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    The Chicago School of Professional Psychology
   
 
  Jan 26, 2021
 
2014-2015 Academic Catalog and Student Handbook with Addendum 
    
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2014-2015 Academic Catalog and Student Handbook with Addendum [Archived Catalog]

Psy.D. Clinical Psychology - Chicago


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Chicago

Program Overview

The Psy.D. Clinical Psychology 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). Program faculty members actively engage 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 a dissertation. The Psy.D. Clinical Psychology program has been nationally recognized for its excellent training in the provision of culturally competent services and offers students a 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 program is open to any person who has earned a bachelor’s degree from a regionally accredited institution and who meets other entrance requirements.

At the Chicago School of Professional Psychology, we take great pride that our students represent a wide range of ethnic and cultural backgrounds as well as academic and professional experiences. We admit individuals with a record of academic achievement and personal maturity appropriate to doctoral study, as well as a commitment to service in the larger community.

Applicants for admission to the Psy.D. Clinical Psychology program at the Chicago Campus must meet the following requirements:

  • Submission of all required application materials by the application deadline.
  • A baccalaureate degree from a college or university that is regionally accredited or an equivalent academic degree from a foreign college or university, earned by the official start of the applicant’s intended term.
  • An academic record that demonstrates the ability to fulfill the academic demands of a doctoral program. Successful applicants typically have an undergraduate grade point average of 3.2 or higher on a 4.0 scale.
  • Completion of at least 18 credit hours of psychology, including one course in each of the following with a “C” or better: Abnormal psychology; Lifespan (human development); Statistics. (An offer of admissions may be extended with coursework pending however all required courses must be successfully completed prior to the start of the intended term and verified through the submission of an official transcript.)
  • Completion of the Graduate Record Exam (GRE) general test within the past five years.
  • Interview with faculty. Interviews are by invitation only.  Applicants will be notified by the Office of Admission should an interview be granted.
  • Demonstration, through written statements and interview, interest in and the basic interpersonal skills needed to begin training for the work of a professional psychologist.
  • Students whose primary language is not English must submit proof they are able to communicate in English at the Graduate level. Language proficiency must also be evident through writing submitted with the application and in the interview. Acceptable proof of English ability is listed on the program admissions webpage (link)

Details about the application process including deadlines and fees can be found on the Admissions website.   Admission to the Psy.D. Clinical Psychology program is competitive and possession of the minimum requirements does not ensure admission.

The Admissions Committee evaluates applicants in a holistic manner, considering the following:

  • Prior academic performance & GRE scores (verbal, quantitative, writing)
  • Content and clarity of written and verbal communication
  • Strength of recommendation letters
  • Personal and professional presentation throughout the admission process
  • Community service interest and/or experience
  • Research experience
  • Prior sustained professional work experience and/or substantial volunteer experience in a human services field
  • Evidence of integrity, motivation, and personal ethics
  • Motivation and fit with the profession and The Chicago School mission

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.  Information on the Academic Success Program is located under Student Life. 

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 (TCSPP) 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. 

Residency Requirement

The Psy.D. Clinical Psychology program requires of each student a minimum of three full-time academic years of graduate study (four years for students enrolled since fall 2012) or its equivalent and completion of an internship prior to awarding a doctoral degree. All students must fulfill the Program’s one year continuous Residency Requirement, which may be satisfied by completion of two consecutive semesters of full-time on-campus study (11 credits or more, excluding summer semester) or the completion of 30 credit hours within one 12-month period (including summer semester).

Program Philosophy and Mission

The program bases its training on the practitioner-scholar model developed by the National Council of Schools in Professional Psychology (NCSPP). Instruction and training are provided by practitioner-faculty who, as role models help students develop the knowledge, skills, and attitudes required to deliver ethical, high quality, entry-level clinical services to a diverse range of clients. This emphasis is consistent with the Program mission, which asserts: “Through curricular and extra-curricular learning and training, students in the Clinical Psychology Doctoral Program will experience a transformation in personal and professional identity manifest 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 Goals:

Professional Behavior: Produce graduates who are reflective practitioners with strong relational skills and who possess the attitudes and values necessary to practice psychology in a professional and ethical manner.

Diversity: Produce graduates who are able to apply theoretical and practical knowledge about individual and cultural diversity.

Professional Practice: Through training in empirically supported procedures and exposure to clients and clinical issues, prepare graduates for entry level practice with strong diagnostic, assessment, and clinical skills.

Scholarship: Produce graduates who are critical consumers of scientific research and possess a broad and general scientific and theoretical knowledge base to inform their professional practice and prepare scholarly work broadly defined.

Ethical and Professional Behavior

The Chicago School expects that all Psy.D. Clinical 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 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 of Professional Psychology (TCSPP) 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 of Professional Psychology (TCSPP) 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 goals and ethical behavior, it is deemed inappropriate for Psy.D. Clinical Psychology students to engage in professional activities that may infringe upon a primary commitment to training, negatively affect quality of consumer mental health services, or be 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 is viewed as inconsistent with 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 TCSPP. 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 TCSPP, 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 referral for disciplinary action including 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. The group’s instructor serves as academic advisor for those enrollees. Students maintain the same academic advisor during their second year in the program, but may request a new academic advisor after that time. Generally, following the second year, the student’s Dissertation Chair becomes his/her academic advisor, unless the student requests otherwise.

Applied Professional Practice

Students in the Psy.D. Clinical Psychology rogram are assisted in placement for training (practicum and internship) by the professionals in Applied Professional Practice (APP) in the Program and at The Chicago School of Professional Psychology. Students are expected to adhere to guidelines and procedures of APP related to seeking training, resolving concerns related to training, and submission of documentation related to training. Violation of APP requirements and guidelines may be grounds for remediation, disciplinary review or expulsion.

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, some course assignments, or a supervising relationship on practicum. Students who demonstrate substantial difficulty or delay in the development of these foundational skills may be reviewed for suitability for clinical practice.

Earning a Master of Arts Degree in Clinical Psychology

A M.A. 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 Basic Practicum I, II, and III (PY 409 , PY 410 , and PY 411 )
  • Successful completion of the following courses:
    • Professional Development Group I and II (PY 417  and PY 418 )
    • Basic Psychopathology and Advanced Psychopathology (  ) and ( )
    • Intellectual Assessment (PY 434 )
    • History and Systems of Psychology (PY 426 )
    • Clinical and Diagnostic Interviewing (PY 422 )
    • Psychology of the Lifespan I and II (PY 437  and  )
    • Personality Assessment (PY 436 )
    • Diversity in Clinical Psychology I and II (PY 443  and  )
    • Advanced Assessment (PY 442 )
    • 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 Basic Practicum I, II, and III (  ,   , and  )
  • Successful completion of the following courses:
    • Research Clerkship (  and  )
    • Professional Development Group I and II (  and  )
    • Basic and Advanced Psychopathology (   and  )
    • Intellectual Assessment ( )
    • History and Systems of Psychology ( )
    • Clinical and Diagnostic Interviewing ( )
    • Psychology of the Lifespan I, II, and III (  ,   ,  )
    • Diversity in Clinical Psychology I and II (  and  
    • Advanced Assessment  ( )
    • Basic Intervention: Psychodynamic ( )
    • Basic Intervention: Cognitive-Behavioral ( )
    • Basic Intervention: Existential-Humanistic ( )
    • Basic Intervention: System ( )

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 enrolled since fall 2012 are required to take fourteen semester hours of Practicum. (four Basic, six Intermediate and four Advanced, see below). Basic practicum is primarily devoted to training in psychological assessment. Intermediate and Advanced practicums are primarily devoted to training in psychotherapy. All practicums require two hours of supervision weekly offered by the practicum site, as well as small group seminars offered by the school.  A minimum of 600 hours are completed by each student at each practicum level.

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. 

Statistics

All students are required to take the Department Proficiency Exam in Statistics offered each year on multiple occasions. A passing grade on the Proficiency Exam in Statistics is a prerequisite to PY/PC 428 Statistics II, a required course in the program. If a student does not pass the exam by the end of their second year in the Program they may enroll in PY/PC 427 Statistics I, the final exam of which includes the Proficiency Exam in Statistics. This final exam must be passed to fulfill the prerequisite for PY/PC 428. PY/PC 427 Statistics I is a remedial course and is not part of the program curriculum. 

Dissertation

All students are required to complete a 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 12-24 months (full or part time, respectively). 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). 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

The Psy.D. Clinical Psychology program is a 106 credit program that includes four years of intensive course work, and three  years of required practica focused on both clinical assessment and clinical therapy.  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 elective areas, each of which is described below.

Required Core Courses: 91 credits

Advanced Intervention: 4 credits

Electives (including Concentration Option and Areas of Study options): 11 credits

Total PsyD Clinical Psychology Credit Hours: 106


Required Core Courses


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 in their historical context, the major theorists (including those reflecting the cognitivist movement and the more recent contextually based approaches including Acceptance & Commitment Therapy [ACT], Functional Analytic Psychotherapy [FAP] and Dialectical Behavior Therapy [DBT]). Students will learn about the basics of treatment planning, case conceptualization, and evaluation of treatment efficacy and the role and responsibility of scientific research in CBT. They then progress to Advanced Intervention courses, including:

AI: Behavioral (mandatory) and may choose to take either the AI: Cognitive (adult or children section) or the AI: Group class. The sequence of AI courses is irrelevant as long as students ensure to have taken two AI courses prior to their completion of the CCE for Intermediate Seminar.

Students who choose to take the Behavioral and Group AI classes will learn about contextual behavioral approaches which emphasize acceptance/mindfulness approaches to private experience (thoughts & feelings) while working to get people moving in valued directions. Both classes include a combination of theoretically based didactic training and experiential training. Please note that the Group class is particularly heavy on experiential training and students will learn about DBT and ACT by partaking in the respective group processes.

Students who choose to take the Behavioral and Cognitive AI classes will be familiarized and able to apply behavioral principles and learn more traditional cognitive therapy work that aims to change private experience (thoughts and feelings) in order to bring about behavioral change.

Also of note: the adaptation to contextual therapies is more heavily imbeded in the generalist concentration than in the child and adolescent track.

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.

Electives


Neuropsychology Concentration (minimum of 8 credits)


Program students have the option of combining the entire compliment of their elective courses in pursuit of completion of the program’s Neuropsychology Concentration, a combination of coursework and training experiences that offers students the opportunity to develop competence in preparation for internship and postdoctoral training in clinical neuropsychology. Faculty include board certified neuropsychologists with a range of clinical and research interests. The curriculum is based on the Houston Conference guidelines (see link below) and covers key areas of content including:

·         Neuroanatomy/Neuropathology including a three day brain dissection lab.

·         Neuropsychological Assessment across the lifespan, including child, adult, and geriatric age groups

·         Forensic Neuropsychology focuses on the role of the neuropsychologist in legal/court settings where mental health and neurocognitive impairment are issues in the proceedings.

·         Neuropsychological Rehabilitation explores empirically based remedial strategies and psychotherapeutic approaches for individuals with neurocognitive disorders.

The two prerequisite courses for the Neuropsychology Concentration - Biological Bases of Behavior (PY/PC 449) and Introduction to Neuropsychology (PY/PC 479) are part of the curriculum for all doctoral students. These prerequisites can be completed by the end of the second year. Once completed, students can formally apply to be accepted into the concentration. Students planning to pursue postdoctoral specialty training are encouraged to choose neuropsychological topics for dissertation, to participate in the APA chapter of the Association of Neuropsychology Students in Training (APA Division 40) (http://www.div40-anst.com/), and to complete an advanced practicum in neuropsychology. Students are provided early guidance and opportunities to facilitate their eventual candidacy for board certification in Clinical Neuropsychology.

http://www.theaacn.org/position_papers/houston_conference.pdf

Students choose a minimum of eight credit hours from the following courses:

Options for focused areas of study


The second way that students can individualize their training is through their choice of electives. Some students chose to take electives that complement one another and that are organized around a particular topic or area of study. Unlike fulfilling the requirements for a concentration, taking courses organized around an area of study does not result in that study being identified on a student’s transcript beyond a listing of the courses completed. Furthermore, these elective courses are subject to change from year to year. Their offering is based on identified student interest (as determined by periodic surveys). Additional courses related to an area of study may be developed in addition to or to replace previously offered courses.

Child, Adolescent, and Family Area of Study


The Child, Adolescent, and Family Area of Study features courses that enhance 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.

Choosing electives from this area of study is required for students enrolled in the program’s Child and Adolescent Track. Students in the general program may also select electives from this area of study.

Forensic Area of Study


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 courses in the program’s Forensic area of study provide 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 with coursework and experience 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 options for this area of study are listed below.

Health Psychology Area of Study


Health Psychology involves 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 taking program electives in the area of Health Psychology 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. Students with coursework and experience in this area 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 options for this area of study are below.

International Psychology and Human Rights Area of Study


The International Psychology and Human Rights area of study in the program’s elective offerings 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 area of study 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 options for this area of study are below. 

Psychotherapy and Spirituality in Psychology Area of Study


The Psychotherapy and Spirituality in Psychology area of study in the program curriculum 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 options for this area of study are below. 

Sexual Orientation and Gender Identity Area of Study


The Sexual Orientation and Gender Identity area of study teaches 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 area of study courses provide 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 options for this area of study are below. 

Child and Adolescent Track


 While providing broad and general preparation for entry level practice in clinical psychology, the Child and Adolescent Track offers students focused education and training for working with children, adolescents and the families. Students may opt to participate in the 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.
  • Focused coursework in development, assessment, psychopathology, health, and intervention methods pertinent to working with children and adolescents.
  • 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 curriculum requirements for students in the Child and Adolescent Track prepare students for clinical work in these areas by:

  • The Research Clerkship: The Child and Adolescent Track Clerkship is a required two-course sequence in the first year that provides early preparation and mentoring in research that supports the development of scholarly products that may culminate in a student’s dissertation.
  • The Life Span Sequence: The Track offers a more expanded coverage of lifespan than the General program in order to provide student with more focused exposure to theories and research pertinent to child and adolescent development.
  • A required course on Child Trauma.
  • Focused education and training in assessment and treatment methods for working with Children and Adolescents.

Child and Adolescent Track: Required Core Courses


Required Core Courses: 96 Credits

Advanced Intervention: 4 Credits

Electives: 6 Credits

Total: 106 Credits

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