PSYD DEGREE REQUIREMENTS

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1 Dysfunctional behavior and psychopathology; Historical and philosophical context of psychology; Lifespan development; Professional ethics and standards; Psychological measurement; Social bases of behavior; and Theories of individual functioning and change. The program goal areas and knowledge bases are guided by institutional values and general theories that include: Broad and general practice with the opportunities to move into new, emerging areas; Multiple ways of knowing, sources of knowledge, and values; Commitment to life-long learning; Valuing human diversity; Self-awareness, open-mindedness, flexibility, personal integrity and honesty; and Guidance by professional ethics and standards of conduct. PSYD DEGREE REQUIREMENTS Curriculum Requirements PsyD students obtain 09 hours of basic core courses in the psychological sciences and seventeen (7) elective credit hours. While coursework in concentration areas does not qualify a student as a specialist, the courses support the graduate s knowledge in an area of practice, preparing the student for postdoctoral training experiences and subsequent specialty boards, such as the American Board of Professional Psychology (ABPP). Shown below are the courses that satisfy requirements of the 09 core hours. The typical sequencing of curricula for a generalist program appears in Table on the following page. Because each student constructs an Individual Education Plan (IEP) with an advisor and enrollment counselor, scheduling of these courses and time to completion for each student varies slightly. However, all students must complete program requirements, including internship, within seven (7) years of first matriculation into the doctoral program. Core Courses Credit Hours BioPsychology Business Basics Career Assessment Clinical Colloquium in Evidence-Based Practice Clinical Psychopharmacology 2 Clinical Risk Management Cognitive - Affective Bases of Behavior Consultation and Education Dissertation Ethics, Professional, and Legal Issues in Psychology Group Intervention 52

2 Health Psychology History and Systems Human Diversity Diversity Issues in Practicum and Internship (DIPI) Information Literacy Lifespan Development Practicum 6 Psychological Assessment: Cognitive, Objective & Projective Personality 0 Psychometrics Psychopathology I & II 6 Relationship & Interview Report Writing Research Design Social Psychology Statistics Supervision and Management Theories of Personality & Intervention Theory & Intervention: Cognitive and Behavioral Approaches I Theory & Intervention: 6 Thesis 2 5

3 Table : TYPICAL CURRICULUM SEQUENCE FOR MACL/PsyD PROGRAM st year Theories of Personality Lifespan Development Biopsychology Human Diversity Information Literacy Ethics Psychopathology I Statistics Research Design Clinical Colloquium in EBP Group Intervention Psychopathology II Psychometrics st Year Fall Total st Year Spring Total st Year Summer Total 9 5 2nd year Theory & Interv.: CBT I Cognitive Assessment Relationship & Interview Cognitive Affective Clinical Risk Management 4 Practicum I Theory & Interv. Objective Assessment Projective Assessment Health Psychology Practicum II Clinical Psychopharmacology Social Psychology Report Writing Thesis Comp Exam (Academic) 2 2 2nd Year Fall Total 4 2nd Year Spring Total 5 2nd Year Summer Total 40 rd year Practicum III Career Assessment Theory & Interv. Diversity DIPI Thesis Practicum IV Supervision Diversity DIPI Dissertation Business Basics Practicum V History and Systems Dissertation Comp Exam (Clinical) 2 rd Year Fall Total rd Year Spring Total 2 rd Year Summer Total 9 2 4th year Practicum VI Diversity DIPI Dissertation Consultation Dissertation Dissertation 4th Year Fall Total 8 4th Year Spring Total 0 4th Year Summer Total 9 26 Advising and Mentoring Faculty in the PsyD program are available to students in a variety of settings, often serving as advisors, mentors and co-therapists. Classroom instruction and clinic supervision provide the primary forums for collegial interactions between faculty and students. More structured advisement takes place related to the following headings. Academic Advisement and Mentoring Each student in the PsyD program is assigned an individual faculty advisor to support them through their professional growth and career development process. The advisor and student are expected to meet on at least a monthly basis to review the student s progress in a number of areas related to completion of program 54

4 requirements. The advisor also provides feedback on the students Individual Education Plan and Individual Training Plan to guide and direct experiences toward the student s professional goals. This type of planning not only ensures the student will meet all program requirements in a timely manner, but also serves as a long-range guide that helps the student properly sequence academic and practicum experiences to support integration of learning; develop appropriate expectations related to course load; and prepare for activities such as the clinical dissertation project, internship application and comprehensive examination. Practicum Advisement PsyD students receive continuous support and guidance throughout practicum, eliminating the need for students to coordinate their own training. A full-time Practicum Coordinator serves as the training advisor for students and helps them select opportunities and sites within their area of interest. The Coordinator also guides students through the practicum orientation process, coordinates assignment of supervisors and assists students with required documentation of hours and other forms. Research Advisement The Research Office and Clinical Dissertation Chairperson offer one-on-one consultation for students during the clinical dissertation process. From the initial proposal through to the final defense, the Chairperson and Research Office guide and direct the student in the process, providing constructive feedback related to data collection, methodology, research design, grammatical writing, etc. They also offer a great deal of personal support and encouragement for students in making the project an exciting and fulfilling experience. Annual Student Review The process of student review is intended to provide feedback and guidance for students through both formal and informal systems. Ongoing feedback occurs through supervision, advisement and other regular interactions with faculty, staff and administration in classroom and training settings. The more formal process of annual student review is intended to evaluate overall academic achievement and progress; demonstrated behaviors related to Forest Institute s code of student conduct and the APA Code of Ethics; interpersonal behaviors; emotional self-awareness; emotional maturity; and overall standing in the program. Faculty advisors provide the student with feedback highlighting: ) possible areas of concern; 2) guidance for remediation of concerns or problems; ) recognition of performance at exemplary levels. Comprehensive Examination PsyD students must successfully complete and pass both the Academic and Clinical Comprehensive Examinations before they will be considered eligible for Internship. The purpose of the Academic Examination is to review and assess each student s cumulative knowledge in the core competency (goal) areas of the program. Therefore, it is comprised of content area essays and a passing score of at least 70% must be earned on each essay. The primary purpose of the Clinical Comprehensive Examination is to review and assess the student s ability to gather pertinent information from a clinical interview, interpret test data, report findings accurately and demonstrate effective clinical intervention skills. It is also designed to assess the student s ability to formulate and construct a clear, concise case conceptualization, summary and diagnosis. Student IEPs display the anticipated timing of the Academic and Clinical Comprehensive Examinations. They are administered annually, typically at the end of the Summer Semester. The Dean of the Doctoral Program is responsible for directing the Comprehensive Examinations. Specific guidelines and procedures regarding the exam process are contained in the Comprehensive Examination Handbook. 55

5 Clinical Dissertation Process The experience of preparing a clinical dissertation contributes to the development of a scientific attitude. Such an attitude is of great benefit to professional practitioners, who are expected to consistently apply scientific knowledge and critical, scientific thinking to clinical issues. The clinical dissertation project also promotes systematic integration and application of academic knowledge. As students apply the results of their research to significant questions, they advance knowledge in the field while learning to become critical consumers of empirical research. Through the clinical dissertation process students are expected to demonstrate in-depth knowledge of an area relevant to the professional practice of psychology as well as the ability to think critically, integrate and evaluate research and theory, work independently and clearly communicate ideas to members of the profession. Ultimately, the final product is expected to fully support a student's readiness for entry-level practice in the competency domain of Research and Evaluation. The student is expected to find a topic, identify a faculty member to serve as Chairperson, identify eligible Voting Committee Member(s) and complete any required paperwork or forms (including goals for each semester in which the student is registered for clinical dissertation credit) in a timely manner. Specific requirements, policies and procedures related to the Clinical Dissertation may be found in the DESCRIPTION OF THE THESIS AND CLINICAL DISSERTATION document located in the Appendix F of this catalog. Upon completion of the Master s Thesis (or demonstration that the said requirements have been previously met), completion of the program s Residency Requirement and completion and submission of the Dissertation Agreement form to the registrar, PsyD candidates are required to enroll in a minimum of three hours of Dissertation over three consecutive semesters prior to enrollment in a full-time pre-doctoral internship. The Dissertation hour shall be used to support tasks associated with the dissertation, including the development and approval of the dissertation proposal and implementation of the proposed dissertation project, as well as any other specific goals, objectives and tasks articulated by the Chairperson. The specific goals for a given academic semester should be set early on in the semester and should be documented in writing. Completion of these criteria will determine satisfactory progress toward completion of the dissertation, and assignment of a Satisfactory or Unsatisfactory grade by the Chairperson at the end of the semester. Once begun, PsyD students maintain continuous enrollment in dissertation hours until they have successfully completed and defended their dissertation. There is one exception to this rule. Students who have not completed and defended prior to enrollment in a full-time pre-doctoral internship are not required to continue enrollment in dissertation hours during their internship year. If a student does not complete the internship or does not defend the dissertation prior to the end of their last semester of internship enrollment, then he or she must continue to enroll in dissertation hours until the project is completed. Enrollment in a dissertation hour is sufficient for maintaining a continuously enrolled status. Enrollment in a dissertation hour prior to internship is considered a full-time status only during the three consecutive semesters (Fall, Spring, Summer) that mark the initial academic year of eligibility for application for pre-doctoral internship. Practicum Practicum experiences are an integral element of the doctoral program and are administered by the Clinical Training Office under the leadership of the Director of Clinical Training. The purpose of practicum is to provide meaningful experiences for students that integrate their knowledge, skills and attitudes in supervised clinical settings. Training experiences occur in both the Robert J. Murney Clinic at Forest Institute (RJM Clinic) and at external practicum sites once certain prerequisites have been met. Students typically begin practicum during the second year of study and are typically required to complete their first rotation in the RJM Clinic. 56

6 A full-time Practicum Coordinator serves as the liaison between students, sites, and the program, ensuring a continual system of support and consistency throughout experiences. Through an interest-based placement process, the Coordinator matches student skill and developmental level of competence with identified needs of the RJM Clinic or a variety of external sites. Specific information and requirements related to practicum experiences are contained in the Clinical Training Manual and may be found in Appendix B of this catalog. Internship Doctoral students may begin internships when they have satisfactorily completed all coursework, practicum, and comprehensive examinations. To be eligible to apply for internship, a student's proposal for the clinical dissertation must be approved by their committee in the summer prior to internship application (see the Academic Calendar for the specific date). If a student is enrolled in a master s program en-route to the PsyD, s/he must complete the Master s thesis before being allowed to propose the clinical dissertation. Although it is not required that the student finish their clinical dissertation prior to starting their internship, it is strongly encouraged that the clinical dissertation process is completed prior to starting internship. An acceptable internship experience is maintained full time for 2 consecutive months, or half time for no more than 24 consecutive months. Depending upon the specific site placement, the intern might perform a variety of tasks, such as administering psychological assessments, writing reports, performing crisis intervention, holding consultations, conducting outcome research, teaching and providing brief and ongoing psychotherapy for individuals, couples, families and groups. Forest actively assists in the process by providing application information, recommendations and administrative support. Students are required to participate in the internship-matching program through the Association of Psychology Postdoctoral and Internship Centers (APPIC), and are only allowed to secure placement with an APA/CPA Accredited or APPIC-approved internship site. In all instances, internship placements must have the prior written approval of the Director of Clinical Training. Specific information and requirements related to the internship experience are contained in the Clinical Training Manual (Appendix B). Professional Conduct Students in the PsyD program are expected to adhere to the ethical and professional standards defined by the American Psychological Association. Proven violations of professional or ethical conduct will result in probation or Administrative Withdrawal. Copies of the APA Code of Ethics are available from the APA at and in Forest Institute s library. Research Office The Research Office assists students in the successful completion of clinical dissertations, master s thesis projects and other research-related tasks. This assistance includes: () reviewing and critiquing research proposals for clarity, design and methodology; (2) providing consultation to students and research mentors; () consulting with students and research mentors to set guide dates and timelines for completion of projects; (4) monitoring progress; (5) developing/providing pamphlets and workshops on issues related to research and scientific writing; and (6) providing consultation to faculty members on research. The Research Office provides direction and support to students in the following areas: Literature reviews Proposals Instrument selection 57

7 Survey development Data analysis and interpretation Writing/editing and manuscript details The Description of Thesis and Clinical Dissertation is in Appendix F. PsyD Residency Requirement To satisfy the residency requirement of the American Psychological Association, students are required to maintain full-time enrolled status for consecutive Fall and Spring Semesters in one academic year. PsyD Graduation Requirements Degrees are conferred by Forest Institute s Board of Directors upon recommendation of the faculty and Dean after all program requirements have been met and verified by the VPAA. Students who complete the requirements of their degree before commencement may request a letter of completion for licensing, postdoctoral training and other purposes. Students are not allowed to graduate while on probation, leave of absence or while under any other administrative action related to requirements of their degree program. To graduate, a doctoral student must: Satisfactorily complete the required courses as specified in the curriculum requirements; Satisfy the Residency Requirement; Successfully complete Comprehensive Examination requirements; Successfully complete the clinical dissertation requirements as required in the Description of Thesis and Clinical Dissertation (Appendix F); Successfully complete the required practicum hours and experiences as required in the Clinical Training Manual (Appendix B); Successfully complete the internship hours and experiences as required in the Clinical Training Manual (Appendix B); Complete all of the above degree requirements within seven (7) years of first matriculation; Pay for all tuition, fees, debts or other property owed to Forest, including library fees; and Demonstrate professional attitude, decorum and ethical conduct commensurate with the profession of psychology. PsyD Concentration Areas The following descriptions are offered as an indicator of recent concentration areas in the PsyD program. The availability of listed courses may fluctuate annually. Child and Adolescent Psychology Students with a variety of professional goals find the Child and Adolescent concentration extremely useful. It provides a thorough foundation for understanding children and youth in the context of their social, academic, family and physical environments. Students examine children and their families in terms of human development and processes of change. Practicum experiences include assessment, individual therapy, group therapy, consultation, family therapy and psycho-educational groups. 58

8 The Child and Adolescent concentration comprises the following courses, plus practicum, at approved child and adolescent sites. Advanced Child and Adolescent Therapy Child Assessment Child and Adolescent Group Therapy Special Topic Practicum in Child and Adolescent Psychology Thesis and/or Clinical Dissertation in Related Area [Family Intervention or Pediatric Neuropsychology is recommended but not required for Child and Adolescent concentration.] Forensic Psychology This concentration prepares mental health professionals to provide specialized treatment to people in the legal system and to consult with legislators and members of law enforcement. Students learn to provide research, consultation, psychological evaluation and expert testimony on issues such as trial competency, waiver of Miranda rights, criminal responsibility, death penalty mitigation and sexual disorders. Students are encouraged to take forensic courses in the sequence of the sequential and cumulative nature of the curriculum. Related practicum training occurs in local correctional facilities. The Forensic Psychology concentration comprises the following courses plus practicum at approved forensic/correctional sites. Crime and Personality Forensic Case Law and Assessment Mental Health and Corrections Advanced Forensic Case Law Practicum in Forensic/Correctional Psychology Thesis and/or Clinical Dissertation in Psychology Related Area Integrated Health Care The three broad goals for integrated care are: ) produce healthier patients; 2) create more efficient resource expenditures; and ) remove barriers to access. Research has shown that the primary care setting is a preferred venue for integrating psychological and physical health care services. Students will develop proficiency in diverse clinical skill areas including treatment compliance, management of chronic diseases such as asthma and diabetes, lifestyle changes and pain management. The Integrated Health Care concentration at Forest Institute is comprised of the following courses, plus practicum in a related area. Health Care Delivery and Administration Medical Psychology Medical Terminology for Health Sciences Integrated Health Care Solutions Practicum in Integrated Health Care: Clinical Practicum in Integrated Health Care: Management 59

9 Neuropsychology The Neuropsychology concentration, in addition to the core academic program at Forest Institute, provides a thorough foundation for understanding behavior across the lifespan as it relates to normal and abnormal functioning of the central nervous system. This foundation is needed for students to continue their education and training in neuropsychology beyond the clinical psychology internship and through the post-doctoral fellowship in clinical neuropsychology, both of which are required to become a board certified neuropsychologist. Neuropsychological evaluations generally involve a wide variety of tasks, which include clinical interviewing, reviewing medical records and administering specialized psychological and neurocognitive tests that are done sitting at a table or at bedside in a hospital. Such evaluations require a thorough understanding of clinical neuroanatomy and neuropathology. The Neuropsychology concentration comprises the following courses plus practicum in a related area. Functional Neuroanatomy and Neuropathology Neuropsychological Assessment Neurological and Neuropsychological Rehabilitation Pediatric Neuropsychology Rehabilitation/Neuropsychology Consultation Advanced Neuropsychological Case Analysis Practicum in Neuropsychology Potential practicum sites include private neuropsychology practices, a major regional medical center, smaller community hospitals and a maximum-security forensic hospital. Pain Management Psychologists encounter an ever-increasing number of pain management issues in their daily practice, emphasizing the need for training to address chronic pain. Each course in the Pain Management concentration incorporates up-to-date research in a specific area of pain management. Together the courses offer a multidisciplinary perspective across the subject area. Individual courses emphasize the involvement of multiple expert lecturers speaking on various pain management issues. Students also complete ten (0) clock hours of practicum observation in treatment settings in which pain management issues are a component. The Pain Management concentration comprises the following courses: Pain Management: History and Legal Issues of Pain Management; Pain Management: Team Management of Common Pain Syndromes; Pain Management: Treatment Aspects of Pain Management; and Pain Management: Specialty Concerns in Pain Management. Forest Institute has offered a certificate program in pain management approved by the American Academy of Pain Management since 999. Psychology of Religion In today s pluralistic world, a psychologist needs to be able to understand systems of value, meaning and belief different from his or her own, and how these may impact the therapeutic environment. Many clients struggle with issues stemming from, or related to, their religious world-view. Therefore, in 992 the American 60

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