Graduate Programs in Psychology. Master s and Doctoral Programs in Clinical Psychology

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1 Graduate Programs in Psychology Master s and Doctoral Programs in Clinical Psychology

2 Contents The School of Psychological Sciences at the University of Indianapolis offers two graduate program degrees and a general undergraduate psychology major. The graduate programs are designed to meet the criteria of professional organizations and accrediting bodies such as the American Psychological Association (APA), the National Council of Schools and Programs of Professional Psychology (NCSPP), the Council of Applied Master s Programs in Psychology (CAMPP), and the Association of State and Provincial Psychology Boards (ASPPB). The University is accredited by the North Central Association of Colleges and Schools to offer advanced graduate studies leading to a master s (MA) in clinical psychology (with an optional mental health counseling track) and an APA-accredited doctoral degree (PsyD) in clinical psychology. The School of Psychological Sciences 3 Mission 3 The University of Indianapolis 3 City of Indianapolis 3 University of Indianapolis 4 Letter from the Dean 5 Facilities and Resources 6 Applied Training Experience 7 Practicum Sites 7 Faculty 8 Academic Progress & Professional Competence 8 Prior Study & Transfer of Credit 8 Shared Values of the Graduate Programs 9 Program Goals 10 Master s & PsyD Comparison 10 The Master s Program 11 MA Options and Requirements 12 Clinical Psychology Track 13 Mental Health Counseling Track 14 The Doctoral Program 15 Competency Areas 15 Concentration Areas 17 Doctoral Program Options & Requirements 18 Course Sequence 21 Graduate Course Descriptions 23 Application Information 28 Psychology Graduate Assistantship 29 Campus Map & Driving Directions 30 Enclosures, inside back cover Clinical Psychology focuses on the intellectual, emotional, biological, psychological, social, and behavioral aspects of human functioning across the life span, in varying cultures, and at all socioeconomic levels. 2 Graduate Programs in Psychology

3 The School of Psychological Sciences Indianapolis a premier urban setting The city of Indianapolis is the twelfth-largest city in the nation and provides diverse cultural opportunities and experiences. A thriving, progressive metropolis of more than 800,000 people, Indianapolis has burgeoned with corporate growth, cultural expansion, and civic pride. The University is just minutes from the central business district. Indianapolis is home to Fortune 500 companies and the Big Four accounting firms. It is one of the top 25 media markets in the nation, with major television network affiliates, radio stations, magazines, and one of the largest metropolitan newspapers in the country. The city also boasts some of the most renowned medical centers, and specialists throughout the world look to these centers of exceptional research and practice for the latest expertise available in health care. Indianapolis is a professional sports hotbed and is home to the Indianapolis Colts, Indiana Pacers, Indiana Ice, and Indianapolis Indians, among others. The city is a frequent host of the NCAA Final Four in basketball, world-class track and field events, Olympic trials, swimming and diving competitions, PGA, Senior PGA and LPGA events, tennis championships, and such renowned racing events as the Indianapolis 500, Brickyard 400, the MotoGP international motorcycle race, and the Red Bull Indianapolis Grand Prix. Indianapolis offers rich cultural and entertainment opportunities. For example, among its world-class museums are the Indianapolis Museum of Art, with an impressive and diverse collection; the Children s Museum (the world s largest); and the Eiteljorg Museum, which celebrates Native American and Western art and culture. The city boasts numerous professional and civic theatre groups and venues as well as film festivals. The Indianapolis Opera and the Indianapolis Symphony are staples of the city s rich cultural offerings. The city has venues for major concert tours and boasts an impressive array of clubs, restaurants serving diverse international cuisine, and cafés. The University of Indianapolis itself has a fine Baroque ensemble, art galleries, and a radio station dedicated to jazz and classical music. All of these elements add to the vibrancy of this spectacular capital city by providing a unique range of educational and recreational opportunities. Be sure to visit Broad Ripple Village, Massachusetts Avenue, and the Circle Centre areas to experience the cafes, nightlife, restaurants, and energy you would expect from a major urban center. There s only one corner of the universe you can be certain of improving and that s your own self. Aldous Huxley 3

4 The School of Psychological Sciences continued Graduate Educational and Training Model The School of Psychological Sciences resides as one entity within the University of Indianapolis Graduate School, which in turn forms a part of the larger University structure. For this reason, we have developed and implemented our training model in keeping with the motto of the University of Indianapolis, Education for Service. The University s commitment to service is the foundation from which our master s and doctoral programs have been built, which is also in keeping with the mission of other university doctoral programs in nursing, physical therapy, and occupational therapy. Our graduate programs are committed to developing highly competent and qualified clinicians and psychologists. The doctoral program in clinical psychology is based on a practitioner-scholar model of training and has adopted resolutions of the National Council of Schools and Programs of Professional Psychology (NCSPP) (Peterson et al., 1997) as a foundation for its goals and curriculum plan. Philosophy of Graduate Programs The focus of the program is to train students for the general, integrative practice of clinical psychology. Students develop capacities for thinking in a systematic and disciplined manner about clinical cases, theories, assessment, diagnoses, case conceptualization, intervention, problem solving, and ethics. They learn to translate basic psychological science into clinical practice, judiciously consider various sources of data and weigh evidence from multiple sources, evaluate and modify beliefs based on evidence, be outcome-oriented, and consider alternative viewpoints and perspectives. Scientific inquiry and research are viewed as improving critical thinking, and in the doctoral program the foundations of research design and statistics are well enough in place to permit professional activity in these areas. The faculty believe that graduate education is most effective when the relationship between students and faculty is characterized by mutual respect, responsibility, and dedication to excellence. The graduate programs are founded on a deep and abiding respect for diversity in individuals, the ethical practice of psychology, and a commitment to service to others. These foundation themes are reflected in the selection of students, the coursework and training experiences offered, and the faculty who serve as role models and mentors. University of Indianapolis The School of Psychological Sciences graduate programs reside within the University of Indianapolis, which is accredited by the North Central Association of Colleges and Schools (NCA) to offer advanced graduate studies. The University of Indianapolis was ranked in August 2010 by U.S. News & World Report as a Tier One Regional University (Midwest). The University was founded in 1902 as a coeducational, independent institution to provide preparation for teachers. Today the University has more than 5,000 students and offers 82 bachelor s degrees, 22 master s degrees, and several doctoral degrees. In addition to its main campus in Indianapolis, the University of Indianapolis offers graduate and undergraduate programs at its wholly owned branch campus in Athens, Greece. Further, the University is in partnership with Galen University in San Ignacio, Belize, and the Ningbo Institute of Technology, Zhejiang University, in the People s Republic of China. The academic year is organized in trimesters with a fall, winter, and summer schedule. The fall and winter semesters are 15 weeks and the reduced summer schedule spans nine weeks. There is an extended break in late summer. The award-winning Christel DeHaan Fine Arts Center, with its Ruth Lilly Performance Hall, offers students an opportunity to see outstanding musical concerts and nationally recognized speakers as well as many other professional performances and critically acclaimed art exhibitions. 4 Graduate Programs in Psychology

5 Letter from the Dean Dear Applicant, Thank you for your interest in the graduate psychology programs at the University of Indianapolis. The School of Psychological Sciences has developed a national reputation based on its outstanding faculty, successful alumni, and the high quality of education and training we provide. I am very pleased that you are considering applying to our master s or doctoral programs in psychology. Clearly, there are many choices available to you; I know how difficult it can be and how many factors you must consider when deciding where to apply. This viewbook, combined with our SoPS website (http://psych.uindy.edu/), should provide you with answers to many of your questions. To highlight a few of our strengths, I will focus first on our faculty. You will find that they are committed to providing excellent teaching, research, and service, and many combine their faculty appointments with clinical activities. As you would expect from a competitive application process and a rigorous course of study, our students also excel academically and professionally. Our graduates have gone on to lead and develop clinical organizations, supervise trainees, and gain employment in all facets of adult- and childfocused clinical settings, such as VA hospitals, medical centers, university counseling centers, psychiatric hospitals, residential settings, and correctional facilities. Some students specialize in one or more of our concentration areas (i.e., child and adolescent, behavioral medicine/health psychology, or adult psychopathology and psychotherapy), while many choose to become generalists, working across multiple areas. While some programs describe themselves as cognitive-behavioral, psychodynamic, or humanistic, we are committed to offering diverse curricula taught by experts in each of these modalities. You will find that an emphasis on scientific rigor runs through our program with attention to developing strong biopsychosocial conceptualization and clinical skills in our graduate students. Our program will provide you with the conceptual tools and competencies relevant to the realities of practicing clinicians who are employed today, as well as the skills we anticipate you will need in the future. We promise you a well-planned curriculum that is continually being improved upon with new elective offerings. Our master s and doctoral practicum sites are well monitored and provide remarkable training opportunities, and those in the doctoral program will also benefit from completing a high-quality dissertation. The two years as a master s student or five years as a doctoral student at SoPS will result in a solid professional identity, access to a network of skilled professionals, and an outstanding repertoire of knowledge and skills from which to draw upon. I wish you well in your application process. Sincerely, Rick Holigrocki, PhD Dean of the School of Psychological Sciences UIndy has the highest percentage of international students in the state, representing some 60 nations. 5

6 The School of Psychological Sciences continued Facilities & Resources The School of Psychological Sciences is located on the first, second, and third floors of Good Hall, the landmark building of the University. Students are taught in modern classrooms with the latest technological resources. A variety of specialized training facilities are utilized by psychology graduate students at the University of Indianapolis. Labs: Clinical Psychotherapy Laboratories are designated for the supervised training of individual, couple, and family psychotherapy. They are equipped with video cameras and high-quality microphones to allow for video recording of sessions and feedback and instruction. The rooms are linked to a separate observation room to allow for live supervision, hands-on training, and education. These laboratory rooms are available for use by the training clinic and all assessment and therapy classes. The Psychological Assessment Laboratory is equipped with mirrored windows for observation and video recording of student psychodiagnostic testing and other assessment skills. A full complement of current psychological assessment materials is maintained by the SoPS. The Human Development and Family Studies Laboratory offers a more spacious area for the observation and video recording of larger family sessions, sibling studies, and small-group experiences. The large Group Laboratory includes interconnected classrooms and allows for video recording and monitoring of experiential group or class exercises, psychoeducational programs, and other large group activities. PSC: The Psychological Services Center (PSC) at the University of Indianapolis is dedicated to providing psychological services to both the local and the University communities. The goals of the PSC are fivefold, providing: (1) psychological services to members of the community; (2) exposure for graduate psychology students to current techniques in a community-oriented setting; (3) opportunities for professionals practicing in the community to obtain continuing education; (4) opportunities for research with client populations; (5) clinical faculty with an opportunity for clinical practice that is within the University setting. Technology, Library, Media Services: Computer facilities in Good Hall and throughout the University allow graduate students access to word processing, spreadsheets, database operations, statistical packages, , and the web. Wireless connectivity is available across campus. The main library is the Krannert Memorial Library (KML). The library has full text of more than 30,000 journals, subscriptions to 500 print journals, and 160,000 books. Databases can be accessed on or off campus and include the essential databases to psychological study, such as PsycINFO, PsycARTICLES, PsycBOOKS, Medline, PEP Archive, and Academic Search Complete. Free interlibrary loan services are available to acquire journal articles or books that are not part of the digital or print collections. A substantial collection of digital video resources is available for on- or off-campus use (streaming video of some 7,000 films available 24/7 via Films on Demand). The library provides students with excellent access to technology. Twenty-two scholar workstations offer online access for research and software tools for organizing and presenting information (MS Word, Excel, Powerpoint, etc.). Large-screen group workstations allow small groups to collaborate. Research-only stations can be used to look up materials quickly in the online catalog or databases. One workstation includes scanning software for visually impaired individuals. Laptops are available to students on a two-hour basis. Media Services is located just off the main lobby of the Krannert Memorial Library and is the resource center for instructional technology support on campus. The department manages an inventory of audiovisual and computer hardware for use in classroom instruction and presentations. In-house, self-service Creation Stations are provided for the development of electronic media at computerbased workstations. Software and hardware resources are available for students to scan documents and photos, edit and burn audio/video, edit and print photographs, duplicate media of various formats, and develop podcasts. Media Services also oversees the University s technologyequipped iclassrooms, distance learning rooms, satellite downlink facilities, and campus-wide video distribution hub. A fully equipped Learning Support Center is provided for on-site media usage. The field of Clinical Psychology integrates science, theory, and practice to understand, predict, and alleviate dysfunction, disability, and discomfort, as well as to promote human adaptation and personal development. 6 Graduate Programs in Psychology

7 Student Space: A special area has been reserved as a psychology graduate study area where students meet for social and academic purposes. Student mailboxes and computers also are located in this area, which serves as an important communication center. The Graduate Psychology Association (GPA) provides support to students through mentoring programs, social activities, volunteer opportunities, and orientation sessions. The GPA also works to enhance communication through various information and planning meetings, and by electing student representatives to serve on faculty committees. GPAs regularly scheduled meetings provide students with a direct way to provide feedback to SoPS administration. The School of Psychological Sciences is also an APAapproved continuing education sponsor and offers colloquia and workshops throughout the year free of charge to students. Media services, writing labs, career placement services, a health center, physical fitness center, and counseling services all contribute to the abundance of resources available to University of Indianapolis students. Applied Training Experience Practicum experiences are an integral part of the training sequence in clinical psychology at the University of Indianapolis. Practicum placements include a variety of sites such as inpatient mental health units, partial hospitalization programs, community mental health centers, correctional facilities, outpatient clinics, residential treatment programs, and private practice. In these placements, students gain supervised experience in clinical assessment and testing, psychotherapy with various types of patients, collaboration and consultation with interdisciplinary teams, program development and evaluation, treatment planning and case management, and other aspects of professional psychology. Clinical practicum placements and training are coordinated through the Director of Clinical Training. To encourage depth of training, year-long placements are provided that allow students to integrate assessment, diagnosis, and treatment in a single setting. The program has more than 50 practicum sites available to select from, or students may work to develop another site and submit it for approval. All students in training at a practicum site participate concurrently in a weekly Professional Practice Seminar group at the University. Sites where UIndy students have completed their practica: Community Mental Health Centers Catholic Charities Adult and Child Mental Health Center Behavior Corp Lutheran Child and Family Services People s Health Center Volunteers of America University of Indianapolis Psychological Services Center School Settings Belzer Middle School Pike Township Schools University Counseling Centers Butler University Counseling and Consultation Services Indiana State University IUPUI Counseling Center Marian University Learning and Counseling Center Purdue University University of Indianapolis Counseling Center Hospitals Columbus Regional Hospital Community Hospital Health Network IU Medical Center Larue Carter Psychiatric Hospital Methodist Hospital Northern Indiana VA Riley Hospital Child Development Center St. Francis Hospital Child & Adolescent Services St. Francis Hospital Adult Behavioral Health St. Vincent Hospital and Primary Care VA Medical Center Day Hospital and Domiciliary Specialty or Residential Settings Charis Center for Eating Disorders Damar Homes Fairbanks Hospital Julian Center (Domestic Violence Shelter) Kelly O Leary Center for Autism Opportunities for Positive Growth Tara Treatment Center Outpatient Group Practices Christopher and Associates Community Psychological Consultants Indianapolis Christian Psychological Services Meridian Health Group Meridian Psychological Associates Shelby Psychological Services Woodview Psychology Group Correctional Settings Correctional Industrial Facility Indiana Women s Prison Pendleton Juvenile Correctional Facility Youth Opportunity Center To be what we are, and to become what we are capable of becoming, is the only end of life. Robert Louis Stevenson 7

8 The School of Psychological Sciences continued To ensure high-quality training and supervision, practicum sites and supervisors are evaluated regularly and approved by the School of Psychological Sciences. Practicum supervisors are granted clinical faculty status in the program in order to emphasize their critical role and responsibility in the training process. Faculty The School of Psychological Sciences at the University of Indianapolis takes pride in its dedicated, nationally recognized teaching faculty. All faculty members have excellent academic credentials in their specialty areas as well as many years of teaching experience. They also maintain their own research, consulting, and/or clinical practices in order to improve and enrich their teaching. This ensures the quality of instruction and is indicative of the commitment to excellence of the full-time, adjunct, and clinical faculty members. It further ensures that students will receive the most current information in the field of psychology as applied in real-world situations. The faculty maintain regular office hours and are available to discuss curriculum, career plans, or academic issues, or to become better acquainted with students interests. The psychology faculty members are dedicated to assisting students in realizing career goals and becoming leaders in their communities and profession. Find more detailed information on individual faculty members on a separate handout in the back cover pocket. Academic Progress & Professional Competence Each semester, students competency and progress are reviewed with respect to standards considered essential for competent professional practice of psychology. These standards, specified in detail in the student handbook, include expectations regarding knowledge, technical and interpersonal skills, professional attitudes, and ethical conduct of the clinical psychologist. Students must demonstrate satisfactory professional comportment in order to remain in good standing. Students complete their own self-evaluations as part of this process, reflecting upon their own professional development across time. This commitment to regular, comprehensive assessments, documented for the student s benefit, ensures timely feedback and contributes to the overall quality and success of the program. Prior Study & Transfer of Credit Students who already have obtained a graduate degree or completed graduate coursework in psychology or a related area may apply to the graduate program at the University of Indianapolis. Students with previously obtained graduate degrees or coursework who are accepted into the MA or PsyD program may be granted advanced standing. A maximum of 15 graduate credit hours may be transferred from another institution. Credit can be granted only for coursework that is judged to be equivalent to courses offered in the graduate psychology program at the University of Indianapolis. Transfer of credit is not given for prior clinical practica, internships, thesis, or dissertation work; PSY 520 Ethics, Professional Standards and Legal Issues; or for courses in which a grade lower than a B was obtained. All transferred work must have been completed within the five years prior to application for admission. The courses and exact number of credit hours that will be accepted for transfer from another institution will be determined by the graduate program after examination of course syllabi and transcripts. The graduate program in psychology reserves the right to require that students evidence satisfactory performance on a competency examination before it grants transfer of credit for a course. Intelligence plus character that is the goal of a true education. Dr. Martin Luther King Jr. 8 Graduate Programs in Psychology

9 School of Psychological Sciences Core Values The School of Psychological Sciences has adopted a set of core values that are integrated into the programs and curricula. These values represent strongly held beliefs and aspirations of psychology faculty members. As such they represent a set of shared ideals that the faculty strive to embody in their activities and in the learning environment of the programs. The values are as follows: Mutual Respect and Responsibility We believe that students and faculty deserve to be treated with respect and dignity, and that fundamental rights of privacy should be honored within the limitations of providing responsible training in the field of psychology. We believe it is important to recognize and respect the personal goals and varying needs of students and faculty while ensuring that we provide a high-quality education and educational experiences needed by professionals in the field of clinical psychology. Integrity We believe in the importance of accurately and honestly representing the program to students, the public, and the profession, and to follow through on promises and obligations we have made. We believe in the importance of open and honest communication of viewpoints, careful and nonjudgmental listening to others, and constructively responding to questions. Flexibility and Innovation We embrace flexibility, innovation, and change as basic requisites of creativity, productivity, and success. We believe in fostering an environment where students and faculty can explore new ways of being and doing. We endorse continuous quality improvement as an essential doctrine and means of improving organizational and student performance. We believe that quality assurance is predicated on the continual need to ask difficult but meaningful questions, collect pertinent yet sensitive information, reach conclusions that may require us to change, and implement solutions and improvements that challenge us to demonstrate our commitment to excellence. Service to Others We strive to foster a sense of responsibility for improving the human condition, contributing to the welfare of others, and providing creative leadership in the professional community and society at large. We believe that it is our duty to benefit the students, our patients, the profession, and society through our training program, and minimize the potential for risks and harm. We believe that a commitment to service involves taking a stand on important issues and taking action in specific directions. We believe that it is incumbent on us to be responsible stewards in overseeing the utilization and management of department, University, and community resources. We are committed to the conscientious use of human and financial resources as part of our service to society and the profession. Professionalism and Ethics We believe that faculty should demonstrate professionalism and ethical behaviors in their positions as role models, mentors, and educators. We also believe that it is equally important for students to act in a professional and ethical manner in their dealings with peers, professors, and the public. Dedication to Excellence and Continuous Quality Improvement We strive to create an environment in which we foster critical thinking, the synthesis of knowledge, a reflective capacity, and a commitment to lifelong learning. We believe in the importance of continuously striving for excellence in courses, educational programs, and training experiences that we develop and offer. Our aspirations are our possibilities. Samuel Johnson 9

10 The Master of Arts Program Graduate Program Goals and Objectives Ethics and Professional Competency To foster the development of high ethical standards, professional role functioning, and adherence to standards of practice in clinical psychology. Objective: Students will demonstrate skills related to ethics and each student will develop a professional identity as a clinical psychologist. Scientific Psychology To expose students to the basic tenets of major theoretical and scientific perspectives regarding biological aspects of behavior, cognitive and affective aspects of behavior, social aspects of behavior, history and systems of psychology, and developmental processes across the lifespan. Objective: To provide students with a graduate-level understanding of the science of psychology and to assist with translation of material to the clinical realm. Intervention To provide training in therapeutic relationship skills as well as a variety of intervention approaches and modalities. Objective: Students will demonstrate skills related to therapy and gain experience with outcome evaluation. Assessment and Diagnosis To provide training in the selection, application, and zinterpretation of clinical assessment techniques and methods. Objective: Students will demonstrate skills related to psychological assessment and diagnosis. Research and Evaluation To ground students in research methodology and statistics and provide doctoral students with the skills to design, evaluate, and/or implement research or scholarly projects. Objective: Students will develop skills related to research methods and statistics. Multiple Roles To prepare students to function in a variety of roles performed by psychologists (consultant, educator, manager/administrator, supervisor, assessor, and program developer/evaluator). Objective: Students will be able to understand roles performed by a psychologist apart from that of therapist and assessor to best prepare them for a complex workplace environment. Diversity To foster an understanding and appreciation for the wide diversity represented by individuals of different cultures, genders, ethnicities, races, religions, ages, physical/mental status, and other groups. Objective: Students will be able to demonstrate an understanding and appreciation for how diversity impacts their clinical activities. Relationship between MA and PsyD Programs The MA program at the University of Indianapolis is designed to provide training for individuals who wish to obtain graduate education but do not desire the doctorate, are not able to pursue the doctorate currently but may do so later, or are pursuing graduate studies at one of our international program sites. The MA is intended to stand on its own as a separate degree program. However, the MA and PsyD programs are related in several areas. A number of the MA courses are the same as doctoral core courses. This occurs because individuals preparing for both master s and doctoral practice in psychology share a common ground of basic knowledge and skills. Therefore, students from both programs may be combined in some classes. These courses are limited to classes that are primarily lecture in content and would thus lend themselves to a broader audience. Courses that require more individualized instruction, emphasize applied clinical training, or differ between the programs are taught in separate sections. Students who complete the MA in clinical psychology may apply for admission into the PsyD program, just as any student with a master s degree may apply for doctoral study. Admission into the MA program in no way guarantees future acceptance into the doctoral program. Master s students who apply and are accepted into the doctoral program will receive credit for most of their previously completed master s work, in keeping with the general philosophy of accepting transfer credit. However, no credit is given for the clinical case study or master s practica. Students who are accepted into the PsyD program usually will take two additional years of full-time study to complete the doctoral coursework, plus a third year spent on internship. Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has. Margaret Mead 10 Graduate Programs in Psychology

11 The master s degree in the Clinical Psychology Program is designed to produce competent professionals who are able to think critically about issues, are wise consumers of research, and are able to apply their skills in a variety of settings. Two tracks have been developed with curricula that reflect the goals outlined in the MA mission statement. These tracks are the Clinical Psychology (CP) track and the Mental Health Counselor (MHC) track. The CP track is based on resolutions and guidelines from the Council of Applied Master s Programs in Psychology (CAMPP) and the Master s in Psychology Accreditation Council (MPAC). The CP track is intended for those students who do not intend to engage in independent private practice and obtain third-party reimbursement for services, or those students who plan to attend a doctoral program after completion of the master s degree. The MHC track curriculum is designed to meet the requirements for graduate study specified in Indiana state laws regulating licensing of Mental Health Counselors. degree plan in consultation with their faculty advisor to ensure that all required and prerequisite courses are sequenced appropriately. Master s students also may be permitted to take selected courses in child, health, or adult concentration areas as part of their elective coursework, allowing for the development of greater clinical and theoretical focus. In addition, some MA students apply to the PsyD program at the University of Indianapolis. If selected, students will qualify for advanced standing, since the majority of their MA courses will count toward the requirements for the doctoral degree. Although individual MA courses focus on different aspects of professional training in psychology, recurrent themes such as integration of theory and practice, the interrelationship of assessment and intervention, the recognition of individual and cultural diversity, scholarly inquiry, ethical practice, and professional problem solving cut across coursework in the curriculum in both tracks. Options for MA Degree Completion The master s program has been designed to allow for various options to meet the needs of students who are completing their MA degree. The 48-hour Clinical Psychology track and the 60-hour Mental Health Counseling track allow students to select the type of program that most closely matches their career goals. Students may wait until the end of their first year before deciding which track is most appropriate, thus allowing additional flexibility in degree choice. All master s courses are available in an evening format, which allows students to maintain daytime responsibilities or employment while attending classes. To accommodate the needs of students who are employed, both part-time and full-time degree completion options are available. Part-time students will need to create a Graduates in both the master s and doctoral programs consistently report that they have found employment in their area of interest and expertise. 11

12 The Master of Arts Program continued Part-time & Full-time Study The course sequences outlined in this book are designed for full-time students. However, students may petition for part-time study. Part-time students must plan their schedules carefully, since courses may be offered only during particular semesters. Regardless of full-time or part-time status, students must complete all degree requirements for the MA within five years. Clinical Case Study Every student in the MA program in clinical psychology must complete an approved Clinical Case Study. The Clinical Case Study is designed to emphasize students future careers as practicing clinicians rather than academic researchers. It serves as an extensive case conceptualization paper that allows the faculty to evaluate students abilities to critically evaluate and synthesize knowledge gained from theory, research, and clinical practice. Students select a patient to work with who exhibits difficulties in some clinical area, conduct a literature review of relevant treatment issues, complete an assessment of the patient, provide effective interventions, evaluate outcomes, and produce a scholarly case conceptualization (case study) that is theoretically and clinically sound. A primary goal of the Clinical Case Study is for students to demonstrate in-depth mastery of a specific clinical area or treatment issue. Clinical Practicum/Internship for the MA Practicum experiences are an essential part of master slevel clinical training. A minimum of 225 hours of practicum is required of CP students. These hours are accumulated during the second year over the course of two semesters, eight to ten hours per week. For the MHC track, students complete a total of 1,000 practicum/internship hours over three semesters, 17 to 25 hours per week. However, other arrangements are possible depending on agency and student requirements. According to the National Institute of Mental Health, more than 30 million Americans need help dealing with issues relating to mental health. 12 Graduate Programs in Psychology

13 MA Graduation Requirements To earn the MA degree in clinical psychology at the University of Indianapolis, students must complete the following requirements within five years of being admitted to the program. Successful completion of a minimum of 48/60 (CP/ MHC) credit hours. Total credit hours must include all required courses specified in the curriculum. Successful completion of a Clinical Case Study. Satisfactory completion of a minimum of 225 practicum (CP track) or 1,000 practicum/internship hours (MHC track) at an approved health service training program site. A final cumulative GPA of at least 3.0 (B). No grade below a 2.7 (B-) will be accepted for graduate credit or count toward graduation. Adherence to all University and SoPS policies and procedures. Licensure & Employment of Graduates Students who graduate from the MHC track are eligible to apply for licensure as a Mental Health Counselor in Indiana and many other states that adhere to CACREP standards. Licensure typically requires students to obtain post-master s supervised experience and pass a national licensure exam. Surveys of our graduates indicate that they have found employment in their chosen area and have been well prepared for clinical practice and/or doctoral study. Graduates of the MA program report working in a wide variety of settings, including private practice, managed care, psychiatric hospitals, mental health centers, social service agencies, correctional facilities, group homes, child guidance clinics, state agencies, consulting practices, rehabilitation agencies, health maintenance organizations, and other related mental health sites. 13

14 MA Clinical Psychology Course Sequence (Mental Health Counseling Track) Completion of the MHC track requires a minimum of 60 credit hours. The following pattern is recommended for full-time students. Year One Semester I (Fall) Credit Hours PSY-565 Advanced Psychopathology 3 PSY-541 Foundation Skills for Psychotherapy 3 PSY-510 Psychological Assessment 3 PSY-559 Psychological Assessment Lab 1 PSY-501 Professional Development Seminar 0 Total Credit Hours 10 Year One Semester II (Winter) PSY-521 Neuropsychological & Bio. Bases of Behavior 3 PSY-542 Cognitive & Cognitive-Behavioral Approaches to Treatment 2 PSY-560 Cognitive & Cognitive-Behavioral Approaches Lab 1 PSY-544 Brief Therapy and Crisis Intervention 2 PSY-561 Brief Therapy and Crisis Intervention Lab 1 PSY-501 Professional Development Seminar 0 Total Credit Hours 9 Year One Summer PSY-575 Group Therapy 3 PSY-520 Ethics, Professional Standards, & Legal Issues 3 Elective 3 Total Credit Hours 9 Year Two Semester I (Fall) PSY-591 Case Conceptualization I 3 PSY-535 Advanced Theories of Personality and Social Psyc 3 PSY-550 Master s Practicum 2 PSY-597 Master s Internship 2 Total Credit Hours 10 Year Two Semester II (Winter) PSY-505 Statistics and Research Methods I 3 PSY-592 Case Conceptualization & Treatment Planning II 3 PSY-597 Master s Internship 3 PSY-524 Lifespan Psychology 3 Total Credit Hours 12 Year Two Summer PSY-523 Social & Cultural Bases of Behavior 3 PSY-596 Advanced Master s Internship 3 PSY-536 Career Development 3 PSY-537 Contextual Dimensions of Mental Health Counseling 1 Total Credit Hours 10 Sample of Electives PSY-522 Cognitive and Affective Bases of Behavior PSY-543 Learning and Behavioral Approaches to Treatment PSY-562 Learning and Behavioral Approaches to Treatment Lab PSY-545 Psychoanalytic and Psychodynamic Approaches to Treatment PSY-546 Interventions with Couples and Family Systems PSY-563 Interventions with Couples and Family Systems Lab PSY-547 Humanistic Approaches to Treatment PSY-671 Child and Adolescent Psychopathology PSY-678 Psychotherapeutic Interventions with Older Adults *Electives are offered at different times throughout the academic year and may require permission of instructor. 14 Graduate Programs in Psychology

15 MA Clinical Psychology Course Sequence (Clinical Psychology Track) Completion of the clinical psychology track requires a minimum of 48 credit hours. The following pattern is recommended for full-time students. Year One Semester I (Fall) Credit Hours PSY-565 Advanced Psychopathology 3 PSY-541 Foundation Skills for Psychotherapy 3 PSY-510 Psychological Assessment 3 PSY-559 Psychological Assessment Lab 1 PSY-501 Professional Development Seminar 0 Total Credit Hours 10 Year One Semester II (Winter) PSY-521 Neuropsychological & Biological Bases of Behavior 3 PSY-542 Cognitive & Cognitive-Behavioral Approaches to Treatment 2 PSY-560 Cognitive & Cognitive-Behavioral Approaches Lab 1 PSY-544 Brief Therapy and Crisis Intervention 2 PSY-561 Brief Therapy and Crisis Intervention Lab 1 PSY-501 Professional Development Seminar 0 Total Credit Hours 9 Year One (Summer) PSY-575 Group Therapy 3 PSY-520 Ethics, Professional Standards, & Legal Issues 3 Total Credit Hour 6 Year Two Semester I (Fall) PSY-591 Case Conceptualization & Treatment Planning I 3 PSY-535 Advanced Theories of Personality and Social Psyc 3 PSY-550 Master s Practicum 2 Total Credit Hours 8 Year Two Semester II (Winter) PSY-505 Statistics and Research Methods I 3 PSY-592 Case Conceptualization & Treatment Planning II 3 PSY-555 Advanced Master s Practicum 2 Total Credit Hours 8 Year Two (Summer) PSY-523 Social & Cultural Bases of Behavior 3 PSY-537 Contextual Dimensions of MHC 1 Elective 3 Total Credit Hours 7 15

16 The Doctor of Psychology Program Doctoral Program in Clinical P s y c h o l o g y The Doctor of Psychology program is based on a practitioner-scholar model of training and has adopted resolutions of the National Council of Schools and Programs of Professional Psychology (NCSPP) as a foundation for its curriculum plan. The curriculum has been designed within the framework of the guidelines for professional psychologists established by the American Psychological Association. The program educates students in the general, integrative practice of professional psychology through a broad-based exposure to a variety of psychological theoretical approaches and treatment modalities. The PsyD curriculum develops a solid foundation of core knowledge and assessment, intervention, and research skills by means of a structured sequence of classes and experiences. As students progress through the curriculum, they are systematically exposed to more applied, broadbased, and sophisticated course content. In the final year of coursework, students have the opportunity to develop expertise in a concentration area and to select elective courses. Although individual courses focus on different aspects of the professional practice of psychology, recurrent themes such as the integration of theory and practice, the relationship of assessment to intervention, respect for individual and cultural diversity, scholarly inquiry, ethical practice, and professional problem solving are consistent across the curriculum. Accreditation & Professional Membership The doctoral program at the University of Indianapolis is accredited by the American Psychological Association (APA), and the University is accredited by the North Central Association of Colleges and Schools (NCA) to offer advanced studies leading to the doctoral degree in Pyschology. The School of Psychological Sciences is a member of the Council of Graduate Departments of Psychology (COGDOP) and the National Council of Schools and Programs in Professional Psychology (NCSPP). Program administrators are active participants in NCSPP, which represents professional training programs nationwide, as well as in educational and professional activities within APA. Competency Areas Taught in the Curriculum Students are systematically exposed to more applied, broad-based, interrelated, and sophisticated course content as they acquire advanced knowledge and clinical expertise. This developmental approach to learning builds a solid foundation in the following areas: Scientific foundation courses cover the breadth of psychology and provide a basis for scientific, methodological, and theoretical foundations of professional practice. Relationship competency is addressed through coursework that helps individuals gain skills needed to establish and maintain a constructive therapeutic alliance with patients. Assessment competency is developed through coursework that provides a multi-method and multi-theoretical framework for describing, evaluating, and predicting various aspects of patient functioning. Intervention competency is fostered through courses that train students to utilize various psychotherapeutic methods to promote, restore, sustain, and enhance patient functioning. Students are exposed to psychotherapy research literature and taught empirically supported treatments as well as preventive strategies to maintain positive mental health and a sense of well-being in patients. Research and Evaluation competency is addressed through coursework that emphasizes psychological science as an organized and systematic approach to studying psychological phenomena. This includes approaches to problem identification methods of collecting data and observations, procedures for organizing and analyzing information, and the process of interpreting and communicating findings. Consultation and Education competency is developed via coursework and experiences that provide training in the use of planned collaborative relationships with others (consulting) and the directed facilitation and growth of knowledge, skills, and attitudes in others (education). Management and Supervision competency is developed through coursework and experiences that provide training in procedures used to direct, organize, or control services provided by others (management) and to guide, instruct, and enhance the competence of others (supervision). The clinical psychologist is educated and trained to generate and integrate scientific and professional knowledge and skills so as to further psychological science, the professional practice of psychology, and human welfare. 16 Graduate Programs in Psychology

17 Diversity competency is fostered through formal instruction and experiences that develop sensitivity, knowledge, and skills in dealing with human differences in all their various forms. Students gain an understanding of and respect for diversity in such areas as age, gender, color, disability, religion, ethnicity, race, sexual orientation, and socioeconomic status throughout their coursework. Doctoral Concentration Areas Students may elect to choose one of three concentration areas that are available: health psychology/behavioral medicine; childhood and adolescent psychology; and adult psychopathology and psychotherapy. Each of these areas is composed of a sequence of courses allowing for development of advanced skills and competencies. The concentration areas were chosen based on perceived future needs in the field of psychology as well as faculty specialization and expertise. The Adult Psychopathology and Psychotherapy concentration area provides students with advanced skills in evaluation, diagnosis, and treatment of problems of adults. Students examine both milder stress and adjustment problems of individuals, as well as more severe forms of psychopathology, as they gain advanced skills in psychodiagnosis, psychological assessment, and psychotherapy. Various influences on psychological adaptation and patterns of coping are examined from individual and systems orientations. Theoretical and applied aspects of the treatment of disturbed mental states are explored from multiple perspectives. The Child and Adolescent concentration area provides students with advanced courses in assessment, diagnosis, and treatment of disorders of infancy, childhood, and adolescence. Students learn to conceptualize from a perspective emphasizing developmental psychopathology, whereby biological, intrapsychic, interpersonal, and sociocultural levels of analysis inform the students understanding of children s unfolding adaptive and maladaptive functioning. These advanced conceptualization skills provide the theoretical foundation for the design and implementation of interventions directed at the assessment and treatment of children, families, and other related systems. Clinical child psychology skills acquired through the concentration sequence are enhanced through supervised doctoral-level practicum and internship placements in schools and outpatient, residential, or inpatient child sites. For example, students have completed APA-accredited and APPIC member predoctoral internships at sites such as Children s Hospital of Orange County, Tulane University Health Sciences Center, Children s Hospital of Michigan, Houston Independent School District, the May Institute, and the Institute of Living/Hartford Hospital. The newly renovated student center offers lounges, a coffee shop and snack bar, pool tables, large-screen televisions, meeting rooms, a campus bookstore, a meditation chapel, and a cafeteria with an international food court. 17

18 The Doctor of Psychology Program continued The concentration draws from the core curriculum and requires that students select three or more advanced adult electives. Topics vary yearly and cover areas such as forensic psychology, dialectical behavior therapy, clinical hypnosis, eating disorders, treatment of borderline personality disorder, treatment of psychosis, assessment of severe mental illness, trauma-related topics, and treating diverse populations. Clinical skills in this area are enhanced further through doctoral-level practicum and internship experiences in mental health centers, outpatient clinics, residential treatment facilities, and group practice settings. For example, students have completed APA-accredited and APPIC member predoctoral internships at sites such Butler University, University of Massachusetts Medical Center, University of Michigan Psychological Clinic, and the Virginia Tech Counseling Center. The Health Psychology and Behavioral Medicine concentration area provides students with additional expertise in working with the psychological aspects of various health-related problems. Students gain training in topics such as psychopharmacology, neuropsychological assessment, evaluation and treatment of the behavioral components of various medical conditions, and the interactions between stress, psychological functioning, medical health, pain management, addictions, health maintenance, and prevention. Student expertise in health psychology and behavioral medicine is augmented by supervised doctoral practicum experiences and internship opportunities in medical centers, health clinics, hospital settings, and various other health-related practice sites. For example, students have completed APA-accredited and APPIC member predoctoral internships at sites such as the Eastern Virginia Medical School, Gulf Coast VA Healthcare System, Henry Ford Health Sciences Center, University of Colorado Health Sciences Center, and the Cincinnati VA Medical Center. The realization of the self is only possible if one is productive, if one can give birth to one s own potentialities. Johann Wolfgang von Goethe 18 Graduate Programs in Psychology

19 Options for Doctoral Degree Completion To accommodate the circumstances of students, the PsyD program has been designed to allow for several degree completion options. The 4+1 option is the typical option for students entering the program without prior graduate education. In this option, students complete their doctoral coursework in a four-year period. This allows students the opportunity to take additional courses of special interest, to gain further expertise in specific clinical domains, to focus more intensively on completing the dissertation before the predoctoral internship, or simply to take fewer credit hours per semester. The 3+1 option may be feasible for students with prior graduate education and professional clinical experience. Here, students take all the required doctoral coursework over a three-year period. They then complete a one-year internship as the final requirement in obtaining the degree. Students in the doctoral program have the option of completing a master s degree by taking two additional courses (Case Conceptualization and Treatment Planning I and II) and writing a clinical case study. Obtaining an MA may enhance students chances of obtaining a competitive internship position or postdoctoral position in some states or locations. Dissertation All students in the doctoral program must complete and defend a dissertation, which serves as a scholarly project that allows faculty to evaluate students abilities to critically evaluate and synthesize knowledge gained from theory, research, and clinical practice. Students select topics through discussion with their dissertation chair and compose a written document that is scholarly, novel, academically sound, and contributes to the professional literature. A primary goal of the dissertation is for students to demonstrate in-depth mastery of a specific clinical or applied area. The dissertation requirement follows from the program s philosophy that it is necessary for students to develop skills in scientific inquiry and critical thinking. The dissertation is original work produced by a student that contributes something new to our understanding of some phenomenon or issue in the field of psychology. Dissertations often employ quantitative/empirical methods; however, students may complete qualitative, case study, program development, or theoretical dissertations. The dissertation is proposed and defended before a committee composed of the chair and two doctorally prepared members with expertise in the area. In addition to three- and four-year options and the opportunity to obtain a master s degree, students may petition to complete the doctorate on a part-time basis. Students who select this option must create a degree plan in consultation with their faculty advisor and the director of Graduate Programs in Psychology to ensure that all required and prerequisite courses are sequenced appropriately. All students must complete the doctoral program within the seven-year time limit specified by the University. Clinical Practicum A minimum of 1,200 hours of practicum is required of all doctoral students. In order to encourage breadth of experience and diversity, students must gain experience at a minimum of two training sites. Practicum training involves 16 to 20 hours per week for six semesters, although other arrangements are possible depending on agency and student needs. The School of Psychological Sciences collaborates with local agencies and the University s Center for Aging & Community. 19

20 The Doctor of Psychology Program continued Comprehensive Examinations Every student in the doctoral program at the University of Indianapolis is required to pass a competency examination intended to ensure that students have mastered the core professional knowledge, skills, and attitudes needed to function as competent clinical psychologists. For the first part of the competency examination (the Psychotherapy Proficiency Examination) the student submits an audio- or video-recorded clinical work sample and a written clinical document describing the psychotherapy case. This format is designed to provide an assessment of the student s clinical reasoning within diverse conceptual frames. Formulations must be based on the relevant literature and on core psychological knowledge and science. The case materials must demonstrate the student s abilities to (1) establish and maintain a psychotherapeutic relationship; (2) self-reflect and critically analyze clinical material; (3) gather and use clinical data; (4) devise a treatment plan; and (5) direct interventions appropriately and in accordance with this plan. The second part of the competency examination (the Core Curriculum Examination) ensures that students have mastered the breadth of basic knowledge in the field of psychology appropriate for doctoral-level practice. Mastery of this material is evaluated through a written exam modeled after the Examination for the Professional Practice of Psychology (EPPP), which is required for licensure in every state. Predoctoral Internship The predoctoral internship is a capstone training experience required of all doctoral students. The internship placement provides an integrative experience for students, during which they provide a wide range of psychological services while receiving supervision in an organized health service training program. Most internships are operated independently of doctoral training programs and provide students with a training stipend. Students normally complete a one-year, full-time (2,000- hour) internship during the fifth year of study, after all other program requirements have been met. A half-time internship for two consecutive years also is possible, although these are less commonly offered. The director of Clinical Training, the student s academic advisor, and members of the Psychological Services and Training Committee assist students in the internship planning and application process. The director of Clinical Training and the Committee maintain contact with the student during the internship year, monitor progress, and assess the need for any remedial efforts with the student while on internship. The School of Psychological Sciences has a tradition of placing students at nationally recognized and competitive internship sites. Historically, more than 90 percent of our students are accepted at APPIC-member predoctoral internships, of which more than two-thirds are 20 Graduate Programs in Psychology

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