completion of practicum (PY 484 , PY 485 , and PY 486 )
  • Successful completion of the following courses:
    • Professional Development Group I and II (PY 415  and PY 416 )
    • Basic Psychopathology and Advanced Psychopathology (PY 423  and PY 424 )
    • Intellectual Assessment (PY 425 )
    • History and Systems of Psychology (PY 426 )
    • Clinical and Diagnostic Interviewing (PY 429 )
    • Psychology of the Lifespan I (PY 437 )
    • Aging and Long-Term Care (PY 739 )
    • Personality Assessment (PY 436 )
    • Professional Issues and Ethics (PY 437  and PY 445 )
    • Diversity in Clinical Psychology I and II (PY 443  and PY 466 )
    • Advanced Assessment (PY 453 )
    • Basic Intervention: Psychodynamic (PY 462 )
    • Basic Intervention: Cognitive-Behavioral (PY 464 )
    • Basic Intervention: Existential-Humanistic (PY 466 )
    • Basic Intervention: System (PY 468 )

Academic Development Plans

An Academic Development Plan (ADP) is initiated and created by the Department in which the student is enrolled when a student demonstrates deficiencies in competencies that interfere with academic performance, training competence, and/or professional behavior.  Academic Development Plans (ADPs) do not constitute disciplinary action, but failure to complete the plan may lead to disciplinary action.

 

Practicum

Chicago Campus

The practicum is an integral component of clinical training. It provides a closely supervised clinical experience in which students use the knowledge obtained in the classroom to understand their clients and to develop skills in assessment, psychotherapy, and other discipline related areas. As such, the practicum serves to integrate the theoretical and practical aspects of the education of the professional psychologist. It allows students to become familiar with professional collaboration and consultation in a clinical setting.

All students are required to take six semester hours each of Basic and Intermediate Practica (see below). The first three-semester practicum sequence is primarily devoted to training in psychological assessment. The second three-semester sequence is primarily devoted to training in psychotherapy. Both practica require individual and group supervision offered by the practicum site, as well as small group seminars offered by the school.

An advanced practicum is mandatory for Child and Adolescent Track students, but optional for the general program student.. Advanced practicum is however strongly recommended for all students who have limited clinical experience, who are pursuing specialized training (e.g., Neuropsychology), or who require additional supervised training in either assessment and or psychotherapy. Students opting to complete an advanced practicum are required to complete four semester hours of advanced practicum.

The director of placement and training awards grades for all practica based on the evaluation of the site supervisor, the student’s performance in practica seminars, the completion of the required practicum hours, and the submission of all forms to the Office of Placement and Training. As noted earlier, complete adherence to ethical standards of the field is required of all students, especially those on practica. Students who show unprofessional or unethical behavior, or signs that they lack suitability for the profession, may be dismissed from a training practicum. Dismissal from a practicum is considered extremely serious and will result in automatic referral to the Student Affairs Committee and may result in dismissal from The Chicago School.

Los Angeles and Washington D.C. Campuses

The practicum is an integral component of clinical training. It provides a closely supervised clinical experience in which students use the knowledge obtained in the classroom to understand their clients and to develop skills in assessment, psychotherapy, and other discipline related areas. As such, the practicum serves to integrate the theoretical and practical aspects of the education of the professional psychologist. It allows students to become familiar with professional collaboration and consultation in a clinical setting.

All students are required to take six semester hours each of Basic Imtermediate and Advanced Practica (see below).  The first three-semester practicum (Basic) sequence is focused on developing rapport with clients, developing proficiency with diagnostic interviewing, differential diagnoses, developing case formulations and begining to understand how to implement treatment and evaluate its outcome.  The second three-semester (Intermediate) sequence is focused on strengthening case formulation skills, understanding how to identify, implement, and appropriately modify evidence-based interventions, understanding how to evaluate treatment outcomes and implementing relapse-prevention strategies.  The third three-semester (Advanced) sequence enables students to work with specialized populations and begin to develop a specialization.  All practica require individual and group supervision offered by the practicum site, as well as small group seminars offered by the school.

The practicum course instructor awards grades based on feedback from the Director of Clinical Training and the Director of Applied Professional Practice regarding the students’ evaluation by the site supervisor, the student’s performance in practica seminars, the completion of the required practicum hours, and the submission of all forms to the Office of Applied Professional Practice.  As noted earlier, complete adherence to ethical standards of the field is required of all students, especially those on practica.  Students who show unprofessional or unethical behavior, or signs that they lack suitability for the profession, may be dismissed from a training practicum.  Dismissal from a practicum is considered extremely serious and will result in automatic referral to the Student Affairs Committee and may result in dismissal from The Chicago School.

Clinical Competency Evaluation (CCE)

Every Program student is required to pass a Clinical Competency Examination (CCE). The aim of the CCE, broadly stated, is to evaluate the student’s knowledge of the theory, research, and practice of a chosen theory of intervention, as well as competency to practice that theory in an ethical and culturally sensitive manner. Ultimately, the CCE allows the department to assess the student’s abilities as a future clinical psychologist.

The CCE consists of a written paper and an oral presentation of a case chosen by a student from her or his practicum caseload. This requirement is completed in the spring term of Intermediate Practicum Seminar and the student must successfully pass the CCE in order to fulfill the Intermediate Practicum Seminar requirements. Specific information regarding the format, case selection process, and requirements of the CCE are detailed in the Intermediate Practicum Seminar syllabus. The objectives of the CCE are to assess the students’ competency in several areas:

  • Basic clinical intervention and relationship-building skills
  • Ability to conceptualize clinical material in a chosen theory of intervention consistent with the student’s advanced course work and then to develop and implement treatment interventions that stem from the chosen theory and conceptualization
  • Ability to reflect upon and critique their own clinical work and effectiveness
  • Understanding of diversity and difference variables upon rapport, case conceptualization, treatment planning, and therapeutic intervention

As scheduled by the seminar leader, students formally present their CCE cases within the spring semester of the Intermediate Practicum Seminar. The seminar leader will provide additional information about specific guidelines and requirements in the course syllabus. The oral presentation should include an audio- or video-taped sample of the therapy with the client and an accompanying transcript. In the oral presentation, students should be prepared to discuss aspects of the case, intervention, and conceptualization in many areas:

  • The chosen theoretical model and its associated interventions
  • The rationale for treatment plan design and selection of particular interventions
  • The impact of diversity variables on rapport, conceptualization, treatment planning, and intervention selection
  • The strategies used to assess the effectiveness of interventions
  • The body of scholarly knowledge that supports the selection of the chosen theory for the client and the presenting problem
  • The conceptualization changes if case data were altered for the CCE
  • The ethical and legal issues related to the case

CCE Grading

The Intermediate Practicum Seminar leader evaluates the CCE based upon the quality of the written paper and oral presentation. Specific grading criteria are provided in the Intermediate Practicum Seminar syllabus. The possible CCE grades are: “High Pass,” “Pass,” “Revision,” and “Fail”:

  • “High Pass” designates the student as having clearly exceeded the expectations for performance across all or most all areas
  • “Pass” designates the student as having clearly met expected performance levels, although a few areas may be above or slightly below average
  • If the written paper and/or oral presentation do not adequately demonstrate expected competencies, but the seminar leader believes revision to demonstrate expected competencies within the time allowed is feasible, the seminar leader may issue a grade of “Revision,” which is a temporary grade that allows the student the opportunity to re-work aspects of the CCE with the Intermediate Practicum Seminar Leader:
    • If a student’s revisions are acceptable to the seminar leader, the temporary “Revision” grade is changed to “Pass” (a grade of “High Pass” cannot replace a grade of “Revision”)
    • If a student’s revisions are unacceptable to the seminar leader, a grade of “Fail” will then be awarded
  • If the written paper and/or oral presentation do not adequately demonstrate expected competencies, and the seminar leader believes revision to demonstrate expected competencies is not feasible within the time allowed, the seminar leader will issue a grade of “Fail.”
  • If a grade of “Revision” is not resolved by the end of the semester in which the CCE was completed, the CCE grade automatically becomes a grade of “Fail.” If a grade of “Fail” is issued at any point, the CCE as well as the Intermediate Practicum Seminar grade automatically become grades of “Fail.”

A CCE or Intermediate Practicum Seminar grade of “Fail” necessitates a meeting with the department chair so that a plan for further action can be developed. This plan may require the student to submit another CCE case to be reviewed by one or more faculty members, the completion of an Advanced Practicum (Chicago Campus only) or a second Intermediate Practicum, a referral to the Student Affairs Committee, or other alternative courses of action. Failure of two CCE case presentations prompts automatic referral to the Student Affairs Committee for decision regarding additional academic development or other action.

 

Dissertation

The dissertation is an essential aspect of a student’s academic experience and clinical education at the school. The dissertation provides the school with the opportunity to formally evaluate the student’s ability to contribute to the field by applying theory and research to areas of clinical psychology, thinking critically and creatively about professional psychology, and demonstrating self-direction and professional/scholarly writing. The dissertation should clearly and concisely demonstrate the student’s command of the body of knowledge in a chosen area, as well as ability to critically evaluate and synthesize this knowledge. The student’s Dissertation Committee is responsible for assessing the student’s abilities and critical thinking, determining the professional standards the dissertation must meet, and giving final approval to the dissertation.

Once students begin the dissertation process, they then have two years to complete the Doctoral Dissertation. In rare circumstances, however, students may petition the department chair before the end of the two years for an extension to complete the dissertation. The department chair’s decision regarding the request for an extension is final. Students, in collaboration with the dissertation chair, must submit a formal request for extension and a detailed plan including all goals for completion during the extension period. If an extension is granted, the extended date is firm; no additional extensions will be granted and the extension plan will be considered violated if all goals and requirements detailed in the original extension request are not successfully completed. If the dissertation is not completed by the dissertation due date, students are subject to dismissal from the school.

Students meeting the course requirements are required to begin their dissertation during the fall of their third year in the program in a three-semester-hour course called Proposal Development Seminar (PDS). The instructor of a student’s PDS automatically becomes the chairperson of the dissertation, as well as their academic advisor. Registration for a PDS obligates a student to conduct a Dissertation within the Instructor’s field of expertise in terms of scholarly area and method of inquiry. Once the dissertation is begun, students are expected to continue working on it every semester until its completion.

Students who receive a grade of “F” in PDS will be immediately removed from the dissertation process and required to retake PDS the following Fall semester with a new dissertation chair. Since dissertation completion is required before a student is allowed to proceed to internship, this in effect delays a student’s completion of the program for an additional year. Students who receive a grade of “C” in PDS in the fall will be required to repeat the same course in the spring semester with the same instructor. On rare occasions, a student begins the dissertation process, passes the PDS, but abandons their dissertation work due to hardship or difficulty. Such students may be required to begin the dissertation process over again. Such students start with a new PDS course, and must follow all policies and requirements in place at that time for students beginning the dissertation process. Credits earned in the original PDS class are not counted toward graduation requirements.

To receive a grade of “B-” or better, students are required to have their Dissertation proposal approved by their chair by the end of their PDS. Each dissertation student is then required to successfully complete five separate sections of Dissertation Maintenance, beginning the semester after PDS. This includes required registration over the third and fourth year summer semesters. Criteria for successful completion of each course of Dissertation Maintenance are determined by the dissertation chair, and are not negotiable. All criteria must be completed in full for a student to pass the PDS or Dissertation Maintenance course.

Dissertation Maintenance is graded on a “Credit/No Credit” basis. A student who receives a “NC” in any section of Dissertation Maintenance must retake that course of the Dissertation Maintenance sequence, as well as take all remaining courses in the sequence, so as to complete all five Dissertation Maintenance courses with grades of “Credit.” A student who defends before the fifth Dissertation Maintenance course is still required to enroll in and complete all five Dissertation Maintenance courses. Multiple grades of “NC” across the Dissertation Maintenance course sequence will be handled as follows. The first grade of “NC” will result in referral of the student to the advisor for academic and solution planning. The second grade of “NC” will result in referral of the student to a Department Chair for a formal Academic Development Plan. The third grade of “NC” will result in referral to a Faculty Council committee for review, which could result in dismissal. Any time students receive a grade of “NC”, they may be placed on “academic watch” or “academic warning” by the Department.

The cost of copyediting is built in to the Dissertation Maintenance courses. As a result, students do not need to register for a copyediting course. The far majority of students will complete copyediting by the end of Internship, and thus receive formal conferral of their degree in the semester after internship is completed. However, students who do not complete the copyediting process prior to the end internship will be required to register for “Continued Dissertation” each semester after internship until copyediting is completed, and must pay all costs resulting from the additional semesters of enrollment.

Grades of “Incomplete” can be awarded for Proposal Development Seminar and Dissertation Maintenance only after extenuating circumstances beyond the student’s control occur that significantly delay the delayed that student’s progress. Grades of “Incomplete” are not given in cases where students did not reach course objectives and goals as a result of their own skill level or behavior. Grades of “Incomplete” must be resolved within the time requirements established by the department and the Office of Academic Records or the “Incomplete” will automatically convert to a non-negotiable grade of “F” (for PDS) or “NC” (for Dissertation Maintenance).

On rare occasions, students may decide to defer application for Internship. This does not provide students with an additional year to complete the Doctoral Dissertation. As noted earlier, once started in Proposal Development Seminar, the dissertation must be completed within a two-year time period. Postponing internship then does not extend or alter in any way the dissertation deadlines. Semesters that occur while a student is on a department approved “Leave of Absence” do not count in the two year completion period. However, a student is not allowed to work with their dissertation chair while on a “Leave of Absence.”

 

Internship

All students are required to complete an Internship following the completion of all course work, practicum, and dissertation requirements. On internship, students integrate academic knowledge with clinical skills and demonstrate the effective and ethical use of these skills in clinical practice. Through intensive supervised training, students gain direct experience in applying their knowledge with a clinical population.

The internship experience consists of a minimum of 2,000 hours of training over a 12-24 month (full or part time, respectively) period. Appropriate sites for internship training include programs that are approved by the American Psychological Association (APA) and programs that are members of the Association of Psychology Pre-doctoral and Post-doctoral Internship Centers (APPIC) or The California Psychology Internship Council (CAPIC). The internship is a vital component of the educational department and is never waived or transferred. Students are required to register for Internship during each semester they are on internship. Registration for Internship automatically assigns full-time student status.

The director of placement and training awards “Pass/Fail” grades for Internship based on the evaluation of the student’s performance by their site supervisor as well as other documentation required by the Office of Placement and Training. Dismissal from an internship is considered extremely serious and will result in immediate referral to the Student Affairs Committee, and may result in dismissal from the school. Further details regarding this area are found in the Guide to Clinical Internships distributed to all internship applicants.

In addition to being required for the graduate degree, the internship is also required for licensure. As a result, there are certain requirements associated with approved internships, such as length and amount of clinical training as well as supervision, that are beyond the control of the school. These requirements may change over time, such as when state licensing laws change. To assure the student’s readiness for the internship and to secure a reasonable potential for licensure for the student, the department may alter its expectations for students on internship on a case-by-case basis. As an example, the department may require additional course work or learning experiences prior to leaving for internship, or may require additional training beyond the minimum expected by an internship site supervisor

Permission to Apply for Internship

Students must be granted permission to apply to internship by the department faculty before they are allowed to do so. Each fall, faculty review all students that have requested to apply to internship and forward written feedback to students regarding their eligibility to apply. Permission to apply for internship is based on the following:

  • Satisfactory completion of at least 76 credit hours, including transfer credits
  • Satisfactory completion of three to four semesters of practicum
  • Submission of an approved Plan to Complete form outlining the completion of all required course credit hours prior to Internship
  • Attainment of the required level of dissertation completion
  • Fulfillment of the residency requirement or submission of a plan to the department chair that is deemed satisfactory for completion of the residency requirement
  • Cumulative GPA of 3.00 or higher
  • Once a student has accepted an internship, he or she is not permitted to incur any grades of incomplete

Permission to Rank Order Internships

Before being permitted to rank order Internships in the national match process, or accept an internship offer outside of the match process, a student must at minimum be at the required level of completion of his/her dissertation and be deemed as making satisfactory progress toward the completion of his/her dissertation.  Students who have not met the required level of dissertation completion by the rank order submittal date will not be permitted to rank order internships or accept an internship offer.  Upon meeting the dissertation completion requirement, students who were restricted from rank ordering (or accepting) internships may request permission from the director of placement and training to reenter the internship search process.

To rank order internships, students are required to have submitted to their Dissertation Chair an approved 100 percent complete draft of their dissertation by the stated due date. A 100 percent complete text dissertation includes a draft of all components of the dissertation.  To progress to internship, students must have successfully defended their dissertation, have incorporated all required committee revisions, and been granted permission to proceed to copy editing.

 

The Curriculum


Program Requirements

Chicago Campus

The Clinical Psy.D. Program is a 106 to 107 credit program that includes four years of intensive course work, and two years of required practica focused on both clinical assessment and clinical therapy. A third year of advanced practicum is required for Child and Adolescent Track students, but optional for other students in the program. The program also requires a dissertation and a year of clinical internship. Students are able to individualize their clinical training to address their own professional and developmental interests, however, through the choices they make in several areas, each of which is described below.

Los Angeles and Washington D.C. Campuses

The Clinical Psy.D. Program is a 106 credit program that includes four years of intensive course work, and three years of required practica focused on both clinical assessment and clinical therapy.  The program also requires a dissertation and a year of clinical internship. Students are able to individualize their clinical training to address their own professional and developmental interests, however, through the choices they make in several areas, each of which is described below.

Intervention Course Stream

The first way that students can individualize their training is through their choice of Intervention Course Stream. The Clinical Psy.D. Department does not advocate any single theoretical intervention. Rather, all Clinical Psy.D. students receive an excellent generalist base in theory, conceptualization and technique by completing a Basic Intervention course in each of the four Intervention Course Streams. They then select one Intervention Course Stream in which to specialize, and take Advanced Intervention course work in that theory. The department assists students in identifying the Intervention theory that most closely aligns with their own beliefs regarding what creates, maintains, and alters psychological distress and health. Department faculty believe that it is through this alignment with one’s own beliefs that a student’s potential as a future professional psychologist is best actualized:

The Psychodynamic Intervention Course Stream

Students who choose this intervention begin in the Basic Intervention course studying the development of major psychodynamic theories from historical, clinical, and conceptual perspectives. Through readings and case studies, students learn about the nature of the psychotherapeutic relationship, and the connection between theory and practice. They then progress to Advanced Intervention: Intrapsychic and study contemporary versions of intervention models that focus on intrapsychic dynamics in psychopathology and treatment process, and the role of culture, race, and gender in therapy. They then progress to Advanced Intervention: Interpersonal and study contemporary models of interpersonal dynamics in psychopathology and treatment.

The Cognitive-Behavioral Intervention Course Stream

Students who choose this intervention begin in the Basic Intervention course studying the basic assumptions of cognitive-behavioral theory, the major theorists, and the basics of treatment planning, case conceptualization, and evaluation of treatment efficacy. They then progress to Advanced Intervention: Behavioral and study contemporary behavioral models of assessment and intervention, as well as their theoretical and research foundations. They then progress to Advanced Intervention: Cognitive and develop skills in contemporary cognitive therapy models and techniques, as well as study their theoretical and research foundations.

The Existential-Humanistic Intervention Course Stream

Students who choose this intervention begin in the Basic Intervention course studying the core elements of humanistic theory including the existential basis of meaning and choice, present-centered awareness, authenticity and genuineness as therapist provided conditions, and mindfulness and body awareness. They then take two of three Advanced Intervention courses:

  • Advanced Intervention: Group in which students study major theoretical aspects of group therapy theory and technique as well as participate in an experiential class-based group process
  • Advanced Intervention: Advanced Existential-Humanistic in which students more deeply explore person-centered therapy, existential therapy, and transpersonal psychology
  • Advanced Intervention: Relational Phenomenology in which students explore the history of humanistic-existential approaches in couple, family, and child and adolescent therapies.

The Systems Intervention Course Stream

Chicago Campus

Students who choose this Intervention begin in the Basic Intervention course studying basic conceptualization and intervention skills to recognize and counter forces in a system, differentiate problematic and normal functioning in a context, and deliver culturally sensitive treatment. They then take one of two Advanced Intervention courses:

  • Advanced Intervention: Couples in which students learn concepts, assumptions, and techniques of four major models of couples therapy, and the ethical and culturally sensitive application of these theories
  • Advanced Intervention: Community Psychology in which students learn about the promotion of wellness at the personal, interpersonal, organizational and community levels, using a preventive and strength-based philosophy, as well as class discussion, lecture, readings, and field experiences.

Students then progress to Advanced Intervention: Family in which students learn concepts, assumptions and techniques of four major models of family therapy in ethical and culturally sensitive work with diverse families, in part through personal study of their own family of origin structure.

The Clinical Competency Examination (explained above) requires a thorough understanding of a client’s presenting condition, the choice of treatment approach, and the understanding of change using both basic and advanced theory and technique from the student’s chosen Intervention Course Stream. The resulting conceptualization is presented to students and a seminar leader aligned with the same or a related theory. Students who receive a grade of “C” or “F” in an Advanced Intervention course are still required to replace these grades, but have two options to do so:

  • The student may take an Advanced Intervention course from the same Intervention Track.
  • The student may take an Advanced Intervention course from a different Intervention Track.

However, to sit for the Clinical Competency Exam and to meet graduation requirements, the student must have received passing grades in two Advanced Intervention courses from the same Intervention Track.

Los Angeles and Washington D.C. Campuses

 

Students who choose this Intervention begin in the Basic Intervention course studying basic conceptualization and intervention skills to recognize and counter forces in a system, differentiate problematic and normal functioning in a context, and deliver culturally sensitive treatment. They then take one of two Advanced Intervention courses:

  • Advanced Intervention: Couples in which students learn concepts, assumptions, and techniques of four major models of couples therapy, and the ethical and culturally sensitive application of these theories.
  • Advanced Intervention: Family in which students learn concepts, assumptions and techniques of four major models of family therapy in ethical and culturally sensitive work with diverse families, in part through personal study of their own family of origin structure.

The Clinical Competency Examination (explained above) requires a thorough understanding of a client’s presenting condition, the choice of treatment approach, and the understanding of change using both basic and advanced theory and technique from the student’s chosen Intervention Course Stream. The resulting conceptualization is presented to students and a seminar leader aligned with the same or a related theory. Students who receive a grade of “C” or “F” in an Advanced Intervention course are still required to replace these grades, but have two options to do so:

  • The student may take an Advanced Intervention course from the same Intervention Track.

However, to sit for the Clinical Competency Exam and to meet graduation requirements, the student must have received passing grades in two Advanced Intervention courses from the same Intervention Track.

Concentration Areas - Chicago Campus


The second way that students can individualize their training is through their choice of Concentration area. All Clinical Psy.D. students focus their study and lay the groundwork for future specialization in their particular area of interest. Students must choose from one of seven concentration areas or the certificate in Applied Behavior Analysis. Since the Child and Adolescent Track is like an intensified concentration itself, students enrolled in this course of study cannot choose an additional concentration area.

 

The Department offers Concentrations for three reasons:

  • We wish to inspire in students and interest and investment in specific, specialized areas of our profession.
  • We wish to prepare students for competent and culturally sophisticated practice in a variety of areas.
  • We wish to prepare students for lifelong learning by creating learning communities organized around specific scholarly and practice areas.

There are two models for Concentrations:

  • Traditional Concentration- Students engage in a number of intensive learning experiences in the classroom, typically through a pre-defined mix of required and elective courses. The hours earned in required and in elective courses varies is established, though different Concentrations may have different requirements.
  • Modern Concentration - Students engage in a broad variety of training experiences, typically through an individualized mix of student-selected and student-created learning experiences. These include:

 

The Clinical PsyD Department offers nine Concentrations for General Department Students; each of these is listed below, along with information for students who choose not to pursue a Concentration. Since the Child and Adolescent Track is an intensified concentration itself, students enrolled in this course of study cannot choose an additional concentration area.

 

Concentration Requirements

 

Students completing Traditional Concentrations must take eight credit hours of classes within the Concentration. Each Concentration has a mix of required courses all students in the Concentration must complete, as well as a number of elective courses.

 

Students completing Modern Concentrations seek out and engage in learning activities that each are worth a set number of points. Each student must earn a total of 100 points between the start of the concentration (generally Spring of second year) and the completion of coursework (generally Summer of fourth year) to complete that Concentration’s requirements and have the Concentration appear on their transcript.

 

Some students will chose to earn points primarily through coursework, while others will chose to earn them primarily through scholarship and service. Each student will map out their own strategy for completing the Concentration; thus, the mix of points for each student can, and should, vary to reflect the student’s individual interests and strengths. However, all students must earn at least 100 points in total, and must ear some points through activities in each of the three required areas.

 

Learning activities and points are tracked by the student, and submitted to the Concentration Coordinator at the end of the Summer semester each year using the Concentration Completion Form. Points are earned as follows:

  • Courses - Each concentration has at least one required course that must be completed, which is typically a survey and/or foundational course related to the Concentration. Each concentration has additional courses which earn credits counted toward graduation requirements, as well as points toward the Concentration requirements. To complete the Concentration, students must earn at least three credits in Concentration coursework. Students should consult the Department Catalog and Department ego site carefully in planning their classes, as some classes are not offered every semester and some courses have prerequisites.
  • Scholarship - Each student will produce or collaborate scholarly work in the Concentration. Scholarship can be defined in a number of ways.
    • Students can earn scholarship points through their dissertation work if the topic substantially incorporates scholarship from the Concentration area. For example, a study about coping strategies among adolescents with diabetes could be considered a scholarly activity for the Child and Adolescent Concentration.
    • Students can earn scholarship points by writing and submitting, and/or by publishing a paper that addresses an issue related to the Concentration. The paper must be approved by the Concentration Coordinator in advance, but can be based on any number of formats, methodologies, and structures.
    • Students can earn scholarship points by attending various colloquia, professional conferences, or scientific meetings related to the Concentration, as well as presenting a colloquia, poster, or presentation at a professional conference or scientific meeting.
    • Students can earn scholarship points by working under the direction of and supporting a faculty member’s ongoing research in the Concentration area. The faculty sponsoring the student may provide feedback to the Concentration Coordinator, but this is not required.

 

For all scholarship projects, some tangible work product is required. The work product should be created in consultation with the Concentration Coordinator before it is completed, and must be substantially an original work by the student. The work product must be submitted to the Concentration Coordinator in order to receive points for the activity.

  • Community Service and Learning - One purpose of the Concentration experience is to prepare students to form a transformative personal and professional identity. Students are therefore encouraged to seek out a range of professional activities, join and participate in professional associations, and provide service in the Concentration area. This might include community service related to the Concentration. It might also include support for the development of the Concentration through creation of Concentration resources and work to support colloquia and other efforts to raise awareness about the importance of the Concentration in professional practice.

 

Concentration Options

General program students must choose from several concentration areas: Creative Arts, Generalist, Health, International Psychology and Human Rights, Forensic, Neuropsychology, Sexual Orientation and Gender Identity, Psychotherapy and Spirituality in Psychology, and Child & Adolescent.

Creative Arts Concentration



The Creative Arts Concentration will teach students to utilize creative arts to improve and enhance the physical, mental and emotional well-being of individuals of all ages. It is based on the belief that the creative process involved in artistic self-expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem and self-awareness, and achieve insight. This treatment modality is used with children, adolescents, adults, older adults, groups, and families to assess and treat a wide range of clinical issues. This concentration will prepare students to work in a wide range of clinical settings and expand their therapeutic repertoire.

Course requirements for this concentration, which total 8 hours, are below. Please see the Clinical PsyD Department Page for further information:

Generalist Concentration


This concentration offers students the opportunity to develop a broader base of knowledge regarding alternative theories and interventions, clinical work with diverse populations, and professional responsibilities. Students best suited to the Generalist Concentration seek to:

  • Broaden their areas of professional interest to develop greater preparation for entry-level clinical practice
  • Sample from a variety of courses in an effort to explore possible areas of professional interest
  • Prepare for broad-based professional work; for example, in a rural practice or in community mental health systems
  • Build additional skills to apply in multidisciplinary clinical settings such as hospitals, wellness centers, and community centers
  • Prepare for clinical work with underserved populations
  • Build additional skills to support their plans for current and future scholarship

Through the Generalist Concentration, students can gain additional expertise in teaching, supervision, and administration; learn applied behavior analysis; take a series of courses in trauma, loss, or expressive therapies; develop an additional theoretical area of specialty; or design a unique area of independent study.

There are no specific required courses for the Generalist Concentration. Any of the electives listed below can be used to meet the Concentration requirement of eight credit hours. Please see the Clinical PsyD Department Page for further information:

Note:


Students may also take Advanced Intervention courses in an additional Intervention Course Streams, as well as any of the following concentration or certificate courses, and count these toward their Generalist Concentration requirements.

Health Concentration


Health psychology specializes in the application of psychological principles and techniques to the problems of health, especially in a clinical context of working with people whose primary problems are medical in nature. Health psychologists use the base skills of professional psychology to assess the impact of psychosocial factors in the origin and course of many physical conditions, illnesses, and disabilities. They also use a variety of interventions aimed at helping people prevent illness, recover quickly, or live with chronic conditions in a way that maximizes their functional capacities for living. Professional psychology is not just a “mental health” profession; it is a health care profession that can address the whole person, mind, and body.

Students in the Health Psychology Concentration gain an overall awareness of the role of professional psychologists as researchers, clinicians, patient-educators, and above all, as members of inter-disciplinary treatment teams that work with a specific disease or health related problems. Upon completion of the course sequence, students should be prepared to enter into an advanced practicum or internship opportunities in the field for supervised exposure and experience in treatment of health related problems.

Course requirements for this concentration, which total 8 hours, are below. Please see the Clinical PsyD Department Page for further information:

All of the following are required:


Two credit hours from the following are required:


International Psychology and Human Rights


 

The International Populations and Human Rights Concentration will introduce students to the emerging field of international psychology with a particular focus on human rights. Utilizing an interdisciplinary and global perspective, students will be introduced to sociocultural, political, and human rights issues of concern domestically and internationally. Students will become familiar with the literature and empirical research in clinical responsiveness related to psychological and spiritual issues of concern to domestic international populations, refugees and internationally displaced persons, and clinical issues in international relief/crisis work. Historically, the field of psychology has neglected to center human rights and justice as essential to individual and community health. This concentration seeks to fill this void by providing students background and clinical training to understand and respond to issues such as gender and human rights, refugee trauma, domestic and international terrorism, and genocide among others.

Course requirements for this concentration, which total 8 hours, are below. Please see the Clinical PsyD Department Page for further information:

Forensic Concentration


Forensic Psychology is a rapidly growing field that focuses on the application of the science and profession of psychology to questions and issues relating to law and the legal system. The Forensic Concentration course work provides students with basic knowledge regarding psychologists’ roles in the legal system, including employment options in the field, mental health law, and the treatment and evaluation of offenders. Students will also be introduced to testifying as an expert witness and forensic report writing.

Those specializing in this area will be among the highest in demand for the delivery of services to correctional facilities, law enforcement agencies, courts, attorneys, and lawmakers. Organizations, administrations, and development of programs in those organizations will be enhanced by the employment of those trained in the area of forensic psychology.

Course requirements for this concentration, which total nine credit hours, are listed below. Please see the Clinical Psy.D. Department Page for further information:

Neuropsychology Concentration


 

The Neuropsychology Concentration will give students a basic training and introduction to the principles of assessment and intervention based on the scientific study of human behavior as it relates to normal and abnormal functioning of the central nervous system, with a focus on applying that knowledge to human problems through the focused study of brain-behavior relationships.

Course requirements for this concentration, which total 8 hours, are below. Please see the Clinical PsyD Department Page for further information:

Psychotherapy and Spirituality in Psychology


 

The Psychotherapy and Spirituality in Psychology Concentration invites personal and professional transformation of psychologists through engaging in the diverse breadth and meaningful depth of integrating spirituality and psychology in their clinical work.

Course requirements for this concentration, which total 8 hours, are below. Please see the Clinical PsyD Department Page for further information:

Sexual Orientation and Gender Identity


 

The Sexual Orientation and Gender Identity Concentration will teach students culturally competent behavioral health care for lesbian, gay, bisexual, and transgender individuals and their families across the lifespan.

Course requirements for this concentration, which total 8 hours, are below. Please see the Clinical PsyD Department Page for further information:

Child and Adolescent Concentration


The Child and Adolescent Concentration enhances the preparation of students interested in serving the mental health needs of children and adolescents. Throughout the course work and related practicum experiences, emphasis is placed on developing a conceptual and experiential background in working with children and adolescents representing a wide range of family and cultural life styles. The concentration provides students with opportunities to study child and adolescent psychopathology, diagnostic evaluation, and therapeutic interventions.

In addition to working with diverse economic, social, and ethnic/racial populations, students have opportunities to explore a full range of professional experiences through practica, including hospital inpatient and outpatient clinics, community and/or school-based centers, forensic settings, and private practice settings. Students are also able to work with children representing the full-age spectrum, from early childhood through adolescence.

This concentration requires eight hours from the courses listed below. Please see the Clinical PsyD Department Page for further information:

Note:


Students who wish to supplement their course work in this concentration are encouraged to also enroll in related electives, including Advanced Intervention: Family Therapy, Treatment of Underserved Youth or Juvenile Offenders, Prevention and Crisis Intervention in Schools, and Mental Health Administration.

Board Certified Behavior Analyst Certification - Chicago Campus


Students in the Psy.D. Department may individualize their training by electing to pursue the BCBA (Board Certified Behavior Analyst) credential. Students in the program may choose to use their concentration hours as part of a larger professional plan to obtain a certificate in Applied Behavior Analysis (ABA). Basic requirements include a 1000 hour field placement supervised by a BCBA, completion of an approved course sequence, such as the one offered by the TCS Department of Applied Behavior Analysis, and achievement of a passing score on the BACB exam. Note that some Psy.D. field placements also qualify for the BCBA requirements, and that the course sequence required is generally 15 to 21 credits in addition to the Psy.D. requirements, although some courses may satisfy both requirements.

Students are advised to consult with the Chairperson of the ABA Department for more details as early as possible to accommodate the variation in course offerings in different semesters and to schedule field placements. Behavioral courses include, but are not limited to:

Core Curriculum


Courses


Required Core Courses - Chicago Campus Only


Clinical Practica† (12 hours required) †


Note:


* Students are required to take the two advanced courses in their declared intervention track.

** Students are required to attend two Cultural Impact Conferences.

† All students are required to take six semester hours each of Basic and Intermediate Practica. Students opting to complete an Advanced Practicum are required to take four semester hours of Advanced Practicum.

 

Elective Courses - Chicago Campus Only


Required Core Courses - Los Angeles and Washington D.C. Campuses Only


Clinical Practica (16 hours required)


Advanced Practicum Sequence


Clinical Psy.D. Child and Adolescent Track Courses - Chicago Campus Only


 

The Child and Adolescent Track is an innovative outgrowth of the Clinical Psy.D. Program’s Child and Adolescent Concentration. Students are considered well-suited to this Track if they desire:

  • A broad and general training in a variety of theories and treatment approaches through focus on diverse child and adolescent populations
  • Preparation for broad-based professional work with children and adolescents in a variety of health, community, and educational treatment settings
  • Additional training and preparation for future collaborative, multidisciplinary professional work with diverse and underserved youth
  • Intensified and comprehensive child focused coursework in child development, assessment, psychopathology, health, and interventions
  • Research-focused coursework and mentoring resulting in production of scholarship products such as intensive literature reviews, research design, program development, evaluation, presentations, and publications.

The Child and Adolescent Track goes beyond its concentration roots by rearranging and expanding the Department’s base curriculum in many ways. For example:

  • The Research Clerkship: The Child and Adolescent Track Research Clerkship is a required research six-semester course sequence focusing on statistics and research design during students first two years in the Track. The Research Clerkship provides a comprehensive foundation in research and statistics that support the expectation of the development of scholarly products that may culminate in student’s dissertation. Students are required to engage in additional research with a research mentor during the Research Clerkship sequence.
  • The Life Span Sequence: The Child and Adolescent Track expands the department’s coverage of lifespan into three courses. This allows for extended focus on prenatal and genetic, cognitive/intellectual, physical, emotional, and social development in the first course, Life Span I. The second course, Life Span II, covers adolescent development issues including substance use, the impact of physical health on cognitive and emotional development, depression and suicide, peer and family relations, gang involvement and violence, and gender differences. The third course, Life Span III, allows students to more specifically examine life span issues unique to adulthood.
  • The Pediatric Health and Neuropsychology Sequence: The Pediatric Health and Neuropsychology Sequence is built on the Department’s biological foundational courses (Biological Basis of Behavior, Introduction to Neuropsychology, and Psychopharmacology) into a sequence of six courses by adding Pediatric Health Psychology, Child and Adolescent Neuropsychological Assessment, and Seminar in Pediatric Pharmacology.
  • Additional Courses and Seminars: The Child and Adolescent Track includes a number of special courses. Examples include many of the same courses offered in the Child and Adolescent Concentration, as well as Divorce and Child Custody, Child Trauma, and Developmental Disabilities. The Child and Adolescent Track also includes two to three Speakers Series over the course of the year featuring workshops and seminars by guests speaks and experts on a wide range of topics.

Required Courses


Note:


* Students are required to attend two Cultural Impact Conferences

** Students are required to take the two advanced courses in their declared Intervention Track

*** Students are required to take six semester hours each of Basic and Intermediate Practica, and four semester hours of Advanced Practica.

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