UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016

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1 UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to the intent of the plan or its integral components, review by the college dean, graduate dean (for graduate items) and/or the provost may be required prior to college curricular submission. All Plans with NCATE/CAEP designation, or plans seeking NCATE/CAEP designation, must include an NCATE Accreditation Memo of Approval from the NAU NCATE/CAEP administrator prior to submission. UCC proposals must include an updated 8-term plan (if applicable). UGC proposals must include an updated program of study. 1. College: Education 2. Academic Unit: Educational Psychology 3. Academic Plan Name: Educational Psychology- Counseling Psychology; Ph.D. (EDPSCPPHD) 4. Emphasis: 5. Plan proposal: Plan Change Plan Deletion New Emphasis Emphasis Change Emphasis Deletion 6. Current student learning outcomes of the plan. If structured as plan/emphasis, include for both core and emphasis. Show the proposed changes in this column (if applicable). Bold the changes, to differentiate from what is not changing, and change font to Bold Red with strikethrough for what is being deleted. (Resources, Examples & Tools for Developing Effective Program Student Learning Outcomes). SEE ATTACHED

2 7. Current catalog display in this column. Cut and paste the changing text in its entirety, from the current on-line academic catalog: ( Show the proposed changes in this column. Bold the changes, to differentiate from what is not changing, and change font to Bold Red with strikethrough for what is being deleted. Educational Psychology-Counseling Psychology; Ph.D. ACADEMIC DESCRIPTION FIELD This plan provides substantive training utilizing a scientist-professional model integrating psychological theory, research, and practice. The concentration reflects a generalist philosophy which promotes the optimal development of individuals, families, groups, and environmental systems using empirically supported interventions that include relatively brief counseling approaches, prevention, consultation, psycho-education, and career-development. Our doctoral curriculum follows American Psychological Association guidelines and includes coursework in psychological foundations, educational foundations, specialization in counseling psychology practice, and research and statistics. Our low doctoral student-advisor ratio affords you the opportunity to receive significant individual supervision in assessment, interventions, and research training. This doctoral psychology program meets the criteria of the National Register of Health Service Providers in Psychology and the Association of State and Provincial Psychology Boards. Educational Psychology-Combined Counseling/School Psychology; Ph.D. ACADEMIC DESCRIPTION FIELD This plan prepares students to function as well-rounded generalists with a strong foundation in both counseling psychology and school psychology. Students engage in substantive training utilizing a scientistpractitioner model integrating psychological theory, research, and practice. The combined approach promotes the optimal development of individuals, families, groups, and environmental systems using empirically supported, culturally sensitive interventions that include assessment and diagnosis, interdisciplinary teamwork, relatively brief intervention approaches, prevention, consultation, outcome evaluation, careerdevelopment, and ethical decision-making, in a broad array of settings including schools, universities, integrated healthcare, community mental health, correctional facilities, and independent practice. We believe that this core is best realized using a scientist-practitioner training model that includes a systematic analysis of human behavior, careful applications of best practice, and a methodical evaluation of the effectiveness of these applications. The program is organized to emphasize general preparation as counseling/school psychologists through Integration of theory, research, and practice of health service psychology Ethical decision making and commitment to professional standards of practice Multicultural awareness, knowledge, and skills with particular emphasis on

3 working with peoples in the rural, Southwestern United States (e.g. American Indians, Latinas/os) Application of health service psychology theory, research, and practice concepts in training, supervision, and consultation This plan provides substantive training utilizing a scientist-professional model integrating psychological theory, research, and practice. The concentration reflects a generalist philosophy which promotes the optimal development of individuals, families, groups, and environmental systems using empirically supported interventions that include relatively brief counseling approaches, prevention, consultation, psycho-education, and career-development. Our doctoral curriculum follows American Psychological Association guidelines and includes coursework in psychological foundations, educational foundations, specialization in counseling psychology practice, and research and statistics. Our low doctoral student-advisor ratio affords opportunities you the opportunity to receive significant individual supervision in assessment, interventions, and research training. This doctoral psychology program meets the criteria of the National Register of Health Service Providers in Psychology and the Association of State and Provincial Psychology Boards. CAREER TAB What Can I Do with a Doctor of Philosophy in Educational Psychology - Counseling Psychology? There is a growing need in our society to train counseling psychologists to facilitate effective personal and interpersonal functioning in a variety of settings with diverse persons having varied problems and needs. Our doctoral program reflects a training curriculum that is CAREER TAB What Can I Do with a Doctor of Philosophy in Combined Counseling/School Psychology? Educational Psychology - Counseling Psychology? Combined doctoral training across counseling and school psychology prepares students more broadly than traditional programs, to flexibly address school and behavioral health needs of rural Arizona

4 sequential, cumulative, and graded in complexity. At the core the counseling psychology training program at Northern Arizona University is the integration of theory, research, and practice. We believe that this core is best realized using a scientist-professional training model that includes a systematic analysis of human behavior, careful applications of best practice, and a methodical evaluation of the effectiveness of these applications. communities through the application of research and practice. Integration of theory, research, and practice comprise the core of the Combined Counseling/School Psychology training program at Northern Arizona University. Our doctoral program reflects a training curriculum that is sequential, cumulative, and graded in complexity. Students are expected to gain essential skills in both counseling and school psychology by taking courses that reflect common knowledge across both areas and by taking courses that train specific aspects of counseling psychology and school psychology. In addition, students may also take elective courses in counseling psychology or school psychology and gain additional clinical and research experience in settings related to one or both areas. Upon program completion, trainees will be able to effectively intervene in educational, emotional, and behavioral arenas with individuals, families, groups, and organizations. Graduates will be able to pursue one of these paths in a variety of community and school-based settings: Licensed psychologist State credentialed school psychologist College or university professor in Counseling Psychology and/or School Psychology There is a growing need in our society to train counseling psychologists to facilitate effective personal and interpersonal functioning in a variety of settings with diverse persons having varied problems and needs. Our doctoral program reflects a training curriculum that is sequential, cumulative, and graded in complexity.

5 At the core the counseling psychology training program at Northern Arizona University is the integration of theory, research, and practice. We believe that this core is best realized using a scientistprofessional training model that includes a systematic analysis of human behavior, careful applications of best practice, and a methodical evaluation of the effectiveness of these applications. OVERVIEW TAB In addition to University Requirements: At least two years of full-time equivalent coursework beyond the master's degree Two consecutive semesters (Fall and Spring) of full-time residency A preliminary exam A comprehensive exam The completion of a one-year internship The preparation of a dissertation Minimum Units for Completion 109 Additional Admission Requirements Required Dissertation Dissertation is required. Comprehensive Exam Comprehensive Exam is required. Oral Defense Fieldwork Experience/Internship Research Some online/blended coursework DETAILS TAB Oral Defense is required. Required Individualized research is required. Required Additional Admission Requirements Admission requirements over and above admission to NAU are required. NAU Graduate Online application required ( for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally accredited institution Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. Admission to many graduate programs is on a competitive basis, and programs may have OVERVIEW TAB In addition to University Requirements: At least four years of full-time coursework beyond the bachelor s degree At least two three years of full-time equivalent coursework beyond the master's degree Two consecutive semesters (Fall and Spring) of full-time residency A preliminary exam A comprehensive exam The completion of a one-year internship The preparation of a dissertation Minimum Units for Completion Additional Admission Requirements Dissertation Comprehensive Exam Oral Defense Fieldwork Experience/Internship Research Some online/blended coursework DETAILS TAB Required Dissertation is required. Comprehensive Exam is required. Oral Defense is required. Required Individualized research is required. Required Additional Admission Requirements Admission requirements over and above admission to NAU are required. NAU Graduate Online application required ( for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally accredited institution

6 higher standards than those established by the Graduate College. Transcripts For details on graduate admission policies, please visit -Admissions-Policy/. International applicants have additional admission requirements: onal/. Individual program admission requirements include: GRE revised General Test 3 letters of recommendation with at least two from faculty Completion of masters degree in Counseling or Psychology prior to enrolling in the program Responses to specific essay questions Doctoral Requirements Take the following 109 units: EPS 706 (3 units) EPS 640 (3 units) EPS 712 (3 units) EPS 708 (3 units) EPS 680 (3 units) EPS 710 (3 units) Select from: EPS 610, EPS 611, EPS 612, EPS 701, EPS 702 (3 units) EPS 605 (3 units) EPS 670, EPS 700 (4 units) EPS 664, EPS 673, EPS 737 (9 units) EPS 590, EPS 601, EPS 620, EPS 621, EPS 660, EPS 669, EPS 681, EPS 690, EPS 692, EPS 722 (30 units) EPS 740 (3 units) EPS 796, for the post-practicum internship (9 units) EPS 671, EPS 650 (6 units) EPS 767 (3 units) EPS 625, EPS 724, EPS 725 (9 units) EPS 798 (3 units) EPS 799 for the research, writing, and oral defense of an approved dissertation. Please note that you may end up taking more than Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Transcripts For details on graduate admission policies, please visit -Admissions-Policy/. International applicants have additional admission requirements: onal/. Individual program admission requirements include: GRE revised General Test 3 letters of recommendation with at least two from faculty Completion of bachelor s degree in psychology, education, or closelyrelated field prior to enrolling in the program; or a master s degree in Counseling or Psychology; or educational specialist (Ed.S.) degree in School Psychology prior to enrolling in the program Completion of masters degree in Counseling or Psychology prior to enrolling in the program Responses to specific essay questions Interview Note: Students admitted with a bachelor s or master s degree who do not have the prerequisites below will be expected to make up these deficiencies early in their programs of study by taking classes in one of the counseling or school psychology master-level programs: o Group Counseling/Group Dynamics o Applied Behavior Management o Psychological or Educational Statistics o Human or Lifespan development o Research Methods

7 the 9 units of dissertation credit you can count toward your degree because you must enroll for it each time while you are working on your dissertation. (9 units) Please be aware that the necessary coursework for this plan is only available at Northern Arizona University-Flagstaff. For more information about residency and other requirements that pertain to this degree, see Doctoral Requirements Policy. Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor. o Special Education Doctoral Requirements Take the following units: Psychological Foundations (21 units) EPS 706 (3 units) EPS 640 (3 units) EPS 605 (3 units) EPS 712 (3 units) EPS 708 (3 units) EPS 680 (3 units) EPS 710 (3 units) Counseling/School Psychology Specialization (75 units) Select from: EPS 610, EPS 611, EPS 612, EPS 701, EPS 702 (3 units) EPS 605 (3 units) EPS 670, EPS 700 (4 3 units) EPS 700- Professional Identity, Standards & Research (1 unit) EPS 700- Southwest Cultures & Rural Mental Health (1 unit) EPS 700- Integrated Healthcare (1 unit) EPS 604 (3 units) EPS 664, EPS 673, EPS 674, EPS 737, EPS 738 (9 15 units) EPS 590, EPS 601, EPS 607, EPS 620, EPS 621, EPS 622, EPS 660, EPS 669, EPS 681, EPS 690, EPS 678, EPS 675, EPS 692, EPS 722 (30 39 units) EPS 740, EPS 741 (3-6 units) EPS 796, for the post-practicum internship (9 6 units) Research (21 units) EPS 671, EPS 650 (6 units) EPS 767 (3 units) EPS 625, EPS 724, EPS 725, EPS 726 (9 units) EPS 798 (3 units) EPS 799 for the research, writing, and oral defense of an approved dissertation. Please note that you may end up taking more than the 9 units of dissertation credit you can count toward your degree because you must

8 enroll for it each time while you are working on your dissertation. (9 units) Electives selected in consultation with your advisor (6 units) Please be aware that the necessary coursework for this plan is only available at Northern Arizona University-Flagstaff. For more information about residency and other requirements that pertain to this degree, see Doctoral Requirements Policy. Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor. 8. Justification for proposal: Determination of Need: 1. Psychology doctoral students routinely participate in the National Match for clinical internships in psychology. As of 2018, program accreditation by the American Psychological Association will be required for students to participate in the National Match for internships. 2. There is a documented shortage of school psychologists across the United States. In Arizona, only NAU and the U of A offer doctoral degrees in school psychology. However, there is much greater demand by students for counseling psychology programs. As a result, many school districts contract with counseling psychologists who are not traditionally trained in school psychology evaluations, laws, ethics, and best practices, to meet the psychological needs of school systems and those they serve. Likewise, many school psychologists pursue licensure to practice general psychology and have reported that they would have liked more courses in diagnosis and treatment during doctoral training. 3. There is a documented shortage of both counseling and school psychologists in rural areas of the United States. 4. Psychologists trained in both school psychology and counseling psychology would be well-suited to flexibly apply health service psychology skills in school and community settings in both rural and urban settings. (Note: The American Psychological Association has replaced the term professional psychology with health service psychology to describe the licensed practice of clinical, counseling, and school psychology). Justification: The Educational Psychology department is in the process of applying for accreditation of the doctoral program by the American Psychological Association (APA). We anticipate that APA accreditation will: Greatly increase the number of admission applications to our program. Allow our students to continue to compete in the national match for psychology internships after the 2017 deadline rendering students from unaccredited psychology programs ineligible for the match. Provide additional internship, postdoctoral fellowship, and job opportunities at sites that require students to come from APA accredited programs. Increase students eligibility to compete for research grants that require that they are from an APAaccredited program. Educational psychology faculty view the impending accreditation self-study as an opportunity to strengthen the programs by applying for combined psychology accreditation. In the current PhD programs, students take the majority of core courses common to both Counseling Psychology and School Psychology and students also take emphasis-specific courses in Counseling or School Psychology. Students do not have the opportunity to train fully in both areas.

9 Several U.S. universities have moved toward accreditation using a combined training model for psychology, with some universities combining Clinical and School Psychology (e.g., University of Virginia), Clinical and Counseling Psychology (e.g., University of South Alabama), Counseling and School Psychology (e.g., University of Buffalo and Florida State University), or Clinical, Counseling, and School Psychology (e.g., Utah State University and University of California, Santa Barbara) into single PhD programs. Combining of the Counseling Psychology and School Psychology titles is expected to strengthen the program s application for accreditation which, in turn, has been shown to increase student demand. Based upon the most recent annual statistics available on accredited programs (American Psychological Association, 2013), Counseling Psychology programs (N = 69) had an average of 98 applicants, School Psychology programs (N = 63) had an average of 36 applicants, and Combined programs (N = 8) had an average of 129 applicants. While the Combined number was certainly boosted by applicants to combined programs offering Clinical Psychology (clinical numbers are typically very high), the average Combined program numbers represent a significant increase over current student demand of 18 total Counseling Psychology and School Psychology applications for Fall Benefits of combining the Counseling Psychology and School Psychology programs at NAU include: Development of broader expertise to more flexibly address school and behavioral health needs of rural Arizona communities. Greater flexibility and choice for students to choose specialization in counseling psychology, school psychology, or both, based upon the internship training year. Opportunities for students to train in both emphasis areas which would prepare them more broadly to provide psychological services and conduct research in school and counseling psychology roles. Formalization of the process by which the faculty and the programs currently operate as a single faculty with combined core courses and separate emphases, based primarily on clinical experiences. Increased staffing efficiency with faculty from Counseling Psychology and School Psychology areas combining and teaching courses with higher enrollment. Fifty percent decreased accreditation application and maintenance costs as a result of applying as one program instead of two. NAU formally requested the Arizona Board of Regents (ABOR) to approve a program name change to PhD Combined Counseling/School Psychology from the former PhD Educational Psychology: Counseling Psychology and PhD Educational Psychology: School Psychology. The request was approved by ABOR on May 27, Combining the Counseling Psychology and School Psychology titles into a single PhD program is expected to have a positive impact on NAU priorities, particularly regarding efficiency, quality of education, commitment to rural communities and populations, research, and grant funding opportunities. No substantial legal, statutory or political barriers are anticipated since the proposed name change reflects a change in degree title to formally combine emphases into a new doctoral program that dually trains students for counseling and school psychology. Currently, there are no other Ph.D. Combined Counseling/School Psychology programs in the state of Arizona. Reference American Psychological Association, Office of Program Consultation and Accreditation (2013). Commission on Accreditation 2013 annual report online: Summary data: Doctoral programs. Retrieved from 9. Will this proposal impact other plans, sub plans, or course offerings, etc.? Yes No If yes, list and include evidence of notification to and/or response from each impacted academic unit as necessary Within the department, Counseling Psychology students will enroll in courses previously taken by Educational Specialist students and School Psychology doctoral students. Likewise, School Psychology students will now enroll in courses previously taken only by Master of Counseling students and Counseling Psychology students. The planning process has taken into account increased student numbers within departmental courses.

10 Answer for UCC/ECCC only: 10. A major is differentiated from another major by required course commonality: 24 units of the required coursework to complete the major must be unique, (i.e. not common or not dual use as a required element in another major), to that major. Does this plan have 24 units of unique required credit? Yes No 11. An emphasis is differentiated from another emphasis by required course commonality: 15 units of the required coursework to complete the emphasis must be unique, (i.e. not common or not dual use as a required element in another emphasis), to that emphasis. Do the emphases each have 15 units of unique required credit? Yes No 12. An undergraduate certificate is differentiated from another certificate by required course commonality: 12 units of the required coursework to complete the certificate must be unique (i.e. not common or not dual use as a required element in another certificate), to that certificate. Does this certificate have 12 units of unique required credit? Yes No 13. A minor is differentiated from another minor by required course commonality: 12 units of the required coursework to complete the minor must be unique, (i.e. not common or not dual use as a required element in another minor), to that minor. Does this minor have 12 units of unique required credit? Yes No Answer for UGC only: 14. Master s degrees are differentiated from one another by required curriculum and course commonality: at least 12 units of required coursework to complete the degree must be unique (i.e. not common or for dual use as a required element in another degree). Does this degree contain at least 12 unique units of required credit? Yes No 15. Emphases within a Master s degree are differentiated by required curriculum and course commonality: at least 9 units of required coursework to complete the emphasis must be unique (i.e. not common or not dual use as a required element in another emphasis). Do emphases contain at least 9 unique units of required credit? Yes No 16. If this is a non-thesis plan, does it require a minimum of 24 units of formal graded coursework? Yes No If no, explain why this proposal should be approved. 17. If this is a thesis plan, does it require a minimum of 18 units of formal graded coursework? Yes If no, explain why this proposal should be approved. No FLAGSTAFF MOUNTAIN CAMPUS Scott Galland 1/15/2016 Reviewed by Curriculum Process Associate Approvals:

11 Department Chair/Unit Head (if appropriate) Chair of college curriculum committee Dean of college For Committee use only: UCC/UGC Approval EXTENDED CAMPUSES Reviewed by Curriculum Process Associate Approvals: Academic Unit Head Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized Learning) Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or Personalized Learning) UGC Approval (Graduate-Level Plans Only) Chief Academic Officer; Extended Campuses (or Designee) Plan Learning Outcomes and Assessment Goal Learning Outcomes Preparation Method of Assessment Goal 1: Graduates will effectively integrate theory, Objective1: Graduates will understand the integration of science and practice in Professional Ethics & Standards: EPS 670, EPS 700, EPS C grades on POS; practicum evaluations, internship evaluations, evaluation report case study;

12 research, and practice of health service psychology. psychology as a discipline, with attention to the necessity of research being informed by practice and practice by research. Objective 2: Graduates will engage in practice that reflects and is informed by changing and expanding scientific knowledge base including the foundational areas of psychology and will display a commitment to staying current in their professional or scholarly area. Objective 3: Graduates are knowledgeable about and capable of generating original research and scholarship, and disseminating the results of their research to the profession and broader community. Objective 4: Graduates will demonstrate competence in research design, data analysis, and data interpretation, as well as competence in the critical review and evaluation of the psychological and educational research literature. Objective 5: Graduates are knowledgeable about and competent in evidence-based assessment, diagnosis, and treatment. Assessment: EPS 664, EPS 673, EPS 674, EPS 737, EPS 738 Interventions: EPS 590, EPS 601, EPS 607, EPS 620, EPS 621, EPS 622, EPS 660, EPS 669, EPS 681, EPS 690, EPS 675, EPS 692, EPS 740, EPS 741, EPS 796 Research: EPS 767, EPS799, Research Colloquium Foundations: EPS 706, EPS 640, EPS 712, EPS 708, EPS 710, EPS 680, EPS 605 Professional Ethics & Standards: EPS 670, EPS 700, EPS 604 Interventions: EPS 590, EPS 601, EPS 607, EPS 620, EPS 621, EPS 622, EPS 660, EPS 669, EPS 681, EPS 690, EPS 675, EPS 692, EPS 740, EPS 741, EPS 796 Research: EPS 700, EPS 625, EPS 725, EPS 726, EPS 767, EPS 799, Research Colloquium Research: EPS 700, EPS 625, EPS 725, EPS 726, EPS 767, EPS 799, Research Colloquium Assessment: EPS 664, EPS 673, EPS 674, EPS 737, EPS 738 Interventions: EPS 590, EPS 601, EPS 607, EPS 620, EPS 621, EPS 622, EPS 660, EPS 669, EPS 681, EPS 690, EPS 675, EPS 692, EPS 740, EPS 741, EPS 796 evidence-based case study intervention report, research and assessment/intervention comprehensive examination, prospectus defense 2 C grades on POS; practicum evaluations, Internship evaluations, completion of 1 st -year research project, evaluation report case study; evidence-based case study intervention report, professional association membership; Continuing Student Evaluation-Annual Progress; research and assessment/intervention comprehensive examinations, prospectus defense, dissertation defense 2 C grades on POS; 2nd st -year research project evaluation; Continuing Student Evaluation- Annual Progress; professional presentation evaluation review; prospectus defense, dissertation defense; dissertation defense 2 C grades on POS; 1 st and 2 nd year research project evaluation; Research Comprehensive examination, prospectus defense, dissertation defense 2 C grades on POS; Practicum evaluations, internship evaluations; evaluation report case study; evidence-based case study intervention report, assessment/intervention comprehensive examination Goal 2: Graduates will demonstrate Objective 6: Students demonstrate knowledge of, and adherence to, Professional Ethics & Standards: EPS 670, EPS 700, EPS 604, 2 C grades on POS; Practicum evaluations, Internship evaluations;

13 ethical decisionmaking and commitment to professional standards of practice, including effective multicultural awareness, knowledge, and skills. ethical and legal guidelines in all aspects of their professional work. Objective 7: Students and graduates display professionalism in their relationships with faculty, staff, and peers that will enable them to succeed in multiple career settings. Objective 8: Graduates demonstrate the ability to deliver competent psychological services to diverse populations and in varied settings with particular emphasis on rural areas of the Southwest. Interventions: EPS 678, EPS 675, EPS 692, EPS 740, EPS 741, EPS 796 EPS 700, Research Colloquia EPS 675, EPS 692, EPS 740, EPS 741 Professional Ethics & Standards: EPS 700, EPS 670, EPS 604 Assessment: EPS 673, EPS 674, EPS 737, EPS 738 Interventions: EPS 590, EPS 601, EPS 607, EPS 621, EPS 622, EPS 690, EPS 675, EPS 692, EPS 740, EPS 741, EPS 796 Evaluation report case study; Evidence-based case study intervention report, Assessment/Intervention Comprehensive Examination Annual student performance evaluations; Continuing Student Evaluation-Annual Progress; evaluations in all field experiences, practica, and internships 2 C grades on POS; practicum evaluations, internship evaluations, evaluation report case study; evidence-based case study intervention report, assessment/intervention comprehensive examination, intervention comprehensive examinations Goal 3: Graduates identify as professional psychologists and employ health service psychology theory, research, and practice concepts in training, supervision, and consultation. Objective 9: Graduates demonstrate the development of professional identity as psychologists, including engagement in a process of continuing education and life-long learning. Objective 10: Graduates demonstrate knowledge of Counseling & School Psychology in terms of historical development, traditional and emerging roles and functions, current professional issues, and scope of research and practice. Objective 11: Graduates engage in interdisciplinary collaboration and are competent in supervision and consultation with individuals, groups, families, and systems. Professional Ethics & Standards: EPS 670, EPS 700, EPS 604; Doctoral Practica & Internship: EPS 740, EPS 741, EPS 796 History & Systems: EPS 706 Professional Ethics & Standards: EPS 700, EPS 604, EPS 670 Practica & Internships: EPS 675, EPS 692, EPS 740, EPS 741, EPS 796 Research: EPS 767, EPS 799, Research Colloquia Foundations: EPS 621, EPS 708 Professional Ethics & Standards: EPS 700, Assessment: EPS 664, EPS 673, EPS 674, EPS 737, EPS 738 Interventions: EPS 607; EPS 678, EPS 669 Practica & Internships: EPS 675, EPS 692, EPS 740, EPS 741, EPS C grades on POS; professional association membership; professional presentation evaluation review; practicum evaluations, internship evaluations, 2 C grades on POS; Continuing Student Evaluation-Annual Progress; practicum evaluations, internship evaluations, completion of 1 st & 2 nd year research projects, assessment/intervention comprehensive examination, prospectus defense, dissertation defense 2 C grades on POS; practicum evaluations, internship evaluations, evaluation report case study; evidence-based case study intervention report, assessment/intervention comprehensive examinations From: Yolanda E Garcia Sent: Wednesday, December 16, :30 AM To: Robert E Till Andrew W Gardner Sumner Jay Sydeman

14 Cc: Robert Horn Stuart S Galland Janet N Savery Subject: PhD Combined Counseling/School Psychology Dear Bob, Andrew, and Sumner, Educational Psychology is combining the PhD programs in Counseling Psychology and School Psychology into a single program that will dually train our doctoral students to pursue either or both routes to licensure. We will be submitting a self-study as part of an application for APA accreditation of the combined program in Spring of We were approved by ABOR for the name change last May (2015) and will be sending the name change proposal, along with additional new course and course change proposals through the University Graduate Committee in January. The reason I am writing to you is because the new APA Standards of Accreditation (SoA) now refer to what was previously termed professional psychology as health service psychology. It s a shift in APA s approach to distinguishing doctoral level psychologists from master-level providers. Health service psychology is now the umbrella term for clinical, counseling, or school psychology. For more details, please see the SoA, particularly page 3 ( I want to give you a heads-up that, as a result of this switch in terminology, one of our proposals is to change our 1-unit doctoral orientation course, EPS 700, to a topics course that introduces students to the field of health service psychological practice at the doctoral level. I have attached the proposal for the plan change and the proposal for EPS 700 here. Please let me know if you have questions or concerns about our proposals. Thanks very much, Evie Y. Evie Garcia, PhD Associate Professor Doctoral Training Director Educational Psychology College of Education Northern Arizona University PO Box 5774 Flagstaff, AZ office fax

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