The Academic Catalog and Student Handbook contains course offerings, policies, procedures, and other matters in effect at the time of its publication. It is designed to orient and guide a student through the educational experience at The Chicago School of Professional Psychology (TCSPP). This Catalog contains information regarding the policies and procedures that govern both administrative and academic matters. Some policies are program or campus specific and are so noted. In addition, each degree program may promulgate certain policies, rules, or procedures to which its students are subject. The student is responsible for adhering to all rules, policies, and procedures of The Chicago School of Professional Psychology found in the Academic Catalog and Student Handbook and other institutional documents. Where appropriate, the student may be referred to another document or publication for further information.
The provisions of the Academic Catalog and Student Handbook are intended to serve as an informative guide to the programs offered by TCSPP. The Catalog does not constitute a contract, either expressed or implied, between TCSPP or any of its affiliates and any applicant, student, or faculty member of TCSPP, nor does it provide any contractual rights to the courses or benefits stated herein. The Chicago School of Professional Psychology reserves the right to make modifications to its academic requirements, course offerings, policies, procedures, tuition, fees, and other matters contained herein at any time and without prior notice. All modifications will be duly published in electronic or other form and will affect all students currently enrolled at TCSPP at the time of publishing, and who have not yet graduated from TCSPP. Clarification of matters contained in this Academic Catalog and Student Handbook and handbook may be obtained from the directors of the appropriate academic and administrative departments and offices.
Should a student face an extenuating circumstance that necessitates a request for exception to institutional policy, the student may present a case for the desired exception using the Petition for Policy Exception. The petition may not be used to appeal a disciplinary decision, appeal a grade, change a curriculum or timeframe of an academic program, and/or request an exception to academic department policy. This process also may not be used for accommodation. A student requiring accommodation under the Americans with Disabilities Act must follow the process outlined in the Access Accommodations section of this Catalog. Additional information, including the petition form, is available from the Office of the Registrar.
Non-Discrimination and Anti-Harassment Policy
The Chicago School of Professional Psychology acknowledges its ethical and statutory responsibility to afford equal treatment and equal opportunity to all persons and thus complies with all applicable laws and directives which promulgate non-discrimination and equality of opportunity. In keeping with the spirit and letter of the law, The Chicago School of Professional Psychology prohibits discrimination and harassment against its employees, students, and applicants based on race, gender, religion, age, national ancestry of origin, sexual orientation, disability, marital status, sources of income, military discharge status, genetic information, or any other protected class as described by federal, state and local statutes. The Chicago School of Professional Psychology also bars retaliation against an employee, student, or applicant who files a good faith complaint of discrimination under this policy.
The Chicago School of Professional Psychology is accredited by the Western Association of Schools and Colleges (WASC) Senior College and University Comission. Click here to view our Statement of Accreditation Status. The Chicago School of Professional Psychology was accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools (HLC) from 1984 to 2012.
Western Association of Schools and Colleges
985 Atlantic Avenue, Suite 100
Alameda, CA 94501
Specialized Accreditations and Approvals
Many of TCSPP’s academic programs are accredited by bodies specific to their professions. These program-specific accreditations are typically associated with a particular campus. Program-specific accreditations for which TCSPP is approved are listed below. Where a campus is not referenced, program-specific accreditation has not yet been sought or obtained.
The Doctor of Psychology (Psy.D.) in Clinical Psychology program is accredited by the American Psychological Association (APA). More information about APA accreditation is available here.
The American Psychological Association
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
Phone: (202) 336-5979 / E-mail: email@example.com
The Education Specialist (Ed.S) in School Psychology program is approved by the Illinois State Board of Education (ISBE), authorizing the institution to conduct the program and recommend candidates for certification by entitlement. More information about the Illinois State Board of Education is available at www.isbe.net.
Los Angeles Campus
The Los Angeles Campus-based Doctor of Psychology (Psy.D.) in Clinical Psychology program is not accredited by the American Psychological Association (APA). Click here to learn more about the APA accreditation process. For frequently asked questions regarding APA accreditation and the Los Angeles Campus Doctor of Psychology (Psy.D.) in Clinical Psychology program, please click here.
Washington, D.C. Campus
The Washington D.C. Campus-based Doctor of Psychology (Psy.D.) in Clinical Psychology program is not accredited by the American Psychological Association (APA). Click here to learn more about the APA accreditation process. For frequently asked questions regarding APA accreditation and the Washington D.C. Campus Doctor of Psychology (Psy.D.) in Clinical Psychology program, please click here.
[The following information is current as of the date of this publication. For more current information please visit http://www.thechicagoschool.edu/Home/About_The_Chicago_School/Accreditation]
The Chicago School of Professional Psychology is granted permission by the Alabama Commission on Higher Education to offer its online programs to Alabama students through December 15, 2014*.
The Chicago School of Professional Psychology has been licensed by the Alabama Department of Postsecondary Education to offer its online programs to Alabama students through December 15, 2014*.
(*The Chicago School of Professional Psychology submitted a timely application to continue offering its registered programs to Alabama students beyond December 15, 2014, for which it is awaiting determination. Once a determination has been received, this information will be updated.)
The Chicago School of Professional Psychology has authority to operate in the State of California by way of an exemption granted by the California Bureau for Private Postsecondary Education pursuant to California Education Code section 94874(i).
The Chicago School of Professional Psychology is approved to operate and grant degrees in the State of Illinois by the Illinois Board of Higher Education.
The Kansas Board of Regents has granted a Certificate of Approval to The Chicago School of Professional Psychology through October 19, 2014.
[This approval was obtained exclusively for TCSPP’s online program ONLY.]
(*The Chicago School of Professional Psychology submitted a timely application to continue offering its registered programs to Kansas students beyond October 19, 2014, for which it is awaiting determination. Once a determination has been received, this information will be updated.)
The Chicago School of Professional Psychology is registered with the Maryland Higher Education Commission through June 30, 2014* to enroll Maryland students in fully online distance education programs listed below. The Commission’s registration of the fully online programs is not an authorization of the institution to operate in Maryland or an approval or endorsement of the institution’s programs.
(*The Chicago School of Professional Psychology submitted a timely application to continue offering its registered programs to Maryland students beyond June 30, 2014, for which, as of August 2014, it is awaiting determination. Once a determination has been received, this information will be updated.)
A student who is a resident of Maryland and who wishes to make a complaint about the institution should follow the process outlined here.
The Chicago School of Professional Psychology is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions.
[This approval was obtained exclusively for TCSPP’s online programs ONLY.]
The Chicago School of Professional Psychology has authority to operate in the State of Oregon by way of an exemption granted by the Oregon Higher Education Coordinating Commission pursuant to the Office of Degree Authorization’s Oregon Administrative Rules (OAR) 583-030-0009.
The District of Columbia Higher Education Licensure Commission has granted a Certificate of License to Operate and Institution of Higher Education to The Chicago School of Professional Psychology through January 31, 2015* to offer courses or instruction leading to the award of certificates, diplomas, or degrees in the District of Columbia.
(*The Chicago School of Professional Psychology submitted a timely application to continue offering its registered programs to Washington, D.C. students beyond January 31, 2015, for which it is awaiting determination. Once a determination has been received, this information will be updated.)
The Chicago School of Professional Psychology has been approved by the Wisconsin Educational Approval Board to do business in Wisconsin as a private school, subject to the provisions on Wisconsin Statues 38.50 and all administrative rules adopted pursuant to the statutes. Approval only includes those courses of instruction and those teaching locations which are specifically approved by the Board.
[This approval was obtained exclusively for TCSPP’s online programs ONLY.]
Affiliations and Recognitions
The Chicago School of Professional Psychology is an affiliate of the non-profit TCS Education System (TCS ES), which features a network of fellow non-profit institutions, each backed by a model of education that prepares socially responsible professionals in applied fields such as education, psychology, healthcare, and the law. Other TCS ES affiliates include Pacific Oaks College and Children’s School, The Santa Barbara & Ventura Colleges of Law, Saybrook University, and the Dallas Nursing Institute. Learn more at www.tcsedsystem.edu.
The Chicago School of Professional Psychology is an active member of the National Council of School and Programs of Professional Psychology (NCSPP), which has recognized the school for its distinguished service and outstanding contributions to cultural diversity.
When used in this document:
- “TCSPP”, “the school”, or “institution” refers to The Chicago School of Professional Psychology, including all campuses, educational sites, and delivery modalities.
- “School premises” includes all buildings and/or grounds owned, leased, operated, controlled, or supervised by the institution (including adjacent streets and sidewalks).
- “Student” includes all persons taking courses from TCSPP, both full-time and part-time. Persons who are not officially enrolled for a particular term but who have a continuing relationship with the school are considered “students” under this definition.
- “School Official” is any administrator, faculty member, staff member, or other authorized individual of TCSPP.
- “Policies” are defined as the written regulations of the institution as found in, but not limited to, the Academic Catalog and Student Handbook, Program Guidebooks, and official school websites.
- The “Campus Student Affairs Officer” can be found in the Division of Student Affairs. Please refer to that department for contact.
Faculty, Administration, and Governing Board Information
As an independent non-profit school, final authority for all matters is vested in the Board of Trustees. Dr. Michele Nealon-Woods is the President and CEO of the school. The board delegates to the President responsibility for daily operations of the institution. A list of the names of the school’s senior leadership may be found here. A list of the names of the governing board of TCSPP may be found here. A list of faculty may be found here.
Individual and Cultural Differences
The Chicago School of Professional Psychology is committed to preparing professionals for practice in a diverse society. In keeping with this commitment, the content of all courses is informed, where appropriate, by knowledge of individual and cultural differences (age, ethnicity, gender, physical and mental ability, race, religion, sexual orientation, and socioeconomic status), so that students develop the skills that enable them to provide professional services to individuals of diverse backgrounds. The faculty conveys attitudes respectful of these individual and cultural differences.
The Chicago School of Professional Psychology strives to be the premier school of professional psychology in the world and to realize its mission through innovation and quality.
Integrating theory, professional practice, and innovation, The Chicago School of Professional Psychology provides an excellent education for careers in psychology and related behavioral and health sciences. The school is committed to service and embraces the diverse communities of our society.
Reflecting the systemic integration of our mission, our logo symbolizes our values:
The Chicago School of Professional Psychology educates professionals whose practices exemplify a commitment to understand and respect individual and cultural differences. The application of humane professional judgment is achieved through the integration of psychological theory, scientific research, and professional practice. The curriculum and training opportunities prepare graduates to deliver outstanding professional services emphasizing the need to understand diversity and the importance of working with underserved populations.
From this statement of purpose, the institution derives its institutional goals which are attained through individual programs of study. The school’s consistent focus on student learning ensures that it provides excellent career preparation. Each program regularly identifies learning expectations, determines the outcomes of these student-learning expectations across academic programs, and uses assessment results to improve student learning.
The institutional learning goals for students completing degree programs are:
Scholarship: A graduate will be able to use scientific research and theory to inform practice and to prepare scholarly work broadly defined.
Diversity: A graduate will be able to apply theoretical and practical knowledge about ethnic, racial, gender, sexual, cultural and religious, age, and ability difference in professional work.
Professional Behavior: A graduate will be able to function in a professional and ethical manner in classroom, off-site training, and work settings.
Professional Practice: A graduate will be able to conduct assessments, develop appropriate interventions, and implement interventions in a specialty area of professional psychology.
To ensure an effective and quality education experience, TCSPP faculty members systematically monitor student learning to inform future planning and to generate creative, responsive initiatives to improve academic programs. Data is gathered, analyzed, and presented to the learning community for review. Based on these results, an academic 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 student learner reflects on the conditions and activities that engage the learning style and work independently, with peers and with faculty, to enhance the learning in the classroom.
Commitment to Diversity
The Chicago School of Professional Psychology is committed to being the premier school of professional psychology by building an environment of mutual respect and inclusion where all individuals are valued for who they are and what they can contribute and in turn, are expected to be participatory members of an active learning community that promotes cultural awareness, competence, and understanding of diversity.
As such, all members of the learning community are asked to embrace the school’s “Diversity Affirmation”:
||As a member of The Chicago School community, I hereby affirm to actively participate in this learning community by embracing its commitment to understand and respect individual and cultural differences. As such, I will seek to gain knowledge of human difference that I may increase my understanding of self and others. And, I will seek to build an environment of mutual respect and inclusion where all are valued.
Plan for Assessing Student Learning
The Chicago School of Professional Psychology is committed to student learning in all endeavors. To this end, all constituencies are actively involved in developing, implementing, and refining the approach to assess student academic achievement in order to identify opportunities to improve student learning and to assess institutional effectiveness in order to further the goal of providing an excellent education for careers in professional psychology and related behavioral and health fields.
The Plan for Assessing Student Learning is a competency-based model that supports student development in TCSPP’s institutional academic goals of Scholarship, Diversity, Professional Behavior, and Professional Practice, as well as development in the competencies required for professional practice in each program field. The plan identifies the linkage between the institutional academic goals and the outcome competencies established for each academic program and it describes the relationship between these competencies and the program courses. For each program, the plan also establishes the capstone assessment instruments, the methods for evaluating student learning within each program competency, and the process for the evaluation of results. Each academic program’s Plan for Assessing Student Learning is updated annually. A copy of the plan is available through the Dean of Academic Affairs.