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The Chicago School of Professional Psychology’s Bachelor of Arts in Psychology program is a 120 credit hour program consisting of a 44 credit hour General Education foundation, optional minors in business and health science, a variety of electives that are pre-requisites for TCSPP graduate programs, and a 42 credit hour psychology major. Taught by practitioner faculty, the goal of this program is to provide strong preparation in the development of skills related to an understanding of human behavior in order to work within a variety of professional roles and professional settings, as well as to prepare students for graduate study in psychology, counseling, or health sciences.
The B.A. Psychology completion program is designed to provide those who are continuing their education post Associates degree, already possess a Bachelor’s degree in a different concentration, or seek to transfer from another program of study in order to gain a basic foundation in psychology and research while deepening their ability to apply knowledge regarding principles of psychology to various settings. Students will be able to apply learned theories, concepts, and best practices absorbed from the various concentrations within the program including Business Psychology and Child/Adolescent. The exclusively online program is designed to accommodate those who seek to complete their degree while effectively maintaining both their professional and personal commitments. This program provides a gateway to graduate programs in the field of psychology thereby further enhancing the student’s psychological knowledge.
Psychology Major Program Learning Outcomes
Upon successful completion of the psychology major coursework, students will be able to:
- Participate in their diverse communities through their knowledge of individual and group behaviors as well as their civic understanding.
- Apply psychological principles to individual, social and organizational issues.
- Demonstrate strong interpersonal communication skills that include effective speaking and listening skills.
- Interact and collaborate with others effectively.
Recognize, understand and respect sociocultural, international and cognitive diversity, especially in regard to its impact on psychology
- Analyze personal issues and questions by applying psychological and ethical principles.
- Demonstrate an understanding of the ethical issues that frame the practice of psychology.
- Demonstrate an understanding of the major theories, empirical findings, and historical and current trends within the field of psychology.
- Read analytically, write clearly, using the APA Style Manual, and speak articulately about the study of psychology.
- Critically and creatively evaluate psychological concepts and research.
- Acquire information through library research with the use of computer search engines and information databases.
- Design research projects using quantitative, qualitative and mixed research methods.
General Education Learning Outcomes
Upon successful completion of the general education coursework, students will be able to:
- Interact and collaborate with others effectively
- Demonstrate knowledge of individual and cultural difference with consideration for domestic and transnational diversity in a manner that promotes inclusion and understanding.
- Assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, applying differing ethical perspectives to dilemmas, and consider the ramifications of alternative actions.
- Demonstrate basic knowledge of the fundamental theories and principles of their major (and chosen minor, if applicable) area of study.
- Deliver well organized oral and written presentations that include a central message with logical themes, using language and terminology appropriate to the topic and audience.
- Craft logical evidence-based arguments leading to solutions of practical problems.
- Acquire and utilize information through library research with the use of computer search engines and information databases, evaluate the reliability of the source, and identify peer-reviewed and scholarly sources.
- Apply quantitative (mathematical) reasoning to solving practical problems.
Admission to the B.A. Psychology program is open to any person who meets entrance requirements as outlined below. Applicants will be judged on their overall ability to successfully complete an undergraduate degree program. Generally, a high school cumulative GPA of a 2.3 or higher on a 4.0 scale is required for admission. However, applicants with a cumulative high school GPA below 2.3 or applicants seeking admission with a GED will be considered for admission with the submission of additional required documents. Applicants providing proof of an earned Associate degree will be expected to demonstrate an undergraduate cumulative GPA of 2.3 or higher. It is recommended that transcripts are submitted from all undergraduate schools where credit was received (and no degree was earned) to support their application and request for transfer credit. (See Undergraduate Transfer Credit Policy).
Factors and materials to be considered for admission will include:
- Completed application and $50 application fee
- Applicants must provide proof of the qualifying conferral - high school graduation (or the equivalent) or proof of an earned Associate degree. Proof of qualifying conferral must be provided in one of the following ways:
- Official high school transcript showing an earned high school diploma and date of graduation. A copy of a high school diploma, if transcripts are not immediately available, can be submitted with a contingency that original transcripts will be on file prior to day 9 of the term/semester of entry. Financial aid will not be disbursed until the compliant documentation is received.
- Official Associate degree transcript from a regionally-accredited institution showing degree earned and date conferred
- Official college transcript from a regionally-accredited institution that contains the high school name and date of graduation
- Official NACES or AICE evaluation of an international diploma that contains the high school name and date of graduation
- High school equivalency completed through home schooling as defined by state law
- Official General Educational Development (GED) document. A copy of the student’s GED Certificate, or unofficial GED score issued by the state, can be submitted with a contingency that the Official GED document will be on file prior to close of census. Financial aid will not be disbursed until the compliant documentation is received.
- Official Test Assessing Secondary Completion (TASC) document
- Official High School Equivalency Test (HiSET) document
- Official documentation showing a passing score on a state-authorized exam that the state recognizes as equivalent to high school graduation
- Letter showing the date of graduation written on high school letterhead and signed by a high school administrator with an academic title
- Form DD214 showing the high school name and date of graduation, if listed.
Applicants with a cumulative high-school or undergraduate GPA below 2.3 and applicants seeking admission with high school equivalency documentation that does not show a GPA (such as GED, home school, or testing) are required to submit additional documentation.
- Curriculum Vita/ Resume
- One Letter of recommendation
- Essay of intent
- Please compose a written essay to answer the questions below. Your essay should be typed, double-spaced, and three pages (approximately 500-750 words) while clearly addressing the program for which you are applying.
- Psychology is a vast discipline with many career options:
- Why are you interested in this particular program to earn your undergraduate degree in psychology? Cite specific experiences and examples.
- What are your professional career goals as they relate to this degree? Why do you believe this program will assist you in reaching these goals?
- Why is it important to you to study this discipline at a school that emphasizes cultural awareness, competence, and understanding of diversity (see our Commitment to Diversity Statement)?
- If you are a first generation undergraduate degree student, please integrate this into your essay.
- SAT/ACT scores are not required for admission, however applicants who have taken the SAT/ACT may submit their scores to enhance their application.
The Chicago School of Professional Psychology reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School of Professional Psychology 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 $100 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.
The Chicago School of Professional Psychology has established agreements between the B.A. Psychology program and the programs listed below to allow qualified students to enter early into the listed master’s program. These agreements allow qualified students to begin their masters while completing their bachelors. Click on the link of the program that interests you for details.
The following policies are located under Academic Policies and Procedures : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver.
Student Success Seminar
Students must enroll in and successfully pass GEN010 in their first term in the BA program. Students who do not pass the seminar will be re-enrolled every term until they earn a Satisfactory grade (pass). Please note that a seminar fee will be charged for each attempt. Final grades for the seminar will be indicated as satisfactory (S) or unsatisfactory (U) and will not have any impact on a student’s cumulative GPA.
Psychology Major Capstone
The BA 400 Capstone Course is designed to allow students the opportunity to integrate and apply learning from their undergraduate courses into a comprehensive presentation. The Capstone Course is an independent study project that consists of a formal research project, intended to demonstrate skill in research and critical thinking. The project is composed of a detailed research question and a literature review component. Students are encouraged to design projects that prepare them to achieve their next goal, whether academic or professional. While no actual data is generated or data analyzed, the project is intended to incorporate and expand upon the depth of knowledge gained from previous years of study, and the student’s personal educational and professional interest.
General Education Capstone
During the CAP 200 Fundamentals of Action Research course students will focus on the theoretical foundations and methodological issues of Action Research. This approach to research is conducted with members of a community or organization to solve problems they are experiencing, leading to more effective practices. During the course students will complete the General Education Capstone assignment. This course is required for all students except those who transfer in an earned associate degree.
Students are expected to learn and to follow the ethical guidelines of the American Psychological Association, APA’s current Ethical Principles of Psychologists and Code of Conduct for Psychologists during and after their work at The Chicago School of Professional Psychology, as well as the professional norms, standards, and guidelines relevant to the profession. A class in ethics is required, and student adherence to ethical codes is evaluated both formally and informally.