Educational requirements. (a) Definitions. (1) ``Core faculty member'' means an individual who is part of the program's teaching staff and
|
|
- Claud Benson
- 5 years ago
- Views:
Transcription
1 Educational requirements. (a) Definitions. (1) ``Core faculty member'' means an individual who is part of the program's teaching staff and who meets the following conditions: (A) Is an individual whose education, training, and experience are consistent with the individual's role within the program and are consistent with the published description of the goals, philosophy, and educational purpose of the program; (B) is an individual whose primary professional employment is at the institution in which the program is housed; and (C) is an individual who is identified with the program and is centrally involved in program development, decision making, and student training as demonstrated by consistent inclusion of the individual's name in public and departmental documents. (2) ``In residence,'' when used to describe a student, means that the student is present at the physical location of the institution for the purpose of completing coursework during which the student and one or more core faculty members are in physical proximity and face-to- face contact. (3) ``Primary professional employment'' means a minimum of 20 hours per week of instruction, research, any other service to the institution in the course of employment, and the related administrative work. (b) A graduate applicant for psychology licensure shall be deemed to have received a doctoral degree based on a program of studies in content primarily psychological as set forth in K.S.A , and amendments thereto, or the substantial equivalent of this program in both subject matter and extent of training, if at the time the applicant graduated from the program, this doctoral degree program was accredited by the American psychological association. If the applicant began the program after March 10, 2006, the accredited program shall require that at least 24 semester credit hours in the substantive areas identified in paragraph (b)(13)(c), or the equivalent number of quarter or trimester credit hours, be completed while the applicant is in residence. If not so accredited, the doctoral degree program from which the applicant was granted the degree shall meet all of the following criteria: (1) The doctoral program is offered by an institution of higher education that is regionally accredited by an accrediting agency substantially equivalent to those agencies that accredit the universities in Kansas. (2) The program offers doctoral education and training in psychology, one goal of which is to prepare students for the practice of psychology. (3) The program stands as a recognized, coherent organizational entity within a university or college. (4) There is a clear administrative authority with primary responsibility within the program for the substantive content areas as set forth below in paragraph (b)(13) and for the emphasis areas of psychology. (5) The program is an established, organized, and comprehensive sequence of study designed by administrators who are responsible for the program to provide an integrated educational experience in psychology. (6) There is an identifiable, full-time, professional faculty whose members hold earned graduate degrees in psychology, and the person responsible for directing the program is
2 licensed or academically eligible at the doctoral level to engage in the practice of psychology. (7) The ratio of students to core faculty members does not exceed 15 students to one core faculty member. (8) The student's major advisor is a member of the psychology faculty. (9) The program has an identifiable body of students who are matriculated in the program for a degree. (10) The program publicly states an explicit philosophy of training by which it intends to prepare students for the practice of psychology. The program's philosophy, educational model, and curriculum plan shall be substantially consistent with the mission and goals of the program's sponsor institution and shall be consistent with the following principles of the discipline: (A) Psychological practice is based on the science of psychology, which, in turn, is influenced by the professional practice of psychology. (B) Training for practice is sequential, cumulative, graded in complexity, and designed to prepare students for further organized training. (11) The program, except for industrial and organizational psychology programs, requires an internship that meets the following requirements: (A) Consists of at least 1,800 hours over one year of full-time training or two consecutive years of half-time training; (B) accepts as interns only applicants enrolled in a doctoral program as defined in this subsection or in a program that meets the requirements of paragraph (b)(2) of K.A.R a; (C) has a clearly designated doctoral-level staff psychologist who is responsible for the integrity and quality of the training program. This person shall be licensed, certified, or registered in the jurisdiction in which the program exists to engage in the practice of psychology and shall be present at the training facility for a minimum of 20 hours per week; (D) provides training and supervision in a wide range of professional activities, including diagnosis, remediation techniques, interdisciplinary relationships, and consultation, and provides experience with a population of clients or patients presenting a diverse set of problems and backgrounds; (E) is taken after the completion of all graduate courses other than those designated for writing the dissertation, including both the required graduate coursework emphasizing the practice of psychology and the preinternship training requirements; (F) provides the intern or resident with a minimum of four hours of general training supervision for every 40 hours of training experience. At least one hour of individual clinical supervision shall be provided for every 10 hours during which the supervisee has direct patient or client contact; (G) provides the majority of supervision by licensed, doctoral-level psychologists; (H) exists as a distinct and organized program that is clearly recognizable within an institution or agency, as well as in pertinent public, official documents issued by the institution or agency, and that is clearly recognizable as a training program for psychologists; (I) identifies interns as being in training and not as staff members;
3 (J) has a training staff that consists of at least two doctoral-level psychologists who serve on a full-time basis as individual clinical supervisors and who are licensed, certified, or registered as psychologists in the jurisdiction in which the program exists; (K) is an integrated and formally organized training experience, not an after-the-fact tabulation of experience; and (L) provides at least two hours per week in didactic activities, including case conferences, seminars, in-service training, and grand rounds. (12) Before awarding the doctoral degree, the program requires each student to complete a minimum of three full-time academic years of graduate study, or the equivalent, and to complete an internship that meets the requirements of paragraph (b)(11). At least two of the three academic training years, or the equivalent, shall be completed at the institution from which the doctoral degree is granted, and at least two consecutive semesters, or the equivalent number of quarters or trimesters, shall be completed while the student is in residence at the same institution. The program's coursework shall also include the skill courses appropriate for the applicant's major or area of emphasis. (13) The program has and implements a clear and coherent curriculum plan that provides the means whereby all students can acquire and demonstrate substantial understanding of and competency in the current body of knowledge in the following three substantive areas: (A) The breadth of scientific psychology, its history of thought and development, its research methods, and its applications. Each student shall have completed a one- semester course consisting of three semester credit hours, or the equivalent number of quarter or trimester credit hours, in each of the following six areas: (i) Biological aspects of behavior, including clinical neuropsychology and the biological foundations of psychopathology; (ii) cognitive and affective aspects of behavior, including theories of perception, human learning and memory, cognitive development, and theories and research in human learning; (iii) social aspects of behavior, including social psychology, advanced social psychology, and social psychology theories, research, and clinical applications; (iv) the history and systems of psychology, including the history of psychology and theories of personality; (v) psychological measurement, including an introduction to mathematical methods in psychology, educational measurement methods in psychological research, and research methods in clinical psychology; and (vi) research methodology and techniques of data analysis, including statistical methods in psychology, research design in education, multivariate analysis, and multivariate statistical methods; (B) the scientific, methodological, and theoretical foundations of practice. Each student shall have completed a one-semester course consisting of three semester credit hours, or the equivalent number of quarter or trimester credit hours, in each of the following four areas: (i) Individual differences in behavior, including the basis and nature of individuality, intelligence and cognition, and cross-cultural counseling;
4 (ii) human development, including advanced child behavior and development, behavioral analysis of child development, the psychology of the adult personality, gerontology, and counseling with adults; (iii) dysfunctional behavior or psychopathology, including advanced psychopathology; and (iv) professional, ethical, legal, and quality assurance principles and standards, including professional, legal, and ethical problems in clinical psychology and legal, ethical, and professional issues in counseling; and (C) the methods of diagnosing or defining problems through psychological assessment and measurement and the strategies and techniques of therapeutic intervention or remediation. A minimum of 24 semester credit hours in this substantive area, or the equivalent number of quarter or trimester credit hours, shall be completed by the student while the student is in residence and shall be distributed between the following two areas: (i) Nine semester credit hours in assessment, or the equivalent number of quarter or trimester credit hours. Assessment courses shall include theories and methods of assessment and diagnosis, including intelligence testing, behavioral and personality assessment in children, theory and construction of personality tests, and techniques of psychodiagnostic assessment; and (ii) 15 semester credit hours, or the equivalent number of quarter or trimester credit hours, in techniques of therapeutic interventions and effective therapeutic intervention, consultation, and supervision, including counseling and interviewing skills, theories of group counseling, psychological clinical services, psychotherapy, group therapeutic techniques, and psychotherapy with families. (14) The program requires at least 90 semester credit hours, or the equivalent number of quarter or trimester credit hours, of formal graduate study in the psychology program. At least 60 of these semester credit hours, or the equivalent number of quarter or trimester credit hours, shall be distributed among the content areas specified in paragraph (b)(13). (15) At least 60 semester credit hours of the coursework for the doctoral program, or the equivalent number of quarter or trimester hours, are clearly designated on the transcript as graduate-level courses in the program, exclusive of practicum, internship, and dissertation credits. The number of credits received through extension programs shall not exceed 10 semester credit hours or the equivalent number of quarter or trimester credit hours. The number of postdoctoral credit hours from a regionally accredited university or college taken to meet licensure requirements shall not exceed 10 semester credit hours or the equivalent number of quarter or trimester credit hours. (16) When the program has an applied emphasis, which may include clinical psychology, counseling psychology, or school psychology, the training shall also include a minimum of at least two semesters of a coordinated practicum. The practicum in the application of skills related to the areas of emphasis shall be performed in a setting that is preapproved by the appropriate administrative authorities of the program. (17) The program advertises in official documents, including course catalogues and announcements, the program standards and descriptions and the admission requirements of the program. (18) The program has admission requirements that are, in part or in full, based on objective, standardized achievement tests and measures.
5 (19) The program includes an ongoing, objective review and evaluation of student learning and progress, and the program reports this evaluation in the official transcript. (20) The program includes a comprehensive examination or an equivalent assessment approved by the board of the applicant's knowledge and progress within the training program, and the program requires that the applicant pass this requirement before awarding the doctoral degree. (21) As a part of the graduation requirements, each student is required to initiate, prepare, conduct, and report original research or an equivalent project as determined by the program. This original research or equivalent project shall not be substituted for successful completion of the comprehensive examination required under paragraph (b)(20). (22) The institution offering the graduate program has a library and equipment and resources available that are adequate for the size of the student body and the scope of the program offered, including suitable scientific and practicum facilities. (Authorized by K.S.A Supp ; implementing K.S.A ; effective May 1, 1982; amended May 1, 1984; amended, T-85-35, Dec. 19, 1984; amended May 1, 1985; amended May 1, 1986; amended May 1, 1987; amended Dec. 18, 1998; amended Oct. 27, 2000; amended March 10, 2006; amended, T , April 24, 2007; amended April 11, 2008.)
102-4-3a. Educational requirements. To academically qualify for licensure as a master's level psychologist or a clinical psychotherapist, the
102-4-3a. Educational requirements. To academically qualify for licensure as a master's level psychologist or a clinical psychotherapist, the applicant's educational qualifications and background shall
Sec. 20-188 page 1 (11-09)
Department of Public Health Sec. 20-188 page 1 (11-09) TABLE OF CONTENTS Psychology Licensing Requirements Definitions................................ 20-188- 1 Doctoral educational standards for Connecticut
102-7-3. Educational requirements.
. Educational requirements. (a)(1) Core faculty member means an individual who is part of the teaching staff of a program covered by this regulation and who meets the following conditions: (A) Has education,
Regulations of Connecticut State Agencies Psychologist Educational and Work Experience Requirements
Sec. 20-188-1. Definitions Regulations of Connecticut State Agencies Psychologist Educational and Work Experience Requirements (a) "Accreditation by the American Psychological Association" shall mean that:
600 Market St., Suite 300 Chapel Hill, NC 27516 OVERVIEW AND INTRODUCTION TO ABPP: APPLICATION GUIDELINES
THE AMERICAN BOARD OF PROFESSIONAL PSYCHOLOGY, INC. (ABPP) 600 Market St., Suite 300 Chapel Hill, NC 27516 www.abpp.org OVERVIEW AND INTRODUCTION TO ABPP: APPLICATION GUIDELINES THE AMERICAN BOARD OF PROFESSIONAL
Superseded by GFC Doc. No. 935
Superseded by GFC Doc. No. 935 AMENDED GRADUATE FACULTY COUNCIL DOCUMENT NO. 644 APPROVED JAN. 24, 1994 RECOMMENDATION OF THE FACULTY OF THE SCHOOL OF EDUCATION FOR A SPECIALIZATION IN SCHOOL PSYCHOLOGY
Academic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003
Academic Program: Doctoral Program in Clinical Psychology Graduate or Undergraduate: Graduate Date: October 10, 2003 Coordinator of the Program: Kenneth W. Sewell Person completing this form: Kenneth W.
School Psychology Area Requirements
School Psychology Area Requirements Graduate study in the School Psychology Program at the University of Wisconsin-Madison is a degree program leading to a Doctor of Philosophy (PhD) in Educational Psychology.
CHAPTER 5 LICENSURE REQUIREMENTS
CHAPTER 5 LICENSURE REQUIREMENTS Section 1. General Requirements. A license as a psychologist shall be issued when the applicant has provided adequate evidence to the Board that the applicant: and: (a)
INFORMATION FOR APPLICANTS FOR LICENSURE AS A PSYCHOLOGIST
INFORMATION FOR APPLICANTS FOR LICENSURE AS A PSYCHOLOGIST Enclosed are the application materials to practice as a Licensed Psychologist in Kentucky under the provisions of KRS 319. A copy of the law and
YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE RESEARCH TRAINING
YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE The Clinical Psychology Program at Yale University aspires to educate the next generation of leading academic and research psychologists
GUIDELINES AND PRINCIPLES FOR ACCREDITATION OF PROGRAMS IN PROFESSIONAL PSYCHOLOGY 1G&P APA OFFICE OF PROGRAM CONSULTATION & ACCREDITATION
GUIDELINES AND PRINCIPLES FOR ACCREDITATION OF PROGRAMS IN PROFESSIONAL PSYCHOLOGY 1 APA OFFICE OF PROGRAM CONSULTATION & ACCREDITATION Copyright 2013 by the American Psychological Association All Rights
Applied Behavior Analysis, M.S.Ed.
Applied Behavior Analysis, M.S.Ed. 1 Applied Behavior Analysis, M.S.Ed. COLLEGE OF EDUCATION (http://education.temple.edu) About the Program The mission of the Master of Science in Education program in
Psychology. Forensic Psychology Master of Science (M.S.)
University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,
How To Teach School Psychology
Standards for Graduate Preparation of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school
RULES OF THE TENNESSEE STATE BOARD OF EXAMINERS IN PSYCHOLOGY CHAPTER 1180-4 RULES GOVERNING CERTIFIED PSYCHOLOGICAL ASSISTANTS TABLE OF CONTENTS
RULES OF THE TENNESSEE STATE BOARD OF EXAMINERS IN PSYCHOLOGY CHAPTER 1180-4 RULES GOVERNING CERTIFIED PSYCHOLOGICAL ASSISTANTS TABLE OF CONTENTS 1180-4-.01 Scope of Practice 1180-4-.03 Procedures for
American International College PSYCHOLOGY. Doctor of Education in Educational
American International College 1 PSYCHOLOGY Doctor of Education in Educational cognition Doctor of Education in Educational Psychology The Doctor of Education in Educational Psychology (EdD) program provides
CURRICULUM GUIDELINES FOR LICENSURE AS A PSYCHOLOGICAL ASSOCIATE
CURRICULUM GUIDELINES FOR LICENSURE AS A APPLICANT Listed below are the guidelines used by the Board to determine eligibility to sit for the examination for licensure as a Psychological Associate. INSTRUCTIONS:
Psychology. Forensic Psychology Master of Science (M.S.)
University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,
(a) Is of good moral character and has a reputation for honesty, trustworthiness, integrity and competence.
commerce/psychologi/05_licensure_requirements Agency COMMERCE Commerce, Dept. of Program PSYCHOLOGI Board of Psychologists Examiners Chapter Name Licensure Requirements Chapter No.5 Date Filed 12/10/93
262 CMR 2.00: Requirements For Licensure As a Mental Health Counselor
262 CMR 2.00: Requirements For Licensure As a Mental Health Counselor 2.01: Preface 2.02: Definitions 2.03: Licensure Application Requirements 2.04: Education and Degree Requirements Pre-July 1, 2017 2.05:
TEXAS A&M UNIVERSITY CLINICAL PSYCHOLOGY DOCTORAL TRAINING PROGRAM CURRICULUM Revised 5/15/2013
TEXAS A&M UNIVERSITY CLINICAL PSYCHOLOGY DOCTORAL TRAINING PROGRAM CURRICULUM Revised 5/15/2013 Students must confirm directly with the Office of Graduate Studies (OGS) and the Department of Psychology
Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet
Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Department of Psychology One Washington Square San Jose CA 95192-0120 psych.sjsu.edu/grad/clinical Dear Prospective Student,
Standards for the Credentialing of School Psychologists
Standards for the Credentialing of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists
1G&P GUIDELINES AND PRINCIPLES FOR ACCREDITATION OF PROGRAMS IN PROFESSIONAL PSYCHOLOGY
GUIDELINES AND PRINCIPLES FOR ACCREDITATION OF PROGRAMS IN PROFESSIONAL PSYCHOLOGY 1 APA OFFICE OF PROGRAM CONSULTATION & ACCREDITATION The Guidelines and Principles for Accreditation in Professional Psychology
School Psychology Program Department of Educational Psychology 2014-2015. Description of Internship in School Psychology
EPSY 5491 - School Psychology Internship EPSY 6491 - Doctoral Internship in School Psychology Credit Hours - 3 to 6 Director of Internship - Thomas J. Kehle, Ph.D. School Psychology Program Department
Doctor of Psychology (PsyD) Supplemental Program Information
Doctor of Psychology (PsyD) Supplemental Program Information INTEGRATED PROFESSIONAL SEMINAR The Integrated Professional Seminar (IPS) is a key component of the program. This composite of courses spanning
McGill School/Applied Child Psychology Program Standards for Non-Accredited (CPA or APA) Pre- Doctoral Internship Sites
McGill School/Applied Child Psychology Program Standards for Non-Accredited (CPA or APA) Pre- Doctoral Internship Sites Organization of the Internship 1. The selection of candidates for an internship program
Table of Contents. 24.12.01 - Rules of the Idaho State Board of Psychologist Examiners
Table of Contents 24.12.01 - Rules of the Idaho State Board 000. Legal Authority (Rule 0)....2 001. Title And Scope (Rule 1)....2 002. Written Interpretations (Rule 2)....2 003. Administrative Appeals
School Psychology: Doctoral Study at Howard University
School Psychology: Doctoral Study at Howard University Rev 8/14 The Howard University School Psychology Program (HUSP) is structured to meet the requirements for licensure as a school psychologist (Nationally
Certificate Program in Family and Relationship Therapy. Guidebook. Revised 08/12/14
Certificate Program in Family and Relationship Therapy Guidebook Revised 08/12/14 Program Objectives: Certificate Program in Family and Relationship Therapy The Certificate Program in Family and Relationship
PSYCHOLOGY EXAMINING BOARD 3 REQUIREMENTS FOR HXAMINATION AND LICENSURE OF PSYCHOLOGISTS
PSYCHOLOGY EXAMINING BOARD 3 Ps} 2 Chapter Psy 2 REQUIREMENTS FOR HXAMINATION AND LICENSURE OF PSYCHOLOGISTS Psy 2,01 Application procedure Psy 2.10 Requirements for licensure for Psy 2.02 Scheduling of
Program Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007
Program Assessment Report Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 This is a two year M.A. professional program in clinical psychology, which consists of
Summary of Clinical Program Coursework Requirements
Program Curriculum Overview Students must confirm directly with the Office of Graduate and Professional Studies (OGAPS) and the Department of Psychology Director of Graduate Studies registration requirements
Self-Study for Doctoral Graduate Programs
Page 1 DOMAIN A: ELIGIBILITY Self-Study for Doctoral Graduate Programs A1. Offers a doctoral degree in psychology The primary goal of the Doctor of Psychology (Psy.D.) in Clinical Psychology Program at
Doctor of Philosophy in Counseling Psychology
Doctor of Philosophy in Counseling Psychology Program Description Objectives The program aims to develop competent and effective academicians and practitioners in counseling psychology by: a. Exposing
Doctoral Study in Applied Developmental Psychology
Doctoral Study in Applied Developmental Psychology Department of Psychology University of New Orleans College of Sciences New Orleans, LA With a Ph.D. in Applied Developmental Psychology from the University
Cognitive Studies in Education Department of Human Development
Cognitive Studies in Education Department of Human Development ED.D. PROGRAM Major Code: COGN Teachers College, Columbia University 2013-2014 In the Cognitive Studies in Education Program, students examine
How To Get A Master Degree In Chemical Dependency
Master s Degree Accreditation Manual & Application Chemical Dependency Professionals Board Vern Riffe Center, 77 South High Street, 16th Floor Columbus, OH 43215 Phone: 614-387-1110 Fax: 614-387-1109 www.ocdp.ohio.gov
ARTICLE 66-02 PSYCHOLOGIST LICENSURE
ARTICLE 66-02 PSYCHOLOGIST LICENSURE Chapter 66-02-01 Licensure and Examining Applications 66-02-02 Guidelines for Establishing Equivalency [Repealed] 66-02-03 Licensure Exemptions CHAPTER 66-02-01 LICENSURE
Iowa State University Department of Psychology Counseling Psychology Ph.D. Program Requirements (October, 2006)
Iowa State University Department of Psychology Counseling Psychology Ph.D. Program Requirements (October, 2006) The APA accredited Counseling Psychology Program is one of several areas of doctoral study
(i) In determining whether an applicant's academic program was appropriate, the board shall employ the following criteria:
commerce/psychologi/06_certification_requirements Agency COMMERCE Commerce, Dept. of Program PSYCHOLOGI Board of Psychologists Examiners Chapter Name Certification Requirements Chapter No.6 Date Filed
APPLICATION PACKET. A Member of the Texas State University System
APPLICATION PACKET School Psychology Program Department of Educational Administration and Psychological Services Texas State University San Marcos, Texas 78666 A Member of the Texas State University System
Cognitive Studies in Education Department of Human Development
Cognitive Studies in Education Department of Human Development Ph.D. PROGRAM Major Code: COGN Teachers College, Columbia University 2013-2014 In the Cognitive Studies in Education Program, students examine
How To Get A Phd In Psychology
The University of Kansas 1 Doctor of Philosophy in Why study psychology? Because the understanding of mind, behavior, and the human experience is best achieved through the rigorous application of the scientific
Department of Psychology
Department of Department of (College of Social and Behavioral Sciences) www.uni.edu/psych The Department of offers the following undergraduate and graduate programs and program certificate. Specific requirements
Psychology Professor Joe W. Hatcher; Associate Professor Kristine A. Kovack-Lesh (Chair) Visiting Professor Jason M. Cowell
Psychology Professor Joe W. Hatcher; Associate Professor Kristine A. Kovack-Lesh (Chair) Visiting Professor Jason M. Cowell Departmental Mission Statement: The Department of Psychology seeks for its students
MFT Educational Guidelines
1. Standard Curriculum MFT Educational Guidelines 1.01 The program will document that all students have completed, or will complete while in the program, all coursework and clinical requirements of the
ASSESSMENT REPORT FOR: 2008-2009 Academic Year August 15, 2010. Department s/program s Goal(s) in Support of Institutional Mission:
ASSESSMENT REPORT FOR: Psychology (Instructional Degree Program) M.S. (Degree Level) 2008-2009 Academic Year August 15, 2010 (Period Covered) (Date Submitted) MISSION AND GOALS Department s/program s Goal(s)
Counseling, Educational Psychology, and Foundations
Mississippi State University 1 Counseling, Educational Psychology, and Foundations Department Head: Dr. David Morse Graduate Coordinator (COE): Dr. Charles Palmer Graduate Coordinator (EPY): Dr. Carlen
STUDENT S PLAN OF STUDY PSY.D. DEGREE IN CLINICAL PSYCHOLOGY Revised 9-09
STUDENT S PLAN OF STUDY PSY.D. DEGREE IN CLINICAL PSYCHOLOGY Revised 9-09 Student s Name: Student s Number: Address: Phone Number E-Mail Advisor: Anticipated date of Masters completion: Catalog of Record:
IPP Learning Outcomes Report. Faculty member completing template: Greg Kim Ju, Marya Endriga (Date: 1/17/12)
Page 1 IPP Learning Outcomes Report Program: Department: Psychology MA (General) Psychology Number of students enrolled in the program in Fall, 2011: 48 (Appendix A) Faculty member completing template:
THE HOUSTON CONFERENCE ON SPECIALTY EDUCATION AND TRAINING IN CLINICAL NEUROPSYCHOLOGY
THE HOUSTON CONFERENCE ON SPECIALTY EDUCATION AND TRAINING IN CLINICAL NEUROPSYCHOLOGY Policy Statement I. Preamble for conference. Clinical neuropsychology is a specialty formally recognized by the American
Ph.D. in School Psychology 2014 Cohort
University of North Carolina Chapel Hill Ph.D. in School Psychology 2014 Cohort DOCTORAL PROGRAM OF STUDIES PLANNING FORM Student s Name PID Semester & Year of Enrollment Fall 2014 Academic Advisor Anticipated
SCHOOL PSYCHOLOGY 95. DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.
SCHOOL PSYCHOLOGY 95 DIRECTOR, SCHOOL PSYCHOLOGY PROGRAM William Robelee, Psy.D. (845) 575-3000, ext. 6016 bill.robelee@marist.edu MISSION AND OBJECTIVES Today s school psychologists must function as effective
CHAPTER 6 CERTIFICATION REQUIREMENTS
CHAPTER 6 CERTIFICATION REQUIREMENTS Section 1. Psychological Practitioner. (a) Certification Requirement. An individual must be certified with the Wyoming State Board of Psychology before practicing as
B2aiii. Acquiring knowledge and practicing principles of ethical professional practice.
PhD Degrees in the Clinical and Social Sciences Department Program Learning Objectives, Curriculum Elements and Assessment Plan Degree title: PhD in Clinical Psychology This degree in the Department of
Slide 1. Slide 2. Slide 3. Expanding Training Opportunities in Pennsylvania Presentation at 2015 PPA Annual Convention. Agenda.
Slide 1 Expanding Training Opportunities in Pennsylvania Presentation at 2015 PPA Annual Convention Rosemarie Manfredi, Psy.D. Assistant Professor of Psychology Director, CHC Internship Consortium Chestnut
School Psychology Re-specialization. Loyola University Chicago
Re-specialization Loyola University Chicago Loyola University Re-specialization in Loyola University Chicago receives numerous requests from Doctoral Level Licensed Clinical Psychologists about obtaining
American Psychological Association D esignation Criteria for Education and
American Psychological Association D esignation Criteria for Education and Training Programs in Preparation for Prescriptive Authority Approved by APA Council of Representatives, 2009 Criterion P: Program
The Association of State and Provincial Psychology Boards. www.asppb.net
The Association of State and Provincial Psychology Boards Protects the public Limits license to qualified individuals Sets enforceable standards of professional conduct Serves best interest of the public
Ryerson University Clinical Psychology Program. Goals, Objectives and Outcomes
Ryerson University Clinical Psychology Program Goals, and s Goal 1: Acquire a breadth of knowledge in the theory, science and practice relevant to clinical psychology, with a lifelong commitment to pursing
GRADUATE PROFESSIONAL COUNSELOR
CHAPTER 91 GRADUATE PROFESSIONAL COUNSELOR 9100 GENERAL PROVISIONS 9100.1 This chapter shall apply to applicants for and holders of a license to practice as a graduate professional counselor. 9100.2 Chapters
LICENSURE REQUIREMENTS 2010
WEST VIRGINIA BOARD OF EXAMINERS OF PSYCHOLOGISTS LICENSURE REQUIREMENTS 2010 MASTER S DEGREE REQUIREMENTS EDUCATION 1. Master s Degree Applicants must possess a MA (Master s of Arts) or MS (Master s of
Sagamore Children s Psychiatric Center 197 Half Hollow Road Dix Hills, New York 11746 (631) 370-1701. Psychology Extern Training Program
Sagamore Children s Psychiatric Center 197 Half Hollow Road Dix Hills, New York 11746 (631) 370-1701 Psychology Extern Training Program Executive Director: Clinical Director: Director of Psychology: Tom
Program Overview. General Training Approach and Specialization: Both MA and Ph.D programs have four broad training objectives:
Program Overview The M.A. and Ph.D. programs in Clinical Psychology at The University of Tulsa train students to do what psychologists actually do in today s society: ethically apply knowledge of psychological
APPLICATION FOR AUTONOMOUS PRACTICE PSYCHOLOGICAL ASSOCIATES APPLYING FOR REGISTRATION AS PSYCHOLOGISTS
T H E C O L L E G E O F P S Y C H O L O G I S T S O F O N T A R I O L'O R D R E D E S P S Y C H O L O G U E S D E L ' O N T A R I O 110 Eglinton Avenue West, Suite 500, Toronto, Ontario M4R 1A3 Tel (416)
Course offerings and Descriptions CED Counseling and Educational Development Courses
Course offerings and Descriptions CED Counseling and Educational Development Courses 506 Institutes in Education (1-3) Practicum or workshop experiences to focus on issues, problems, or approaches in the
School Psychology PsyD Program Information for Applicants
School Psychology PsyD Program Information for Applicants PROGRAM OVERVIEW William James College offers a doctoral degree (PsyD) in school psychology that prepares practitioners to assume leadership roles
IAC 1/21/15 Professional Licensure[645] Ch 240, p.1 CHAPTER 240 LICENSURE OF PSYCHOLOGISTS
IAC 1/21/15 Professional Licensure[645] Ch 240, p.1 PSYCHOLOGISTS CHAPTER 240 CHAPTER 241 CHAPTER 242 LICENSURE OF PSYCHOLOGISTS CONTINUING EDUCATION FOR PSYCHOLOGISTS DISCIPLINE FOR PSYCHOLOGISTS CHAPTER
PHD NURSING PROGRAM INFORMATION
PHD NURSING PROGRAM INFORMATION INTRODUCTION The PhD Program is designed for MSN or BSN graduates who are interested in earning a doctoral degree in nursing. The primary focus of the PhD Program is scientific
DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS
DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS Program Coordinator: Ellen Koch, Ph.D. 301G Science Complex Ypsilanti, MI 48197 Ph: 734-487-0189 ekoch1@emich.edu Objectives The
The Council for the Accreditation of Counseling and Related Educational Programs
The Council for the Accreditation of Counseling and Related Educational Programs Assuring High Quality for Counseling Programs Jack Culbreth, Chair CACREP Board of Directors CACREP s Mission To promote
Psychology. Admission Criteria. Academic Performance. Provisional Admission. Mississippi State University 1
Mississippi State University 1 Psychology Department Head: Dr. Mitchell Berman Graduate Coordinator: Dr. Deborah Eakin 110 Magruder Hall Drawer 6161 Mississippi State, MS 39762 Telephone: 662-325-3202
Counseling (MA) Degrees. Program Description. Learning Outcomes. Counseling (MA)
This program offered by College of Arts & Sciences Program Description The mission of the Webster University graduate professional counseling degree program is to provide high-quality learning experiences
Thomas Harriot College of Arts and Sciences
http://www.ecu.edu/cs-acad/grcat/programpsyc.cfm Thomas Harriot College of Arts and Sciences Department of Psychology Kathleen A. Row, Chair and Director of Graduate Studies, 115 Rawl Building Program
PSYD DEGREE REQUIREMENTS
Dysfunctional behavior and psychopathology; Historical and philosophical context of psychology; Lifespan development; Professional ethics and standards; Psychological measurement; Social bases of behavior;
M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling
College of Education M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations and
Master of Arts in Psychology
Master of Arts in Psychology Introduction This handbook describes the major milestones, program regulations and requirements that students will encounter as they complete the Master s program in Psychology
TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures
Board of Governors for Higher Education Sec. 10a-34 page 1 (12-96) TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures Introduction....
margaret.schneider@utoronto.ca todd.will@utoronto.ca
Section 3: COUNSELLING & CLINICAL PSYCHOLOGY Program Chair: Marg Schneider margaret.schneider@utoronto.ca Director of Clinical Training: Judy Silver judy.silver@utoronto.ca Program Liaison: Todd Will todd.will@utoronto.ca
Part 201 Chapter 4: Standards and Regulations (SR)
Part 201 Chapter 4: Standards and Regulations (SR) Introduction. If a standard does not apply to the institution, the institution shall provide a detailed written justification and rational as to why the
New Hampshire's Master of Arts in Counseling Psychology
BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION COMMITTEE: Assessment and Accountability NO.: AAC 07-06 COMMITTEE DATE: October 11, 2006 BOARD DATE: October 19, 2006 MOVED: The Board of
Doctorate in Clinical Psychology (PsyD)
Doctorate in Clinical Psychology (PsyD) Sequential Core Courses and Clinical Training Sequence The PsyD curriculum provides for in-depth study in several mandatory content areas. It should be noted that
PSYCHOLOGY Program Equivalency Criteria
Division of Public Health Licensure Unit PO Box 94986 Lincoln, NE 68509 402-471-4970carrie.erickson@nebraska.gov PSYCHOLOGY Program Equivalency Criteria Applicant Name: First: Middle/MI: Last: In addition
Master of Arts Programs in the Faculty of Social and Behavioral Sciences
Master of Arts Programs in the Faculty of Social and Behavioral Sciences Admission Requirements to the Education and Psychology Graduate Program The applicant must satisfy the standards for admission into
Are Sport Psychologists Really Psychologists?
JOURNAL OFSPORT PSYCHOLOGY, 1982,4,13-18 Are Sport Psychologists Really Psychologists? J. Marshall Brown Lafayette College Of course sport psychologists are psychologists. Or are they? At times, professionals
Connecticut requires 45 semester hours of graduate level coursework, or its equivalent, in the degree program.
Last Updated May 2013 State Licensure Statutes, Regulations, Forms, and Policies not only change on a regular basis, but may contain contradictory information. It is the responsibility of any individual
How To Become A Social Worker
THE MID-TENNESSEE COLLABORATIVE MASTER OF SOCIAL WORK (MTC-MSW) PROGRAM The Mid-Tennessee Collaborative Master of Social Work (MTC-MSW) Program brings together three institutions of higher education in
Wright State University
Wright State University School of Professional Psychology Graduate Programs Quarters to Semesters For Further Information Contact School of Professional Psychology Wright State University 117 Health Sciences
PROPOSED REGULATION OF THE STATE BOARD OF NURSING. LCB File No. R090-15. October 2, 2015
PROPOSED REGULATION OF THE STATE BOARD OF NURSING LCB File No. R090-15 October 2, 2015 EXPLANATION Matter in italics is new; matter in brackets [omitted material] is material to be omitted. AUTHORITY:
Counseling Psychology, M.Ed.
Counseling Psychology, M.Ed. 1 Counseling Psychology, M.Ed. COLLEGE OF EDUCATION (http://www.temple.edu/education) About the Program The Counseling Psychology program offers a 60-credit master's degree
ST. THOMAS UNIVERSITY MS PROGRAMS IN COUNSELING MENTAL HEALTH COUNSELING FIELD EXPERIENCE POLICY MANUAL. Definition
ST. THOMAS UNIVERSITY MS PROGRAMS IN COUNSELING MENTAL HEALTH COUNSELING FIELD EXPERIENCE POLICY MANUAL Definition The field experience internships (CPS 790, CPS 791 and CPS 795) are required course in
Regulations for Licensure and Accreditation of Institutions and Programs of Higher Learning
Note: These regulations are in effect while being revised to comply with Public Act 13-118. All references to the Board of Governors for Higher Education, Department of Higher Education and Commissioner
Faculty Affiliation. Degree Programs Offered. Contact and Address. Collaborative Programs. Degree Programs. Overview
Psychological Clinical Science Susan, there appears to be redundancy here. Text is also repeated in overview. We suggest removing the text that is struck out. Karen Faculty Affiliation University of Toronto
Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008
Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008 MISSION STATEMENT The, Inc. (AATA) is an organization of professionals dedicated
MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING (CMHC)
MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING (CMHC) Program Description The counseling programs provide coursework and experiential training designed to prepare individuals as professional counselors.
SCHOOL PSYCHOLOGY PROGRAM DESCRIPTION
Wichita State University COUNSELING, EDUCATIONAL LEADERSHIP, EDUCATIONAL AND SCHOOL PSYCHOLOGY SCHOOL PSYCHOLOGY PROGRAM DESCRIPTION DESCRIPTION The Department of Counseling, Educational Leadership, Educational
KANSAS ADMINISTRATIVE REGULATIONS RULES AND REGULATIONS FOR LICENSURE OF KANSAS SPEECH LANGUAGE PATHOLOGISTS AND AUDIOLOGISTS
KANSAS ADMINISTRATIVE REGULATIONS RULES AND REGULATIONS FOR LICENSURE OF KANSAS SPEECH LANGUAGE PATHOLOGISTS AND AUDIOLOGISTS 28-61-1. DEFINITIONS. (a) American speech-language-hearing association means
PSYCHOLOGY DEPARTMENT GRADUATE PROGRAM CATALOG
PSYCHOLOGY DEPARTMENT GRADUATE PROGRAM CATALOG NEW YORK CITY CAMPUS 2009 DYSON COLLEGE OF ARTS AND SCIENCES Psychology Department, New York City Campus Dear Prospective Student, Thank you for your interest