The Chicago School Academic Catalog and Student Handbook contains course offerings, policies, procedures, and other matters and is true and correct at the time of its publication. The Academic Catalog and Student Handbook contains information regarding the policies and procedures that govern both administrative and academic matters. Policies and procedures that are academic department or campus specific are so noted in this document. In addition, each academic department may promulgate policies and procedures to which a student enrolled in its programs are subject. Where appropriate, the student may be referred to another document or publication for further information. A student is responsible for adhering to all policies and procedures found in the Academic Catalog and Student Handbook and other institutional documents.
The provisions of the Academic Catalog and Student Handbook are intended to serve as an informative guide to the programs offered by The Chicago School. The Catalog neither constitutes a contract, either expressed or implied, between the school or any of its affiliates and any applicant, student, or faculty member of the school, nor does it provide any contractual rights to the courses or benefits stated herein. The Chicago School reserves the right to make modifications or exceptions to its academic requirements, course offerings, policies, procedures, tuition, fees, and other matters contained herein at any time and without prior notification. The Chicago School will make reasonable attempts to notify students promptly of any changes affecting them through communication methods deemed appropriate by Chicago School officials. All modifications or exceptions will be duly published in electronic or other form and will apply to students enrolled at The Chicago School at the time of notification or publication, whichever is earlier. Clarification of matters contained in this Academic Catalog and Student Handbook may be obtained from the directors of the appropriate academic and administrative departments and offices.
Michele Nealon, PsyD
President
Institutional Statements
Vision
The Chicago School strives to be the university of choice in professional psychology and related behavioral and health sciences in the world and to realize its mission through innovation and quality.
Mission
Integrating theory, professional practice, and innovation, The Chicago School provides an excellent education for careers in psychology and related behavioral and health sciences. The university is committed to service and embraces the diverse communities of our society.
History
The Chicago School was founded in 1979 by a group of psychologists and educators committed to advancing the field and providing professional training in a nonprofit setting. The Clinical Psychology PsyD program in Chicago was awarded Provisional Accreditation by APA in 1987 and Full Accreditation by APA in 1992, a status that it retains. In 1985, The Chicago School was made a Full Member of the National Council of Schools and Programs of Professional Psychology (NCSPP).
By the mid-1990s, The Chicago School was earning a national reputation for its emphasis on diversity and multiculturalism in the psychology profession. It has twice been recognized by NCSPP for significant contributions, first in the area of diversity, and most recently for outstanding advocacy for the field of psychology.
By 2004, the institution grew through the addition of programs in applied fields including Applied Behavior Analysis, Counseling, Forensic Psychology, Industrial/Organizational Psychology, and School Psychology. Expanding the school’s mission to new communities continued in 2006 with the addition of online programs and certificates.
The Chicago School in Los Angeles opened in summer 2008, and two more campuses in Southern California followed - one in Westwood and one in Irvine. In fall 2010, a Washington, D.C. campus was opened. In 2014, the school launched a PsyD in Clinical Psychology at Xavier University of Louisiana in New Orleans. The Chicago School closed its Westwood campus at the end of 2014 and turned its attention south to open a San Diego, California location in 2017. The Chicago School in Dallas opened in 2018, and the College of Nursing and Advanced Health Professions, located at Dallas, was launched in 2020. In 2021, The Chicago School relocated its Irvine-based academic programs to Anaheim, California.
Today, students study in more than 40 degree and certificate programs.
History of the College of Nursing and Advanced Health Professions
The College of Nursing and Advanced Health Professions (CONAHP), formerly Dallas Nursing Institute, originated as the E & K Vocational Nursing Program, Inc. It was founded in 1984 and offered Nurse Aide/Home Health Aide training. In May 1991, the organization was granted approval to offer Vocational Nurse Training (VN) by the Board of Vocational Nurse Examiners. The school received proprietary institute status from the Texas Workforce Commission, Career Schools and Colleges Division, in August 1999.
In 2009, Dallas Nursing Institute was granted Initial Approval status by the Board of Nursing to offer the Associate Degree of Nursing (ADN) and the Associate Degree of Nursing (ADN) - LVN to RN Transition program. In December 2013, Dallas Nursing Institute became an affiliate of TCS Education System, and in 2020, it was acquired by The Chicago School and organized as the College of Nursing and Advanced Health Professions, adding to the Healthcare degree programs already offered by the school.
Philosophy
The Chicago School educates professionals whose practices exemplify a commitment to understand and respect individual and cultural differences. The application of humane professional judgment is achieved through the integration of psychological theory, scientific research, and professional practice. The curriculum and training opportunities prepare graduates to deliver outstanding professional services emphasizing the need to understand diversity and the importance of working with underserved populations.
From this statement of purpose, the institution derives its institutional goals which are attained through individual programs of study. The university’s consistent focus on student learning ensures that it provides excellent career preparation. Each program regularly identifies learning expectations, determines the outcomes of these student-learning expectations across degree programs, and uses assessment results to improve student learning.
Values
Reflecting the systemic integration of our mission, our logo symbolizes our values:
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Innovation
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Impact
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Community
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Accreditation, Approvals, and State Authorization
Institutional Accreditation
The Chicago School is accredited by the Western Association of Schools and Colleges (WSCUC) Senior College and University Commission. Click here to view our Statement of Accreditation Status.
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WASC Senior College and University Commission
985 Atlantic Avenue, Suite 100
Alameda, CA 94501
Phone: 510.748.9001
Fax: 510.748.9797
https://www.wscuc.org
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Accredited Programs
Some of The Chicago School’s degree programs are accredited by entities specific to their professions. These program-specific accreditations are typically associated with a particular degree program at a specific campus.
The institution’s accredited programs are listed below. Where a campus is not referenced, program-specific accreditation has not been attained. To view the status of all Chicago School accreditation activity click here.
American Psychological Association (APA)
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
Phone: (202) 336-5979 / E-mail: apaaccred@apa.org
Accreditation Website: www.apa.org/ed/accreditation
The Doctor of Psychology (PsyD) in Clinical Psychology program at Chicago, IL is accredited by the APA effective October 6, 1987.
The Doctor of Psychology (PsyD) in Clinical Psychology program at Washington, D.C. is accredited by the APA effective December 3, 2015.
The Doctor of Psychology (PsyD) in Clinical Psychology program at Los Angeles, CA is accredited by the APA effective July 22, 2018.
The Doctor of Psychology (PsyD) in Clinical Psychology program at XULA is accredited on contingency by the APA effective July 21, 2019.
The Doctor of Psychology (PsyD) in School Psychology program at Chicago, IL is accredited on contingency by the APA effective July 19, 2020.
The Doctor of Psychology (PsyD) in Clinical Psychology program at Anaheim, CA is accredited by the APA effective April 11, 2021.
Association for Behavior Analysis-International (ABAI)
550 W. Centre Avenue
Portage, MI 49024
Phone: (269) 492-9310
Accreditation Website: https://www.abainternational.org/welcome.aspx
The Master of Science (MS) in Applied Behavior Analysis program at Chicago, IL is accredited by ABAI effective November 20, 2019.
The Master of Science (MS) in Applied Behavior Analysis program Online is accredited by ABAI effective July 22, 2022.
Council for the Accreditation of Counseling and Related Educational Programs (CACREP)
1001 North Fairfax Street, Suite 510
Alexandria, VA 22314
Phone: (703) 535-5990
Accreditation Website: http://www.cacrep.org/value-of-accreditation/
The Master of Arts (MA) in Clinical Mental Health Counseling program in the Online Campus is accredited by CACREP effective January 19, 2018.
The Master of Arts (MA) in Clinical Mental Health Counseling program at Washington, D.C. is accredited by CACREP effective July 20, 2018.
The Master of Arts (MA) in Clinical Mental Health Counseling program at Chicago is accredited by CACREP effective February 7, 2020.
Council on Accreditation for Marriage and Family Therapy Education (COAMFTE)
112 South Alfred Street
Alexandria, VA 22314
Phone: (703) 838-9808
Accreditation Website: www.COAMFTE.org
The Master of Arts in Marriage, Couples, and Family Therapy program at Los Angeles, Anaheim, and San Diego is accredited by COAMFTE effective November 1, 2022.
Council on Education for Public Health (CEPH)
1010 Wayne Avenue, Suite 220
Silver Spring, MD 20910
Phone: (202) 789-1050
Accreditation Website: http://www.ceph.org
The Master of Public Health (MPH) program is accredited by CEPH effective September 7, 2021. Click to access the full 2023 Final CEPH Site Team Report. .
Master in Psychology and Counseling Accreditation Council (MPCAC)
595 New Loudon Road #265
Latham, NY 12110
Phone: (518) 369-1472
Accreditation Website: http://mpcacaccreditation.org/
The Master of Arts (MA) in Counseling Psychology program at Chicago, IL is accredited by MPCAC effective December 2018.
National Association of School Psychologists (NASP)
4340 East West Highway, Suite 402
Bethesda, MD 20814
Phone: (301) 657-0270
Approval Website: www.nasponline.org
The EdS School Psychology program at Chicago, IL is accredited by NASP effective 2023.
Approved Programs
Some of The Chicago School’s degree programs, or course sequences within a degree program, have been approved by organizations that certify professionals in a particular field. These approvals are associated with a particular degree program at a specific campus.
The institution’s approved programs are listed below. Where a campus is not referenced, program-specific approval has not been attained.
American Psychological Association (APA)
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
Phone (202) 336-5979 / Email: apaaccred@apa.org
Accreditation Website: https://accreditation.apa.org/
The Master of Science (MS) in Clinical Psychopharmacology program Online was granted program designation for a three-year period with APA/CoA effective February 5, 2022.
Behavior Analysis Certification Board (BACB)
7950 Shaffer Parkway
Littleton, CO 80127
Phone: (720) 438-4321
www.bacb.com
The Master of Science (MS) in Applied Behavior Analysis programs are approved by BACB effective 2014.
California Consortium of Addictions Programs and Professionals (CCAPP)
P.O. Box 214127
2400 Marconi Avenue, Suite C
Sacramento, CA 95821
Phone: (800) 564-5927
Approval Website: ccapp.us
The Bachelor of Arts (BA) in Psychology, Substance Abuse Minor program at Los Angeles, CA is approved by CCAPP effective 2018.
Visit this website for current information on where The Chicago School is authorized, licensed, registered, exempt or not subject to approval.
Transferability of Credit
The transferability of credits earned at The Chicago School is at the discretion of the receiving college, university, or other educational institution. Students considering transferring to any institution should not assume that credits earned in any program of study at The Chicago School will be accepted by the receiving institution. Similarly, the ability of a degree, certificate, diploma, or other academic credential earned at The Chicago School to satisfy an admission requirement of another institution is at the discretion of the receiving institution. Accreditation does not guarantee credentials or credits earned at The Chicago School will be accepted by or transferred to another institution. To minimize the risk of having to repeat coursework, students should contact the receiving institution in advance for evaluation and determination of transferability of credits and/or acceptability of degrees, diplomas, or certificates earned.
Affiliations and Recognitions
The Chicago School is an affiliate of the non-profit The Community Solution Education System. The Community Solution Education System is a nonprofit system of colleges advancing student success and community impact. Other system schools include Pacific Oaks College and Children’s School, The Colleges of Law, Saybrook University, Kansas Health Science Center, and University of Western States. Learn more at www.tcsedsystem.edu.
The Chicago School is an active member of the National Council of School and Programs of Professional Psychology (NCSPP), which has recognized the school for its distinguished service and outstanding contributions to cultural diversity.
Commitment to Diversity
The Chicago School is committed to be a learning community that fosters an environment of mutual respect and inclusion where diversity and human rights are valued and where the learning environment is enhanced by each community member. Using an intersectional lens, The Chicago School recognizes that members of our learning community hold memberships in various cultures and other diverse aspects of the human experience (e.g., race, gender, gender identity, age, religion, spirituality, sexual/affectional orientation, ability, class, socioeconomic status, and immigration status) which enhances our understanding of contexts and promotes cultural competency.
As such, all members of the learning community are asked to embrace the school’s Oath of Affirmation and Diversity:
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“I hereby affirm that I shall discharge the responsibilities of my profession in a manner consistent with respect for the dignity and worth of individuals and communities and that I shall strive for the preservation and protection of fundamental human rights;
That I shall seek to increase knowledge of human behavior, cultures, and experiences to increase self-understanding and understanding of others, and that I shall use such knowledge for the promotion of dignity and human rights;
That I shall seek to embrace the profession’s commitment to understand and respect individual, social, contextual, and cultural differences
That I shall diligently protect the human rights of those who seek my services, and that I shall use my skills only in the furtherance of human rights and the integrity of the individual;
That I shall strive to acknowledge and remove systemic barriers that prevent the ability of groups, individuals, and organizations to access services that promote the well-being of all;
And that I shall well and truly recognize the traditions, ethics, and boundaries of my profession, and that I shall subscribe to these traditions and ethics freely and upon my honor.
As a representative of The Chicago School Community, I hereby affirm to actively participate in this learning and professional community by embracing its commitment to understand and respect individual, social, contextual, and cultural differences. As such, I will seek to gain knowledge of human difference that I may increase my understanding of self and others, and I will seek to build an environment of mutual respect and inclusion where all are valued.”
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Faculty, Administration, and Governing Board Information
As an independent non-profit school, final authority for all matters is vested in the Board of Trustees. Dr. Michele Nealon is the President and CEO of the school. The board delegates to the President responsibility for daily operations of the institution. A list of the names of the school’s senior leadership may be found here. A list of the names of the governing board of The Chicago School may be found here. A list of faculty may be found here.
Institutional Learning Outcomes
The institutional learning outcomes for students completing degree programs are:
Professional Practice: Graduates will be able to demonstrate attainment in the areas of competency (as reflected in knowledge, skills and attitudes) required by their area of education and training. Examples include evaluation, intervention, consultation, teaching, and supervision.
Diversity: Graduates will respect the value and dignity of individuals and groups across all cultural contexts, and advocate for inclusion and equity. They will demonstrate intercultural competence in domestic and international contexts with people who have ideas, beliefs, worldviews, experiences, and behaviors that are different from their own.
Professional Behavior: Graduates will be able to demonstrate by their values, beliefs and behaviors adherence to the highest ethical and professional standards in their personal and professional lives.
Scholarship: Graduates will be able to integrate scientific research and theory, as broadly defined, to enhance their scholarly and professional endeavors.
Student Consumer Information
A list of consumer disclosures is posted on The Chicago School website.
Student-Focused Learning
To ensure an effective education experience, The Chicago School faculty members systematically monitor student learning to inform future planning and to generate creative, responsive initiatives to improve degree programs. Data is gathered, analyzed, and presented to the learning community for review. Based on these results, a degree program revises its student learning assessment plan, curriculum, and approach to learning in the classroom. Student learning assessment offers the school a critical opportunity to evaluate the effectiveness of its programs and to develop innovative, student-focused learning environments.
To optimize the learning environment, a student is strongly encouraged to be an active learner. An active learner reflects on the conditions and activities that engage their learning style and works independently and collaboratively, with peers and with faculty, to enhance their learning.
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