1 Psy.D. Applied Clinical Psychology (Post Master s) Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via and will be provided with the revised version. 2) Policies and program information are located in the Student Handbook and Academic Catalog, to access click on the URL: 1
2 Table of Contents Department Policies & Procedures... 3 Department Educational Model & Goals... 3 Program Learning Outcomes... 3 Program Competencies... 4 Student Learning Assessment... 6 Ethical and Professional Behavior... 6 Independent Practice... 7 Academic Advisor Assignment... 8 Study Abroad... 8 Independent Study... 8 Course Availability... 8 Practicum... 8 Permission to Apply to Practica... 9 Rationale... 9 Components of the OCE... 9 Evaluation of OCE... 9 Dissertation Internship Permission to Apply for Internship Permission to Rank Order Internships
3 Department Policies & Procedures Department Educational Model & Goals The PsyD Applied Clinical Psychology program bases its training on the practitioner scholar model of psychology education. The practitioner scholar model places primary emphasis on a student s development of the knowledge, skills, and attitudes required to provide high quality, entry level, and clinical services to a range of clientele. The model also places a significant emphasis on the development of skills to critically consume and produce of a variety of different types of scholarship associated with a range of intervention theories in a variety of different settings. In the PsyD Applied Clinical Psychology program, scholarship is broadly defined as a disciplined inquiry that satisfies intellectual curiosity, integrates the science and practice of psychology, and constitutes a contribution to the knowledge base of the field. Scholarship is not equated solely with experimental research. Instead, scholarship can be generated through individual case studies, qualitative or quantitative research, theoretical or treatment methodology innovations, and department development and evaluation. The program envisions a reciprocal relationship between clinical practice and the use and production of scholarship. It is through the critical consumption of scholarship that practice is improved, and it is through innovative, high quality practice that scholarship is produced. The link between practice and scholarship creates an ongoing feedback loop of assessment, evaluation, and revision of the current knowledge base of the field. Within the department, scholarly contributions can be made through presentation, publication, advocacy efforts, evaluation, research, innovation in service delivery, and leadership in the profession or the community. The PsyD Applied Clinical Psychology program s model of education emphasizes the development of a strong generalist base in the knowledge, skills, and attitudes of psychology. The provision of a strong generalist base requires exposure to a broad range of theoretical orientations, types of scholarship, and assessment and treatment approaches in order to effectively serve children and adults as individuals, families, and communities. The department does not endorse or require students to conceptualize clinical work through a particular theoretical orientation. Instead, it is believed that students will be most effective if exposed to a variety of theories, and assisted to identify and work through the theoretical orientation that best fits with their identity, beliefs regarding change and worldview. It is the expectation that the majority of specialization will occur in the later stages of a student s academic career or during post doctoral experiences. Students also specialize their education by developing their own individual professional interests though scholarship that culminates in their dissertation, as described below. Program Learning Outcomes Upon successful completion of this program students will: 1. be prepared to become practitioners of professional psychology who are able to utilize the scientific method for critical evaluation of research examining the practice of clinical psychology. 2. identify and understand issues of racial and cultural diversity and awareness of the richness of human differences in ideas and beliefs. 3. develop the ability to apply ethical and professional standards to interactions with clients and others (i.e., peers, supervisors, faculty, professionals in other disciplines); be socialized into the into the profession through advisement, modeling and education; an understanding 3
4 of legal obligations that may or may not conflict with ethical guidelines; will develop of skills in reflective practice and quality control; will demonstrate effective functioning in multiple professional roles; and will hold a commitment to life long learning 4. demonstrate insight into personal attitudes and beliefs as they conduct clinical interviewing of clients, will demonstrate competence in preparation of individual treatment plans, and of setting appropriate psychotherapeutic goals. 5. demonstrate an understanding of the business aspects of psychological practice and the laws, standards, and regulations that effect practice; effective use of and openness to supervision and professional review; the development of supervisory skills or skills in mental health administration; effective case management of clients; awareness of contemporary professional issues related to the regulation and practice of the field; and incorporation of scholarship into quality control procedures for professional practice. 6. demonstrate effectiveness in the communication of critical information in the field of clinical psychology to a wide range of individuals and groups 7. be prepared todelivereffective and ethical diagnostic and assessment services to a diverse set of clients. 8. be able to provide a wide range of effective and ethical psychotherapeutic interventions to a diverse group of clients. Program Competencies Within the eight Program Learning Outcomes there are embedded the six primary competencies as defined by the NCSPP. Under the umbrella of the practitioner scholar model, the PsyD Applied Clinical Psychology Department organizes the knowledge, skills and attitudes necessary for highquality clinical practice into six primary and two secondary 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 primary competencies are: 1) relationship, 2) assessment, 3) intervention, 4) research and evaluation, 5) cultural and individual difference, and 6) ethical and professional behavior. The Department has articulated two additional competencies, which include: 7) consultation/education and 8) management/supervision. The following are definitions of the Psy.D. Applied Clinical Psychology competencies. The department competencies are as follows: Research and Evaluation: Competency in research and evaluation is indicated by the ability to organize, synthesize, and interpret scholarly information; the incorporation of scholarly findings into clinical practice; awareness of limits of certainty in different types of clinical and scientific inquiry; the ability to design and critique approaches to systematic inquiry; an understanding of foundational scientific knowledge in the field; and the recognition of scholarly knowledge production as a social, cultural, and political process. Cultural and Individual Differences: Competency in cultural/individual differences is evidenced by the ability to articulate one s personal culture and its impact on held values, relationships, and worldview; an understanding of worldview and the psychological impact of privilege, prejudice, oppression, culture, and sociopolitical structures; the ability to differentiate between individual variation, characteristic variation across culture and pathology in development, 4
5 attitudes, and reactions; and appreciation for the impact of culture on the historical and philosophical foundations of psychology. Ethical and Professional Behavior: Competency in ethical and professional behavior is evidenced by the ability to apply ethical and professional standards to interactions with clients and with others (peers, supervisors, faculty, professionals in other disciplines, etc); socialization into the profession through advisement, modeling, and education; an understanding of legal obligations that may or may not conflict with ethical guidelines; the development of skills in reflective practice and quality control; effective functioning in multiple professional roles; and a commitment to life long learning. Relationship: Competency in relationship is indicated by the capacity to develop and maintain a constructive therapeutic alliance with clients and a constructive working alliance with others (including peers, faculty, supervisors, professionals in other disciplines, etc); openness to feedback and accurate self reflection; an appreciation of the use of self in the therapeutic relationship; the development of empathy, respect for others, and interpersonal relatedness; and an understanding of cultural values, worldview, and history on cross cultural relationships. Assessment: Assessment is conceptualized to include both formal and informal assessment activities. Competency in assessment is indicated by proficiency in the administration, scoring, and interpretation of standard assessment tools; the collection and incorporation of information from multiple sources to inform decision making and diagnosis; effective clinical inference that links gathered data with resulting diagnosis and recommendations; effective communication of assessment results and recommendations; the identification and conceptualization of client strengths and limitations; and culturally sensitive choice of assessment tools or methods to constitute a battery. Intervention: Competency in intervention is indicated by the ability to develop and present plausible formulations for understanding psychological phenomenon using theory; the use of theory to guide formulations regarding the conditions that create, maintain, and change behavior or distress; effectively implement and revise treatment strategies; evaluate the effectiveness of a chosen intervention approach or strategy; recognize the limitations of theories as they relate to individual and system functioning and change; and adjust traditional models of treatment and treatment planning to better meet diverse clients needs. Management and Supervision: Competency in management and supervision is indicated by an understanding of the business aspects of psychological practice and the laws, standards, and regulations that effect practice; effective use of and openness to supervision and professional review; the development of supervisory skills or skills in mental health administration; effective case management of clients; awareness of contemporary professional issues related to the regulation and practice of the field; and incorporation of scholarship into quality control procedures for professional practice. Consultation and Education: Competency in consultation and education is indicated by effective presentation skills and the ability to teach others through oral or written presentation of material; the ability to provide feedback regarding a client or system issue to multiple sources; an understanding of the means of facilitating and evaluating the growth of knowledge, skills, and attitudes in a learner; effective peer consultation and constructive feedback; and the development of productive relationships with community helping networks. 5
6 Student Learning Assessment To insure an effective and high quality educational experience, the PsyD Applied Clinical Psychology Department faculty have developed a programmatic student learning assessment plan. Department faculty systematically evaluate the achievement of student learning objectives through assessment tools and outcome measurements to inform future planning and to generate creative, responsive solutions to improve student learning. Data are gathered through practicum and internship evaluations, exit interviews, competency examination results, dissertation ratings, course based work samples, and grades. Data are gathered, analyzed, and presented to the Department for review. Based on summative and formative measurements, the department revises its student learning assessment plan, the curriculum, and the approach to learning inside and outside the classroom as needed to improve the quality of student learning, as well as the applicability of what students learn to developments in the field of psychology. Student learning assessment offers the Applied Clinical Psychology Department a critical opportunity to evaluate the effectiveness of the program of study and to develop innovative, student focused learning environments. To optimize the learning environment offered by the Applied Clinical Psychology Department, students are strongly encouraged to be active learners. Active student learners reflect on the conditions and activities that engage their learning style. They work independently, with peers, and with faculty and supervisors to enhance their personal and professional learning both inside and outside the classroom. Taking responsibility for their own learning, students participate in learning activities and reflective exercises, evaluate their own progress as objectively as they can, actively contribute to the learning process, and independently seek out resources to enhance their competence and mastery of the material. Ethical and Professional Behavior The Chicago School expects that all Psychology students will be knowledgeable of and adhere to the APA Ethical Guidelines as published by the American Psychological Association. Sound ethical reasoning and accountability to the larger community for adherence to guidelines for ethical behavior are the two things that mark a profession as distinct from a career or job. As a result, several expectations of students are derived from the ethical code. First, no student shall obtain part time or full time employment that is beyond the scope of their cumulative training in the field of psychology. In accordance with California state law, no student may serve under the title of psychologist, clinical psychologist, or any closely related title or job function until granted an appropriate license by the state after the awarding of the doctoral degree. Students may, however, work as psychological assistants, researchers, or psychometricians under the supervision of a professional psychologist who is duly licensed or certified by the appropriate state agency. A student shall not perform any function that exceeds his/her level of training. Students shall ensure that the appropriate malpractice insurance is in effect prior to their commencement of any clinical practice. In addition, a student may not establish or continue psychotherapy with any department or affiliate faculty member under any circumstances or with any adjunct faculty member while registered in his or her course or while under his or her supervision. A student who fails to adhere to this policy or otherwise fails to demonstrate the appropriate ethics required for practice in the field of professional psychology is subject to discipline. 6
7 A second derivation of the ethical code is that of integrity. The Chicago School expects that all students demonstrate the highest form of academic integrity. This applies to all of their graduate work and studies ranging from coursework, to general scholarship, to interactions with faculty, staff, and students. Further, given that graduate students as part of their training gain access to extremely sensitive clinical information, The Chicago School expects that students show the highest form of professional integrity in their training settings. These expectations range from client contact, to professional communications, to representation as a student of the school. Integrity is taken very seriously and a violation of academic and professional standards is grounds for remediation, suspension, or expulsion. A final derivation of the ethical code is that of professional suitability. As a field, our primary responsibility is to the public we serve. As a result, should a student show signs that he or she is likely to cause harm to those we serve, swift action will be taken to mitigate that risk for harm. Such action could range from requiring additional education and remediation for the student to disciplinary action such as suspension or expulsion. Should a student demonstrate, over time and despite efforts to remediate, that he or she is not able to assume the responsibilities of the profession, he or she may be dismissed from the school. Professional suitability is defined in part by the school, in part by the field of psychology and in part by the larger society. Should a student s ability to engage in professional practice change, for example through conviction of a crime that prevents licensure, the department may determine that completion of the program is not possible for the student. Independent Practice Consistent with training department goals and the focus on ethical behavior, it is deemed inappropriate for Applied Clinical Psychology department students to engage in professional activities that may infringe upon a primary commitment to training, negatively affect quality of consumer mental health services, or are inconsistent with ethical and legal standards. Students participation in outside work activities should be secondary to training and should also uphold and be consistent with the ethical and legal standards of the profession. Engaging in independent practice in psychology prior to appropriate licensure, as a result, is viewed as inconsistent with these training objectives and unethical for doctoral level students. The California Board of Psychology prohibits independent practice in clinical psychology by nonlicensed individuals. Regardless of previous credentials, participation in a psychology training program indicates that the student is committed to developing a professional identity as a psychologist and to developing professional skills within a psychological framework. The development of this identity occurs throughout the course of graduate level training. It is appropriate for graduate students, whatever their previous experience, to view themselves as psychologists in training. A student may hold a valid license in another profession (e.g., Licensed Clinical Professional Counselor or Licensed Clinical Social Worker) or may obtain such a license during her/his training at The Chicago School. Such students may practice within the scope of their license consistent with the following: The demands of the practice in time or other resources must not jeopardize the student s primary commitment to training in the department. The manner in which students represent themselves to colleagues, clients and the public (e.g. marketing materials and reports of service) should not create a belief that the practice is under the auspices of or sanctioned by The Chicago School, that the practice is part of the school s training, or that the practice is that of a trained and licensed clinical psychologist. 7
8 A student who fails to comply with the requirements of this section will be referred to the department chair for intervention, remediation, or disciplinary action, or for referral to the Student Affairs Committee for disciplinary action and possible dismissal. Academic Advisor Assignment All students are assigned an academic advisor according to their campus and last name. Academic Advisors are available to provide guidance and to answer questions regarding professional development and practice. Students who have questions about school or department policies are encouraged to contact the Department Manager. Study Abroad A student may elect to take one study abroad course in place of one elective course. Study abroad courses are 3 credits each, however only 2 of the credits will count towards the elective credits. One study abroad course will count for one elective course. If a student takes more than one study abroad course, the credits will not count towards degree completion. Students who wish to participate in a study abroad course will have to contact the department chair for approval. Independent Study Independent study hours are reserved for topic areas not covered in the standard curriculum. A maximum of three independent study hours can be credited toward the required degree credit hours. If a student opts to take more than a total of three independent study hours, only three semester hours may be credited toward the degree while any additional hours will not apply toward degree requirements. Students who wish to complete an independent study course should contact the department chair for approval. Course Availability Though we plan on offering courses for the campus which you are admitted to, in some circumstances you may be required to take courses at one of the other campuses in Southern California. 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 familiar with professional collaboration and consultation in a clinical setting. The program requires a minimum of 800 hours of practicum, with a minimum of 320 hours in direct service, or face to face client contact, over the course of one academic year. Students must note that program requirements may not be equivalent to requirements at a given site, and that students must adhere to any commitments made to the site at the time they are accepted. Students who have completed a previous clinical practicum experience through their Master s degree may have the opportunity to waive out of some of the 800 required hours. Please contact the Director of Clinical Training for details regarding this waiver process. All students are required to take four Clinical Practicum courses. 8
9 All practicum require individual and group supervision offered by the practicum site, as well as small group seminars offered by the school. The director of placement and training confers with the department chair to provide feedback to practicum students based on the evaluation of the site supervisor, the student s performance in practicum seminars, the completion of the required practicum hours, and the submission of all forms to the Office of Applied Professional Placement. As noted earlier, 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 from a practicum is considered extremely serious and will result in automatic referral to the Student Affairs Committee and may result in dismissal from The Chicago School. Permission to Apply to Practica Students must express their intent to apply for each practicum. Department faculty will review each student's progress in the PsyD Applied Clinical Psychology program, determining 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 The Chicago School to be granted approval to first apply for, then to accept, a practicum position. Students will be initially reviewed in spring for permission to apply for practicum. Students approved to apply to Clinical Practicum will be reviewed in committees of the OAPP and allowed proceed to practicum. Oral Comprehensive Exam (OCE) Every student is required to pass an Oral Comprehensive Exam (OCE). The OCE consists of an oral examination on theoretical and clinical material and a clinical case vignette determined by the PsyD Applied Clinical Psychology faculty. This requirement is completed in the end of the second year. Rationale The aim of the OCE, broadly stated, is to evaluate the student s knowledge of the theory, research, and practice of a chosen theory of intervention, and the foundational theories of clinical psychology, as well as competency to practice that theory in an ethical and culturally sensitive manner. Ultimately, the OCE allows the department to assess the student s abilities as a developing clinical psychologist. Components of the OCE The objectives of the OCE are to assess the student competency across several areas including but not limited to: Theoretical Knowledge of Clinical Psychology Ethical Principles and Laws Issues of Professional Practice Ability to conceptualize clinical material in a chosen theory of intervention Develop and describe a treatment plan and interventions within a chosen theory DSM V Diagnosis Psychological Assessment Psychopharmacology Express an understanding of diversity and its implications in practice Evaluation of OCE OCE Grading 9
10 The OCE is comprised of 20 questions covering one or more of the above areas. A score of 1 4 points can be achieved on each question. The test is evaluated by a panel of faculty members who will decide upon a score for each question based upon a predetermined rubric specific to each individual clinical vignette. Students must receive a score of at least 3 on all of the questions in the test to pass. The scoring is as follows: High Pass designates the student as having clearly exceeded the expectations for performance across all or most all areas by receiving a score of 4 on over 50% of questions and a score of 3 on all the questions in the test. Pass designates the student as having clearly met expected performance levels, by attaining at least a score of 3 on all of the questions in the test and received a score of 4 on less than half the test. Fail indicates that the student has performed below expectation in that he/she has scored a 2 or lower at least one question in the test. If a student receives a score of Fail he/she may arrange to take the test again. Failure to pass the OCE on two separate occasions prompts automatic referral to the Student Affairs Committee for decision regarding additional academic development or other action. Dissertation The dissertation is an essential aspect of a student s academic experience and clinical education at the school. The dissertation provides the school with the opportunity to formally evaluate the student's ability to contribute to the field by applying theory and research to areas of clinical psychology, thinking critically and creatively about professional psychology, and demonstrating selfdirection and professional/scholarly writing. The dissertation should clearly and concisely demonstrate the student's command of the body of knowledge in a chosen area, as well as ability to critically evaluate and synthesize this knowledge. 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. The dissertation process begins in the first term of the first year, wherein students enroll in Dissertation I: Advanced Statistics and Research Design. In this course students will learn the specific paradigms of qualitative and quantitative methodologies, appropriate techniques to ethically research, develop a dissertation plan, and form a dissertation committee. During the remainder of the first year students will continue to develop their dissertation proposals, working closely with the dissertation committee. In the second term of the first year, students will write their literature reviews while enrolled in Dissertation II: Literature Review. In the third term of the first year, students will write their methodology chapter and their introductory chapter while enrolled in Dissertation III: Proposal. Approval of the proposal and submission for approval from the IRB is to be completed by the end of the third term of the first year. The dissertation process continues during the second year of the program, with data collection initiated in the fourth semester of enrollment (which is the first semester of the second year), while the student is enrolled in PP563 Dissertation IV: Data Collection, data analysis is conducted in the fifth semester while the student is enrolled in PP564 Dissertation V: Data Analysis, and final manuscript preparation and approval is completed during the sixth semester while enrolled in PP565 Dissertation VI: Dissertation Defense. If the student does not complete their dissertation during the sixth semester of their program, the student will be required to enroll in the one credit course PP574 Dissertation Extension beginning in the seventh semester. Students are required to enroll in PP574 every following semester until their dissertation is successfully defended. Final copyediting and binding of the dissertation is completed during the Internship year. The vast majority of students will complete copyediting by the end of Internship, and thus receive formal conferral of their degree in the semester after internship is completed. However, students who do 10
11 not complete the copyediting process prior to the end internship will again be required to register for PP574 Dissertation Extension each semester after internship until copyediting is completed, and must pay all costs resulting from the additional semesters of enrollment. As is the case generally, grades of "Incomplete" can only be awarded for dissertation coursework in the event that extenuating circumstances beyond the student s control occur that significantly delay that student s progress. 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 started in Dissertation I, the dissertation should be completed within a two year time period. Postponing internship then 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 the dissertation chair while on a Leave of Absence. Internship All students are required to complete an Internship following the completion of all coursework, practicum, and dissertation requirements. During their 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 population. The internship experience consists of a minimum of 1,500 hours of training over a 12 month period, although part time (24 month) internships may be accepted. Appropriate sites for internship training include formal 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). Other programs may also qualify, and students interested in entering into an agreement with a program or agency must confirm the site s suitability with OAPP. Internship may also take the form of a psychological assistantship, wherein the student registers with the Board of Psychology as a Registered Intern, and works under the supervision of a psychotherapist in private practice. The internship is a vital component of the educational department and is never waived or transferred. Students are required to register for Internship during each semester they are on internship. Registration for the Full Time Internship Courses automatically assigns full time student status. The director of placement and training 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 Office of Applied Professional Practice. Dismissal from an internship is considered extremely serious and will result in immediate referral to the appropriate committee (i.e., Student Affairs Committee), and may result in 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, that 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 coursework or learning experiences prior to leaving for internship, or may require additional training beyond the minimum expected by an internship site supervisor. 11
12 On rare occasions, students complete their internship courses prior to gathering the necessary 1500 hours. When this is the case, students must enroll in the Internship Maintenance course allowing them to continue to collect hours. 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. Permission to apply for internship is based on the following: Satisfactory completion of at least 66 credit hours Satisfactory completion of four semesters of clinical practicum by the time of the internship Submission of an approved plan to complete all required course credit hours prior to Internship Attainment of the required level of dissertation completion 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 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 progress requirement, students who were restricted from rank ordering (or accepting) internships may request permission from the director of placement and training to reenter the internship search process. A 100 percent 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 copy editing. 12
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