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1 PsyD Psychology ( ) Program Information Point of Contact Marianna Linz Support for University and College Missions Marshall University is a multi campus public university providing innovative undergraduate and graduate education that contributes to the development of society and the individual. The University actively facilitates learning through the preservation, discovery, synthesis, and dissemination of knowledge. University Mission Programs must state their Program Mission and specify how this mission supports both the University's Mission as well as any Mission that the College the Program is housed under happens to have. College Mission The College of Liberal Arts is committed to excellence in higher education. We have the responsibility to preserve, transmit, interpret, and create knowledge in an environment of free inquiry and expression. We will provide instruction that forms the core of the undergraduate curriculum for all Marshall University students so they may think critically and imaginatively, communicate effectively, and understand various dimensions of human experience. Within the disciplines of the college we will provide specialized instruction for undergraduate and graduate students, enabling them to develop the intellectual and moral abilities to live autonomous, sensitive, productive lives. We will be active scholars who contribute to the wider academic community. We will continue to use our expertise in the service of others. Program Mission The primary mission of the Clinical Psychology (Psy.D.) Program at Marshall University is to train doctoral level psychologists who are highly skilled generalists. Training within the program will foster an appreciation for the importance of critical inquiry at all levels of clinical practice. There is a specific emphasis on developing a sensitivity to the needs of rural and underserved people.input your program mission Support for College Mission As practitioners of professional psychology, our graduates clearly use their expertise to better the lives of others. The curriculum emphasizes the role that critical thinking plays in understanding the human experience and also how critical thinking can help to change the course of peoples' lives. Support for University Mission

2 Graduates of the Psy.D. program are uniquely prepared to meet the behavioral health needs of the most underserved communities in our society. Providing individuals with the tools they need to make positive life changes is an important skill and knowledge set acquired by students during their time in our program. In addition, during their time as students, part of their training experience involves the delivery of services to the underserved communities in our local area. Our program truly strives to help students make the connection between the academic side of the discipline of psychology and the applied work with individuals and communities.

3 Learning Outcomes Students are expected to develop competency in clinical assessment as evidenced by knowledge of basic psychometric theory and sound test administration and interpretation skills. In addition, students should be able to demonstrate the use of sound assessment methodologies that allow them to describe their client as a fully functioning person, to plan a course of intervention, and to assess intervention outcomes. Assessment Point 1 Embedded Assessment Expected Benchmark Level PSY / Students will complete practice assessment reports on practice child and adult clients. Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Doctoral Comprehensive Portfolio Examination Students will present written reports completed during practicum experiences on actual child and adult clients. They will be able to orally respond to questions regarding these products. Advanced Students are expected to demonstrate the ability to form a coherent, theoretically based, empirically supported treatment plan that is refined during the course of intervention. Assessment Point 1 Embedded Assessment Expected Benchmark Level PSY 608 Students complete practice case conceptualizations and treatment plans for the most common mental disorders. Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Doctoral Comprehensive Portfolio Examination Students preset written case conceptualizations and treatment plans for clients they have treated as part of their practicum experiences. The also must respond orally to questions regarding these products Advanced

4 Students must demonstrate the ability to conceptualize an appropriate, logical research question, frame it in terms of an operational definition, and develop a sound method for addressing the question. Students must be able to execute the plan and analyze the quantitative and/or qualitative data in a rigorous and systematic manner. Assessment Point 1 Embedded Assessment Expected Benchmark Level PSY 723 Students must create research hypotheses and plan appropriate data collection plans and analyses. Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Doctoral Comprehensive Portfolio Examination Students must present a proposal for their doctoral research project that has been vetted by their doctoral research committee. They must be prepared to orally respond to questions related to this project and questions related to the role research plays in clinical practice. Advanced Students are expected to understand and abide by the APA Code of Ethics in all professional and academic settings. Assessment Point 1 Embedded Assessment Expected Benchmark Level PSY 605 Students must write an Amicus Brief that illustrates their understanding of basic APA Ethical Principles Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Doctoral Comprehensive Portfolio Examination Students must present a written description of ethical issues and resolutions that they have encountered during their practicum training. They must be able to orally respond to questions regarding these ethical challenges and articulate the principles that support their chosen course of action. Advanced

5 Students will understand the significant impact cultural differences have on clinical practice and be able to articulate those impacts in reference to specific clinical cases. Students will be able to identify cultural differences in an academic sense and demonstrate through program planning and service delivery that the differences are appreciated. Assessment Point 1 Embedded Assessment Expected Benchmark Level PSY 670 Students will discuss in supervision meetings the manner in which culture impacts the clients they see during their practicum training experience Capstone Assessment Point 2 Embedded Assessment Expected Benchmark Level Doctoral Comprehensive Portfolio Examination Students will present cases that have strong cultural components and will respond satisfactorily to questions regarding these impacts. Advanced

6 Rubrics Students are expected to develop competency in clinical assessment as evidenced by knowledge of basic psychometric theory and sound test administration and interpretation skills. In addition, students should be able to demonstrate the use of sound assessment methodologies that allow them to describe their client as a fully functioning person, to plan a course of intervention, and to assess intervention outcomes. Trait Introductory Milestone Capstone Advanced Relate the primary Diagnose common mental Terminology Articulate the primary cognitive, social, personality and emotional constructs that are assessed in most general psychological evaluations. assessment devices that are used in clinical practice to the common cognitive social, personality, and emotional constructs that are assessed in common psychological health issues based on the assessment of common cognitive, social, personality and emotional constructs and formulate an appropriate set of recommendations to evaluations address the difficulties. Analytics Perform a competent intake interview that allows for an efficient gathering of information that will inform the assessment process. Select appropriate instruments that will target the primary constructs that should be assessed in making an appropriate differential diagnosis. Integrate qualitative intake information with quantitative assessment data to formulate an appropriate diagnosis and set of recommendations. Evaluate the usefulness of the Calculate appropriate scores scores at various levels in Quantitative Fluency for primary assessment providing an accurate picture devices. of an individual client's functioning. Determine the specific Civics/Ethical Considerations Articulate the importance of adherence to the APA Ethical guidelines that are relevant to the practice of clinical Justify specific actions within psychological assessments Guidelines in insuring assessment and relate them by noting the specific ethical appropriate clinical practice. to best practice. guideline to which they apply. Analyze and articulate in Articulate the specific writing the manner in which Compose a clear, concise Communication Fluency constructs measured by basic psychological assessment the data reflect specific strengths and weaknesses in psychological evaluation report that is relevant to the devices. an individual's psychological client and other providers. profile.

7 Students are expected to demonstrate the ability to form a coherent, theoretically based, empirically supported treatment plan that is refined during the course of intervention. Trait Introductory Milestone Capstone Advanced Formulate a general treatment Articulate the basic constructs Evaluate the empirical plan utilizing a specific that are relevant to most of evidence supporting the use of evidence based therapeutic Terminology the primary therapeutic various therapeutic approach for an actual client. approaches in addressing approaches in addressing Utilize appropriate terminology mental health issues. specific mental health issues. when explaining mechanisms for change. Evaluate baseline behavioral Analytics Determine areas within a client's profile that are in need of positive change. Prioritize areas within a clinical formulation that are in need of behavioral change for individual clients. functioning and targeted areas and progress toward behavioral goals. Modify treatment plan as needed in response to these measurements. Integrate various treatment Compare various treatment Judge the likelihood of approaches into a coherent Integrative Knowledge approaches and articulate the strengths and weaknesses success in creating positive behavioral change with respect and appropriate treatment plan that takes into account among them. to relevant treatment targets. individual client differences and needs. Assess the appropriateness of Civics/Ethical Considerations Articulate portions of the APA Ethical Code that apply to psychotherapy. actions within the clinical context in terms of how they meet client needs and protect the client and the public from Design flexible intervention plans that anticipate ethical dilemmas and can be modified to avoid such situations. harm. Communication Fluency Prepare treatment plans, case notes, and other written products in a manner that is consistent with ethical practice. Generate a written record for clients that reflects ethical considerations, HIPPA awareness, and accurate, defensible documentation of client progress.

8 Students must demonstrate the ability to conceptualize an appropriate, logical research question, frame it in terms of an operational definition, and develop a sound method for addressing the question. Students must be able to execute the plan and analyze the quantitative and/or qualitative data in a rigorous and systematic manner. Trait Introductory Milestone Capstone Advanced Construct a complex question Assess a complex question or and research methodology to Terminology challenge using scholarship from the field of psychology address the question using the scholarship from the field and other related fields. of psychology and other related disciplines. Quantitative Fluency Apply accurate calculations and test valid arguments using mathematical reasoning. Compare accurate calculations and valid arguments using mathematical reasoning. Construct accurate calculations and valid arguments using mathematical reasoning. Synthesize a methodology to Civics/Ethical Considerations Discuss the ethical issues in choices surrounding various aspects of clinical research. Evaluate the ethical issues in choices surrounding various aspects of clinical research. answer a specific set of research questions, prioritizing the ethical guidelines from the APA with respect to human subjects. Initiate a research plan to Analyze and articulate in answer a specific set of written and oral form, a questions generated from a summary of relevant literature synthesis of relevant Communication Fluency that leads to a reasonable set psychological literature. of research questions that Construct appropriate derive from a synthesis of the responses to challenges to psychological literature. the design and execution of the plan.

9 Students are expected to understand and abide by the APA Code of Ethics in all professional and academic settings. Trait Introductory Milestone Capstone Advanced Terminology Articulate the basic components of the APA Code of ethics. Determine which aspects of the code pertain to various situations that may occur in clinical practice. Compose reasonable arguments for actions based on various aspects of the ethical code. Prioritize specific aspects of Application Cite examples from research and practice that relate to specific aspects of the APA Ethical Code. the code in creating a case for certain social actions. Generate a sound argument for behavioral or social change based on aspects of the APA Formulate an appropriate clinical course of action that prioritizes aspects of the APA ethical code. ethical code.

10 Students will understand the significant impact cultural differences have on clinical practice and be able to articulate those impacts in reference to specific clinical cases. Students will be able to identify cultural differences in an academic sense and demonstrate through program planning and service delivery that the differences are appreciated. Trait Introductory Milestone Capstone Advanced Terminology Cite examples of appropriate language that should be used to characterize individuals or groups of people. Choose to use 'person first' language in oral and written clinical communication. Formulate treatment plans that are free of sexist, racist, and value laden terminology. Compare diverse perspectives Engaging in Diverse Perspectives on a contested issue and employ different kinds of evidence that reflect both academic an phenomenological Integrate diverse perspectives in determining the best course of action for a given individual or community project. Integrate academic evidence and personal experience in formulating case conceptualizations of clients. perspectives. Evaluate individual clients in Formulate service delivery light of their unique models that take into account Application experiences and the situation of their specific identity unique client differences as they interact within culturally groups. bound communities. Integrative Knowledge Cite examples that illustrate the impact culture has on 'accepted' findings in the field of psychology. Critique current approaches to assessment, psychotherapy, and service delivery that fail to take into account cultural factors. Generate models for intervention that take into account aspects of diversity.

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