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1 Counseling Psychology Doctoral Program Department of Psychology Southern Illinois University Carbondale 2014

2 TABLE OF CONTENTS 1. Program Highlights 2 Page 2. Philosophy and Objectives 3 3. Financial Assistance 4 4. The Training Program 5 5. Counseling Psychology Faculty 9 6. About Our Students So, You're Thinking About Coming to Carbondale...? Internship Placements Initial Job Placements Meet Our Recent Graduates 21 2

3 PROGRAM HIGHLIGHTS A number of features combine to make our program unique. National Recognition The Counseling doctoral program at SIU-C has a long and distinguished history. In 1961, our program became the 11 th (of the current 74) counseling psychology doctoral program to be accredited by the American Psychological Association 1 ; we have been continuously accredited since that time. We have a long history of turning out top graduates and of recognition in the field. In 13 studies published from on the productivity and quality of Counseling Psychology doctoral programs (e.g., Buboltz, Ebberwein, Watkins, & Savickas, 1995; Delgado & Howard, 1994; Hanish, Horan, Keen, St. Peter, Ceperich, & Beasley, 1995; Perez, Constantine, & Gerard, 2000), the program at SIU-C has ranked in the top 5 programs in the country in every study. Criteria for rankings have included publications by faculty and graduates in the most important Counseling Psychology journals, leadership positions in the field, and indications of impact such as how often our work is cited by others. The program has received special recognition in several of these studies for our contributions to Vocational Psychology and to Multicultural Psychology. Within this booklet, you will find information about these other features of the program: Diversity. The program promotes recognition of the various ways human diversity impacts psychological theory, research, and practice. This emphasis is evident in student and faculty demographics, curriculum, training experiences, faculty and student research, and the careers of our graduates. Both current faculty and students reflect diversity in race/ethnicity, gender, sexual orientation, age, socioeconomic background, worldview, and religion. The program has a long history in, and a national reputation for, attracting, nurturing and graduating diverse students. Flexibility. We are part of a large, cooperative Psychology Department in which our students are encouraged to pursue their own goals. Outstanding Financial Aid. For more than 30 years, we have fully funded every one of our students for four years. Tuition waivers make a degree at SIU even more affordable. Training Assignment Model. Required half-time work assignments provide hands-on learning in teaching, research, and counseling. Assignments are chosen by students to reflect their individual interests and goals. Friendly, Cooperative Learning Environment. Our students like our informal, noncompetitive atmosphere and the personal attention that results from purposely keeping our program small. Impressive Outcomes. We re extremely proud of the accomplishments of our students and our graduates in terms of science, practice, and advocacy. Location. The beauty of the SIU-C campus and of the surrounding area makes this an appealing place to live and learn. 1 Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC ; (202) (http://www.apa.org/ed/accreditation/) 3

4 Program Philosophy and Objectives The counseling psychology doctoral program at Southern Illinois University- Carbondale provides a balanced training experience in which the primary objectives are the development of the student as both an interpersonally skilled counselor and a scientifically sophisticated researcher. Only students desiring the doctorate are admitted. Moreover, relatively few students who already have a master s degree are admitted each year, and those students usually are required to repeat a substantial amount of coursework. Graduates of our program are capable of providing quality services, critically evaluating the efficacy of those services, developing new intervention approaches, and contributing to the advancement of psychology through research, teaching, and training. Because the program is committed to training scientist-practitioner psychologists, students who desire to develop only or mostly their practitioner skills would not be happy here. Students are exposed to a variety of training experiences. Some courses and experiences (e.g., statistics and research design, thesis, dissertation) are most directly related to students development of scholarly competencies; others (e.g. practica, group facilitation, supervision, advanced treatment planning) bear more directly on students development as practitioners. All students are required to have a training assignment each semester of their four years of residence. Training assignments supplement formal coursework by requiring twenty hours of work per week in professional activities such as counseling, teaching, research, and administrative work. Assignments vary with the needs, goals and competencies of the student in combination with the availability of assignments. Underlying the entire training program is a spirit of critical inquiry which is the hallmark of the psychologist. Our program allows students with a variety of career objectives to meet their needs. A review of the theses and dissertations done by our graduates clearly reveals their identification as both scientists and practitioners. The high quality internship placements and the quality and diversity of our graduates initial and current job placements indicates that our program does a good job of preparing students for positions in a variety of settings. The first two years of the program are fairly prescribed, with all students completing the same required core coursework and practicum experiences. After the first year, however, the program allows for some elective coursework each semester with increasing flexibility as students progress through the program. Although some electives will be taken to fulfill departmental core requirements, others allow the student to acquire additional breadth of training or depth in an informal area of concentration. During the third and fourth years, students take a specialty practicum of their choice related to their specific professional interests. Our program is intentionally kept small; we admit only 5-7 students per year. This allows us to give financial support as well as individual attention to each student we 4

5 accept. Faculty work closely with students on both an individual and small group basis. Classes are typically small and informal. Each student is assigned a counseling program graduate faculty advisor who remains her/his advisor throughout graduate study, unless a change is requested. This relationship can be independent of students choices of thesis and dissertation chairs. The program also is designed to maximize opportunities for peer involvement and peer learning. Each new incoming student is assigned an advanced student mentor who serves as an informal advisor. Advanced students also collaborate with faculty in instructional, supervisory, and research activities. Program size and informality, funding opportunities, and the involvement of students in peer learning are all part of an underlying philosophy of collegiality, a philosophy that de-emphasizes competition. Students are given regular formal and informal feedback from faculty about their progress and performance. Academic performance is evaluated at the end of the first semester of graduate study, and at the end of each academic year thereafter. 5 Progress is evaluated each year as well. The program has deadlines for completion of major requirements (e.g., thesis), and students are expected to move through the program in a timely manner. Professional psychology competencies are evaluated at the end of each semester of practicum. The development of self-awareness and self-evaluation on the part of students is facilitated through individual and group supervision. Students also are encouraged to enrich their training and development through systematic growth experiences such as personal counseling and professional workshops. The Counseling Psychology Program at SIU is a multicultural community of diverse racial, ethnic, and class backgrounds, national origins, religious, spiritual and political beliefs, physical abilities, ages, genders, and sexual orientations. We strive to learn from each other in an atmosphere of positive engagement and mutual respect. As a profession, Counseling Psychology not only disavows oppressive attitudes, beliefs, and behaviors, but actively works to advocate for social justice and against oppression. Indeed, because Counseling Psychologists often work with individuals who have been marginalized, we seek to train students who will advocate for and positively embrace all demographic diversity. Respect for diversity in all its forms is a central value of our program, and thus one expected of all students. 1 1 This statement has been adapted from similar statements following other Universities and/or Counseling Psychology Programs developed by Auburn University, Miami University, the University of North Dakota & the University of Missouri- Columbia.

6 The program is open to modification. Students opinions regarding the program are regularly solicited, and their suggestions for improvement are carefully considered by the faculty. The program as it presently exists represents considerable student input. A final component of our philosophy is that we are part of a broader Psychology Department and function collaboratively with the other graduate programs in the department. This philosophy benefits our students by giving them access to the full range of expertise in the department. Students thus are free to take elective courses in the clinical and experimental graduate programs, and may work with any faculty member in the department on their thesis or dissertation or in a training assignment. This cooperation among programs allows our students to pursue a much wider variety of interests, gives added flexibility in achieving individual professional goals, and gives a great deal of potential breadth to students training. FINANCIAL ASSISTANCE Support is guaranteed to all first year students. Students typically are expected to complete their work at SIU in four years, and it is our policy to try to support every student we accept for those first four years of graduate study. This policy is subject to the amount of money available to the department, of course, but we have been able to provide four years of support to students for over 30 years, and are optimistic that we can continue to do so in the future. Students are expected to be on internship during their fifth year of graduate study, and receive a stipend from the institution or agency offering the internship. All of our students have obtained funded internships in the past. Consequently, students generally can expect to be supported throughout their graduate study. The support students receive includes a tuition waiver for up to 15 credits per semester (currently valued at $5,910/ semester for Illinois residents and $14,775/ semester for non-illinois residents) and a monthly stipend. Stipends vary depending on the highest degree the student has completed. During this academic year ( ), the stipend for students with a bachelor s degree is $1,396/month; the stipend for students with a master s degree is $1,566/month. Stipends for next year ( ) have not yet been announced but will likely include a cost of living increase. Students are also responsible for student fees, which for were $1, fall and spring and approximately $900 in the summer (depending on credit hours enrolled). 6

7 THE TRAINING PROGRAM DEPARTMENTAL REQUIREMENTS 1. Full-Time Student Status: The level of involvement necessary to accomplish the program's goals requires year-round full-time status for 4 years. 2. Training Assignments: A training assignment requiring 20 hours of work per week is required each term in residence. Training assignments supplement formal coursework by professional activities such as research, teaching, counseling, or administration. The assignment varies according to needs, professional goals and competencies of the student, and increases in responsibility as he or she progresses. Each term the student is required to enroll in Psych 597, Preprofessional Training, in connection with the training assignment. 3. Department Core Curriculum: All counseling students are required to take one course from each of the following areas of psychology in accordance with APA requirements for program accreditation: Biological Bases of Behavior, Cognitive-affective Bases of Behavior, Social Bases of Behavior, and Individual Bases of Behavior. 4. Statistics and Research Design: Currently students are required to take two of the following three courses: PSYC 522, Experimental Design & Analysis; PSYC 524, Multivariate Methods; EPSY 507, Multiple Regression. All students take PSYC 523, Research Design. Additional statistics and research design courses are available on an elective basis. 5. Major Preliminary Examination: Counseling students take their major preliminary examination after completion of at least two years of graduate study and completion of their master s thesis. This is a 15 hour written examination (over two days) prepared by the counseling psychology faculty. Copies of previous examinations and a reading list are available to help students prepare for this examination. Although students are expected to pass the examination on their first attempt, they are typically given two opportunities to do so. Occasionally, students have distinguished themselves by a "Pass With Honors" in their major examination. These distinctions are noted in their departmental record and in letters of recommendation for internships and jobs. 6. Master's Thesis and Doctoral Dissertation: The Master's thesis should be completed by the end of the student's second year of graduate study and signifies the completion of the Master's degree. The doctoral dissertation is usually begun during the fourth year of graduate study and may be completed during that year or during the fifth (internship) year of study. 7

8 COUNSELING PSYCHOLOGY PROGRAM REQUIREMENTS REQUIRED COUNSELING CORE COURSES: 523 Research Methods in Applied & Professional Psychology. Advanced study of experimental, quasi-experimental, and correlational research designs; validity considerations; sampling methods; and research ethics. 525 Psychological Measurement. Intensive coverage of such topics as item analysis, reliability, validity, problems of weighting in differential prediction. 526 Research in Counseling. Provides students a basic foundation in research skill including: (a) extensive reading in counseling psychology research; (b) introduction to research designs; (c) technical writing (research proposals and manuscripts); and (d) research ethics. 530 Theories of Counseling and Psychotherapy. A survey of the major theories of personality and systems of psychotherapy. Stresses relationship between theory and application. 536 Fundamentals of Counseling. This course helps students: (a) develop group cohesion and a spirit of cooperation, (b) become familiar with and able to apply the profession's code of ethics; (c) develop basic counseling skills through role playing, feedback, and practice interviewing with volunteer "clients"; and (d) begin to develop their professional identity as a counseling psychologist. 537 Advanced Treatment Planning and Implementation. Methods for evaluating treatment efficacy and effectiveness, treatment selection methods, brief therapy models, and empirically supported treatments. 538 Theory and Practice of Group Facilitation. A didactic presentation of group dynamics, issues in group facilitation, and approaches to leading therapeutic groups. 8

9 540 Psychological Assessment. Basic theory and practice of psychological assessment. including specific tests, with an emphasis on how they may be used in counseling. 548 Vocational Psychology and Career Development. Introduction to vocational psychology as an area of academic inquiry; including theories of career development, research issues, and vocational counseling techniques. 553 Cross-Cultural Psychology. Cross-cultural differences in psychology including examination of different fields of psychology (e.g., social, developmental, psychopathology) from the crosscultural perspective. 558 Personality and Social Development of Adults. Theory and research on the developmental tasks in adulthood, with a focus on conceptualizing normal functioning. 561 Supervision of Psychotherapy. Theory and research on supervision, case conceptualization, and related ethical issues. Includes a laboratory component in which students supervise the work of beginning counseling students under supervision of the course instructor. 585 Advanced Professional Seminar. Designed to provide guided readings, discussion, and other activities to help students to integrate external training experiences and systems competencies. Topics addressed include (a) consultation, (b) leadership and administration, (c) interdisciplinary systems, and (d) advocacy. 598 Ethical and Professional Problems in Psychology. Advanced study ethics as applied to professional practice, teaching and research; problems and issues pertaining to the field of psychology, and relations to other professions and the public. 9

10 COUNSELING PRACTICUM COURSES Beginning Practica. Students have three semesters of required beginning practicum experience primarily doing individual counseling. Students begin their practicum training in Spring semester of the first year in the program s Career Development and Resource Clinic (CDRC). In both Fall and Spring semesters of the second year, students divide their time equally between the University Counseling Center and the CDRC. A minimum of 10 hours per week is required, approximately half of which are spent in direct service. The remaining hours are spent in preparation, case critique, supervision and seminars. The practicum exposes students to the full range of client concerns with which a counseling psychologist is expected to deal, including both career and personal counseling. In their 3 rd semester in the CDRC, students may elect to do outreach/workshop activities or other projects of their choosing. Professional Specialty Practicum. This required practicum, taken in fall of the third year, is designed by students and their faculty advisors to provide a more advanced experience in a specialty area related to the student's post-ph.d. career objectives. Advanced Practica: Students may elect additional practica during the third and fourth years of their program. These practica may be taken at the Counseling Center or at other on-campus or off-campus sites. Supervision: Advanced students gain supervision experience as part of the required Supervision course usually taken in the fourth year, and may elect to supervise beginning counseling students in the CDRC in the Spring as an optional practicum in supervision. Group Counseling: Students may obtain group counseling practicum experiences through the Counseling Center as well as several other on-campus and community sites. Couples/Family Counseling: The SIU Clinical Center has a couples and family team practicum which may be taken as an elective experience. APPLIED TRAINING SITES. In addition to the Counseling Center and the CDRC, a wide variety of sites are available for elective practicum experiences and/or applied training assignments. On-campus sites include: a women s services center, health services wellness center, advisement center for undecided majors, business college career center, multidisciplinary clinical center, and a support services center for students at academic risk. Community sites include: several community mental health centers, a VA hospital, a large psychiatric inpatient facility, a partial hospitalization program, a battered women s shelter, a vocational rehabilitation assessment center, and several correctional facilities. INTERNSHIP Counseling psychology students are required to take an internship which must be one year of full-time supervised counseling experience or its equivalent at an APA accredited internship site. The SIU Counseling Center offers an APA-accredited internship, although most students elect to go elsewhere for an additional variety of experience. ELECTIVES After the first year, the program allows for some elective course work each semester with increasing flexibility as students progress through the program. Elective courses may be taken in the other graduate specialties in the Psychology Department as well as in other departments at SIU. 10

11 TYPICAL PROGRAM CURRICULUM Year Fall Hours Spring Hours Summer Hours 1st 523 Research Methods Research in Counseling Counseling Fundamentals Vocational Psychology 3 594F Practicum: Teaching (if TA) Preprofessional Training 1 (Training Assign.) 15 Statistics course Systems in Counseling Psychological Assessment 3 594F Practicum 3 594L Practicum in Teaching Preprofessional Training Preprof. Training Thesis 2 or nd 524 Multivariate Statistics or 3 Elective (if took EPSY 507) 525 Psychological Measurement 3 594F Practicum Preprofessional Training 1 Elective Group Facilitation Cross-Cultural Psychology Adult Development 3 594F Practicum Preprofessional Training Preprof.l Training 1 Thesis or Electives 2 or History and Systems Adv. Treatment Planning 3 594F Specialty Practicum Preprofessional Training 1 Elective Preprofessional. Training Ethical & Professional Issues 3 (or 4th year) 594F Specialty Practicum 3 Electives Preprof. Training Dissertation 3 4 4th 561 Supervision Preprofessional Training Dissertation 6 Elective F Opt. Supervision Practicum Preprofessional Training Dissertation 6 Elective Preprof. Training Dissertation 3 4 5th 595 Internship Internship Internship 1 11

12 COUNSELING PSYCHOLOGY FACULTY KATHLEEN CHWALISZ, Ph.D. University of Iowa (1992) Professor Licensed Psychologist Adjunct Faculty to SIU School of Medicine Research Interests: Health psychology; stress and coping; psychotherapy science and treatment effectiveness; adjustment to illness and disability; research training; qualitative research methodology; health disparities; caregiver burden; NIH grant: telehealth intervention with rural informal caregivers. Teaching Interests: Treatment planning & case conceptualization; supervision; research in counseling; practicum; methodology and statistics; assessment and diagnosis; counseling skills. Professional Service: Chair-Elect Designate, Council of Counseling Psychology Training Programs; Past Chair, Society of Counseling Psychology Section for the Promotion of Psychotherapy Science; Past Chair, Society of Counseling Psychology Counseling Health Psychology Section; Editorial Board - Journal of Counseling Psychology, Measurement and Evaluation in Counseling and Development and Rehabilitation Psychology; Program Chair, American Association of Applied and Preventive Psychology; Program Chair, Division 22. Honors and Awards: Fellow of APA Divisions 17 and 22; APA Division 17 Dorothy Booz Black Award & Barbara Kirk Award; APA Division 22 Award for Research Excellence. ANN FISCHER, Ph.D. University of Missouri-Columbia (1995) Associate Professor Research Interests: Diversity issues, particularly regarding gender, ethnicity, sociorace, and sexual orientation. Teaching Interests: Research, theory and practice in diversity issues; psychology of women and men; multicultural psychology and individual differences; ethics. Professional Service: In addition to professional involvement with APA s Division 17 (Society for Counseling Psychology) and Division 35 (Society for the Psychology of Women), Ann has served the scientific and professional community as a member of the editorial boards for The Counseling Psychologist, Journal of Counseling Psychology, Psychology of Women Quarterly, Cultural Diversity and Ethnic Minority Psychology, and Psychology of Men and Masculinity. In addition, she has provided ad hoc reviews for journals such as Psychological Science, Journal of Experimental Social Psychology, Journal of Personality and Social Psychology, Journal of Cross-Cultural Psychology, Measurement and Evaluation in Counseling and Development, American Journal of Orthopsychiatry, Body Image, Sex Roles, and Communication, Culture and Critique. Honors and Awards: Fellow of APA Division 35; Oliva Espin Award for Social Justice Concerns in Feminist Psychology; APA Division 35 Psychotherapy with Women Research Award; APA Division 12 Research Award. 12

13 PATRICK ROTTINGHAUS, Ph.D. Iowa State University (2004) Program Director Associate Professor Research Interests: Vocational interests, personality, values, and self-efficacy related to career choice and development; Career adaptability and work transitions in adults; Outcomes of career development interventions; Positive psychology. Teaching Interests: Psychological measurement, assessment, positive psychology, counseling practicum, vocational behavior, personality, and adult development. Professional Service: Editorial board member for the Journal of Vocational Behavior, Journal of Career Assessment, and the Journal of Career Development; Editor, Society for Vocational Psychology Newsletter; Research Committee Chair, National Career Development Association; Communications Officer, Society for Vocational Psychology; Member, Awards/Recognition Committee, Society for Counseling Psychology; Director of SIUC s Career Development and Resource Clinic. Honors and Awards: Graduate Student Research Award, Society for Vocational Psychology; Research Travel Award, American Psychological Association Science Directorate; Teaching Excellence Award, Iowa State University. JANE SWANSON, Ph.D. University of Minnesota (1986) Professor Licensed Psychologist Chair, SIU Human Subjects Committee Research Interests: Vocational interests; career counseling process and outcome; career-related barriers; gender and racial/ethnic issues in career choice Teaching Interests: Counseling skills; practicum, supervision; vocational psychology. Professional Service: Editorial board, The Counseling Psychologist, Journal of Counseling Psychology, Career Development Quarterly and Journal of Career Assessment. Treasurer, APA Division 17; Chair-Elect, Society for Vocational Psychology; Chair, APA Division 17 Continuing Education and Program Committees; Directorate, Commission on Assessment of American College Personnel Association; Executive Council, Association for Assessment in Counseling; Co-chair, APA Division 17 New Professionals Committee. Honors and Awards: Fellow, APA Division 17 13

14 YU-WEI WANG, Ph.D. University of Missouri-Columbia (2004) Associate Professor Research Interests: Her research (using both qualitative and quantitative research methodology) can be broadly categorized in the area of stress, trauma, and coping/problem solving, particularly related to sexual abuse/assault, suicide, and multicultural issues (including race/ethnicity, gender, religion/ spirituality, and international students). Teaching Interests: Research in Counseling; Multicultural Counseling; Cross-Cultural Psychology; Supervision of Supervision Practicum; Psychology of Gender in a Diverse Context. Professional Service: Member, Task Force on Suicide Prevention, Division 17 (Society of Counseling Psychology), American Psychological Association (APA); Co-Chair, Task Force on Mentoring International Students, APA Division 17; Planning Committee, the 5 th National Multicultural Conference & Summit; Co-Chair for Poster Session, Convention Planning Committee, Asian American Psychological Association (AAPA); Co-Chair, Taiwan Psychology Network; National Planning and Implementation Committee, National Institute for Multicultural Competence. Honors and Awards: Outstanding Graduate Student of the Year Award, Council for Counseling Psychology Training Programs; Best Student Poster Presentation Award of the 2004 annual AAPA convention; Student Research Award on Multicultural Issues, APA Division

15 ABOUT OUR STUDENTS ADMISSION DATA This year ( ) there were 90 applications for admission to the program for fall, Since 2007, the total number of applicants was 699, an average of 87 applicants per year. A total of 39 (5.6%) applicants were admitted. The most recently admitted students' mean undergraduate GPA was 3.58 (on a 4- point scale). Mean Graduate Records Examination scores were: Standard Score Percentile Verbal: Quantitative: OUTCOME DATA Since its beginning in the mid-1950s, our doctoral program has produced 218 PhD graduates to date. Detailed records since 1976 indicate the following outcomes for our students: Number Current # in Number Number Who Did Entered Good Standing Graduated Not Complete the Program (18% of those admitted) Reasons: 13 (Dropped, Voluntary) 22 (Dropped, Involuntary) 2 (Exceeded grad. school time limit) 6 (Changed Programs) 2 (Deceased before degree completion) CURRENT STUDENTS DEMOGRAPHICS Our current students range in age from years with a modal age of and an average age of 25 at the time of their entry into the program. The table below shows information on the race/ethnicity of our students. Black/African Asian/Asian Total American (12%) White (60%) Latino/a (3%) American (12%) Multiracial (12%) Men Women Men Women Men Women Men Women Men Women Men Women (23%) (77%) Total number of students: 26 Of this total, number who are: On internship: 4 ABD (all but dissertation): 4 On campus: 18 Student (total):counseling faculty ratio = 5.2:1 Student (on campus):counseling faculty ratio = 3.6:1 15

16 SO, YOU'RE THINKING ABOUT COMING TO CARBONDALE...? (A Message from the Students) Carbondale is a small town surrounded by natural beauty unique to the Southern part of Illinois. It is rather isolated (it's a two hour drive to St. Louis, the nearest big city), and its center is the University. Carbondale is a town that people grow to love, and many who come with plans for a short stay (their graduate program, or a sabbatical) are still here many years later having decided to make it their home. Where is Carbondale, anyway? Carbondale is 335 miles south of Chicago (six hours by car, or by Amtrak) and 104 miles southeast of St. Louis (2 hours by car or a short air hop). The local airports are served by regional carriers (both United and TWA) with connections at St. Louis' Lambert Field. Also there is a shuttle bus which runs between St. Louis Airport and Carbondale. The Amtrak station is on the north-south line between Chicago and New Orleans. Greyhound also has a station in town & car rental is an option. Carbondale is small, and you can walk from campus to many parts of the town. Students without cars can walk, bike or take the free University bus system just about anywhere. Some bus routes are an option 7 days a week, with late night runs on the weekend. What is Carbondale like? Carbondale is a college town with a population of about 28,000. Southern Illinois University has an enrollment of about 20,000; about 3,500 of these are graduate students. The surrounding Southern Illinois region differs from other areas in the state due to its southern culture and relatively poor economy. Highlights of living in Carbondale are the beautiful countryside and the opportunities for outdoor recreation. To the south are rolling hills and woodlands, and the Shawnee National Forest. There are several other state parks in the area; Giant City State Park is 10 minutes south of Carbondale and has fine areas for rock climbing, hiking, horseback riding, and camping. Within 15 minutes you can be fishing, boating, and swimming in one of the area's many large lakes. There is a small lake on campus with boat rentals. There are beautiful bike and walking trails both on and off campus. What is the Psychology Department like? The psychology department attracts international students and students from all over the U.S. Students come from a variety of ethnic backgrounds and the department welcomes those with nontraditional ideas and lifestyles. Graduate students range in age from persons completing their bachelor's in a traditional time frame to students returning after a number of years away from school. The counseling program encourages cooperation instead of academic competition between students. This means that students are free to form 16

17 cohesive, friendly ties and support the efforts of their fellow students. There are many opportunities for professional and personal interactions between students and faculty in the counseling program as well as with students in the clinical and experimental programs with whom they may share classes. Relationships with the faculty are generally informal and friendly. The counseling faculty seek student input in program evaluation and expansion through two student representatives who are elected by the students. These students serve as the spokespersons for the group and attend the weekly faculty meetings. Opportunities exist for student participation in student organizations such as the Black Student Caucus, the Asian-American Coalition, the multicultural task force, the health psychology interest group, or the Graduate Society of Psychology (GsoP), all of which are organizations of psychology graduate students. The faculty is supportive of, and interested in, student participation in all such groups. Further participation in university wide groups is available, too! What is there to do in Carbondale? The University is the main source of culture and entertainment and provides a wide variety of activities. There are a number of theater productions from the theater department on campus each semester. In addition, Shryock Theater provides touring productions of plays, classical and popular music, ballet and modern dance. Popular music concerts take place in the University Arena. Current and classic films are shown at the Student Center at very low prices. The city also sponsors free outdoor summer concerts featuring a variety of music styles. A local repertory company, the Stage Company, produces plays four or five times a year. There are several movie theaters off campus, shopping at two local malls, and some good restaurants and bars. St. Louis provides an unlimited source of entertainment, culture, food, and shopping. The University is the main source of culture and entertainment and provides a wide variety of activities. There are a number of theater productions from the theater department on campus each semester. In addition, Shryock Theater provides touring productions of plays, classical and popular music, ballet and modern dance. Popular music concerts take place in the University Arena. Current and classic films are shown at the Student Center at very low prices. The city also sponsors free outdoor summer concerts featuring a variety of music styles. A local repertory company, the Stage Company, produces plays four or five times a year. 17

18 There are several movie theaters off campus, shopping at two local malls, and some good restaurants and bars. St. Louis provides an unlimited source of entertainment, culture, food, and shopping. You can also find housing advertisements in the local community newspaper, the Southern Illinoisan (www.southernillinoisan.com). Psychology graduate students at SIUC tend to spend social time together in such activities as potlucks, camping, football, volleyball and other sports, parties, and spontaneous gatherings. At the beginning of each academic year the department organizes several social gatherings that foster friendships and promote group cohesiveness. Social opportunities are limited only by time, finances, and imagination. There are also many volunteer opportunities with agencies and organizations, on and off campus, if you want to get involved. How can I find a nice place to live? Housing opportunities range from singleroom efficiency apartments to multi-level townhouses. Depending on housing quality, location, and whether one lives alone or with roommates, students can expect to pay $250 to $550 for rent (utilities are generally not included). Rent is less expensive in the smaller towns around Carbondale for students who don't mind a minute commute to campus. The earlier you start looking for housing, the more likely you are to find what you want. The off-campus housing office in Washington Square is a good source of information ( ). The campus newspaper, the Daily Egyptian has housing advertisements and also has housing listings on the Dawg House section of their website (www.dailyegyptian.com/dawghouse). Incoming psychology graduate students will have the opportunity to talk to current graduate students who can help with housing and other details related to getting settled in Carbondale. Some incoming students find it useful to contact other new students in order to find potential roommates. We hope this information has been helpful. The best source of information about life in Carbondale are the graduate students currently enrolled in the program. The counseling faculty will provide you with the name and phone number of a student if you would like to talk to one of us. The program also sponsors a more formal student mentoring effort. Each incoming graduate student is assigned a student mentor to provide help and guidance in the transition into the graduate program, and introduce you to other psychology students in the department. 18

19 INTERNSHIP PLACEMENTS Since 2007, 39 of our students have applied for internship. ALL 39 have completed (or are completing) fully funded, APA-accredited funded and accredited internships. In that time, all but one student (97.4%) were placed in an internship during the first application year, and the remaining student matched the following year. Furthermore, our graduate students usually have received offers from their most preferred sites. Consequently, almost all SIU students have been able to do their internship in the type of agency they desire. The following indicates the internships accepted by our students over the years. COUNSELING CENTERS TOTAL 195 Appalachian State University 1 Arizona State University 2 Ball State University 3 California State Long Beach 2 Clemson Univeristy Counseling & Psychological Services 1 Colorado State University 3 Duke University 1 Georgia State University 2 Grand Valley State University 2 Illinois State University 5 Iowa State University 11 Johns Hopkins University 2 Kansas State University 2 Michigan State University 1 Nebraska Internship Consortium 1 Northern Illinois University 2 Ohio State University 8 Pennsylvania State University 2 Southern Illinois University 27 Texas A & M University 4 Texas Tech University 1 Texas Women's University 1 Towson State University 2 University of Akron 1 University of California at Berkeley 3 University of California at Davis 3 University of California at Irvine 8 University of California at Los Angeles 1 University of California at San Diego 2 University of California at Santa Barbara 1 University of California - Santa Cruz 1 University of Cincinatti 2 University of Delaware 4 University of Florida at Gainesville 12 University of Hawaii 1 University of Illinois 4 University of Iowa 6 University of Maine at Orono 1 University of Maryland 3 University of Memphis 3 19

20 COUNSELING CENTERS (cont.) University of Miami 2 University of Michigan 2 University of Minnesota at Minneapolis 3 University of Missouri at Columbia 10 University of Nebraska 1 University of Notre Dame 2 University of Oregon 1 University of Southern California 1 University of St. Thomas 2 University of Tennessee at Knoxville 1 University of Texas at Austin 5 University of Utah 6 University of Wisconsin-Madison 6 Virginia Commonwealth University 10 West Virginia University 2 Wichita State University 1 VETERANS ADMINISTRATION HOSPITALS TOTAL 31 Boston VA Outpatient Clinic, Boston, MA 2 Danville VA Hospital, Danville, IL 4 Gulf Coast VA Healthcare System, Biloxi, MS 1 Iowa City VA Hospital, Iowa City, IA 1 Hines VA Medical Center, Chicago, IL 2 Lexington VA Medical Center, Lexington, KY 1 Madison VA Hospital, Madison, WI 1 Milwaukee VA Medical Center, Milwaukee, WI 4 Mental Hygiene Clinic, Oakland, CA 1 New Orleans VA Hospital, New Orleans, LA 1 Palo Alto VA Medical Center, Palo Alto, CA 1 Pettis Memorial Veterans Hospital, Loma Linda, CA 1 Salt Lake City VA Medical Center, Salt Lake City, UT 1 Seattle VA Medical Center, Seattle, WA 2 VA Long Beach Healthcare System, Long Beach, CA 1 VA Sepulveda Ambulatory Care Center, Los Angeles, CA 2 West Haven VA Medical Center, West Haven, CT 1 Wood VA Hospital, Milwaukee, WI 4 20

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