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    The Chicago School of Professional Psychology
  Jun 14, 2024
2017-2018 Academic Catalog and Student Handbook 
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2017-2018 Academic Catalog and Student Handbook [Archived Catalog]

Psy.D. Clinical Psychology - Chicago

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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 American Psychological Association Standards of Accreditation. 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 is recognized for its excellent training in the provision of culturally competent services and offers students a wide variety of training opportunities.

Program Accreditation

The Psy.D. Clinical Psychology program at the Chicago Campus is accredited by the American Psychological Association. 

Questions related to the program’s accredited status should be directed to the Commission on Accreditation:

The American Psychological Association
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, D.C. 20002-4242

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-scholar 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:

The Clinical Psychology Doctoral Program (Psy.D.) has the following program learning outcomes. These learning outcomes are aligned with the institutional mission and learning goals of the Chicago School of Professional Psychology, the standards established by the Commission on Accreditation of the American Psychological Association and the mission of the Program:

  1. Professional Knowledge & Behavior: Students will demonstrate through their deportment and conduct that they possess the knowledge, skills and attitudes to practice psychology in a reflective, responsible, ethical and professional manner and the interpersonal and communication skills to relate effectively and professionally to others.
  2. Diversity: Students will demonstrate through their personal and professional conduct, academic work and performance at clinical training sites the ability to apply theoretical and practical knowledge regarding individual and cultural differences; their awareness of themselves and others as shaped by multiple contexts; and their understanding of impact of power, privilege and oppression on well-being.
  3. Professional Knowledge & Behavior: Students will demonstrate through their deportment and conduct, that they possess the knowledge, skills and attitudes to practice psychology in a reflective, responsible, ethical and professional manner and that they possess interpersonal and communication skills to relate effectively and professionally to others.
  4. Systems and Interprofessional Collaborative Practice: Students will demonstrate the ability to integrate social, political, economic and cultural factors into service provision; an understanding of and respect for the viewpoints and contributions of other professionals; and values that support collaboration with patients, families, communities and other health care workers to deliver the highest quality care.
  5. Science/Scholarship: Students will understand the scientific foundations of psychology and apply this knowledge to professional practice; demonstrate critical thinking and disciplined inquiry in examining assumptions, evaluating evidence and approaching their professional practice; and demonstrate the skills necessary to identify, evaluate, apply and produce theoretical and research knowledge.


The Psy.D. Clinical Psychology program at the Chicago campus aligns with degree, coursework, and supervised clinical experience requirements for eligibility for clinical psychologist licensure in Illinois. Prior to applying for licensure, students must complete a minimum number of hours of post-doctoral supervised professional experience. Licensure requires that students apply for and pass the national Examination for Professional Practice in Psychology (EPPP). All candidates are also required to complete the licensure application process, which includes fees and/or background check. For further information about clinical psychologist licensure in Illinois, please visit the Illinois Department of Financial & Professional Regulation.

It is the student’s responsibility to determine the licensure requirements of other states. If students intend to apply for psychology licensure outside Illinois, students must contact the specific state licensing board directly to verify information regarding professional licensure. A list of state board contact information is available via the Association of State and Provincial Psychology Boards.

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 “B-” 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 clinical 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

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.

Degree Completion Requirements

  • Successful completion of 106 credit hours of coursework
  • Successful completion of Year 2 600-hour basic practicum
  • Successful completion of Year 3 600-hour intermediate practicum
  • Successful completion of Year 4 600-hour advanced practicum
  • Successful completion of Clinical Competency Evaluation
  • Successful completion of Dissertation
  • Successful completion of 2,000 hour internship


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.

Residency Requirement

To attain award of a doctoral degree, the Program requires each student to successfully complete a minimum of five, full-time academic years of graduate study (including completion of an internship), with at least three years in residency in the Program (Residency Requirement Appendix A.(AI).1.2). The Program operates on a three-semester, year-round schedule of five years duration (with a seven-year limit on time to completion).

Ethical Guidelines

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 students enrolled in a doctoral program.

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 program 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. Students are expected to actively reflect upon and effectively manage their personal reactions, including 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 student in the Psy.D. in 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 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. Eligibility guidelines are contained in the catalog under which the student was admitted. 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 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 )
    • Professional Issues & Ethics (PY 450 )
    • Basic Intervention: Psychodynamic (PY 462 )
    • Basic Intervention: Cognitive-Behavioral (PY 464 )
    • Basic Intervention: Existential-Humanistic (PY 466 )
    • Basic Intervention: System (PY 468 )


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 evidence-based models of intervention. 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 an intervention, as well as competency to practice in an evidence-based, ethical, and culturally sensitive manner. The program evaluates student performance on the CCE to inform the programs assessment of a student’s clinical competencies in intervention and assessment.

More specific information is located in the Program Guidebook. 


All students are required to take the Department Proficiency Exam in Statistics which is offered each year on multiple occasions. A passing grade on the Proficiency Exam in Statistics is a prerequisite to PY428 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 PY427 Statistics I, the final exam of which includes the Proficiency Exam in Statistics. This final exam must be passed to fulfill the prerequisite for PY428. PY427 Statistics I is a remedial course and is not part of the program curriculum. 

More specific information is located in the Program Guidebook


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 the profession, 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.


All students are required to complete an Internship following the successful 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 requirements 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 intervention.  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, through the choices they make in elective areas, examples of which are described below.

On average, a student who progresses successfully through the academic program should expect to complete the Doctor of Psychology in Clinical Psychology degree in five academic years. The recommended plan is for four years of coursework followed by a full-time, APA-accredited internship. A student must complete all degree requirements within seven academic years. For information on program extension, please see the Program Guidebook.

Required Core: 93 credit hours

Advanced Intervention: 4 credit hours

Electives: 9 credit hours

Program Total

Psy.D. Clinical Psychology - Chicago: 106 credit hours

Required Core

Advanced Intervention Courses

All students are required to take two advanced intervention courses. These courses provide for more in depth study of a specific approach to intervention. Students may take additional advanced intervention courses as electives. Students who are interested in a focus on a specific theoretical approach to intervention are able to select from multiple courses grounded in a specific theory. The Clinical Psy.D. Department does not advocate any single theoretical intervention approach. Rather, all Clinical Psy.D. students receive an excellent base in theory, conceptualization and technique by completing a Basic Intervention course in each of the four Intervention Orientations offered by the program and then complete at least two Advanced Intervention Courses.

 Advanced intervention courses prepare students for the Clinical Competency Examination which requires students to select a case from their training and demonstrate a thorough understanding of a client’s presenting condition within a theoretical framework and the biological and social context of the presenting condition. Advanced Intervention courses prepare students to demonstrate an understanding of change using both basic and advanced theory and technique   in the context of evidence-based practice.

  • Students who receive a grade of “C” or “F” in any Advanced Intervention course may retake the same Advanced intervention course or another Advanced intervention course to replace the grade  

To sit for the Clinical Competency Exam and to meet graduation requirements, the student must have received passing grades in two Advanced Intervention courses   The following is a description of the clusters of Advanced Intervention courses within a specific theory area

Cognitive-Behavioral Intervention Courses

The Basic Intervention course in CBT focuses on the basic assumptions of cognitive-behavioral theory in their historical context, the major theorists basics of treatment planning, case conceptualization, evaluation of treatment efficacy and the role and responsibility of scientific research in CBT. After successful completion of the Basic Intervention Course in CBT program students may take advanced intervention courses in this area which include:

Humanistic-Existential Intervention Courses

After passing the Basic Intervention course in this area which focuses on 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 program students may take Advanced Intervention courses in this area which include:

Psychodynamic Intervention Courses

After passing the Basic Intervention course in this area which focuses on the development of major psychodynamic theories from historical, clinical, and conceptual perspectives and the nature of the psychotherapeutic relationships, program students may take Advanced Intervention Courses in this area which include:

Systems Intervention Courses

After passing the Basic Intervention course in this area which focuses on 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 program students may take Advanced Intervention courses in this area which include:

Major Area of Study in Clinical Child and Adolescent Psychology

Students wishing to pursue a Major Area of Study in Clinical Child and Adolescent Psychology (C&A) are encouraged to review the guidelines for board certification in Clinical Child and Adolescent Psychology in planning their coursework and training. Students interested in this area typically:

  • Enroll in Research Clerkship sections with faculty mentors engaged in C&A related research and/or scholarship projects.
  • Complete at least two of three practicums at site where they will work predominantly with children, adolescents and their families.
  • Identify a C&A related topic for dissertation research
  • Select advanced intervention courses that align with this interest
  • Select elective courses that align with this interest such as:

Neuropsychology Area of Focus

Program students interested in pursuing an area of focus in Neuropsychology are encouraged to review the guidelines for board certification in Neuropsychology in planning their coursework and training. Courses and training opportunities aligned with the program’s Neuropsychology Area of Focus include 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. The curriculum 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.
  • Neuropsychology in Forensic Settings 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 coursework in Neuropsychology Area of Focus are Biological Bases of Behavior (PY 449) and Introduction to Neuropsychology (PY 479) - part of the curriculum for all doctoral students. These prerequisites can be completed by the end of the second year. Students planning to pursue postdoctoral specialty training are encouraged to take at least 8 credits of electives in this area including PY 754, choose neuropsychological topics for dissertation, to participate in the APA chapter of the Association of Neuropsychology Students in Training (APA Division 40) (, and to complete an advanced practicum in neuropsychology. Courses that may be taken in the Neuropsychology area of focus include:

Clusters of related courses within the curriculum

Some students choose to take program electives that complement one another and that are organized around a particular topic. Students are not required to select courses within a cluster to meet program requirements.

Program 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 a topic area may be developed in addition to or to replace previously offered courses Special topics (elective) courses including Study Abroad courses may also be offered.

Child, Adolescent, and Family courses:

The following courses enhance the preparation of students interested in serving the mental health needs of children, adolescents, and their parents. Courses introduce students to conceptual and practical skills in working with children, adolescents and families across the lifespan, including assessment, diagnosis, and interventions. Special topics (elective) courses in this area may also be offered.

Forensic courses:

Forensic Psychology is a field that focuses on the application of the science and professional competencies of psychology to questions and issues relating to law and the legal system. The following courses provide students with basic knowledge regarding psychologists’ roles in the legal system, including, 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. Special topics (elective) courses in this area may also be offered.

Health Psychology courses:

Health Psychology involves in the application of psychological principles and techniques to the problems of health, including working with people whose behaviors and difficulties impact health status. Health psychologists use the skills of Clinical Psychology to assess the impact of psychosocial factors in the origin and course of physical conditions, illnesses, and disabilities. Health Psychologists 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 and quality of life. Coursework in Health Psychology is part of the preparation for students who wish to work in Primary Care and other interprofessional settings.   

Students taking program electives in the area of Health Psychology gain an overall awareness of the role of professional psychologists as researchers, consultants, clinicians, patient-educators, and members of inter-professional teams. Students with coursework and experience in this area enhance their preparation to enter into an advanced practicum or internship opportunities in healthcare settings including primary care. Special topics (elective) courses in this area may also be offered.

International Psychology and Human Rights courses:

The following International Psychology and Human Rights elective offerings   introduce students to the emerging field of international psychology with a particular focus on human rights. Utilizing an interdisciplinary and global perspective, students are introduced to sociocultural, political, and human rights issues of concern domestically and internationally. Students 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. Special topics (elective) courses in this area may also be offered.

Psychotherapy and Spirituality in Psychology courses:

The following Psychotherapy and Spirituality in Psychology courses invite the personal and professional transformation of psychologists through engaging in the diverse breadth and meaningful depth of integrating spirituality and psychology in their clinical work. Special topics (elective) courses in this area may also be offered.

Sexual Orientation and Gender Identity (SOGI) courses:

The following Sexual Orientation and Gender Identity courses introduce students to 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 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. Special topics (elective) courses in this area may also be offered.   


The following is a list of courses that may be offered for elective credit in the program. Special topics courses that meet elective requirements may also be offered. 

Extension Courses

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