COUNSELING PSYCHOLOGY PROGRAM STUDENT HANDBOOK OF POLICIES AND PROCEDURES

Transcription

1 COUNSELING PSYCHOLOGY PROGRAM STUDENT HANDBOOK OF POLICIES AND PROCEDURES School of Letters and Sciences Arizona State University June 2014

2 TABLE OF CONTENTS Accreditation, 3 Professional Associations, 3 Training Values, 3 Advising, 4 Assistantships and Financial Aid, 5 Master s Equivalency Research, 5 M.A. Pass-through Degree, 6 Practicum and Fieldwork, 6 Program of Study and Petitioning, 7 Comprehensive Exam/Portfolio, 8 Dissertation Procedures and Doctoral Candidacy, 10 Internship, 12 Evaluation and Dismissal Policies, 13 Academic Integrity, 16 Grievance and Appeal Procedures, 16 Research Involvement, 16 Student-Faculty Relations, 17 Professional Behaviors and Social Network, 17 Forms, 18 Appendices 33

3 ACCREDITATION The Counseling Psychology Program at ASU (called CPY in the Handbook) is accredited by the Commission on Accreditation of the American Psychological Association. For further information about accreditation, students may contact the Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE, Washington, DC, ; phone (202) ; fax (202) ; website PROFESSIONAL ASSOCIATIONS Becoming a member of a professional association related to counseling psychology is strongly encouraged. Membership entitles students to attend local and national conferences that serve as forums for exchanging the most current information in the field and provide an opportunity for meeting and interacting with other professionals. Membership usually includes subscription to the newsletters and flagship journals of the association and provides an opportunity to subscribe to specialty journals. Both conferences and publications provide information for further enhancing professional development, such as through specialty conferences and workshops. Conferences and newsletters are also invaluable in the job-seeking process. Membership is thus in many ways an index of professional identity and a means of professional socialization. Students in the program are especially encouraged to become affiliate members of APA and Division 17 (Society of Counseling Psychology). APA membership includes subscription to the APA Monitor, a monthly magazine, and an optional subscription to the journal American Psychologist. Membership in the Student Affiliate Group of Division 17 includes a subscription to the Student Affiliate Group Newsletter and Division 17 Newsletter, with an optional subscription to the journal The Counseling Psychologist. TRAINING VALUES The Counseling Psychology Program at Arizona State University subscribe, and expect all students to subscribe, to the current ethical standards of the psychology professions APA, 2010, see Appendix A). These standards apply to all aspects of professional behavior, including (but not limited to) the practice of counseling and psychotherapy, supervision, teaching, research, consultation, and collegial relations. In addition, the Programs are committed to creating and maintaining a positive training climate that (a) allows for open inquiry, free expression, and effective conflict resolution, and (b) promotes the understanding and affirmation of all aspects of human diversity. The specific implications of this position are elaborated as follows: Freedom of expression is protected and encouraged. Students are expected to express themselves in a professionally responsible manner that demonstrates respect for others. Certainly, people may differ regarding whether particular communications are respectful. Students are urged to work through such difficult situations by maintaining an open mind, respect and empathy for others, and a commitment to continuing the dialogue. When necessary, faculty may play a facilitative role in these difficult dialogues. An essential part of training is understanding and appreciating all aspects of human diversity, including sexual orientation, gender, race, ethnicity, culture, language, religion, spirituality, economic status, ability, and age. Students are expected to use their training to free themselves, as much as possible, from prejudice related to any of these aspects of diversity. Again, people may differ regarding what constitutes prejudice, and students are encouraged to work through these issues in the manner described in Point 1 above. Unprotected forms of expression threats, verbal abuse, and harassment are not tolerated, and will be considered grounds for disciplinary action within the Programs. There are no acceptable excuses for such behavior; therefore, students

4 are cautioned about what they may say as a joke or in the heat of the moment. Throughout their training, students should expect to work with colleagues and clients who are different from themselves. Learning to work with different kinds of people is a central goal of professional training. Students who have difficulty in working with particular kinds of clients must address and resolve these difficulties in supervision. It is not acceptable for students to refuse to work with clients simply because the clients belong to a particular category of people (see Point 2 above). Nor is it acceptable for students to cite their own values as grounds for refusing to work with clients who are different for example, As a separatist, I refuse to work with men, Students who might find themselves taking such positions do not belong in the Counseling and Counseling Psychology Programs at ASU. ADVISING Students are assigned an advisor at admission to the program.. At the end of the first year, there will be a formal review conducted by the advisor and advisee to determine the appropriateness of the match (with respect to similarity of interests and styles). If both agree the advisor relationship will continue. If either thinks that the match is not best, then alternatives will be explored in consultation with the training director. An outcome of these meetings is that the Program Advisor Form should be signed and submitted to the faculty head. who places it in the student s permanent file. The program advisor guides the student in selecting coursework and practicum experiences, may serve as the student's advocate with the faculty, and represents the student in annual reviews (i.e., evaluations) of student progress. Students may change advisors at any time, if they wish, and if they find a new advisor willing to take them on. Any change in advisor must be communicated to (a) the current advisor, (b) the new advisor, and (c) the faculty head or director of training, using the Program Advisor Form, a copy of which is placed in the student s permanent file. Generally the program advisor will serve as the thesis and dissertation chair. But the dissertation chair is not a CPY faculty member, the student retains the CPY program advisor, whether or not the advisor is on the committee. The dissertation supervisory committee has a minimum of three members, two of whom (though not necessarily the chair) are CPY faculty members. Students choose committee members in consultation with the dissertation chair. The composition of the committee must be communicated to the committee members and faculty head or director of training, using the Committee Approval Form, which is placed in the student s permanent file. If this committee has different members than the committee that signed the Program of Study (see the Program of Study and Petitioning section of the Handbook), the student is also responsible to submit the Committee Approval Form to be placed in their permanent student file AND electronically enter their dissertation supervisory committee in their ipos. Other CPY faculty members who play important advising roles are the field work coordinator and internship coordinator. The field work coordinator has the following responsibilities: (a) to teach the field work course, (b) to serve as the program's liaison with field work sites and supervisors; (c) to assist students in seeking and choosing sites, through individual meetings, group meetings, and visits to practicum; (d) to work with the faculty in formulating field work requirements and responsibilities; (e) to work with the faculty in site development, and (f) to provide university-based clinical oversight of client work. [the coordinator is legally responsible, and viewed as the legally responsible by ASU, for the clinical work even though students have a site supervisor, so we need to add a statement like this]. The internship coordinator serves as the program's liaison with the internship sites where students are placed in a given year. The internship coordinator in close

5 communication with program advisors thus maintains contact with training directors at those sites, communicating the program's expectations about training and evaluation, receiving periodic evaluations of the interns, and responding to any concerns that arise about an intern or a site. The internship coordinator, director of training, and program advisors also assist students in applying for internship, through individual and group meetings in the fall of each year. ASSISTANTSHIPS AND FINANCIAL AID Students wanting financial aid information should contact the Graduate Financial Assistance Office ( These are general guides to the various types of funding and applications available through that office. Students should also complete the Application for Graduate Research/Teaching Assistantship (available from the Graduate College website, graduate.asu.edu/forms). In addition to the Graduate Financial Assistance Office, information on financial assistance, including scholarships and fellowships, is summarized in the Graduate Catalog. Graduate assistantships may be obtained within the program and from other academic departments, administrative offices, and student services throughout the university. Assistantships variously involve teaching, teaching assistance, research, student services, and administration. As a consequence, they can provide important professional development experiences. Each assistantship has its own application procedure, including deadline, and its own job requirements and stipend. Assistantships range between quarter-time (10 hours per week) and half-time (20 hours per week), with stipends and benefits varying accordingly. All assistantships include a waiver of non-resident tuition for the period of the assistantship; in addition, assistantships of at least quarter time but below half time have a waiver of.50 of resident tuition, while halftime assistantships have a full waiver of resident tuition and inclusion in a health benefit plan. MASTER S EQUIVALENCY RESEARCH (students entering with a Master s degree) By the end of their second year in the program, students must participate substantively in at least one research project, which is called the master s equivalency. If the student has entered the program with a master s degree and completed a thesis as part of that degree, the thesis will be reviewed by the advisor and one other faculty member to see if it meets the equivalency requirement. The equivalency project is viewed as identical to a master s thesis completed at the university, except that it does not involve filing of any paperwork or the finished project itself with the Graduate College. If students are completing their master s equivalency within the program, they must enroll in 6 credits of CPY 792, Research. They may enroll for these credits any time prior to the completion of the project and may spread the credits over several semesters. The student is expected to work with an advisor in developing a master s equivalency proposal, consisting of a literature review, research questions, and methodology, to which materials to be used in the study are appended. The proposal is presented for approval to the student s master s equivalency supervisory committee, consisting of the advisor and at least two other faculty. The study is then conducted and the results written up, again under the advisor s supervision. Then, the master s equivalency is defended before the same committee, who determine whether it is approved. Evidence of completion of the master s equivalency is submitted to the faculty head, using the Master s Equivalency Research Form, which is then placed in the student s permanent file. Students must be done (i.e., successfully defended) with the thesis/thesis equivalency by May 15 of their second year in the program. Failure to complete this will result in the student being allowed to enroll only in practicum or fieldwork (if already committed) and thesis credit until the thesis is done. Also students who do not complete the thesis within this time span will not be supported on any program assistant lines (e.g., RA or TA lines) until

6 the thesis is completed. All students are required to submit an electronic copy of the FINAL form of their thesis equivalency on a CD to the Faculty Head. The file should be in PDF format. The CD file needs to be labeled: Lastname_Firstname_degree_yearofdegree (e.g., Tracey_Terence_PhD_1981). These electronic files will be loaded on the Program web pages. M.A. PASS-THROUGH DEGREE (direct admits) Students entering the program without a master s degree will work to receive the M.A. as part of the program. The degree may be useful in obtaining a fieldwork, as some sites prefer or require students to have master s degrees. Thirty credit hours are required for the M.A.; these are detailed in M.A. Pass-through Degree Requirements (Appendix E) and include 6 hours of thesis (CPY 599). These requirements may be completed while students are progressing toward the Ph.D. The program of study that must be submitted by the program for the M.A. is the Master s in Passing Request Form (available from the Graduate College website, graduate.asu.edu/forms). This Master s in Passing (MIP) request is to be submitted after student has completed credits to inform the Graduate College that the individual plans to complete the MIP. The student is then informed by the Graduate College to submit their MIP Program of Study form (see your ipos on your MyASU page). This ipos will not be approved by the Graduate College until your Ph.D. ipos has been approved. Students will also need to petition to include CPY 599 (thesis) credit as it is not part of the PhD program. Forms and manuals with specific information regarding thesis format and graduation deadlines are available from the Graduate College and should be consulted as soon as students begin to work on their thesis. Upon completion of the thesis, the student files a thesis defense form with the Graduate College and then files for graduation for the semester that they complete all M.A. pass-thorugh requirements. The procedures for the thesis oral and defense are identical to the dissertation and are specified in the dissertation section below. PRACTICUM AND FIELDWORK Students entering the program without prior practicum experience must take practicum prerequisite coursework and one semester of CED 680, a 6-credit practicum in the Counselor Training Center. All students in the program take two semesters of CPY 780, a 3-credit (per semester) practicum in the Counselor Training Center or alternative site. Students register for CED 680 through the Counselor Training Center and for CPY 780 through the program office. The faculty are responsible for placing students in practicum sections, which includes assignment to supervisors. In doing so, however, the faculty make every effort to accommodate students schedules. Concerns about supervisory assignments at any time during the course of practicum should be communicated to the faculty head and the director of the Counselor Training Center. They may, if it seems appropriate, forward these concerns to the faculty as a whole for a response. Students in the program are also required to take two semesters of CPY 783, a 3-credit (per semester) fieldwork experience in a campus or community agency, with on-site supervision. Students are responsible for determining their training needs for fieldwork and for applying to sites. Faculty, particularly the field work coordinator and students advisors, are responsible for working with students throughout the application process and for insuring the placement of students in appropriate sites (see the Advising section of the Handbook). Students must have completed their thesis (or thesis equivalency) by May 1 of their second year to be allowed to apply for field work. This involves completing the CPY Fieldwork Application Approval form that is reviewed by the faculty. If students are deemed to not be making adequate progress on their thesis, in the program, or have inadequate clinical skills, they will not be allowed to apply for fieldwork

7 Students who want to accrue more supervised practicum hours after completing two semesters of CPY 783 must continue to enroll in CPY 783 in subsequent semesters. Students who are enrolled in CPY 783 during the spring semester have the option of continuing through the summer without having to re-enroll in CPY 783 for the summer. In this instance, they would receive a grade of Z (continuing) for the spring semester, which would be changed to Y (pass) upon receipt of a letter of evaluation from the site supervisor indicating that the field experience has been satisfactorily completed. A faculty member must be designated as the contact for students continuing CPY 783 in the summer; the contact faculty member is available to respond should problems arise with a student or a site, and is the recipient of the final evaluations of students. For each practicum and field work experience, students should expect to receive written evaluations at least once per semester; copies of these evaluations are shared with students program advisors and placed in the students permanent files. These evaluations will use the Clinical Competency Evaluations form (Appendix F). Students should also insure that activity logs, signed by their supervisors, are placed in their permanent files. Students themselves should keep copies of all evaluations and activity logs, as well, since they are indispensable in applying for internship. Program policy for starting field work early is that (a) the student must be enrolled in the course, (b) the student must have paid tuition for that future semester, and (c) there must be a signed Affiliation Agreement between the program and the site. The CPY783 instructor is responsible for getting the Agreement signed by the site supervisor. Some field placement sites will require background checks, so all students should expect to undergo such background checks. PROGRAM OF STUDY AND PETITIONING Students are expected to complete all required coursework specified in the program guide, Doctoral Study in Counseling Psychology (Appendix C; also on the Counseling Psychology Program website, In particular, they are held accountable to the curriculum that was current when they entered the program. Course requirements are also listed on the Program of Study Checklist (Appendix C; also on the Counseling Psychology Program website). When enrolling for courses, students may want to follow the suggested CPY Program Sequence Map (Appendix D). Students have three responsibilities with respect to the Program of Study. 1. Very early in the program, students work with their program advisors to develop a semester-by-semester curriculum plan that includes all the required coursework of the program. It is at this time that they decide which previous coursework taken at other universities they might want to use in petitioning the faculty to waive required ASU coursework (see below). 2. Students complete the Doctoral Program of Study (ipos) online via their myasu link. However the ipos must be formally approved by the advisor and faculty head. This approval requires that the student print the ipos and get signatures from these two individuals before the ipos can be approved. The student should print out the ipos along with a completed course checklist and submit both together to the advisor and then the faculty head for signatures. These signatures are required before the ipos can be approved by the Graduate College.

8 3. Students complete all coursework on the ipos; however, to make changes to the ipos, a formal application must be submitted to the Graduate College, using the MyASU link. Changes to the ipos require approval from the student s advisor before they can be processed. Students are not permitted to graduate until all courses on their ipos have been completed. Students who have taken graduate coursework at other universities that may satisfy a program requirement at ASU may petition the faculty to waive the ASU requirement in favor of the previous coursework. A separate petition must be filed for each course. A petition consists of a cover sheet, the Petition for Course Substitution, the syllabus of the previously taken course, and any other materials (e.g., bibliographies, exams) that speak to the nature of the course. The student presents the petition to the advisor, who makes a determination of course equivalence. If the advisor is in doubt about equivalence, he or she consults with instructors of the relevant courses. If the petition is approved, the faculty head signs the form, gives a copy to the student, and places a copy in the student s file. Students may occasionally test out of a course, rather than petition, if they feel that prior coursework or experience has given them the knowledge covered in the course. This might be done, for example, in the case of basic counseling prerequisite coursework. In order to test out of a course, a student needs to meet with the current instructor of the course to determine (a) whether the instructor will allow the student to attempt to test out and (b) what tasks must be completed and at what level of performance. The program requires that the level of performance not be lower than a B. The student then submits the Testing Out of a Course form to the course instructor and advisor for approval and then proceeds with the tasks for testing out. Once the tasks have been successfully completed, the student submits the Testing Out of a Course form to the course instructor and advisor for final signatures. This form is then given to the Faculty Head. Students do not receive grades for courses they have tested out of, nor do the courses appear on the ipos. COMPREHENSIVE EXAM PORTFOLIO The Graduate College requires that all students complete a written comprehensive examination prior to being admitted to candidacy. The program has elected to use a portfolio in addition to the written exam as its comprehensive assessment. The comprehensive portfolio is designed to establish essential tasks for students to demonstrate professional competencies outside the area of clinical practice. Practice is excluded from the portfolio because the practicum, fieldwork, and internship experiences required of all students allow for the systematic development of clinical skills and the thorough evaluation of those skills. (See the separate clinical competencies document in Appendix E). The portfolio establishes a comparable set of tasks and accompanying evaluations with which students can demonstrate competency in research and scientific writing, professional presentation, teaching, grant development, clinical supervision, consultation, and professional leadership. The portfolio itself consists of the documentation relevant to the completion of five tasks, as well as a Comprehensive Portfolio Checklist, which summarizes the documentation, and a copy of the Program of Study (ipos) as filed with the Graduate College prior to the submission of the completed portfolio (see the Program of Study and Petitioning section of the Handbook). The required documentation is indicated below, along with the description of the tasks. The student should submit to the advisor comps materials, with the checklist, as requirements are met. This submission should be in the form of electronic files. It is the student s responsibility to ensure that the advisor has current electronic copies of all comps materials. Once the portfolio is complete (in that the advisor has a final pdf file of the portfolio checklist and all supporting documents), a copy of the Comprehensive Portfolio Checklist, signed by the student s advisor then submitted to the Director of Clinical Training, who places the signed Comprehensive Portfolio Checklist in the student s permanent file. In addition, the Report of Doctoral Comprehensive Examination is completed and signed by the student s committee and Faculty Head who will give this form to the administrative assistant to

9 enter it into your MyASU. Using MyASU will allow the student to track that the Comprehensive Examination is properly recorded. The tasks and documentation requirements for the Comprehensive Examination Portfolio are as follows (the first two of which comprise the written component): Three Required Tasks Task 1. The student must serve as lead or sole author on a paper presented at a regional, national, or international professional conference. 2. The student must serve as lead or sole author on a research manuscript submitted to a national refereed journal; the manuscript must be deemed publishable by the student s advisor. 3. The student must serve as a teaching assistant for one semester. (Note that the student must actually assume a teaching role, not the role of an aide. Also this teaching must be face-to-face) Documentation Acceptance letter from the conference; page from conference program listing the presentation; copy of the paper. Written acknowledgement of receipt of the manuscript from the journal editor; memo from the student s advisor attesting that the manuscript is publishable; copy of the manuscript. (Note. It is not necessary that the manuscript be accepted for publication.) Course evaluations specifically attesting to the student s adequacy as a teacher; written feedback from a faculty member who has observed one class session, again attesting to the student s adequacy as a teacher (this evaluation must include the Teaching Competency Rating Form) ; copy of the course syllabus. Two of the Following Five Tasks Required (Student must complete either option B or C) Task Documentation A. The student must serve as lead or sole author on Written acknowledgement of receipt of the grant a research or program grant (not a travel grant) from the agency to which it is submitted; memo submitted to an internal (university) or a principal from the student s advisor attesting that the grant in an application to an external agency. The grant meets the RFP stipulations; copy of the grant. must include a proposal and a budget. B. The student must supervise a master s-level counseling student for one semester of practicum, under the rubric of the supervision practicum in Counseling Psychology. Written feedback from the supervision course instructor attesting to the student s satisfactory supervision; satisfactory grade in the supervision course. C. Student must serve as a case consultant in the internship class where focus in placed on assisting students conceptualize their cases. D. The student must serve as an organizational consultant, or co-consultant, with a faculty member, to an organization. This organization may be academic, professional, commercial, industrial, governmental, not-for-profit or the like. The consultation may include (but is not limited to) such strategies as needs assessment, training, conflict resolution and group facilitation. Written feedback from the internship course instructor attesting to the student s satisfactory case conceptualization. In addition student must complete a 5-8 page paper detailing how the experience fit with case consultation theory. The adequacy of this paper is assessed by the advisor. Written feedback from the student s consultation supervisor attesting to the student s satisfactory work as a consultant; copies of any reports or materials developed (if these are not confidential).

10 E. The student must serve in a professional leadership or advocacy role within the psychological profession for one academic year, as committee member of volunteer. Letter from the student s supervisor in the association describing the student s activities; time log signed by supervisor. DISSERTATION PROCEDURES AND DOCTORAL CANDIDACY The Graduate College establishes standards and procedural guidelines for fulfilling doctoral candidacy and dissertation requirements. These are described in the Graduate Catalog. In addition, forms and manuals with specific information regarding dissertation format and graduation deadlines are available from the Graduate College and should be consulted as soon as students begin to work on their dissertation. Dissertation Proposal and Doctoral Candidacy The dissertation proposal process has essentially four steps and culminates in the student's admission to doctoral candidacy. First, the student chooses a dissertation chair and other members of the dissertation supervisory committee, as described in the Advising section of the Handbook. Second, the student works closely with the chair and, as appropriate, committee members to develop a dissertation proposal, or prospectus. The form of the proposal varies somewhat according to faculty preference, so it is important for the student to learn what the particular chair's expectations are for the proposal. Generally, however, the proposal provides a statement of problem, rationale for the research, research questions or hypotheses, literature review, methodology (including the projected data analysis), and references, with ancillary materials appended. It should also be prepared in current APA style. Third and only after completing the comprehensive portfolio the student schedules a proposal meeting with the chair and committee to receive formal feedback on the proposal and approval to proceed with the dissertation research. At least one week prior to the meeting, the student gives the committee copies of the proposal. Fourth, after the proposal has been approved by the committee, the student gives the completed and signed Report of the Doctoral Dissertation Proposal form to the Faculty Head. Once this form has been approved by the Graduate College, the student is considered to have been admitted to doctoral candidacy. The dissertation proposal must be completed and approved by the supervisory committee no later than of the calendar year in which students intend to apply for internship. Completing the Dissertation Unless a different arrangement is made at the proposal meeting, the student's chair has the primary role of overseeing implementation of the dissertation research. Any substantial changes in the approved project, however, are communicated in writing to the committee. Once the research has been conducted and the data have been analyzed, the other committee members once again become more actively involved in supervising the write-up. The Graduate College provides workshops on various phases of the dissertation process throughout the academic year, and these can be very helpful. Students should also obtain from the Graduate College a Format Manual, which provides very useful guidance in writing the dissertation. Of course, students should use current APA style in the write-up, as well. The Graduate College s Formatting Tool generates a template into which you can inset your document s text. The formatting tool is designed to help students with the basic format requirements such as margins and spacing, and greatly improves the format review process for students. Finally, the Graduate

11 College website, graduate.asu.edu, provides updated information regarding dissertation procedures and deadlines, including guidelines for submitting the final version of the dissertation to the ASU library following the oral defense and final approval of the dissertation. The thesis/dissertation is submitted to the ASU Library (and Library supported search engines) electronically through UMI/ProQuest. The oral defense of the dissertation is the final event of the dissertation process. Within 24 hours of requesting the defense through MyASU defense tab the student must submit a complete copy of the dissertation that the chair has approved to [email protected] for initial format review. The request to schedule the defense must be submitted two weeks (specifically, 10 business days) prior to the requested defense date. In submitting the request, of course, the student must already have agreed upon a date with the supervisory committee members. Please note that you must be enrolled in the semester that you defend your dissertation and the semester that you wish to graduate. This is salient if you plan on graduating in August after your internship is complete. You are only required to enroll for internship during the regular year but if you wish to defend and graduate in August, you need to enroll in the summer. To schedule a defense, the Defense tab link in MyASU will not appear until the following conditions are met: You must be defending a Thesis or Dissertation You must have an approved ipos (no pending changes or petitions) You must have met all minimum 3.0 GPA requirements (ipos and Graduate) You must have an approved full committee on the ipos (no pending changes) All milestone requirements have been satisfied (for example, written comprehensive examination, etc.) Doctoral students must have reached candidacy You must be an active student and currently enrolled The oral defense is a public meeting that includes the student, chair, committee, and anyone else who would like to attend. Since the defense is also an examination of the student s research, most of the meeting is devoted to the student's presentation of the research and the committee's questions to the student. The chair serves as the facilitator of the defense and determines whether, and when, those not on the committee can ask questions or offer comments. When the committee is determining the outcome of the defense, the student and noncommittee members are asked to leave the room. Possible outcomes of the defense, as specified and defined on the Announcement and Report for Doctoral Dissertation Defense, are pass, pass with minor revisions, pass with major revisions, or fail. (This form is not included in the Handbook because students are not responsible for filing it.) Once students have successfully defended their dissertation and their committee has signed the Report for Doctoral Dissertation Defense form (commonly called the Pass/Fail form), this form is given to the Program s administrative assistant. Students are then eligible to electronically submit their thesis/dissertation to UMI/ProQuest. Students can access UMI/ProQuest ( however, their document will not be processed until all signatures have been obtained and the original Pass/Fail form has been recorded with the Graduate College. A format check is performed once the final document is submitted to UMI/ProQuest. Submission of the document may not be the last step; additional formatting may be required. Students will be contacted through their ASU account regarding the status of their document in UMI/ProQuest. Students are required to enroll for 12 credits of CPY 799, Dissertation. They may enroll for these credits at any time during their doctoral study, spread over several semesters. A grade of Z is awarded until the dissertation is successfully defended.

12 INTERNSHIP Students are required to complete a pre-doctoral internship as part of the program. APA s (2005) Guidelines and Principles for Accreditation of Programs in Professional Psychology includes the following in its criteria for internship: The program requires of each intern the equivalent of 1 year full-time training to be completed in no fewer than 12 months (10 months for school psychology internships) and no more than 24 months. (B. Internships; Domain A: Eligibility; Item 4; p.13) The faculty expect students to apply for and obtain internships independently, though they are encouraged to consult with the program advisor, training director, internship coordinator, and other faculty throughout the internship process (see the Advising section of the Handbook). The faculty also require students to participate in the APPIC internship match process and thus to compete on a national scale for internship. The program recommends that students accept only APA accredited Internship sites, but APPIC accredited sites are allowable. All students must make a valid attempt to get placed through the APPIC match. If a student does not get matched, then that student should meet with the advisor to consider options. One option is to petition the faculty for an alternative site. The petition must also demonstrate how all APA criteria for pre-doctoral internship will be met at the non-accredited site. Students requesting a non-accredited internship are also urged to consult the psychology licensure requirements in states where they might wish to pursue licensure, in order to determine the internship expectations in those states. Students planning to apply for internship are required to make application to the faculty for approval of their internship readiness in the spring semester prior to the fall application semester. To do this the student completes the CPY Internship Application Approval form along with the CPY Annual Review of Student Progress form in the spring semester (see Evaluation and Dismissal Policies section of the Handbook). As part of the faculty s routine evaluation of student progress, the faculty consider the student s progress in the program and determine the student s readiness to apply for internship. Students must have successfully completed their dissertation proposal and comprehensive portfolio no later than May 15 prior to the calendar year in which they intend to apply for internship. Students on internship are required to register for 1 credit of CPY 784, Internship each semester of the academic year. Of course, students may not receive the doctoral degree until they have completed all doctoral program requirements. This includes internship, which is not considered completed until the internship coordinator receives a letter from the internship director of training, indicating that the student has completed the internship. This letter is placed in the student s permanent file, and the internship coordinator then changes the student s internship grades for each semester from Z (continuing) to Y (pass). Since internship completion dates may be later than graduation deadlines, students who have completed all doctoral program requirements except the internship must delay graduation for a semester. Such students, however, may begin accumulating postdoctoral hours for licensure as soon as the internship is completed; they are not required to wait for receipt of the diploma at commencement. Receipt of the doctoral degree is considered to occur the moment all program requirements are completed. This can be verified in writing in a letter from the Registrar s Office, Graduate

13 Section ( ). Students must be enrolled during the semester in which they apply for graduation and formally graduate from ASU. EVALUATION AND DISMISSAL POLICIES Routine Annual Evaluation of Student Progress Student progress through the program is assessed twice in the first year once at the end of each semester and once a year thereafter, at the end of the academic year: First-year students do not turn in any paperwork for their first-semester review; the faculty simply hold a meeting to discuss their progress. But all students in the program, in anticipation of their year-end review submit to the faculty head a completed Annual Review of Student Progress form on or before the date announced by the faculty head in the spring semester. On the same date, students planning on applying for internship the following year also submit to the faculty head a completed CPY Internship Application Approval form. After these forms have been submitted, and on a date designated by the faculty head, the faculty meet to discuss students progress through the program. The standard for satisfactory performance is regular progress through the program that is, all aspects of the program are completed at the expected time and each aspect of the program is completed at a satisfactory level, (as specified in the CPY Competency Benchmarks Document, see Appendix G), as determined in advance for each aspect of the program (via course syllabi, practicum and field work evaluation criteria, master s thesis or equivalency standards, comprehensive examination portfolio documentation standards, internship evaluation criteria, and dissertation standards). After the year-end review meeting, students advisors write a brief summary of the evaluation for each student, either at the end of the Annual Review of Student Progress form or as a separate letter. One copy is sent to the student and another is given to the Director of Training who places it the student s file. (In the case of the firstsemester review, students advisors write a brief summary in letter form, with a copy sent to the student and another placed in the student s file by the Director of Training.) The advisors summaries note that student progress and performance are satisfactory in all areas and may also commend the student on meritorious achievement in certain areas. Students receiving such summaries are in good standing in the program. The program requires that a student attain at least a grade of B (inclusive of the entire range of B grades) to demonstrate competence in any course. If a grade lower than a B is obtained, the student can be required to retake the course or demonstrate competence in a manner determined by the program. Also note that the Graduate College requires continuous enrollment of all graduate students. This is defined as being enrolled for all consecutive Fall and Spring semesters (Summers are not necessary unless you wish to graduate in the summer, then you must be enrolled). If a student is not continuously enrolled, they are dropped by the Graduate College and must reapply to the program and be reevaluated. Student Deficiencies and Possible Consequences If necessary, the advisors summaries also indicate any aspect of the student s progress or performance that is deficient, based on faculty review, as well as what the consequences of the deficiency are to the student, as the faculty have determined. The consequences are determined on a case by case basis, according to the nature and circumstances of the deficiency, but there are three general possibilities: First, the faculty could determine the deficiency to be relatively minor and easily remediable. In this case, the student remains in good standing and is required to pursue a course of action to remediate the

14 deficiency, the exact nature and timeframe of which are stated in the advisor s summary, and the completion of which is monitored by the advisor. Second, the faculty could determine the deficiency to be substantial enough to warrant a remediation contract. In this case, the student is considered not in good standing and on probation until the terms of the contract are met. The faculty would also determine who is to be involved, along with the advisor, in drawing up the contract with the student, as well as who is to monitor the student s progress toward completion of the contract. A remediation contract should (a) describe in behavioral detail each deficiency, (b) state in behavioral detail the level of progress or performance that is required to remediate each deficiency with reference to supporting documentation from written standards in the program (e.g., syllabi, practicum evaluation criteria), and (c) specify a timeframe for completion of the contract. The contract should be signed and dated by the student, the advisor, and faculty head, with a copy given to the student and another placed in the student s file. When the faculty monitor believes the terms of the contract have been met, he or she so informs the faculty. Based on a review of the student s progress, the faculty then determine whether or not the terms of the contract have been met. If their judgment is positive, the student is once again in good standing and not on probation, and this decision is communicated in writing to the student, a copy of which is placed in the student s file. If the faculty s judgment is negative, they determine further consequences for the student and communicate these in writing to the student, with a copy placed in the student s file. Further consequences would take the same form as the three general possibilities listed here. Third, the faculty could determine the deficiency to be so substantial as not to warrant remediation but rather a recommended dismissal from the program. This is described in below in the subsection, Recommended Dismissal from the Program. Ad Hoc Evaluations of Student Performance and Possible Consequences Professional ethics demand that student deficiencies be addressed as soon as possible. Many deficiencies can be successfully addressed by the student and faculty member in the context of a course or other experience (e.g., research) without recourse to the more formal procedures described above. Indeed, this is part of the ordinary educational experience. It is incumbent upon the faculty member in such cases to act in a timely manner, so that the student has maximal opportunity to remediate the problem. The student is not placed on probation in the program. The student s successful remediation is simply reflected in the student s course grade or faculty feedback. Nothing is placed in the student s file regarding the incident, nor is it necessarily discussed among the faculty, unless the faculty member in question would like supervision or advice regarding the incident. However, when student deficiencies cannot be addressed within the context of a course or other experience either because they are too serious or too broad (i.e., they extend beyond a single course or experience) they must be brought to the attention of the faculty as a whole, in the form of a behavioral description of the deficiency Such deficiencies are generally handled in the same way that deficiencies arising from a firstsemester or year-end review are handled (refer to the three possible consequences in the section, Student Deficiencies and Possible Consequences ). Recommended Dismissal from the Program A recommended dismissal of a student from the program represents the determination of the faculty that the student has not demonstrated an expected level of performance in academic work (which includes clinical work) or in other critical areas of professional conduct and that the student is not to be given an opportunity (or an additional opportunity) to remediate the deficiency. Recommended dismissal may follow a period of

15 probation, but it does not have to. Rules regarding recommended dismissal of a student from the program include the following: First, the dismissal discussion is confidential. Second, the student may, but is not required to, appear before the faculty, or provide the faculty with a written statement, or both. Any oral or written statement by the student is expected to focus solely on the behavior at issue. Third, performance standards on which a recommended dismissal could be based are written and made available to students upon entering the program. These standards may be found in a variety of sources: Internal program documents include course syllabi, practicum and field work evaluation criteria, master s thesis or equivalency standards, comprehensive examination portfolio standards, internship evaluation criteria, and dissertation standards. Documents external to the program include APA s (2010) Ethical Principles of Psychologists and Code of Conduct ( university regulations concerning academic or scientific misconduct, and Federal regulations regarding the conduct of research with human subjects, as administered by the Institutional Review Board at ASU. Documents external to the program, being subject to change at any time, always supercede internal program documents when there are discrepancies between them. Fourth, the dismissal recommendation is made by the faculty as a whole on a majority vote, based on examination of the evidence. Fifth, if the faculty s decision is in favor of dismissal, the recommendation to dismiss the student is communicated in writing to the student and to the Graduate College. The following paragraphs describe five circumstances that might be the basis for dismissal. 1. Failure to maintain minimum academic standards. (a) Students are placed on academic probation whenever their cumulative graduate GPA drops below 3.0. Students on academic probation have one semester to raise the graduate GPA to 3.0 or above and thus return to good standing. Students failing to meet this requirement are not permitted to re-enroll unless this is recommended by the program and approved by the Graduate College; otherwise, they may be dismissed from the program. Students in the program who are on academic probation may also be placed on program probation. Permission to enroll while on program probation is determined by the faculty on a case by case basis. (b) As a matter of program policy, no grades of Incomplete may accrue while a student is on probation, and Incompletes received prior to the probationary period must be completed by the end of the probationary period. (c) Students on probation may not participate in practicum, field work, internship, or any other clinical experience. Registration for any such clinical experience is contingent upon maintaining a cumulative GPA of 3.0 or above. 2. Unsatisfactory performance in counseling practicum, field work, or internship. Students who receive an unsatisfactory performance evaluation from their clinical supervisor or the faculty member assigned to the clinical experience may, upon review by the faculty, be dismissed from the program for failure to meet the program s expectations for the quantity or quality of clinical work or supervision. A student may also be dismissed for an ongoing failure to accept supervision. 3. Unethical or unprofessional conduct. Students are referred to APA s (2010) Ethical Principles of Psychologists and Code of Conduct, as well as to university regulations concerning academic or scientific misconduct and Federal regulations regarding the conduct of research with human subjects, as administered by the Institutional Review Board at ASU. Substantial violation of any of these documents or other applicable professional standards, as determined by the faculty, may result in dismissal from the

16 program. As noted above, documents external to the program, being subject to change at any time, always supercede internal program documents when there are discrepancies between them. 4. Circumstances that interfere with training or threaten client welfare. Student conduct that, in the opinion of faculty, obstructs or threatens the training of fellow students or the welfare of clients, students, faculty, or supervisors may result in student dismissal from the program. 5. Felony conviction that affects ability to practice or be licensed. Students whose conduct, within or outside the program, has resulted in a felony conviction that would preclude licensure in Arizona as a psychologist may be dismissed from the program. ACADEMIC INTEGRITY ASU has very clear definitions of academic integrity ( Below is a copy of some of those policies. The ASU student academic integrity policy lists violations in detail. These violations fall into five broad areas that include but are not limited to: 1. Cheating on an academic evaluation or assignment. 2. Plagiarizing (This includes self-plagiarism) 3. Academic deceit, such as fabricating data or information. 4. Aiding academic integrity policy violations and inappropriately collaborating. 5. Falsifying academic records. Violation of these standards can result in course failure or expulsion from the program. GRIEVANCE AND APPEAL PROCEDURES Student grievances can arise over a number of issues, and the university and its various colleges have policies for dealing with each of these. These policies are referenced here. First, informal and formal procedures for appealing a grade are described in the Graduate Catalog. These appeals are handled through the academic colleges in the case of the CPY program, the School of Letters and Sciences (Appendix H). Second, the Graduate Council Appeals Board (GCAB), whose function is described in the Graduate Catalog, also serves as an appeal body for decisions regarding (a) retention of students in a graduate program; (b) other academic issues, except grade appeals; and (c) procedural matters in graduate study (e.g., Program of Study, comprehensive examinations, dissertation). Students filing an appeal through the GCAB should consult the Guidelines for Appeals, available from the Graduate College website, Third, separate policies regarding scientific misconduct and academic dishonesty (or integrity) are available from the ASU websites, and respectively. Student appeals regarding scientific misconduct and academic dishonesty are initially handled in the academic colleges, and appeals are handled by the Council of Research and Creative Activity, in the case of scientific misconduct, and the University Hearing Board, in the case of academic dishonesty. Fourth, grievance procedures for discriminatory sexual harassment and discrimination are available on the ASU websites, and respectively. Appeals regarding discrimination that have been unsuccessfully resolved are handled by the Board of Equal Opportunity. RESEARCH INVOLVEMENT

17 There are many opportunities for students to gain training and experience as researchers while in the program. These include research assistantships, collaborations with faculty and fellow students, the master s thesis/equivalency research, and the dissertation. Information about the research opportunities is communicated to students through classes, listservs, program Blackboard, and informal contacts. Students are strongly encouraged to contact faculty with whom they might like to collaborate on research. All research conducted with human subjects at the university must be approved by ASU s Institutional Review Board (IRB) in the office of Research Integrity and Assurance. The application which must be submitted to the IRB for review prior to beginning a research project, may be obtained from the IRB s administrative office (CenterPoint, 660 S. Mill Ave, Suite 315 or the ASU website, The principal investigator listed on the application for any project conducted by a student is the student s faculty supervisor for that project. Once the application has been submitted, the researcher must receive written approval from the IRB before any contact with potential research subjects (e.g., recruitment) or any data gathering can take place. Finally, all research by program faculty and students is conducted in accordance with APA s Ethical Principles of Psychologists and Code of Conduct (Appendix A). STUDENT-FACULTY RELATIONS The program prides itself on collegial and productive relations among students and faculty within a climate of diversity. In their interactions students and faculty are guided by the Ethical Principles of Psychologists and Code of Conduct. Particularly relevant standards include (a) respecting others, regardless of differences in values, opinions, and the like (Principle E); (b) not engaging in discrimination based on another s group membership (3.01); (c) not engaging in sexual harassment (3.02); (d) not engaging in harassing or demeaning behavior based on another s group membership (3.03); (e) avoiding or minimizing multiple relationships that could result in impaired judgment or work performance (3.05); and (f) not exploiting others in subordinate positions (3.08). Also, under Federal privacy statutes, faculty regard evaluative information regarding students as confidential and therefore not to be communicated to other students. PROFESSIONAL BEHAVIOR AND SOCIAL NETWORKS Students who use social networking sites (e.g., Facebook, Twitter, etc) and other forms of electronic communication should be mindful of how their communication may be perceived by clients, colleagues, faculty, and other mental health professionals. As such, students should make every effort to minimize visual or printed material that may be deemed inappropriate for a psychologist. To this end, students should set all security settings to private and avoid posting information/photos and/or using any language that could jeopardize their professional image. Students should consider limiting the amount of personal information posted on these sites and should never include information or comments about clients and/or students for whom they currently serve or have served as an instructor, clinical supervisor, and/or clinical consultant. Clients and current students should not be included as part of a personal social network (e.g., Facebook Friends), since doing so constitutes a boundary violation. Additionally, any information that might lead to the identification of a client or students represents a violation of confidentiality, which is a breach of the ethical standards that govern the practice of counselors, psychologists, and mental health professionals in training. Engaging in these types of actions could result in the student being dismissed from the program.

18 FORMS The forms are numbered in order of their appearance in the Handbook. Though this page provides a complete list of forms, only those without a website citation are reproduced in subsequent pages. Refer to the websites to obtain the others. 1. Program Advisor Form 2. Committee Approval Form 3. Petition for Course Substitution 4. Testing Out of a Course 5. Master s Equivalency Research Form 6. CPY Fieldwork Application Approval Form 7. Comprehensive Portfolio Checklist 8. Report of Doctoral Comprehensive Examinations 9. Report of Doctoral Dissertation Proposal 10. CPY Internship Application Approval 11. Annual Review of Student Progress 12. Application for Graduate Research / Teaching Assistantship * * graduate.asu.edu/forms

19 PROGRAM ADVISOR FORM This form must be submitted when the student first chooses a program advisor and any time the student changes program advisors (that is, chooses a new program advisor). Student s Name Date Program Advisor s Name Program Advisor s Signature (and Date) Date Faculty Head s Signature (and Date) Date The student should give the original of this form to the Administrative Assistant to be placed in the student s permanent file. The student and the student s program advisor should retain copies.

20 Committee Approval Form Counseling and Counseling Psychology Each Master s and Ph.D. supervisory committee must have a chair and at least two members. In most cases, 50% of the committee should be faculty from the program you are in. This form must be submitted with your program of study when you request the signature of the Head of the Academic Unit. Name of Student: PLEASE TYPE NAMES SIGNATURES DATE Committee Chair: Committee Member: Committee Member: Committee Member: Faculty Head Helpful Hints: - The purpose of this form is to assure that all committee members have seen and approved the program of study. - Faculty approval may be indicated with an attached in lieu of signature.

21 PETITION FOR COURSE SUBSTITUTION Student s Name Date Course Number and Full Title of the Course Required for Counseling Psychology: Course Number and Full Title of Course Previously Taken: Semester and Year Credit Hours Grade Semester/Quarter (circle) Institution Where Course was Taken Note. Attach syllabus, bibliographies, exams, and any other materials that could be useful in establishing the content and level of the course. Program Advisor s Signature Date Relevant Faculty Signatures (and Dates), Indicating Approval: Faculty Head s Signature Date If the petition is approved by a majority of the faculty, the Faculty Head should give the petition, with attachments, to the administratve assistant to be placed in the student s permanent file.

22 TESTING OUT OF A COURSE Student s Name Date Course Number and Full Title of the Course Required for Counseling Psychology: Tasks and level of performance required for testing out: I agree with tasks and level of performance needed: Instructor Signature and Date I agree with tasks and level of performance needed: Advisor Signature and Date After completion of the tasks for testing out of a course, the following needs to be completed. has met all requirements to test out of Instructor s signature Date Advisor s signature Date Faculty Head s Signature Date Upon successful completion of the testing out procedures and final signatures of the instructor and advisor are obtained, the Faculty Head should give the completed form to the administrative assistant to be placed in the student s permanent file.

23 MASTER S EQUIVALENCY RESEARCH FORM Student s Name Name of Project Date of Defense Signatures of Approval: Advisor / Committee Chair Committee Member Committee Member Faculty Head Date Date Date Date The Faculty Head should place this form in the student s permanent file.

24 CPY Fieldwork Application Approval All students considering applying for fieldwork need to apply for faculty approval prior to applying to any sites. Criteria used in determining approval are: (a) adequate progress through the program, (b) completion of thesis/thesis equivalency, and (c) clinical skill level. Date: Applicant s Name: address: Advisor: Academic year for fieldwork: Please note that your thesis (or equivalency) needs to be completely finished (final project defended and revisions approved by committee) by May 1 of your second year in the CPY program in order for you to be allowed to go on fieldwork. 1. Progress on thesis/thesis equivalency a. Completion of thesis/thesis equivalency date: (if done go to item 2) b. Completion of thesis/thesis equivalency proposal date: c. Status of thesis/thesis equivalency (writing proposal, gathering data, analyzing data, final write up)? d. Projected thesis completion date: 2. Other indicators of progress through the program a. Is this student in good academic standing--gpa > 3.00? (Yes/No) b. Any Incomplete grades? (Yes/No) If yes list courses: c. Is this student on probation? (Yes/No) d. Program of Study approved? (Yes/No) e. Student has successfully completed doctoral practicum? (Yes/No) Advisor: I certify that will have successfully met all criteria needed for enrollment in CPY783 Fieldwork. Signature of Advisor: Date:

25 COMPREHENSIVE PORTFOLIO CHECKLIST Student: Required Task 1: Conference Paper Acceptance letter from conference Page from conference program listing presentation Copy of paper Date completed and entered into portfolio Advisor s signature Required Task 2: Research Manuscript Journal editor s acknowledgement of receipt Advisor s memo Copy of manuscript Date completed and entered into portfolio Advisor s signature Required Task 3: Teaching (In person) Course evaluations Written feedback from faculty observer Copy of syllabus Date completed and entered into portfolio Advisor s signature Optional Task 1: Grant Agency s acknowledgement of receipt Advisor s memo Copy of grant Date completed and entered into portfolio Advisor s signature

26 Optional Task 2: Supervision Written feedback from supervision practicum instructor Satisfactory grade in supervision practicum Date completed and entered into portfolio Advisor s signature Optional Task 3: Consultation Written feedback from consultation supervisor Copies of reports or materials developed (if any) Date completed and entered into portfolio Advisor s signature Optional Task 4: Leadership/Advocacy Letter from leadership/advocacy supervisor Time log signed by leadership/advocacy supervisor Date completed and entered into portfolio Advisor s signature Program of Study(iPOS) Filed with the Graduate College Date original filed with the Graduate College and copy entered into portfolio Advisor s signature COMPREHENSIVE PORTFOLIO COMPLETED Advisor s Signature: Date: Training Director s Signature: Date:

27 Counseling and Counseling Psychology Report of Doctoral Comprehensive Examination The Plan of Study (ipos) must be approved by the Graduate College before a student is eligible to pass the comprehensive examination portfolio. Instructions: 1. Part I & II: The student completes Part I and II, then submits this form and the completed Portfolio Checklist to the advisor. 2. Part III: The examining committee completes Part III by signing the form and indicating their votes of Passed or Failed. 3. Part IV: The Faculty Head completes Part IV by signing the form, confirming the majority vote of the examining committee, and signifying that the proper procedures have been followed for the examinations. 4. Notification: The academic unit sends the student a written statement of the results of the examination. Part I: Student Information NAME OF STUDENT (Last name, first name, middle initial) 10 DIGIT ASU AFFILIATE ID# DOCTOR OF MAJOR Part II: Examination Dates (MM/DD/YY) DATE WRITTEN COMPREHENSIVE EXAMINATION TAKEN Part III: Examination Result PLEASE TYPE NAMES OF COMMITTEE SIGNATURES Written Exam Passed Written Exam Failed CHAIR MEMBER MEMBER MEMBER MEMBER MEMBER Part IV: Final Result PASSED FAILED SIGNATURE, FACULTY HEAD DATE All comprehensive examination results, including failure in any one of the required examinations, must be reported to the Program Advisor and Graduate College. Failure in the comprehensive examinations is final unless the student petitions for a re-examination, the supervisory committee, and the Faculty Head recommend, and the Graduate College Dean approves the re-examination.

28 Report of the Doctoral Dissertation Proposal 28 Counseling and Counseling Psychology This form must be submitted with your program of study when you request the signature of the Head of the Academic Unit. Name of Student: Dissertation Title: Outcome PLEASE TYPE NAMES SIGNATURES DATE Pass Fail Committee Chair: Pass Fail Committee Member: Pass Fail Committee Member: Pass Fail Committee Member: Pass Fail Committee Member: Pass Fail Head of Academic Unit:

29 CPY Internship Application Approval 29 All students considering applying for an internship need to obtain faculty approval in the spring semester prior to the fall semester when applications are due to APPIC This form should be filed with the Annual Review of Student Progress form. Date: Applicant s Name: address: Advisor: Date applying for internship: a. Please list any course requirements, as of today s date, that must still be completed before the student will be ready to go on internship, along with the expected date of completion: b. Please enter the dates that the following items were completed, or are expected to be completed (enter date or N/A if not applicable): Comprehensive Exam / Task Academic Coursework Master s Thesis Date Completed (or Expected) c. Is this student in good standing (Yes/No): d. Any Incomplete grades (Yes/No): e. Is this student on probation (Yes/No): f. Are there any complaints filed or currently pending against this student? (Yes/No): 2. Status of dissertation: Dissertation proposal approved Data collected Data analyzed Draft of dissertation Dissertation defended Date Completed (or Expected): 3. The above-named applicant has completed the following practicum hours currently and as of November (when application will be made for an internship): NOW EXPECTED by November 1st Total Therapy Hours: Total Support Hours: Total Additional Experience Hours: Total Supervision Hours: Signature of Advisor: Signature of Director of Training: Date: Date:

30 30 EXAMPLE: THIS FORM CAN CHANGE EACH YEAR. IT WILL BE SENT OUT ANNUALLY FOR COMPLETION ANNUAL REVIEW OF STUDENT PROGRESS SPRING 2012 Ph.D. Program in Counseling Psychology Students, please complete this form, except for Part F, and turn it in to your program advisor no later than April 15. The form should be typed. If you have any questions about the form or the deadline, consult with your program advisor or the faculty head. Date Name Year admitted into the program Program advisor Dissertation chair Projected graduation date: Current Address: A. Coursework 1. In the list below indicate courses you have completed by placing the grades received in the corresponding spaces. Use "P" to indicate courses that have been waived through petition. Use "X" to indicate courses in which you are currently enrolled. Finally, indicate your best estimate of when you plan to take the remaining courses by putting the semester and year in the corresponding spaces. Domain 1: CED 522 (Theories of Counseling and Psychotherapy) CED 523 (Psychological Tests) CED 534 (Occupations and Careers) CED 567 (Group Dynamics and Counseling) CED 577 (Counseling Prepracticum) CED 545 (Analysis of the Individual) CED 680 (Beginning Practicum) CPY 645 (Professional Issues and Ethics) CPY 671 (Multicultural Counseling) Completed master's thesis or equivalent Title of thesis:

31 31 Domain 2: CPY 679 (History and Systems of Psychology) Biological base (specify course): Cognitive Affective base (specify course) Social base (specify course) Individual difference course (specify course) Developmental base (specify course) Domain 3: EDP 552 (Multiple Regression and Correlation Methods) EDP 554 (Analysis-of-Variance Methods) CPY 701 (Science and Practice of Counseling Psychology) CPY 702 (Research Methods in Counseling Psychology) EDP 503 (Introduction to Qualitative Research) Research elective [specify course beyond EDP 554 or EDP 503]: Other research electives: Dissertation credits accumulated: Domain 4: Counseling Psychology requirement of 1 course in each area and specialize in at least one, which requires 3 courses in one area. Professional/Research Seminar (Brown Bag) 0-1 credits (required of all first and second year students) CPY 691 semesters enrolled (4 required): list semesters when taken (e.g., SP 04) Semester 1: Semester 2: Semester 3: Semester 4: Area 1: Counseling Theory and Research Is this your specialization? Yes No Advanced Counseling (CPY 677 required) Supervision Theory (CPY 678 required) Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) Area 2: Psychological Assessment Is this your specialization? Yes No Personality Assessment (CPY 651 required) Individual Intelligence Assessment (EDP 560)

32 Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) 32 Area 3: Career Assessment and Intervention Is this your specialization? Yes No Psychology of Careers (CPY 644) Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) Area 4: Consultation/Prevention Is this your specialization? Yes No Prevention and Consultation (CPY 660 required) Health and Wellness Counseling (CPY 675) Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) Area 5: Multicultural/Diversity in Counseling Is this your specialization? Yes No Counseling Women (CPY 674) Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) Advanced seminars CPY 591/691 (specify course) Electives 2. Indicate the month and year you completed each of the following (or expected time of completion) a. defended thesis/thesis equivalency proposal b. defended thesis/thesis equivalency c. Thesis/thesis equivalency title: d. filed program of study (ipos)? Yes No e. comprehensive portfolio tasks completed and date Presented conference paper (specify where: ) Authored published manuscript (specify where: ) Taught class (specify: )

33 Other (specify: ) Other (specify: ) Other (specify: ) 33 Comprehensive Portfolio Checklist form filed (date): f. defended dissertation proposal g. defended dissertation h. Dissertation title: B. Scholarly Products 1. List publications and conference presentations accepted, published, or presented during the period from April 16, last year to April 15 this year. Use APA style. Include accepted papers for upcoming conferences. 2. List other research projects in which you have been involved during the same time period: C. Assistantship Activities List assistantships (place and supervisor) and other professionally relevant positions (excluding practicum, field work, and internship) held during the current academic year.

34 34 D. Clinical Activities 1. List practicum, field work, or internship placements held during the current academic year (including last summer). Attach copies of evaluations you have received from supervisors. 2. If you will be enrolling in CPY 783 (fieldwork) for the 20XX-20XX academic year, what is your placement site? 3. Internship application If you will be applying for internships in the Fall, ATTACH a Readiness for Internship Application Did you participate in internship match day? yes no Did you apply to an APA approved internship site? yes no If you are going on internship next year, indicate the internship site: Site: Director of Training: Is the internship APA accredited? Yes No Is the internship APPIC accredited? Yes No Is the internship fulltime? Yes No Is the internship funded? Yes No Start date: E. Honors and Professional Associations 1. List any honors, awards, or recognitions you have received during the current academic year.

35 35 2. List any professional associations of which you are currently a member or affiliate F. Goals (optional) Briefly list any goals concerning your overall training this year and your progress towards reaching these goals. G. Any other issues pertinent to your training that you would like to add? Signature of Program Advisor Date

36 36 APPENDICES A. Ethical Principles of Psychologists and Code of Consent B. Doctoral Studies in Counseling Psychology (our program brochure) C. Program of Study Checklist D. CPY Program Sequence Map E. M.A. Pass-through Degree Requirements F. Practicum Training Plan G. Clinical Competency Evaluation Form H. Competency Evaluation Form-Advisor I. Teaching Competency Rating Form J. Competency Benchmarks Document K. Grievance Policies and Procedures of the School of Letters and Sciences

37 37 APPENDIX B Doctoral Studies in Counseling Psychology (Web page) Brochure

38 (June, 2014) PROGRAM OVERVIEW (STUDENT ADMISSIONS, OUTCOMES AND OTHER DATA) 38 Counseling Psychology is a PhD program and is accredited by the Commission on Accreditation of the American Psychological Association. Questions related to the program s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation: American Psychology Association st Street, NE Washington, DC Phone: (202) / [email protected] Web: Applicants must submit all application materials by December 15 for admission the following fall. New students are not admitted for spring or summer. Incomplete applications will not be considered. Affirmative Action. The Counseling Psychology Program maintains an active policy of providing equal opportunity through affirmative action in employment, educational programs and activities, and admissions to programs. The Program encourages racial/ethnic minority applicants and welcomes all applicants regardless of race, color, religion, national origin, citizenship, intending citizenship, gender, sexual orientation, age, disability, special disabled veteran and Vietnam era veteran status. INTRODUCTION Arizona State University is a research university with a very high research activity (Carnegie Research University/Very High). The doctoral program in Counseling Psychology at Arizona State University closely mirrors this function and adheres to the scientistpractitioner training model in preparing graduates for employment in academic and/or service delivery settings. Although faculty interests are diverse, there is a common emphasis on empirical data as the basis for professional practice. The program faculty has endorsed the Multicultural Counseling Competencies of the American Counseling Association ( and the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists and the Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients of the American Psychological Association ( The Counseling Psychology program is committed to the scientist practitioner model. One manifestation of that commitment is the three complementary functions of the program s state-of-the-art Counselor Training Center, namely service delivery, clinical training, and research. Research foci include: multiculturalism, at-risk populations, career development, retention in education, process/outcome in therapy, supervision, and training. The program is the 2006 recipient of the Suinn Minority Achievement Award from the American Psychological Association for our commitment to racial and ethnic minority issues in psychology. Our doctoral program in Counseling Psychology is accredited by the American Psychological Association. Although the content of our program is consistent with the licensure requirements of most states, it is wise to determine the exact requirements of the state in which one intends to reside. PROGRAM OBJECTIVES Our program seeks to train scientist-practitioners who will manifest the highest standards of excellence and cultural competency in academic and/or service delivery settings. Consequently, we provide extensive course work and other learning opportunities in all areas relevant to the counseling psychology profession. These include:

39 A general psychology core consisting of the traditional substantive areas supplemented by seminars in ethics, and history and systems. An extensive empirical-foundations sequence that is fully adequate for enabling graduates to conduct independent scholarly inquiry, as well as to evaluate aspects of professional practice. A counseling theory and method curriculum that fosters a full array of assessment and intervention skills, ensures competence in the core areas of counseling psychology such as career development field, multicultural competencies, and encourages the acquisition of specialized counseling capabilities. A counseling practice curriculum consisting of practica, fieldwork placements, externships, and internships that allow for the acquisition and display of counseling skills with diverse client populations and problems. Opportunity to attain and demonstrate instructional, supervisory,and consultation skills appropriate for counseling psychologists. Students should be aware that self-exploration and self-knowledge are prerequisites for effective counseling, and many courses require students to engage in this self-reflection. We do not attempt to pre-select the specific career paths of our students. Rather we hope to provide our students with a sufficient critical mass of empirical and applied skills that will enable them to find success and satisfaction throughout the field of counseling psychology. Some will opt to become researchers, others service providers, but all will be scientist-practitioners whose individual career decisions will be made on the basis of information and a broad repertoire of obtained competencies. TRAINING VALUES OF THE COUNSELING AND COUNSELING PSYCHOLOGY PROGRAMS The Counseling and Counseling Psychology Programs at Arizona State University subscribe, and expect all students to subscribe, to the current ethical standards of the counseling and psychology professions (ACA, 2014; APA, 2010). These standards apply to all aspects of professional behavior, including (but not limited to) the practice of counseling and psychotherapy, supervision, teaching, research, consultation, and collegial relations. In addition, the Programs are committed to creating and maintaining a positive training climate that (a) allows for open inquiry, free expression, and effective conflict resolution, and (b) promotes the understanding and affirmation of all aspects of human diversity. The specific implications of this position are elaborated as follows: 1. Freedom of expression is protected and encouraged. Students are expected to express themselves in a professionally responsible manner that demonstrates respect for others. Certainly, people may differ regarding whether particular communications are respectful. Students are urged to work through such difficult situations by maintaining an open mind, respect and empathy for others, and a commitment to continuing the dialogue. When necessary, faculty may play a facilitative role in these difficult dialogues. 2. An essential part of training is understanding and appreciating all aspects of human diversity, including sexual orientation, gender, race/ethnicity, cultures, language, religion, spirituality, economic status, ability, and age. Students are expected to use their training to free themselves, as much as possible, from prejudice related to any of these aspects of diversity. Again, people may differ regarding what constitutes prejudice, and students are encouraged to work through these issues in the manner described in Point 1 above. Unprotected forms of expression threats, verbal abuse, and harassment are not tolerated, and will be considered grounds for disciplinary action within the Programs. There are no acceptable excuses for such behavior; therefore, students are cautioned about what they may say as a joke or in the heat of the moment. 3. Throughout their training, students should expect to work with colleagues and clients who are different from themselves. Learning to work with different kinds of people is a central goal of professional training. Students who have difficulty in working with particular kinds of clients must address and resolve these difficulties in supervision. 4. It is not acceptable for students to refuse to work with clients simply because the clients belong to a particular category of people (see Point 2 above). Nor is it acceptable for students to cite their own values as grounds for refusing to work with clients who are different for example, As a separatist, I refuse to work with men. Students who take such positions do not belong in the Counseling and Counseling Psychology Programs at ASU. THE DOCTORAL CURRICULUM To keep our programs current, faculty revise requirements from time to time. If your decision to apply for the program is based on specific course requirements, please be sure you have the latest program description before you accept any offer for admission and 39

40 register for classes. 40 The faculty reserve the right to make modifications to the program, curriculum, and exams to better address student, faculty, program, university and/or community needs. We are frequently asked about the applicability of graduate work at other institutions in meeting doctoral program requirements in Counseling Psychology at Arizona State University. Because the actual content of similarly named courses at other institutions may vary, honoring such credit is not routine. If pre-existing mastery of a given requirement is clearly demonstrable, after admission the student may submit a formal petition to the advisor in which, for example the syllabi and competencies achieved in previous course work are compared with a current requirement. Formal testing out may be necessary. Under no conditions will previous practica from other institutions or work experience be applied to meeting the APA-mandated practicum requirements of our program. Students can complete a Master of Arts (MA) degree en route to the PhD degree. This requires 30 credits of coursework normally taken as a PhD student and completion of the Master s thesis (CPY 599). Students wishing to complete a Master of Counseling (MC) degree en route to the PhD must fulfill all requirements of the MC program s research option described in the Master of Counseling brochure. Our doctoral curriculum typically requires three to seven years of full-time graduate study plus a year-long internship in an APAapproved setting. Each of these years involves course work pertaining to theory, research, and practices in Counseling Psychology. Students are expected to maintain full-time status while in the program, though exceptions may be made in consultation with the faculty. Full-time status involves being registered for at least 9 credits per semester in the course work years. This requirement applies only to the academic year and not summer sessions. At a minimum, students are required to complete two years of course work in residence at Arizona State University. ENROLMENT AND ATTRITION Time to Completion for all students entering the program Outcome Total number of students with doctoral degree conferred on transcript Mean number of years to complete the program Median number of years to complete the program Year in which Degrees were Conferred Time to Degree Ranges N % N % N % N % N % N % N % N % Students in less than 5 years Students in 5 years Students in 6 years Students in 7 years Students in more than 7 years Prior Graduate Work: Students can waive coursework if they can demonstrate that they have completed an equivalent course as part of a degree program. Students can also count up to 12 credits of equivalent courses taken prior to admission that is not part of a formal degree program. Dpeending upon the amount of waivers, the time to degree is shorter. Total

41 Attrition Variable Students for whom this is the year of first enrollment (i.e. new students) Students whose doctoral degrees were conferred on their transcripts Students still enrolled in program Students no longer enrolled for any reason other than conferral of doctoral degree Year of First Enrollment N % N % N % N % N % N % N % Licensure Outcome 2004 to 2014 The total number of program graduates (doctoral degrees conferred on transcript) between 2 and 10 years ago The number of these graduates (between 2 and 10 years ago) who became licensed psychologists in the past 10 years Licensure percentage 97% Curriculum Our doctoral curriculum can be described from two perspectives. The first provides an overview of how the course work might be experienced on a semester-by-semester basis. The second details how the course work derives from APA criteria and the discipline of Counseling Psychology. Curriculum Perspective 1: Possible Sequence of Courses Year Fall Spring Summer 1 CPY 702 Research Methods in Counseling Psychology CED 522 Theories of Counseling and Psychotherapy CED 577 Counseling Prepracticum CDE 597/EDP 552 Multiple Regression and Correlations and Methods CPY 645 Professional Issues and Ethics CPY 691 Seminar - Professional Development (Brown Bag) (1) CPY 701 Science & Practice of Counseling Psychology CED 567 Group Dynamics and Counseling CED 545 Analysis of the Individual CPY 691 Seminar - Professional Development (Brown Bag) (1) CDE 598/EDP 554 Analysisof-Variance Methods CPY 599 Thesis CPY 671 Multicultural Counseling CED 680 Practicum (Beginning) (6) 2 CED 534 Occupations and Careers CPY 780 Practicum (Advanced) CED 523 Psychological Tests CPY 780 Practicum CPY 691/EDP 503 Introduction to

42 CPY 676 Social Bases of Behavior CPY 691 Seminar - Professional Development (Brown Bag) (1) CPY 599 Thesis 3 CPY 783 Fieldwork CPY 691 Biobases of behavior CED 529 Lifespan Human Development CPY 670 Individual Differences CPY 651 Personality Assessment (Advanced) CPY 677 Advanced Counseling CPY 691 Seminar - Professional Development (Brown Bag) (1) CPY 599 Thesis CED 783 Fieldwork CPY 679 History and Systems of Psychology EDP 540 Theoretical Views of Learning Multicultural Elective 4 CPY 783 Fieldwork CPY 644 Psychology of Careers CPY 678 Supervision Theory Statistics Elective CPY 783 Fieldwork ECPY 660 Prevention & Consultation Statistics Elective Other Elective 5 CPY 791 Supervision Practicum CPY 799 Dissertation CPY 791 Supervision Practicum CPY 799 Dissertation 6 CPY 784 Internship (1) CPY 784 Internship (1) Curriculum Perspective 2: Curriculum Requirements and Rationale Qualitative Research 42 Our Counseling Psychology Program can be roughly divided into four basic domains: General Psychology Core, Empirical Foundations, Counseling Theory and Method, and Counseling Practice. We have attempted to integrate these domains by providing simultaneous course work in each throughout all years of doctoral study. Moreover, a number of our courses address more than one domain. Nevertheless, categorizing our course work in this manner facilitates discussion of curriculum requirements. This list of courses is not exhaustive. Domain 1: Counseling Essentials CED 522 Theories of Counseling and Psychotherapy CED 545 Analysis of the Individual CED 577 Counseling Prepracticum CPY 671 Multicultural Counseling CED 534 Occupations and Careers CED 567 Group Dynamics and Counseling CPY 645 Professional Issues and Ethics CED 523 Psychological Tests Domain 2: General Psychology Core Our program provides foundation courses in history and systems of psychology (CPY 679) as well as domain specific courses on the different psychological bases of behavior: biological, social, cognitive-affective, individual differences, and developmental. These topics are also integral components of advanced professional course work and experiences. Students must complete at least one 3- hour course in each of these core areas of psychology: Biological Bases of Behavior IBC 609 Clinical Neuropathophysiology CPY 691 Biobases of Behavior Social Bases of Behavior Individual Bases of Behavior CPY 670 Individual Differences Developmental Bases of Behavior

43 CPY 676 Social Bases of Behavior CED 529 Lifespan Human Development Cognitive-Affective Bases of Behavior EDP 540 Theoretical Views of Learning CDE 591: Cognitive Perspectives on Learning and Development 43 Faculty may approve alternative courses to fulfill these domain requirements. Completion of these requirements is consistent with the accreditation criteria of the APA and enables graduates to meet the specific licensure requirements of most states. Since some states now require six credits in each of the core psychology areas, students are advised to consider completing one or more courses in these areas. Domain 3: Empirical Foundations Our empirical foundations requirement consists of 18 semester credits beginning with the CDE 597/EDP 552 Multiple Regression and Correlation Methods and CDE 598/EDP 554 (Analysis-of-Variance Methods). Three other courses are also required. EDP 503 Introduction to Qualitative Research may be taken anytime. Students are expected to enroll in the CPY 702 Research Methods in Counseling Psychology and CPY 701 Science and Practice of Counseling Psychology year-long research sequence in their first year. The final required course may be chosen from the following list or other similar courses can be substituted with faculty approval. EDP 652 Multivariate Procedures for Data Analysis CDE 591/EDP 654 Structural Equation Modeling in Educational Research Master s Equivalency Research Requirements: It is essential that students make steady progress in their development as researchers, just as they do in their development as counselors. Therefore, students should complete a number of research projects while in the program that lead to presentations at professional meetings and publications in referred journals. Toward this end, we require that students participate substantively in at least one research project prior to taking comprehensive examinations. Substantive participation means that students take a primary or fully collaborative role in conceptualizing, designing, and implementing the research project; in analyzing the data; and in writing up the research report for submission to a professional meeting or journal. Acceptance of the report for presentation or publication is not a part of this requirement. Students will work with their advisor/committee members to fulfill this requirement. Students defend their research before their committee members. All doctoral students are required to complete the thesis/thesis equivalency by May 15 of the second year. Failure to complete this will result in the student being allowed to enroll only in practicum or fieldwork (if already committed) and thesis credit until the thesis is done. Also students who do not complete the thesis within this time span will not be supported on any program assistant lines (e.g., RA or TA lines) until the thesis is completed. Domain 4: Counseling Theory and Method This domain is broken down into five substantive areas important to the research and practice of counseling psychology. Students are expected to take at least 1 course in each of the five areas. Specific courses (other than those required) are approved by the advisor on the basis of the student s goals. The areas (with sample courses listed) are: Counseling Theory and Intervention CPY 677 Advanced Counseling* CPY 678 Supervision Theory* CED 672 Marriage & Family Counseling CPY 591, 691, 791 Advanced Seminars Psychological Assessment CPY 651 Personality Assessment* EDP 560 Individual Intellectual Assessment CPY 591, 691, 791 Advanced Seminars Career Psychology of Counseling Consultation/Prevention CPY 660 Prevention & Consultation* CPY 691 Grant Writing and Grant Makers: The Washington Context CPY 675 Health and Wellness Counseling CPY 591, 691, 791 Advanced Seminars Multicultural Diversity CPY 674 Counseling Women CPY 591, 691, 791 Advanced Seminars SWG 591 Lesbian, Gay & Bisexual Issues CPY 650 Counseling Latinos

44 CPY 644 Psychology of Careers CPY 591, 691, 791 Advanced Seminars 44 *Required course. Various advanced seminars (CPY 591, 691, and 791) will be offered each semester on latest content in the field. Students are expected to specialize in one of the five areas and are thus required to take 3 courses in one of the above areas. Domain 5: Counseling Practice The course work and counseling experiences falling under this domain include CED 680 (Beginning Practicum), CPY 780 (Advanced Practicum), CPY 783 (Fieldwork), and finally, completion of an APA-approved Internship (CPY 784). Specific information on these components is below: Beginning Practicum. One semester CED 680 (6 credits) is required for students entering the program without a master s degree or without an approved previous practicum. Advanced Practicum. Two semesters of CPY 780 Practicum are required. Each practicum section is a 3-credit academic course directly supervised by a member of the Counseling Psychology faculty. Practicum is designed to provide the student with the APAminimum 400-hour experience over the course of an academic year. Practicum clients are seen in the Counselor Training Center, located on the fourth floor of Payne Hall. This well-equipped trainingtreatment facility is administered by our program and provides services to university and community populations. Fieldwork. Two semesters of CPY 783 are required. Fieldwork placements are advanced practica that occur in settings both on and off campus. Each section of fieldwork is a 3-credit academic course directly supervised by Counseling Psychology faculty and faculty associates. Fieldwork placements ensure training well beyond the APA-minimum 400-hours experience. The Training Committee must approve all fieldwork placements. An optional section of CPY 791 (supervision practicum) focusing on supervision is available for students who may be preparing for university faculty or supervisory positions. Some fieldwork sites require background checks, so all students should expect to undergo such background checks. Internship. Each student is required to complete a pre-doctoral internship (CPY 784) as part of the Counseling Psychology Training Program. The purpose of the internship is to provide the opportunity to apply new knowledge and skills with continuing supervision. The internship is considered a critical step for students preparing to function as independent doctoral-level professionals and, as such, is relevant even to those who have already had considerable practicum and/or employment experience. Students must arrange internship placements for themselves. All students are required to apply to internship via APPIC internship match services. If a student is not matched, he or she may petition the training committee to do an internship in a non-apaapproved setting. That petition must demonstrate how all APA internship guidelines will be met. We offer a one credit course to assist students in the internship application process. We are pleased to report that our students have routinely secured internships at highly respected APA-approved sites across the nation.

45 45 Internship Placement - Table 1 Students who obtained APPIC member internships that were not APA/CPA-accredited (if applicable) Students who obtained other membership organization internships (e.g. CAPIC) that were not APA/CPA-accredited (if applicable) Students who obtained internships conforming to CDSPP guidelines that were not APA/CPAaccredited (if applicable) Students who obtained other internships that were not APA/CPA-accredited (if applicable) Internship Placement - Table 2 Year Applied for Internship Outcome N % N % N % N % N % N % N % Students who sought or applied for internships including those who withdrew from the application process Students who obtained internships Students who obtained APA/CPA-accredited internships Year Applied for Internship Outcome N % N % N % N % N % N % N % Students who sought or applied for internships including those who withdrew from the application process Students who obtained paid internships Students who obtained half-time internships* (if applicable) The internship is taken after the completion of coursework, practica, and comprehensive exam portfolio assessment and after the dissertation proposal has been approved. Students further along in the data-analysis and writing phases may schedule their dissertation defense, but are not permitted to graduate until the internship is completed. Students must make a formal application to the faculty in the spring (May 1) prior to when they wish to apply for internship. The faculty then review student progress through the program and make a formal decision regarding readiness and formal approval to apply for internship. Students are required to have their dissertation proposal successfully defended by May 15 for the training director to be able to endorse the student as ready to the external internship agencies.. So students will need to make internship readiness applications and successfully defend their dissertation proposal by May 15 of the year prior to their applying for internships. INDEPENDENT PRIVATE PRACTICE Although we encourage our graduates to pursue licensure, our primary training objectives are to prepare students for academic, research, and/or practice careers in, for example, university and other service delivery settings. We do not view our program as appropriate for those applicants wishing to pursue a career in the independent private practice of psychology on a full-time basis.

46 Applicants to our program should also be aware that the independent private practice of psychology on even a part-time basis prior to graduation would be a violation of Arizona Revised Statutes and Now, it is the case that skills of a psychological nature are acquired in graduate programs such as counseling, special education, and social work. Graduates of these programs, who are in the independent private practice of their profession, are well within the law as long as they do not invoke the words Psychologist or Psychology to refer to themselves or their services. However, when graduates of such programs become doctoral students in Counseling Psychology, their professional identity becomes that of a psychologist-in-training, and we view the independent practice of that identity under another name as a violation of APA s Ethical Code. We are required to consider all facets of professional behavior in our annual reviews of student progress and to report any violations of APA ethical standards to future employers and licensing boards. FORMAL MONITORING OF STUDENT PROGRESS Because of the interpersonal skills essential to the conduct of Counseling Psychology practice, the faculty reserves the right to evaluate each student s suitability for continued training. Faculty meetings for the purpose of monitoring student progress on both academic and interpersonal competence indices are held once a year (twice for new students). The student is expected to maintain a grade point average consistent with Graduate Studies standards and achieve no less than satisfactory ratings from counseling practice supervisors. PROFESSIONAL DEVELOPMENT Doctoral students are encouraged to become active in the Doctoral Students Organization (DSO) and its various leadership activities. The DSO serves as a peer mentoring organization, as well as a networking vehicle for prospective students. Students are also encouraged to become student affiliates of the American Psychological Association and the American Counseling Association. Each year Counseling Psychology students make presentations of their research at local, regional, and national conferences. THE ADMISSIONS PROCESS Applicants to doctoral study in Counseling Psychology must first meet the admissibility standard referred to in the profession as the FRK index which is calculated by the following formula: FRK index = Undergraduate GPA (or Jr/Sr GPA) + (GREverbal + GREquant/400) The GRE score in this formula is the old GRE score ranging from The new GRE ranges from To use the new GRE score in the above equation, convert the new GRE into the old GRE and plug it into the above equation. Conversion table: A minimum FRK index of 5.5 is required for admission to graduate study. A FRK of 5.5 can be had, for example, by an undergraduate grade point average of 3.00 and Graduate Record Exam scores of 500 in both the verbal and quantitative areas. The FRK index formula permits higher GRE scores to compensate for lower GPA and vice-versa. As with most doctoral programs in Counseling Psychology, admission is highly competitive. We average about applications per year and accept around 8 students. Many applicants who have FRK scores in excess of 5.5 are not admitted because our faculty size is not large enough to provide proper training to all who qualify on this dimension. The average FRK index score of students admitted to doctoral study in Counseling Psychology over the past few years has been approximately 6.4; mean =Jr/Sr GPA, GRE verbal, and GRE quant scores comprising the FRK have been about 3.5, 540 and 570 respectively. Once accepted, the faculty work closely to help our students finish the program; our attrition rate is less than 10%. In recent years more women than men have applied and been admitted. Our ethnic minority representation is about 40%. The application deadline for Fall 2015 is December 15, To apply to the program, applicants must submit both the Graduate Degree application and the materials required by the Counseling Psychology program as directed in this section. Inquiries may be sent to [email protected]. 46 Graduate Application. The graduate degree application is submitted online. The application and details about Graduate Education requirements are on the Internet at This web site usually opens each September. It is the applicant s responsibility to peruse the application information and not overlook requirements that delay processing the application.

47 Applicants are also responsible for ensuring that their files are complete. 47 Supplemental Materials required by the Counseling Psychology program. The following materials are required by the program and are to be submitted online. Three letters of recommendation. We prefer that two of these letters be from persons familiar with your academic work, unless you have been away from school for many years. It is in your best interests to request that these letters address, in a detailed way, your interpersonal competence, your promise as a scientist practitioner, and your career goals (i.e., our evaluation criteria). As part of the application process, you will be asked if you do or do not waive your right to review the letter of recommendation sent on your behalf. Each recommender will be informed of your decision and asked to send their letter of recommendation electronically directly to ASU. Please upload the following to your application: A personal statement, no longer than 2 pages (single-spaced), that addresses your professional goals, preparation for doctoral training, and reasons for pursuing a doctorate in counseling psychology. Additionally, please describe your research interests and how these fit with both ASU s counseling psychology program and potential faculty advisors We also recommend that applicants contact at least one of the faculty with whom they are interested in working prior to submitting the application. A completed Biographical Information Form. An example of your expository writing (e.g., conference paper/abstract, research manuscript, literature review, or a paper you have completed for a course). In evaluating these samples, we look for evidence of scholarship and research potential as well as writing ability. Do not exceed 7 pages, double-spaced. For documents exceeding 7 pages, please select the excerpt that best highlights your scholarship, research potential, and writing ability. A Curriculum Vitae (CV) documenting work and research experience. All of your application materials must be submitted by December 15 in order to ensure consideration for admission the following fall semester. Keep in mind that processing takes time, so plan to take the GRE (and TOEFL if needed) well in advance of the deadline. It is the applicant s responsibility to make sure that all materials are sent to the correct offices early enough to be received by the deadline. Please [email protected] for questions not addressed in the handbook, or contact individual faculty members. Due to the large number of applicants, we cannot grant individual interviews. Faculty members do welcome your questions and will respond as time permits. Applicants please note, ONE (1) official transcript is required as part of the application process. The official transcript is to be sent directly to Graduate Admission Services ( A separate transcript is not needed for the program. Applicants applying from ASU s Master of Counseling program are required to have a thesis proposed to be considered for admission and to be completed prior to entry into the doctoral program.. Soon after the application deadline, the Admissions Committee identifies a pool of the most promising applicants for further evaluation. In addition to strong FRK scores the successful applicant will have 1) highly-developed expository writing skills, 2) recommendations indicating excellent interpersonal competence and outstanding potential as a scientist-practitioner, and 3) career aspirations congruent with faculty resources and program objectives. During the final phase of the selection process, finalists will be asked to participate in personal interviews and to provide additional evaluative data. In cases where a personal interview causes undue hardship, a telephone interview may be substituted. Interviews of applicants will occur on February 20, We will issue offers of admission shortly after interview day. In some cases, students will be offered a spot on our alternate list. Students offered admission have until April 15 to notify the program in writing of their decision to accept the offer of admission or not. Acceptance of an admissions offer means that the student has read the policies and procedures and agrees to abide by them. THE ADVISING PROCESS Students indicate the individuals with whom they wish to study on their application and then faculty select students whom they will advise. The advisor is responsible for assisting and guiding the student through the program. After the frist year, there is a formal evaluation process whereby the advising relationship is examined and mechanisms are provided for students to change is needed. If needed students can change advisors at any time in the program.. THE COMPREHENSIVE EXAM/PORTFOLIO ASSESSMENT The Written Comprehensive Portfolio of the Counseling Psychology Program is designed to establish essential tasks for students to demonstrate professional competencies outside the area of clinical practice. Practice is excluded from the portfolio because the

48 practicum, fieldwork, and internship experiences required of all students allow for the systematic development of clinical skills and the thorough evaluation of those skills. The portfolio establishes a comparable set of tasks and accompanying evaluations with which students can demonstrate competency in research and scientific writing, professional presentation, teaching, grant development, clinical supervision, case consultation, organizational consultation, and professional leadership. The portfolio itself consists of the documentation relevant to the completion of five tasks, as well as a copy of the Program of Study as filed with Graduate Education prior to submission of the completed portfolio. The required documentation in indicated below, along with the description of the tasks. The original portfolio is included in the student s official file in the Program Office; separate copies of the portfolio are kept by the student s advisor and the student. It is the student s responsibility to ensure that the portfolio is current at all times and that the original portfolio and the copies are completely consistent. The student is to obtain the advisor s signature on the Portfolio Completion Form attesting to the completion of the portfolio tasks. The first tasks of the portfolio include three required tasks and a choice of two of five others (One of these latter choices must be Option B or Option C). The first two required tasks comprise the written comprehensive. These are as follows: 48 Three Required Tasks Task 1. The student must serve as lead or sole author on a paper presented at a regional, national, or international professional conference. 2. The student must serve as lead or sole author on a research manuscript submitted to a national refereed journal; the manuscript must be deemed publishable by the student s advisor. 3. The student must serve as a teaching assistant for one semester. (Note that the student must actually assume a teaching role, not the role of an aide. Also this teaching must be face-to-face) Documentation Acceptance letter from the conference; page from conference program listing the presentation; copy of the paper. Written acknowledgement of receipt of the manuscript from the journal editor; memo from the student s advisor attesting that the manuscript is publishable; copy of the manuscript. (Note. It is not necessary that the manuscript be accepted for publication.) Course evaluations specifically attesting to the student s adequacy as a teacher; written feedback from a faculty member who has observed one class session, again attesting to the student s adequacy as a teacher; copy of the course syllabus. Two of the Following Five Tasks Required (Student must complete either option B or C) Task Documentation A. The student must serve as lead or sole author on Written acknowledgement of receipt of the grant a research or program grant (not a travel grant) from the agency to which it is submitted; memo submitted to an internal (university) or a principal from the student s advisor attesting that the grant in an application to an external agency. The grant meets the RFP stipulations; copy of the grant. must include a proposal and a budget. B. The student must supervise a master s-level counseling student for one semester of practicum, under the rubric of the supervision practicum in Counseling Psychology. Written feedback from the supervision course instructor attesting to the student s satisfactory supervision; satisfactory grade in the supervision course. C. Student must serve as a case consultant in the internship class where focus in placed on assisting students conceptualize their cases. Written feedback from the internship course instructor attesting to the student s satisfactory case conceptualization. In addition student must complete a 5-8 page paper detailing how the experience fit with case consultation theory. The adequacy of this paper is assessed by the advisor. D. The student must serve as an organizational Written feedback from the student s consultation

49 consultant, or co-consultant, with a faculty member, to an organization. This organization may be academic, professional, commercial, industrial, governmental, not-for-profit or the like. The consultation may include (but is not limited to) such strategies as needs assessment, training, conflict resolution and group facilitation. E. The student must serve in a professional leadership or advocacy role within the psychological profession for one academic year, as committee member of volunteer. DISSERTATION REQUIREMENTS supervisor attesting to the student s satisfactory work as a consultant; copies of any reports or materials developed (if these are not confidential). Letter from the student s supervisor in the association describing the student s activities; time log signed by supervisor. 49 General information on dissertation requirements appears in the Arizona State University Academic Catalog available at Everything you'll need to know about preparing a thesis or dissertation including the process, format guidelines, contact information, and the Format Manual is available Graduate Education also offers format advising whereby graduate students may direct specific inquiries to format advisors by to [email protected] or by making an appointment in Interdisciplinary B wing, room 170. PROFESSIONAL BEHAVIOR AND SOCIAL NETWORKS Students who use social networking sites (e.g., Facebook, Twitter, etc) and other forms of electronic communication should be mindful of how their communication may be perceived by clients, colleagues, faculty, and other mental health professionals. As such, students should make every effort to minimize visual or printed material that may be deemed inappropriate for a psychologist. To this end, students should set all security settings to private and avoid posting information/photos and/or using any language that could jeopardize their professional image. Students should consider limiting the amount of personal information posted on these sites and should never include information or comments about clients and/or students for whom they currently serve or have served as an instructor, clinical supervisor, and/or clinical consultant. Clients and current students should not be included as part of a personal social network (e.g., Facebook Friends), since doing so constitutes a boundary violation. Additionally, any information that might lead to the identification of a client or student represents a violation of confidentiality, which is a breach of the ethical standards that govern the practice of counselors, psychologists, and mental health professionals in training. Engaging in these types of actions could result in the student being dismissed from the program. CPY EVALUATION AND DISMISSAL POLICIES ROUTINE ANNUAL EVALUATION OF STUDENT PROGRESS Student progress through the program is assessed twice in the first year once at the end of each semester once a year thereafter, at the end of the academic year. First-year students do not turn in any paperwork for their first-semester review; the faculty simply holds a meeting to discuss their progress. But all students in the program, in anticipation of their year-end review submit to the advisor and the faculty head a completed Annual Review of Student Progress on or before the date announced by the faculty head in the spring semester. On the same date, students planning on applying for internship the following year also submit to the faculty head a completed CPY Internship Application Approval. After these forms have been submitted, and on a date designated by the faculty head, faculty meet to discuss student s progress through the program. The standard for satisfactory performance is regular progress through the program that is, all aspects of the program are completed at the expected time and each aspect of the program is completed at a satisfactory level, as determined in advance for each aspect of the program (via course syllabi, practicum and field work evaluation criteria, master s thesis or equivalency standards, comprehensive examination portfolio documentation standards, internship evaluation criteria, and dissertation standards).

50 RECOMMENDED DISMISSAL FROM THE PROGRAM A recommended dismissal of a student from the program represents the determination of the faculty that the student has not demonstrated an expected level of performance in academic work (which includes clinical work) or in other critical areas of professional conduct and that the student is not to be given an opportunity (or an additional opportunity) to remediate the deficiency. Recommended dismissal may follow a period of probation, but it does not have to. 50 Rules regarding recommended dismissal of a student from the program include the following: First, the dismissal discussion is confidential. Second, the student may, but is not required to, appear before the faculty, or provide the faculty with a written statement, or both. Any oral or written statement by the student is expected to focus solely on the behavior at issue. Third, performance standards on which a recommended dismissal could be based are written and made available to students upon entering the program. These standards may be found in a variety of sources: Internal program documents include course syllabi, practicum and internship evaluation criteria, master s thesis or equivalency standards, and comprehensive examination standards. Documents external to the program include APA s (2010) Code of Ethics ( university regulations concerning academic or scientific misconduct, and Federal regulations regarding the conduct of research with human subjects, as administered by the Institutional Review Board at ASU. Documents external to the program, being subject to change at any time, always supersede internal program documents when there are discrepancies between them. Fourth, the dismissal recommendation is made by the faculty as a whole on a majority vote, based on examination of the evidence. Fifth, if the faculty s decision is in favor of dismissal, the recommendation to dismiss the student in communicated in writing to the student and to Graduate Education. The following paragraphs describe five circumstances that might be basis for dismissal. 1. Failure to maintain minimum academic standards. (a) Students are placed on academic probation whenever their cumulative graduate GPA drops below 3.0. Students on academic probation have one semester to raise the graduate GPA to 3.0 or above and thus return to good standing. Students failing to meet this requirement are not permitted to re-enroll unless this is recommended by the program and approved by Graduate Education; otherwise, they may be dismissed from the program. Students in the program who are on academic probation may also be placed on program probation. Permission to enroll while on program probation is determined by the faculty on a case by case basis. (b) As a matter of program policy, no grades of Incomplete may accrue while a student is on probation, and Incompletes received prior to the probationary period must be completed by the end of the probationary period. (c) Students on probation may not participate in practicum, internship, or any other clinical experience. Registration for any such clinical experience is contingent upon maintaining a cumulative GPA of 3.0 or above. Also to continue in the program, Graduate Education requires continuous enrollment (defined as being enrolled in fall and spring semesters) otherwise the student will be dropped and have to apply for readmission. 2. Unsatisfactory performance in counseling practicum, field work, or internship. Students who receive an unsatisfactory performance evaluation from their clinical supervisor or the faculty member assigned to the clinical experience may, upon review by the faculty, be dismissed from the program for failure to meet the program s expectations for the quantity or quality of clinical work or supervision. A student may also be dismissed for an ongoing failure to accept supervision. 3. Unethical or unprofessional conduct. Students are referred to APA s (2010) Code of Ethics, as well as to university regulations concerning academic or scientific misconduct and Federal regulations regarding the conduct of research with human subjects, as administered by the Institutional Review Board at ASU. Substantial violation of any of these documents or other applicable professional standards, as determined by the faculty, may result in dismissal from the program. As noted above, documents external to the program, being subject to change at any time, always supersede internal program documents when there are discrepancies between them.

51 4. Circumstances that interfere with training or threaten client welfare. Student conduct that, in the opinion of faculty, obstructs or threatens the training of fellow students or the welfare of clients, students, faculty, or supervisors may result in student dismissal from the program. 5. Felony conviction that affects ability to practice or be licensed. Students whose conduct, within or outside the program, has resulted in a felony conviction that would preclude licensure in Arizona as a counselor may be dismissed from the program. 51 ACADEMIC INTEGRITY ASU has very clear definitions of academic integrity ( Below is a copy of some of those policies. The ASU student academic integrity policy lists violations in detail. These violations fall into five broad areas that include but are not limited to: 6. Cheating on an academic evaluation or assignment. 7. Plagiarizing (This includes self-plagiarism) 8. Academic deceit, such as fabricating data or information. 9. Aiding academic integrity policy violations and inappropriately collaborating. 10. Falsifying academic records. Violation of these standards can result in course failure or expulsion from the program. ACADEMIC APPEALS POLICY Students who are enrolled in a University College or School of Letters and Sciences course and believe they have been unfairly or improperly graded may be assured of just treatment and fair consideration through the processes described in this document. Any such grievance must be started within the regular semester immediately following the course at issue, whether the student is enrolled in the university or not. The grievance procedures do not deal with matters that properly belong in personnel proceedings. Primary Procedures 1. Initially, the aggrieved student should communicate with the faculty member concerned and discuss the problem openly. 2. If this discussion does not result in a satisfactory resolution, the student may appeal to the faculty head or professor in charge of the instructor's area who will employ the area s procedures to resolve the grievance. If the grievance has not been successfully cleared at this time, the student may request that the grievance be referred to the Office of the Dean, who will forward the case to an Academic Grievance Committee. The committee will convene for the specific purpose of hearing a student academic grievance as needed. Secondary Procedures 1. The student must file a written statement of the grievance with the dean. The grievance must include a description of the specific events, actions, course and grade (if applicable), relating to the grievance and the resolution the student is seeking. 2. If deemed appropriate by the dean, three-person Academic Grievance Committee will be formed. The Dean will also appoint a committee chair who will: a. Notify the student that all further communication related to the grievance should be made with the chair of the panel.

52 b. Forward a copy of the grievance to the faculty member against whom the grievance is filed and request the instructor to file three copies of a written response with the panel chair within seven (7) days after receiving a copy of the grievance. c. Forward a copy of the student grievance and faculty response to the faculty head of the area offering the course and ask that administrator to provide an opinion on the case at hand to the committee within seven (7) days after receiving a copy of the two documents. 3. The committee chair will: a. Forward copies of the grievance, the instructor s response to the student, and the response from the faculty head to the other members of the panel. b. Schedule a hearing, which may consist of one or more meetings with the student and the instructor, to hear the positions of the student and instructor respectively, related to the grievance. The first meeting will be scheduled no later than 30 days after the panel chair received the grievance. 4. If the student or instructor believes a member of the panel should not participate, based on perceived or actual bias or conflict of interest, the student or instructor may request, in writing, that the panel member be excused and the dean will appoint another member of the faculty to serve on the committee. If a designated committee panel member believes he or she has a bias or conflict of interest which would negatively impact on the ability to decide the grievance fairly, the panel member will excuse himself or herself, notify the dean, and the dean will appoint a new panel member. 5. The student and instructor may provide documents to the panel for review and consideration, if three (3) copies of the documents are provided to the panel chair at least 10 days before the first scheduled date of the hearing. However, the chair of the panel will advise the student and the instructor that the panel will only consider documents that specifically relate to the grievance and response. The panel chair will retain one set of documents and forward the other two sets to the other two panel members at least seven (7) days before the hearing. 6. In keeping with the Family Education and Privacy Rights Act, if the grievance involves the grievant's grade, other matters, or information contained in the grievant s academic or educational records maintained by ASU, it is presumed that the student has consented to the review of such information by the filing of the grievance. In the event any information will be reviewed or provided to the panel related to grades or information contained in the educational records or academic files of students other than the grievant, such information is considered confidential under the Family Education and Privacy Rights Act and the panel shall proceed as follows: a. The panel will obtain the written consent of the students involved (other than the grievant) to review grades or information from their educational records, OR b. The chair of the panel will excise the names, social security numbers, addresses, and any other identifying information from the education records of the students involved (other than the grievant). 7. The hearing shall be conducted by the panel chair and shall be closed. Participants may be accompanied by an advisor of their choice. Advisors may make an oral statement on behalf of, and confer with, their advisee. Advisors may not directly address the committee or other participants. Arrangements for the order of appearance, for submission of materials, testimony, and related matters should be made through and by the panel chair. 8. At the hearing, the grievant will present his or her position first and try to do so within 30 minutes, including presentation of witness testimony and documentation. The chair may extend the time if necessary. The members of the panel may question the grievant during the presentations of their testimony. The instructor may question the student at the end of the presentation, but questioning should be limited to approximately 10 minutes or less. The chair may require the instructor to direct questions to the grievant through the chair. 9. The same process will be followed with the presentation of the instructor's case. 10. All questions should be related to the specific allegations of the grievance or statements in the response and the chair has final authority to judge relevancy. 11. The chair of the panel will digitally record the hearing and the digital file will be maintained by University College/School of Letters and Sciences for two years after the decision on the grievance is made. The student and/or instructor may record the meeting at their own expense and with their own equipment. 12. After the presentations of the grievant and instructor have concluded, each will be excused while the panel deliberates. 52

53 13. The chair of the panel shall prepare a written report with the recommendations of the majority of the panel for the dean. If there is disagreement among the panel, a minority report and recommendation may be submitted by the dissenting panel member to the dean. The report shall include: a. Identity of student grievant and instructor involved in the grievance. b. Date grievance and response were filed with the committee. c. Identity of the panel members who heard the grievance. d. Dates the panel met to conduct the grievance. e. Summary of the positions of the student and instructor. f. Summary of the testimony and documents presented. g. Conclusions of the panel. h. Recommendations of the panel. 14. The dean will take final action in each case after full consideration of the committee's recommendation. The dean, if any are recommended, may make grade changes. The dean shall inform the student, the instructor, the appropriate faculty head, the registrar, and the grievance committee of any action taken. SUPPLEMENTARY GENERAL INFORMATION RE-SPECIALIZATION The Counseling Psychology Program does not currently accept post-doctoral psychologists for re-specialization training. COSTS The costs of enrollment can be obtained at Tuition and fees are subject to annual approval by the Arizona Board of Regents. Current tuition and fees are listed below but can change. Always check the current costs. If students obtain graduate assistantship support, they are automatically considered in-state residents for tuition purposes. If the assistantship is.25 FTE, students earn $8,000 for the academic year and receive 50% off tuition remission in program supported assistantships. If the program supported assistantship is.50 FTE, students earn $16,000 and receive 100% tuition remission as well as health insurance coverage, if elected. For more information on costs and assistantship benefits, please refer tograduate Education web page: Program Costs Description st -year Cohort Cost Tuition for full-time students (in-state) 10,610 Tuition for full-time students (out-of-state) 19,530 Tuition per credit hour for part-time students (if applicable enter amount; if not applicable enter "NA" ) NA University/institution fees or costs 523 Additional estimated fees or costs to students (e.g. books, travel, etc.) FINANCIAL AID Information about and application forms for graduate assistantships and fellowships can be found at the web site: Doctoral students in Counseling Psychology in need of financial support are typically able to secure it throughout all years of doctoral study. Given the vicissitudes of funding opportunities, we cannot guarantee future financial support; nevertheless, past history suggests a favorable future. Applicants should indicate in a cover letter to the Admission Committee whether or not they are seeking financial aid and to which sources outside of our program (if any) they are also applying. Financial need has no bearing on our acceptance decisions; we extend offers of admission to our most promising prospects regardless of their ability to support themselves.

54 54 Applicants will be told whether an offer of admission is accompanied by a financial-support commitment for their first year. It is important to note that an applicant s acceptance of an offer of financial aid becomes binding in accordance with a resolution adopted by the Council of Graduate Schools in the United States. This resolution is supported by four granting agencies and 317 institutions of higher learning; it reads in part as follows: Acceptance of an offer of financial aid (such as graduate scholarship, fellowship, traineeship, or assistantship) for the next academic year by an actual or prospective graduate student completes an agreement which both student and graduate school expect to honor. In those instances in which the student accepts the offer before April 15, and subsequently desires to withdraw, the student may submit in writing a resignation of the appointment at any time through April 15. However, an acceptance given or left in force after April 15 commits the student not to accept another offer without first obtaining a written release from the institution to which a commitment has been made. Similarly, an offer by an institution after April 15 is conditional on presentation by the student of the written release from any previously accepted offer. It is further agreed by the institutions and organizations subscribing to the above Resolution that a copy of this Resolution should accompany every scholarship, fellowship, traineeship, and assistantship offer. The Council of Graduate Departments of Psychology has modified the resolution regarding offering an accepting financial aid after April 15 as follows: An acceptance given or left in force after April 15 commits the student not to solicit or accept another offer. Offers made after April 15 must include the proviso that the offer is void if acceptance of a previous offer from a department accepting this resolution is in force on that date. These rules are binding on all persons acting on behalf of the offering institution. FACULTY COUNSELING PSYCHOLOGY Bianca L. Bernstein (PhD, University of California, Santa Barbara), Professor Specialty: Broadening participation of women and minorities in science careers, gender and ethnic issues in counseling, online interventions, clinical supervision, preparing future faculty. Sample grants and publications: Bernstein, B. L. (Principal Investigator), Atkinson, R., & Bekki, J. ( ). Large Empirical Emerging Topics: CareerWISE II: Enhanced Resilience Training for STEM Women in an Interactive, Multimodal Web-Based Environment. National Science Foundation grant. NSF-DRL # CareerWISE resilience training: Prime, D. R.*, Bernstein, B. L., Wilkins, K. G.*, & Bekki, J. M. (in press). Measuring the advising alliance for female graduate students in science and engineering: An emerging structure. Journal of Career Assessment. Bekki, J. M., Smith, M. L., Bernstein, B. L., & Harrison, C. J. (2013). Effects of an online personal resilience training program for women in STEM doctoral programs. Journal of Women and Minorities in Science and Engineering, 19 (1), Bernstein, B. L. (2011). Managing barriers and building supports in science and engineering doctoral programs: Conceptual underpinnings for a new online training program for women. Journal of Women and Minorities in Science and Engineering. 17 (1), Chen, E. C., Bernstein, B.L. (2000). Relations of complementarity and supervisory issues to supervisory working alliance: A comparative analysis of two cases. Journal of Counseling Psychology, 47, [email protected]

55 55 Cynthia E. Glidden-Tracey (PhD, University of Illinois at Urbana-Champaign), Clinical Associate Professor Specialty: Issues of gender and culture in therapy, supervision, theories and treatment of addictions, interpersonal psychotherapy. Sample publications: Glidden-Tracey, C. (2005). Counseling and therapy with clients who abuse alcohol and other drugs: An integrative approach. Mahwah, NJ: Lawrence Erlbaum Associates. Tracey, T. J. G., Bludworth, J., & Glidden-Tracey, C. E. (2012). Are there parallel processes in psychotherapy supervision? An empirical examination. Psychotherapy, 49, DOI: /a Glidden-Tracey, C.E., & Parraga, M.E. (1996). Assessing the structure of vocational interests among Bolivian university students. Journal of Vocational Behavior, 48, Glidden-Tracey, C.E., & Wagner, L. (1995). Gender salient attribute x treatment interaction effects of ratings of two analogue counselors. Journal of Counseling Psychology, 42, [email protected] Judith Homer (PhD, University of Oklahoma), Clinical Associate Professor Specialty: Treatment of sexual abuse, counseling women, conflict management, clinical practice consultation. [email protected] John J. Horan (PhD, Michigan State University), Professor Specialty: Cognitive-behavioral and internet interventions, experimental methodology. Sample publications: Horan, J. J. (2010). Research and development activity in the Virtual Counseling Center. Journal of Career Assessment,18, Horan, J.J. ( ) The Virtual Counseling Center. CRESMET. Arizona State University, Tempe. Maurico, A.M., Dillman-Carpentier, F., & Horan, J.J. (2005). An experimental evaluation of an Internet-delivered conflict resolution curriculum in a secondary school setting. Journal of School Violence Prevention. 4(3), Sheehy, R.S. & Horan, J.J. (2004). The effects of stress-inoculation training for first year law students. International Journal of Stress Management, 11, [email protected] Gulsah Kemer (PhD, University of North Carolina, Greensboro), Assistant Professor Specialty: Clinical supervision, supervisor education and training, counselor education and training, assessment and research in counseling, developmental counseling and therapy.

56 56 Sample publications: Rowell, P. C., Mobley, A. K., Giordano, A., & Kemer, G. (In press). Examination of a group counseling model of career decisionmaking with college students. Journal of College Counseling. Kemer, G., & Atik, G. (2011). Hope and social support in high school students. Journal of Happiness Studies. doi: /s z Kemer, G., & Myers, J. E. (2011). Application of Developmental Counseling and Therapy to Turkish college students. Procedia- Social and Behavioral Journal, 30, doi: /j.sbspro Wester, K., Borders, L. D., Pehrsson, D., Briggs, C., & Kemer, G. (2010). ACES INFORM 2009: Energy, effect and expectations. ACES Spectrum, Spring [email protected] Richard T. Kinnier (PhD, Stanford University), Professor Specialty: Values and meaning-of-life issues. Sample publications: Kinnier, R.T., Kernes, J.L., Hayman, J.W., Flynn, P.N., Simon, E., & Kilian, L.A. (2007). Values most extolled in Nobel Peace Prize speeches. The Journal of Psychology, 14, Kinnier, R.T., Dixon Rayle, A., Barratt, T.M., & Moyer, E. (2008). Should universalism trump cultural relativism in counseling? Counseling and Values, 52, Kinnier, R.T., Kernes, J.L., Tribbensee, N.E., & VanPuymbroeck, C.M. (2003). What eminent people have said about the meaning of life. Journal of Humanistic Psychology, 43, Kinnier, R.T., Kernes, J.L., & Dautheribes, T.M. (2000). A short list of universal moral values. Counseling and Values, 45, [email protected] Sharon E. Robinson Kurpius (PhD, Indiana University), Professor and Training Director Specialty: Health psychology, ethics, and consultation. Sample publications: Pascal, B. & Robinson Kurpius, S. E., (2012). Perceptions of clients: Influences of client weight and job status. Professional Psychology: Research and Practice, 43, DOI: /a Rigali-Oiler, M. B. & Robinson Kurpius, S. E. (2013). Promoting academic persistence among racial/ethnic minority and Euro- American freshmen and sophomore undergraduates: Implications for college counselors. Journal of College Counseling, 16, DOI: /j x Sarma, A., Payakkakom, A. & Robinson Kurpius, S. E. (2012). Self-esteem, valuing of education, and academic stress among undergraduates in Thailand. Journal of Asia Pacific Counseling, 2,

57 Bordes-Edgar, V., Arredondo, A., Robinson Kurpius, S. E., & Rund. J. (2012). A longitudinal analysis of Latina/o students academic persistence. Journal of Hispanic Higher Education,10 (4), DOI: / [email protected] Ashley K. Randall (PhD, University of Arizona), Assistant Professor Specialty: Emotional coordination and coregulation in romantic couples; stress and dyadic coping; couples coping interventions and therapies. Sample publications: Randall, A. K., Post, J. H., Reed, R. G. & Butler, E. A. (in press). Cooperating with your romantic partner: Associations with interpersonal emotional coordination. Journal of Social and Personal Relationships. Butler, E. A. & Randall, A. K. (2013). Emotional coregulation in close relationships. Emotion Review, 5, Bodenmann, G. & Randall, A. K. (2012). Common factors in the enhancement of dyadic coping. Behavior Therapy, 43, Randall, A. K., Corkery, S. A., Duggi, D., Kamble, S. V. & Butler, E. A. (2011). We re having a good (or bad) day : Difference in emotional synchrony in married couples in the United States and India. Family Science, 2, Randall, A. K., & Bodenmann, G. (2009). The role of stress on close relationships and marital satisfaction. Clinical Psychology Review, 29, [email protected] Carlos E. Santos (Ph.D., New York University), Assistant Professor Specialty: Identity development across contexts (e.g., sociopolitical, peer networks, family and school experiences); measurement and development of multiple social identities (racial/ethnic and gender identity), particularly as it relates to psychological adjustment and academic achievement during adolescence; wellbeing of immigrant youth and families. Sample publications: Santos, C., Galligan, K., Pahlke, E., & Fabes, R. (in press). Gender stereotyping, boys achievement and adjustment during junior high school. American Journal of Orthopsychiatry. Santos, C. E., & Menjívar, C. (in press). Youth s perspective on Senate Bill 1070 in Arizona: The socio-emotional effects of immigration policy. Association of Mexican American Educators Journal. Santos, C., Menjívar, C., & Godfrey, E. (2012). Effects of SB 1070 on children. In L. Magaña (Ed.), Latino Politics and International Relations: The Case of Arizona's Immigration Law SB New York: Springer. [email protected]

58 58 Lisa B. Spanierman (PhD, University of Missouri, Columbia), Associate Professor Specialty: multicultural counseling competence, diversity in higher education, White individuals racial attitudes, racial microaggressions. Sample publications: Spanierman, L. B., Garriott, P. O., & Clark, D. A. (2013). Whiteness and social class: Intersections and implications. In W. M. Liu (Ed.), The Oxford handbook of social class in counseling (pp ). New York: Oxford University Press. Spanierman, L. B. & Soble, J. R. (2010). Understanding Whiteness: Previous approaches and possible directions in the study of White racial attitudes and identity. In J. G. Ponterotto, J. M. Casas, L.A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (3rd ed., pp ). Thousand Oaks, CA: Sage. Spanierman, L. B., Neville, H. A., Liao, H., Hammer, J., & Wang, Y. F. (2008). Participation in formal and informal campus diversity experiences: Effects on students racial democratic beliefs. Journal of Diversity in Higher Education, 1, Spanierman, L. B., Poteat, V. P., Wang, Y. F., & Oh, E. (2008). Psychosocial costs of racism to White counselors: Predicting various dimensions of multicultural counseling competence. Journal of Counseling Psychology, 55, Spanierman, L. B. & Heppner, M. J. (2004). Psychosocial Costs of Racism to Whites Scale (PCRW): Construction and initial validation. Journal of Counseling Psychology, 51, Terence J.G. Tracey (PhD, University of Maryland), Professor and Faculty Head Editor, Journal of Counseling Psychology Specialty: Interpersonal models of personality and psychotherapy, client-therapist interaction, development and structure of interests, supervision, and ethnic identity. Sample publications: Tracey, T. J. G., Wampold, B. E., Lichtenberg, J. W., & Goodyear, R. K. (2014). Expertise in psychotherapy: An elusive goal? American Psychologist, 69, DOI: /a Tracey, T. J. G., Bludworth, J., & Glidden-Tracey, C. E. (2012). Are there parallel processes in psychotherapy supervision? An empirical examination. Psychotherapy, 49, DOI: /a Tracey, T. J. G., Allen, J, & Robbins, S. B. (2012). Moderation of the relation between person-environment congruence and academic success: Environmental constraint, personal flexibility and method. Journal of Vocational Behavior, 80, DOI: /j.jvb Tracey, T.J.G. (2002). Personal Globe Inventory: Measurement of the spherical model of interests and competence beliefs. [Monograph]. Journal of Vocational Behavior, 60, Webpage: Alisia (Giac-Thao) T. Tran (PhD, University of Minnesota), Assistant Professor Specialty: Racism, discrimination, and bias; cultural socialization; financial/socioeconomic disparities; minority mental health. Sample publications:

59 Tran, A. T., & Lee, R. M. (in press). You speak English well! Asian Americans' reactions to an exceptionalizing stereotype. Journal of Counseling Psychology. Tran, A. T. (2013). Family contexts: Parental experiences of discrimination and child mental health. American Journal of Community Psychology, Tran, A. T., & Lee, R. M. (2011). Cultural socialization as a moderator of friendships and social competence. Cultural Diversity and Ethnic Minority Psychology, 17, [email protected] ASSOCIATED FACULTY Emeriti Faculty (still teach courses or serve on committees) G. Miguel Arciniega (Ph.D., University of Arizona) J. Jeffries McWhirter (Ph.D., University of Oregon) Affiliated Faculty (housed elsewhere but participate in the program) Jamie Bludworth (PhD, Arizona State University) Associate Director ASU Counseling Services) David W. Coon (PhD, Stanford University), Professor, Social and Behavioral Sciences Mary Dawes (PhD, Arizona State University), Director Academic and Career Exploration, University College Nicole A. Roberts, (PhD, University of California, Berkeley), Assistant Professor, Social and Behavioral Sciences Hyung Chol Brandon Yoo (PhD, University of Minnesota), Associate Professor, Asian Pacific American Studies and School of Social Transformation OTHER FACULTY Measurement, Statistics, and Methodological Studies Samuel B. Green (PhD, University of Georgia), Professor, School of Social and Family Dynamics Marilyn Thompson (PhD, University of Kansas), Associate Professor, School of Social and Family Dynamics Roy Levy (PhD, University of Maryland), Assistant Professor, School of Social and Family Dynamics Learning Sarah K. Brem (PhD, Northwestern University), Associate Professor, School of Social and Family Dynamics Jenefer Husman (PhD, University of Texas-Austin), Associate Professor, School of Social and Family Dynamics Jill Stamm (PhD, Arizona State University), Clinical Associate Professor, Teachers College Educational Technology Robert K. Atkinson (PhD, University of Wisconsin-Madison), Associate Professor, School of Computer Information & Decision Systems Engineering Faculty AssociatesMichael Lavoie (PhD) Alisa Bundy (PhD)

60 COUNSELING PSYCHOLOGY PHD ADMISSIONS FREQUENTLY ASKED QUESTIONS (FAQ) 60 What is the application deadline? Completed applications are due December 15. ALL materials must be RECEIVED by this date. It takes time to process files; therefore, it is wise to get your materials in 4-6 weeks before the deadline to ensure that all is ready for consideration. What standardized tests are required? The GRE is required. The advanced GRE is not required. The GRE can be scheduled through the internet Can I use past scores on the GRE? Yes, you can as long as the test was taken within the last 5 years. Can I apply to both the MC and PhD programs? Yes. Two online applications must be submitted to Graduate Education one for the MC and one for the PhD. Be sure and use the forms associated with the MC to submit items to the MC and the forms associated with the PhD to submit the required supplemental items to the PhD program. Is a specific undergraduate degree required? No. It is desired that students have general background knowledge in psychology and counseling, but this is not required. How many years does it take to complete the PhD? Most students complete the program in 5-6 years. How many credits should I take in my first semester? In general most full-time students take around credits (4-5 courses) in their first semester.

61 61 APPENDIX C Program of Study Checklist

62 CPY Coursework Checklist (to be completed in conjunction with the Program of Study (ipos) form) Course Title Credits Semester taken/planned or waived* (W) Domain 1: Counseling Essentials CED 522 Theories of Counseling & Psychotherapy 3 CED 534 Occupations and Careers 3 CED 545 Analysis of the Individual 3 CED 567 Group Dynamics and Counseling 3 CED 577 Counseling Prepracticum 3 CPY 645 Professional Issues and Ethics 3 CPY 671 Multicultural Counseling 3 CED 523 Psychological Tests 3 Domain 2: General Psychology Core (18 cr) CPY 679 History and Systems of Psychology 3 Grade Biological Bases 3 Cognitive-Affective 3 Social Bases 3 Individual Differences 3 Developmental Bases 3 Domain 3:Empirical Foundations (18 cr) CPY 701 CPY 702 CDE 597/EDP 552 CDE 598/EDP 554 CPY 691/EDP 503 One other course Sci & Pract of Coun. Psych Res. Meth. In Coun. Psych Multiple Regression & Corr. Methods Analysis-of-Variance Methods Introduction to Qualitative Research Masters Thesis (CPY 599) or Equivalency (attach letter certifying; CPY 792)

63 CPY Coursework Checklist (continued) 63 Course Title Credits Semester taken/planned or waived (W) * Domain 4:Counseling Psychology Grade 1. Counseling Theory/Methods CPY 677 CPY 678 Advanced Counseling Supervision Theory Assessment CPY 651 Personality Assessment 3 3. Career 3 4. Consultation/Prevention CPY 660 Prevention & Consultation 3 5. Diversity 3 Specialization (total of three courses in one of the above 5 areas) Specialization 1: Specialization 2: 3 3 CPY 691 (4 semesters) Professional Development 1 Professional Development 2 Professional Development 3 Professional Development Domain 5: Counseling Practice CED 680 CPY 780 CPY 783 CPY 784 Beginning Practicum Advanced Practicum Fieldwork Internship Dissertation Total Credits Dissertation * If waiver of course obtained attach a copy of the letter certifying waiver of program requirement. Note waiver only refers to not needing to take a program requirement. The Grad College total hours requirements still hold. The program requires that a student attain at least a grade of B (inclusive of the entire range of B grades) to demonstrate competence in any course. If a grade lower than a B is obtained, the student can be required to retake the course or demonstrate competence in a manner determined by the program.

64 64 APPENDIX D CPY Program Sequence Map

65 PhD in Counseling Psychology Curriculum: Possible sequence of courses for students entering without a Master s degree (Students with Master s degree will have to document equivalency of these courses) 65 Year 1 Fall hours notes CPY 702 Research Methods in Counseling Psychology 3 CED 522 Theories of Counseling and Psychotherapy 3 CED 577 Counseling Prepracticum 3 CDE 597/EDP 552 Multiple Regression & Corr. Methods 3 if have an undergraduate statistics Course, otherwise COE/502 CPY 645 Professional Issues/Ethics 3 CPY 691 Seminar - Professional Development 1 Total 16 Year 1 Spring CED 545 Analysis of the Individual 3 CPY 701 Science & Practice of Counseling Psychology 3 CED 567 Group Dynamics and Counseling 3 CPY 691 Seminar - Professional Development 1 CPY 599 Thesis 2 CDE 598/EDP 554 Analysis-of-Variance Methods 3 Total 15 Year 1 Summer CPY 671 Multicultural Counseling 3 CED 680 Beginning Practicum 6 requires completion/concurrent enrollment in CED 522, 545, 534, & CPY 645 Total 6 Year 2 Fall CPY 670 Individual Differences 3 CED 534 Occupations and Careers 3 CPY 780 Advanced Practicum 3 CPY 676 Social Bases of Behavior 3 CPY 691 Seminar - Professional Development 1 CPY 599 Thesis 2 Total 15 Year 2 Spring CED 523 Psychological Tests 3 CPY 780 Advanced Practicum 3 Apply for fieldwork CPY 677 Advanced Counseling 3 CPY 691 Seminar - Professional Development 1 CPY 599 Thesis 2 Thesis must be completed by May 1 in order to be placed in fieldwork next year Total 15 Year 2 Summer CPY 691/EDP 503 Introduction to Qualitative Research 3

66 Year 3 Fall CPY 783 Fieldwork 3 CPY 691 Biobases of behavior 3 or equivalent CED 529 Lifespan Human Development 3 or equivalent CPY 678 Supervision Theory 3 CPY 651 Personality Assessment 3 Total Year 3 Spring CED 783 Fieldwork 3 CPY 679 History and Systems of Psychology 3 EDP 540 Theoretical Views of Learning 3 CPY 644 Psychology of Careers 3 Statistics elective 3 a course above EDP 554 Total 15 Year 4 Fall CPY 783 Fieldwork 3 Diversity Elective 3 Specialty Elective 3 CPY Dissertation 3 Total 12 Year 4 Spring Must apply for approval for CPY 783 Fieldwork 3 internship application-requires Elective 3 completed dissertation proposal CPY 660 Prevention and Consultation 3 by May 1 CPY 799 Dissertation 3 Total 12 Year 5 Fall CPY 791 Supervision Practicum 3 CPY 799 Dissertation 3 Elective 3 Total 12 Year 5 Spring CPY 791 Supervision Practicum 3 CPY 799 Dissertation 3 Elective 3 Total 9

67 67 Year 6 Fall CPY 784 Internship 1 Total 1 Year 6 Spring CPY 784 Internship 1 Total 1

68 APPENDIX E 68 M.A. Pass-through Degree Requirements

69 M.A. PASSTHROUGH DEGREE REQUIREMENTS 69 This degree is designed for Ph.D. students in counseling psychology who do not already have a master s degree and wish to obtain one while in progress toward the Ph.D. Specific course requirements are as follows: CED 522, Theories of Counseling and Psychotherapy (3 credits) CED 523, Psychological Tests (3 credits) CED 534, Occupations and Careers (3 credits) CED 567, Group Dynamics and Counseling (3 credits) CED 577, Counseling Prepracticum (3 credits) CED 680, Beginning Practicum (6 credits) CPY 645, Professional Issues and Ethics (3 credits) CPY 599 Thesis (6 credits) The program of study that must be submitted by the program for the M.A. is the Master s in Passing (MIP) Request (available from the Graduate College website, graduate.asu.edu/forms). This MIP request is to be submitted after student have completed credits to inform the Graduate College that the individual plans to complete the MIP. The student is then informed by the Graduate College to submit their MIP Program of Study form. Students will also need to petition to include CPY 599 (thesis) credit as it is not part of the PhD program. Upon complete of the courses, the student files a thesis defense form with the Graduate College and then files for graduation.

70 70 APPENDIX F ASU Counseling Psychology Practicum Training Plan

71 71 ASU Counseling Psychology Practicum Training Plan (The training plan is to assure the quality, breadth, and depth of the training experience. It provide a rationale for the experience in light of previous training experiences, to ensure that the overall practicum experience is organized, sequential, and meets the training needs of the trainee and the protection of the public) Counseling Trainee: Training Site: Total Hours of training per week: Total hours of training per year: Date Training began: Date Training ended: Time allotment: AT LEAST 50% SHALL BE SERVICE-RELATED (counseling,, assessment, interviews, documentation, seminars on applied issues, providing co-therapy, group supervision, case presentations, or consultations). AT LEAST 25% SHALL BE DEVOTED TO FACE-TO-FACE CLIENT CONTACT. Individual Counseling: Group Counseling: Assessment (including interviews): Individual Supervision: Group Supervision: Training (case presentations, seminars, group supervision, etc. Other:

72 Training Goals Objective 1: Objective 2: 2. Objective 1: Objective 2: 3. Objective 1: Objective 2: Methods of Evaluation: Supervision (Supervision will consist of at least one-hour per week of regularly scheduled face-to-face individual supervision and one-hour of group supervision. Over the time of the practicum, at least 75% of the supervision must be provided by a licensed psychologist and not more than 25% by a licensed mental health professional. Names, degree, and credential of supervisors:

73 Amount of time spent in supervision provided by a licensed allied mental health professional (cannot exceed 25% of time spent in supervision) 73 Supervisor(s) is/are licensed psychologists in AZ: Yes No Supervisor(s) is/are licensed mental health professionals in AZ: Yes No Supervisor(s) is/are on staff at site where experience takes place: Yes No (Student signature) date (Supervisor signature) date (Faculty supervisor signature) date

74 APPENDIX G 74 Clinical Competency Evaluation Form

75 Clinical Competency Rating Form ASU Counseling Psychology Program 75 Supervisee s name Course: Year Supervisor s name CED 680 Fall Supervisor s license CPY 780 Spring Site CPY 783 Supervisor/Evaluator: Indicate the developmental level* you are using as a comparison group to rate your expected level** of performance on each of the following competencies. Then circle the number that best reflects your evaluation of the supervisee s performance at that level on each of the following listed competencies. (Consult the Competency Benchmarks Document (provided as a separate reference) for more detail about essential components of readiness and behavioral anchors at each developmental level for each of the competencies listed below.) Circle one developmental level*: Readiness for Advanced Field Internship Practicum Placement not unsatis- needs expected above assessed factory improve- level** expected ment level A. FOUNDATIONAL COMPETENCIES 1. Professionalism a. Integrity b. Deportment c. Accountability d. Concern for the welfare of others e. Professional identity Reflective Practice a. Reflectivity b. Self-assessment c. Self-Care Scientific Knowledge and Methods a. Scientific mindedness b. Scientific foundation of psychology c. Scientific foundation of professional practice Relationships a. Interpersonal relationships b. Affective skills c. Expressive skills Individual and Cultural Diversity a. Awareness of self as shaped by diversity

76 76 not unsatis- needs expected above assessed factory improve- level** expected ment level b. Awareness of others as shaped by diversity c. Interaction of self and others as shaped by diversity d. Applications based on individual and cultural diversity Ethical/Legal Standards and Policy a. Knowledge of standards and Guidelines b. Awareness and application of ethical decision making c. Ethical conduct Interdisciplinary systems a. Knowledge of contributions of other professions b. Ability to function in multidisciplinary and interdisciplinary contexts c. Understands how participation in interdisciplinary collaboration enhances outcomes d. Respectful and productive relationship with individuals from other professions B. FUNCTIONAL COMPETENCIES 8. Assessment a. Measurement and Psychometrics b. Evaluation methods c. Application of methods d. Diagnosis e. Conceptualization and Recommendations f. Communication of findings Intervention a. Knowledge of interventions b. Intervention planning c. Skills d. Intervention implementation e. Progress evaluation Supervision a. Expectations and roles

77 not unsatis- needs expected above assessed factory improve- level** expected ment level 77 b. Processes and Procedures c. Skills development d. Awareness of factors affecting quality e. Participation in supervision process f. Ethical and legal issues Comments: Student s signature date Supervisor s signature date Printed name of student Printed name of supervisor

78 78 APPENDIX H Competency Evaluation Form-Advisor

79 Competency Rating Form--Advisor ASU Counseling Psychology Program 79 Student Semester: Year Year in program To be completed by the advisor. Indicate the developmental level you are using as a comparison group to rate your expected level of performance on each of the following competencies. Then circle the number that best reflects the evaluation of the student s performance at that level on each of the following listed competencies. (Consult the Competency Benchmarks Document (provided as a separate reference) for more detail about essential components of readiness and behavioral anchors at each developmental level for each of the competencies listed below.) Circle one developmental level*: Readiness for Readiness Readiness for Practicum for Field Internship Placement not unsatis- needs expected above assessed factory improve- level** expected ment level A. FOUNDATIONAL COMPETENCIES 1. Professionalism a. Integrity b. Deportment c. Accountability d. Concern for the welfare of others e. Professional identity Reflective Practice a. Reflectivity b. Self-assessment c. Self-Care Scientific Knowledge and Methods a. Scientific mindedness b. Scientific foundation of psychology c. Scientific foundation of professional practice Relationships a. Interpersonal relationships b. Affective skills c. Expressive skills Individual and Cultural Diversity a. Awareness of self as shaped by diversity

80 80 not unsatis- needs expected above assessed factory improve- level** expected ment level b. Awareness of others as shaped by diversity c. Interaction of self and others as shaped by diversity d. Applications based on individual and cultural diversity Ethical/Legal Standards and Policy a. Knowledge of standards and Guidelines b. Awareness and application of ethical decision making c. Ethical conduct Interdisciplinary systems a. Knowledge of contributions of other professions b. Ability to function in multidisciplinary and interdisciplinary contexts c. Understands how participation in interdisciplinary collaboration enhances outcomes d. Respectful and productive relationship with individuals from other professions B. FUNCTIONAL COMPETENCIES 8. Assessment a. Measurement and Psychometrics b. Evaluation methods c. Application of methods d. Diagnosis e. Conceptualization and Recommendations f. Communication of findings Intervention a. Knowledge of interventions b. Intervention planning c. Skills d. Intervention implementation e. Progress evaluation Supervision a. Expectations and roles

81 81 not unsatis- needs expected above assessed factory improve- level** expected ment level b. Processes and Procedures c. Skills development d. Awareness of factors affecting quality e. Participation in supervision process f. Ethical and legal issues Consultation a. Role of consultant b. Addressing referral question c. Communication of findings d. Application of methods Research evaluation a. Scientific approach to knowledge generation b. Application of scientific method to practice Teaching a. Knowledge b. Skills Management-administration a. Management b. Administration c. Leadership d. Evaluation of management and leadership Advocacy a. Empowerment b. Systems Change Comments: Student s signature date Advisor s signature date Printed name of student Printed name of advisor

82 82 APPENDIX I Teaching Competency Rating Form

83 Teaching Competency Rating Form ASU Counseling Psychology Program 83 Student Semester: Year Year in program To be completed by the observer. Indicate the developmental level you are using as a comparison group to rate your expected level of performance on each of the following competencies. Then circle the number that best reflects the evaluation of the student s performance at that level on each of the following listed competencies Circle one developmental level*: Readiness Readiness Readiness for Structured for Teaching Independent teaching Teaching w/ structure *Structured teaching is teaching a course will all materials provided *Teaching with some structure is teaching a course wth the content and syllabi generally provided but with a good deal of autonomy about how to teach the content *Independent teaching is where student can effectively teach a course entirely on own unsatisneeds expected above assessedfactoryimprove-level**expected ment level A. FOUNDATIONAL COMPETENCIES 11. Structure a. Syllabus clarity b. Syllabus structure c. Evaluation clarity Knowledge of content B. FUNCTIONAL COMPETENCIES 1. Classroom Management a. Involve students b. Maintain class decorum c. Observe time parameters Content Presentation a. Lecturing ease b. Clarity of lecture c. Appropriateness of examples d. Use of Media not Comments:

84 84 Student s signature date Observer s signature date Printed name of student Printed name of observer

85 85 APPENDIX J Competency Benchmark Document

86 Competency Benchmarks Document 86 Foundational Competencies Professionalism: Professional values and ethics as evidenced in behavior and comportment that reflects the values and ethics of psychology, integrity, and responsibility. Developmental Level A. Integrity - Honesty, personal responsibility and adherence to professional values Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Understanding of professional values; honesty, personal responsibility Work as psychologist-in-training infused with adherence to professional values. Recognizes situations that challenge adherence to professional values Continually monitors and independently resolves situations that challenge professional values and integrity Demonstrates honesty, even in difficult situations Takes responsibility for own actions Displays basic understanding of core professional values Demonstrates ethical behavior & basic knowledge of APA Ethical Principles & Code of Conduct: see below: Foundational Competency: Ethical-legal standards-policy Demonstrates knowledge of professional values Demonstrates adherence to professional values Identifies situations that challenge professional values, and seeks faculty/supervisor guidance as needed. Demonstrates ability to share, discuss and address failures and lapses in adherence to professional values with supervisors/faculty as appropriate B. Deportment Articulates professional values Takes independent action to correct situations that are in conflict with professional values Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Understands how to conduct oneself in a professional manner Professionally appropriate communication and physical conduct, including attire, across different settings Consistently conducts self in a professional manner across and settings and situations Demonstrates appropriate personal hygiene and attire Distinguishes between appropriate and inappropriate language and demeanor in professional contexts Demonstrates awareness of the impact behavior has on client, public and profession Utilizes appropriate language and demeanor in professional communications Demonstrates appropriate physical conduct, including attire, Verbal and nonverbal communications are appropriate to the professional context including in challenging interactions

87 consistent with context 87 C. Accountability Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Accountable and reliable Consistently reliable; consistently accepts responsibility for own actions Independently accepts personal responsibility across settings and contexts Turns in assignments in accordance with established deadlines Demonstrates personal organization skills Plans and organizes own workload Aware of and follows policies and procedures of institution Completes required case documentation promptly and accurately Accepts responsibility for meeting deadlines Available when on-call Acknowledges errors Utilizes supervision to strengthen effectiveness of practice Behavioral Anchor Works to fulfill client-provider contract Enhances productivity Holds self accountable for and submits to external review of quality service provision D. Concern for the welfare of others Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Awareness of the need to uphold and protect the welfare of others Consistently acts to understand and safeguard the welfare of others Independently acts to safeguard the welfare of others Behavioral Anchor Displays initiative to help others Articulates importance of concepts of confidentiality, privacy, informed consent Demonstrates compassion Regularly demonstrates compassion Displays respect in interpersonal interactions with others including those from divergent perspectives or backgrounds Determines when response to client needs takes precedence over personal needs E. Professional Identity Behavioral Anchor Communications and actions convey sensitivity to individual experience and needs while retaining professional demeanor and deportment Respectful of the beliefs and values of colleagues even when inconsistent with personal beliefs and values Acts to benefit the welfare of others, especially those in need Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Beginning understanding of self as professional, thinking like a psychologist Emerging professional identity as psychologist; uses resources (e.g., supervision, literature) for professional development Consolidation of professional identity as a psychologist; knowledgeable about issues central to the field; evidence of integration of science and practice

88 Has membership in professional organizations Demonstrates knowledge of the program and profession (training model, core competencies) Demonstrates knowledge about practicing within one s competence Understands that knowledge goes beyond formal training Attends colloquia, workshops, conferences Consults literature relevant to client care 88 Behavioral Anchor Keeps up with advances in profession Contributes to the development & advancement of the profession and colleagues Demonstrates integration of science in professional practice

89 89 Reflective Practice/Self-Assessment/Self-Care Practice conducted with personal and professional selfawareness and reflection; with awareness of competencies; with appropriate self-care Developmental Level A. Reflective Practice Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic mindfulness and selfawareness; basic reflectivity regarding professional practice (reflection-on-action); Broadened self-awareness; selfmonitoring; reflectivity regarding professional practice (reflectionon-action); use of resources to enhance reflectivity; elements of reflection-in-action; Reflectivity in context of professional practice (reflection-in-action), reflection acted upon, self used as a therapeutic tool Displays: problem solving skills, critical thinking organized reasoning intellectual curiosity and flexibility Demonstrates openness to: considering own personal concerns & issues recognizing impact of self on others articulating attitudes, values, and beliefs toward diverse others self-identifying multiple individual and cultural identities systematically reviewing own professional performance with supervisors/teachers Articulates attitudes, values, and beliefs toward diverse others Recognizes impact of self on others Self-identifies multiple individual and cultural identities Describes how others experience him/her and identifies roles one might play within a group Responsively utilizes supervision to enhance reflectivity Systematically and effectively reviews own professional performance via videotape or other technology with supervisors Initial indicators of monitoring and adjusting professional performance in action as situation requires Demonstrates frequent congruence between own and others assessment and seeks to resolve incongruities Models self-care Monitors and evaluates attitudes, values and beliefs towards diverse others Systematically and effectively monitors and adjusts professional performance in action as situation requires Consistently recognizes and addresses own problems, minimizing interference with competent professional functioning B. Self-Assessment Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Knowledge of core competencies; emerging selfassessment re: competencies; Broadly accurate selfassessment of competence; consistent monitoring and Accurate self-assessment of competence in all competency domains; integration of selfassessment evaluation of practice activities in practice; Demonstrates awareness of clinical competencies for professional training Develops initial competency goals for early training (with input from faculty) Self-assessment comes close to congruence with assessment by peers and supervisors Identifies areas requiring further professional growth Writes a personal statement of professional goals Identifies learning objectives for overall training plan Systemically and effectively reviews own professional Accurately identifies level of competence across all competency domains Accurately assesses own strengths and weaknesses and seeks to prevent or ameliorate impact on professional functioning Recognizes when new/improved competencies are required for effective practice

90 performance via videotape or other technology C. Self-Care (attention to personal health and well-being to assure effective professional functioning) Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Essential Component Understanding of the importance of self-care in effective practice; knowledge of self-care methods; attention to self-care Essential Component Monitoring of issues related to self-care with supervisor; understanding of the central role of self-care to effective practice 90 Essential Component Self-monitoring of issues related to self-care and prompt interventions when disruptions occur Demonstrates basic awareness and attention to self-care Works with supervisor to monitor issues related to self-care Takes action recommended by supervisor for self-care to ensure effective training Anticipates and self-identifies disruptions in functioning and intervenes at an early stage/with minimal support from supervisors Models self-care

91 91 Scientific Knowledge and Methods - Understanding of research, research methodology, techniques of data collection and analysis, biological bases of behavior, cognitive-affective bases of behavior, and development across the lifespan. Respect for scientifically derived knowledge. Developmental Level A. Scientific Mindedness Readiness for Practicum Readiness for Internship Readiness for Practice Critical scientific thinking Values and applies scientific methods to professional practice Independently applies scientific methods to practice Aware of need for evidence to support assertions Questions assumptions of knowledge Evaluates study methodology and scientific basis of findings Presents own work for the scrutiny of others Articulates, in supervision and case conference, support for issues derived from the literature Formulates appropriate questions regarding case conceptualization Generates hypotheses regarding own contribution to therapeutic process and outcome Performs scientific critique of literature Independently accesses and applies scientific knowledge & skills appropriately and habitually to the solution of problems Readily presents own work for the scrutiny of others B. Scientific Foundation of Psychology Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Understanding of psychology as a science Knowledge of core science Knowledge of core science Demonstrates understanding of core scientific conceptualizations of human behavior Demonstrates understanding of psychology as a science, including basic knowledge of the breadth of scientific psychology. For example: able to cite scientific literature to support an argument Evaluates scholarly literature on a topic Displays intermediate level knowledge of and respect for scientific bases of behavior Demonstrates advanced level of knowledge of and respect for scientific knowledge of the bases for behaviors C. Scientific Foundation of Professional Practice Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Understanding the scientific foundation of professional practice Knowledge, understanding, and application of the concept of evidence-based practice Knowledge and understanding of scientific foundations independently applied to practice Understands the development of evidence based practice in psychology (EBP) as defined by APA Applies EBP concepts in case conceptualization, treatment planning, and interventions Compares and contrasts EBP Reviews scholarly literature related to clinical work and applies knowledge to case conceptualization Applies EBP concepts in practice

92 Displays understanding of the scientific foundations of the functional competencies Cites scientific literature to support an argument Evaluates scholarly literature on a practice-related topic approaches with other theoretical perspectives and interventions in the context of case conceptualization and treatment planning. 92 Compares and contrasts EBP approaches with other theoretical perspectives and interventions in the context of case conceptualization and treatment planning

93 Relationships - Relate effectively and meaningfully with individuals, groups, and/or communities Developmental Level A. Interpersonal Relationships Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Interpersonal skills Listens and is empathic with others Respects and shows interest in others cultures, experiences, values, points of view, goals and desires, fears, etc. Demonstrates skills verbally and non-verbally. Receives feedback Forms and maintains productive and respectful relationships with clients, peers/colleagues, supervisors and professionals from other disciplines Forms effective working alliance with clients Engages with supervisors to work effectively Works cooperatively with peers Involved in departmental, institutional, or professional activities or governance Demonstrates respectful and collegial interactions with those who have different professional models or perspectives Develops and maintains effective relationships with a wide range of clients, colleagues, organizations and communities 93 Effectively negotiates conflictual, difficult and complex relationships including those with individuals and groups that differ significantly from oneself Maintains satisfactory interpersonal relationships with clients, peers, faculty, allied professionals, and the public. B. Affective Skills Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Affective skills Negotiates differences and handles conflict satisfactorily; provides effective feedback to others and receives feedback nondefensively Manages difficult communication; possesses advanced interpersonal skills Demonstrates affect tolerance Tolerates and understands interpersonal conflict Tolerates ambiguity and uncertainty Demonstrates awareness of inner emotional experience Demonstrates emotional maturity Listens to and acknowledges feedback from others Works collaboratively Demonstrates active problemsolving Makes appropriate disclosures regarding problematic interpersonal situations Acknowledges own role in difficult interactions Provides feedback to supervisor regarding supervisory process Provides feedback to peers regarding peers clinical work in context of group supervision or case conference Accepts and implements supervisory feedback nondefensively Seeks clarification in challenging interpersonal communications Demonstrates understanding of diverse viewpoints in challenging interactions Accepts, evaluates and implements feedback from others C. Expressive Skills Readiness for Practicum Readiness for Internship Readiness for Entry to Practice

94 Expressive skills Communicates ideas, feelings and information verbally and non-verbally Clear and articulate expression Communicates clearly using verbal, nonverbal, and written skills Demonstrates understanding of professional language 94 Effective command of language and ideas Demonstrates descriptive, understandable command of language, both written and verbal Communicates clearly and effectively with clients

95 Individual and Cultural Diversity- Awareness, sensitivity and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics defined broadly and consistent with APA policy. Developmental Level A. Self as shaped by individual and cultural diversity (e.g., cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status ) and context Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Knowledge, awareness, and understanding of one s own dimensions of diversity and attitudes towards divers others Demonstrates this self knowledge, awareness, and understanding. For example: articulates how ethnic group values influence who one is and how one relates to other people. Monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation Understands and monitors own cultural identities in relation to work with others Uses knowledge of self to monitor effectiveness as a professional Critically evaluates feedback and initiates supervision regularly about diversity issues 95 Independently monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation Independently articulates, understands, and monitors own cultural identity in relation to work with others Regularly uses knowledge of self to monitor and improve effectiveness as a professional Critically evaluates feedback and initiates consultation or supervision when uncertain about diversity issues B. Others as shaped by individual and cultural diversity (e.g., cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status ) and context Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Knowledge, awareness, and understanding of others individuals as cultural beings Demonstrates knowledge, awareness and understanding of the way culture and context shape the behavior of other individuals. Applies knowledge of others as cultural beings in assessment, treatment, and consultation of others Understands multiple cultural identities in work with others Uses knowledge of others cultural identity in work as a professional Critically evaluates feedback and initiates supervision regularly about diversity issues with others Independently monitors and applies knowledge of others as cultural beings in assessment, treatment, and consultation Independently articulates, understands, and monitors cultural identity in work with others Regularly uses knowledge of others to monitor and improve effectiveness as a professional Critically evaluates feedback and initiates consultation or supervision when uncertain about diversity issues with others C. Interaction of self and others as shaped by individual and cultural diversity (e.g., cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status ) and context Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Knowledge, awareness, and understanding of interactions Applies knowledge of the role of culture in interactions in Independently monitors and applies knowledge of diversity in others as

96 between self and diverse others assessment, treatment, and consultation of diverse others cultural beings in assessment, treatment, and consultation 96 Demonstrates knowledge, awareness and understanding of the way culture and context shape interactions between and among individuals. Understands the role of multiple cultural identities in interactions among individuals Uses knowledge of the role of culture in interactions in work as a professional Critically evaluates feedback and initiates supervision regularly about diversity issues with others Independently articulates, understands, and monitors multiple cultural identities in interactions with others Regularly uses knowledge the role of culture in interactions to monitor and improve effectiveness as a professional Critically evaluates feedback and initiates consultation or supervision when uncertain about diversity issues with others D. Applications based on individual and cultural context Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge of and sensitivity to the scientific, theoretical, and contextual issues related to ICD (as defined by APA policy) as they apply to professional psychology. Understanding of the need to consider ICD issues in all aspects of professional psychology work (e.g., assessment, treatment, research, relationships with colleagues) Applies knowledge, sensitivity, and understanding regarding ICD issues to work effectively with diverse others in assessment, treatment, and consultation Applies knowledge, skills, and attitudes regarding intersecting and complex dimensions of diversity for example, the relationship between one s own dimensions of diversity and one s own attitudes towards diverse others to professional work Demonstrates basic knowledge of literatures on individual and cultural differences and engages in respectful interactions that reflects this knowledge Demonstrates understanding of the need to consider ICD issues in all aspects of professional psychology work through respectful interactions Demonstrates knowledge of ICD literature and APA policies including guidelines for practice with diverse individuals, groups and communities Demonstrates ability to address ICD issues across professional settings and activities Works effectively with diverse others in professional activities Demonstrates awareness of effects of oppression and privilege on self and others Articulates an integrative conceptualization of diversity as it impacts clients, self and others (e.g., organizations, colleagues, systems of care) Habitually adapts one s professional behavior in a culturally sensitive manner, as appropriate to the needs of the client, that improves client outcomes and avoids harm Articulates and uses alternative and culturally appropriate repertoire of skills and techniques and behaviors Seeks consultation regarding addressing individual and cultural diversity as needed Uses culturally relevant best practices

97 Ethical Legal Standards and Policy - Application of ethical concepts and awareness of legal issues regarding professional activities with individuals, groups, and organizations. Developmental Level A. Knowledge of ethical, legal and professional standards and guidelines Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge of the principles of the APA Ethical Principles and Code of Conduct [ethical practice and basic skills in ethical decision making]; beginning knowledge of legal and regulatory issues in the practice of psychology that apply to practice while placed at practicum setting. Displays a basic understanding of this knowledge (e.g., APA, Ethics Code and principles, Ethical Decision Making Models) Demonstrates knowledge of typical legal issues (e.g., child and elder abuse reporting, HIPAA, Confidentiality, Informed Consent) Intermediate level knowledge and understanding of the APA Ethical Principles and Code of Conduct and other relevant ethical/ professional codes, standards and guidelines; laws, statutes, rules, regulations Identifies ethical dilemmas effectively actively consults with supervisor to act upon ethical and legal aspects of practice Addresses ethical and legal aspects within the case conceptualization Discusses ethical implications of professional work Recognizes and discusses limits of own ethical and legal knowledge 97 Routine command and application of the APA Ethical Principles and Code of Conduct and other relevant and other ethical, legal and professional standards and guidelines of the profession Spontaneously and reliably identifies complex ethical & legal issues, analyzes them accurately and proactively addresses them Aware of potential conflicts in complex ethical and legal issues and seeks to prevent problems and unprofessional conduct Aware of the obligation to confront peers and or organizations regarding ethical problems or issues and to deal proactively with conflict when addressing professional behavior with others B. Awareness and Application of Ethical Decision Making Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Demonstrates the importance of an ethical decision model applied to practice Commitment to integration of ethics knowledge into professional work Knows and applies an ethical decision-making model and is able to apply relevant elements of ethical decision making to a dilemma Recognizes the importance of basic ethical concepts applicable in initial practice (e.g. child abuse reporting, Informed consent, confidentiality, multiple relationships, and competence) Identifies potential conflicts between personal belief systems, APA ethics code and legal issues in practice Uses an ethical decision-making model when discussing cases in supervision. Readily identifies ethical implications in cases and to understand the ethical elements in any present ethical dilemma or question Discusses ethical dilemmas and decision making in supervision, staffings, presentations, practicum settings Applies applicable ethical principles and standards in professional writings and presentations Applies applicable ethics concepts in research design and subject treatment Applied ethics and professional concepts in teaching and training activities Develops strategies to seek consultation regarding complex ethical and legal dilemmas

98 98 C. Ethical Conduct Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Ethical attitudes and values evident in conduct Knowledge of own moral principles/ethical values integrated in professional conduct independently and consistently integrates ethical and legal standards with all foundational and functional competencies Evidences desire to help others Demonstrates openness to new ideas Shows honesty/integrity/values ethical behavior Demonstrates personal courage consistent with ethical values of psychologists Displays a capacity for appropriate boundary management Implements ethical concepts into professional behavior Articulates knowledge of own moral principles and ethical values in discussions with supervisors and peers about ethical issues Spontaneously discusses intersection of personal and professional ethical and moral issues. Integrates an understanding of ethical-legal standards policy when performing all functional competencies Demonstrates awareness that ethical-legal-standards policy competence informs and is informed by all foundational competencies Takes responsibility for continuing professional development

99 Interdisciplinary systems Knowledge of key issues and concepts in related disciplines. Identify and interact with professionals in multiple disciplines Developmental Level A. Knowledge of the shared and distinctive contributions of other professions. Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Beginning, basic knowledge of the viewpoints and contributions of other professions/ professionals Demonstrates knowledge, respect, and valuing of roles, functions and service delivery systems of other professions Awareness of multiple and differing worldviews, roles, professional standards, and contributions across contexts and systems, intermediate level knowledge of common and distinctive roles of other professionals Reports observations of commonality and differences among professional roles, values, and standards 99 Working knowledge of multiple and differing worldviews, professional standards, and contributions across contexts and systems, intermediate level knowledge of common and distinctive roles of other professionals Demonstrates ability to articulate the role that others provide in service to clients Displays ability to work successfully on interdisciplinary team B. Functioning in multidisciplinary and interdisciplinary contexts Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Cooperation Beginning, knowledge of strategies that promote interdisciplinary collaboration vs. multidisciplinary functioning Beginning, basic knowledge of and ability to display the skills that support effective interdisciplinary team functioning, such as communicating without jargon, dealing effectively with disagreements about diagnosis or treatment goals, supporting and utilizing the perspectives of other team members Demonstrates ability to cooperate with others in task completion Demonstrates knowledge of the nature of interdisciplinary vs. multidisciplinary function and Demonstrates skill in interdisciplinary clinical settings in working with other professionals to incorporate the skills that support psychological information into overall interdisciplinary process. team planning and implementation C. Understands how participation in interdisciplinary collaboration/ consultation enhances outcomes Readiness for Practicum Readiness for Internship Readiness for Entry to Practice : Knowledge of how participating Participates in and initiates Recognizes and engages in in interdisciplinary interdisciplinary collaboration/ opportunities for effective collaboration/ consultation can consultation directed toward collaboration with other be directed toward shared shared goals professionals toward shared goals at goals an intermediate level of ability Demonstrates understanding of concept Consults with and cooperates with other disciplines in service of clients D. Respectful and productive relationships with individuals from other professions. Systematically collaborates successfully with other relevant partners

100 Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Awareness of the benefits of forming collaborative relationships with other professionals Develops and maintains collaborative relationships and respect for other professionals Develops and maintains collaborative relationships over time despite differences 100 Expresses interest in developing collaborative relationships and respect for other professionals Communicates effectively with individuals from other profession Communicates effectively with individuals from other professions Appreciates and integrates perspectives from multiple professions

101 Functional Competencies 101 Assessment - Assessment and diagnosis of problems, capabilities and issues associated with individuals, groups, and/or organizations Developmental Level A. Measurement and Psychometrics Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge of the scientific, theoretical, and contextual basis of test construction and interviewing Demonstrates awareness of the benefits of standardized assessment Demonstrates knowledge of the construct(s) being assessed Evidences understanding of basic psychometric constructs such as validity, reliability, and test construction B. Evaluation Methods Selects assessment measures with attention to issues of reliability and validity Identifies appropriate assessment measures for cases seen at practice site Routinely consults with supervisor regarding selection of assessment measures Independently selects and implements multiple methods and means of evaluation in ways that are responsive to and respectful of diverse individuals, couples, families and groups and context Demonstrates awareness and competent use of culturally sensitive instruments, norms Seeks consultation as needed to guide assessment Demonstrates limitations of assessment data clearly reflected in assessment reports Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge of administration and scoring of traditional assessment measures, models and techniques, including clinical interviewing and mental status exam Awareness of the strengths and limitations of administration, scoring and interpretation of traditional assessment measures as well as related technological advances Independently understands the strengths and limitations of diagnostic approaches and interpretation of results from multiple measures for diagnosis and treatment planning Accurately and consistently administers and scores various assessment tools in nonclinical (e.g. course) contexts Demonstrates knowledge of initial interviewing (both structured and semi-structured interviews, mini-mental status exam) Demonstrates intermediate level ability to accurately and consistently select, administer, score and interpret assessment tools with client populations Collects accurate and relevant data from structured and semistructured interviews and minimental status exams Accurately and consistently selects, administers, and scores and interprets assessment tools with clinical populations Selection of assessment tools reflects a flexible approach to answering the diagnostic questions Comprehensive reports include discussion of strengths and limitations of assessment measures as appropriate Interview and report leads to formulation of a diagnosis and the development of appropriate treatment plan

102 C. Application of Methods Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Knowledge of measurement across domains of functioning and practice settings Demonstrates awareness of need to base diagnosis and assessment on multiple sources of information Demonstrates awareness of need for selection of assessment measures appropriate to population/problem Selects appropriate assessment measures to answer diagnostic question Selects assessment tools that reflect awareness of patient population served at a given practice site Regularly selects and uses appropriate methods of evaluation Demonstrates ability to adapt environment and materials according to client needs (e.g., lighting, privacy, ambient noise) 102 Independently selects and administers a variety of assessment tools and integrates results to accurately evaluate presenting question appropriate to the practice site and broad area of practice Independently selects assessment tools that reflect awareness of client population served at practice site Interprets assessment results accurately taking into account limitations of the evaluation method Provides meaningful, understandable and useful feedback that is responsive to client need D. Diagnosis Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge regarding the range of normal and abnormal behavior in the context of stages of human development and diversity Applies concepts of normal/abnormal behavior to case formulation and diagnosis in the context of stages of human development and diversity Utilizes case formulation and diagnosis for intervention planning in the context of stages of human development and diversity Identifies DSM criteria Describes normal development consistent with broad area of training Articulates relevant developmental features and clinical symptoms as applied to presenting question Demonstrates ability to identify problem areas and to use concepts of differential diagnosis Treatment plans incorporate relevant developmental features and clinical symptoms as applied to presenting problem Demonstrates awareness DSM and relation to ICD codes Regularly and independently identifies problem areas and makes a diagnosis E. Conceptualization and Recommendations Readiness for Practicum Readiness for Internship Readiness for Entry to Practice

103 Basic knowledge of formulating diagnosis and case conceptualization Demonstrates the ability to discuss diagnostic formulation and case conceptualization Prepares basic reports which articulate theoretical material Utilizes systematic approaches of gathering data to inform clinical decision-making Presents cases and reports demonstrating how diagnosis is based on case material 103 Independently and accurately conceptualizes the multiple dimensions of the case based on the results of assessment Independently prepares reports based on Administers, scores and interprets test results Formulates case conceptualizations incorporating theory and case material F. Communication of Findings Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Awareness of models of report writing and progress notes Demonstrates this knowledge including content and organization of test reports, mental status examinations, interviews Writes assessment reports and progress notes Writes a basic psychological report Demonstrates ability to communicate basic findings verbally Reports reflect data that has been collected via interview Communication of results in written and verbal form clearly, constructively, and accurately in a conceptually appropriate manner Behavioral Anchor Writes an effective comprehensive report Effectively communicates results verbally Reports reflect data that has been collected via interview and its limitations

104 Intervention- Interventions designed to alleviate suffering and to promote health and well-being of individuals, groups, and/or organizations Developmental Level A. Knowledge of Interventions Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge of scientific, theoretical, and contextual bases of intervention and basic knowledge of the value of evidence-based practice and its role in scientific psychology Knowledge of scientific, theoretical, empirical and contextual bases of intervention, including theory, research, and practice 104 Applies knowledge of evidencebased practice, including empirical bases of intervention strategies, clinical expertise, and client preferences Behavioral anchor: Articulates the relationship of EBP to the science of psychology Identifies basic strengths and weaknesses of intervention approaches for different problems and populations Demonstrates knowledge of interventions and explanations for their use based on EBP Demonstrates the ability to select interventions for different problems and populations related to the practice setting Investigates existing literature related to problems and client issues Writes a statement of one s own theoretical perspective regarding intervention strategies Writes a case summary incorporating elements of evidence-based practice Presents rationale for intervention strategy that includes empirical support B. Intervention planning Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic understanding of the relationship between assessment and intervention Formulates and conceptualizes cases and plan interventions utilizing at least one consistent Independent intervention planning, including conceptualization and intervention planning specific to theoretical orientation case and context Articulates a basic understanding of how intervention choices are informed by assessment Articulates a theory of change and identifies interventions to implement change; as consistent with the AAPI Writes understandable case conceptualization reports and collaborative treatment plans incorporating evidence-based practices Accurately assesses presenting issues taking in to account the larger life context, including diversity issues Conceptualizes case independently and accurately Independently selects an intervention or range of interventions appropriate for the presenting issue(s) C. Skills Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic helping skills Clinical skills Clinical skills and judgment

105 Demonstrates helping skills, such as empathic listening, framing problems Develops rapport with most clients Develops therapeutic relationships Demonstrates appropriate judgment about when to consult supervisor 105 Develops rapport and relationships with wide variety of clients Uses good judgment about unexpected issues, such as crises, use of supervision, confrontation Effectively delivers intervention D. Intervention Implementation Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge of intervention strategies Implements evidence-based interventions that take into account empirical support, clinical judgment, and client diversity (e.g., client characteristics, values, and context) Essential Component : Implements interventions with fidelity to empirical models and flexibility to adapt where appropriate Articulates awareness of theoretical basis of intervention and some general strategies Applies specific evidence-based interventions Presents case that documents application of evidence-based practice Independently and effectively implements a typical range of intervention strategies appropriate to practice setting Independently recognizes and manages special circumstances Terminates treatment successfully Collaborates effectively with other providers or systems of care E. Progress evaluation Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge of the assessment of intervention progress and outcome Evaluate treatment progress and modify treatment planning as indicated, utilizing established Evaluate treatment progress and modify planning as indicated, even in the absence of established outcome outcome measures measures Demonstrates basic knowledge of methods to examine intervention outcomes Assesses and documents treatment progress and outcomes Alters treatment plan accordingly Describes instances of lack progress and actions taken in response. Independently assesses treatment effectiveness & efficiency Critically evaluates own performance in the treatment role Seeks consultation when necessary

106 Consultation- The ability to provide expert guidance or professional assistance in response to a client s needs or goals. Developmental Level A. Role of Consultant Readiness for Practicum Readiness for Internship Readiness for Entry to Practice No expectation for prepracticum level Knowledge of the consultant s role and its unique features as distinguished from other professional roles (such as therapist, supervisor, teacher). Articulates common and distinctive roles of consultant Compares and contrast consultation, clinical and supervision roles 106 Determines situations that require different role functions and shift roles accordingly Recognizes situations in which consultation is appropriate Demonstrates capability to shift functions and behavior to meet referral needs B. Addressing Referral Question Readiness for Practicum Readiness for Internship Readiness for Entry to Practice No expectation for prepracticum level Knowledge of and ability to select appropriate means of assessment to answer referral questions Implements systematic approach to data collection in a consultative role Identifies sources and types of assessment tools Knowledge of and ability to select appropriate and contextually sensitive means of assessment/data gathering that answers consultation referral question Demonstrates ability to gather information necessary to answer referral question Clarifies and refines referral question based on analysis/assessment of question C. Communication of Findings Readiness for Practicum Readiness for Internship Readiness for Entry to Practice No expectation for prepracticum level Essential component: Identifies literature and knowledge about process of informing consultee of assessment findings Identifies appropriate approaches and processes for providing written and verbal feedback and recommendation to consultee Applies knowledge to provide effective assessment feedback and to articulate appropriate recommendations Prepares clear, useful consultation reports and recommendations to all appropriate parties Provides verbal feedback to consultee of results and offers appropriate recommendations D. Application of Methods Readiness for Practicum Readiness for Internship Readiness for Entry to Practice No expectation for prepracticum level Identifies and acquires literature relevant to unique consultation methods (assessment & Applies literature to provide effective consultative services (assessment & intervention) in most

107 Intervention) within systems, clients or settings Identifies appropriate interventions based on consultation assessment findings routine and some complex cases 107 Identifies and implements consultation interventions based on assessment findings Identifies and implements consultation interventions that meet consultee goals

108 Research/evaluation - Generating research that contributes to the professional knowledge base and/or evaluates the effectiveness of various professional activities Developmental Level A. Scientific Approach to Knowledge Generation Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic scientific mindedness, critical thinking Development of skills and habits in seeking, applying, and evaluating theoretical and research knowledge relevant to the practice of psychology. Generation of knowledge 108 Demonstrates understanding that psychologists evaluate the effectiveness of their professional activities Open to scrutiny of one s work by peers and faculty. Demonstrates understanding of research methods and techniques of data analysis Demonstrates research and scholarly activity, which may include presentations at conferences; participation in research teams; submission of manuscripts for publication Demonstrates being a critical consumer of research Behavioral Anchor Engages in systematic efforts to increase the knowledge base of psychology through implementing and reviewing research Uses methods appropriate to the research question, setting and/or community Consults and partners with community stakeholders when conducting research in diverse communities B. Application of Scientific Method to Practice Readiness for Practicum Readiness for Internship Readiness for Entry to Practice No expectation at this level Apply scientific methods to evaluating own practice Evaluation of outcomes Discusses evidence based practices Compiles and analyzes data on own clients (outcome measurement) Participates in program evaluation Evaluates the progress of own activities and uses this information to improve own effectiveness Describes how outcomes are measured in each practice activity

109 Supervision- Supervision and training in the professional knowledge base and of evaluation of the effectiveness of various professional activities Developmental Level A. Expectations and Roles Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge of expectations for supervision Knowledge of purpose for and roles in supervision. Understands complexity of the supervisor role including ethical, legal, and contextual issues 109 Demonstrates knowledge of the process of supervision Identifies roles and responsibilities of the supervisor and supervisee in the supervision process Articulates a philosophy or model of supervision and reflects on how this model is applied in practice, including integrated contextual, legal, and ethical perspectives B. Processes and Procedures Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Knowledge of the Knowledge of procedures and processes of supervision Knowledge of procedures and practices of supervision Demonstrates basic knowledge of supervision models and practice Identifies goals and tasks of supervision related to developmental progression Tracks progress achieving goals and setting new goals Prepares supervision contract Demonstrates knowledge of limits of competency to supervise (assesses metacompetency) Constructs plans to deal with areas of limited competency C. Skills Development Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Essential Components Interpersonal skills of communication and openness to feedback Knowledge of the supervision literature and how clinicians develop to be skilled Engages in professional reflection about one s clinical relationships with supervisees, as well as professionals supervisees relationships with their clients Behavioral Anchor Completes self-assessment (e.g., Hatcher & Lassiter, 2006) Integrates faculty/supervisor feedback into selfassessment Successfully completes coursework on supervision Demonstrates formation of supervisory relationship integrating theory and skills including knowledge of development, educational praxis Clearly articulates how to use supervisory relationships to leverage development of supervisees and their clients D. Awareness of factors affecting quality Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Basic knowledge of and sensitivity to issues related to individual and cultural Knowledge about the impact of diversity on all professional settings and supervision Essential component: Understanding of other individuals and groups and intersection dimensions of diversity in the

110 differences (i.e., the APA definition) as they apply to the supervision process and relationships participants including self as defined by APA policy; beginning knowledge of personal contribution to therapy and to supervision 110 context of supervision practice, able to engage in reflection on the role of one s self on therapy and in supervision Demonstrates basic knowledge of literature on individual and cultural differences and engages in respectful interactions that reflect that knowledge Demonstrates knowledge of ICD literature and APA guidelines in supervision practice Demonstrates awareness of role of oppression and privilege on supervision process Demonstrates integration of diversity and multiple identity aspects in conceptualization of supervision process with all participants (client(s), supervisee, supervisor) Demonstrates adaptation of own professional behavior in a culturally sensitive manner as appropriate to the needs of the supervision context and all parties in it Articulates and uses diversity appropriate repertoire of skills and techniques in supervisory process Identifies impact of aspects of self in therapy and supervision E. Participation in Supervision Process Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Awareness of need for straightforward, truthful, and respectful communication in supervisory relationship Demonstrates willingness to admit errors, accept feedback Observation of and participation in supervisory process (e.g., peer supervision) Reflects on supervision process, areas of strength and those needing improvement Seeks supervision to improve performance, presenting work for feedback, and integrating feedback into performance Provides supervision independently to others in routine cases Provides supervision to less advanced students, peers or other service providers in typical cases appropriate to the service setting. F. Ethical and Legal Issues Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Knowledge of principles of ethical practice and basic skills in supervisory ethical decision making, knowledge of legal and regulatory issues in supervision Command of and application of relevant ethical, legal, and professional standards and guidelines Knowledge of and compliance with ethical/professional codes, standards and guidelines; institutional policies; laws, statutes, rules, regulations, and case law relevant to the practice of psychology and its supervision Demonstrates understanding of this knowledge (e.g., APA 2002 ethical principles) Behaves ethically Recognizes ethical and legal issues in clinical practice and supervision Spontaneously and reliably identifies complex ethical and legal issues in supervision, and analyzes and proactively addresses them

111 111 Demonstrates awareness of potential conflicts in complex ethical and legal issues in supervision

112 Teaching: Providing instruction, disseminating knowledge, and evaluating acquisition of knowledge and skill in professional psychology Developmental Level A. Knowledge Readiness for Practicum Readiness for Internship Readiness for Entry to Practice 112 Awareness of theories of learning and how they impact teaching Behavioral Anchor Observes differences in teaching styles and need for response to different learning skills Knowledge of didactic learning strategies and how to accommodate developmental and individual differences Demonstrates knowledge of one learning strategy Demonstrates clear communication skills Knowledge of outcome assessment of teaching effectiveness Demonstrates knowledge of one technique of outcome assessment Demonstrates knowledge of methodological considerations in assessment of teaching effectiveness B. SKILLS Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Knowledge of application of teaching methods Demonstrates example of application of teaching method Demonstrates ability to organize and present information related to a topic Application of teaching methods in multiple settings Identifies and differentiates factors for implementing particular teaching methods Demonstrates accommodation to diverse others (e.g., cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status) and context Introduces innovation/creativity into application of teaching method Evaluation of effectiveness of learning/teaching strategies addressing key skill sets Demonstrates strategy to evaluate teaching effectiveness of targeted skill sets Articulates concepts to be taught and research/empirical support Utilizes evaluation strategy to assess learning objectives met Integrates feedback to modify future teaching strategies

113 Management-administration - Manage the direct delivery of services (DDS) and/or the administration of organizations, programs, or agencies (OPA). Developmental Level A. Management Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Essential component: Awareness of roles of management in organizations Essential component: Participates in management of direct delivery of professional services; responds appropriately in management hierarchy 113 Essential component: Manages direct delivery of professional services; awareness of basic principles of resource allocation and oversight Articulates understanding of management role in own organization(s) Responds appropriately to managers and subordinates Manages DDS under supervision, e.g., scheduling, billing, maintenance of records identifies responsibilities, challenges, and processes of management Behavioral Anchor Independently and regularly manages and evaluates own DDS, identifying opportunities for improvement. Recognizes role of and need for clerical and other staff, role of human resources B. Administration Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Essential component: Awareness of the functions of policies and procedures, ability to comply with regulations. Knowledge of and ability to effectively function within professional settings and organizations, including compliance with policies and procedures. Awareness of principles of policy and procedures manual for OPA, awareness of basic business, financial and fiscal management issues; Completes assignments by due dates Complies with relevant regulations Responds appropriately to direction provided by managers Articulates approved organizational policies and procedures Completes reports and other assignments promptly Complies with record-keeping guidelines Demonstrates understanding of quality improvement (QI) procedures in direct delivery of services basic management of direct services, QI procedures Behavioral Anchor Responds promptly to organizational demands Participates in the development of policies Functions within budget Negotiates and collects fees, pays bills. Uses technological resources for information management. Identifies resources needed to develop a basic business plan C. Leadership Readiness for Practicum Readiness for Internship Readiness for Entry to Practice No pre-practicum expectation. Recognition of own role in creating policy, participation in system change, and management structure Development of mission, goalsetting, implementing systems to accomplish goals and objectives; team-building and motivational skills

114 Articulates agency mission and purpose and its connection to goals & objectives Implements procedures to accomplish goals and objectives 114 Develops mission or purpose of DDS and/or OPA Provides others with face to face and written direction Demonstrates capacity to develop system for evaluating supervisees/staff/employees. Communicates appropriately to parties at all levels in the system D. Evaluation of Management and Leadership Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Autonomous judgment of organization s management and leadership Develops own plans for how best to manage and lead an organization Able to develop and prepared to offer constructive criticism and suggestions regarding management and leadership of organization. Applies theories of effective management and leadership to form an evaluation of organization Identifies strengths and weaknesses of management and leadership or organization Provides input appropriately, participates in organizational assessment Articulates steps and actions to be effective manager or leader appropriate to the specifics of the organization

115 Advocacy Actions targeting the impact of social, political, economic or cultural factors to promote change at the individual (client), institutional, and/or systems level Developmental Level A. Empowerment Readiness for Practicum Readiness for Internship Readiness for Entry to Practice 115 Awareness of social, political, economic and cultural factors that impact individuals, institutions and systems, in addition to other factors that may lead them to seek intervention Uses awareness of the social, political, economic or cultural factors that may impact human development in the context of service provision Intervenes with client to promote action on factors impacting development and functioning Articulates social, political, economic or cultural factors that may impact on human development and functioning. Identifies specific barriers to client improvement, e.g., lack of access to resources Assists client in development of self-advocacy plans B. Systems Change Promotes client self-advocacy Assesses implementation and outcome of client s self-advocacy plans Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Understanding the differences between individual and institutional level interventions and system s level change Promotes change to enhance the functioning of individuals Promotes change at the level of institutions, community, or society Articulates role of therapist as change agent outside of direct patient contact Identifies target issues/agencies most relevant to specific issue Formulates and engages in plan for action Demonstrates understanding of appropriate boundaries and times to advocate on behalf of client Develops alliances with relevant individuals and groups Engages with groups with differing viewpoints around issue to promote change