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At Xavier University of New Orleans (XULA)

Program Overview

The Doctor of Clinical Psychology Program of The Chicago School of Professional Psychology (TCSPP) at Xavier University of Louisiana (XULA) (the “Program”) offers rigorous training in culturally competent service provision and exposes students to a wide variety of health service training opportunities. The program follows a practitioner-scholar model. The Doc­tor of Psychology (Psy.D.) in Clinical Psychology is the highest degree for practitioners in the field who wish to apply their knowledge as practicing clinicians. The program provides broad and general training in scientific psychology and in the foundations of practice in health service psychology. Students will experience extensive clinical training with community partners, including clinics, hospitals, mental health centers, and governmental agencies. The program is not accredited by the American Psychological Association (APA), however, the curricu­lum is aligned with APA’s Standards of Accreditation (SoA).

TCSPP’s Clinical Psychology doctoral program at XULA prepares graduates for licensure in Louisiana and may other states and to sit for the psychologist licensing exam administered by the Association of State and Provincial Psychology Licensing Boards. Students will complete foundational coursework in four intervention orientations (Cognitive Behavioral, Psychodynam­ic, Humanistic Existential, and Systems) and have the opportunity to tailor their coursework with focused study to meet particular educational and professional goals.

The Program is committed to graduating health service psychologists who are competent to enter into practice as measured by these 16 competency areas identified in   APA’s Revised Competency Benchmarks.

1. Professional Values and Attitudes
2. Individual and Cultural Differences
3. Ethical Legal Standards and Policy
4. Reflective Practice/Self-Assessment/Self-Care
5. Relationships
6. Scientific Knowledge and Methods
7. Research and Evaluation
8. Evidence-Based Practice
9. Assessment
10. Intervention
11. Consultation
12. Teaching
13. Supervision
14. Interdisciplinary Systems
15. Management-Administration
16. Advocacy

The Program considers competencies 1 - 5 foundational and expects students to meet specified expectations in these five areas even at initial enrollment, then throughout each learning experience, and specifically in certain classes, evaluation points, and training experiences.

These 16 competencies are mapped onto  the following 10 Program Learning Outcomes. Program Learning Outcomes 1 - 9  correspond to the learning outcomes articulated in APA’s Standards of Accreditation. Program Learning Outcome 10 has been added to reflect the Program’s commitment to train students in educational and teaching skills.

Admission Requirements

Application to The Chicago School’s Doctor of Psychology in Clinical Psychology program is open to any person who has earned a bachelor degree from a regionally accredited institution and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. Factors that are considered in admission include GPA from undergraduate schools.  Generally, an undergraduate GPA of a 3.0 or higher on a 4.0 scale in social science and liberal arts courses OR a graduate degree in a related discipline with a GPA of 3.5 or higher on a 4.0 scale. Students must submit official transcripts from all schools where a degree was earned. It is recommended that transcripts are submitted from all schools where credit was received to enhance their applications.  Additional factors that are considering in admission include the following:

• Completion of 18 credit hours of psychology prerequisite coursework. Of those hours, students must have completed at least one course in Abnormal psychology, Lifespan (human development), and Statistics. The remaining prerequisite credits may include courses like Theories of Personality, Biopsychology, Tests and Measurements, and Research Methods. All coursework must have been completed earning a grade of ‘C’ or better prior to matriculation in the program.
• Completion of the Graduate Record Exam (GRE) general test within the past five years.
• Interview with faculty.( Interviews are by invitation only and applicants will be notified by the Office of Admissions should an interview be granted.)
• Have demonstrated through written statements and interview sufficient foundational competencies needed to begin training for health service psychology.

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 and in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 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 Clinical Psy.D. Department has adopted the practitioner-scholar model and APAs 2011 Revised Competency Benchmarks. These models are predicated on the belief that competent practitioner- scholars 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. Scholarly productivity should reflect on this integration of science, theory, clinical applicability. The doctoral department does not advocate any single theoretical orientation. Rather, students learn conceptualization and technique across four general theory areas, and then choose either the Cognitive-Behavioral or Systems theoretical orientation in which to specialize. Students are continually challenged to reflect on the art and craft of health service practice, as well as on its theoretical and scientific basis.

Mission

Based on respect for and understanding of their personal identities, through curricular and extra-curricular learning and training, students in the TCSPP Clinical Psychology Doctoral program at XULA  will develop a professional identity as a health services psychologist manifested by 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 Learning Outcomes

1. Research: Students will have the capacity and motivation for life-long learning as they think critically about clinical information, integrate clinical observations with scientific and theoretical knowledge, and appropriately integrate different methods of knowledge acquisition including the ability to independently conduct empirical research.
2. Ethical and legal standards: Students will demonstrate knowledge of and adherence to the APA Ethical Guidelines, exhibit sound ethical reasoning and accountability to the larger community, comport themselves as maturing health service professionals, and know and follow laws applicable to the practice of health service psychology.
3. Individual and cultural diversity: Students will have ability to identify and understand issues of individual and cultural difference, power, privilege and oppression, and appreciate the richness of human differences, ideas, and beliefs and have their practice of health service psychology informed by individual and cultural diversity factors inherent in clients and interprofessional service settings.
4. Professional values, attitudes, and behaviors: Students will be able to identify and promote positive strengths of clients and systems to restore, sustain, and/or enhance positive functioning and a sense of well-being when providing preventive, developmental, and/or tertiary health care services
5. Assessment: Students will employ evidence-based practices in assessment as they reliably and validly evaluate and diagnose clinical and non-clinical psychological conditions in a diverse variety of clients and interprofessional health service settings.
6. Communication and interpersonal skills: Students will be able to develop and maintain constructive alliances with clients and others, in the context of reflective practice in interprofessional settings with awareness and connection to their self-identity and openness to feedback. Students will be able to communicate their inferences and recommendations effectively to lay audiences, clients, to fellow health service providers in interprofessional teams, and to the community of scholars.
7. Intervention: Students will be able to deliver effective evidence-based clinical interventions to a socio-demographically diverse clients, whether as individuals, couples, families, groups, or systems.
8. Supervision: Students will be competent in supervision of trainees and junior colleagues in health service psychology and of allied health professionals treating behavioral health problems in interprofessional teams.
9. Consultation and interprofessional/interdisciplinary skills: Students will be competent in consultation, including evaluating, informing, and influencing behavioral health service provided by health service psychologists and other allied health professionals in interprofessional and interdisciplinary teams.
10. Educational and teaching skills: Students will have entry level competencies in creating and implementing educational interactions between themselves and one or more clients or colleagues, with focus on an identified problem area or program of study. Such education may involve motivational enhancement, skill building, and / or knowledge development.

Ethics and Professional Behavior

The Chicago School considers competency in Ethical Legal Standards and Policy a foundational competency and expects that all Clinical Psy.D. students will be knowledgeable of and adhere to the APA Ethical Guidelines as published by the American Psychological Association. Sound ethical reasoning and accountability to the larger community for adherence to guidelines for ethical behavior are the two characteristics that mark a profession as distinct from a career or job. As a result, several expectations of students are derived from the ethical code.

First, no student shall obtain part-time or full-time employment that is beyond the scope of their cumulative training in the field of psychology. In accordance with 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 health service 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 health service 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,  professional and health service standards is grounds for remediation, suspension, or expulsion.

A final derivation of the ethical code is that of suitability for health services work. 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. 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  health service practice change, for example through conviction of a crime that prevents licensure, the department may determine that completion of the program is not possible for the student.

Independent Practice

Consistent with training department goals and the focus on ethical behavior, it is deemed inappropriate for Clinical Psy.D. Department students to engage in health service 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 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 Academic Advisor will be notified when students receive any PPE rating of 2 in any foundational competency. Any rating of 1 will lead to a meeting with the advisor and a review of the student by the Student Development Committee to develop an Academic Development Plan. Student may also be referred for disciplinary action.

The focus of the PPE is on evaluating the degree to which a student meets foundational competency benchmarks in each course.

Additional information is located in the Program Guidebook.

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 usually retain their advisor for the duration of their second year in the program but have the option of changing advisors should the student wish to do so. Students have no less than two face-to-face meetings per semester with their advisor during their second year in the program. Generally, the student’s Dissertation Chair becomes the academic advisor as of the third year of study, unless the student requests otherwise. Any change in advisors requires a three way meeting between the old advisor, the new advisor, and the student. In case the old advisor is not available, the department chair will instead participate in the three-way meeting with the new advisor and the student.

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 or similar to themselves along these and other dimensions, especially when such personal reactions negatively impact clinical health service work, professional interactions, and ethical responsibilities. Such reflection may be required within the context of an advising relationship, certain course assignments in the program, 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 a M.A. in 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 are eligible to participate in the next scheduled commencement. All students who file a Petition for Degree Conferral will be 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 Good Standing
• Successful completion of Beginning Practicum (Diagnostic)
• Successful completion of the following courses:
  • Professional Development Group I and II
  • Basic Psychopathology and Advanced Psychopathology
  • Intellectual Assessment
  • History and Systems of Psychology
  • Clinical and Diagnostic Interviewing
  • Psychology of the Lifespan I
  • Psychology of the Lifespan II
  • Personality Assessment
  • Professional Issues and Ethics
  • Diversity in Clinical Psychology I and II
  • Advanced Assessment
  • Basic Intervention: Psychodynamic
  • Basic Intervention: Cognitive-Behavioral
  • Basic Intervention: Existential-Humanistic
  • Basic Intervention: Systems

Licensure

TCSPP’s Clinical Psychology doctoral program at XULA prepares graduates to sit for the Examination for Professional Practice in Psychology (the ‘psychology licensing exam’) administered by the Association of State and Provincial Psychology Boards as required by the Louisiana State Board of Examiners of Psychologists and meets all other programmatic eligibility requirements for licensure in the State of Louisiana and most other states. Students will complete foundational coursework in four intervention orientations (Cognitive Behavioral, Psychodynam­ic, Humanistic Existential, and Systems) and have the opportunity to tailor their coursework with focused study in Behavioral Medicine / Health Psychology or in Psychology in a Diverse and Multicultural Context to meet individual students’ educational and professional goals.

Practicum and Internship

The three year-long practicum experiences are an integral component of clinical training. They provide a closely supervised clinical experience in health service settings in which students apply knowledge from the classroom and combine it with individual independent clinical knowledge seeking as they develop the skills, knowledge, and attitudes to assess and diagnose client and systemic problems and to intervene in helpful ways. As such, practicum serves to integrate the theoretical and practical aspects of the education of the health service psychologist-in-training. Finally, practicum affords students the opportunity to become familiar with case management, multidisciplinary collaboration, and consultation and supervision in a clinical health services setting.

All students are required to take six semester hours each of Basic and Intermediate Practicum. The first three-semester practicum sequence is primarily devoted to training in psychological assessment. The second three-semester sequence is primarily devoted to psychotherapy. Both practica require individual supervision and some may offer additional supervision at the practicum site, as well as small group seminars offered by the school.

Advanced practicum gives students the chance to focus more deeply on an area or population of particular interest, such as neuropsychology, children, or incarcerated persons. Advanced practicum students again receive site supervision but are often given more responsibility for cases and at times begin to serve as consultants and supervisors at their practicum sites. The accompanying small group seminars at the school also help develop skills in consultation and supervision as students near the end of their residency in the program. Advanced practicum is four semester hours.

More specific information can be found in the Program Guidebook.

Clinical Qualifying Examination (CQE)

Every student is required to pass the Clinical Qualifying Examination (CQE). The aim of the CQE is to evaluate the student’s foundational competencies and competencies related to interviewing, psychopathology and assessment and the ethical and cultural issues involved in diagnosing and assessing in an interprofessional health service setting. The CQE has written and oral components and is given in Beginning Practicum Seminar at the end of the spring semester in year two. The CQE focuses on a diagnostic and assessment case from the student’s practicum work. The CQE evaluation must be based in part on direct observation of the practicum student and his/her developing skills (either live or electronically). Passing of the CQE is required for progressing to Intermediate Practicum.

More specific information can be found in the Program Guidebook.

Clinical Competency Examination (CCE)

Every student is required to pass a Clinical Competency Examination (CCE). The CCE has written and oral components and is given in Intermediate Practicum Seminar at the end of the spring semester in year three. The aim of the CCE, is to evaluate the student’s foundational competencies and competencies related to theory, research, and practice in their chosen theory of intervention as practiced in it an ethical and culturally sensitive manner. The CCE evaluation must be based in part on direct observation of the practicum student and his/her developing skills (either live or electronically). Passing of the CCE is required for progressing to advanced practicum.

More specific information can be found in the Program Guidebook.

Dissertation

All students are required to complete a dissertation. Under guidance of an experienced faculty member and with additional help from a second faculty member, the dissertation affords student’s the opportunity to spend two years to independently research an issue of professional interest they feel personally passionate about. As part of their dissertation, students conduct an exhaustive literature review, formulate hypotheses or questions to be answered, and create and execute a method to investigate, and finally combine empirically derived data with conceptual knowledge to reach conclusions about their hypotheses and answers to their questions. Communication of findings to the community of scholars is integral to this process and helps the student grow into a productive member of the profession and the field at large.

More specific information can be found 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, and culturally sensitive use of these skills in clinical practice. Through intensive supervised training, students gain direct experience in applying their knowledge with clinical populations and systems.

Internship consists of a minimum of 2,000 hours of training over 12-24 month (full or part time, respectively). Appropriate sites for internship are approved by the American Psychological Association (APA), members of the Association of Psychology Pre-doctoral and Post-doctoral Internship Centers (APPIC), the California Psychology Internship Council (CAPIC), or are programs that offer equivalent training. 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 can be found in the Program Guidebook.