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    The Chicago School of Professional Psychology
   
 
  Mar 29, 2024
 
2011-2012 Academic Catalog and Student Handbook with Addendum 
    
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2011-2012 Academic Catalog and Student Handbook with Addendum [Archived Catalog]

Psy.D. Clinical Psychology - Chicago


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CHICAGO

Doctor of Psychology, Clinical Psychology

Program Overview

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 practicums, 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

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:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone:  (202) 336-5979 / E-mail:  apaaccred@apa.org
Web:  www.apa.org/ed/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 and who meets other entrance requirements. 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. Students must submit official transcripts from all schools where a degree was earned. It is recommended that transcripts are submitted from all schools where credit was received to enhance their applications.

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.

The Clinical Psy.D. Program also offers additional training in child and adolescent psychology through its Child and Adolescent Track.

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.

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

The following policies are located under Academic Policies and Procedures  : Transfer of Credit, Waiver of Courses, Satisfactory Academic Progress, Grading Scale, Grade Change Requests, Degree Completion, Degree Conferral, Minimum and Maximum Timeframe requirements, and Credit Hours per semester for Financial Aid.

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.

Student Learning Assessment

The Chicago School of Professional Psychology (TSCPP) is committed to offering the highest quality graduate and undergraduate completion programs in applied professional disciplines. In order to meet the TCSPP standard for academic quality, all programs will develop overall program competencies, learning objectives, assessment instruments, course descriptions, and course learning objectives. Each of these curriculum components must align in order for students to understand how their program will prepare them for the profession and how they will learn what TCSPP intends. 

All academic programs at TCSPP are required to develop, conduct, and report annual assessments of student learning and program effectiveness in compliance with the processes and procedures established by TCSPP.  These assessments provide reliable and valid information to monitor, maintain, and advance the quality of academic programs. 

Foundations for Scholarship and Practice 

To ensure academic preparedness, a key to success in graduate school, The Chicago School of Professional Psychology requires new students to complete the program Foundations for Scholarship and Practice (Foundations). This program reinforces the skills new students need to achieve their academic goals. Foundations is an integral part of the first term’s curriculum (first and second terms’ curriculum for the Online-Blended Programs) and all students are required to complete the program successfully and in a timely manner.  Failure to complete any element of the program can lead to academic consequences, including dismissal.

 Foundations for Scholarship and Practice consists of three elements: 

 1.  Academic Focus Program – Academic Focus is an online, self-paced orientation to graduate academics. Completion of these tutorials is required by Friday of the fourth week of the first term. A final  grade of “pass” is considered successful completion of this element of Foundations.

2.  Writing Assessment Process – In this component of Foundations, each student writes an essay in response to an assigned question and submits it for evaluation. Based upon the results of this assessment, , the school may waive the Academic Writing Course requirement (#3, below). Essays are due by Friday of the third week of the first term and essay submission by the given date is considered successful completion of this element of Foundations.

3.  Academic Writing Course (AWC) – This online course is taken before or during the first or second term at The Chicago School of Professional Psychology. A final grade of “pass” is considered successful completion of this element. Failure to earn a final grade of “pass” may result in an Academic Development Plan or referral to the Student Affairs Committee. All students are required to take the course, unless they place out through the Writing Assessment Process. Students who place out of the Academic Writing Course may elect to take the course. Based on academic performance concerns, instructors may require AWC completion by a student by creating an Academic Development Plan.

Failure to complete any element of Foundations by the required due date may result in Academic Development Plan or referral to the Student Affairs Committee. 

Preparing for the Academic Writing Course

It is solely the responsibility of the student to make the necessary adjustments to his/her school, work and personal schedules as required for full participation in this course. The Chicago School is not responsible for ensuring that these adjustments are made. Students failing AWC must retake the course in the subsequent semester. The successful completion of AWC is a graduation requirement.

Fees associated with Foundations for Scholarship and Practice

All students incur a one-time fee for their participation in Foundations for Scholarship and Practice. See Tuition & Fees schedule for a full list of applicable course fees

Residency Requirement

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.

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.
  1. 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.  
  1. 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.
  1. Students will have capacity to develop and maintain a constructive alliance with clients and others, and awareness and connection to self-identity
  1. 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.
  1. 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.
  1. 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. 
  1. 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 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.

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.

Earning a Master of Arts Degree in Clinical Psychology

A 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:

  • 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:

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.

All students are required to take six semester hours each of Basic and Intermediate Practicum (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 practicums 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.

More specific information is located in the Program Guidebook.

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.

More specific information is located in the Program Guidebook. 

Dissertation

All students are required to complete 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.

More specific information is located in the Program Guidebook.

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.

More specific information is located in the Program Guidebook.

The Curriculum


Program Requirements

The Clinical Psy.D. Program is a 106 redit program that includes four years of intensive course work, and two years of required practica focused on both clinical assessment and clinical therapy. A third year of advanced practicum is required for Child and Adolescent Track students, but optional for other students in the program. The program also requires a dissertation and a year of clinical internship. Students are able to individualize their clinical training to address their own professional and developmental interests, however, through the choices they make in several areas, each of which is described below.

Intervention Orientations

The first way that students can individualize their training is through their choice of Intervention Orientation. The Clinical Psy.D. Department does not advocate any single theoretical intervention. Rather, all Clinical Psy.D. students receive an excellent generalist base in theory, conceptualization and technique by completing a Basic Intervention course in each of the four Intervention Orientations. They then select one Intervention Orientation in which to specialize, and take Advanced Intervention course work in that theory. The department assists students in identifying the Intervention theory that most closely aligns with their own beliefs regarding what creates, maintains, and alters psychological distress and health. Department faculty believe that it is through this alignment with one’s own beliefs that a student’s potential as a future professional psychologist is best actualized.

The Clinical Competency Examination (explained above) requires a thorough understanding of a client’s presenting condition, the choice of treatment approach, and the understanding of change using both basic and advanced theory and technique from the student’s chosen Intervention Course Stream. The resulting conceptualization is presented to students and a seminar leader aligned with the same or a related theory. Students who receive a grade of “C” or “F” in an Advanced Intervention course are still required to replace these grades, but have two options to do so:

  • The student may take an Advanced Intervention course from the same Intervention Track.
  • The student may take an Advanced Intervention course from a different Intervention Track.

However, to sit for the Clinical Competency Exam and to meet graduation requirements, the student must have received passing grades in two Advanced Intervention courses from the same Intervention Track.

The Psychodynamic Intervention Orientation

Students who choose this intervention begin in the Basic Intervention course studying the development of major psychodynamic theories from historical, clinical, and conceptual perspectives. Through readings and case studies, students learn about the nature of the psychotherapeutic relationship, and the connection between theory and practice. They then progress to:

  • Advanced Intervention: Intrapsychic and study contemporary versions of intervention models that focus on intrapsychic dynamics in psychopathology and treatment process, and the role of culture, race, and gender in therapy.
  • Advanced Intervention: Interpersonal and study contemporary models of interpersonal dynamics in psychopathology and treatment.

The Cognitive-Behavioral Intervention Orientation

Students who choose this intervention begin in the Basic Intervention course studying the basic assumptions of cognitive-behavioral theory, the major theorists, and the basics of treatment planning, case conceptualization, and evaluation of treatment efficacy. They then progress to:

  • Advanced Intervention: Behavioral and study contemporary behavioral models of assessment and intervention, as well as their theoretical and research foundations.
  • Advanced Intervention: Cognitive and develop skills in contemporary cognitive therapy models and techniques, as well as study their theoretical and research foundations

The Humanistic-Existential Intervention Orientation

Students who choose this intervention begin in the Basic Intervention course studying the core elements of humanistic theory including the existential basis of meaning and choice, present-centered awareness, authenticity and genuineness as therapist provided conditions, and mindfulness and body awareness. They then take two of three Advanced Intervention courses:

  • Advanced Intervention: Group in which students study major theoretical aspects of group therapy theory and technique as well as participate in an experiential class-based group process
  • Advanced Intervention: Advanced Existential-Humanistic in which students more deeply explore person-centered therapy, existential therapy, and transpersonal psychology
  • Advanced Intervention: Relational Phenomenology in which students explore the history of humanistic-existential approaches in couple, family, and child and adolescent therapies.

The Systems Intervention Orientation

Students who choose this Intervention begin in the Basic Intervention course studying basic conceptualization and intervention skills to recognize and counter forces in a system, differentiate problematic and normal functioning in a context, and deliver culturally sensitive treatment. They then take one of two Advanced Intervention courses:

  • Advanced Intervention: Couples in which students learn concepts, assumptions, and techniques of four major models of couples therapy, and the ethical and culturally sensitive application of these theories
  • Advanced Intervention: Community Psychology in which students learn about the promotion of wellness at the personal, interpersonal, organizational and community levels, using a preventive and strength-based philosophy, as well as class discussion, lecture, readings, and field experiences.

Students then progress to Advanced Intervention: Family in which students learn concepts, assumptions and techniques of four major models of family therapy in ethical and culturally sensitive work with diverse families, in part through personal study of their own family of origin structure.

Total PsyD Clinical Psychology Credit Hours: 106


Required Core Courses


Clinical Practica† (12 hours required) †


Note:


* Students are required to take the two advanced courses in their declared intervention track.

** Students are required to attend two Cultural Impact Conferences.

† All students are required to take six semester hours each of Basic and Intermediate Practica. Students opting to complete an Advanced Practicum are required to take four semester hours of Advanced Practicum.

 

Electives


Concentration Options


The second way that students can individualize their training is through their choice of Concentration area. All Clinical Psy.D. students focus their study and lay the groundwork for future specialization in their particular area of interest. Students may choose from one of nine concentration areas or the certificate in Applied Behavior Analysis. Since the Child and Adolescent Track is like an intensified concentration itself, students enrolled in this course of study cannot choose an additional concentration area.

 General program students may choose from nine concentration areas: Creative Arts, Generalist, Health, International Psychology and Human Rights, Forensic, Neuropsychology, Sexual Orientation and Gender Identity, Psychotherapy and Spirituality in Psychology, and Child & Adolescent.

The Department offers Concentrations for three reasons:

  • We wish to inspire in students and interest and investment in specific, specialized areas of our profession.
  • We wish to prepare students for competent and culturally sophisticated practice in a variety of areas.
  • We wish to prepare students for lifelong learning by creating learning communities organized around specific scholarly and practice areas.

More specific information is located in the Program Guidebook.  

Sexual Orientation and Gender Identity Concentration (8 Credits)


The Sexual Orientation and Gender Identity Concentration will teach students culturally competent behavioral health care for lesbian, gay, bisexual, and transgender individuals and their families across the lifespan. Culturally competent clinicians foster and promote psychological and emotional care, as well as behavioral interventions, that recognize and respect the intersection of sex, sexuality, sexual orientation, gender, gender identity, and gender expression for individuals, families and communities. They aspire to understand how issues of stigma and discrimination intersect, particularly for individuals who experience multiple forms of oppression. These clinicians also strive to understand and respect the historical and cultural context within which sexual orientations and gender identities are created.

The Sexual Orientation and Gender Identity Concentration provides a clinical foundation for students who are committed to expanding access to high-quality culturally competent mental health care for sexual minority individuals and their families across the lifespan.Students will develop an understanding of how they construct and hold their own orientations and genders, and how this impacts their work as psychologists.

Course requirements for this concentration, which total 8 hours, are below. 

Child and Adolescent Concentration (8 Credits)


The Child and Adolescent Concentration enhances the preparation of students interested in serving the mental health needs of children, adolescents, and their parents. Throughout the course work and related practicum experiences, emphasis is placed on developing a conceptual and experiential background in working with children and adolescents representing a wide range of family and cultural life styles. The concentration provides students with opportunities to study child and adolescent psychopathology, diagnostic evaluation, and therapeutic interventions.

In addition to working with diverse economic, social, and ethnic/racial populations, students have opportunities to explore a full range of professional experiences through practicums, including hospital inpatient and outpatient clinics, community and/or school-based centers, forensic settings, and private practice settings. Students are also able to work with parents and children representing the full-age spectrum, from early childhood through adolescence.

This concentration requires eight hours from the courses listed below.

Note:


Students who wish to supplement their course work in this concentration are encouraged to also enroll in related electives, including Advanced Intervention: Family Therapy, Treatment of Underserved Youth or Juvenile Offenders, Prevention and Crisis Intervention in Schools, and Mental Health Administration.

Psychotherapy and Spirituality in Psychology Concentration (8 Credits)


The Psychotherapy and Spirituality in Psychology Concentration invites personal and professional transformation of psychologists through engaging in the diverse breadth and meaningful depth of integrating spirituality and psychology in their clinical work.

Course requirements for this concentration, which total eight credit hours, are below. 

Creative Arts Concentration (8 Credits)


The Creative Arts Concentration will teach students to utilize creative arts to improve and enhance the physical, mental and emotional well-being of individuals of all ages. It is based on the belief that the creative process involved in artistic self-expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behavior, reduce stress, increase self-esteem and self-awareness, and achieve insight. This treatment modality is used with children, adolescents, adults, older adults, groups, and families to assess and treat a wide range of clinical issues. This concentration will prepare students to work in a wide range of clinical settings and expand their therapeutic repertoire.

Course requirements for this concentration, which total eight credit hours, are below. 

Neuropsychology Concentration (8 Credits)


The Neuropsychology Concentration will give students a basic training and introduction to the principles of assessment and intervention based on the scientific study of human behavior as it relates to normal and abnormal functioning of the central nervous system, with a focus on applying that knowledge to human problems through the focused study of brain-behavior relationships.

Course requirements for this concentration, which total eight credit hours, are below.

International Psychology and Human Rights Concentration (8 Credits)


The International Psychology and Human Rights Concentration will introduce students to the emerging field of international psychology with a particular focus on human rights. Utilizing an interdisciplinary and global perspective, students will be introduced to sociocultural, political, and human rights issues of concern domestically and internationally. Students will become familiar with the literature and empirical research in clinical responsiveness related to psychological and spiritual issues of concern to domestic international populations, refugees and internationally displaced persons, and clinical issues in international relief/crisis work. Historically, the field of psychology has neglected to center human rights and justice as essential to individual and community health. This concentration seeks to fill this void by providing students background and clinical training to understand and respond to issues such as gender and human rights, refugee trauma, domestic and international terrorism, and genocide among others.

Course requirements for this concentration, which total eight credit hours, are below

Health Psychology Concentration (8 Credits)


Health Psychology specializes in the application of psychological principles and techniques to the problems of health, especially in a clinical context of working with people whose primary problems are medical in nature. Health psychologists use the base skills of professional psychology to assess the impact of psychosocial factors in the origin and course of many physical conditions, illnesses, and disabilities. They also use a variety of interventions aimed at helping people prevent illness, recover quickly, or live with chronic conditions in a way that maximizes their functional capacities for living. Professional psychology is not just a “mental health” profession; it is a health care profession that can address the whole person, mind, and body.

Students in the Health Psychology Concentration gain an overall awareness of the role of professional psychologists as researchers, clinicians, patient-educators, and above all, as members of inter-disciplinary treatment teams that work with a specific disease or health related problems. Upon completion of the course sequence, students should be prepared to enter into an advanced practicum or internship opportunities in the field for supervised exposure and experience in treatment of health related problems.

Course requirements for this concentration, which total eight credit hours, are below.

Forensic Concentration (8 Credits)


Forensic Psychology is a rapidly growing field that focuses on the application of the science and profession of psychology to questions and issues relating to law and the legal system. The Forensic Concentration course work provides students with basic knowledge regarding psychologists’ roles in the legal system, including employment options in the field, mental health law, and the treatment and evaluation of offenders. Students will also be introduced to testifying as an expert witness and forensic report writing.

Those specializing in this area will be among the highest in demand for the delivery of services to correctional facilities, law enforcement agencies, courts, attorneys, and lawmakers. Organizations, administrations, and development of programs in those organizations will be enhanced by the employment of those trained in the area of forensic psychology.

Course requirements for this concentration, which total eight credit hours, are listed below.

Generalist Concentration


This concentration offers students the opportunity to develop a broader base of knowledge regarding alternative theories and interventions, clinical work with diverse populations, and professional responsibilities. Students best suited to the Generalist Concentration seek to:

  • Broaden their areas of professional interest to develop greater preparation for entry-level clinical practice
  • Sample from a variety of courses in an effort to explore possible areas of professional interest
  • Prepare for broad-based professional work; for example, in a rural practice or in community mental health systems
  • Build additional skills to apply in multidisciplinary clinical settings such as hospitals, wellness centers, and community centers
  • Prepare for clinical work with underserved populations
  • Build additional skills to support their plans for current and future scholarship

Through the Generalist Concentration, students can gain additional expertise in teaching, supervision, and administration; learn applied behavior analysis; take a series of courses in trauma, loss, or expressive therapies; develop an additional theoretical area of specialty; or design a unique area of independent study.

There are no specific required courses for the Generalist Concentration. Any of the electives listed in the Psy.D. Clinical Psychology catalog can be used to meet the Concentration requirement of eight credit hours. Students may also take Advanced Intervention courses in an additional Intervention Orientation as well as any of the folowing concentration or certificate courses, and count these toward their Generalist Concentration requirements. 

Clinical Psy.D. Child and Adolescent Track Courses


 The Child and Adolescent Track is an innovative outgrowth of the Clinical Psy.D. Program’s Child and Adolescent Concentration. Students are considered well-suited to this Track if they desire:

  • A broad and general training in a variety of theories and treatment approaches through focus on diverse child and adolescent populations
  • Preparation for broad-based professional work with children and adolescents in a variety of health, community, and educational treatment settings
  • Additional training and preparation for future collaborative, multidisciplinary professional work with diverse and underserved youth
  • Intensified and comprehensive child focused coursework in child development, assessment, psychopathology, health, and interventions
  • Research-focused coursework and mentoring resulting in production of scholarship products such as intensive literature reviews, research design, program development, evaluation, presentations, and publications.

The Child and Adolescent Track goes beyond its concentration roots by rearranging and expanding the Department’s base curriculum in many ways. For example:

  • The Research Clerkship: The Child and Adolescent Track Research Clerkship is a required research six-semester course sequence focusing on statistics and research design during students first two years in the Track. The Research Clerkship provides a comprehensive foundation in research and statistics that support the expectation of the development of scholarly products that may culminate in student’s dissertation. Students are required to engage in additional research with a research mentor during the Research Clerkship sequence.
  • The Life Span Sequence: The Child and Adolescent Track expands the department’s coverage of lifespan into three courses. This allows for extended focus on prenatal and genetic, cognitive/intellectual, physical, emotional, and social development in the first course, Life Span I. The second course, Life Span II, covers adolescent development issues including substance use, the impact of physical health on cognitive and emotional development, depression and suicide, peer and family relations, gang involvement and violence, and gender differences. The third course, Life Span III, allows students to more specifically examine life span issues unique to adulthood.
  • The Pediatric Health and Neuropsychology Sequence: The Pediatric Health and Neuropsychology Sequence is built on the Department’s biological foundational courses (Biological Basis of Behavior, Introduction to Neuropsychology, and Psychopharmacology) into a sequence of six courses by adding Pediatric Health Psychology, Child and Adolescent Neuropsychological Assessment, and Seminar in Pediatric Pharmacology.
  • Additional Courses and Seminars: The Child and Adolescent Track includes a number of special courses. Examples include many of the same courses offered in the Child and Adolescent Concentration, as well as Divorce and Child Custody, Child Trauma, and Developmental Disabilities. The Child and Adolescent Track also includes two to three Speakers Series over the course of the year featuring workshops and seminars by guests speaks and experts on a wide range of topics.

Required Courses


Note:


* Students are required to attend two Cultural Impact Conferences

** Students are required to take the two advanced courses in their declared Intervention Track

*** Students are required to take six semester hours each of Basic and Intermediate Practica, and four semester hours of Advanced Practica.

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