College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs)

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1 College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals PsyD Program Learning Objectives 1. Leaders for life enhancing change 1. Able to utilize theories and techniques of a variety of psychotherapeutic and assessment approaches that address the whole person, including the biological, psychological, social, cultural, and spiritual and the advancement of the humanistic and transpersonal traditions in scholarship, practice and responsible action. 2. Self-reflective scholars / practitioners 2. Able to utilize the breadth of scientific psychology, its history of thought and development, and its methodology in scholarship and in practice; engaged in reflective selfassessment and reflective practice; and able to use skills in ethical reasoning and quality assurance related to research and practice in psychology. 3. Extra-ordinary thinkers who move beyond disciplinary and paradigmatic boundaries 3. Able to engage in critical and creative thinking and lifelong learning in using scholarship to inform practice and practice to inform scholarship. 4. Professionals who place their work within an expanded geopolitical, temporal, and socio-environmental context 4. Able to recognize, respect, and accommodate individual and cultural differences in all aspects of professional psychology work and include a life-span perspective in all aspects of professional psychology work. 5. Persons who experience intra and interpersonal authenticity and compassion. 5. Able to be selfaware in relationships and have a commitment to an empathic dialogue with others that is constructivist, collaborative and authentic See PsyD Learning Objective items and associated PsyD Competencies used to assess them below

2 Goal 1 Learning Objectives and Competencies: 1.1 Describe the scientific, theoretical, empirical, and contextual bases of a wide variety of psychotherapeutic strategies and assessment approaches Identifies basic conceptual foundations, strengths and weaknesses of psychotherapy approaches Conceptualizes a case and plans a mode of therapeutic interaction utilizing at least one consistent theoretical orientation Presents a rationale for various psychotherapeutic strategies Demonstrates basic knowledge of methods to examine outcomes from the use of therapeutic strategies. 1.2 Attend to the whole person during psychotherapeutic and assessment interactions and analyses Demonstrates basic knowledge of the range of normal and abnormal behavior and development Collects and uses data that describe the person from a comprehensive perspective (e.g. strengths as well as weaknesses; biopsychosocial and spiritual aspects). 1.3 Demonstrate an understanding of different psychotherapeutic strategies as well as of a specialized area of psychotherapeutic utilization Writes a statement of one s theoretical perspective and compares and contrasts it with the theoretical literature Demonstrates an understanding of integrative conceptualizations of psychotherapy and compares and contrasts with the theoretical literature Describes the theories, techniques, assessment, and recent research attached to a specialized area of psychotherapeutic utilization Demonstrates an understanding of the roles and limits of psychotherapy process, outcomes and other empirical research in clinical practice. 1.4 Employ models of inquiry and action that embrace human wholeness and creativity Accurately assesses presenting problem taking into account the larger context of the client s life, including diversity issues Employs a humanistic perspective in scholarship and professional work. Goal 2 Learning Objectives and Competencies: 2.1 Describe the central theories, research, and issues in the following areas of psychology: (a) biological aspects of the person, (b) cognitive and affective aspects of the person, (c) cultural and spiritual aspects of the person, (d) social aspects of the person, (e) human development, (f) individual difference, (g) history and systems of psychology, and (h) psychopathology Demonstrates understanding of core conceptualizations and breadth of theories and research applied to human behavior Cites empirical and professional literature to support an argument Demonstrates knowledge of and respect for the contributions of psychological research and incorporates this into professional practice Demonstrates breadth of coverage of material Demonstrates depth of analysis or inquiry. 2.2 Demonstrate the application of principles of psychological assessment Demonstrates basic knowledge of the empirical, theoretical, and contextual basis of test construction and interviewing Selects assessment measures with attention to issues of reliability and validity, cultural sensitivity, as well as being responsive to the individual client s needs Utilizes systematic approaches of gathering data to inform clinical decision-making Prepares reports that demonstrate how diagnosis and treatment planning are based on evidence in the case and theoretical formulations as well as the limitations of the assessment data Accurately and consistently administers and scores various assessment tools in non-clinical (e.g. course) contexts.

3 2.2.6 Demonstrates awareness of need to base diagnosis and assessment on multiple sources of information. 2.3 Demonstrate the knowledge and skills to think like a scientist Evaluates study methodology and empirical basis of findings Questions assumptions of knowledge Demonstrates awareness of need for evidence to support assertions Utilizes a variety of qualitative as well as quantitative methods in research and scholarship Engages in systematic efforts to increase the knowledge base of psychology through implementing research Uses methods appropriate to the research question, setting, and/or community Identifies methods for evaluating the effectiveness of professional activities. 2.4 Communicate effectively in professional verbal and written formats Demonstrates understanding of professional language Verbally communicates assessment results accurately, without jargon, and in a collaborative manner Writes a basic psychological report in standardized format Uses American Psychological Association format correctly in academic writing Writes in at graduate level. 2.5 Provide helpful feedback to others and receive feedback from others non-defensively Assesses and documents treatment progress and outcomes Uses good judgment about unexpected issues, such as crises, use of supervision, confrontation Listens to and acknowledges feedback from others Provides feedback to peers regarding peers clinical work. 2.6 Identify one s own strengths, limitations, motivations, attitudes, assumptions, behaviors and thought processes and their effect on others Shows awareness of inner emotional experience Systematically reviews own professional performance via videotape, ratings on a checklist, or other technology Completes self-assessment of clinical competencies for professional training. 2.7 Identify the limits of one s skills and specialized therapeutic strategies Identifies areas requiring further growth Demonstrates awareness of when to consider referral Demonstrates knowledge about practicing within one s competence. 2.8 Correct errors as part of continuing to grow Demonstrates an awareness of incongruence between self-assessment and other s feedback and seeks to resolve incongruence.

4 2.9 Adhere to APA s Ethics Code and Principles and ethical decision-making Demonstrates an understanding of APA s Ethics Code and Principles, California and federal laws pertaining to professional psychology practice, and ethical decision-making models Demonstrates a capacity for appropriate boundary management Includes applicable ethics concepts in research design and subject treatment as well as in professional writings and presentations Develops strategies to seek consultation regarding complex ethical and legal dilemmas Develop supervision, consultation, and quality improvement skills Demonstrates knowledge of purpose, roles, and goals of supervision Articulates common and distinctive roles of consultant Assesses one s competencies and functioning and demonstrates a commitment to quality improvement Develop a professional identity as a psychologist Demonstrates knowledge of the profession (training model, core competencies, issue central to the field) Clarifies one s beliefs about the nature of personal problems and the values inherent in the practice of psychotherapy. Goal 3 Learning Objectives and Competencies: 3.1 Demonstrate an openness to new ideas, intellectual curiosity, and flexibility as well as creative solutions to diverse problems Tolerates ambiguity and uncertainty Demonstrates active problem-solving Employs creative solutions to diverse problems Uses self-reflection in connecting with material. 3.2 Critically analyze and critique psychological literature Evaluates scholarly literature Critically examines popularized psychological literature. 3.3 Demonstrate a commitment to engage in life-long learning in scholarship and practice Demonstrates understanding that knowledge goes beyond formal training. Goal 4 Learning Objectives and Competencies: 4.1 Value individual and cultural diversity and the contributions of diverse populations which are relevant to the science and practice of psychology Demonstrates understanding of diverse viewpoints Incorporates individual and cultural diversity issues and viewpoints into one s scholarly work. 4.2 Communicate effectively across cultures Habitually adapts one s professional behavior in a culturally sensitive manner, as appropriate to the needs of the client, which improves client outcomes and avoids harm. 4.3 Use professional guidelines in research and practice with diverse populations.

5 4.3.1 Demonstrates understanding of the need to consider diversity issues in all aspects of professional psychology work. 4.4 Recognize how one s own perspectives can bias and limit one s ability to work with individuals from other viewpoints Articulates how one s perspectives and ethnic group values influence who one is and how one relates to other people. 4.5 Address life-span issues in scholarly inquiry, assessment, and psychotherapeutic work Describes the process of development across the life-span Demonstrates the need to consider developmental processes and issues in all aspects of professional psychology work. Goal 5 Learning Objectives and Competencies: 5.1 Describe, analyze, and reflect upon one s relationships and personal growth from a humanistic perspective Writes a personal statement of professional goals and how one s personal qualities pertain to those goals Identifies one s own and other s spiritual connections (to life, to nature, to others, to a sense of the ultimate) and honors those spiritual connections in working with others Articulates principles of humanistic psychology that promote change Displays appreciation of positive human qualities and strengths such as altruism, empathy, optimism, acceptance, and courage. 5.2 Create an environment that promotes self-healing Views the client as an agent who is able to initiate action, make choices, set goals, and chart life courses Demonstrates respect for the perceptions, feelings, experiences, values, desires, and self-healing capacity of the person Demonstrates facilitative conditions such as empathy, congruence, warmth, and acceptance, verbally and non-verbally Attends to the person as he/she defines his/her self Forms effective working alliance with clients Makes appropriate disclosures regarding problematic interpersonal situations. 5.3 Contribute to a facilitative learning environment Works collaboratively to form and maintain productive and respectful relationships with clients, peer, supervisors, and professionals from other disciplines Contributes to class regularly and constructively.

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