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Chicago

Program Overview

The Chicago School’s M.S. Applied Behavior Analysis program provides students with a solid foundation in the principles of behavior analysis, equipping them with the skills to bring about socially significant behavior change through data-based decision making and program development. Using modern technologies, students will be challenged to become leaders in the field of applied behavior analysis. The M.S. Applied Behavior Analysis program meets the degree, coursework, and supervised experience requirements to be eligible for Certification as a Board Certified Behavior Analyst (BCBA®). Graduates are also required to pass an exam and complete the application process, which may include fees and/or a background check as well as documentation of completed coursework and supervised experience. For more information on the BCBA® exam, please go to www.bacb.com.

Through the M.A. in Counseling Psychology program, students will acquire progressive diagnostic, therapeutic, and consultative skills necessary to become leaders in the field of counseling psychology. The program incorporates the eight content areas outlined by the National Board of Certified Counselors and meets the degree and coursework requirements be eligible for licensure as a Licensed Professional Counselor (LPC) in Illinois. Students who wish to obtain licensure in other jurisdictions should consult their local licensing board’s requirements. For information about licensure requirements in other states and licensing board contact information, visit the American Counseling Association’s State Professional Counselor Licensure Boards webpage: http://www.counseling.org/knowledge-center/licensure-requirements/state-professional-counselor-licensure-boards.

Program Learning Outcomes 

M.A. Counseling Psychology and M.S. Applied Behavior Analysis

• Competency in ethical and professional behavior is evidenced by the ability to apply ethical and professional standards to interactions with clients and with others (peers, supervisors, faculty, professionals in other disciplines, etc); socialization into the profession through advisement, modeling and education; an understanding of legal obligations that may or may not conflict with ethical guidelines; the development of skills in reflective practice and quality control; effective functioning in multiple professional settings. 
• Competency in relationship is indicated by the capacity to develop and maintain a constructive therapeutic alliance with clients and a constructive working alliance with others (including peers, faculty, supervisors, professionals in other disciplines, etc); openness to feedback and accurate self-reflection; an appreciation of the use of self in the therapeutic relationship; the development of empathy, respect for others and interpersonal relatedness; and an understanding of cultural values, worldview and history on cross cultural relationships. 
• Assessment is conceptualized to include both formal and informal assessment activities. Competency in assessment is indicated by proficiency in the interpretation of standard assessment tools; the collection and incorporation of information from multiple sources to inform decision making and diagnosis; effective clinical inference that links gathered data with resulting diagnosis and recommendations; effective communication of assessment results and recommendations; the identification and conceptualization of client strengths and limitations and culturally sensitive choice of assessment methods that will comprise a formal assessment.
• Competency in intervention is indicated by the ability to develop and present plausible formulations for understanding psychological phenomenon using theory; the use of theory to guide formulations regarding the conditions that create, maintain and change behavior or distress; effectively implement and revise treatment strategies; evaluate the effectiveness of a chosen intervention approach of strategy; recognize the limitations of theories as they relate to individual and system functioning and change; and adjust traditional models of treatment and treatment planning to better meet diverse clients’ needs.
• This competency, individual and cultural difference, is conceptualized as the recognition that culture is best understood from a broad perspective and includes, but is not limited to, identities related to race, ethnicity, gender, sexual orientation, socioeconomic status, age, religious belief, and ability. It is evidenced by the ability to articulate one’s personal culture and its impact on held values, relationships and worldview; an understanding of worldview, and the psychological impact of privilege, prejudice, oppression, culture and sociopolitical structures; the ability to differentiate between individual variation, characteristic variation across culture and human dysfunction in development, attitudes and reactions; and appreciation for the impact of culture on the historical and philosophical foundations of psychology.
• Competency in research and evaluation is indicated by the ability to organize, synthesize and interpret scholarly information; the ability to design and critique approaches to systematic inquiry; the awareness of limits of certainty in different types of clinical and scientific inquiry; the understanding of foundational scientific knowledge in the field; and the recognition of scholarly knowledge production as a social, cultural and political process. Finally, scholarly findings should guide/direct clinical practice/interventions.
• Competency in consultation and education is indicated by effective presentation skills and the ability to teach others through oral or written presentation of material; the ability to provide feedback, regarding a client or system issue to multiple sources; and understanding of the means of facilitating and evaluating the growth of knowledge, skills and attitudes in a learner; effective peer consultation and constructive feedback; and the development of productive relationships with community helping networks.

Additionally, upon successful completion of this program students will be able to:

• evaluate the impact of diversity issues on individuals and society and demonstrate sensitivity and competence while working with diverse populations.
• evaluate and resolve ethical dilemmas in accordance with behavior-analytic and psychological ethical guidelines.
• establish rapport and communicate effectively with clients, stakeholders, and other professionals.
• analyze behavior, design interventions, and evaluate interventions, by applying basic behavioral principles and assessment techniques to effect socially significant behavior change.
• conduct behavior-analytic research and evaluate behavior-analytic and other psychological research effectively and ethically.

Admission Requirements

Application to The Chicago School of Professional Psychology’s M.A. Counseling Psychology / M.S. Applied Behavior Analayis program is open to any person who has earned a bachelor’s degree from a regionally accredited institution and who meets other entrance requirements. Applicants will be evaluated on their overall ability to complete graduate work. Factors considered prior to admission include: GPA from undergraduate and any graduate schools, successful work history after completion of the baccalaureate degree, relevant experience, the required admission essay, and letters of recommendation from academic professors or professional or volunteer experience supervisors. An undergraduate GPA of a 3.0 or higher on a 4.0 scale is expected for admission. Applicants must submit official transcripts from all schools where a degree was earned. It is recommended that transcripts are submitted from all schools where credit was received to enhance their applications.

M.A. Counseling Psychology Progression Requirements

This program requires applicants to have successfully completed at least one (1) undergraduate course in psychology and one (1) undergraduate course in research methods with a grade earned of ‘C’ or better by the end of their first semester (second online term) of study.  Students must successfully meet this progression requirement through one of the following options:

• A grade of “C” or higher in TCS 380 Introduction to Psychology and TCS 385 Introduction to Research Methods;
• A grade of “C” or higher in a comparable course at the Chicago School; or
• A grade of “C” or higher in a comparable course at another regionally accredited institution

Applicants accepted who have not successfully completed one (1) undergraduate course in psychology and one (1) undergraduate course in research methods will be required to register for applicable TCS courses in their first ground semester or online term. All students must meet this progression requirement by the end of their first semester of study. Students who do not successfully fulfill this requirement will not be allowed to register for any future coursework in the program of study until this requirement is met. Extensions can be granted by the Program Chair or designee when extenuating circumstances prevent completion of the requirement in the specified timeframe.  Requests for an extension must be submitted in writing to the Program Chair for consideration.

Applicant Notification

The Chicago School of Professional Psychology reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School of Professional Psychology 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.

Practicum and Internship (M.A. Counseling Psychology)

The practicum and internship placement experiences serve to integrate the theoretical and practical aspects of the education of a professional counselor.  Students have the opportunity during the practicum and internship experiences to synthesize their knowledge, techniques and skills learned in the classroom. These supervised field placements allow students to provide direct services to clients and demonstrate their understanding of key concepts in professional counseling in a clinical setting. Students are able to apply to a wide variety of training sites that include community mental health centers, child welfare and family service agencies, substance abuse programs, college counseling centers, as well as private group practices. The sites available for the training experience are chosen based on their ability to serve diverse populations that will offer the best possible experience to equip students for working in the counseling field. Students are required to complete a minimum of a 9-month placement experience and complete at least 700 hours with 280 direct service hours during the placement to meet the Illinois licensure requirements.

More specific information is located in the Program Guidebook as well as the Internship Training Manual provided by the Applied Professional Practice department.

Comprehensive Examination (M.A. Counseling Psychology)

All students are required to successfully complete the Counselor Preparation Comprehensive Exam (CPCE). The information tested by the exam covers the eight competencies outlined by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as defined by their Standards for Preparation.  The CPCE is administered at least twice a year and is typically taken during the last year of enrollment in academic coursework. Students must be in good academic standing to be eligible to take the CPCE.  Students who have not successfully passed the CPCE are not eligible for degree conferral and must retake the exam during the next scheduled administration. 

Counseling Competency Examination (M.A. Counseling Psychology)

The Counseling Competency Examination (CCE) is a program capstone and is comprised of three (3) distinct components with the purpose of demonstrating proficiency in the core competencies of the academic program. This examination illustrates that a student has acquired the counseling skills necessary to graduate from the program. The final CCE is completed during the Spring semester of the internship seminar (CC598). The student must successfully pass the CCE in order to fulfill the requirements of the Practicum and Internship Seminars. Students must pass the fall semester practice CCE in order to pass CC597 Practicum and Seminar. Students must pass CC597 and CC598 to graduate from the program.

More specific information is located in the Program Guidebook.

Practicum (M.S. Applied Behavior Analysis)

The M.S. Applied Behavior Analysis program requires seven credits of field-based clinical training (practicum training, see BACB.com for supervision requirements) held at approved sites. Students must complete all of their training hours required to sit for the exam in order to graduate.

Thesis or Applied Research Project (M.S. Applied Behavior Analysis)

The M.S. Applied Behavior Analysis requires students to complete a thesis (three one-credit courses - AB 560, AB 561, and AB 562) or applied project (three one-credit courses - AB 566, AB 567, and AB 568).

Certification/Licensure

The M.A. Counseling Psychology program meets the degree and coursework requirements to be eligible for licensure as a Licensed Professional Counselor (LPC) in Illinois.

The M.S. Applied Behavior Analysis program meets the degree, coursework, and supervised experience requirements to be eligible for Certification as a Board Certified Behavior Analyst (BCBA®).