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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 - Los Angeles


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Los Angeles

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). Department faculty are actively engaged in practice and scholarship, and incorporate a wide variety of clinical examples into classroom activities. Students learn through rigorous course work, challenging practica, an integrative Internship and an innovative, applicable dissertation. The Psy.D. Clinical Psychology 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 Learning Outcomes

Upon successful completion of this program students will be able to:

  1. 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. 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. 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. Have capacity to develop and maintain a constructive alliance with clients and others, and awareness and connection to self-identity
  1. Derive inferences from multiple sources of information to achieve a broad and cohesive understanding, and communicating inferences and recommendations clearly.
  1. 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. 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. 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.

Admission Requirements

Application to The Chicago School of Professional Psychology’s Psy.D. Clinical Psychology program, in Los Angeles, is open to any person who has earned a bachelor’s degree from a regionally accredited institution and who meets other entrance requirements. The program admits students whom it judges to possess sufficient academic aptitude, as well as the emotional and social maturity to function effectively as future professional psychologists. Applicants will be evaluated on their overall ability to do graduate work.  Factors considered are: undergraduate performance, relevant work history (i.e., volunteer and professional experience, including, but not limited to, clinical, research, teaching and related experience), essay content, writing skills, admission interviews, and recommendations from academic professors or supervisors from professional or volunteer experiences.  An undergraduate GPA of a 3.0 or higher on a 4.0 scale is required for admission to the Program.  Applicants not meeting this requirement will not be considered.

Applicants must submit the following:

  • official transcripts from all schools where a degree was earned,
  • curriculum vitae or resume,
  • three letters of recommendation, and
  • two essays.

The program faculty scores each of the above items, along with the interview.   For applicants whose scores fall below a minimum threshold, GRE scores at or above 305 may be used to augment overall admission scores.  Applicants are not required to submit GRE scores.  Similarly, a master’s degree may be used to augment admission scores, provided the applicant earned a graduate GPA of 3.0 or higher and the degree included a successfully completed statistics course.  A master’s degree is not required for admission. The Clinical Psychology Doctoral Program requires 18 semester hours of psychology credit, including three specific courses (e.g., Statistics, Abnormal Psychology, and Child/Human Development) that must be completed with a grade earned of ‘C’ or better prior to enrollment (please see the application for admission for detailed requirements). An applicant missing the required undergraduate coursework or hours may substitute graduate coursework or hours, provided a grade of ‘C’ or better was earned in the course(s). 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) non-refundable fee in order to be evaluated. This fee may be waived for TCSPP alumni, McNair Scholars and military personnel

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 of Professional Psychology 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 program in which the student is enrolled. When a student demonstrates deficiencies in competencies that interfere with academic performance, training competence, and/or professional behavior, the ADP is initiated. The completion of an ADP does 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 undergraduate completion program and graduate programs in applied professional disciplines. To meet TCSPP’s standard for academic quality, program learning outcomes are aligned with course learning outcomes and guide assessment.   Data collected from the results of student assessment and the aggregation of these data will inform how students are progressing towards achieving program outcomes.  

All academic programs report annual assessments of student learning and other indicators of program effectiveness as part of the Academic Program Review process.

Residency Requirement

The Psy.D. Clinical Psychology program has an additional 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 at The Chicago School of Professional Psychology - Los Angeles campus (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

Philosophy

The Psy.D. Clinical Psychology program 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 Psy.D. Clinical Psychology program at The Chicago School of Professional Psychology 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.

Ethical and Professional Behavior

The Chicago School of Professional Psychology 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 and California state law, no student may serve under the title of “psychologist,” “clinical psychologist,” or any closely related title or job function until granted an appropriate license by the state after the awarding of the doctoral degree. Students may, however, work as psychological assistants, researchers, or psychometricians under the supervision of a professional psychologist who is duly licensed or certified by the appropriate state agency.

A student shall not perform any function that exceeds his/her level of training. Students shall ensure that the appropriate malpractice insurance is in effect prior to their commencement of any clinical practice. In addition, a student may not establish or continue psychotherapy with any department or affiliate faculty member under any circumstances or with any adjunct faculty member while registered in his or her course or while under his or her supervision. A student who fails to adhere to this policy or otherwise fails to demonstrate the appropriate ethics required for practice in the field of professional psychology is subject to discipline.

A second derivation of the ethical code is that of integrity. The Chicago School 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, 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 department goals and the focus on 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 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.

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 of Professional Psychology. 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 of Professional Psychology, 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 Performance Evaluation (PPE) Requirements

A cumulative or semester PPE below 2.7 is considered a serious academic concern and may result in action up to and including placement on “academic watch”, referral to the Student Affairs Committee or the Training and Community Engagement Committee, placement on academic warning/probation, or dismissal. The department chair and Academic Advisor will be notified when students receive a cumulative or semester PPE below 2.7.

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 TCSPP, or a supervising relationship on practicum.

Earning a Master of Arts Degree in Clinical Psychology

An M.A. Clinical Psychology degree 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 M.A. Clinical Psychology degree for the general program student are as follows:

  • Good academic and professional standing
  • Successful completion of practicum (  ,   and  )
  • Successful completion of the following courses:
    • Professional Development Group I and II (  and  )
    • Basic Psychopathology and Advanced Psychopathology (  and  )
    • Intellectual Assessment ( )
    • History and Systems of Psychology ( )
    • Clinical and Diagnostic Interviewing ( )
    • Psychology of the Lifespan I ( )
    • Psychology of Aging ( )
    • Personality Assessment ( )
    • Professional Issues and Ethics ( )
    • 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 are required to take four semester hours each of Basic and Advanced Practica, and six semester hours of Intermediate Practicum (see below). The first three-semester (Basic) practicum sequence is focused on developing rapport with clients, developing proficiency with diagnostic interviewing, differential diagnoses, developing case formulations and beginning to understand how to implement treatment and evaluate its outcome. The second three-semester (Intermediate) sequence is primarily focused on strengthening case formulation skills, understanding how to identify, implement, and appropriately modify evidence-based interventions, understanding how to evaluate treatment outcome and implementing relapse-prevention strategies. The third three-semester (Advanced) sequence enables students to work with specialized populations and begin to develop a specialization. All practica require individual and group supervision offered by the practicum site, as well as small group seminars offered by the school.

More specific information is located in the Practicum Manual and Program Guidebook.

Clinical Competency Examination (CCE)

Every 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 a dissertation. The dissertation is an essential aspect of a student’s academic experience and clinical education at the school. 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


Required Core: 80 Credits

Clinical Practica: 14 Credits

Intervention Orientation: 4 Credits

Elective/Concentration: 8 Credits

Total Psy.D. Clinical Psychology Required Credits: 106


Required Core Courses


Clinical Practica


Basic Practicum Sequence


Intermediate Practicum Sequence


Intervention Orientation


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 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. They then progress to 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. They then progress to Advanced Intervention: Cognitive and develop skills in contemporary cognitive therapy models and techniques, as well as study their theoretical and research foundations.

The Existential-Humanistic 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 progress to 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. They complete the series with Advanced Intervention: Advanced Existential-Humanistic in which students more deeply explore person-centered therapy, existential therapy, and transpersonal psychology.

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 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. They complete the series with 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.

Elective Courses


Concentration Options


Child and Adolescent (8 credits)


Neuropsychology (8 credits)


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