Psy.D. Psychology

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LOS ANGELES AND ORANGE COUNTIES

Doctor of Psychology, Psychology (Post-Master’s Degree)

The Doctor of Psychology in Psychology Post Master’s Program is based upon the practitioner-scholar model of education, integrating eight core competencies developed by the educational model of the National Council of Schools and Programs of Professional Psychology (NCSPP). Psychology Department faculty are actively engaged in practice and scholarship, and incorporate a wide variety of clinical examples into classroom activities. Students learn through rigorous coursework, challenging practica, an integrative Internship and an innovative, applicable dissertation. The Doctor of Psychology Program is recognized for its excellent training in culturally competent service provision and offers students a remarkably wide variety of training opportunities.

Admission Requirements

Application to The Chicago School’s Doctor of Psychology in Psychology Program is open to any person who has earned a Master’s degree in a mental health field 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 graduate schools, successful work history after completion of the baccalaureate and Master’s degree, essays, and letters of recommendation from academic professors or supervisors, and professional or volunteer experiences. Generally an undergraduate GPA of a 3.0 or higher on a 4.0 scale is required for admission to the Department.

The Doctor of Psychology Program requires specific pre-requisite courses that must be completed in a student’s Master’s program or completed as part of the elective options while enrolled in the doctorate program at The Chicago School. Graduate coursework used to meet pre-requisite requirements will be considered for transfer or waver on a case-by-case basis. Based upon 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.

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 this 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 and the Admission Committee so recommends, the applicant will be invited for interviews with members of the Psychology Department faculty. Interviews are by invitation only and mandatory for full consideration.

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 coursework, if within the area of graduate study, may be eligible for transfer or waiver of specific required courses. Students accepted to the Psy.D. Psychology Department may petition by submitting a Petition for Transfer/Waiver of Credit and all required documentation. Students wishing to petition for transfer of credit must comply with all requirements in the Student Handbook, and submit a completed Petition for Transfer of Credit Form to the Registrar for each course they wish to transfer. The Department will prioritize the processing of petitions received before the end of the second week of the Summer semester so as to notify students of the outcome well before the start of the Fall semester. 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.

Petitions submitted after the end of the second week of Summer will still be processed, but the outcome may not be determined prior to the start of the Fall semester. 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. Satisfactory completion of a competency examination is required before transfer of credit is awarded when the course in question has been taken more than five years prior to admission. No credit will be transferred for coursework that is more than 10 years old. Transfer of credits is subject to the following conditions:

A maximum of 15 semester hours of credit for graduate coursework that was completed prior to matriculation at The Chicago School may be transferred.

• Transferred course credit is restricted to doctoral-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.
• The school reserves the right to require satisfactory performance on an examination before awarding a transfer of credit.
• The Chicago School normally may require satisfactory performance on a competency examination when the course in question has been taken more than five years prior to admission; transfer of credit cannot be granted for coursework older than 10 years.
• For each hour of credit accepted a transfer a fee will be assessed. Please see the tuition and fee page of the TCSPP website.
• Internal transfers do not pay the transfer course fee.

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 under “Student Services, Student Services Forms.” 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 coursework who has already received the maximum transfer credit may request a waiver of additional coursework to be completed at The Chicago School.

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 approval of the department chair, a student may be permitted to complete certain course requirements at another institution.

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 coursework in the Fall, Spring, and Summer semesters unless the student has fewer than the required number of hours of coursework 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:

Additional requirements for “Satisfactory Academic Progress” are detailed in The Chicago School Student Handbook, published by the Office of Student Services, located on the website under “Academics”.

Program Length

• The Clinical Psychology Doctoral Program is three years in length.
• Students must complete all requirements within seven years.

Graduation Requirements

A doctoral degree can be awarded if the student completes all requirements for the Psy.D. Psychology Program, including the dissertation, within the designated program length. The program duration may not exceed five years. Students who meet the following requirements are eligible for a doctoral degree:

• Satisfactory completion of all department required credit hours
• Cumulative grade point average of 3.00 or higher
• Satisfactory completion of the Oral Comprehensive Exam prior to the beginning of internship
• Successful defense of the dissertation and submission of bindable copy
• Satisfactory completion of four semesters of practica
• Satisfactory completion of internship(s)
• Cumulative PPE average of 2.7 or higher

*Detailed information and the Petition for Degree Completion form is located on the website.

The Program

Philosophy

The Doctor of Psychology in Psychology 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.

Program Outcomes

1. By completion of the program, students will be prepared to become practitioners of professional psychology who are able to utilize the scientific method for critical evaluation of research examining the practice of clinical psychology.

2. Students will have the capacity to identify and understand issues of racial and cultural diversity and awareness of the richness of human differences in ideas and beliefs

3. Students will develop the ability to apply ethical and professional standards to interactions with clients and others (peers, supervisors, faculty, professionals in other disciplines, etc); be socialized into the into the profession through advisement, modeling and education; an understanding of legal obligations that may or may not conflict with ethical guidelines; will develop of skills in reflective practice and quality control; will demonstrate effective functioning in multiple professional roles; and will hold a commitment to life-long learning

4. By completion of the program, students will demonstrate insight into personal attitudes and beliefs as they conduct clinical interviewing of clients, will demonstrate competence in preparation of individual treatment plans, and of setting appropriate psychotherapeutic goals.

5. By program completion, students will demonstrate an understanding of the business aspects of psychological practice and the laws, standards, and regulations that effect practice; effective use of and openness to supervision and professional review; the development of supervisory skills or skills in mental health administration; effective case management of clients; awareness of contemporary professional issues related to the regulation and practice of the field; and incorporation of scholarship into quality control procedures for professional practice.

6. Students will demonstrate effectiveness in the communication of critical information in the field of clinical psychology to a wide range of individuals and groups

7. Upon completion of the program, students will be capable of delivering effective and ethical diagnostic and assessment services to a diverse set of clients.

8. By completion of the program, students will be competent to provide a wide range of effective and ethical psychotherapeutic interventions to a diverse group of clients

Ethical and Professional Behavior

The Chicago School expects that all Doctor of Psychology in Psychology 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 things 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 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 coursework, 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 Doctor of Psychology in Psychology 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 California Board of Psychology 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 or Licensed Clinical Social Worker) 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 Doctor of Psychology in Psychology Department faculty have 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, exit interviews, competency examination results, dissertation ratings, course-based work samples, grades and PPEs, etc. Data are gathered, analyzed, and presented to the Doctor of Psychology in Psychology Department for review. 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 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 Doctor of Psychology in Psychology 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 academic 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, and faculty comments to the department.

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.

The Doctor of Psychology in Psychology 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 core 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.

Student Academic Development

Professional Development Group and Academic Advisor Assignment

All students are required to enroll in the Advanced Professional Development Group during their first semester in the program. The student’s Professional Development Group instructor may also become 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.

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 at 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 taking again 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.

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

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.

Oral Comprehensive Exam (OCE)

Every student is required to pass an Oral Comprehensive Exam (OCE). The aim of the OCE, 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 OCE allows the department to assess the student’s abilities as a future clinical psychologist.

The OCE consists of an oral presentation of theoretical and clinical material that are determined by the PsyD Psychology faculty and will also case chosen by the faculty. This requirement is completed in the Summer term of second year; the student must successfully pass the OCE in order to fulfill the Clincal Practicum requirements. Specific information regarding the format, case selection process and requirements of the OCE are detailed in the Clinical Practicum Seminar Syllabus. The objectives of the OCE are to assess the students’ competency in several areas:

• Basic clinical intervention planning and relationship-building skills
• Ability to conceptualize clinical material in a chosen theory of intervention consistent with the student’s advanced coursework 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 OCE cases within the spring semester of the Clinical 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 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 OCE
• The ethical and legal issues related to the case

OCE Grading

The Therapy Practicum Seminar leader evaluates the OCE based upon the quality of the oral presentation. Specific grading criteria are provided in the Therapy Practicum Seminar syllabus. The possible OCE 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 oral presentation does 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 OCE with the Therapy

Failure of two OCE 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.

Internship

All students are required to complete an Internship following the completion of all coursework, practicum, and dissertation requirements. During their 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 1,500 hours of training over a 12-month period.