Ohio University. Department of Psychology. Doctoral Program in Clinical Psychology. Self-Study

Transcription

1 Ohio University Department of Psychology Doctoral Program in Clinical Psychology Self-Study Submitted to the Office of Program Consultation and Accreditation American Psychological Association September 1, 2007

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3 Table of Contents

4 1 Domain A: Eligibility A1: Programs Offered The Department of Psychology was established in 1922, although courses in psychology were offered as early as The department has offered the MS degree since 1930 and the Ph.D. since At present, the department offers Ph.D. programs in clinical, industrial, and experimental psychology. The doctoral program in clinical psychology has been fully accredited by the American Psychological Association (APA) since The clinical psychology degree prepares students for psychology careers within clinical, academic, and research settings. As part of the Ph.D. in clinical psychology, students may also complete tracks in clinical child, health, or applied quantitative psychology. The program s last APA site visit occurred in March of This self-study was prepared in anticipation of the APA s 2008 site visit. The program goals are detailed in Domain B and other basic information regarding the program is described in the Transmittal Form and Table 1 (Appendix A, pg. 1). A2: Sponsoring Information The university is fully accredited by the North Central Association of Colleges and Schools. Administratively, the Department of Psychology is located in Ohio University s College of Arts and Sciences. The clinical psychology graduate program is an integral and well-respected part of the mission put forth by the College of Arts and Sciences which states the following: The tripartite mission of the college is defined by its commitment to advance the interrelated areas of teaching, research, and outreach in a learning-centered community. In teaching, the college provides education in the core foundational disciplines for the entire university, high-quality undergraduate majors to nearly one-third of OU s undergraduates, and nationally visible graduate programs to approximately onethird of OU s graduate students. In research, the college facilitates fundamental and applied scholarship among faculty members in all areas, trains graduate students, and creates research opportunities for undergraduates. In outreach, the college takes an active role in making knowledge accessible and applying it to issues that affect the wider community ( Furthermore, the clinical program s goals (which are detailed in Domain B) are supported by and reflected in the mission of Ohio University which states the following: Ohio University holds as its central purpose the intellectual and personal development of its students. Distinguished by its rich history, diverse campus, international community, and beautiful Appalachian setting, Ohio University is known as well for its outstanding faculty of accomplished teachers whose research and creative activity advance knowledge across many disciplines. A3: Departmental Administrative Structure Within the Department of Psychology, the doctoral program in clinical psychology is an integral part of the department s mission and budget. The department s annual operating budget of $217,156 (excluding salaries, employer paid benefits, and student stipends) is supplemented by indirect funds from faculty grants. This past year, the Department of Psychology received $1,850,964 in external research funding, second in the College of Arts and Sciences. In addition, the Department of Psychology was one of two departments at Ohio University awarded selective enhancement funds in The selective enhancement funds improve the potential for offering the finest possible research and training opportunities and supplement the existing financial resources and facilities. Over the last seven years, the Department of Psychology was also successful in obtaining funding for 3 student stipend enhancement proposals and 2 new faculty

5 2 initiative proposals. The college provides stipends for students (as well as tuition waivers) during their matriculation in residence. A4: Length and Residency Requirements of Program The training program requires the equivalent of at least three full-time years of graduate study in residence on the Athens campus. During most years, approximately 45 students are on campus enrolled in the program - an average of 10 students are admitted per year. Typically during each year, an additional 6-10 students are completing their internships at locations throughout the country. The master's degree is not offered as a terminal degree, but students are expected to acquire their MS degree as a step toward the Ph.D. degree. The program requires a minimum of l35 credit hours for those entering with a bachelor's degree and 90 credit hours for those entering with a master's degree. Most students remain on campus for four years (three years for students entering with an MS degree) followed by a one-year clinical internship at an APA-accredited institution. Table 1 provides details regarding the number of graduating students during the past 7 academic years (See Appendix A, pg. 1). A5: Respect For Cultural and Individual Diversity The university, college, psychology department, and clinical program are all committed to a respect for and understanding of cultural and individual diversity. The President s Commitment to Diversity is outlined in the Graduate Catalogue (Appendix B, pg. 2) and also in the university s Affirmative Action Plan for Ohio University (See Appendix C, pgs ). Policies regarding Americans with Disabilities Compliance (Appendix C, pgs ) and Equal Employment and Educational Opportunity (Appendix C, pgs ) are also included. This commitment is reflected in all aspects of the program: student recruitment, admission and retention, didactic and clinical training, graduate training in research, faculty recruitment and hiring, and institutional policies. Since the time of our last site visit, the Department of Psychology has allotted increased resources in order to enhance diversity training within our department and to enhance our recruitment efforts. A detailed description of these efforts are presented in Domain D. A6: Availability of Written Policies A psychology department student orientation meeting is held for all incoming students on the first day of Fall quarter. All students who enter the clinical program are provided with a copy of the Graduate Student Manual (Appendix D) along with other useful materials concerning the university and community. At this meeting, the Assistant Chair for Graduate Studies and the Director of Clinical Training provide the students with an orientation to the department, the curriculum, and program policies and procedures (See Appendix E, pg. 1 for the orientation schedule for ). There is also an orientation provided by the university where students are given a variety of information about services on campus (e.g., Health Insurance, Library Information). Appendix E (pgs. 2-5) lists the schedule for orientation for the academic year. Furthermore, all first-year students are enrolled in an orientation course led by the Director of Clinical Training, PSY 588. (See Appendix F, pg. 1). During this course, which meets for one hour each week during Fall quarter, the Director of Clinical Training covers a wide range of topics concerning program requirements and expectations to further orient and integrate first year students into the program. Requested policies can be found in the following appendices.

6 3 Item Appendix Page # Student Selection and Admission Requirements Graduate Catalogue B 4-9 Web site H-I Departmental Policies and Forms G 1-2 Administrative and Financial Assistance Graduate Catalogue B University Policies I 1-10 Student Performance Evaluation, Feedback, Advisement, Retention Clinical Graduate Student Manual D 27 Student Termination Clinical Graduate Student Manual D 28 Due Process & Grievance Policies Faculty Handbook J 33-36; 44-45; 60; 65-73; 101; Information regarding the program is further described in Domain G (Public Disclosure) and is available on the department website ( Content from the web site is reproduced in Appendices H-I H-IV. Domain B: Program Philosophy, Objectives, and Curriculum Plan B1. Educational Philosophy and Training Model Ohio University s doctoral training program in clinical psychology was initiated in accordance with the scientist-practitioner model proposed at a national conference in Boulder, Colorado in The primary goal of the program is to prepare doctoral students to become competent professionals in the field of clinical psychology. Consistent with principles put forth at the Gainesville conference in 1990, our program produces graduates who are trained to generate and integrate scientific and professional knowledge and skills. Our program trains psychologists who can advance psychological science, the professional practice of psychology, and contribute to the well-being of individuals from diverse backgrounds (Belar & Perry, 1992). More specifically, we train professional psychologists who are adept in providing both clinical services and conducting scientific research as well as integrating the two philosophies. We believe that clinical practice should be grounded in scientific knowledge and that scientific inquiry should be informed by and relevant to clinical practice. Thus, our program involves systematic training in both research and practice, ultimately preparing our students for careers in academic, research, practice, or policy settings. Graduates are expected to demonstrate commitment to the intellectual standards and underpinnings of the scientific profession of psychology. The objectives of such training are to teach general and specific skills that may be applied by competent clinical psychologists in educational, clinical, health, and research settings, as well as to establish a strong sense of commitment to the profession and practice of psychology. More specifically, students are expected to develop competencies in clinical and research skills. Clinical training is focused on the ability to provide ethical and competent assessment, intervention, and consultation within diverse populations, settings, and agencies. Our research training is designed to help students formulate and solve problems, as well as to demonstrate the means by which

7 practices are evaluated and new knowledge is generated. Our research training encompasses a variety of both design and analytic strategies along with completion of an empirical thesis and dissertation. Across all aspects of our program, we strive to train students to be sensitive and knowledgeable about human diversity and to acquire the necessary skills to conduct culturally competent assessments, interventions, and research. The clinical psychology program is dedicated to providing students with a combination of clinical and research training, as well as inculcating an appreciation of lifelong learning, which will ensure that our graduates possess the flexibility necessary to meet the diverse and evolving role of clinical psychologists. Our curriculum is designed to prepare competent clinicians who are willing and able to critically evaluate empirical developments pertinent to the practice of clinical psychology and incorporate them into practice. We produce many capable clinicians who are also eager contributors to the evolution of clinical practice through local program development and evaluation, policy development and advocacy, or through active participation in clinical research. We also encourage and nurture an emphasis on basic and applied research among students who wish to pursue a career in research. The program s training model is sequential, cumulative, increasingly complex, and designed to prepare students for further training, including the life-long education required to be a successful professional psychologist. All students are enrolled during their first quarter in the Clinical Orientation Seminar (PSY 588) which is taught by the Director of Clinical Training and provides students with an introduction to our graduate program, including expectations and programmatic requirements. During the students first year on campus, they also are enrolled in three of the four required statistics courses, as well as Advanced Experimental Design (PSY 626), all of which provide the necessary foundation to critically evaluate the literature presented in their courses and to begin planning their own empirical research (e.g., thesis). Further, during their first year, students are enrolled in Clinical Psychopathology (PSY 637A), Psychology of Personality (PSY 633), and Clinical Skills (PSY 640), which help to lay the foundation for their practicum experience beginning the second year. In addition, throughout their first year, students take the required assessment courses [Individual Intelligence Testing (PSY 641) and Personality Assessment I (PSY 642)] and the Individual Psychotherapy sequence (PSY 750 A and 750 B). These courses provide students with the necessary background experience and knowledge required for the second-year practicum in our on-site Psychology and Social Work Clinic. During the students second year, they are assigned to the Psychology and Social Work Clinic for a year-long practicum (PSY 789) (See Appendix M for a copy of the most recent annual report and Appendix N for a copy of the clinic s policy and procedures manual). The supervision is primarily provided by one of the core clinical faculty and is intensive in its scope given that this is the first opportunity for students to work with clients. As there is no dominant theoretical orientation among the faculty, students are provided with the opportunity to diversify their training in both theoretical and professional areas. However, throughout their practicum training in our departmental clinic and in their foundation courses, students are trained to attend to the principals of evidence-based practice. An important part of their second year curriculum is the Advanced Seminar in Clinical Practice (PSY 894M), which is taught by our clinic director, Dr. Lassiter. In this course, taught at the beginning of their second year, students are introduced to a number of critical clinical issues including behavioral emergencies, supervision issues, substance abuse evaluation, clinical documentation, beginning consultation skills, and professional clinic behavior. This course prepares students for their practicum experience through the year. 4

8 Throughout the second year, students also work on their thesis (it should be completed by the end of their second year) and typically enroll in required courses including Issues in Professional Psychology (PSY 688) and Diversity Issues in Research and Clinical Practice (PSY 788). As mentioned above, students are also enrolled in the PSY 789 clinical practica throughout the year. In addition, our program requires that students complete at least two psychotherapy sequences and one of these sequences must be Individual Psychotherapy (750A and 750B). Options for the additional required psychotherapy course include the following intervention courses: Child Therapy (PSY 755A and PSY 755B), Family Therapy (PSY 756), Behavior Therapy (PSY 751A), Group Therapy (PSY 754), or Interventions in Health Psychology (PSY 758A). They may also begin taking their required breadth courses in Biological, Cognitive and Affective, and Social aspects of behavior, as well as History and Systems of Psychology (PSY 719) and Developmental Psychology (PSY 773). Finally, students also typically take their fourth required statistics course, choosing from Multivariate Statistics I (PSY 827), Multivariate II (PSY 828), or Causal Modeling (PSY 825). During the students third and fourth years, they are involved in a more intense practical experiences at a local training placement (students can opt to do a year-long placement in one setting or two six-month placements in different settings) and finish their breadth courses. Typically during their third year (after they complete their thesis), students are required to take a written doctoral comprehensive examination and begin working on their dissertation. Prior to applying for internship (to begin in their fifth year), students must successfully propose their dissertations. During this time, many of our advanced students also take our elective advanced seminar on clinical supervision (PSY 894Z) (See Appendix F, pgs ). To summarize, the structure of the clinical program is designed to ensure that all students acquire adequate breadth and depth of training to be competent clinical psychologists. The program includes a core group of courses required of all clinical students that includes classes that address foundations of practice in professional psychology; psychological measurement and assessment; intervention, consultation, and supervision; and data analysis and research methods. Students are also required to take breadth courses and a course in history and systems of psychology. To fulfill requirements, students must take a minimum of two intervention sequences (comprising theory- and research-oriented coursework), be involved with a series of practical experiences in the Psychology and Social Work Clinic, and complete 12 months of practical experience at a local community placement. Finally, a master's thesis must be completed for those entering with a bachelor's degree, and all students must complete a written doctoral comprehensive examination, a dissertation, and a one-year clinical internship in an APA-accredited facility. Both the thesis and dissertation must be empirically-based. The specific requirements are outlined in the Clinical Manual (Appendix D, pgs ) and a summary of the curriculum is also in the Graduate Catalogue (Appendix, B, pgs ). In addition to these required training elements, students have the opportunity to gain more specialized research, and clinical training experience through our health, child, and quantitative tracks. Although these training opportunities are available to all students and provide unique opportunities, they are not required elements of the program and thus are not part of our official training objectives and competencies. Specific course requirements for the tracks are outlined in the Clinical Manual (Appendix D, pgs ). Although there are some additional required courses for the tracks, in many instances, the track requirements can be met in the context of the general training program requirements by tailoring students activities to the domain of the respective track. For example, health and child track students take one of their two required 5

9 6 intervention courses in health and child, respectively. APA-accredited internships, which are required of all students must include at least a half-time rotation in the track area. Finally, students are encouraged to engage in independent and collaborative research with faculty members beyond the requirements of the thesis and dissertation. The research training of doctoral students in clinical psychology is also influenced by the research foci of the department. The Department emphasizes three core research areas: Health Psychology, Intervention Design and Outcome Evaluation, and Social Judgment and Behavioral Decision Making (clinical faculty are currently members of the first two groups). The goal of the department is to focus research efforts within these three areas in order to build areas of excellence and internationally visible faculty research groups. Through strategic hires of psychologists from a variety of specialties, whose research goals correspond with or strengthen one of the three areas, the integrated research areas can establish collaborative research agendas, attract high quality graduate students, and generate grant-funded research within targeted domains. Students are admitted into the program to work with a mentor who is associated with one of the research areas. As a result, students are exposed to the research of the mentor and the more broadly defined research group. Their research training is therefore related to these foci, but not limited to specific topics. Students are encouraged to choose research topics that are consistent with the mentoring experience and relevant to and supportive of their interests and competencies. B2. Training Objectives and Competencies Consistent with our training model and philosophy, below is a summary of our overarching program goal along with specific objectives and competencies associated with each objective. Objectives are met through completion of the core clinical training experiences; multiple objectives can be met via a single training component. It should be noted that we endorse a developmental trajectory of skill acquisition, and as such, we expect competencies to progress and evolve throughout training. Program Goal: To prepare doctoral students to become competent professionals in the field of clinical psychology. Objective 1: Educate students about the content issues that presently define the knowledge base in clinical psychology Competency 1: Successful completion of coursework in assessment and clinical interviewing Competency 2: Successful completion of at least 2 didactic sequences in intervention Competency 3: Successful completion of coursework in ethical and legal issues of professional practice Competency 4: Successful completion of coursework in individual and cultural differences Competency 5: Successful completion of coursework in statistics and research methods Competency 6: Successful completion of coursework in human development Competency 7: Successful completion of coursework in psychopathology Competency 8: Successful completion of coursework in biological, social, and cognitive/affective aspects of behavior Competency 9: Successful ratings in Knowledge from classroom experience across inhouse and community-based practicum sites (from Hatcher and Lassiter s (2007) Practicum Competencies Outline)

10 7 Competency 10: Successful completion of the clinical comprehensive examination given in the areas of Psychotherapy and Intervention, Assessment and Psychopathology, and Professional Issues and Ethics Competency 11: Graduates of the program who take the licensing exam will pass it. Evaluation Forms: Practicum Competencies Outline (Hatcher & Lassiter, 2007) (Appendix K, pgs. 1-8); Comprehensive Examination Rating Form (Appendix K, pgs. 9-10). Ratings are provided on the Practicum Competencies Outline for coursework in assessment and clinical interviewing, and intervention. Minimum Threshold for Achievement of Objective 1: A grade of at least a B- in courses; and Successful ratings on the Practicum Competencies Outline (Hatcher & Lassiter, 2007). Objective 2: Train students in the use of scientific methodology applied to the study of human behavior. Competency 1: Successful completion of an empirically-based master s thesis Competency 2: Successful ratings (using Hatcher and Lassiter s (2007) Practicum Competencies Outline) in Skills in application of research and Intervention skills across in-house and community-based practicum sites Competency 3: Successful completion of the clinical comprehensive examination given in the areas of Psychotherapy and Intervention, Assessment and Psychopathology, and Professional Issues and Ethics Competency 4: Successful completion of an empirically-based dissertation Competency 5: Program graduates will contribute to the psychological literature through publications and presentations in professional venues Competency 6: Program graduates will use evidence-based practice, including empiricallysupported interventions in their clinical work Evaluation Forms: the Report of the Oral Thesis Examination/Dissertation Defense Form (Appendix K, pg. 11); Practicum Competencies Outline (Hatcher & Lassiter, 2007) (Appendix K, pgs. 1-8); Comprehensive Exam Rating Form (Appendix K, pgs 9-10); Survey of Ph.D. graduates (Appendix L, pgs. 1-4; 9-11). Minimum Thresholds for Achievement of Objective 2: Satisfactory rating on the Report of the Oral Thesis Examination/Dissertation Defense Form; Successful ratings on the Practicum Competencies Outline; An average score (across 2 raters) on the Comprehensive Exam Rating Form of a 4.5; evidence of scholarly output in graduates; and the use of evidence-based practices in graduates who are involved in clinical service positions. Objective 3: Facilitate the development of foundation and functional competencies associated with clinical practice Competency 1: Successful completion of the Clinical Skills course (PSY 640)

11 8 Competency 2: Successful ratings across in-house and community-based practicum sites in Personality Characteristics, Intellectual and Personal Skills; Relationship and Interpersonal Skills; Psychological Assessment Skills; and Intervention Skills Competency 3: Successful completion of the practicum courses (PSY 789) Competency 4: Successful completion of an APA-accredited internship program Competency 5: Program graduates will be involved in clinical service-related activities, employing evidence-based practices Competency 6: Program graduates who take the national licensing exam will pass it Evaluation Forms: 1.) Practicum Competencies Outline (Hatcher & Lassiter, 2007) (Appendix K, pgs. 1-8); 2.) Survey of Ph.D. graduates (Appendix L, pgs. 1-4; 9-11). Minimum Threshold for Achievement of Objective 3: A grade of at least a B-; Successful ratings on the Practicum Competencies Outline (Hatcher & Lassiter, 2007); all graduates who take the national licensing exam will pass it Objective 4: Educate students on the role of human diversity as it relates to both the science and practice of clinical psychology Competency 1: Successful completion of the Cultural Diversity course (PSY 788) Competency 2: Successful ratings across in-house and community-based practicum sites in Diversity Individual and Cultural Differences (using Hatcher and Lassiter s (2007) Practicum Competencies Outline) Competency 3: Successful completion of section III (Professional and Ethical Issues) on the comprehensive examination that includes a mandatory diversity question Competency 4: Satisfactory ratings for recent program graduates on this dimension from internship sites Evaluation Forms: Practicum Competencies Outline (Hatcher & Lassiter, 2007) (Appendix K, pgs. 1-8); Comprehensive Exam Rating Form (Appendix K, pgs. 9-10). Minimum Threshold for Achievement of Objective 4: Successful ratings on the Practicum Competencies Outline (Hatcher & Lassiter, 2007); An average score (across 2 raters) on the Comprehensive Exam Rating Form of a 4.5; all program interns are expected to be rated satisfactory on this dimension from an APA-accredited internship site. Objective 5: Promote the integration of science and practice in professional activity, which will continue to develop during the internship year and preparation for licensure Competency 1: Passing of the clinical comprehensive examination given in the areas of Psychotherapy and Intervention, Assessment and Psychopathology, and Professional Issues and Ethics Competency 2: Students will be involved with applied research Competency 3: Students will be members of professional organizations Competency 4: Satisfactory internship ratings on this dimension Competency 5: Program graduates who engage in clinical work will utilize empiricallysupported assessment and treatment methods

12 9 Evaluation Forms: Comprehensive Exam Rating Form (Appendix K, pgs. 9-10); Survey of Ph.D. Graduates (Appendix L, pgs. 1-4; 9-11). Minimum Threshold for Achievement of Objective 5: An average score (across 2 raters) on the Comprehensive Exam Rating Form of a 4.5; evidence of ongoing professional development activity, including contributions to research and service to the profession in both program graduates and current students; the majority of students engaged in clinical work will use empirically-supported assessment and treatment methods; all program interns are expected to be rated satisfactory on this dimension from the APAaccredited internship site Objective 6: Facilitate an appreciation of lifelong learning to provide the flexibility necessary to adapt to evolving demands from within the profession, as well as social, economic, and political pressures for reform. Competency 1: Students will be active members of professional organizations Competency 2: Students will attend and present at professional conferences Competency 3: Program graduates will attend and present at professional conferences Competency 4: Program graduates will be involved in teaching activities Competency 5: Program graduates will maintain active knowledge of current literature Competency 6: Program graduates will take Continuing Education courses Evaluation Forms: Survey of Ph.D. Graduates (Appendix L, pgs. 1-4; 9-11). Minimum Threshold for Achievement of Objective 6: Evidence of ongoing professional development activity, including contributions to research, teaching/training, and service to the profession B3: Specific Curriculum The table below lists the courses and requirements of our program and the specific G & P domain that each one addresses. Please note that a passing grade in the course refers to a grade no lower than a B-. Optional courses or courses used to satisfy specific track requirements are not listed in the table. However, the clinical manual lists the requirements for the clinical child (See Appendix D, pg 22), health (See Appendix D, pgs ) and quantitative (See Appendix D, pg. 26) tracks. Syllabi for any course taken by clinical students during this reporting period are in Appendix F, presented in numerical order. If a syllabus is not present, the course was not taught during this reporting period. Curriculum Area: Biological aspects of behavior Enrollment in one of the following courses: PSY 680 (Health); PSY 712 (Physiological Psychology); PSY 714 (Comparative Psychology); PSY 727 (Psychophysiology); PSY 894 s (seminars as approved by the clinical section) Passing grade in the course

13 10 Curriculum Area: Curriculum Area: Curriculum Area: Curriculum Area: Curriculum Area: Social aspects of behavior Enrollment in one of the following courses: PSY 735 (Experimental Social Psychology); PSY 736 (Advanced Social Psychology); PSY 761 (Survey of Industrial and Organizational Psychology; PSY 894 s (seminars as approved by the clinical section) Passing grade in the course Cognitive/affective aspects of behavior Enrollment in one of the following courses: PSY 703 (Advanced Learning); PSY 704 (Cognitive Processes); PSY 707 (Psycholinguistics); PSY 708 (Judgment); PSY 710 (Motivation); PSY 894 s (seminars as approved by the clinical section) Passing grade in the course History and systems of psychology PSY 718 (History and Systems of Psychology) Passing grade in the course Psychological measurement Infused in the curriculum in the following courses: PSY 641 (Individual Intelligence Testing section on Psychometric Issues); PSY 642 (Personality Assessment section on Psychometric Issues and Objective Techniques); PSY 626 (Advanced Experimental Psychology sections on Constructs to Variables; Causality and Internal Validity; and Generalizability and External Validity) Passing grades in all courses listed above; and a passing grade on the Assessment and Psychopathology section on the comprehensive exam. Successful ratings on the Knowledge From Classroom Experience section on the Practicum Competencies Outline (Hatcher & Lassiter, 2007) Research Methodology a. Enrollment in PSY 626 (Advanced Experimental Psychology); PSY 692 (Research Seminar); and PSY 791 (Research) Passing grade in PSY 626 (Advanced Experimental Psychology) and PSY 692 (Research Seminar). For PSY 791 (Research), a research prospectus must be approved by advisor by May 15 th of student s first year b. Enrollment in two additional courses that require the

14 11 Curriculum Area: Curriculum Area: Curriculum Area: Curriculum Area: writing of a research paper (courses from which students can select are listed in the Clinical Graduate Student Manual, Appendix D, pgs ); or authoring/coauthoring an article or presenting two papers at regional or national conferences Passing grades in courses or acceptance of papers for publication in a journal or presentations at conferences c. Completion of an empirically-based thesis and dissertation Committee must approve a student s thesis and dissertation based on a student s write-up and presentation of the findings to the committee Techniques of data analysis a. Enrollment in the following three courses: PSY 621 (Intermediate Statistics for Behavioral Sciences); PSY 622 (Intermediate Correlation and Regression); and PSY 623 (Design and Analysis of Experiments) Passing grade in the courses b. One additional course from the following: PSY 827 (Multivariate Statistics); PSY 828 (Multivariate II); PSY 825 (Causal Modeling); or PSY 894 s (Seminars on topics in statistics approved by the Clinical Section) Passing grade in the selected course Individual differences in behavior Enrollment in PSY 633 (Psychology of Personality) and PSY 788 (Diversity Issues in Research and Clinical Practice) Passing grade in the courses; and a passing score on the Professional Issues and Ethics section on the comprehensive exam Human Development Enrollment in PSY 773 (Developmental Psychology) Passing grade in the course Dysfunctional behavior/psychopathology a. Enrollment in PSY 637A (Clinical Psychopathology) Passing grade in the course; and a passing score on the Assessment and Psychopathology section on the comprehensive exam

15 12 Curriculum Area: Curriculum Area: Professional standards and ethics a. Enrollment in PSY 688 (Issues in Professional Psychology) and infused in the following required courses: PSY 626 (Advanced Experimental Psychology section on Writing and Ethical Treatment); PSY 641 (Intellectual Assessment section on Ethical Issues in Assessment); PSY 755A (Child Therapy section on Ethical Issues and Professional Development); PSY 755B (Child Therapy section on Ethical and Diversity Issues); PSY 758A (Interventions in Health Psychology section on Diversity & Ethics); PSY 773 (Developmental Psychology section on Theory, Ethics, and Practice in Developmental Psychology); PSY 894M (Advanced Seminar: Clinical Practice interwoven throughout course) Passing grades in the courses; and a passing score on the Professional Issues and Ethics section on the comprehensive exam b. Enrollment in at least six quarters of PSY 789 (Clinical Practica) and completion of 12 months of communitybased traineeships Successful ratings on the ethical and professional skills within each of the domains on the Practicum Competencies Outline (Hatcher & Lassiter, 2007) and passing grades in PSY 789 c. Completion of an APA-accredited internship Satisfactory internship ratings Theories and methods of assessment and diagnosis a. Enrollment in the following courses: PSY 640 (Clinical Skills); PSY 641 (Individual Intelligence Testing); PSY 642 (Personality Assessment I); and PSY 637A (Clinical Psychopathology) Passing grades in all courses listed above; and a passing score on the Assessment and Psychopathology section on the comprehensive exam Successful ratings on the Knowledge From Classroom Experience section on the Practicum Competencies Outline (Hatcher & Lassiter, 2007) b. Enrollment in at least six quarters of PSY 789 (Clinical Practica) and completion of 12 months of communitybased traineeships

16 13 Curriculum Area: Curriculum Area: Successful ratings on the Psychological Assessment Skills section on the Practicum Competencies Outline (Hatcher & Lassiter, 2007) and passing grades in the PSY 789 (Clinical Practica) courses c. Completion of an APA-accredited internship Satisfactory internship ratings Effective Intervention a. Infused in the curriculum in all intervention didactic courses of which PSY 750 A and 750 B (Individual Psychotherapy A and B) are required, and at least, one of the additional intervention courses: PSY 755A and 755B (Child Therapy), PSY 756 (Family Therapy), PSY 751A (Behavior Therapy), PSY 758A (Interventions in Health Psychology) or Group (PSY 754) Passing grade in the courses; and a passing score on the Therapy and Intervention section on the comprehensive exam. Successful ratings on the Knowledge From Classroom Experience section on the Practicum Competencies Outline (Hatcher & Lassiter, 2007) d. Enrollment in at least six quarters of PSY 789 (Clinical Practica) and completion of 12 months of communitybased traineeships Successful ratings on the Intervention Skills section on the Practicum Competencies Outline (Hatcher & Lassiter, 2007); passing grades in the clinical practica (PSY 789); and a passing score on the Psychotherapy and Intervention section of the comprehensive exam e. Completion of an APA-accredited internship Satisfactory internship ratings Consultation a. Infused in the curriculum in PSY 894 M (Advanced Clinical Seminar section on Consultation), PSY 688 (Professional Issues section on Role and Functioning of Clinical Psychology as a Health Profession) Passing grade in the courses b. Enrollment in at least six quarters of PSY 789 (Clinical Practica) and completion of 12 months of communitybased traineeships Successful ratings on Consultation Skills/Interdisciplinary Collaborations on the Practicum Competencies Outline (Hatcher & Lassiter, 2007); passing grades in the clinical practica courses (PSY 789); and a

17 14 Curriculum Area: Curriculum Area: passing score on the Professional Issues and Ethics section of the comprehensive exam c. Completion of an APA-accredited internship Satisfactory internship ratings Supervision a. Infused in the curriculum in PSY 688 (Professional Issues selected readings throughout syllabus) and PSY 894 M (Advanced Clinical Seminar section on How to Optimize your Supervision Experience) Passing grade in the courses; and a passing score on the Professional Issues and Ethics section on the comprehensive exam b. Completion of an APA-accredited internship Satisfactory internship ratings Evaluating the efficacy of interventions a. Infused in the curriculum in all intervention didactic courses of which PSY 750A and 750B (Individual Psychotherapy A and B) are required, and at least, one of the additional intervention courses: PSY 755A and 755B (Child Therapy), PSY 756 (Family Therapy), PSY 751A (Behavior Therapy), PSY 758A (Interventions in Health Psychology) or PSY 754 (Group) Passing grades in the intervention courses and a passing grade on Psychotherapy and Intervention section on the comprehensive exam. Successful ratings on the Knowledge From Classroom Experience section on the Practicum Competencies Outline (Hatcher & Lassiter, 2007) b. Enrollment in at least six quarters of PSY 789 (Clinical Practica) and completion of 12 months of communitybased traineeships Successful ratings on Skills in application of research and Intervention skills on the Practicum Competencies Outline (Hatcher & Lassiter, 2007) and passing grades in all clinical practica courses (PSY 789) c. Completion of an APA-accredited internship Satisfactory internship ratings

18 15 Curriculum Area: Curriculum Area Issues of cultural and individual diversity that are relevant to all of the above a. Enrollment in PSY 788 (Diversity Issues in Research and Clinical Practice) and infused throughout the curriculum in a number of required courses See Domain D2 for a list of the courses Passing grade in the courses and a passing score on the Professional Issues and Ethics section on the comprehensive exam. Successful ratings on the Knowledge From Classroom Experience section on the Practicum Competencies Outline (Hatcher & Lassiter, 2007) b. Attendance for first- and second-year students at all Diversity Colloquia Attendance at colloquia c. Enrollment in at least six quarters of PSY 789 (Clinical Practica) and completion of 12 months of communitybased traineeships Successful ratings on the Diversity-Individual and Cultural Differences section on the Practicum Competencies Outline (Hatcher & Lassiter, 2007) and passing grade in the 789 course d. Completion of an APA-accredited internship Satisfactory internship ratings Attitudes essential for lifelong learning, scholarly inquiry and professional problem-solving a. Infused in the curriculum in the following courses: PSY 688 (Issues in Professional Psychology section on After Graduate and Professional Training); PSY 692 (Research Seminar infused throughout the course); PSY 626 (Advanced Experimental Psychology infused throughout the course) Passing grades in the courses b. Active and competent participation in research and scholarly activities Successful completion of thesis and dissertation, presentations at conferences, journal publications, and intra-departmental colloquia presentations B4: Practicum Sites The Psychology and Social Work Clinic, directed by Dr. Kim Lassiter, is housed in Porter Hall and provides the site for our departmental practica, which are primarily supervised by our core clinical faculty members (See Appendix H-V for web site information on the clinic).

19 Group supervision (typically 2 hours per week) and individual supervision (1 hour per week) are provided for each student enrolled in practica. All sessions are video-taped and monitored closely by supervisors as the practicum experience occurring in our clinic is the first opportunity for students to work with clients. Diverse clients are seen in our clinic and assignments to student clinicians are made by supervisors based on students training needs and interests. In terms of ethnic diversity, in any given quarter over the past year, between 10% - 17% of our clients came from ethnic minority groups. Clients represent a wide range of ages with about 30% of our assessment cases over the past year coming from geriatric populations. Sixty-five percent of clients initiating service during the academic year were university students and 35% were individuals from the community. Community members are drawn from the larger Appalachian cultural region. All students are required to enroll in three quarters of the practicum during their second year and an additional three quarters at some time during their third and fourth years (health- and child-track students enroll in two quarters of the practica specifically tailored to these areas). Prior to their first practicum experience, students have completed their courses in Clinical Skills, Individual Psychotherapy (Both 750A & 750B), Individual Intelligence Testing, and Personality Assessment I, providing students with the necessary knowledge from classroom experience prior to having contact with clients. In addition, at the start of their second year, students are enrolled in Dr. Lassiter s Advanced Clinical Seminar (PSY 894M), which provides students with an orientation to a number of issues including clinic procedures, clinical documentation, mental status exams, case conceptualization, behavioral emergencies, and supervision and beginning consultation issues (See Appendix F, pgs for a copy of the syllabus). These courses, along with the provision of supervision (in the vast majority of instances) by core clinical faculty lay the foundation for students beginning practicum experiences and allow for the opportunity to optimally integrate didactic coursework with initial clinical experience. To develop professional skills beyond initial practica, students participate in up to 12 months of traineeship in a variety of outside agencies (typically during the students 3 rd or 4 th year in the program). Students are placed at the community-based traineeship agencies for either 6- or 12-month periods. These placements occur in lieu of assistantship duties in the department. Thus, traineeships require approximately 15 hours per week at the agencies (equivalent to the 15 hours per week required of students who are assigned to assistantships within the Department of Psychology). Beginning these traineeships in the students third year allows them to have had closely monitored client therapy and assessment experience under the supervision of core clinical faculty as well as the opportunity to complete of a number of foundation courses (including Issues in Professional Psychology and Diversity Issues in Research and Clinical Practice) prior to engaging in more intensive clinical experiences at their traineeship sites. A wide variety of agencies participate (See Table 2 Appendix A, pgs. 2-4), providing numerous opportunities for students in inpatient, residential, schools, and outpatient services of all types (e.g., child, health, rehabilitation, drug and alcohol, etc.). Students are placed in agencies that match their specific training needs (e.g., child clinical, health psychology, or adult clinical). All settings and supervisors in these settings are clearly committed to training and qualified as evidenced by the following: (1) The vast majority of supervisors at the settings are licensed clinical psychologists; the two exceptions are working under umbrella supervision while they work towards licensure (See Table 3, Appendix A, pgs for a summary of other contributors); (2) Relevant personnel from the agencies meet annually with Dr. Lassiter and Dr. Gidycz to provide updates on the available training opportunities and to provide feedback related to students training 16

20 experiences and needs; (3) Relevant personnel from the agencies also meet yearly with prospective trainees in order to provide them with information about their training sites and to answer any student questions; (4) All supervisors from these outside agencies fill out the Clinical Practicum and Traineeship Rating Form (Appendix K, pgs ) that is used in preparing the students annual departmental evaluations and to ascertain that their skills are progressing; and (5) As of Fall of 2006, supervisors from our training sites fill out the Practicum Competencies Outline in order to document students competencies and areas that need to be addressed with further training. Finally, it should be stressed that Dr. Lassiter and Dr. Gidycz oversee the traineeship placements and have had long and successful relationships with the supervisors at the traineeship sites. While they formally meet once a year, there are additional meetings and telephone contacts to address issues as they arise. The overarching goal of all of these meetings is to work together to optimize the training experiences for our students. The available traineeship sites are listed on our website at The Psychology and Social Work Clinic, in addition to providing the initial practicum experience for our students, offers a beginning and advanced assessment-oriented traineeships. During the advanced placement experience, students have the opportunity to work in the Geriatric Medicine Department at University Medical Associates. This traineeship is supervised by Dr. Julie Suhr, a core clinical faculty member, who is nationally known for her research in the area of neuropsychology and assessment. Dr. Suhr also teaches Personality Assessment I, Individual Intelligence Testing, and Neuopsychology, allowing for optimal integration of course material into students applied work. Clients are university students and local community members from elementary school age to elderly adults. Students obtain excellent supervised training experience in psychological and neuropsychological assessment of individuals with learning disabilities, attention deficit disorders, and chronic neurological and medical disorders. Opportunities to work with older individuals in the advanced placement provide students with exposure to a diverse population. The Counseling and Psychological Services at Ohio University has been a placement site for our students for over 30 years. Students placed at the counseling center have the opportunity to conduct psychotherapy with college students who present with a broad range of psychological disorders and adjustment issues. Dr. Susan Young oversees the traineeship and offers a 2-hour supervision seminar throughout the time that students are placed at Counseling and Psychological Services. In addition, all students participate (prior to starting their official placement) in an intake practicum. During this practicum, students have the opportunity to observe supervisors conducting intakes and to begin conducting supervised intakes as well. There is ample opportunity for students to focus on particular areas of interest, such as couples counseling, group therapy, consultation to individuals, families, groups, or organizations, emergency services and crisis intervention, and development, education, and outreach services. Many of our students who are placed at the Counseling and Psychological Services opt to be involved in their International Student Outreach Team, which is an organization comprised of faculty and graduate students who reach out to international students who may not be open to seeking counseling. This provides trainees with the opportunity to further their training opportunities with diverse clients. Several different training sites are encompassed within Health Recovery Services and are supervised by Dr. Joe Gay, Executive Director, Dr. Bernadette Heckman, and Dr. Heather Alvarez. Both Dr. Alvarez and Dr. Heckman are core clinical faculty and licensed psychologists who are knowledgeable about empirically-supported interventions and incorporate them into the work of our trainees. These sites provide opportunities for our students to gain experience with substance 17

21 abusing and dually-diagnosed adolescent or adult clients. Trainees obtain experience with individual, group and family therapy, psychological testing, consultation, and educational presentations. The specific sites include: Basset House, which is a residential adolescent facility in Athens for clients dealing with substance abuse and mental health issues; Athens Alternative Education Program, an alternative school for adolescents with academic, mental health, and/or substance abuse issues; and Rural Women s Recovery Program, a residential facility in Athens for women dealing with substance abuse and mental health problems. Many of the clientele treated at these three sites have dual diagnoses and provide our students with the opportunity to work with a primarily disadvantaged, Appalachian population. Students also have the opportunity to gain exposure to an inpatient population at Appalachian Behavioral Healthcare System, which is also located in Athens. Supervisors include Dr. Joseph Ipacs and Dr. Lori Sauer (both clinical psychology graduates from our program and licensed psychologists). The nature of the site lends itself to training opportunities which include individual and group therapy as well as assessment with severely mentally ill patients. Patients are primarily from rural southeastern Ohio; consisting of underserved individuals from an Appalachian culture. There are four community mental health centers (the first three are within a 50 mile radius of the university and the fourth is located in Athens) that have been traineeship sites for our students over the past seven years, including Woodland Centers, which is an outpatient mental health center with broad community programming and several community mental health centers, schools and other settings in Pomeroy, Jackson, and Gallipolis, Ohio. Training opportunities include individual and couples therapy as well as assessment of clients with a broad range of psychological disorders. There is also an opportunity to obtain supervised training experience in a short-term crisis unit. Clients come from a primarily Appalachian population and include a wide range of ages (children through the elderly). Supervision is provided by Dr. John Garske, a core clinical faculty member in our department. New Horizons Youth and Family Center, serves children, and adults, including SED and SMD adults. There are opportunities for student trainees to work in a school-based early intervention program and to be involved with home-based services. Group therapy experience includes opportunities to work with clients with dual diagnoses, depression, borderline personality disorder, women s issues, and anger management. Students placed at this site are supervised by Dr. John McNamara, a recently retired clinical faculty member in our department. Washington County Community Mental Health Services provides our students with exposure to a broad range of individual with psychological disorders and provides them with individual and group psychotherapy experience as well as diagnostic assessment experience, including crisis evaluations. Students are supervised by Dr. Leah Jaquith, the Director of the clinic and a graduate of our doctoral program. Tri-County Mental Health and Counseling Center, provided our students with exposure to a broad range of individuals (including children, adolescents and adults) with psychological disorders and provided them with individual and group psychotherapy experience as well as diagnostic assessment experience. Supervisors at this site included Dr. Kim Lassiter, our clinic director, and Dr. John Garske, a core clinical faculty member. Although this site had been a valuable training experience for our students in the past few years, due to budgetary issues at the agency, it is no longer a viable traineeship placement for our students. Integrated Service Systems is a traineeship site that serves children and their families in surrounding counties (all within a 50 mile radius of the university). Most of the clients are children who have experienced abuse or neglect and/or are involved in the juvenile justice system and/or 18

22 the child welfare system. Students at this placement have the opportunity to conduct assessments, psychotherapy, and home-based interventions. Students placed at this site have been supervised by Dr. Ben Ogles, a contributing clinical faculty member and current Dean of the College of Arts and Sciences. The Youth Experiencing Success Program (Y.E.S.S.) is a school-based program designed to increase access to evidence-based services for children and families in Southeastern Ohio who struggle with inattention and disruptive behavior problems. Trainees conduct comprehensive assessments of children and their families, provide behavioral consultation to teachers, serve as a member of a multi-disciplinary team that coordinates evidenced-based classroom and home interventions, provide supportive interventions to parents, and individual child psychotherapy. Students are involved with research throughout the year-long traineeship as they collect and analyze treatment outcome data from parents, teachers, and children. Supervision is provided by Dr. Julie Owens, a core clinical faculty member. Students enrolled in the Y.E.S.S. Program traineeship also participate in supplemental interdisciplinary training series to develop competencies associated with interprofessional consultation and collaboration. Columbus Children s Hospital provides excellent training opportunities for our students who are enrolled in the clinical child track. At this site, students have the opportunity to gather substantial assessment experience through working in an Autism and Pervasive Developmental Disorders Clinic or a general pediatric track. Within the general pediatric track, student work with children with a variety of medical issues including diabetes and headaches. Students also get substantial exposure to clients from diverse socioeconomic, racial and cultural backgrounds. The primary supervisors at this site are Dr. James Mulick and Dr. Eric Butter. Since the time of our last self-study we have been very fortunate to have added two traineeship sites that afford our health track students with excellent training opportunities. Dr. Mary de Groot provides the supervision at both of these placements. (1) HeartWorks Cardiopulmonary Rehabilitation Program, which is located at O Bleness Hospital in Athens, is a multidisciplinary, state-of-the-art rehabilitation program designed for patients who have experienced a recent acute cardiac event and/or patients with clinically significant pulmonary disease. Trainees have the opportunity to be involved with brief individual psychosocial assessment, in vivo relaxation training classes, psychoeducational lectures on stress management, and individual empirically-supported brief psychotherapy interventions. (2) O Bleness Family Practice Clinic provides students with training experiences using an integrated primary care psychology model within the O Bleness Hospital Residency Training Program. Patients are community members representative of the southeastern Appalachian region. Trainees are involved with consultation, brief assessment, and individual evidence-based health psychology interventions including depression and anxiety management, stress managements, adherence to medical regimens, weight management, and chronic pain management. Despite being located in a small university town in a rural part of the state, we are extremely fortunate to have a wide range of training facilities available to our students in Athens and the surrounding communities. The three newest placements, the Y.E.S.S. program, HeartWorks, and O Bleness placements have afforded our students in the child and health tracks greater opportunities to focus their training efforts and engage in interdisciplinary training experiences. Further, both Dr. Lassiter and Dr. Gidycz are always open to negotiating additional training opportunities for our students and meet regularly with agency directors to assure that our students training needs are being met in our current training sites. These placement opportunities are a critical part of our training program, consistent with our model in that they afford students the 19

23 20 opportunity to integrate the scientific knowledge that they obtain in their coursework into their clinical practice of therapy, consultation, and assessment. These placement opportunities help us to meet the training objectives primarily encompassed in Objective 3 (Facilitate the development of foundation and functional competencies associated with clinical practice), Objective 4 (Educate students on the role of human diversity as it relates to both the science and practice of clinical psychology), and Objective 5 (Promote the integration of science and practice in professional activity) and they are timed to occur after students have had many of their intervention, assessment, and other core courses. Having our core clinical faculty involved with the supervision at many of these sites helps to ensure that the training is well integrated into our program. We believe that these placement opportunities more than adequately help to prepare our students for their internships. Over the past seven years, on average, we have been successful in placing 90% of our interns during the year for which they first apply for internship. For the students who applied during academic year to begin an internship during the academic year, the average number of total practicum hours was 1803 and ranged from 1429 to 2328 depending in part on students participation in extra clinical work. Students who complete elective courses or practica or who engage in supervised clinical work beyond the traineeship obtain additional hours of clinical experience. Based on student experiences on internship interviews along with rates of internship placement and evaluations of interns by internship supervisors, this foundation of clinical preparation appears to be more than adequate (see Domain F for more details). Domain C: Program Resources C1: Core Faculty Since the time of our last self-study, the number of core faculty has been 13. However, Dr. Margret Appel and Dr. John McNamara retired at the end of the academic year and, during the academic year, Dr. Ben Ogles was appointed as Dean of the College of Arts and Sciences. Currently, Dr. Ogles, although no longer counted as a core faculty member, continues to supervise the students with whom he was working prior to taking the position as the Dean and continues to teach Individual Psychotherapy and serves on thesis and dissertation committees. During this reporting period, other changes include the addition of Dr. Bernadette Heckman (hired in ) as a faculty member with expertise in health and diversity issues. She was hired to replace Dr. Doris Chang, who left the department at the end of the academic year. Additionally, Dr. Heather Alvarez was hired beginning in the academic year. Thus, currently, the clinical faculty includes 10 core clinical faculty members, 4 tenured Full Professors (France, Garske, Gidycz, and Holroyd,), 2 tenured Associate Professors (Anderson & Suhr), and 4 untenured, Assistant Professors (Alvarez, de Groot, Heckman, and Owens) (See Abbreviated Curriculum Vitae, Appendix O). All core program faculty teach graduate clinical courses, supervise the practicum in our clinic, and serve on master s and doctoral committees. Dr. Gidycz has served as the Director of Clinical Training since the beginning of the academic year and has been a faculty in the Department of Psychology since For the past seven years, Dr. Garske has served as the Assistant Chair for Graduate Studies; he will complete his tenure in this position on September 1, All 10 core faculty members spend at least 50% of their time in program-related activities. In addition to our core clinical faculty, Dr. Kim Lassiter has a full-time administrative position as the Director of the Psychology and Social Work Clinic. She has been instrumental in helping to expand the training opportunities in our clinic as well as

24 facilitating assessment of student competencies. Her nationally recognized work in the development of the Practicum Competencies Outline (Hatcher & Lassiter, 2007) has been instrumental in guiding our thinking and practices regarding the assessment of student competencies. She also teaches the Advanced Clinical Seminar, an elective course on supervision, and supervises some sections of practica. In order to augment our assessment training, we have recently hired a new Assistant Professor, Dr. Andrea Beebe. She will administer the assessment service of the Psychology and Social Work Clinic and help oversee the expansion of assessment and evaluation services, which in addition to enhancing our assessment training for our students, will allow us to expand our assessment services both to the campus and community. During the academic year, Dr. Beebe will be supervised by Dr. Julie Suhr until she obtains her license. The core faculty members function as a unit in a number of ways. First, the section meets regularly to address programmatic issues and concerns. All faculty, for example, participate in the end-of-the year and mid-year student evaluation meetings. Once a year, the clinical section has a retreat where there is the opportunity to further address section issues and engage in strategic planning. When programmatic guidelines require a vote, 2/3 of the core clinical faculty must vote affirmatively in order for the issue to pass. Further, all core clinical faculty are responsible for the content of the comprehensive examination, as they all submit potential questions to a committee appointed to select questions and all are involved in grading the questions. In addition to the comprehensive examination committee, clinical faculty are also appointed by the Director of Clinical Training to serve (typically for a two year period) on the internship committee, clinical admissions committee, and the Psychology and Social Work Clinic advisory committee. When applicable for a given year, the Chair of the department appoints the core faculty to serve on the clinical faculty search committee(s). Within the Department of Psychology, three core clinical faculty members are elected by the clinical faculty to represent the section on the Policy, Planning and Procedures committee within the department and 1 core clinical faculty member is elected each year to a two-year term on the judicial committee. Finally, all four untenured faculty members selected a mentor in their first year. The junior faculty members mentors serve to assist the individual with issues that arise during their pre-tenure period. As a result of recent faculty retirements and reassignments (i.e., Dean Ogles), the clinical section has 5 unfilled faculty lines. Based on commitments that we have received from the last two deans of the College of Arts and Sciences, we are confident that these lines will be filled. For the academic year, the College has already approved one search, for a clinical child psychologist, and is expected to approve a second search, for an additional faculty member. We will also be requesting two additional lines for the academic year. Although the clinical section is currently sufficient in number to meet programmatic requirements, we have reduced the core clinical faculty s share of the undergraduate teaching load in order to meet the training needs of our graduate students. The additional lines will allow for more flexibility in individual faculty members schedules and will provide greater depth in the track areas as well as in the area of assessment, and allow for the teaching of elective courses that are not being taught, due to the reduced number of current core clinical faculty. On average, we admit 10 students per year to work with individual faculty members. With a faculty of 15 (our ideal), this ensures that there is a low enough faculty-student ratio to meet the intensive training needs. We also strive to have a critical number of faculty who can teach and whose research is represented by the respective tracks (child and health) as well as faculty whose interests are represented by the general adult clinical area. Currently, four of the core clinical 21

25 faculty are primarily in the health area (France, de Groot, Holroyd, & Heckman), four faculty are in the general clinical area (Gidycz, Anderson, Suhr, & Garske) and two (Owens and Alvarez) are clinical child faculty. However, it should be noted that a number of the faculty have interests that span across areas. Specifically, Dr. Suhr is a neuropsychologist who has contributed to the health track, Dr. Anderson has conducted research within the health area, Dr. Gidycz has contributed to teaching and practicum supervision within the clinical child area, and Dr. Holroyd teaches and serves on thesis and dissertation committees in the general clinical area. Given that students are selected to work with individual mentors, students interests are spread across the three major tracks within our section. During the Spring of the academic year, all program graduates from were sent a survey asking them to anonymously evaluate their training (98% of the surveys were returned). Students were asked to rate their overall satisfaction with their training on a 5-point scale ranging from, (1) not at all satisfied to (5) extremely satisfied. The mean overall program satisfaction rating was Thus, it seems likely that the faculty are adequately meeting the training needs of students in the program. Members of the core clinical faculty vary in their theoretical approaches to clinical work and have diverse backgrounds and experience in the areas that represent our specialty tracks (health, child and general adult). All clinical faculty completed APA-accredited internships and are licensed clinical psychologists. They have demonstrated substantial competence in core areas of our objectives. More specifically, 9 of the 10 current core faculty members have either active grants or have had a grant over the past seven years. Current active grants include projects that address the following issues: (1) drug and non-drug treatments for migraine patients; (2) the prevention of adverse reactions in blood donors; (3) the evaluation of programs designed to reduce sexual violence; (4) the evaluation of a coping intervention for HIV-infected adults; (5) the role of race and psychiatric symptoms in headaches; (6) the evaluation of an intervention program for depressed Appalachian individuals with type 2 diabetes; and (7) psychological contributors to low back pain. The success of the core clinical faculty in obtaining grants has contributed to our Department s excellent ranking with regard to external funding (i.e., second in the College of Arts and Sciences) within the university. Every core clinical faculty member is involved in the presentation of papers at national conferences and publication of scholarly articles in research or professional journals. Since 2001, the 10 core clinical faculty have published 161 articles in professional journals. Dr. Holroyd, one of our most senior faculty members is a Distinguished Professor, Associate Editor of Cephalalgia and on the editorial board of Applied Psychophysiology & Biofeedback. Dr. France, is a Fellow in the Society of Behavioral Medicine, the American Psychological Association, and the International Organization of Psychophysiology. He is currently Editor-in-Chief for Journal of Behavioral Medicine an Associate Editor for three additional journals (Annals of Behavioral Medicine, Pain, and International Journal of Psychophysiology) and a past editor of Psychophysiology. Dr. Gidycz has been on the editorial board of Psychology of Women Quarterly and has served on a number of state and national panels to address sexual violence issues. All three of these senior faculty members have published extensively in high quality journals. Dr. Suhr s work in neuropsychology is nationally known and she has 27 publications in high quality journal over the past 7 years. She currently serves on the editorial board for two major neuropsychological journals (Journal of Clinical and Experimental Neuropsychology and The Clinical Neuropsychologist). Dr. Anderson obtained an Early Career Award from the International Society for Psychotherapy Research for his work that focuses on psychotherapy outcome and process issues. Finally, our four junior faculty members have been 22

26 instrumental in broadening our research and clinical efforts to the surrounding community, forming partnerships with the schools, a local adolescent residential treatment center and our medical center, ultimately creating excellent clinical training and research opportunities for our students. Dr. Owens directs the Youth Experiencing School Success Program (Y.E.S.S.) and has obtained substantial funding for its implementation and evaluation since she was hired. She was also recently honored with Ohio University s Outstanding Graduate Faculty award. Dr. de Groot has formed critical partnerships with our local medical center, and in addition to setting up two traineeships for our health students, has a current grant to evaluate her intervention that focuses on depressed individuals with type 2 diabetes. Dr. Heckman and Dr. Alvarez are conducting a joint clinical research project evaluating factors that affect treatment receptivity, as well as short- and long-term outcomes of a residential treatment program for substance abusing adolescents. Further, Dr. Heckman s work in the area of health disparities for ethnically diverse clients and Dr. Alvarez s efforts to evaluate primary prevention programs (focusing on violence) in our local schools have considerably broadened research opportunities for our students and enhanced our local community partnerships. As evidenced in Table 3 (Appendix A, pg. 18), all 10 of our current core faculty members have co-authored papers at professional meetings, co-authored articles in professional/scientific journals, and been engaged in the delivery of direct professional services over the past seven years. All faculty through their numerous professional responsibilities which includes clinical supervision, research mentoring, co-authoring of publications and presentations with students serve as excellent role models for students. Faculty awards and distinctions for the academic year are listed on our web site and reproduced in Appendix H-I). Abbreviated vitae for the core clinical faculty are listed in Appendix O. In addition to the core clinical faculty we have 14 associated program faculty which include twelve full-time, experimental psychology faculty members who participate in the training of clinical students. Like core clinical faculty members, all experimental faculty members hold the Ph.D. degree and have specialized training in their areas of expertise. They are expected to be actively engaged in programmatic research and participate in the training of clinical students through advising or serving on thesis or dissertation committees, instruction, or research supervision. Other associated program faculty include, Dr. Ogles, the Dean of the College of Arts and Sciences. He teaches the Individual Psychotherapy Course (750B) and serves on thesis and dissertation committees. Dr. Sarver is an additional contributing faculty member. Although Dr. Sarver is primarily involved in undergraduate teaching, he currently teaches the Psychology of Personality (PSY 633) course and the Seminar for Teaching Psychology (PSY 693) for our students. Table 3 in Appendix A summarizes the associated faculty s contributions to the program (pgs. 7-11), demographics (pg. 16), and professional activities (pg. 18). Appendix P contains the abbreviated vitae of the associated program faculty. As illustrated, the associated program faculty are productive researchers who contribute a needed breadth to the training of clinical students. A number of adjunct faculty also participate in the training of clinical students. The majority of adjunct faculty are clinical supervisors at agencies where students gain valuable clinical experience. A number of our outside supervisors are graduates of our training program, and are thus well-trained within a scientist-practitioner model and evidence a strong commitment to the training of our students. CoA abbreviated vitae for those traineeship supervisors who are staff members of the respective traineeship sites and our additional contributing program faculty are listed in Appendix Q. Other adjunct faculty members participate in the training of students through their involvement with course instruction (Dr. Schumacher and Dr. 23

27 24 Drumm) or grant-related research supervision (Dr. Janis France). Table 3 in Appendix A summarizes the other faculty s contributions to the program (pgs ), demographics (pg. 16), and professional activities (pg. 18). C2: Students Since , we have admitted 74 students into our doctoral program, an average of 10.6 students a year. Our students are a highly select group, and on average across the past seven years, only 14% of our applicants were offered admission. Table 5 (Appendix A, pgs ) lists the educational background for our current students. As evidenced in Table 4 (Appendix A., pgs, 19-21), our current students have been very productive regarding scholarly activities. Eighty-nine percent of our current students have been authors/coauthors of papers at professional meetings and 64% have authored/coauthored articles in professional scientific journals. As evidence of their commitment to the professions, 98% of them belong to professional organizations. Finally, a number of students have won highly competitive awards during the academic year. Of the 64 students listed in Table 5 (Appendix A, pgs ) (excluding 2007 students), 14 of them have won prestigious awards during the last academic year. These awards and recognitions include the 2007 American Psychological Foundation Elizabeth Munsterberg Koppitz Travel Award, a four-year NIH minority supplemental award from the National Heart, Lung, and Blood Institute, a Student Investigator Award from the Society of Behavioral Medicine, and the Award of Merit from Division 52 of APA in the competition for student international research. Additionally, one of our third year students was selected for the Making Feminism Relevant Task Force of the American Psychological Association (The full list of student awards for is on our web site and in Appendix H-I clinical students are highlighted). Given that for the majority of time over the past seven years we have had 14 core clinical faculty, the number of students admitted allows for a low student-faculty ratio. We have a sufficient number of students, however, to ensure opportunities for meaningful peer interaction, support, and socialization. All incoming students are assigned a student mentor, who is a more advanced student who has agreed to provide the incoming students with support throughout the program. The students also meet weekly during the first quarter with the Director of Clinical Training (in the context of the Clinical Orientation Seminar) in order to provide the students with an opportunity to both obtain information about the program and discuss with their peers any issues relevant to their training. Given that we have a mentoring model and very active laboratories within the clinical section, students also have substantial opportunity to interact with and learn from students who share similar research interests. To ensure that students are a good match for our scientist-practitioner program and individuals who are appropriate for our training objectives, students are admitted into our program based on a number of factors including, (1) prior academic performance; (2) previous research experience; (3) evidence of a commitment to clinical work; (4) performance on the Graduate Record Exam; (5) letters of recommendation; and (6) evidence of a good match between research and applied interests and our training program. Our mentoring model ensures that students are distributed across the child and health tracks, as well as there being a sufficient number of students whose interests are in the general adult clinical area. Table 5 (Appendix A, pgs ) summarizes the educational background of students admitted over the past seven year, Table 6 includes a summary of all current students (Appendix A, pgs ), and Table 7 (Appendix A, pg. 31) includes a summary of the status for the six students who are in their 8 th year in the program (all but one is expected to finish during the upcoming academic year). Table 10

28 25 (Appendix A, pg. 52) summarizes our attrition over the past seven years and Table 6 (Appendix A, pgs ) lists the reasons why students have left the program. Of the 74 students who have been admitted over the past seven years, 8 (4%) have left the program. Given that only three were dismissed because of failure to make adequate progress in the program, we believe that our selection criteria are optimal. C3: Program Resources a. Financial support for training and educational activities. The clinical training program is an integral part of the psychology department s mission and budget. All clinical faculty positions are part of the base budget. In addition, the clinic receptionist position is funded through the base budget and 70% of the clinic director s salary is in the base budget (the remainder is funded through the Department of Social Work). The newly hired Psychology Assistant, Dr. Andrea Beebe s position was funded through the university as part of a reallocation competition. The clinic director s position was funded through a joint reallocation proposal put forth by the Department of Psychology and the Department of Social Work. Funds are also allocated for the purchase of teaching supplies including clinical testing kits, etc. Stipends (and tuition waivers) for students are provided by the college and all students are guaranteed funding (contingent on adequate progress in the program) for four years. In instances, however, when students have been on campus for a fifth year, the department has funded all of these students. For the year, the stipend provided to all incoming students is $13,200. There are also additional multicultural fellowships provided for some of our minority students in the amount of $17,600 and departmental scholarships for selected students that provide a stipend enhancement of $4,000. The department provides funds to help cover travel expenses for students who travel to distant traineeships and also provide a small amount of support for all thesis and dissertation research ($300). There is also additional departmental grants provided to students for their research (up to $500), awarded by the chair of the department for meritorious research projects. In addition, students can obtain $250 to help cover the costs of presenting their research at national conferences. The university also has a number of internal competitive funding opportunities for graduate student research, including Selective Enhancement Grants that provides up to $6,000 to fund projects and the Graduate Student Senate Awards which fund projects for up to $750. In addition, the department has successfully obtained supplemental internal competitive funding. Since 1989, the health psychology program (a joint program involving both the clinical and experimental sections) has held an Academic Challenge Award, a fund recognizing high quality programs that was initially subsidized by the Ohio Board of Regents and is now supported with university funds. This award allowed us to hire a tenure-track faculty member in the clinical section, as well as provided support for two postdoctoral fellows and two graduate students. In addition, in 2000, the Department of Psychology was one of only two departments chosen by Ohio University to receive selective investment funds to expand our research and training opportunities in clinical and health psychology. These funds were used to develop a research site in an urban setting (Columbus, Ohio), and the hiring of a number of support staff, including, a biostatistician, bioelectrician, a grant manager, and two research nurses, with additional funds available to increase graduate student stipends and support postdoctoral fellows. The selective investment/enhancement funds substantially improved the potential for offering the finest possible research and training opportunities and supplemented our existing financial resources and facilities.

29 b. Clerical and technical support. Clerical support for the department includes an administrative assistant and three other secretarial staff positions in the main office. One of the secretarial assistants is dedicated to graduate programs and works closely with the Assistant Chair for Graduate Studies and Director of Clinical Training. In addition, the department shares the expense for a computer specialist (with plant biology). The psychology department selective enhancement funding covers the costs of several other support positions noted in the preceding paragraph. c. Training materials and equipment. The department and the university also support faculty development in several ways. The university provides a faculty fellowship program (similar to a sabbatical program at other universities) that enables a faculty member to take paid leave for up to a year at the end of each seven-year teaching period. In addition, the Department of Psychology offers a one-quarter, one-course reduction in teaching load for faculty who are engaged in activities such as developing a major new instructional procedure, serving in some major service capacity for a national or state organization which increases the visibility of the department within the discipline of psychology, or carrying out a personal development plan which necessitates start-up time that will result in a significant change in the character of his or her faculty workload (e.g., to increase his or her level of research activity). The department provides travel support for paper and poster presentations at regional and national conferences in addition to support for the purchase of clinical testing materials, research supplies, and some research equipment. The university also has several university-wide, internal research and faculty development funds for which faculty may apply to support research and scholarly activities as well as activities that will lead to improvement of teaching. d. Facilities. The Department of Psychology is housed in Porter Hall, which underwent large-scale renovation from 1992 to It affords space for teaching and research, as well as offices for all faculty and graduate students. Anderson Laboratories, which is adjacent to Porter Hall contains additional research laboratories. Computer facilities both within the department and throughout the university are extensive and readily available to students and faculty at no cost. The department alone has two computer labs. The larger, named the Klare Lab, contains 31 computers and is used for classroom instruction and research. A second, smaller lab, containing 4 computers, is for the exclusive use of the department's graduate students. A multitude of computers can also be found in a variety of other locations throughout the department, including research labs and offices. The department's computers are connected to an Ethernet local area network that provides users access to the university's wide area network, as well as the Internet. The Department of Psychology and the Department of Social Work jointly operate a training clinic which is housed in the ground floor of Porter Hall. This clinic includes individual and group therapy rooms as well as observation rooms for clinical training, a waiting room, a records room, and offices for the clinic staff and clinical supervisors. The rooms are also equipped with video and audio taping capabilities and one-way mirrors for live observation. The full-time clinic staff consists of a receptionist, an Assistant Professor (Dr. Beebe), and the clinic director. In August of 2007, construction began on an addition to Porter Hall. Following the completion of this addition, Anderson Laboratories will be razed. The new addition is not merely a replacement for Anderson Laboratories; it will provide the department with much needed additional laboratory, classroom, clinic, and storage space. The specific enhancements that this space will provide includes the following: 1.) Whereas Anderson Laboratories has approximately 6,000 square feet of faculty lab space, the new Porter Hall addition will have more than 12,000 square feet of faculty lab space; 2.) The new addition will also contain two small classrooms, 26

30 including one devoted solely to a psychophysiology instructional lab; 3.) The Department s instruction computer lab will be moved from its current location on the second floor of Porter Hall to the new addition, and the existing computer lab will be converted into office space and a seminar room; 4.) The Psychology and Social Work clinic will gain approximately 1,000 square feet once two faculty labs are moved from their current location adjacent to the clinic to the new addition and; 5.) The new addition will contain two storage rooms. In addition to the research facilities located in Porter Hall, our clinical faculty have also developed research sites in Columbus, Ohio, which has a metropolitan population of more than 1.5 million people. These sites provide access to patient populations and training opportunities that are not readily available in Athens and the surrounding region. The Columbus East research site is located so as to facilitate minority recruitment for clinical research projects. This site is currently staffed (with grant and Ohio University funding) with one full-time and one part time doctorallevel psychologist. The full time psychologist is also a registered nurse. We also have a fully functioning research clinic that was established with NIH funding for research on psychological and pharmacological treatment for headaches in Westerville, Ohio. These research sites are associated with established multi-site medical facilities that have more than 50,000 patient visits per year, and access to the Columbus metropolitan-area population. We have direct access to over 14 physicians, multiple specialists, technical staff, full laboratories (psychophysiological and medical), physical therapy, and so forth. These sites provide opportunities for clinical research and clinical research training that are not available in the Athens area. A consortium of major urban medical centers (Cincinnati, Toledo, and Cleveland) has also been formed through the Ohio Headache Association for collaborative research that currently provides multi-site access to medical populations for one faculty member s (Dr. B. Heckman) NIH funded research. e. Student support services. There are a number of student support services available on our campus. These services are detailed in the Graduate Catalogue which is available on the web site of the Graduate College ( as well as the Graduate Student Handbook which is published by the Graduate Student Senate and also available online ( There is an Information Center in the lobby of Baker University Center where a student can obtain information about university services. Some highlights of the services available for graduate students include Disability Services ( Student Health Services ( more than 20 internationally-oriented student organizations, the University Ombuds ( who serves as an advocate for students when problems emerge, and the Research and Sponsored Programs Office which provides assistance to students in preparing research proposals and obtaining awards for external research support. The campus also has a Lesbian, Gay, Bisexual, Transgender Center ( a safety escort service ( and excellent athletic and recreational facilities ( Many of these support services are summarized in the Graduate Catalogue (Appendix B, pgs , 40 ). Information about services are provided to students at our departmental orientation meeting, the university-wide orientation meeting, and during the Clinical Orientation Seminar (PSY 588) taught by the Director of Clinical Training. f. Access to or control over practicum training sites. The clinical section maintains control over the practicum sites by having all of the training for second-year students occur within our departmental clinic, meeting yearly with outside agency directors, having clinical faculty serve as supervisors at a number of our traineeship sites, and having traineeship supervisors fill out our 27

31 28 practicum rating form as well as Hatcher and Lassiter s (2007) Practicum Competencies Outline. Beginning in the Fall of 2007, we also will have students rate the quality of their training at the sites in order to ascertain that the opportunities being provided are consistent with the objectives of our training program. Domain D: Cultural and Individual Differences and Diversity D1: Efforts to recruit and retain diverse faculty and students The clinical section is committed to recruiting diverse students. These efforts include offering specialized fellowships as well as departmental scholarship enhancements to ethnically diverse students (current yearly amount is $17,600), having a mentorship program for all students in order to create a welcoming environment, as well as more specific recruitment efforts. For each of the past three years, the current Director of Clinical Training, at the annual meeting for the Council of University Directors of Clinical Programs (CUDCP) has attended the reception for minority undergraduate students and provided students with information about Ohio University s clinical program. Further, on Ohio University s campus, each year, the Assistant Chair for Graduate Studies, Dr. Garske, and the Director of Clinical Training participate in The Multicultural Graduate Student Recruitment Effort. Dr. Garske works closely with Graduate Studies on their Multicultural Graduate Student Recruitment efforts in order to broaden our potential base and provide support for applications and travel to campus. Each year, there is a visitation weekend for multicultural graduate students to come to campus and spend time in our department. When they visit our department, they meet with faculty and graduate students. Finally, creating a program that infuses diversity issues throughout its curriculum (discussed below) is also helpful in the recruitment of diverse students. We feel that we have been successful over the past three years in obtaining ethnically diverse students. For example, for the incoming class, 30% of our students come from ethnically diverse backgrounds, for the , 25% are ethnically diverse and 17% are international students, and for the entering class, 17% were from ethnic minority groups (See Appendix A, Table 4, pg. 20). We make calculated efforts to bring minority candidates to campus when we have openings and diversifying our faculty in terms of gender and ethnicity is a critical part of our deliberations about candidates. Currently one of our core clinical faculty members is from an ethnic minority group (N = 10%), 60% of are women, and 40% are men. Efforts to recruit minority candidates include advertising positions (in addition to national employment outlets) in the bulletin of the Association of Black Psychologists and the newsletter for Division 35, Women in Psychology. Letters are sent and phone calls are made to universities and colleagues to help generate a pool of potential minority applicants. Once potential candidates are identified, they are invited to apply for the position. Job postings are also made on relevant listservs. Part of retaining and recruiting diverse faculty is creating an atmosphere that is open and accepting to all people and we believe that our department and the university has a strong commitment to creating a welcoming environment for all individuals. The President s Commitment to Diversity is outlined in the Graduate Catalogue (Appendix B, pg. 2) and also in the university s Affirmative Action Plan for Ohio University (See Appendix C, pgs. 1-17). Further, the President s Diversity Initiative (See Appendix C, pgs ) helps to assure that diverse applicants are interviewed for each open position. Additionally, the Provost also supports an Opportunity Hiring Program whereby she has afforded salary for up to three years to support a one-time hire for an exemplary scholar who has minority status. While not specific for the recruitment of diverse faculty, our department is

32 29 also willing to hire unlicensed candidates (both minority and non-minority individuals) and provide them with supervision so that they can be licensed in a timely manner. All new faculty members are assigned mentors and in instances where spouses or partners of potential new hires are in need of employment, the department is committed to trying to assist with finding positions for our employees significant others. All new faculty are given a course reduction in their first year; such that new faculty only teach 3 courses during their first year, and they are also given a full-time research assistant throughout their first year. Finally, the Department has funding that is available to new faculty to hire a consultant who could help the new faculty member to seek external support for their research. It is important to note that of our last five clinical hires, all five have been women and two have been members of minority groups, reflecting the department s commitment to building a diverse faculty (See Appendix A, Table 3, pg. 16 for a summary of faculty demographic characteristic). D2: Program Diversity Training Diversity education and training occurs throughout all parts of our curriculum, including coursework, colloquia, research, and practicum experiences. Across both in-house and community placements, students are evaluated utilizing Hatcher and Lassiter s (2007) Practicum Competencies Outline (i.e., successful ratings on Diversity Individual and Cultural Differences). Across all clinical practica (PSY 789), students are expected to integrate diversity issues into case formulations and intake reports. Students must also take our required Diversity Issues in Research and Clinical Practice course (PSY 788). The objectives of the course (among others see syllabus, Appendix F, pgs ) are to introduce students to ways to discern multicultural approaches to research, assessment, and treatment as well as enable students to develop competencies in working with individuals from diverse backgrounds. Additionally, diversity issues are infused within the following courses. Psychology of Personality (PSY 633) Issues related to gender differences are addressed by covering theories that specifically contrast male/female psychological issues (Horney). Gender issues and cultural differences in object relations theory are addressed by contrasting psychodynamics and cultural role imperatives. Gender issues are also addressed with respect to neurobiological, anatomical, functional, and hormonal differences (e.g., dependency/fusion issues, giving up needs/boundary issues) (See Appendix F, pg. 19). Psychopathology (PSY 637A) Gender and multicultural issues are specifically addressed with reference to DSM-IV disorders in the text. There are also additional readings on gender and culture. In class, these issues are integrated into discussions and lectures on theory, diagnosis and disorder (See Appendix F, pgs ). Child Psychopathology (PSY 637C) Cultural factors are woven throughout the class material. Students read a series of articles that examine the prevalence, phenomenology, and associated features of child psychopathology from a cross-cultural perspective. Bronfenbrenner s ecological model is discussed to help students understand the importance of familial, community, and cultural factors as they influence individual functioning. In addition, students consider the strengths and limitations of existing diagnostic classification tools (e.g., DSM-IV) and discuss the host of contextual factors that are typically not accounted for in the diagnosis of childhood psychological disorders. Students are expected to critique extant literature and classification systems that do not take into account cultural factors (e.g., poverty, family background, community resources). In addition, students are asked to reflect on weekly readings in order to

33 increase their awareness of the way in which their own backgrounds influence their understanding of such concepts as: "problem", and mental health (See Appendix F, pgs ). Clinical Skills (PSY 640) - Clinical Skills begins with an ecological model in which the frame surrounding the relationship is built through negotiating the client s and therapist s real life context. Using this ecological model, diverse cultural and personal constructions are negotiated through the boundaries around the therapeutic relationship. Therapeutic empathy, a central part of this course, becomes a task in which recognizing differences and similarities in clients must be balanced. Thus, a major source of boundary violations comes from over-emphasizing differences (separateness) or over-emphasizing similarities (merger). Classroom activities and practice interviews reinforce these points. For example, one planned discussion asks students to describe their experiences, strengths, and weaknesses in interacting with others different from themselves (e.g., race, gender, as well as nature of presenting problem). Another discussion involves presenting students with brief descriptions of clients that include stereotypic diversity issues as means of encouraging students to grapple with identifying stereotypes while working with clinical realities (See Appendix F, pgs ). Individual Intelligence Testing (PSY 641) Diversity topics are infused throughout the whole class. Specifically, discussions and readings cover variables (i.e., genetic and environmental) that affect the underlying construct of intelligence and how we measure it (including variables that affect test performance). In weeks 7 and 8 of the class, specific discussions and readings center on clinical, ethical, societal, and legal implications of group and individual differences on intellectual tests. Readings are focused on both sides (the construct of and the measurement of intelligence). A discussion of legal and policy issues related to diversity also occurs. Competency with regard to diversity is assessed either by a major writing assignment or an exam question at midterm or final focused on diversity issues (See Appendix F, pgs ). Personality Assessment I (PSY 642) The first assignment for this course is a debate on making assessment decisions based on statistical decision making versus clinical wisdom. The debate encourages students to consider the problems of failing to have or use cross-cultural norms for making statistical decisions. The class emphasizes that the client context and diversity are not adequately standardized within groups and also may not be specific enough to identify unique individual differences. Throughout the course, these limitations are highlighted on the tests covered in the course (e.g., MMPI gender reliability on scale 6). This point is also made through discussion of how past decisions in test design (e.g., MMPI scale 5), even when attempts are made to correct them, may lead to inappropriate judgments about clients based on their gender, race, or sexual orientation (See Appendix F, pgs ). Child and Adolescent Assessment (PSY 645) - Issues of diversity and culture are infused in lectures throughout the course as they relate to diagnostic interviewing, rating scale use, and standardized testing with diverse populations. In addition, one week (two class periods) is devoted specifically to the topic of diversity in assessment. In addition to discussing assigned readings related to the topic, students make case presentations that highlight the interpretation of testing data in the context of a cultural formulation of the client and his/her family (See Appendix F, pgs ). Health Psychology (PSY 680) The course is structured as a survey of issues in clinical and experimental health psychology. In the initial lectures students are introduced to the importance of diversity issues (especially race/ethnicity, socioeconomic status, and gender) as they relate to individual differences in predisposition, precipitation, and perpetuation of physical illness through lecture and assigned readings. With this introduction in place, the course is then structured 30

34 such that specific illnesses are reviewed from the perspective of the biopsychosocial model, and issues of diversity are crucial in understanding these multiple layers of influence (See Appendix F, pgs ). Issues in Professional Psychology (PSY 688) In this course, which covers a broad range of topics related to the ethical practice of psychology, specific readings and lectures address the issue of psychologists attaining cultural competence (See Appendix F, pgs.71-78). Individual Psychotherapy A (PSY 750A) This course focuses on experiential, dynamic and interpersonal psychotherapy practice and research. Readings and discussion focus on how these depth therapies have been modified in recent decades for diverse populations. In regard to research, students read about and discuss diversity issues such as client race, gender and religious orientation. Specifically, there is a direct focus on client-therapist-matching involving diversity, differential outcomes, and the development of diversity-based therapeutic approaches (See Appendix F, pgs ). Individual Psychotherapy B (PSY 750B) In this course, students read chapters about psychotherapy research related to diverse populations. In addition, course discussion throughout the quarter is centered on cognitive therapy that aims to identify, assess and treat the unique thoughts and feelings of clients given their historical and current context including racial, ethnic, gender, religious, and family background. Diversity-related issues are potential topics for the final paper and may be included in the final exam (See Appendix F, pgs ). Child Therapy (PSY 755A) - Issues of culture and diversity are interwoven with all class material and discussions as they relate to understanding the effectiveness of psychotherapy with children, therapy techniques, and case conceptualization. In addition, one week (two class periods) is devoted specifically to the topic of diversity in child therapy, focusing heavily on the Appalachian culture, poverty, and general cultural techniques in psychotherapy. Finally, there are readings intended to provoke thought and discussion about issues surrounding relating to children of different cultures. Students consider how they might incorporate different cultural perspectives into their clinical work (See Appendix F, pgs ). Child Psychotherapy (PSY 755B) Students read chapters and articles designed to generate discussions about cultural diversity, therapy process issues, and how specific techniques can be applied to students current therapy cases (See Appendix F, pgs ).. Family Therapy (PSY 756A) Cultural factors are woven throughout the class material. Students are expected to read a variety of articles that examine the use of family therapy techniques with specific populations (e.g., Mexican-Americans) and class discussion surrounding these readings is aimed to help students understand how different cultural factors affect the definition, practices, and traditions of families and the way in which this may translate into the therapeutic context. In addition, students complete a number of self-evaluation activities (e.g., student genogram) that promote students awareness of their own cultural viewpoint and the way in which their own backgrounds influence their practices for families with whom they will work. Students also learn about the family from a historical, developmental, and cross-cultural perspective using clinical, theoretical, and empirical literature as a foundation (See Appendix F, pgs ). Health Interventions (PSY 758A) Although social class, ethnic and cultural differences come up in treatment of virtually every disorder intervention (as these variables influence prevalence and symptom presentations for all disorders and morbidity or mortality for some) a separate section, Issues of Diversity and Ethics, with its associated readings addresses diversity issues more broadly (See Appendix F, pgs ). 31

35 32 Group Therapy (PSY 784) - Diversity issues appear in readings, exercises and discussions. For example, the Groups in Action DVD of the complete meetings of a multi-cultural counseling group (with African-American, Hispanic-Americans of different backgrounds, Vietnamese-American and Euro-Americans) raise numerous clinical issues related to multicultural group work that are explored in written exercises in the accompanying workbook and class discussion (See Appendix F, pgs ). Psychopharmacology and Psychotherapy (884) Relevant diversity issues are addressed with a variety of topics. For example, under pharmokinetics, the subtopic of ethnic differences in pharmokinetics (e.g., ethnic differences in P450 enzymes that influence drug metabolism) is addressed. However, diversity issues are addressed more formally under treatment of depression, in the subtopic of cultural competency, where the Psychiatry CME program: A Surgeon General s Perspective on Cultural Competency: What is it and how does it affect diagnosis and treatment of major depressive disorder? is completed by students and discussed in class (See Appendix F, pgs ). In addition to coursework, issues of diversity, particularly as they relate to ethnicity and gender, are incorporated within research projects being conducted by clinical faculty and their students. Specifically, Dr. Bernadette Heckman has a grant from the National Institutes of Neurological Disorders and Stroke to assess race/ethnic-related health disparities as they relate to the experience of headaches in individuals. Dr. Heckman s research also addresses the integration of cultural factors in the assessment and treatment of adolescents with substance use disorders. Dr. de Groot has a grant from the National Institute of Diabetes, Digestive Diseases and Kidneys to evaluate a cognitive-behavioral intervention for Appalachian individuals with type 2 diabetes and depression. Dr. France has conducted investigations on the relationship between gender and the perception of pain, and the research of both of our clinical child faculty, Dr. Owens and Alvarez addresses school-based interventions targeting primarily low-income, disadvantaged, rural youth. Dr. Timothy Heckman (an experimental health faculty member who has served as a research mentor for clinical students) who conducts research in the area of HIV/AIDS has examined rural residents and the elderly; two groups largely overlooked by contemporary AIDS research. Many of our students have benefited by the mentorship of these faculty. Finally, beginning in , the Department of Psychology has offered a Diversity Colloquium series ( (also described in Appendix H-I). The purpose of this series is to bring to the department nationally and internationally known scholars to present a colloquium, and in some instances, a workshop on diversity-related topics. Students and faculty learn a lot from both the more formal talks as well as the opportunity for dynamic interchange between themselves and the speaker through informal group meetings. The formal talks are open to university and community members, and continuing education credit has been arranged for the talks. We are pleased to have brought to our department the following individuals as part of this series. Beverly Green, Ph.D., Professor of Psychology, St. John s University. Talk Title: Diversity, Difference, and Social Power: The Denied Dimension of Psychotherapy Workshop Title: Forging Connections Across Power and Identity Differentials in Psychotherapy: The Role of Therapist/Client Social Privilege/Disadvantage

36 33 Tracey A. Revenson, Ph.D., Professor of Psychology, City University of New York Talk Title: Interpersonal Racism, Stress and Health: A Contextual Approach Stanley Sue, Ph.D., University Distinguished Professor of Psychology and Asian American Studies, University of California, Davis Talk Title: Ethnic Minority Research: Problems and Issues Facing Psychological Science Workshop Title: What We Know and Don t Know About the Mental Health of Ethnic Minority Groups Gordon C. Nagayama Hall, Professor of Psychology, University of Oregon Talk Title: The Cultural Context of Sexual Aggression For the year, we have the following speaker presenting as part of this series. It is likely that at least one additional speaker will participate in this series in the Spring. Alan Berkowitz, Ph.D., Independent Consultant, Ithaca, New York Talk Title: How to Be a Social Justice Ally Theory, Skills and Recent Research Domain E: Student-Faculty Relations E1: Mutual Respect between Students and Faculty The clinical section recognizes the rights of students and faculty to be treated with courtesy and respect and takes various steps to ensure that this occurs. First, the Director of Clinical Training has an open door policy, such that students are welcome to stop by at any time or to schedule an appointment to speak informally about issues as they arise. As part of the Clinical Orientation Seminar (PSY 588), the Training Director meets one hour per week with incoming students in the Fall and some discussions center around the handling of conflicts and importance of utilizing the Director of Clinical Training as a resource person should issues arise. Our mentoring model also serves to create an atmosphere where students feel comfortable talking with their mentors about issues and concerns before they escalate. Being accessible to students often allows for the resolution of conflicts or concerns before they escalate where more formal action would be necessary. Further, students may bring issues to the section themselves, through their student representatives, advisors, or program director. Policies regarding students rights are provided in Appendix R and include Ohio University s policies on the Rights of a Teaching Associate (pg. 1); Student Records: Collection, Maintenance, Review and Release (pg. 2-9); Workplace Violence (pg ); and Harassment (pg ). Due Process and Grievance Procedures are summarized in our Clinical Manual (Appendix D, pgs ), and addressed in select pages of the faculty handbook (Appendix J). Student-faculty relationships are also enhanced through student participation in program governance. The students select representatives who participate as voting members in meetings of the clinical section and the psychology department. The student representative participates in all business at clinical section meetings except student evaluations and grievances resulting from evaluative decisions by the faculty. Students also sit on the Policy, Planning, and Procedures Committee at the departmental level. In addition, each of the clinical section s two standing

37 34 committees (Internship and Admissions) has one student representative who is selected by the students. Students also serve on ad hoc committees such as faculty recruitment committees. Students are encouraged to discuss program concerns with their advisors and the Director of Clinical Training. In general, we try to promote student involvement in program governance and departmental service, both to better serve the department and prepare students for their future professional roles. If a conflict or grievance arises and the situation cannot be resolved through more informal methods, there are clear departmental and university procedures for addressing grievances. The department s policy on student grievance procedures is included in the Clinical Graduate Student Manual together with a description of the department s Judicial Committee and the university s policy for grade appeals (portions of these policies are also replicated in the student manual) (See Appendix D, pgs ). In actual fact, these procedures are rarely invoked by clinical students. During this review period, no formal grievances were filed. Students are made aware of these procedures as part of the Clinical Orientation Seminar and the information is published in the training manual. Students receive a copy of the manual during the student orientation meeting which occurs for incoming students the first day of the quarter. The manual is also published on our web site ( When students themselves have problems that are sufficiently severe to hamper their performance in the program, they are evaluated by the clinical faculty as a whole and recommendations are made to the student through the program director. Specific recommendations may be made as part of the regular, annual review or, if the problem is severe, at a special meeting of the section. Students may appeal any decision of the section to the section and to the other levels described in the student grievance procedure (i.e., the Assistant Chair for Graduate Affairs, the Judicial Committee, the department chair, and the Dean of the College of Arts and Sciences). The University Ombudsman Office is available to assist the student at any level in the process. E2: Faculty Accessibility and Guidance Our mentoring model ensures that students and faculty work very closely together. Additionally, the nature of our curriculum also contributes to extensive faculty-student involvement. For example, all of our clinical faculty have served as supervisors in our clinic during this reporting period. Further, the fact that students and faculty often present posters/papers together at professional meetings and have joint publication is also suggestive of good mentorship. To our knowledge, none of the eight students (See Table 10, Appendix A, pg. 52) who were admitted during this reporting period and who have left our program during this time did so because of dissatisfaction with their mentors. Three of the students left for health reasons, one left for personal reasons, one left to follow her advisor who moved to another university, and the remaining three were dismissed because they failed to meet program expectations. As outlined in Section C-1, our faculty clearly have a record of accomplishment and serve as excellent role models for our students. E3: Respect for Cultural and Individual Diversity Our department is respectful of issues related to cultural and individual diversity and we have outlined our strong commitment and efforts in Domain D. We have been very successful over the past couple of years in recruiting and retaining minority students and have a strong commitment from the department administration to engage in activities which help us to enhance

38 35 our diversity training. The opportunity to have eminent scholars present their diversity-related work as well as to interact with students and faculty throughout their two day visits to our department has been an enriching experience for students, faculty, and colleagues from the community. E4: Written Policies and Procedures In addition to ongoing evaluations of students (via grades, supervisor evaluations, comprehensive exams, and oral thesis and dissertation defense), each student is evaluated by the clinical faculty at least once each year. During their first year in the program, students' academic, research, and clinical work are evaluated by the clinical faculty at mid-year and again at the end of the year. In subsequent years, the clinical faculty evaluate students at the end of each year, unless serious problems arise necessitating an immediate evaluation. Students are encouraged to consult with their advisors prior to the evaluations, with the advisor then serving as the student's advocate during the evaluation procedure. The yearly (and semi-yearly, in the case of first-year students) evaluations give clinical students on-going assessments of how the faculty perceive their progress in the program. Where difficulties are encountered, the clinical faculty make recommendations for the remediation of the problems and, in some cases, set specific deadlines for resolving a deficiency. Following the evaluations, the Director of Clinical Training, in collaboration with the advisor sends a letter summarizing the evaluation and stating recommendations and deadlines for resolving deficiencies, if any, to each student. The student is encouraged to discuss the evaluation with her or his advisor and with the Director of Clinical Training. A copy of the evaluation letter is placed in the student's permanent file. Evaluation letters are designated as Type I through IV, with Type I indicating completely satisfactory work and Type IV indicating serious deficiencies, subjecting the student to immediate dismissal from the program. The clinical manual describes the evaluation procedures and the letter types (See Appendix D, pgs ). The clinical manual also lists potential causes for dismissal from the program (See Appendix D, pgs. 28). In the event of dismissal, the student may petition the clinical section for readmission. Readmission is determined by the nature of the reason for dismissal, the substance of the student's appeal, and the student s past performance in the program. In addition to annual evaluations, students are formally admitted to doctoral training after they have completed their master s degree requirements (See Appendix D, pg. 29). The student must be favorably endorsed by two faculty members and a two-thirds affirmative vote by clinical faculty is necessary for continuation in the doctoral program. E5: Student Grievances. There were no student grievances during this reporting period. Domain F: Program Self-Assessment and Quality Enhancement F1: Self-assessment Process In addition to completing the APA s annual report each year, the core clinical faculty meet frequently throughout the academic year to discuss their effectiveness in achieving program objectives and the processes used to meet our goals and objectives. During the academic year, for example, the clinical section met 17 times and had an additional afternoon retreat during the summer. Most meetings are an hour long; however, we met on three different occasions (for a total of 6 hours) to address student evaluations. With the exception of the student

39 evaluation meetings, the student clinical section representative was present for all meetings and provided input on the issues that were discussed. Student issues are also frequently brought to the section through the elected student representative. In addition to the frequent section meetings, the core clinical faculty also engage in our program s self-assessment process through yearly summer retreats. Since the summer of 2004, the section has met each summer, for at least a half of a day, to address programmatic issues, including the relationship between our program objectives and outcomes. Some of the issues that were addressed and changes that were implemented over the reporting period as a result of our ongoing self-evaluation, included the following. 1.) The section has discussed the fact that we have had fewer than expected students graduating during the last two academic years (See Appendix A, Table 11, pg ). Although our review of individual student cases suggested that there was not a programmatic reason for this (individual circumstances seem to have contributed to these outcomes), we instituted a policy (Fall 2006) where students needed to have their dissertation proposals defended prior to being permitted to send out their internship applications. Based on evaluations of this policy which were discussed at section meetings, a decision was made to modify the policy as of Fall The revised policy states that students must have their dissertation proposals defended prior to October 1 st, during the year for which they are applying for internship. This should allow for students to have at least eight months to work on their dissertations, prior to leaving for internship and decrease the likelihood that they will not finish in a timely manner. We estimate that we should have approximately 14 students graduating during the year. 2.) In 2004, (in response to students concerns about our comprehensive examination procedure), the section instituted a new policy that involved a different grading procedure. The new grading procedure did not lead to reliable grading between the two graders and ultimately resulted in an extremely low pass rate. Thus, upon further faculty and student discussion, we returned to the previous grading procedure, but incorporated other student-requested changes, including an increase in the amount of time given to take Section III (Professional and Ethical Issues), giving students greater choice among questions presented on the exam, and providing the students with reading recommendations and preparatory strategies. 3.) In order to better address diversity issues in our section, we implemented our Diversity Colloquium Series, beginning in Additionally, we have a mandatory question on our comprehensive exam related to diversity issues. 4.) Given that we expect that our students will present at professional conferences and publish in journals (competencies associated with Objective 2 and Objective 6), beginning in January 2007, we implemented a new thesis and dissertation format (described on pages of the clinical manual in Appendix D), whereby students are required to submit their final projects in the form of a journal manuscript, rather than the traditional chapter style. We will assess over the next couple of years whether this impacts the rate of scholarly output by students and faculty. 5.) We also administer a number of different surveys and rating forms to current students to address the quality of our program. These forms are in Appendix S and include, the Faculty Evaluation Form [(pgs. 1-2) (given at the end of each course)], The Confidential Evaluation of Supervisor Form [(pgs. 3-4) (given to all students enrolled in our practicum during each quarter)], and beginning in 2007, we will have all students rate their traineeship sites utilizing the Student Evaluation of Traineeship Placement Form (pgs. 5-7). The chair of the Department monitors the Faculty Student Evaluation Forms and for all graduate courses taught by clinical faculty during the academic year, the overall mean satisfaction rating was 4.4 on a 5- point scale. The Director of Clinical Training reviews all of the Confidential Evaluation of 36

40 37 Supervisor Forms, prior to giving them to the individual supervisors. Although there have not been any significant concerns noted since we began using this form, it is the responsibility of the Director of Clinical Training to address any significant issues with the supervisors should they be noted. Dr. Lassiter will administer the Student Evaluation of Traineeship Placement Forms to each student when they have completed their traineeship. Both Dr. Lassiter and Dr. Gidycz will review these forms and address any significant issues with placement directors, should they arise. 6.) Finally, we periodically administer a program survey to our recent graduates. The last program survey was administered in the Spring of the academic year. The procedures were such that 47/48 of the graduates during this reporting period were ed Part I of the survey (one graduate could not be located). Ninety-six percent (N = 45) of Part I surveys were returned. All 45 graduates who returned the first part of the survey, received Part II of the survey and 98% (N = 44) of the graduates returned Part II. Part I contained information about their employment (both current and past) and professional experiences and Part II had questions pertaining to graduates satisfaction with the training that they received in our program across a variety of areas (See Appendix L for a copy of the surveys and a summary of the responses to the survey items). Part II was administered in order to ensure anonymity for all respondents. Following is a summary of our outcome data. Questions pertaining to satisfaction with program elements were taken from Part II of the survey (Questions 7a 7m) and rated on a 5-point scale which included the following points: (1) not at all satisfied, (2) somewhat satisfied, (3) satisfied, (4) very satisfied, and (5) extremely satisfied. Questions pertaining to students ratings of our program s performance were also taken from Part 2 of the survey (Questions 4a 4e and 5a 5g) rated on a 5-point scale which included the following points: (1) poor, (2) marginal, (3) adequate, (4) good, and (5) excellent. Program Goal: The overall goal of our program is to prepare students for careers in the field of clinical psychology. Outcome data from our program graduates (See Tables 8 and Table 9, Appendix A, pgs ) suggest that 46/47 of our graduates are employed within the field of psychology and the vast majority have obtained excellent internships. Only one graduate has left the field and the status of another is unknown because she could not be located. Overall, approximately 93% of the graduates were satisfied with their current position and 91% indicated that obtaining their Ph.D. was important in obtaining their current employment. Additionally, program graduates rated their mean overall satisfaction with our program a 3.95 (SD =.86). Finally, as would be expected from a scientist-practitioner program, a review of Table 9 suggests that our graduates are employed in a variety of positions with the most common being academic teaching positions (17.8%); medical centers (17.8%); independent practice (11.1%); veterans affairs medical centers (6.7%); academic non-teaching positions (6.7%); state/county hospitals (6.7%); community mental health centers (4.4%); correctional facilities; (4.4%) and business/industry (4.4%). Slightly over half of our recent graduates (51.1%) are employed in positions where they spend some of their time involved in research. Eighty-percent of our graduates are involved in clinical-service activities which include assessment, consultation, psychotherapy or supervision and 44.4% are involved in teaching-related activities in their current positions. In the table below, outcomes are listed for each of our six program objectives.

41 38 Objective 1: Educate students about the content issues that presently define the knowledge base in clinical psychology Competencies Successful completion of coursework in assessment and clinical interviewing Successful completion of at least 2 didactic sequences in intervention Successful completion of coursework in ethical and legal issues of professional practice Successful completion of coursework in individual and cultural differences Successful completion of coursework in statistics and research methods OUTCOMES a.) 95% of students obtained an A in Clinical Skills (PSY 640) and 5% obtained a B ; b.) 94% of students obtained an A in Individual Intelligence Testing (PSY 641) and 5% obtained a B ; c.) 92% of students obtained an A in Personality Assessment (PSY 642) and 8% obtained a B Across all intervention courses, 88% of students obtained an A and 12% obtained a B 76% of students obtained an A in Issues in Professional Psychology and 24% obtained a B a. 90% of students obtained an A in Psychology of Personality (PSY 633); b. 85% of students obtained an A, 12% a B, and 2.4% (N = 1) received an F in Diversity Issues in Research and Clinical Practice (PSY 788) (Note: this student was dismissed from the program) a. 72% of students obtained an A in Intermediate Statistics for Behavioral Sciences (PSY 621), 24% obtained a B, 2% (N = 1) a C, and 2% (N = 1) a D ; b. 35% of students obtained an A in Intermediate Correlation and Regression (PSY 622), 60% a B, and 5% (N = 3) a C ; c. 51% of students obtained an A in Design and Analysis of Experiments (PSY 623), 45% a B and 4% (N = 2) a C ; d. 63% of students obtained an A in Multivariate Statistics I (PSY 827) and 37% obtained a B ; e. 100% of students obtained an A in Causal Modeling (PSY 825); f. 67% of students obtained an A in Multivariate Statistics II (PSY 828) and 33%

42 39 Successful completion of coursework in human development Successful completion of coursework in psychopathology Successful completion of coursework in biological, social, and cognitive/affective aspects of behavior Successful ratings in knowledge from classroom experience on Practicum Competencies Outline Passing of the clinical comprehensive examination in Psychotherapy and Intervention, Psychopathology and Assessment, and Professional Issues and Ethics Graduates of the program will pass the Psychology licensing exam obtained a B ; g. 76% of students obtained an A in Advanced Experimental Psychology (PSY 626) and 24% a B 93% of students obtained an A in Human Development (PSY 773) and 7% obtained a B 96% of students obtained an A in Clinical Psychopathology (637A) and 4% obtained a B a. 79% of students obtained an A in social courses and 21% obtained a B b. 65% of students obtained an A in cognitive/affective courses, 33% a B, and 2% a C c. 90% of students obtained an A in biological courses and 10% a B 97% of students were rated successful on the knowledge from classroom experience All 31 current students who have taken the comprehensive exam have successfully completed it 51% of program graduates are licensed; 20% are pursuing licensure; 20% do not plan to pursue licensure because they are working in positions where licensure is not required (e.g., Research positions); 1 (2.2%) left the field of psychology, and 3 (6.7%) listed other as the reason for being unlicensed. None have failed the licensure exam Relevant Satisfaction Ratings from Graduates Content courses and seminars M = 3.75, SD =.81 Clinical assessment courses M = 4.00, SD =.93 Clinical therapy/intervention courses M = SD =.86 Relevant Program Performance Ratings from Graduates Background of knowledge in psychology M = 4.50, SD =.59 Ability to evaluate psychological literature M = 4.41, SD =.66 for clinical relevance

43 40 The information and skills to practice ethically and with awareness of professional expectations M = 4.57, SD =.59 Objective 2: Train students in the use of scientific methodology applied to the study of human behavior Competencies Successful completion of an empiricallybased master s thesis Successful ratings in Skills in Application of Research and Intervention Skills across practicum sites Passing of the clinical comprehensive examination in Psychotherapy and Intervention, Psychopathology and Assessment, and Professional Issues and Ethics Successful completion of an empiricallybased dissertation Program graduates will contribute to the psychological literature through publications in professional venues Program graduates will use evidence-based practice, including empirically-supported interventions in their clinical work All program graduates have successfully completed an empirically-based master s thesis 94% of student ratings were successful for the Skills in Application of Research and 91% of them were successful for the Intervention Skills All 31 current students who have taken the comprehensive exam have successfully completed them All program graduates have successfully completed an empirically-based dissertation 58% of program graduates have published since leaving graduate school 77.7% of our graduates who engage in clinical work utilize empirically-supported assessment and treatment methods in their current positions Relevant Satisfaction Ratings from Graduates Quantitative training M = 3.93, SD = 1.02 Required research experience M = 3.73, SD =.97 Relevant Program Performance Ratings From Graduates The skills and ability to conduct M = 4.50, SD =.62 methodologically rigorous research An area of specialization in research M = 4.23, SD =.74

44 41 Objective 3: Facilitate the development of foundation and functional competencies associated with clinical practice Competencies Successful completion of the Clinical Skills course (PSY 640) Successful ratings across practicum sites in Personality Characteristics ; Intellectual and Personal Skills ; Relationship and Interpersonal Skills, Psychological Assessment Skills ; and Intervention Skills Successful completion of the department practicum (PSY 789) Successful completion of an APA-accredited internship program Program graduates will be involved with clinical service-related activities Graduates of the program will pass the Psychology licensing exam 95% of current students received an A and 5% received a B 94% of student ratings were successful for Personality Characteristics ; 100% for Intellectual and Personal Skills ; 94% for Relationship and Interpersonal Skills ; 94% for Assessment Skills ; and 91% for Intervention Skills 98% of students received an A, 1% received a B, and 1% (N = 3) received a C 96% of our program graduates successfully completed an APA-accredited internship program. The remaining 4% successfully completed non APA-approved internships 80% of program graduates are involved in clinical service-related activities; with 77.7% of them using empirically-supported interventions and assessments in their work 51% of program graduates are licensed; 20% are pursuing licensure; 20% do not plan to pursue licensure because they are working in positions where licensure is not required (e.g., Research positions); 1 (2.2%) left the field of psychology, and 3 (6.7%) listed other as the reason for being unlicensed. None have failed the licensure exam Relevant Satisfaction Ratings from Graduates Clinical practica in our departmental clinic M = 3.76, SD = 1.09 Clinical placements in our community M = 3.59, SD =.90 Relevant Program Performance Ratings from Graduates The ability to evaluate psychological literature for clinical relevance The clinical skills you needed to perform well on internship M = 4.41, SD =.66 M = 4.32, SD =.77

45 42 Objective 4: Educate students on the role of human diversity as it relates to both the science and practice Competencies Successful completion of the Diversity Issues in Research and Clinical Practice (PSY 788) Successful ratings in Diversity Individual and Cultural Differences across practicum sites Passing of the Professional Issues on the comprehensive exam Satisfactory ratings on this dimension from Internship sites Relevant Program Performance Ratings from Graduates Knowledge about diversity and individual differences relevant to the discipline and practice of psychology 85% of students obtained an A, 12% a B, and 2.4% (N = 1) received an F (Note: this student was dismissed from the program) 100% of student ratings were successful for the Diversity Individual and Cultural Differences skills 31 students from Table 5 have taken the exam. Seventy-five percent of the students passed the Professional Issues section on the first attempt and all but 2 passed it on the second attempt 100% of student ratings (for recent graduates) were satisfactory for this dimension M = 3.98, SD =.90 Objective 5: Promote the integration of science and practice in professional activity, which will continue to develop during the internship year and preparation for licensure Competencies Passing of the clinical comprehensive examination in Psychotherapy and Intervention, Psychopathology and Assessment, and Professional Issues and Ethics Student involvement in applied research Students will be members of professional organizations Program graduates will have received satisfactory internship ratings on this dimension Program graduates who engage in clinical work will utilize empirically-supported assessment and treatment methods All 31 current students who have taken the comprehensive exam have successfully completed them 84% of our students are involved with applied clinical research 96% of students admitted since 2001 are members of professional organizations 100% of graduates who were rated on this dimension received satisfactory ratings 77.7% of our graduates who engage in clinical work utilize empirically-supported assessment and treatment methods in their positions

46 43 Relevant Program Performance Ratings from Graduates The ability to evaluate psychological literature for clinical relevance The skills necessary to translate clinical observations into testable research questions An appreciation for the importance of empirical validation of assessment and treatment Objective 6: Facilitate an appreciation of lifelong learning Competencies Students will be members of professional Organizations Students will attend and present at Professional conferences Program graduates will attend and present at Conferences Program graduates will be involved with teaching activities Program graduates will keep up with the literature Program graduates will take CE courses M = 4.41, SD =.66 M = 4.36, SD =.61 M = 4.61, SD =.54 96% of students admitted since 2001 are members of professional organizations (excluding class) 92% of students admitted since 2001 have presented at professional conferences (excluding class) 69% of graduates have presented at professional conferences 44% of graduates have been involved with teaching-related activities 91% of program graduates indicated that they keep up with the literature 73% of program graduates indicated that they took CE courses since they finished our program F2: Appropriateness of goals and objectives, training model, and curriculum As described in Domain A, the clinical graduate program s objectives are consistent with Ohio University s mission and goals. Ohio University regularly reviews graduate programs and our last review took place in 2001 and we have our next review due in early September, The result of our last review was extremely positive; our department received an Outstanding rating; the highest possible rating (See Appendix T for a copy of the letter from the Program Council). Our program reflects local and regional needs for psychological services by maintaining strong connections with the community through our traineeship sites. Our students at these sites obtain valuable training experiences working with underserved populations while at the same time providing much needed services. Our departmental colloquia and workshops are open to the community and continuing education credits are provided for service providers in the area. Additionally, faculty and students frequently are involved with providing pro bono presentations and workshop to the community. We address the national needs for psychologists by keeping abreast of critical developments in the field through faculty s involvement with national panels and

47 44 organizations and participation with national conferences. Our program is a member of CUDCP and the Director of Clinical Training attends each annual meeting and summarizes the content of the meeting for the core faculty. Dr. Lassiter, the Director of the Psychology and Social Work Clinic is a member of the Association of Directors of Psychology Training Clinics which helps us to stay informed of national practice standards. As reviewed in Table 9 (Appendix A, pgs ), our program graduates excellent job placements support the appropriateness of our training model and experiences. In response to feedback from our last review (See Appendix U, pgs. 1-5 for a copy of the accreditation letter), we have done the following as outlined in a letter dated September 10, 2004 from Dr. Gidycz to Dr. Zlotlow (Appendix U, pgs. 6-12). The response that we received from Dr. Rhein (Appendix U, pg. 13) suggested that we had satisfactorily addressed the committee s requests. 1. Better defined our goals, objectives, and competencies and linked them to curriculum outcomes. As evidenced in Section B and Section E of the current self-study, we have attempted to address competencies and outcomes across all aspects of our program (in addition to coursework). 2. Eliminated some of the courses that were previously used to satisfy breadth courses in order to ascertain that students were taking courses that provided depth in the areas of social, cognitive and affective, and biological aspects of behavior. 3. Consultation and supervision competencies are developed through specific coursework required for all students [Advanced Clinical Seminar (PSY 894M) and Issues in Professional Psychology (PSY 688)], and interwoven throughout the practica. We also have an elective Advanced Supervision Practicum (PSY 894Z) in which many of our advanced students enroll. Competencies in the practicum are assessed using Hatcher and Lassiter s (2007) Practicum Competencies Outline. 4. Efforts to recruit diverse faculty are always a priority. We advertise in appropriate outlets, and offer enhanced departmental support for all new faculty. The university supports the hiring of diverse faculty as outlined in Domain D of this report. 5. In section D, we have articulated how, in addition to our required course entitled, Diversity in Clinical Practice and Research issues of diversity are infused throughout all aspects of our program. Program syllabi reflect how diversity-related topics are covered in coursework. 6. A description of our practicum sites, described in Domain B4 addresses how all of our students obtain exposure to diverse clientele. 7. We have included sexual orientation as a category for our non-discrimination policies. 8. We have added a Confidential Evaluation of Supervisor form that is completed by all students who enroll in practicum. 9. Public materials have changed so as to eliminate the word specialization when referring to our respective tracks. Domain G: Public Disclosure All prospective applicants who contact us are directed to our departmental web site (See Appendix H-I H-V). Information on the web site includes the following: our goals and

48 45 objectives, training model, student and faculty, research descriptions, and practicum experiences, and program outcomes. We have also listed the most recent internship placements for our students on our web site. We have included the address and phone number of the Committee on Accreditation of the American Psychological Association on our web site. Note that on our web site, we provide licensure data for our graduates from 2000 present. By January 2008, we will have data for all program graduates dating back to 1998 and update our web site to provide licensure data for students who have graduated between Doman H: Relationship With Accrediting Body Our program makes every attempt to abide by the accrediting body s published policies and procedures, informs CoA of significant changes (none occurred during this reporting period), and we are in good standing in terms of payment of fees.