Program Guidebook Clinical Forensic Psychology, Psy.D. Los Angele

Transcription

1 Program Guidebook Clinical Forensic Psychology, Psy.D. Los Angele

2 Table of Contents Department Educational Model and Goals... 3 TCSPP Individual and Cultural Differences... 3 Program Competencies... 3 Student Learning... 4 Academic Development... 4 Student Academic Development... 7 Practicum... 7 Comprehensive Examination... 8 Forensic Competency Examinations (CFCE)... 8 Dissertation... 9 Internship... 10

3 Department Educational Model and Goals The Clinical Forensic Psychology Doctoral Program operates under the practitioner-scholar model and the National Council of Schools and Programs of Professional Psychology (NCSPP) Core Competency model of training in clinical psychology. These models are predicated on the belief that competent practitioners must have both a broad knowledge of scientific and theoretical principles in the clinical practice of psychology and the ability to apply that knowledge to specific clinical situations. Furthermore, the program reflects the educational goals and competencies adopted by the National Invitational Conference on Education and Training in Law and Psychology: the Villanova Conference. The curriculum exposes students to the theoretical principles, scientific research, and clinical practice skills that enable students to assume professional responsibilities in a variety of forensic settings. In addition, The Chicago School Forensic Center offers service-learning opportunities to educate students to become competent and civically engaged forensic mental health practitioners. The doctoral program endeavors to be flexible in order to adapt course content to reflect developments in the field and to emphasize critical thinking, sensitivity to ethical principles, the role of personal values, and cultural diversity. The program has three primary objectives: 1. To prepare clinical forensic psychologists to be able to apply psychological constructs to the legal and public policy arenas in an ethical, academically informed, and research-based manner 2. To prepare clinical forensic psychologists to work as practitioner-scholars in the application of treatment, evaluation, consultation, and advocacy within the various domains that law and psychology intersect. 3. To prepare clinical forensic psychologists to become culturally competent practitioners in the delivery of mental health services to meet the unique needs of diverse, multicultural populations. TCSPP Individual and Cultural Differences The Chicago School is committed to preparing professionals for practice in a multicultural and diverse society. In keeping with this commitment, the content of all courses is informed, where appropriate, by knowledge of individual and cultural differences (e.g., age, ethnicity, gender, physical and mental disability, race, religion, sexual orientation, and socioeconomic status), so that students develop the skills that enable them to provide professional services to individuals of diverse backgrounds. Faculty conveys attitudes respectful of these individual and cultural differences. Program Competencies Consistent with the practitioner-scholar model, the Clinical Forensic Psy.D. Program organizes the knowledge, skills, and attitudes necessary for high-quality clinical practice into six competencies. The National Council of Schools and Programs in Professional Psychology (NCSPP) Core Competency Model (McHolland, 1992) offers the foundation upon which the program based its own articulation of competency. The six competencies are: 1) relationship, 2) assessment, 3) intervention, 4) research and evaluation, 5) diversity, and 6) ethical and professional behavior. The Clinical Forensic Psy.D. Program competencies are defined within The Chicago School s four academic goals. Inherent in each program competency is the ability to communicate effectively in both written and oral formats. Scholarship Research and Evaluation: Students will demonstrate an understanding of the research methods in the social and behavioral sciences, the benefits and limitations of research, and the scientific and professional literature relevant to the field of forensic psychology. Diversity

4 Diversity: Students will recognize and respect individual and group differences as well as practice with cultural competence. Professional Behavior & Ethics Ethics: Students will organize professional activities by ethical and professional codes, standards, and guidelines; statutes, rules, and regulations; and relevant case law. Professional Practice Relationship: Students will develop and maintain effective professional relationships with clients, peers, supervisors, faculty, and other professionals. Assessment: Students will demonstrate a comprehensive knowledge of psychometric theory, assessment techniques, and forensic literature to evaluate various dimensions of human experience, outcomes of interventions, and psycholegal issues. Intervention: Students will integrate an advanced knowledge of theory, research, and professional literature to guide interventions and promote optimal mental health and well-being. Student Learning Grading and Performance Feedback Grades are assigned in all courses and students can review course grades online. Course grades assist the school, the student, and the student s academic advisor to monitor the student s progress and mastery of material deemed necessary by the department faculty to become proficient and competent psychologists. Student Performance Evaluation and Student Review Process Once each semester, the department faculty meets to review student progress at a student review meeting. During the student reviews, the student s academic advisor summarizes a student s (advisee) progress in the program to date. Student grades, Student Performance Evaluations (SPE), practica feedback, and Academic Development Plans (if applicable) are a part of the review of the student s progress. Other department faculty can elaborate on their contact with the student, expressing concerns or articulating areas of strength and weaknesses. The student review also involves determining a student s readiness to proceed in the program and any conditions that are necessary to support the student s learning and progression. The student s advisor forwards a copy of the Student Review Process Plan, which provides a student with a current status of their performance in the program to the student within two weeks of the student review meeting. Academic Development Professional Development Group and Academic Advisor Assignment All students are required to enroll in Professional Development Group during their first semester in the program. A student's Professional Development Group instructor serves as his/her academic advisor throughout their duration in the program. Change of Advisor In the event that a student wants to change advisors, the student will schedule a meeting with the current advisor to discuss his/her rationale for the request. If approved by the current advisor, the advisor will obtain the Request for Advisor Change form from the shared drive and sign. Next, the student will select a new advisor and meet with him/her to obtain his/her approval. If the new advisor agrees to serve as the student s advisor, the student will acquire the new advisor s signature on the Request for Advisor Change form. The Request for Advisor Change form with both former and current/new advisor signatures will be submitted to the FO Department Manager. The Department Manager will notify by both the former and new advisor that the advisor change has been finalized. If the request for a new advisor is denied, the student has the right to appeal the decision in writing to the Department Chair within 10 business days of notification of denial. The Department Chair has final decision-

5 making authority. The request for the advisor change will not be implemented without signatures from both current and new advisor. Student Disclosure of Personal Information The Family Educational Rights and Privacy Act of 1974 The Family Educational Rights and Privacy Act (FERPA), also known as the Buckley Amendment (20 USC S. 1232g), affords students certain rights with respect to their education records. For purposes of compliance with FERPA, The Chicago School considers all students independent. Student Rights 1. The student has the right to inspect and review the student's education records within 45 days of the day the school receives a written request for access. Students should submit to the registrar written requests that identify the record(s) they wish to inspect. The registrar will make arrangements for access and notify the student of next steps for inspecting the records. If the Office of Academic Records does not retain the record, the registrar is to advise the student of the correct official to whom the request should be addressed. 2. The student has the right to request an amendment of his or her education records if he or she believes the record is inaccurate or misleading. Students may ask the school to amend a record they believe is inaccurate or misleading. To do so, they should write a formal letter to the school official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the school decides not to amend the record as requested by the student, the school will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment. The campus president or the associate vice president of student services will act as the hearing officer regarding all challenges to the accuracy of educational records and the denial of requested changes. The student will be permitted to present information and materials in support of his/her assertion that the record is inaccurate, misleading, or otherwise erroneous. A representative of The Chicago School will be permitted to present information and materials that supports the school's position. Each party will be present during the hearing and may challenge information and materials of the other party. If a student is unable to attend in person due to distance (e.g. online students), the student may be offered the opportunity to participate via a phone conference. The academic dean will render a decision on the matter generally within five business days after the conclusion of the hearing. FERPA does not provide a process to be used to question substantive judgments, which are correctly recorded. The rights of challenge do not allow students to contest, for example, a grade in a course because they believe a higher grade should have been assigned. 3. The student has the right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception that permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the school in an administrative, supervisory, academic, research, or support staff position; a person or company with whom the school has contracted (such as an attorney, auditor, collection agent, or official of the U.S. Department of Education or other federal agency); a person serving on the Board of Trustees; or a student serving on an official committee or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. The Chicago School may disclose education records in certain other circumstances: to comply with a judicial order or a lawfully issued subpoena to appropriate parties in a health or safety emergency to officials of another school, upon request, in which a student seeks or intends to enroll in connection with a student's written request for or receipt of financial aid, as necessary to determine the eligibility, amount, or conditions of the financial aid, or to enforce the terms and conditions of the aid to certain officials of the U.S. Department of Education, the Comptroller General, to state and local educational authorities in connection with certain state or federally supported education programs to accrediting organizations to carry out their functions

6 to organizations conducting certain studies for or on behalf of The Chicago School the results of an institutional disciplinary proceeding against the alleged perpetrator of a crime of violence may be released to the alleged victim of that crime with respect to that crime The Chicago School may also disclose the results of an institutional disciplinary proceeding against the alleged perpetrator of a crime of violence and may release results to the alleged victim of that crime with respect to that crime. 4. The student has the right to file a complaint with the U.S. Department of Education concerning alleged failures by The Chicago School to comply with the requirements of FERPA. The name and address of the office that administers FERPA is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, DC, The student has the right to restrict the release of directory information except to school officials with legitimate educational interests and others as indicated above. To restrict the release of directory information, a student must make the request in writing to the registrar. Once filed, this request becomes a permanent part of the student's record until the student instructs The Chicago School, in writing, to remove the request. The Chicago School designates the following as public or directory information : Student name Mailing address(es) address(es) Telephone number(s) Major field of study Degree sought Expected date of completion of degree requirements and graduation Degrees and awards received Dates of attendance Full- or part-time enrollment status Previous educational agency or institution attended Participation in officially recognized activities Photograph(s) Grading and Performance Feedback Earning a C or F The Department of Forensic Psychology does not accept grades of "C" or "F" as indicating student mastery of the knowledge, skills, or attitudes associated with any course. A student who receives a grade of "C" or F in a core, track, or concentration specific course must repeat and pass that course with a "B-" or better. Grades of "C" and "F" are not counted toward graduation requirements. To replace the "C" or "F" grade, the retaken/replacement course must be offered by The Chicago School. Only in the most unusual of circumstances is a student allowed to replace a grade with a retaken/replacement course offered at another institution. Repeated/retaken courses are not eligible for Financial Aid coverage. When the retaken/replacement course is successfully completed, the second grade will be computed in the cumulative grade point average; the quality points for the first grade ("C" or "F") will no longer be computed in the student's GPA. However, the original grade ("C" or "F") will remain on the student's transcript. Students may retake a course only once. Those who are unable to earn a grade of "B-" or better in the retaken course will be referred to the Student Affairs Committee with a departmental recommendation for dismissal from the school. No course in which a student receives a grade of B- or better may be retaken. Grade Appeal Process Grades may be appealed only when there is a question as to whether the grading criteria stated in the syllabus and/or this handbook have been followed. When a student believes this is the case, the following procedure should be used to appeal the grade: 1. All grade appeals must be submitted to the course instructor within the first three weeks of the next semester.

7 2. Within the first three weeks of the next semester, the student should first speak with the instructor and attempt an informal resolution. 3. If no resolution is achieved, the student may contact the Department Chair, who will consult with the instructor and the student to attempt an informal resolution. Students will provide the following documents to the Department Chair: (a) a cover letter stating the basis of the appeal; (b) the course syllabus; (c) any relevant correspondence with the instructor; and (d) all graded assignments. If a graded assignment is in the instructor s possession, the student will notify the instructor that graded materials are needed and the instructor will submit the graded materials directly to the Department Chair. If an assignment is not received, the Chair will request the missing assignment from the instructor. 4. If the appeal is not resolved informally, the Department Chair may appoint a faculty member or committee of faculty of his or her choosing to review the concern and make a recommendation to the Department Chair to resolve the appeal. The Department Chair has final decision-making authority. The grade appeal process must be completed by the end of week 6 of the following semester. Student Academic Development Academic Development Plans Students experiencing difficulty meeting department requirements may be placed on an Academic Development Plan (ADP) by their academic advisor or by the department chair on behalf of the department faculty. An ADP is not punitive, but rather aims to identify and address weaknesses in a student s behaviors, skills, and academic performance. An academic advisor, department chair, or Applied Professional Practice (APP) representative may seek consultation from each other, department faculty, training site supervisors, and/or any other party involved in the student s training as necessary and appropriate to best inform academic development planning. When an ADP plan ameliorates the identified concerns, no further action is required. If an ADP is unsuccessful or unlikely to remedy the presenting problem or concern, the ADP could be modified or a student may be referred to the Student Affairs Committee. Should a student refuse to participate in academic development planning or fail to successfully complete an ADP, the student may be referred to the Student Affairs Committee for disciplinary action up to and including dismissal from the school. Auditing Courses Upon approval of the Department Chair, student who wishes to audit a course must register for the course in the same manner as courses taken for credit (by the add/drop deadline of a semester). Students must contact the registrar in writing and identify the course(s) for which they have registered and wish to take as an auditor. The course instructor determines the participation requirements for audit students. Failure to follow these steps will result in a course grade and regular tuition charges. After the Add/Drop Period, any course that a student has previously identified as an audit course may not be changed to a credit course. Change in Concentration Status Students who wish to change concentrations must fill out a Student Data Sheet, available from the Department Manager or Administrative Assistant. A Student Data Sheet must be completed and signed by the student s academic advisor any time there is a change in the course of study or enrollment status. Practicum The practicum is an integral component of clinical training. It provides a closely supervised clinical experience in which students use the knowledge obtained in the classroom to understand their clients and to develop skills in assessment, psychotherapy, and other discipline related areas. As such, the practicum serves to integrate the theoretical and practical aspects of the education of the professional psychologist. It allows students to become

8 familiar with professional collaboration and consultation in a clinical setting. All students are required to take six semester hours each of Assessment and Therapy practicum. The first three-semester practicum sequence is primarily devoted to training in psychological assessment. The second three-semester sequence is primarily devoted to training in psychotherapy. Both practica require individual and group supervision offered by the practicum site, as well as small group seminars offered by The Chicago School (TCS). The department s Director of Applied Professional Practice (APP) awards grades for practicum based on the evaluation of the site supervisor, the student's performance in practicum/internship seminar, the completion of the requisite practicum hours, and the submission of all required forms to the department s Office of APP. Complete adherence to ethical standards of the field is required of all students, especially those on practicum. Should a student show unprofessional or unethical behavior, or signs that he or she lacks suitability for the profession, he or she may be dismissed from a training practicum. Dismissal or student-initiated termination from a practicum is considered extremely serious and will result in automatic referral to the Student Affairs Committee Professional Comportment Subcommittee for disciplinary action up to and including dismissal from the school. Permission to Apply to Practica Students must submit an Intent Form to apply for each year of practicum. During the spring semester student review meeting, the department faculty will review each student's progress in the Clinical Forensic Psy.D. Program to determine which students have met the necessary requirements to apply to practicum. Students must maintain a cumulative GPA of 3.0 or above, and in all other ways be a student in good standing at TCS to be granted approval to first apply for, then to accept, a practicum position. Students approved to apply to an Assessment or Therapy practicum will be reviewed during the summer semester (following the completion of the final prerequisites) for final permission to proceed to practicum. Comprehensive Examination Forensic Competency Examinations (CFCE) Rationale Every student is required to pass the Assessment and Therapy Clinical Forensic Competency Examinations (CFCE), respectively. The aim of the Assessment CFCE is to evaluate the student's knowledge regarding psychological testing and psychometric theory as well as her or his ability to assess the various dimensions of human experience in an ethical, culturally sensitive, and professional manner. The goal of the Therapy CFCE is to examine the student s ability to apply the theory, research, and practice of a chosen theory of intervention as well as her or his ability to practice that theory competently and in an ethical, culturally sensitive, and professional manner. Ultimately, the CFCEs allow the department to assess the student's abilities as a future clinical forensic psychologist. Preparation As scheduled by the seminar leader, students formally present their CFCE cases within the spring semester of the Assessment and Therapy Practicum Seminars, respectively. The seminar leaders will provide additional information about specific guidelines and requirements in the course syllabus. Components of the CFCE The CFCE consists of a written paper and an oral presentation of a case chosen by a student from her or his practicum caseload. The student must successfully pass the CFCE in order to fulfill the Assessment and Therapy Practicum Seminar requirements, respectively. Specific information regarding the format, case selection process and requirements of the CFCEs are detailed in the Assessment and Therapy Practicum Seminar syllabi. Evaluation of the CFCE The Assessment and Therapy Practicum Seminar leaders evaluate the Assessment and Therapy CFCEs, respectively, based upon the quality of the written paper and oral presentation. Specific grading criteria are

9 provided in the seminar syllabi. The possible CFCE grades are: High Pass, Pass, Revision, and Fail : "High Pass" designates the student as having clearly exceeded the expectations for performance across all or most areas "Pass" designates the student as having clearly met expected performance levels If the written paper and/or oral presentation do not adequately demonstrate expected competencies, but the seminar leader believes revision to demonstrate expected competencies within the time allowed is feasible, the seminar leader may issue a grade of "Revision," which is a temporary grade that allows the student the opportunity to re-work aspects of the CFCE with the respective seminar leader: o If a student s revisions are acceptable to the seminar leader, the temporary "Revision" grade is changed to "Pass" (a grade of High Pass cannot replace a grade of "Revision") o If a student s revisions are unacceptable to the seminar leader, a grade of "Fail" will then be awarded If the written paper and/or oral presentation do not adequately demonstrate expected competencies and the seminar leader believes revision to demonstrate expected competencies is not feasible within the time allowed, the seminar leader will issue a grade of "Fail." If a grade of Revision is not resolved by the end of the semester in which the CFCE was completed, the CFCE grade automatically becomes a grade of Fail. If a grade of "Fail" is issued at any point, the respective CFCE as well as the respective seminar grade automatically become grades of Fail. Students who fail to successfully complete revisions or received a failing evaluation will be placed on an Academic Development Plan. Additionally, the student will be required to write a second paper on a different case study or program project and orally present the new case to the course seminar instructor along with one additional faculty member. If the student s second CFCE receives a failing evaluation, then she/he will be required to retake the Practicum and Internship Seminars and complete an additional year of practicum. Dissertation The dissertation is an essential aspect of a student s academic experience and clinical forensic training at TCS. The purpose of the dissertation is to provide evidence of a student s mastery of the program s required research and content competencies. The student uses the dissertation to demonstrate mastery of four critical research objectives: 1) professionalism, 2) methodological rigor, 3) conceptual rigor, and 4) contribution to the field of clinical forensic psychology. These objectives form a rubric for dissertation evaluation. The student's dissertation committee is responsible for assessing the student's abilities and critical thinking, determining the professional standards the dissertation must meet, and giving final approval to the dissertation. Clinical Forensic Psy. D. students are required to begin their dissertation during the spring semester of their first year and are expected to continue working on it every semester until it is completed. The dissertation process begins in the three-semester-hour course, PF 745 Research Methods. In an effort to facilitate the successful completion of the dissertation in a timely manner, students then enroll in a dissertation course sequence consisting of PF : Dissertation I-VII. An initial dissertation proposal draft is one of the deliverables generated within the Research Methods course. In the follow-up Dissertation I course offered during the summer semester of their first year, students narrow down their dissertation topic and assemble a dissertation committee. A student s dissertation topic must be approved by the student s dissertation committee chair. All students enrolled in Dissertation I-VII must attend a one-hour weekly seminar. These seminars are designed to enable students to work closely with a faculty member to steadily progress toward the completion of their dissertation. Each course is designed with a research-related deliverable that must be completed for course credit. The student works closely with his/her dissertation committee chair on the completion of each research-based deliverable. The Dissertation I-VII courses are graded on a "Credit/No Credit" basis. A student who receives a "NC" in any of the Dissertation courses must retake that course during the subsequent semester and will be unable to continue the sequence until earning a grade of Credit so as to complete all seven Dissertation courses with grades of Credit. Multiple grades of "NC" across the Dissertation course sequence will be handled as follows. The first

10 grade of "NC" will result in the student and his/her Dissertation course instructor developing a plan of action so that the deliverable will be completed during the next semester. The second grade of "NC" will result in referral of the student for development a formal ADP to facilitate the successful completion of the course. The third grade of "NC" will result in referral to the Student Affairs Committee- Academic Integrity Subcommittee for review, which could result in disciplinary action up to and including dismissal from the school. Since dissertation completion is required before a student is allowed to proceed to internship, multiple grades of NC could delay a student's completion of the program. In addition, it is possible that a student could abandon their dissertation work due to hardship or difficulty. Such students may be required to begin the dissertation process over again by retaking the dissertation course sequence and following all policies and requirements in place at that time for students beginning the dissertation process. Credits earned in the original dissertation course sequence are not counted toward graduation requirements. Grades of "Incomplete" can only be awarded for dissertation courses after extenuating circumstances beyond the student s control occur that significantly delay that student s progress (e.g., if a student is hospitalized mid-semester, if there is a death in the student s family). The student should be passing the respective course at the time the Incomplete is issued. Grades of "Incomplete" are not given in cases where students did not reach course objectives and goals as a result of their own skill level or behavior. Grades of "Incomplete" must be resolved within the time requirements established by the Office of Academic Records and Student Services (i.e., six weeks), or the "Incomplete" will automatically convert to a non-negotiable grade of "No Credit" or No Pass. Once students begin the dissertation process, they have two years to complete the doctoral dissertation. In rare circumstances, however, students may petition the department chair before the end of the two years for an extension to complete the dissertation. The department chair's decision regarding the request for an extension is final. Students, in collaboration with the dissertation chair, must submit a formal request for extension and a detailed plan including all goals for completion during the extension period. If an extension is granted, the extended date is firm; no additional extensions will be granted and the extension plan will be considered violated if all goals and requirements detailed in the original extension request are not successfully completed. If the dissertation is not completed by the dissertation due date, students will be subject to referral to the Student Affairs Committee- Academic Integrity Subcommittee for disciplinary action up to and including dismissal from the school. On rare occasions, a student may decide to defer application for Internship. This does not provide students with an additional year to complete the doctoral dissertation. As noted earlier, once students begin the dissertation process, the dissertation must be completed within a two-year time period. Postponing internship does not extend or alter in any way the dissertation due date. Semesters that occur while a student is on a department approved Leave of Absence do not count in the two-year completion period. However, a student is not allowed to work with their dissertation chair while on a Leave of Absence. Internship All students are required to complete an Internship following the completion of all course work, practicum, and dissertation requirements. On internship, students integrate academic knowledge with clinical skills and demonstrate the effective and ethical use of these skills in clinical practice. Through intensive supervised training, students gain direct experience in applying their knowledge with a clinical or clinical forensic population. The internship experience consists of a minimum of 2,000 hours of training over a month period (full or part time, respectively). Appropriate sites for internship training include programs that are approved by the American Psychological Association (APA) and programs that are members of the Association of Psychology Pre-doctoral and Post-doctoral Internship Centers (APPIC) or the California Psychology Internship Council (CAPIC). The internship is a vital component of a student s doctoral training and is never waived or transferred. Students are required to register for Internship during each semester they are on internship. Registration for Internship automatically assigns full-time student status.

11 The Director of APP awards Pass/Fail grades for Internship based on the evaluation of the student's performance by their site supervisor as well as other documentation required by the department. Dismissal from an internship is considered extremely serious and will result in immediate referral to the Student Affairs Committee - Professional Comportment Subcommittee for disciplinary action up to and including dismissal from the school. Further details regarding this area are found in the Guide to Clinical Internships distributed to all intern applicants. In addition to being required for the graduate degree, the internship is also required for licensure. As a result, there are certain requirements associated with approved internships, such as length and amount of clinical training as well as supervision, which are beyond the control of the school. These requirements may change over time, such as when state licensing laws change. To assure the student's readiness for the internship and to secure a reasonable potential for licensure for the student, the department may alter its expectations for students on internship on a case-by-case basis. As an example, the department may require additional course work or learning experiences prior to leaving for internship, or may require additional training beyond the minimum expected by an internship site supervisor. Permission to Apply for Internship Students must be granted permission to apply to internship by the department faculty before they are allowed to do so. Each fall, faculty reviews all students that have requested to apply to internship and forward written feedback to students regarding their eligibility to apply. Permission to apply for internship is based on the following: Satisfactory completion of at least 75 credit hours, including transfer credits Satisfactory completion of three semesters of practicum Satisfactory completion of the Assessment CFCE Submission of an approved plan to complete all required course credit hours prior to Internship Attainment of the required level of dissertation completion ( i.e., 85% dissertation draft approved by chair) Fulfillment of the residency requirement or submission of a plan to the department chair that is deemed satisfactory for completion of the residency requirement Cumulative GPA of 3.00 or higher Once a student has accepted an internship, he or she is not permitted to incur any grades of Incomplete or risk delay or postponement of the internship process Permission to Rank Order Internships Before being permitted to rank order Internships in the national match process, or accept an internship offer outside of the match process, a student must at minimum be at the required level of completion of his/her dissertation and be deemed as making satisfactory progress toward the completion of his/her dissertation. Students who have not met the required level of dissertation completion by the rank order submittal date will not be permitted to rank order internships or accept an internship offer. Upon meeting the dissertation completion requirement, students who were restricted from rank ordering (or accepting) internships may request permission from the Director of APP to reenter the internship search process. To rank order internships, students are required to have turned in a 100% complete draft of their dissertation to their dissertation chair by the stated due date. A 100% complete text dissertation includes a draft of all components of the dissertation. To progress to internship, students must have successfully defended their dissertation, have incorporated all required committee revisions, and been granted permission to proceed to copyediting. Failure to reach this level of completion will result in having to withdraw from the internship process.