College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs)

Size: px
Start display at page:

Download "College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs)"

Transcription

1 College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals PsyD Program Learning Objectives 1. Leaders for life enhancing change 1. Able to utilize theories and techniques of a variety of psychotherapeutic and assessment approaches that address the whole person, including the biological, psychological, social, cultural, and spiritual and the advancement of the humanistic and transpersonal traditions in scholarship, practice and responsible action. 2. Self-reflective scholars / practitioners 2. Able to utilize the breadth of scientific psychology, its history of thought and development, and its methodology in scholarship and in practice; engaged in reflective selfassessment and reflective practice; and able to use skills in ethical reasoning and quality assurance related to research and practice in psychology. 3. Extra-ordinary thinkers who move beyond disciplinary and paradigmatic boundaries 3. Able to engage in critical and creative thinking and lifelong learning in using scholarship to inform practice and practice to inform scholarship. 4. Professionals who place their work within an expanded geopolitical, temporal, and socio-environmental context 4. Able to recognize, respect, and accommodate individual and cultural differences in all aspects of professional psychology work and include a life-span perspective in all aspects of professional psychology work. 5. Persons who experience intra and interpersonal authenticity and compassion. 5. Able to be selfaware in relationships and have a commitment to an empathic dialogue with others that is constructivist, collaborative and authentic See PsyD Learning Objective items and associated PsyD Competencies used to assess them below

2 Goal 1 Learning Objectives and Competencies: 1.1 Describe the scientific, theoretical, empirical, and contextual bases of a wide variety of psychotherapeutic strategies and assessment approaches Identifies basic conceptual foundations, strengths and weaknesses of psychotherapy approaches Conceptualizes a case and plans a mode of therapeutic interaction utilizing at least one consistent theoretical orientation Presents a rationale for various psychotherapeutic strategies Demonstrates basic knowledge of methods to examine outcomes from the use of therapeutic strategies. 1.2 Attend to the whole person during psychotherapeutic and assessment interactions and analyses Demonstrates basic knowledge of the range of normal and abnormal behavior and development Collects and uses data that describe the person from a comprehensive perspective (e.g. strengths as well as weaknesses; biopsychosocial and spiritual aspects). 1.3 Demonstrate an understanding of different psychotherapeutic strategies as well as of a specialized area of psychotherapeutic utilization Writes a statement of one s theoretical perspective and compares and contrasts it with the theoretical literature Demonstrates an understanding of integrative conceptualizations of psychotherapy and compares and contrasts with the theoretical literature Describes the theories, techniques, assessment, and recent research attached to a specialized area of psychotherapeutic utilization Demonstrates an understanding of the roles and limits of psychotherapy process, outcomes and other empirical research in clinical practice. 1.4 Employ models of inquiry and action that embrace human wholeness and creativity Accurately assesses presenting problem taking into account the larger context of the client s life, including diversity issues Employs a humanistic perspective in scholarship and professional work. Goal 2 Learning Objectives and Competencies: 2.1 Describe the central theories, research, and issues in the following areas of psychology: (a) biological aspects of the person, (b) cognitive and affective aspects of the person, (c) cultural and spiritual aspects of the person, (d) social aspects of the person, (e) human development, (f) individual difference, (g) history and systems of psychology, and (h) psychopathology Demonstrates understanding of core conceptualizations and breadth of theories and research applied to human behavior Cites empirical and professional literature to support an argument Demonstrates knowledge of and respect for the contributions of psychological research and incorporates this into professional practice Demonstrates breadth of coverage of material Demonstrates depth of analysis or inquiry. 2.2 Demonstrate the application of principles of psychological assessment Demonstrates basic knowledge of the empirical, theoretical, and contextual basis of test construction and interviewing Selects assessment measures with attention to issues of reliability and validity, cultural sensitivity, as well as being responsive to the individual client s needs Utilizes systematic approaches of gathering data to inform clinical decision-making Prepares reports that demonstrate how diagnosis and treatment planning are based on evidence in the case and theoretical formulations as well as the limitations of the assessment data Accurately and consistently administers and scores various assessment tools in non-clinical (e.g. course) contexts.

3 2.2.6 Demonstrates awareness of need to base diagnosis and assessment on multiple sources of information. 2.3 Demonstrate the knowledge and skills to think like a scientist Evaluates study methodology and empirical basis of findings Questions assumptions of knowledge Demonstrates awareness of need for evidence to support assertions Utilizes a variety of qualitative as well as quantitative methods in research and scholarship Engages in systematic efforts to increase the knowledge base of psychology through implementing research Uses methods appropriate to the research question, setting, and/or community Identifies methods for evaluating the effectiveness of professional activities. 2.4 Communicate effectively in professional verbal and written formats Demonstrates understanding of professional language Verbally communicates assessment results accurately, without jargon, and in a collaborative manner Writes a basic psychological report in standardized format Uses American Psychological Association format correctly in academic writing Writes in at graduate level. 2.5 Provide helpful feedback to others and receive feedback from others non-defensively Assesses and documents treatment progress and outcomes Uses good judgment about unexpected issues, such as crises, use of supervision, confrontation Listens to and acknowledges feedback from others Provides feedback to peers regarding peers clinical work. 2.6 Identify one s own strengths, limitations, motivations, attitudes, assumptions, behaviors and thought processes and their effect on others Shows awareness of inner emotional experience Systematically reviews own professional performance via videotape, ratings on a checklist, or other technology Completes self-assessment of clinical competencies for professional training. 2.7 Identify the limits of one s skills and specialized therapeutic strategies Identifies areas requiring further growth Demonstrates awareness of when to consider referral Demonstrates knowledge about practicing within one s competence. 2.8 Correct errors as part of continuing to grow Demonstrates an awareness of incongruence between self-assessment and other s feedback and seeks to resolve incongruence.

4 2.9 Adhere to APA s Ethics Code and Principles and ethical decision-making Demonstrates an understanding of APA s Ethics Code and Principles, California and federal laws pertaining to professional psychology practice, and ethical decision-making models Demonstrates a capacity for appropriate boundary management Includes applicable ethics concepts in research design and subject treatment as well as in professional writings and presentations Develops strategies to seek consultation regarding complex ethical and legal dilemmas Develop supervision, consultation, and quality improvement skills Demonstrates knowledge of purpose, roles, and goals of supervision Articulates common and distinctive roles of consultant Assesses one s competencies and functioning and demonstrates a commitment to quality improvement Develop a professional identity as a psychologist Demonstrates knowledge of the profession (training model, core competencies, issue central to the field) Clarifies one s beliefs about the nature of personal problems and the values inherent in the practice of psychotherapy. Goal 3 Learning Objectives and Competencies: 3.1 Demonstrate an openness to new ideas, intellectual curiosity, and flexibility as well as creative solutions to diverse problems Tolerates ambiguity and uncertainty Demonstrates active problem-solving Employs creative solutions to diverse problems Uses self-reflection in connecting with material. 3.2 Critically analyze and critique psychological literature Evaluates scholarly literature Critically examines popularized psychological literature. 3.3 Demonstrate a commitment to engage in life-long learning in scholarship and practice Demonstrates understanding that knowledge goes beyond formal training. Goal 4 Learning Objectives and Competencies: 4.1 Value individual and cultural diversity and the contributions of diverse populations which are relevant to the science and practice of psychology Demonstrates understanding of diverse viewpoints Incorporates individual and cultural diversity issues and viewpoints into one s scholarly work. 4.2 Communicate effectively across cultures Habitually adapts one s professional behavior in a culturally sensitive manner, as appropriate to the needs of the client, which improves client outcomes and avoids harm. 4.3 Use professional guidelines in research and practice with diverse populations.

5 4.3.1 Demonstrates understanding of the need to consider diversity issues in all aspects of professional psychology work. 4.4 Recognize how one s own perspectives can bias and limit one s ability to work with individuals from other viewpoints Articulates how one s perspectives and ethnic group values influence who one is and how one relates to other people. 4.5 Address life-span issues in scholarly inquiry, assessment, and psychotherapeutic work Describes the process of development across the life-span Demonstrates the need to consider developmental processes and issues in all aspects of professional psychology work. Goal 5 Learning Objectives and Competencies: 5.1 Describe, analyze, and reflect upon one s relationships and personal growth from a humanistic perspective Writes a personal statement of professional goals and how one s personal qualities pertain to those goals Identifies one s own and other s spiritual connections (to life, to nature, to others, to a sense of the ultimate) and honors those spiritual connections in working with others Articulates principles of humanistic psychology that promote change Displays appreciation of positive human qualities and strengths such as altruism, empathy, optimism, acceptance, and courage. 5.2 Create an environment that promotes self-healing Views the client as an agent who is able to initiate action, make choices, set goals, and chart life courses Demonstrates respect for the perceptions, feelings, experiences, values, desires, and self-healing capacity of the person Demonstrates facilitative conditions such as empathy, congruence, warmth, and acceptance, verbally and non-verbally Attends to the person as he/she defines his/her self Forms effective working alliance with clients Makes appropriate disclosures regarding problematic interpersonal situations. 5.3 Contribute to a facilitative learning environment Works collaboratively to form and maintain productive and respectful relationships with clients, peer, supervisors, and professionals from other disciplines Contributes to class regularly and constructively.

Core Competencies of Clinical Psychology

Core Competencies of Clinical Psychology Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices

More information

Evaluation of Practicum Student Competencies SIU Counseling Psychology Program

Evaluation of Practicum Student Competencies SIU Counseling Psychology Program Evaluation of Practicum Student Competencies SIU Counseling Psychology Program Student Agency Focus: Career Personal Other: Supervisor Semester (eg, SP-3 rd year) The following evaluation items reflect

More information

Year of Entry into Clinical Program: 2 0

Year of Entry into Clinical Program: 2 0 Clinical Student Competency Tracking Form v20051207 Howard University Clinical Psychology Program This form is largely based on CCTC ADPTC Draft Version March 2004. Students and their research/academic

More information

Counseling Psychology Core Competencies, Essential Components, Behavioral Anchors, and Examples 1

Counseling Psychology Core Competencies, Essential Components, Behavioral Anchors, and Examples 1 Counseling Psychology Core Competencies, Essential Components,, and Examples 1 FOUNDATIONAL COMPETENCIES: 1. Professional Identity; 2. Relationships; 3. Individual and Cultural Diversity; 4. Professional

More information

Undergraduate Psychology Major Learning Goals and Outcomes i

Undergraduate Psychology Major Learning Goals and Outcomes i Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

School Psychology Program Goals, Objectives, & Competencies

School Psychology Program Goals, Objectives, & Competencies RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science

More information

PSYD CURRICULUM AND COURSE DESCRIPTIONS

PSYD CURRICULUM AND COURSE DESCRIPTIONS PSYD CURRICULUM AND COURSE DESCRIPTIONS 0999A D The Evolving Professional This sequence begins with practice in the acquisition of the growth oriented counseling skills necessary for working with individuals,

More information

Forensic Psychology Major Learning Objectives (adapted from APA)

Forensic Psychology Major Learning Objectives (adapted from APA) Forensic Psychology (BA) Mission Statement & Learning Objectives The mission of the Forensic Psychology major is to enhance understanding of behavior, in terms of its biological, cognitive, social, emotional

More information

School of Social Work

School of Social Work MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced

More information

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors 2.1.1 Core Competency: Identify with social work profession a.

More information

Psy.D. Applied Clinical Psychology (Post Master s) 2014 2015 Program Guidebook

Psy.D. Applied Clinical Psychology (Post Master s) 2014 2015 Program Guidebook Psy.D. Applied Clinical Psychology (Post Master s) 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the

More information

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003

Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003 Academic Program: Doctoral Program in Clinical Psychology Graduate or Undergraduate: Graduate Date: October 10, 2003 Coordinator of the Program: Kenneth W. Sewell Person completing this form: Kenneth W.

More information

LSU Clinical Psychology Program Annual Student Evaluation

LSU Clinical Psychology Program Annual Student Evaluation LSU Clinical Psychology Program Annual Student Evaluation Student: Faculty Supervisor: Year in Program: Date of Evaluation: Course/Degree Requirements 1. Proposed master s thesis (Fall, Year 2) 2. Defend

More information

School of Clinical Psychology LIOS Masters in Psychology: Counseling Specialization Course Descriptions 2013-2014

School of Clinical Psychology LIOS Masters in Psychology: Counseling Specialization Course Descriptions 2013-2014 School of Clinical Psychology LIOS Masters in Psychology: Counseling Specialization Course Descriptions 2013-2014 Courses for: Fall 2013 Entry Cohort Spring 2014 Entry Cohort Counseling professional courses:

More information

Applied Psychology. Course Descriptions

Applied Psychology. Course Descriptions Applied Psychology s AP 6001 PRACTICUM SEMINAR I 1 CREDIT AP 6002 PRACTICUM SEMINAR II 3 CREDITS Prerequisites: AP 6001: Successful completion of core courses. Approval of practicum site by program coordinator.

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty

More information

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS)

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS) (CTC) and Educational Policy Standards and Accreditation Standards (CSWE-) Standards Crosswalk June 2013 An institution that is offering a nationally accredited Pupil Personnel Services: School Social

More information

Psychology Learning Goals and Outcomes

Psychology Learning Goals and Outcomes Psychology Learning Goals and Outcomes UNDERGRADUATE PSYCHOLOGY MAJOR LEARNING GOALS AND OUTCOMES: A Report (March 2002) American Psychological Association, Task Force Members: Jane S. Halonen, Drew C.

More information

UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M)

UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M) UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M) Accreditation Standard 4.0.2 The program provides summary data and outcomes

More information

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology The mission of the Doctor of Education in Educational Leadership degree program

More information

LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR

LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR LEARNING OUTCOMES FOR THE PSYCHOLOGY MAJOR Goal 1. Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

Counselor Education Program Mission and Objectives

Counselor Education Program Mission and Objectives Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as

More information

Illinois Professional Teaching Standards

Illinois Professional Teaching Standards Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining

More information

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs

More information

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively

More information

Social Work Field Education Core Competencies and Practice Behaviors

Social Work Field Education Core Competencies and Practice Behaviors Social Work Field Education Core Competencies and Practice Behaviors The School of Social Work Field Education Program addresses each of the Council on Social Work Education (CSWE) Core Competencies and

More information

Professional Standards for Psychiatric Nursing

Professional Standards for Psychiatric Nursing Professional Standards for Psychiatric Nursing November 2012 College of Registered Psychiatric Nurses of B.C. Suite 307 2502 St. Johns Street Port Moody, British Columbia V3H 2B4 Phone 604 931 5200 Fax

More information

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:

1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY: Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling

More information

Standards for the School Counselor [23.110]

Standards for the School Counselor [23.110] II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process

More information

Arkansas Teaching Standards

Arkansas Teaching Standards Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

More information

PSYCHOLOGY DEPARTMENT GOALS, OBJECTIVES, AND MEASURES

PSYCHOLOGY DEPARTMENT GOALS, OBJECTIVES, AND MEASURES PSYCHOLOGY DEPARTMENT GOALS, OBJECTIVES, AND MEASURES The goals and directives for the psychology major are taken directly from the work of the Task Force on Undergraduate Psychology Major competencies

More information

Doctor of Philosophy in Counseling Psychology

Doctor of Philosophy in Counseling Psychology Doctor of Philosophy in Counseling Psychology Program Description Objectives The program aims to develop competent and effective academicians and practitioners in counseling psychology by: a. Exposing

More information

Masters of Science (MS) in Educational Psychology

Masters of Science (MS) in Educational Psychology College of Education and Human Development (CEHD) Graduate School of Education (GSE) School of Recreation, Health, and Tourism (SRHT) Masters Programs Teacher Licensure Certification Programs & Advanced

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

Education and Counseling (M.A.Ed.)

Education and Counseling (M.A.Ed.) III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading

More information

Job Description of the School Psychologist Reports To: Supervises: Purpose:

Job Description of the School Psychologist Reports To: Supervises: Purpose: Reports To: Supervises: Purpose: Job Description of the School Psychologist Superintendent, Level II or Level III School Psychologists, Director, or Associate or Assistant Superintendent May supervise

More information

Bioethics Program Program Goals and Learning Outcomes

Bioethics Program Program Goals and Learning Outcomes Bioethics Program Program Goals and Learning Outcomes Program Goals 1. Students will develop a solid knowledge base in areas of Biology including cell biology, evolution, genetics, and molecular biology.

More information

Syracuse University. Office of Field Instruction. School of Social Work. Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks

Syracuse University. Office of Field Instruction. School of Social Work. Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Syracuse University School of Social Work Office of Field Instruction Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Program Competency Resulting Practice Behavior Example

More information

DUE PROCESS PROCEDURES

DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES Grievances by Interns These guidelines are intended to provide the psychology intern with a means to resolve perceived conflicts. Interns who pursue grievances in good faith will

More information

PsyD Program Goals, Objectives, Competencies, and Outcomes Metrics

PsyD Program Goals, Objectives, Competencies, and Outcomes Metrics PsyD Program Goals, Objectives, Competencies, and Outcomes Metrics The SPP PsyD Program in Clinical Psychology is guided by the mission and core values of the School of Professional Psychology: Mission:

More information

SAMPLE BSW Learning Agreement

SAMPLE BSW Learning Agreement Boise State University Social Work Program SAMPLE BSW Learning Agreement Student: Semester: Faculty Field Liaison: Agency: Agency Field Instructor: Agency Task Supervisor: (if applicable) Year: NOTE: This

More information

Total required credits: 48

Total required credits: 48 School of Organizational Leadership & Transformation LIOS Masters in Organizational Systems: Leadership & Organization Development Course Descriptions 2013-2014 Courses for: Fall 2013 Entry Cohort Spring

More information

1. Professional Identity (EP 2.1.1) Identify as a professional social worker and conduct oneself accordingly.

1. Professional Identity (EP 2.1.1) Identify as a professional social worker and conduct oneself accordingly. Boise State School of Social Work SAMPLE Advanced MSW Learning Agreement Student Semester Year Faculty Field Liaison Agency Agency Field Instructor Agency Task Supervisor (if applicable) NOTE: This is

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

Bloomsburg University Social Work Program BSW Field Education Learning Agreement (All information needs to be completed)

Bloomsburg University Social Work Program BSW Field Education Learning Agreement (All information needs to be completed) Bloomsburg University Social Work Program BSW Field Education Learning Agreement (All information needs to be completed) Student Name Address Agency Name Agency Address Agency Field Supervisor (FI) or

More information

Course Descriptions: M.A. in Clinical- Community Psychology

Course Descriptions: M.A. in Clinical- Community Psychology Course Descriptions: M.A. in Clinical- Community Psychology PSYC 501 Theories of Psychotherapy This course will offer in- depth discussion on the historical, philosophical and theoretical foundations of

More information

SUPERVISORS AND REGISTERED PROVISIONAL PSYCHOLOGISTS

SUPERVISORS AND REGISTERED PROVISIONAL PSYCHOLOGISTS Professional Guidelines for Psychologists SUPERVISORS AND REGISTERED PROVISIONAL PSYCHOLOGISTS February 2006 COLLEGE OF ALBERTA PSYCHOLOGISTS GUIDELINES FOR SUPERVISORS AND REGISTERED PROVISIONAL PSYCHOLOGISTS

More information

From the 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards and Interpretive Guide:

From the 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards and Interpretive Guide: From the 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards and Interpretive Guide: FOUNDATIONAL CONTENT REQUIREMENTS: Program content must be based on a broad foundation

More information

Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014

Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Introduction: Definition and Purposes of the Portfolio All students are required to create

More information

Master List, Student Competencies (Learning Outcomes), Goal Areas 1-10 and WSU Intensive Courses/Additional Graduation Requirements

Master List, Student Competencies (Learning Outcomes), Goal Areas 1-10 and WSU Intensive Courses/Additional Graduation Requirements Master List, Student Competencies (Learning Outcomes), Goal Areas 1-10 and WSU Intensive Courses/Additional Graduation Requirements (compiled from current WSU undergraduate catalog at http://catalog.winona.edu/preview_program.php?catoid=7&poid=884)

More information

Strengthening the Role of Part-Time Faculty in Community Colleges

Strengthening the Role of Part-Time Faculty in Community Colleges Strengthening the Role of Part-Time Faculty in Community Colleges EXAMPLE JOB DESCRIPTION FOR PART-TIME FACULTY: Valencia College - Job Description and Essential Competencies Valencia College Job Description:

More information

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes

More information

PROGRAM OBJECTIVES. To acquire a theoretical knowledge base from which individual counseling styles can be derived.

PROGRAM OBJECTIVES. To acquire a theoretical knowledge base from which individual counseling styles can be derived. PROGRAM OBJECTIVES The Counseling and Educational Psychology Department (CEPY) offers Masters Degrees in School Counseling (SC), Mental Health Counseling (MHC), and Human Services with an emphasis in Student

More information

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) :

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) : Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student : Field Instructor : Task Supervisor (if appropriate) : _ Agency : University Faculty

More information

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable):

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable): Department of Social Work Florida Gulf Coast University Generalist Practice Field Placement Learning Plan Student: Student Email: Agency: Agency Phone: Field Instructor: Faculty Liaison: Task Supervisor

More information

Standards for the School Nurse [23.120]

Standards for the School Nurse [23.120] Standards for the School Nurse [23.120] STANDARD 1 Content Knowledge The certificated school nurse understands and practices within a framework of professional nursing and education to provide a coordinated

More information

Marriage and Family Therapy Core Competencies December, 2004

Marriage and Family Therapy Core Competencies December, 2004 112 South Alfred Street Alexandria, VA 22314 Telephone: (703) 838-9808 Fax: (703) 838-9805 Website: www.aamft.org Marriage and Family Therapy Core Competencies December, 2004 The marriage and family therapy

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

BSN PROGRAM OUTCOMES AND COMPETENCIES LEVELED TO SOPHOMORE AND JUNIOR YEARS

BSN PROGRAM OUTCOMES AND COMPETENCIES LEVELED TO SOPHOMORE AND JUNIOR YEARS BSN PROGRAM OUTCOMES AND COMPETENCIES LEVELED TO SOPHOMORE AND JUNIOR YEARS At the completion of the BSN program, the graduate 1 must demonstrate the following qualities: OUTCOME 1: A critical thinker

More information

Graduate Profile. BA (Hons/Ord) Learning Disability Nursing

Graduate Profile. BA (Hons/Ord) Learning Disability Nursing Graduate Profile BA (Hons/Ord) Learning Disability Nursing The following information, in conjunction with the graduate's individual practice portfolio and C.V., constitutes the graduate profile for the

More information

THIS POLICY APPLIES TO THE STUDENTS ENROLLED IN UNDERGRADUATE AND GRADUATE SOCIAL WORK PROGRAMS AT SALISBURY UNIVERSITY

THIS POLICY APPLIES TO THE STUDENTS ENROLLED IN UNDERGRADUATE AND GRADUATE SOCIAL WORK PROGRAMS AT SALISBURY UNIVERSITY POLICY AND PROCEDURES CONCERNING TECHNICAL STANDARDS FOR ADMISSION, ACADEMIC MATRICULATION, AND GRADUATION IN THE SALISBURY UNIVERSITY SOCIAL WORK PROGRAM THIS POLICY APPLIES TO THE STUDENTS ENROLLED IN

More information

PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES

PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES 1 PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit and urban

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership The mission of the Doctor of Management in Organizational Leadership degree program is to develop the critical and creative

More information

STANDARDS FOR GUIDANCE COUNSELING PROGRAMS

STANDARDS FOR GUIDANCE COUNSELING PROGRAMS STANDARDS FOR GUIDANCE COUNSELING PROGRAMS These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are

More information

STUDENT LEARNING PLAN Social Work Practice in SW 400/401

STUDENT LEARNING PLAN Social Work Practice in SW 400/401 Semester/year: STUDENT LEARNING PLAN Social Work Practice in SW 400/401 STUDENT: Phone Number: Placement Phone Number: UW Email Address: Field Hour Schedule: SUPERVISOR: Phone Number: Agency Name/Address:

More information

WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation. MSW Concentration-Interpersonal Practice (IP)

WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation. MSW Concentration-Interpersonal Practice (IP) WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation Revised 10/04/2014 Pg. 1 MSW Concentration-Interpersonal Practice (IP) Student s Name: Jane Smith Phone

More information

Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008

Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008 Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008 MISSION STATEMENT The, Inc. (AATA) is an organization of professionals dedicated

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

M.A. Counseling Psychology 2015 2016 Program Guidebook

M.A. Counseling Psychology 2015 2016 Program Guidebook M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

Site Supervisor/Faculty Internship Evaluation

Site Supervisor/Faculty Internship Evaluation Site Supervisor/Faculty Internship Evaluation Student Name: Site Supervisor/Faculty Name: Semester/Year: Instructions: Use the following scale to rate the students according to their expected skill level

More information

Basic Counseling Skills Rubric

Basic Counseling Skills Rubric Basic Counseling Skills Rubric Name: Course: Form Completed by: Counseling Skills Meets target (1) Exceeds target (2) Does not meet target (0) Grade 1. Counseling Relationship Counselor demonstrates an

More information

University of Michigan Dearborn Graduate Psychology Assessment Program

University of Michigan Dearborn Graduate Psychology Assessment Program University of Michigan Dearborn Graduate Psychology Assessment Program Graduate Clinical Health Psychology Program Goals 1 Psychotherapy Skills Acquisition: To train students in the skills and knowledge

More information

School Psychology Intern Competency Evaluation for Training and Professional Practice**

School Psychology Intern Competency Evaluation for Training and Professional Practice** Arkansas State University College of Education Department of Psychology and Counseling School Psychology Intern Competency Evaluation for Training and Professional Practice** Instructions: The ratings

More information

Expected Competencies of graduates of the nursing program at Philadelphia University

Expected Competencies of graduates of the nursing program at Philadelphia University Expected Competencies of graduates of the nursing program at Philadelphia University Background Educational programs are prepared within the context of the countries they serve. They are expected to respond

More information

Association of Marital and Family Therapy Regulatory Boards (AMFTRB) Evaluating Ongoing Process and Terminating Treatment (7.5%)

Association of Marital and Family Therapy Regulatory Boards (AMFTRB) Evaluating Ongoing Process and Terminating Treatment (7.5%) Association of Marital and Family Therapy Regulatory Boards (AMFTRB) Test Specifications for the Examination in Marital and Family Therapy Practice s 01 The Practice of Marital and Family Therapy (22.5%)

More information

The Comprehensive Evaluation of Student-Trainee Competence in Professional Psychology Programs

The Comprehensive Evaluation of Student-Trainee Competence in Professional Psychology Programs The Comprehensive Evaluation of Student-Trainee Competence in Professional Psychology Programs I. Overview and Rationale Professional psychologists are expected to demonstrate competence within and across

More information

BA Psychology (2014 2015)

BA Psychology (2014 2015) BA Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

Program Assessment Summary Table 16: Masters in Social Work (MSW)

Program Assessment Summary Table 16: Masters in Social Work (MSW) Program Assessment Summary Table 16: Masters in Social Work (MSW) Term 2005-2007 Learning Outcomes Assessment Outcome/Goal Assessed Annual review of all outcomes both foundational year and concentration

More information

Release: 1. CHCFCS802B Provide relationship counselling

Release: 1. CHCFCS802B Provide relationship counselling Release: 1 CHCFCS802B Provide relationship counselling CHCFCS802B Provide relationship counselling Modification History Not Applicable Unit Descriptor Unit Descriptor This unit of competency describes

More information

School Psychology Internship Program Applicant- Previous Coursework Evaluation Form

School Psychology Internship Program Applicant- Previous Coursework Evaluation Form School Psychology Internship Program Applicant- Previous Coursework Evaluation Form Applicant Name: Instructions: Please complete this matrix to the best of your ability based upon your previous graduate

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

New York University Silver School of Social Work Field Learning and Community Partnerships

New York University Silver School of Social Work Field Learning and Community Partnerships New York University Silver School of Social Work Field Learning and ommunity Partnerships Field Learning Evaluation: Professional Foundation (First Year) MID-YEAR EVALUATION FINAL EVALUATION Student Name:

More information

AANMC Core Competencies. of the Graduating Naturopathic Student

AANMC Core Competencies. of the Graduating Naturopathic Student Page 1 Introduction AANMC Core Competencies of the Graduating Naturopathic Student Page 2 Table of Contents Introduction... 3 Core Principles... 5 Medical Assessment and Diagnosis... 6 Patient Management...

More information

SCHOOL OF HUMAN AND COMMUNITY DEVELOPMENT Department of Psychology. Master of Education in Educational Psychology

SCHOOL OF HUMAN AND COMMUNITY DEVELOPMENT Department of Psychology. Master of Education in Educational Psychology SCHOOL OF HUMAN AND COMMUNITY DEVELOPMENT Department of Psychology Master of Education in Educational Psychology Guide for Applications 2017 Introduction The M.Ed (Educational Psychology) course is offered

More information

SALT LAKE COMMUNITY COLLEGE PHILOSOPHY OF THE NURSING PROGRAM

SALT LAKE COMMUNITY COLLEGE PHILOSOPHY OF THE NURSING PROGRAM SALT LAKE COMMUNITY COLLEGE PHILOSOPHY OF THE NURSING PROGRAM The philosophy of the nursing program is consistent with the mission statement and values of Salt Lake Community College. The mission of the

More information

ORGANIZATIONAL FRAMEWORK

ORGANIZATIONAL FRAMEWORK ORGANIZATIONAL FRAMEWORK The organizing framework of the associate degree in nursing program is derived from the Philosophy of the Division of Nursing. It supports the Values of the College, which include

More information

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS

COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS COURSE APPROVAL GUIDELINES APS COLLEGE OF ORGANISATIONAL PSYCHOLOGISTS Updated January 2007 1. General Introduction and Principles These Guidelines have been developed for use by tertiary institutions

More information

GUIDELINES AND PRINCIPLES FOR ACCREDITATION OF PROGRAMS IN PROFESSIONAL PSYCHOLOGY 1G&P APA OFFICE OF PROGRAM CONSULTATION & ACCREDITATION

GUIDELINES AND PRINCIPLES FOR ACCREDITATION OF PROGRAMS IN PROFESSIONAL PSYCHOLOGY 1G&P APA OFFICE OF PROGRAM CONSULTATION & ACCREDITATION GUIDELINES AND PRINCIPLES FOR ACCREDITATION OF PROGRAMS IN PROFESSIONAL PSYCHOLOGY 1 APA OFFICE OF PROGRAM CONSULTATION & ACCREDITATION Copyright 2013 by the American Psychological Association All Rights

More information

Degree Level Expectations, Learning Outcomes, Indicators of Achievement and the Program Requirements that Support the Learning Outcomes

Degree Level Expectations, Learning Outcomes, Indicators of Achievement and the Program Requirements that Support the Learning Outcomes Department/Academic Unit: School of Nursing, MN Degree Level Expectations, Learning Outcomes, Indicators of Achievement and the Program Requirements that Support the Learning Outcomes Expectations (general

More information

Community Counseling Program Department of Educational Leadership and Counseling Psychology College of Education

Community Counseling Program Department of Educational Leadership and Counseling Psychology College of Education Community Counseling Program Department of Educational Leadership and Counseling Psychology College of Education Intern Evaluation by Faculty Instructor Name of Intern Instructor Date completed Period

More information

VISION STATEMENT MISSION STATEMENT PRINCIPLES

VISION STATEMENT MISSION STATEMENT PRINCIPLES VISION STATEMENT Through research, academic, and clinical activities, the School and Applied Child Psychology Program emphasizes the inherent strengths of all learners and strives to develop optimal outcomes

More information

YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE RESEARCH TRAINING

YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE RESEARCH TRAINING YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE The Clinical Psychology Program at Yale University aspires to educate the next generation of leading academic and research psychologists

More information

Mental Health Counselor Practicum Training Brochure

Mental Health Counselor Practicum Training Brochure The Mental Health Center Mental Health Counselor Practicum Training Brochure 1 Updated 02/05/13 Mission Statement The Mental Health Center's (MHC's) mission of service, training, and advocacy focuses on

More information

Doctor of Clinical Psychology

Doctor of Clinical Psychology Doctor of Clinical Psychology Programme of study for the degree of Doctor of Clinical Psychology 1. The following may be accepted as a candidate for the degree of Doctor of Clinical Psychology: Graduates

More information

Professional Standards, Revised 2002

Professional Standards, Revised 2002 PRACTICE STANDARD Professional Standards, Revised 2002 Table of Contents Introduction 3 Standards 4 Accountability 4 Continuing competence 5 Ethics 6 Knowledge 7 Knowledge application 8 Leadership 10 Relationships

More information

Council for the Advancement of Standards Learning and Development Outcomes Contextual Statement

Council for the Advancement of Standards Learning and Development Outcomes Contextual Statement Council for the Advancement of Standards Learning and Development Outcomes Contextual Statement The Council for the Advancement of Standards in Higher Education (CAS) promotes standards to enhance opportunities

More information

OCCUPATIONAL THERAPY PROGRAM

OCCUPATIONAL THERAPY PROGRAM OCCUPATIONAL THERAPY PROGRAM The Standards for an Accredited Educational Program for the Occupational Therapist, as defined by the American Occupational Therapy Association require that the Fieldwork site

More information

Counseling Psychology Program. CNP 4751 Counseling M.A. Internship. CNP 4762 School Counseling Internship 2 M.A. INTERNSHIP PACKET 2015-2016

Counseling Psychology Program. CNP 4751 Counseling M.A. Internship. CNP 4762 School Counseling Internship 2 M.A. INTERNSHIP PACKET 2015-2016 Counseling Psychology Program CNP 4751 Counseling M.A. Internship CNP 4762 School Counseling Internship 2 M.A. INTERNSHIP PACKET 2015-2016 1. Introduction to Master s Internship 2. Field Supervisor Memorandum

More information