Psy.D. Clinical Psychology

• Admission Requirements
• Policies
• The Program
• The Curriculum 

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:

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.

2. 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.  

3. 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.

4. Students will have capacity to develop and maintain a constructive alliance with clients and others, and awareness and connection to self-identity

5. 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.

6. 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.

7. 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. 

8. 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.