Student Training & Conduct Policy Handbook School of Behavioral Health Loma Linda, California

Transcription

1 Psychology Student Training & Conduct Policy Handbook School of Behavioral Health Loma Linda, California

2 Department of Psychology : Psy.D. THE DISTINCTIVENESS OF THE PSY.D DEGREE AT LOMA LINDA UNIVERSITY 1. Influenced by the Vale model and NCSPPP standards. 2. Specific expertise in the practice of clinical psychology with research application. 3. Clinical background and interest given more weight when reviewing student applications. 4. Professional Concentration of 16 units. 5. Additional clinical courses required. 6. Clinical progress given more weight at the time of major evaluations. 7. Electives are more clinical courses. 8. A required second year practicum. 9. Seek clinical positions such as Psychologist Assistants after typically obtaining the general master s degree. 10. Preference given in research assistant positions on faculty intervention projects. 11. Preference given for pre internship positions in the departmental clinic. 12. Complete a doctoral project of a clinical and applied nature. 13. May blend Dr.PH degree into their curriculum or add M.P.H. degree. 14. Outcome measures emphasize general competence as psychologists and as clinical psychologists with special competency as practitioner scholars 15. Clinical Comprehensive Exam question(s) of a clinical and applied nature along with providing an integrated psychological test report. 16. Careers expected to be in clinical practice with the application of research. 17. Completion of 2000 hours of pre doctoral internship at either an APA or APPIC approved site Units required for graduation. 19. Length of time in the degree program is 4 6 years (mode expected to be 5 years). 2

3 Table of Contents Introduction 6 Academic Advisor 7 Psy.D. Curriculum 7 Psychological Sciences Foundation Curriculum 8 Wholeness Curriculum and Electives 9 Professional Concentration for Psy.D 9 Research Curriculum 10 Research Curricular Foundations 11 Psy.D. Doctoral Project 11 Achieving Doctoral Candidacy 13 Clinical Curriculum 17 Internal Practicum 22 External Practicum 24 Pre-Internship 26 Internship 29 Directed Clinical Experience 31 Clinical Education and Training at Non Academic Institutions 32 Clinical Comprehensive Examination 32 Masters in General Psychology Program 32 Change of Degree Program 37 Transfer Credit and Course Waiver 37 Grade Policy 39 Student Evaluation and Remediation 40 Remediation Plans Based on Evaluation Recommendations 46 Immediate Remediation or Dismissal Action 47 Language and Computer Proficiency 48 APA Membership 49 Leaves of Absence 49 Standards of Conduct 49 Faculty-Student Relationships 50 Relationships with and Access to Psychology Department Faculty and Staff 52 Department Resource Use 53 Revisions and Additions to the Psychology Department Student Training and Conduct Policy Handbook 55 References 56 3

4 Department of Psychology : Psy.D. APPENDICES Clinical Psy.D. Program: Academic Gates and Timelines 58 Psy.D. Program Time Line 59 Sample Psy.D. Clinical Checksheet for Degree Compliance 60 Psy.D. Curriculum (an unofficial guide) 61 Summary of Steps in Psy.D. Doctoral Project 63 Psy.D. Doctoral Project 66 Reference Guide 71 Significant Potpourri 72 4

5 Psy.D. Clinical Program Loma Linda University School of Behavioral Health Department of Psychology Student Training and Conduct Policy Handbook

6 Department of Psychology : Psy.D. Introduction This guidebook pertains to those students admitted to the Psy.D. program. It focuses on those things that are mandatory, in the Department of Psychology, for ensuring your successful progress through the program. It will assist you in discharging your duties, as a graduate student, in a careful, consistent, thoughtful, and responsible manner. Ignoring its contents may impede your academic progress and contribute to you expending more energy, time, and money. It is up-dated annually, and the contents becomes effectively immediately. It is strongly recommended that you refer to it often. It is intended to be a reference document and used in concert with the University Student Handbook. The Psy.D. clinical program follows the Vail practitioner-scholar model (Korman, 1976) and the standards of education adopted by the National Council of Schools and Programs of Professional Psychology (NCSPP). The program prepares students with a solid foundation in scientific research methodology, with training in the application of research to issues and cases, and with preparation for clinical proficiency. Students complete a doctoral research project, not a traditional dissertation, and enroll in a 16-credit professional concentration that focuses on a concentrated area of clinical practice and/or clinically oriented research. The program places special emphasis on the breadth and depth of its clinical training in assessment and therapy, and other practitioner skills, such as supervision, consultation, management, research and evaluation. Some students in the Psy.D. program are jointly admitted to the School of Public Health in order to pursue dual doctoral degrees, Doctor of Psychology and Doctor of Public Health (Preventive Care). Each student enrolled in the Psy.D. clinical program in the Department of Psychology at Loma Linda University has the right to pursue an education in an environment that is conducive to and supportive of academic and personal growth and development. In this regard, the educational mission of the Department of Psychology is grounded in and promoted by the professionalism of its faculty and students in interaction with one another, with University Administration, education and support personnel and the community at large. 6

7 Academic Advisor Each student will be assigned an Academic Advisor during fall quarter registration of the first year in the Psychology Graduate Program. The Psychology Academic Advisors are all core faculty within the Department of Psychology, Loma Linda University School of Behavioral Health. The Academic Advisor will assist the student with course selection each quarter in order to ensure an appropriate academic schedule and the timely completion of requirements for the corresponding degree. The Academic Advisor is available to the advisee to assist in any other aspect of academic counseling. The Academic Advisor may or may not be the research/ project supervisor to the academic advisee. The faculty member who becomes the student s research chair (doctoral project) will automatically become the student s Academic Advisor. This policy does not apply if a someone other than a core faculty member (e.g. a CSUSB faculty person or other adjunct faculty person) becomes research chair. Should a student desire to change Academic Advisors, he or she must complete the following steps: 1. The student must discuss the request with the current academic advisor. 2. The current academic advisor must sign a Change of Academic Advisor Form (see pg. 71) 3. The student must discuss the request with the in tended academic advisor. 4. The intended academic advisor must sign the Change of Academic Advisor Form. 5. The Change of Academic Advisor Form must be approved by the Department Chairperson. 6. The student will be notified in writing of the departmental decision regarding the request to change academic advisors. 7. A copy of the Change of Academic Advisor Form will be filed with the new academic advisor. The original form will be filed in the student s permanent department file. 7

8 Psy.D. Curriculum Department of Psychology : Psy.D. Students enrolled in the Psy.D. program are required to take a total of 168 units. They complete core psychology courses, research courses, clinical coursework and practica, a 16-credit professional concentration, elective courses, and a doctoral project (See pg for a sample curricular outline and the Psy.D. Course check sheet, respectively). In order to ensure and to facilitate students timely movement through the program, it is imperative that the course sequence curriculum be followed. This will keep each student on track and assist each student in arriving at the various gates of the program on time. Taking courses out of sequence may delay progress by a year or two. There may be valid reasons why courses are taken out of sequence, e.g., academic variances, transfers, etc. However, any deviation from the printed sequence should be discussed first with your advisor, then the DCT, and finally with the Department Chair if required. These steps are intended to help avoid unnecessary delays and problems. Excluding religion courses, persons in dual degree programs, and/or an elective, no required courses are to be taken outside the department. Following the course sequence precludes this as a necessary step. Psychological Sciences Foundation Curriculum The Psy.D. program has been informed by the Vail model (Korman, 1976) for training in psychology, and thus emphasizes the practitioner-scholar orientation to the discipline and assumes that students are firmly grounded in basic psychological theories and principles. As such, Psy.D. students are required to complete five(5) psychological sciences foundation courses, during the first two years of their graduate program. The courses include History, Systems, & Philosophy of Psychology (PSYC 524), Cognitive Foundations (PSYC 545), Psychobiological Foundations (PSYC 551), Foundations of Social Psychology and Culture (PSYC 564), and Foundations of Human Development (PSYC 575). Students are required to couple PSYC 526, Ethics and Legal Issues in Clinical Psychology Each year there are approximately 6 to 8 colloquia hosted by the Department of Psychology. We invite psychology clinicians and researchers from various specialty areas in psychology or related disciplines to our campus to present a one-hour colloquium. These presentations are typically scheduled once a month. First, second and third year graduate students are required to attend these lectures to fulfill the one unit colloquia curricular requirement (Note: the student registers for the one unit in Fall Quarter and is given a grade at the end of Spring Quarter). 8

9 First year students may miss one colloquium presentation and still receive full credit. Second year students may miss two colloquia presentations and still receive full credit. Third year students may miss up to three presentations. Attendance at the presentations is recorded via two methods. The first is a sign in sheet that will be placed at the back of the lecture room. In order to be registered for attendance, students must sign in no later than 12:15 and must be present until 1:15. Second, the student is required to complete a signed evaluation form concerning the presentation within one week after the presentation and return the completed form to the Department Secretary. To encourage graduate student involvement, the faculty may call on students to act in the role of "student host" for each of the colloquia. Duties may include: 1. Be present at each of the colloquium functions to interact with the guest and see to it that he or she has a relatively pleasant visit. This includes being present at the beginning of any informal meeting held before or after the presentation (usually about an hour). 2. Help with some of the incidental details that tend to arise with some of the visits (escorting the presenter) 3. Encourage the other graduate students to attend the colloquia and associated events. Additionally, prospective new faculty members who are on the final list of applicants present colloquia as part of their application process. It is extremely important for graduate students to attend these when scheduled. All graduate students are encouraged to attend all of the faculty applicants colloquia. If there is an extenuating circumstance that prohibits you from attending a colloquia meeting, you must contact the faculty member responsible for colloquium and receive instruction as to how to handle the absence. Wholeness Curriculum and Electives Students enrolled in the Psy.D. program will also complete 19 units within the Wholeness Curriculum inclusive of 9 units of religion. Students should discuss their choices for completion of these requirements with their academic advisors. The University requires all graduate students to complete nine units of religion courses, one from each of the three categories: Relational (R), Foundational (T), and Ethics (E). 9

10 Department of Psychology : Psy.D. Psy.D. Curriculum When registering for Directed Study courses (PSYC 596 and PSY 795), which can serve as elective courses, students use the Title Request Form (see pg. 71), which must be signed by the School of Behavioral Health Dean s office. Professional Concentration for Psy.D. Students pursuing the Psy.D. degree will complete 20 units in an area of professional concentration. Four of those units will be satisfied through completion of two required courses: (PSYC 681) Clinical Supervision: Concepts, Principles, and Function, and (PSYC 683) Management, Consultation, and Professional Practice. The remaining fifteen units may be satisfied by courses relevant to clinical practice area chosen by the student in consultation with his or her academic advisor. Examples of these areas include: Clinical Health Psychology, Neuropsychology, and Pediatric Health Psychology, and Social Cultural Health. Other areas may be considered under advisement with the student s Advisor. Professional Concentrations must have prior approval by the Academic Advisor and the Program DCT. Students seeking approval for approved concentrations need only submit their requests on Form J. For the students on the Psy.D. track who are going on to obtain the Dr.P.H. degree, courses in public health may comprise the remaining sixteen units of professional courses. This principle applies also to combine degree programs, e.g. Psy.D. and MA in Biomedical and Clinical Ethics. (contact the Department s Admissions and Records office for information on Concentrations). Research Curriculum The Psy.D. degree at Loma Linda University is informed by the Vail model (Korman, 1976) for psychological training, and thus emphasizes the practitioner-scholar orientation to the discipline. Our model stresses the understanding and competent use of the research literature within scientific psychology; that is, in addition to becoming highly proficient clinicians, students in this program gain experience toward becoming informed, efficient consumers of science, developing the skills necessary to critique and implement research findings from psychology within the context of a clinical facility, intervention, or treatment program. In support of this goal, the curriculum for the Psy.D. degree has been organized to emphasize clinical training within the context of psychological scholarship. The philosophy of science as practiced by the discipline of psychology assumes that human beings have a veridical experience in a real world, and that important components of this existence and interaction with the 10

11 world can be understood through systematic empirical observation, which involves the replicable measurement of behavior and/or mental processes. Theoretical contributions serve to integrate the findings from such observations in terms of general principles, and additionally serve to guide future investigations. While committed to the scientific approach to understanding behavior and mental processes, often psychologists can be informed by diverse theoretical and methodological orientations. Although basic research will always be important if not central to psychology as a scientific discipline, the replication of such findings in more complex, less controlled settings remains salient. Applied research such as program evaluation, instrument validation, extension of results to various social and cultural contexts, and methodologies directed toward informing public policy debates must also be included in a thorough orientation to scientific psychology. This basic eclecticism in method and approach includes both quantitative and qualitative orientations to scientific method, and reflects strength of the discipline and of this department. Nonetheless, general principles that secure epistemological rigor for the discipline do exist and serve to ensure the efficient growth of the body of knowledge within the science of psychology. These general principles are introduced and adhered to within this department. Alternatives in method and perspective can and do supplement the traditional scientific approach. On the one hand, in many cases involving human beings, ethical or other considerations frequently require significant deviations from this model in the acquisition of data. On the other hand, the opposite challenge may also arise, that is, the necessity and opportunity to submit a previously applied area of research to the methodological and design controls available only in the laboratory. In all situations, the competent psychologist will seek creative ways to approach as closely as possible sound scientific principles, informed by ethical constraints, in the research endeavor. Finally, while important advances in our understanding of behavior and mental processes can be made through basic research, psychologists remain motivated by the hope that research findings will eventually contribute to the improvement of individual human lives and of the communities in which they live. Research Curricular Foundations Although students are encouraged to be involved in independent research, either individually or as part of research teams within and outside the department, the curriculum includes a great deal of structure toward formal involvement in psychological research. The following section provides an 11

12 Psy.D. Curriculum Department of Psychology : Psy.D. overview of the primary research-related coursework within the Department. For more information, consult the relevant sections of the BULLETIN. Coursework: All students enrolled in the Psy.D. Clinical program in psychology, unless otherwise provided through a formal petition for academic variance, are expected to complete a sequence of didactic research courses as follows: Advanced Statistics I (PSYC 501), Advanced Statistics II (PSYC 502), Research Methods in Clinical Psychology (PSYC 504), and Psychometric Foundations (PSYC 511). These courses together as outlined above provide a thorough introduction to statistical theory and application as practiced in the discipline of psychology and appropriate to Psy.D degree track. In addition, they afford an advanced overview of scientific epistemology and proper dissemination of research findings including experimental design, methodology, and reliability and validity of measurement. PSYC 511 is taken concurrently with PSYC 502. In some cases, a class project in PSYC 504 may be used to develop a pre-proposal for the Psy.D. doctoral project. The two primary objectives for these foundational courses are to (a) provide students with a sufficient background to critically and competently evaluate the literature in scientific psychology for application to and supplementation of the clinical practice of psychology, and (b) to equip students with the basic tools with which to begin an apprenticeship under the mentoring of a research supervisor, leading to a doctoral project. Psy.D. Doctoral Project Students enrolled in the Doctor of Psychology program will complete a project that involves a scholarly endeavor relevant to the discipline and practice of psychology. The distinctive feature of the project is its combination of being clinically driven and demonstratively applicable. The project may use qualitative, quantitative mixed approaches. Examples of Psy.D. projects are: 1. Clinical Application 2. Case Study (single or multiple) 3. Integrated Literature Review 4. Meta Analysis 5. Program Development 12

13 6. Program Evaluation 7. Treatment Program 8. Empirical Projects 9. Other Projects approved by the research advisor In order to facilitate the development of both the project proposal and completion of the project, the student will enroll in PSYC 696 for a required 8 units: taken in 2 unit increments over the quarters necessary to complete the work for which the units are intended. Students are to follow the Psy.D. Doctoral revised description 6/11/09 (Pg. 66). Organization of the Psy.D. Doctoral Project Committee. This faculty supervisory committee must consist of at least two members. One of the two must be Departmental faculty, one of who must serve as chair of the committee; these individuals are listed in the School of Science and Technology BULLETIN (excluding those individuals with a clinical faculty appointment). Additionally, one of these faculty members must be a licensed clinical psychologist. At least one member can be from outside this Department having a doctoral degree in psychology or related discipline. The committee will function as the final review board for approval of the doctoral project. The chair of the committee will normally be identified prior to Psy.D. Research (PSYC 696) and the committee will have been formed by the time the student registers for the 2 nd 2 units of PSYC 696. Departmental Form E must be submitted to the Academic Affairs Committee in order to formally establish or change the membership of the committee. Examples of Departmental Forms E (Formation/ Change of Supervisory Committee) and F (Defense of Research Proposal) can be obtained from the Department Admissions and Records office. Submission of the proposal to this committee and the department Research Coordinating Committee for review and endorsement must come at least two weeks prior to submission to the IRB (if IRB approval is needed). Committee and IRB approvals must be secured before data collection can begin. Achieving Doctoral Candidacy. During the Summer Quarter of the third year of the program, students register for Psy.D. Research (PSYC 696), and begin developing a proposal for their doctoral project. The supervisory committee is to be formed no later than Fall Quarter of the3rd year. 13

14 Department of Psychology : Psy.D. A formal defense of this proposal before the supervisory committee will constitute the Qualifying Examination for Doctoral Candidacy. After successful completion of the Qualifying Examination, completion of the core curricula as outlined in the BULLETIN, successful completion of the Comprehensive Clinical Examination, and other requirements as specified in the BULLETIN, a student may apply for advancement to doctoral candidacy (FGS/SST Form A, see Pg. 71). Defense of the Doctoral Project. A public presentation of the doctoral project at an arranged colloquia is required. Notice of the defense (using Departmental Form G, see Appendix I) is to be given to the Department Admissions and Records Coordinator and publicly posted at least one week prior to the public presentation. Form C is used to notify the School of Behavioral Health that you intend to complete the requirements necessary for a degree. It must be filed with the SBH by the designated date during the quarter in which you intend to graduate. Only upon successful defense of the project, may the supervisory committee sign the signature page of the project and Form D (see pg. 71). The student must submit five (5) copies of the completed, signed project report to the SBH for binding. Formal Research Participation Outside the Department. If academic credit is to be awarded for research conducted outside the Department of Psychology (either within Loma Linda University or at another institution), then one of the following must be satisfied: 1) The chair of the supervisory committee is a regular faculty member in this Department and all committee members have Psy.D. s or Ph.D. s in psychology or a related discipline; OR 2) At least two members of the supervisory committee are on the regular faculty in this Department, and the chair of the supervisory committee has a Psy.D. or Ph.D. in psychology. Ethical Considerations in Psychological Research Psychologists seek to promote the highest standards of ethical conduct in their interactions with clients, research participants, and colleagues. The Department of Psychology at Loma Linda University enforces all relevant guidelines for ethical research practices as stipulated in the American Psychological Association s Ethical Principles of Psychologists and Code of Conduct. This Code covers in general terms the areas given detailed treatment below. 14

15 Institutional Review Board. Without exception, any research project involving human research participants conducted by a student or faculty member under the auspices of the Department of Psychology, Loma Linda University, must have documented approval from the IRB (or have been officially designated as Exempt from IRB review by the IRB) before data collection begins. The IRB functions to ensure that all research conducted within the institution meets the guidelines mandated in the Belmont Report (The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979) for the ethical treatment of human subjects in scientific research. In addition to an evaluation of the ethical concerns and scientific merit of a particular study provided by the IRB, significant legal consequences could follow for the individuals involved, the department and the institution, if research with human participants is conducted without IRB approval. Information on human research at LLU including the IRB protocol forms may be found on the University Intranet at research.llu.edu. Use of Students as Research and Assessment Subjects. All participation as a research or assessment subject is strictly on a voluntary basis. The Department abides strictly by the APA Code of Ethics (6.11c and d) that states, When psychologists conduct research with individuals such as students or subordinates, psychologists take special care to protect the prospective participants from adverse consequences of declining or withdrawing from participation. When research participation is a course requirement or opportunity for extra credit, the prospective participant is given the choice of equitable alternative choices without adverse consequences of any kind. Prior to use of subjects for either research (with IRB approval) or assessment purposes, the clinician or investigator shall obtain an informed consent (in accordance with the University and federal regulations regarding the protection of human subjects) from the participant. 15 Plagiarism. Plagiarism has occurred when a student (1) steals or attempts to pass off as his/her own, the ideas or the words of another person, (2) uses a creative production without identifying and crediting the source, or (3) fails to give credit for a direct quotation, for paraphrasing or summarizing a work (in whole, or in part, in her/his own words), or for information that is not common knowledge. Plagiarism happens when you use the exact language of someone else without placing the words in quotation marks and citing the original author. It also occurs when someone else s arrangement of material or pattern of thought is offered as your own, even if it is expressed in your own words, without citation. It occurs when you transfer a sequence of ideas from an original source to a new paper

16 Department of Psychology : Psy.D. without being digested, integrated, and reordered in your mind. All psychologists will use sources and ideas from others in writing papers it is expected that a writer will demonstrate how her/his ideas integrate with, build on, or contrast with those of others in the field. However, whenever a writer uses the ideas of another writer, even if he/she is paraphrasing the source or merely following the same outline of ideas and thoughts, the writer has a responsibility to give credit to the source of the ideas or structural outline. Plagiarism is unethical and illegal. Under no circumstances will plagiarism be tolerated at any stage of development of any research proposal, project paper, take-home examination or other essay required for any course in this Department. Any plagiarism could in and of itself constitute sufficient grounds for dismissal from the program. To include paraphrases or summaries of other s work in any paper, proposal, project, or essay APA style conventions must be followed, acknowledging the relevant source(s) by citing appropriate reference(s). Use of Clinical Instruments. Many psychometric tests (e. g., the WMS, the WAIS, the MMPI-2, the WISC, the 16-PF, etc.), due to their regulation by APA, their publisher(s), and the Board of Psychology, cannot be used by students in their research without the direct supervision of a licensed psychologist. This supervision must be registered with the faculty research supervisor (if a different individual), the Department and the IRB, by a signed letter from the supervising psychometrician (a licensed psychologist) indicating that s/he has read and approved the research protocol and agrees to supervise the administration, scoring, interpretation, and ultimate purpose for the test results. Ethical, legal and academic ramifications may be involved if this procedure is not followed. Use of Assessment Library and Laboratory. The Departmental Assessment Library and Laboratory both the location and materials is not normally available for student research unless the Coordinator of the Assessment Library and Laboratory has approved its use as described in the research protocol (accompanied by the aforementioned letter from a licensed psychologist or comparably trained psychometrician, if clinical tests will be used) by signing a letter giving official permission for the project. ¹Much of this material on plagiarism has been copied in part and adapted from the statement used in the Department of Psychology at La Sierra University that was prepared by Paul Mallery, Ph.D. Used with permission. 16

17 Thus, for example, if you wish to use the Departmental Assessment Library s MMPI-2 in your research, you need written permission for your protocol from your faculty research supervisor, from the Coordinator of the Assessment Library and Laboratory, from the licensed psychologist who will supervise the testing, and from the IRB. Clinical Curriculum Clinical training, is one of the most exciting and one of the most crucial components in the overall educational experience of those students who have as their career goal to become clinical psychologists. It is an exciting venture that provides students with actual hands on encounters with patients, many of whom will be very similar to the kinds of people who will be seen later in their professional practices. But it is also something to be viewed as critical because without thorough, broad-based, professionally oriented, and skillfully supervised clinical training at each level, students will most likely not be able to proceed to, or succeed in, the future stages of career development. In like manner, receiving the best clinical training experiences is crucial for obtaining the expertise necessary to do well in what is really the heart of the whole endeavor, i.e., serving and working for the well-being of people in the most competent manner possible. Clinical training naturally and of necessity builds upon the theoretical and scientific underpinnings which are obtained in the classroom early in the doctoral program. At the same time, clinical practice is also to have an influence on the science of psychology. Lightner Witmer (1907), a pioneer in the field of clinical psychology, establishing the first psychological clinic in the United States in 1896 and founding the first journal for the profession in 1907, the following:... I believe that there is no valid distinction between a pure science and an applied science.... The pure and the applied sciences advance in a single front. What retards the progress of one, retards the progress of the other; what fosters one, fosters the other. (Witmer, 1907, pp. 1-9). The underlying philosophy of the clinical training program at Loma Linda University is that individuals are, first of all, psychologists who are wellgrounded in the theory and science of psychology, who then go on to become and function as clinical psychologists in academic, research, or clinical settings. This simple statement of fact will be repeatedly borne out in clinical training and in the daily work of the practicing. 17

18 Department of Psychology : Psy.D. Succinctly stated, the comprehensive goal or mission of the clinical training program at Loma Linda University is to provide students with the cumulative experiences necessary for them to become scientifically-oriented, thoroughly ethical, highly trained, greatly skilled clinicians, well prepared for the practice of professional psychology in the 21st century and beyond. Pervasively woven throughout all of the goals and objectives of this clinical training program is the motto of Loma Linda University, To Make Man Whole, thus taking into account the physical, mental, social, and spiritual aspects of the spiritual aspects of human wholeness. It is expected that students in the Psy.D. clinical program will receive at least a rudimentary grounding in the primary theories of personality and psychopathology, in the various assessment procedures, and in the major schools of therapeutic intervention. Made viable by this kind of a broadbased foundation, the general theoretical model of training, which is espoused by the department, is eclectic (also known as integrative or multimodal). Assessment Courses. The first clinical training experience for Loma Linda University psychology students takes place in the initial assessment course and its concurrent practice lab in the Spring Quarter of the first year. Having this occur in the first year of the program represents the department s commitment to integrate theory, research, and practice very early in the whole training endeavor. The assessment sequence continues throughout the second year as well. The goal of this phase of students clinical training is for them to (a) learn the fundamentals of diagnostic interviewing and observation, (b) understand the empirical reliability and validity of a broad range of psychodiagnostic instruments and (c) develop skills in the administration, scoring, and interpretation of these instruments and in the writing of reports summarizing the assessment results. The first course (PSYC 512) in the assessment sequence, along with its accompanying practice lab, focuses on intellectual and achievement testing and an introduction to clinical diagnostic interviewing and observation. As noted above, this course and its practice lab take place in the Spring quarter of the first year. The second and third courses (PSYC 513 and PSYC 514) and concurrent practice labs cover the assessment of personality and will respectively involve both objective and projective measures The second and third (and their practice labs) are taken respectively in the Summer; and Fall quarters of the second year in the program 18

19 Three credits are earned for each of the three courses and their practice labs, thus equaling a total of 9 credits in this psychological assessment sequence. Psychotherapy Courses. The second year of the clinical psychology program at Loma Linda University finds students receiving an increasing degree of exposure to and experience with patients. Along with the assessment courses and their concurrent labs in the second year of the program, students will also begin the psychotherapy sequence, which extends into the third year as well. Normally, the first course in this sequence, along with its practice lab, focuses on the research data, theory, and techniques of cognitive behavior therapy (PSYC 581). The other courses (and their practice labs) in this psychotherapy sequence deal with the psychodynamic approaches (PSYC 582), the humanistic/phenomenological therapies (PSYC 583), and group modalities (PSYC 584), each course again dealing with empirical bases, concepts, and techniques. The goal of this phase of the clinical training program is to gain a thorough understanding of the theory, empirical foundations, and practice of the major psychotherapeutic interventions, along with an initial experience in the doing of each of them. Three credits are earned in the cognitive behavior therapy course and its practice lab, and three credits in each of the psychodynamic, humanistic/ phenomenological, and conjoint/group therapy courses and their practice labs, for a total of 12 units in the psychological treatment sequence. It is believed that some of the experience in each assessment and psychotherapy practice lab may be counted toward accrued supervised experience gained in the academic program. Again, the precise number of such hours to be counted will be left to the discretion of each course s instructor, with six hours per week being the maximum allowed (example: two hours of patient contact, two hours of report writing and case management tasks, and two hours of supervision). 19 Supervision of all work done in the assessment and supervision practice labs will be by persons with graduate degrees in corresponding areas and with expertise substantiated by their own education, training, and experience. All practice lab experiences off the campus of Loma Linda University s Department of Psychology will be only in institutional or agency settings approved by the clinical area faculty. Ultimate responsibility for the supervision provided in the practice labs lies with the instructor of the course.

20 Department of Psychology : Psy.D. Courses Required for State Licensure. Students in the Psy.D. Clinical Psychology program are advised that states vary in the courses they require for licensure. They are encouraged to consult with the DCT and the relevant state board of psychology regarding the requirements for the state in which they expect to work following completion of the program. Specific elective courses in the program curriculum are intended to satisfy the following requirements for California licensure: Elective Course Drug Addiction and Therapy (PSYC 685) Human Sexuality (PSYC 684) Child, Partner, and Elder Abuse (PSYC 686) Geropsychology (PSYC 676) California Licensure Requirement Detection and Treatment of Alcohol and Other Chemical Substance Dependency Human Sexuality Child Abuse Assessment and Reporting AND Spousal or Partner Abuse Assessment, Detection, and Intervention Aging and Long-Term Care Given that requirements for licensure can change, students are encouraged to remain abreast of licensing requirements in the state(s) in which they intend to become licensed. Supervised Clinical Experiences. Students are afforded five types of supervised clinical experience: Second-Year Internal Practicum (PSYC 781), External Practicum (PSYC 782, 783, 784, 785), Pre- Internship (PSYC 798), Internship (PSYC 799), and Directed Clinical Experience (PSYC 795). A clinical experience is defined as contact, either face-to-face or by means of assessment answer sheets or protocols, for the purpose of clinical assessment or intervention. Other legitimate clinical experiences when done within the context of Supervised Clinical Experience include: report writing, case management, record keeping, collateral contacts, supervision time, case conferences, consultations, and research. Several principles and guidelines apply to all Supervised Clinical Experiences. First, while participating in Supervised Clinical Experience, students are expected to comport themselves in compliance with the current American Psychological Association s Ethical Principles of Psychologists and Code of Conduct. 20

21 Second, students have professional liability insurance coverage for their work while on Supervised Clinical Experience provided for them by Loma Linda University in the amount of $1,000,000 per occurrence and an annual aggregate of $3,000,000. The training facility will have full responsibility for the patients or clients who are involved with the students. Third, beyond the general objectives associated with each type of Supervised Clinical Experience, it is required that at the beginning of the training year each student working in consultation with one or more members of the facility s training staff to establish specific goals and objectives for that particular student s entire training experience. These goals and objectives are then to be submitted to the Psy.D. Director of Clinical Training (DCT) for final approval before the end of the first quarter of the experience (or a grade of In Progress will be given for that first quarter and all subsequent quarters until they are submitted). Fourth, the Training Director in each facility (or the primary supervisor) will submit an electronic evaluation of students performance, progress, and professional conduct to Loma Linda University s Psy.D. DCT quarterly. These written evaluations will be discussed with the students by one or more of the following: (1) their primary supervisor, (2) the facility s Training Director, and (3) the Psy.D. DCT. Copies of these written evaluations will be given to the students as well as sent by the facility s Training Director to the Psy.D. DCT. Additionally, the facility s Training Director and the Psy.D. DCT will discuss a student s progress and/or problems in an ongoing manner throughout the year, with any matters of special significance being discussed with the student as well. If any significant problems develop along the way in the practicum experience, students will be given prompt and written notice of such, along with the opportunity to discuss and remedy them. The training facility does have the option of recommending to the university the withdrawal of a student if: (a) the achievement, progress, adjustment, or health of the student does not warrant a continuation at the facility; or (b) the behavior of the student fails to conform to the applicable regulations of the facility. The training facility director makes such a recommendation to the Psy.D. DCT who will then discuss the recommendation with appropriate Department faculty. The return of the student from Supervised Clinical Experience may be grounds for dismissal from the Psy.D. Clinical program. 21

22 Department of Psychology : Psy.D. Fifth, students will be given semiannual opportunities to evaluate their own training experience and the supervision, which they have received. The Director of Clinical Training may share the mid-year evaluation (or at least a summary thereof) with the facility s Training Director so that course corrections may be made, if so indicated. The year-end evaluation (or its summary) will not be shared with the facility s Training Director unless the student gives written consent for the Director of Clinical Training to proceed with such. These evaluations will be placed on file for future students to examine, if they desire to do so. The form to be used in these evaluations can be obtained from the Clinical Training Program office. Sixth, students are advised to keep a weekly log of their supervised experiences. Accurate records of the types of experience are required for internship applications and, later, for state licensure application. Since supervisors are often difficult to find several years after the fact (when documentation may be needed), it is a good idea to have them sign students logs along the way. Sample weekly log sheets are found in the department s service clinic. Students may make as many copies as they need. The Association of Psychology Postdoctoral and Internship Centers (APPIC) has developed its own format for defining and categorizing the supervised practicum hours to be counted on internship applications. Students may wish to examine the APPIC formats and develop their own log sheets or use programs that track hours in a manner that is consistent with the internship application process. Internal Practicum. The second-year practicum or pre-practicum (PSYC 781) is required for students enrolled in the Psy.D. program. This clinical experience involves Summer, Fall, Winter, and Spring Quarters of the second year, the students thus having had at least one prior assessment courses and practice labs, and who are, at that point, taking their third assessment course and practice lab and the first of their psychotherapy courses and practice labs. Internal Practicum begins Summer Quarter at the beginning of the 2 nd year. The Internal Practicum experience primarily occurs within the Behavioral Health Institute and requires a minimum commitment of 10 hrs./wk. One credit will be awarded for each quarter of the Internal Practicum. When appropriate and with the permission of the DCT, students may choose supplement their internal practicum experience with additional hours at another site that is affiliated with the department (e.g., SACH, a satellite of the university s outreach to an underserved community, or another appropriate site). 22

23 The Internal Practicum is not on the university s academic calendar with regard to such things as vacations and holidays, but instead is for three calendar months for each quarter of PSYC 781. The goal of the internal practicum is to provide students with clinical training before entering more intensive external practicum. All practicum training is managed and supervised by The Department of Psychology Internal practicum is a non-stipend training experience. All external practicum training must be in institutional or agency settings, which are approved by the Psychology Department s clinical area faculty. Internal practicum is a non-stipend training experience. Supervision of all work done in the internal practicum will be by persons with graduate degrees in corresponding areas and with expertise substantiated by their own education, training, and experience. A minimum of one hour per week of formal, scheduled supervision is required, i.e., one hour of supervision for each 10-hour block of time spent in a training placement. It is to be noted that a supervision hour consists of approximately 60 consecutive minutes. Supervisors are expected to document all supervision sessions, using either their own forms or those supplied by the Department of Psychology. Ultimate responsibility for the supervision provided in the second-year practicum lies with the Psychology Department s faculty person(s) in charge of this phase of training who certify the academic credit earned and assign the grade for Internal Practicum. 23 The primary supervisor must be familiar with the type of clients/patients with whom the student is engaging in the training setting and must be available to the supervisee 100% of the time the supervisee is accruing Supervised Clinical Experience. This availability may be in-person, by telephone, by pager or other appropriate technology with protections for confidentiality. If the primary supervisor is not on site, he/she must still be totally accessible for consultation, or ensure that another qualified supervisor is constantly available. If the primary supervisor assigned to working with the student cannot serve in capacity for any reason, another qualified supervisor must be made available to supervise at all times. The primary supervisor may delegate a portion of the supervision for which he/ she is responsible to another licensed or registered mental health professional, school psychologist, or psychiatric nurse). It is important for the primary supervisor to realize that he/she is ultimately responsible for the patients being seen by the student, for the particular student s supervision if such is delegated to someone else, and for obtaining timely quarterly student evaluations from each such individual.

24 Department of Psychology : Psy.D. The experience in the second-year practicum may be counted toward accrued supervised experience gained in the academic program. Examples of experiences that may be counted include actual patient contact, report writing, case management tasks, and time spent in supervision. External Practicum. The overall goal or expected outcome of the practicum is to provide students with a level of clinical psychology training which will be more intensive, more extensive, and more continuous than anything which they have previously experienced in the academic/clinical aspects of the program. The practicum is intended to be a highly integrated component in the students entire sequence of training and education at Loma Linda University. Prerequisites for all students before going on the practicum include having completed and passed (1) all the courses and accompanying practice labs in the Assessment Sequence, (2) two courses and accompanying practice labs in the Psychotherapy Sequence, and (3) the following General Clinical Courses: Practicum preparation, Ethics and Legal Issues in Clinical Psychology, Adult Psychopathology, and Child Psychopathology. All students must also be in good academic and professional standing in the program before entering the external practicum experience. Before the Director of Clinical Training can allow students to be involved in the external placement process, they and their academic advisor must verify on the printed form specified by the department that all of the above-listed prerequisites will be completed before the next external practicum year begins. It is the responsibility of the students to submit the Certification of Eligibility for External Practicum form (see Appendix M) to the Director of Clinical Training. The practicum is usually intended for the third year of the Psy.D. program at Loma Linda University. It is scheduled to extend for one full calendar year (12 consecutive months or four calendar quarters). The external practicum is not on the university s academic calendar with regard to such things as vacations and holidays, but instead these matters are governed by the institutional policy of the practicum site. Even though students register for four academic quarters (starting with summer quarter), the quarters spent on the practicum are actually four calendar quarters (starting on July 1st, October 1st, January 1st, and April 1st). All practicum training must be in an institutional or agency setting, which is approved by the university s Director of Clinical Training. Private practice offices, group practice settings, and sites where students have been 24