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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) and the Cube model (Rodolfa et al., 2005). It is a progressive approach to graduate psychology education, which includes social engagement, multicultural training, and service to the community. Department faculty are actively engaged in practice and scholarship, and incorporate a wide variety of clinical examples into classroom activities. Students learn through rigorous course work, challenging practica, an integrative Internship and an innovative, applicable dissertation. The Clinical Psychology Doctoral Program strives to provide excellent training in culturally competent service provision and offers students a remarkably wide variety of training opportunities. 

Program’s Training Goals

Goal 1:  Professional Practice:   To prepare students for entry level practice in clinical psychology

Goal 2:  Diversity:  To prepare graduates who are able to apply theoretical and practical knowledge about individual and cultural diversity in their professional work with an emphasis on social justice. 

Goal 3:  Professional Behavior:  To prepare clinical psychologists, who can competently apply the ethical, legal and professional standards of the discipline.    

Goal 4:  Scholarship:  To produce graduates who can effectively apply a broad and general scientific and theoretical knowledge base to their professional practice as well as prepare scholarly work. 

Admission Requirements

Application to The Chicago School’s Psy.D 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. 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. However, the GPA of students who have successfully completed a Master’s degree will also be considered at the program’s discretion. Applicants must submit official transcripts from all schools where a degree was earned. Applicants are encouraged to submit transcripts from all schools where credit was received to enhance their applications.

The Psy.D. Clinical Psychology 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 transfer 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.

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 : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver. Click the link above for detailed information.

Philosophy

The Psy.D. Clinical Psychology program has adopted the practitioner-scholar model, which is informed by the NCSPP Core Competency model and the Cube model (Rodolfa et al., 2005).  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

The Psy.D. Clinical Psychology program at The Chicago School of Professional Psychology, Washington, D.C. campus is committed to the preparation of professional psychologists, who are trained to ethically provide a broad range of psychological services to diverse and underserved populations. Through the guidance of supportive mentoring relationships, students will be able to effectively utilize research, deliver evidence based practices, and promote social justice.

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 state laws, 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.

Students shall not perform any function that exceed their level of training. Students shall ensure that the appropriate malpractice insurance is in effect prior to their commencement of any clinical practice. In addition,  students 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 Psy.D. Clinical Psychology program 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. 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.

Licensure

The PsyD in Clinical Psychology program at The Chicago School of Professional Psychology in Washington, DC meets the degree and coursework requirements to be eligible for licensure as a psychologist in Virginia. The PsyD in Clinical Psychology program Washington, DC campus does not meet the degree and coursework requirements to become a licensed psychologist in Washington, DC or Maryland.

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, 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 and will be assigned an academic advisor in their first year. Students are expected to meet with their advisor at least once in the Fall and Spring semesters. After their first year, students may request a new academic advisor.  Generally, the student’s Dissertation Chair becomes their academic advisor, unless the student requests otherwise.

Student Disclosure of Personal Information

In accordance with the American Psychological Association (APA, 2002) Ethical Principles and Code of Conduct Standard 7.04, students should be aware that some Clinical PsyD courses may require disclosure of certain personal information related to the student’s ability to understand the purposes of these courses and their application to the effective practice of clinical psychology.  Students may be required to participate in learning activities that involve different levels of self-disclosure. Students may be evaluated in areas that include, but are not limited to, demonstration of sufficient: a) interpersonal and professional competence; b) self-awareness, self-reflection and self-evaluation; c) openness to processes of supervision; and d) resolution of problems or issues that interfere with professional development or functioning in a satisfactory manner.  Such reflection may be also required within the context of an advising relationship or a supervising relationship on practicum.

Earning a Master of Arts Degree in Clinical Psychology

A student in the Psy.D. Clinical Psychology program may earn an M.A. Clinical Psychology following the successful completion of required coursework and specific program requirements.  At the beginning of the semester in which a student expects to be eligible for the master’s degree, they are required to submit a Petition for Degree Conferral to the Office of the Registrar. The petition is a request to conduct an audit to determine eligibility for the degree. A student who meets the requirements is eligible to participate in the next scheduled commencement. A student who files a Petition for Degree Conferral is charged a fee.

The specific requirements for award of a Master of Arts degree for the general Program student are as follows:

Academic and Financial Aid Good Standing

Successful completion of practicum (PY 478D ,

Successful completion of the following courses:

• Professional Development Group I and II (
  PY 415D
    and
  PY 416D
   )
• Psychopathology I and Psychopathology II (PY 420D  and PY 421D )
• Intellectual Assessment (
  PY 425D
   )
• History and Systems of Psychology (
  PY 431D
   )
• Clinical and Diagnostic Interviewing (PY 422D )
• Psychology of the Lifespan I (PY 440D )
• Psychology of the Lifespan II(PY 442D )
• Personality Assessment (
  PY 436D
   )
• Professional Issues and Ethics (
  PY 450D
   )
• Diversity in Clinical Psychology I and II (
  PY 443D
    and
  PY 446D
   )
• Advanced Assessment (
  PY 453D
   )
• Basic Intervention: Psychodynamic (
  PY 462D
   )
• Basic Intervention: Cognitive-Behavioral (
  PY 464D
   )
• Basic Intervention: Existential-Humanistic (
  PY 466D
   )
• Basic Intervention: Systems (
  PY 468D
   )

Practicum

Students participate in three years of organized, sequential, and well-supervised practicum experiences that increasingly expose them to the range of roles and responsibilities of a clinical psychologist.  All practicum experiences are an extension of the students’ academic coursework, and are defined by an annual training agreement that details such things as supervisory contact information, duration of training experience, available clinical activities, and methods of evaluating the students’ performance and the site’s training program.

Situated in the nation’s capital, students in the Program have access to a diverse selection of practicum sites that offer experiences consistent with the Program’s values and training goals.  Sample placement sites include hospitals, community mental health clinics, college counseling centers, and forensic settings.  The Practicum requirements include:

• Year 2: 600-hour basic practicum
• Year 3: 600-hour intermediate practicum
• Year 4: 600-hour advanced practicum

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.  The Advanced Practicum is designed to offer students advanced experience in a particular area of interest (e.g., neuropsychology) or help them secure additional experience in assessment or treatment. Advanced Practicum also has an emphasis on consultation and supervision.  All practica require individual supervision offered by the practicum site, which can be complimented with group supervision.  Students must be simultaneously enrolled in small group seminars offered by the school.

More specific information is located in the Program Guidebook.

Clinical Competency Evaluation (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, practica, 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). An independent internship may also be created and approved through the Clinical Psy.D. Department within The Chicago School of Professional Psychology, Washington, D.C. All internships must meet and/or exceed the APPIC membership criteria, as well as meet the hour requirements noted above. The internship is a vital component of the educational experience 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.