Program Guidebook International Psychology PhD, - Online-Blended

Transcription

1 Program Guidebook International Psychology PhD, - Online-Blended 1

2 Table of Contents Department Educational Model and Goals... Error! Bookmark not defined. TCSPP Individual and Cultural Differences... 3 Program Objectives... 4 Student Learning... 4 Grading and Performance Feedback... 4 Professional Development Group and Academic Advisor Assignment... 5 Academic Development Plans... 6 Required Field Experiences... 6 Required Chicago Residencies... 7 Comprehensive Examination... 7 Dissertation

3 Department Educational Model and Goals The International Psychology program trains doctoral-level leaders and applied psychologists for corporate, consulting, higher education, and other work settings. The world is becoming increasingly interconnected through globalization requiring individuals and groups to repair, integrate with or create new communities. International psychology professionals seek to assist individuals and organizations through understanding, education, and outreach. International Psychology Professionals work in a variety of diverse organizational environments and cultural settings. They may conduct research to better understand sociocultural differences, develop and apply culturally competent organizational practices, support mental health services to underserved populations or those suffering due to man made and natural disasters, launch grassroots initiatives to improve access to services, advocate and raise awareness about international mental health needs, or work with immigrant and refugee populations both at home and abroad. Graduates are able to apply psychological principles in development of policy and are concerned with individual and group consequences of global events. The International Psychology program is taught in online and blended formats. The program is designed for working professionals. The online course model accommodates a global faculty and student community that is uniquely suited to an international curriculum. TCSPP Individual and Cultural Differences The Chicago School is committed to preparing professionals for practice in a multicultural and diverse society. International psychologists will practice globally and locally, and must develop cultural and international competencies. In keeping with this commitment, the content of all courses is informed, where appropriate, by knowledge of individual and cultural and regional differences (e.g., age, ethnicity, gender, physical and mental disability, race, religion, sexual orientation, and socioeconomic status), so that students develop the skills that enable them to provide professional services to individuals of diverse backgrounds. Faculty convey attitudes respectful of these individual and cultural differences. The program also acknowledges that for many students in the program, English may be a second (or third) language and that language issues and learning styles may be divergent, we strive to establish competencies in written communication while being mindful of the cultural capital that students (and faculty) bring to the dialogue about international psychology. 3

4 Program Objectives 1. To provide students with a broad foundation in the science of psychology from a global perspective. 2. To provide students with the skills to conduct research that is culturally relevant and sensitive to contexts. 3. To provide students with the knowledge, dispositions, and skills necessary for professional roles in the international environment. This includes: a. The knowledge and skills necessary to work in and with programs and organizations providing trauma services; b. The knowledge and skills required to lead and consult with governmental and private sector international organizations; c. The knowledge and skills necessary for faculty and scholars in the discipline of international psychology. Student Learning **Ethical and Professional Behavior Students are expected to engage in all graduate work, including but not limited to course work, field placement and scholarship, with a high degree of integrity and professionalism. It is essential that students approach professional working relationships, collegial relationships, and client/partner-contact with respect. Further, students are expected to adhere to the American Psychological Association s (APA) Ethical Principles of Psychologists and Code of Conduct as well as the evolving universal code of ethics (Gauthier, 2005). Students who choose to seek employment in the field of psychology shall not work beyond their level of competence and shall not use titles governed by credentialing statutes and/or regulations unless authorized by the relevant jurisdictional authority. Students who fail to comply with ethical and professional behavior guidelines are subject to department remediation and/or referral to the Student Affairs Committee for disciplinary action and possible dismissal. Grading and Performance Feedback Grades are assigned in all courses and students are graded based on the grading system indicated in the syllabus for each course. Final grades for courses are provided to students at the end of each semester. During the course of the semester, students may check the status of their grades throughout the semester online and the instructor may alert students regarding their performance in the course, particularly if a student is falling below a C in the course. Course grades assist the school, the student, and the student s academic advisor on the student s progress and their mastery of the academic materials deemed necessary by the department faculty. 4

5 Student Performance evaluation and Student Review Process Once each semester, department faculty review the progress of each student regarding his or her progress in the program, to date. Student grades, faculty feedback, and Academic Development Plans (if applicable) are taken into consideration in reviewing each student s progress. During the student review, the student s readiness to proceed in the program and conditions necessary to support the student s learning and progression are taken into consideration by the student s advisor in drafting a written status of the student s performance in the program. A copy is shared with the student. Professional Development Group and Academic Advisor Assignment All students are required to enroll in the Ethics and Professional Development course (IP590) during the first semester of the program. A student s Ethics and Professional Development instructor serves as his or her academic advisor in the IP program. A student may request a change in advisor by completing the Request for Advisor Change Form. Transferred and Waived Coursework Students may transfer or waive (TR/WV) credit for some course requirements if they have previously taken the same course or a very similar course. For a course to be eligible to be reviewed for transfer or waived credit, it must contain the same up-to-date, graduate level content as the corresponding IP course. Undergraduate courses are not eligible for transfer or waived credit. Students accepted to the IP program may submit a Petition for Transfer/Waiver of Credit (see services_forms) and all required documentation to the Registrar for each course they wish to transfer and/or waive. The Petition for Transfer/Waiver of Credit must be received prior to the registration for the first semester of enrollment in the program. Please note that the department will not be able to consider petitions for transfer of credit for courses after the deadline. This allows the School and Department sufficient time to review the petition and attached materials, determine and document the outcome of the petition, notify students, and advise students regarding their new registration choices if the petition is approved. If a Transfer or Waiver credit is approved, the student must meet with his or her academic advisor to make appropriate adjustments to his or her academic schedule and note the potential implications for progression through the program and financial aid. Earning a C or F IP department does not accept grades of C or F for any required course as it does not indicate student s mastery of the knowledge, skills, or attitudes associated with the respective course(s). A student who receives a grade of C or F in a required IP course must repeat the course and earn a grade of B- or better. Courses with grades of C or F are not counted toward graduation requirements. 5

6 Repeated courses are not eligible for Financial Aid coverage. When the repeated course is successfully completed with a grade of B- or better, the second grade will be computed in the cumulative grade point average (GPA); the first grade ( C or F ) will no longer be computed in the student s GPA. However, the original grade will be reflected in the student s transcript. Students may repeat a course only once. Students who are not able to successfully complete a repeated course with a grade of B- or better will be referred to the Student Affairs Committee with a departmental recommendation for dismissal from the school. Academic Development Plans Students experiencing difficulty meeting department requirements may be placed on an Academic Development Plan (ADP) by their academic advisor or the Department Chair. The ADP aims to identify and address weaknesses in a student s behaviors, skills, and/or academic performance. When an ADP plan ameliorates the identified concerns, no further action is required. If an ADP is unsuccessful or unlikely to remedy the presenting problem or concern, the ADP may be modified or a student may be referred to the Student Affairs Committee (SAC). Students who refuse to participate in the academic development planning or demonstrate a failure to successfully complete an ADP will be referred to SAC for disciplinary action up to and including dismissal from the school. Required Field Experiences First Field Experience (year 2) Students choose a field experience course (IP 690) among available choices with their cohort. Enrollment in the 3 credit course includes a 9-10 day international field experience. An international student fee (separate from the course fee) covers lodging, some food, internal travel and the costs associated with the host country s organizational fees. Students are responsible for their own travel arrangements to and from the FEP and are expected to be present for the entire length of the 9 day experience. Students arrange for appropriate documentation (visas, travel documents, travel vaccinations) and give a copy to the IP department manager and the Field Experience Leader before trip departure. The Field Experience includes course instruction, shadowing of mental health professionals in the host country and other work with organizations and communities. Second Field Experience (year 3) Students must enroll in a three credit Field Experience to fulfill this program requirement. Students have three options to fulfill the Second Field Experience: (option one) Students participate in a second nine day, TCS lead, field experience, pending availability and openings. (option two) Students may choose a service learning opportunity that would consist of working with an international organization or an organization that serves an international population. This would be a contracted independent arrangement with supervision and one that includes 6

7 learning outcomes. All learning contracts will require the approval of the Department. It is incumbent on the student in his/her application to indicate how this field experience is distinctly different from his/her day to day responsibilities as an employee/volunteer of the organization. (option three) Students may choose to participate in and complete an intensive language immersion course/experience (not just language acquisition skills), in a language other than the student s first language. The student must provide proof of completion. Required Chicago Residencies Residency Requirements: Students in the online-blended program must attend two Residency sessions in Chicago at The Chicago School of Professional Psychology. The two weekend residences (one in year 1 and one in year 2) focus on special topics in international psychology and on research methodology. Both Residencies provide in-depth learning and opportunities for face-to-face mentoring for dissertation work and program learning. Students may choose to attend a third Residency (in year 3) to defend their dissertation. Residencies are also used to build cohort interaction and support and may serve as a venue for oral presentations in fulfillment of the comprehensive exams. Failure to complete the two Chicago based Residency requirements will result in a failure to meet all program requirements. Comprehensive Examination The Comprehensive Examination (Comps Exam or Comps) is a summative assessment of a student s proficiency in the competencies of the Ph.D. International Psychology program. The student is expected to synthesize the learning across all courses and thereby provide evidence for breadth and depth of knowledge about international psychology. This knowledge of research, theory, and practice in international psychology will be demonstrated in writing, orally, and in action. Successful completion of this examination results in faculty approval for the student to continue in the program. A passing grade signifies an important achievement that is a rite for passage from doctoral student to doctoral candidate. Dissertation Completion of the dissertation is an essential aspect of International Psychology students academic experience and professional education. It provides the school the opportunity to evaluate the student s ability to apply International Psychology theory and research and to think critically and creatively about relevant research issues in International psychology. The dissertation should clearly and concisely demonstrate the student s command of the research in a specific area of International psychology. In the dissertation, the student will critically evaluate and synthesize relevant research and theory in the topic chosen for study. The student s dissertation Committee is responsible for determining the appropriateness and acceptability of the dissertation proposal and for final approval of the dissertation. 7

8 All requirements for the Ph.D., including the dissertation, must be completed within five years from the date of first enrollment. Students may petition the department chair before the end of the fifth-year period for an extension to complete the dissertation. The department chair s decision regarding the request for an extension is final. If an extension is granted, the extended date is firm; no additional extensions will be granted. If the dissertation is not completed by the dissertation due date, students are subject to dismissal from the program. Students are required to complete four dissertation courses taken in sequence: IP700, IP701, IP702, and IP703. Each course and its requirements must be completed in the semester in which it is taken. Detailed descriptions of the dissertation process are contained in The Chicago School s Dissertation Handbook. It is solely the student's responsibility to ensure that she/he completes the requirements of each dissertation course, so that adherence to the curriculum schedule is maintained. Any failure to complete any one of the courses in sequence will result in the student incurring the cost of retaking the course, delayed graduation, and whatever financial aid implications may occur from a student not being eligible to take a dissertation course at the appropriate time. 8