Introduction

The Chicago School of Professional Psychology’s (TCSPP) Academic Catalog and Student Handbook contains course offerings, policies, procedures, and other matters and is true and correct in effect 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 TCSPP. The Catalog neither constitutes 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 notification. 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 may be obtained from the directors of the appropriate academic and administrative departments and offices.

Michele Nealon, Psy.D.

President

Institutional Statements

Vision

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.

Mission

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.

History

The Chicago School of Professional Psychology 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 Psy.D. 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, TCSPP 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. TCSPP 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. Today, more than 4,300 students are studying at TCSPP in one of more than 20 degree programs.

Philosophy

The Chicago School of Professional Psychology educates professionals whose practices exemplify a commitment to understand and respect individual and cultural differences. The application of humane professional judgment is achieved through the integration of psychological theory, scientific research, and professional practice. The curriculum and training opportunities prepare graduates to deliver outstanding professional services emphasizing the need to understand diversity and the importance of working with underserved populations.

From this statement of purpose, 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 degree programs, and uses assessment results to improve student learning.

Values

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

Education

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Innovation

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Service

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Community

Accreditation

Institutional Accreditation

The Chicago School of Professional Psychology 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. 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.

Specialized Accreditations and Approvals

Some of TCSPP’s degree 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.

Chicago Campus

The Doctor of Psychology (Psy.D.) in Clinical Psychology program at Chicago 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: apaaccred@apa.org
Web: www.apa.org/ed/accreditation

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 Doctor of Psychology (Psy.D.) in Clinical Psychology program at Los Angeles is not accredited by the American Psychological Association (APA). Click here to learn more about the APA accreditation process. 

Washington, D.C. Campus

The Doctor of Psychology (Psy.D.) in Clinical Psychology program at Washington D.C. is accredited by the American Psychological Association (APA) effective December 3, 2015. 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: apaaccred@apa.org
Web: www.apa.org/ed/accreditation

The Chicago School of Professional Psychology at Xavier University of Louisiana

The Doctor of Psychology (Psy.D.) in Clinical Psychology program at The Chicago School of Professional Psychology at Xavier University of Louisiana is not accredited by the American Psychological Association (APA). Click here to learn more about the APA accreditation process. 

State Authorizations

[The following information is current as of the date of this publication. For more current information please visit http://www.thechicagoschool.edu/why-us/accreditation/]

Alabama

The Chicago School of Professional Psychology has permission from the Alabama Commission on Higher Education to offer its online programs to Alabama students through December 15, 2018.

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, 2018.

Alaska

The Chicago School of Professional Psychology has authority to operate in the State of Alaska by way of an exemption granted by the Alaska Commission on Postsecondary Education pursuant to Alaska regulation 20 AAC 17.015(a)(8).

Arkansas

The Chicago School of Professional Psychology is certified to offer post-secondary degree programs by distance technology by the Arkansas Higher Education Coordinating Board.  Arkansas Higher Education Coordinating Board certification does not constitute an endorsement of any institution, course or degree program.  Such certification merely indicates that certain minimum standards have been met under the rules and regulations of institutional certification as defined in Arkansas Code §6-61-301.

California

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).

Illinois

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

Kansas

The Kansas Board of Regents has granted a Certificate of Approval to The Chicago School of Professional Psychology to operate an institution and provide postsecondary education in the state of Kansas.

[This approval was obtained exclusively for TCSPP’s online program ONLY.]

Louisiana

The Chicago School of Professional Psychology is currently licensed by the Board of Regents of the State of Louisiana.  Licenses are renewed by the State Board of Regents every two years.  Licensed institutions have met minimal operational standards set forth by the state, but licensure does not constitute accreditation, guarantee the transferability of credit, nor signify that programs are certifiable by any professional agency or organization. 

Maryland

The Chicago School of Professional Psychology is registered with the Maryland Higher Education Commission to enroll Maryland students in fully online distance education programs. 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.

A student who is a resident of Maryland and who wishes to make a complaint about the institution should follow the process outlined here.

Minnesota

The Chicago School of Professional Psychology is registered 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. Minnesota Office of Higher Education, 1450 Energy Park Drive, Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us, (651) 642-0533.

[This approval was obtained exclusively for TCSPP’s online programs ONLY.]

Montana

The Chicago School of Professional Psychology is authorized to offer post-secondary degree programs in the State of Montana by the Montana University System Office of the Commissioner of Higher Education.

[This approval was obtained exclusively for TCSPP’s online programs ONLY.]

New Mexico

The New Mexico Higher Education Department has registered The Chicago School of Professional Psychology as a private postsecondary out-of-state institution eligible to solicit students actively within the State of New Mexico.

[This approval was obtained exclusively for TCSPP’s online programs ONLY.]

Oregon

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.

Pennsylvania

The Chicago School of Professional Psychology has registered in Pennsylvania with the Bureau of Postsecondary and Adult Education as an out-of-state distance education provider to enroll residents of Pennsylvania in its online programs. 

Utah

The Chicago School of Professional Psychology has met the requirements of Utah Code Ann. §13-34a-204 to be a registered postsecondary school legally authorized by the State of Utah. 

Washington, D.C.

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

Wisconsin

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

Affiliations and Recognitions

The Chicago School of Professional Psychology is an affiliate of the non-profit TCS Education System (TCS), 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 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.

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”:

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.

Definitions

When used in this document:

• “The Chicago School”, “TCSPP”, “the school”, or “institution” refers to The Chicago School of Professional Psychology, including its main campus, branch campuses, additional sites, and delivery modalities.
• “TCSPP@XULA” refers to The Chicago School of Professional Psychology at Xavier University of Louisiana.
• “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.

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 TCSPP 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 may be found here.

Student-Focused Learning

To ensure an effective education experience, TCSPP 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.