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. Sewell E-mail: sewellk@unt.edu E-mail: sewellk@unt.edu I. Statement of Student Learning Outcomes: The Guidelines and Principles for the Accreditation of Programs in Professional Psychology identifies specific areas in which students should acquire and demonstrate competence. As an accredited program, the UNT Doctoral Program in Clinical Psychology adheres to these guidelines in structuring its learning objective and in how outcomes are measured. This section addresses each of the accreditation-required areas individually, reiterating the area and identifying how the UNT Clinical Psychology program addresses training in the area. These outcome measurement processes have been endorsed by the American Psychological Association s Committee on Accreditation as evidenced by a 7-year renewal of full accreditation as of the Spring of 2002. Learning Outcome 1. Students should demonstrate understanding and competence in the breadth of scientific psychology, its history of thought and development, its research methods, and its applications. To achieve this end, the students shall be exposed to the current body of knowledge in at least the following areas: (a) biological aspects of behavior; (b) cognitive and affective aspects of behavior; (c) social aspects of behavior; (d) history and systems of psychology; (e) psychological measurement; (f) research methodology; and (g) techniques of data analysis. The UNT Clinical Psychology program trains students in this area via specific courses and research experiences (see research description below) as follows: (a) Biological aspects of behavior Course: Psyc 5790 Advanced Physiological Psychology (b) Cognitive and affective aspects of behavior Course: Psyc 5640 Theories of Learning Psyc 5420 Assessment I Psyc 5620 Assessment II Psyc 6670 Theories of Personality (c) Social aspects of behavior Course: Psyc 5090 Advanced Social Psychology (d) History and systems of psychology Course: Psyc 5060 Advanced History and Systems of Psychology (e) Psychological measurement (integrated into research and research coursework) Course: Psyc 5030 Advanced Research Design Psyc 6400 Research Methodology Applications
Psyc 5950 Master s Thesis Psyc 6950 Dissertation (f) Research methodology Course: Psyc 5030 Advanced Research Design Psyc 6400 Research Methodology Applications Psyc 5950 Master s Thesis Psyc 6950 Dissertation (g) Techniques of data analysis Course: Psyc 5700 Advanced Quantitative Methods Psyc 5030 Advanced Research Design Psyc 6400 Research Methodology Applications Psyc 5950 Master s Thesis Psyc 6950 Dissertation Description of Relevant Research Experiences Consistent with the program philosophy, students are expected to remain actively involved in research. The plan for research training is to continually have students as active participants in research along with the coursework which provides them with the techniques and skills for systematic examination of problem areas. As research skills are developed and refined, students gain experience and responsibility in more advanced and independent projects. Advanced students acquire skills in the development and direction of projects as well as in the supervision of less experienced members of research teams. First Year Research Experience. During the first year while students are enrolled in the Advanced Statistics and Research Design sequence, they also have a responsibility to join the activities of a research team. Typically for no more than 10 hours per week, students participate in ongoing research, under the supervision of more experienced students and directed by a faculty member. Students entering the program are encouraged to meet the faculty and exchange information about mutual research interests. The goals of the first year student are to begin developing basic research skills that include literature search procedures, experimental design, laboratory methods, project management, data reduction, and statistical analysis. Their roles on research teams are to observe and assist advanced team members and the faculty supervisor on their programs of research, to contribute with discussion and planning, and to receive supervision and feedback on technical assistance provided on the team. Master's Thesis. During the second year of study (following enrollment in the Advanced Statistics, Research Design, and Research Methodology Applications) and as students move more deeply into the conceptual and empirical knowledge base of psychology, they also have an increased responsibility for the activities of their research. Under the direction of a faculty member, students organize their own ongoing research effort, involve beginning members of the team in basic research skills that include literature search procedures, experimental design, laboratory methods, equipment instrumentation, project management, data reduction and statistical analysis, and provide supervision and guidance. The thesis requires a major professor and two other faculty members for a thesis proposal defense and the final defense of the thesis.
Dissertation. The dissertation is viewed as a rigorous measure of the student's breadth of understanding and scientific base of psychological work, and the depth of his/her ability to integrate concepts into a systematic schema from which assumptions and hypotheses can be tested and reasonably interpreted. Dissertation research and subsequent comprehensive oral examination of high quality mark the student as a serious scholar. The dissertation committee must consist of four faculty members. Three of these faculty must be within the Department of Psychology, at least two of whom are members of the Clinical Program Faculty Committee. The fourth member must be a faculty member from outside the Department of Psychology (this latter member is known as the Outside University Member). Students may defend a dissertation proposal only after successfully completing the general core requirements and the Clinical Concentration Core Examination. Students must successfully propose a dissertation prior to accepting an internship; given that internship readiness letters from the Director of Clinical Training cannot be fully endorsed until the dissertation is proposed, this requirement essentially means that nearly all students successfully propose a dissertation prior to internship application. Learning Outcome 2. Students should demonstrate understanding and competence in the scientific, methodological, and theoretical foundations of practice in the substantive area(s) of professional psychology in which the program has its training emphasis. To achieve this end, the students shall be exposed to the current body of knowledge in at least the following areas: (a) individual differences in behavior; (b) human development; (c) dysfunctional behavior or psychopathology; and (d) professional standards and ethics. The UNT Clinical Psychology program trains students in this area via specific courses as follows: (a) Individual differences in behavior Course: Psyc 5780 Advanced Psychopathology Psyc 6300 Theory and Application of Multicultural Counseling Psyc 6670 Theories of Personality (b) Human development Course: Psyc 5780 Advanced Psychopathology Psyc 5010 Human Development* Psyc 5340 Life-Span Developmental Psychology Psyc 5100 Child Psychopathology Psyc 6020 Child Psychotherapy Psyc 6410 Psychopathology and Treatment of Adolescents and Young Adults Psyc 5860 Psychology of Aging *Human Development Competency Exam is required if (a) neither 5010 or 5340 are chosen; and (b) child-aging course pairs (e.g., 6020 and 5860) are not chosen (c) Dysfunctional behavior of psychopathology Course: Psyc 5780 Advanced Psychopathology Psyc 5100 Child Psychopathology Psyc 6410 Psychopathology and Treatment of Adolescents and Young Adults
(d) Professional standards and ethics Course: Psyc 5690 Legal and Ethical Issues in Professional Practice Psyc 6480 Professional Ethics in Clinical Psychology Learning Outcome 3. Students should demonstrate understanding and competence in diagnosing or defining problems through psychological assessment and measurement, and formulating and implementing intervention strategies (including training in empirically supported procedures). To achieve this end, the students shall be exposed to the current body of knowledge in at least the following areas: (a) theories and methods of assessment and diagnosis; (b) effective intervention, consultation, and supervision; and (c) evaluating the efficacy of interventions. The UNT Clinical Psychology program trains students in this area via specific courses and clinical practica (see practicum description below) as follows: (a) Theories and methods of assessment and diagnosis Course: Psyc 5420 Psychological Assessment I Psyc 5620 Psychological Assessment II Psyc 6820 Assessment Practicum Psyc 6460 Diagnostic and Structured Interviewing Psyc 6200 Advanced Psychodiagnostic Assessment Psyc 6420 Neuropsychological Assessment (b) Effective intervention, consultation, and supervision Course: Psyc 6000 General Introduction to Psychotherapy Psyc 6820 Psychotherapy Practicum Psyc 6120 Advanced Psychotherapy Techniques Psyc 6060 Group Psychotherapy Psyc 6200 Gestalt Psychotherapy Psyc 6200 Seminar in Constructivist Psychotherapy Psyc 6410 Psychopathology and Treatment of Adolescence and Young Adults Psyc 6020 Child Psychotherapy Psyc 6700 Advanced Psychodynamics Therapy (c) Evaluating the efficacy of interventions Course: Psyc 6400 Research Methodology Applications Psyc 6000 General Introduction to Psychotherapy Description of Relevant Practicum Experiences Practicum experience in Clinical Psychology begins in the first semester and continues for a minimum of three years. The development of clinical skills occurs through the student's participation each year on a vertical practicum team consisting of students at a variety of training levels. Each vertical team is a cohesive, hardworking unit of about five to seven members under the supervision of a clinical psychologist. A year's service on the practicum team, no matter what the year level of the student, offers an intense, deep, practical experience with the orientation of the supervising psychologist. Care in the assignment of students to practicum
teams each year provides students with exposure to a breadth of supervisory orientations. The Director of Clinical Training is responsible for the assignment of vertical practicum teams. Breadth of training is the main consideration along with the preferences of supervising psychologists and clinical students in making such assignments. Pre-Practicum. In conjunction with the Assessment I and II sequence during the first year of study, students have a practicum team responsibility of about 10 clock hours per week. The goals of the first year student are acquisition of basic skills with respect to objective and projective assessment methodologies, diagnostic interviewing, systematic behavioral observation, relationship formation, and other professional responsibilities (record keeping, appointments, agency policies and procedures, case management problems, equipment usage, ethical issues, and professional demeanor). First year students also receive a preliminary introduction to advanced clinical methods. Their roles on the team include observation of, and technical assistance for, the practicum activities of advanced team members and the supervising psychologist, as well as participation in weekly team meetings. During pre-practicum, students are expected to meet the minimum quantitative requirements described below in order to fulfill their responsibility to their practicum team over the course of two semesters. 1. Log 50 hours of case observation and assessment. 2. Log 25 hours of individual supervision from advanced team members and supervising psychologist. 3. Log 30 hours of group supervision from weekly team meetings. Assessment Practicum. During the second year of study, clinical students have a practicum team responsibility of about 12-15 clock hours each week. This experience occurs following courses in assessment and psychopathology and in conjunction with core courses in ethics and psychotherapy. The goals of the second year student are to acquire assessment skills in areas of special client needs and, most importantly, to achieve the integration of assessment, conceptualinterpretive, and expressive (oral and written) skills. Second year students also are introduced to therapy approaches through observation of advanced level team members. Their role on the team includes provision of clinical evaluation services (assessments, psychological reports, consultations to referral sources), supervision of less advanced team members, observation of activities of advanced team members, basic introduction to therapy approaches, and participation in weekly team meetings. During the assessment practicum (usually over the course of two semesters) students are expected to meet the minimum quantitative requirements described below in order to fulfill their responsibility to their practicum team. 1. Log 90 hours of Assessment (minimum of 10 full batteries) and therapy services. 2. Log 25 hours of supervision provided to less advanced team members. 3. Log 30 hours of individual supervision from advanced team members and supervising psychologist. 4. Log 30 hours of group supervision from weekly team meetings. Psychotherapy Practicum. Following the assessment practicum (usually during the third year of study), clinical students assume a senior position on the vertical team and have a practicum team responsibility of about 20 clock hours per week. This experience occurs in conjunction with
advanced coursework and clinical electives. The goals of the psychotherapy practicum student are to develop treatment skills for interventions and psychotherapy. Their roles on the team include clinical treatment services, psychological evaluation services of a specialized nature, and consultation services to adjunct resources and community agencies. They also provide supervision to less advanced team members and participate in weekly team meetings. Therapy practicum students are expected to meet the minimum quantitative requirements described below (over a minimum of two semesters) in order to fulfill their responsibility to their practicum team. 1. Log 120 hours of direct patient contact. 2. Log 50 hours of supervision provided to less advanced team members. 3. Log 30 hours of supervision from supervising psychologist. 4. Log 30 hours of group supervision from weekly team meetings. Weekly team meetings permit the opportunity for case rounds and in-depth presentations, the consideration of assessment and treatment issues, the demonstration of clinical methods, and the discussion of ethical standards and professional responsibility/liability. External practicum placements are often available for individually-approved third and fourth year students. Second year students generally are not permitted external placements. Learning Outcome 4. Students should demonstrate understanding and competence in issues of cultural and individual diversity that are relevant to all of the above. The UNT Clinical Psychology program trains students in this area via integration within the courses and clinical practica listed above under the first three areas, as well as via one specific course (syllabi in Appendix C) targeting this area as follows: (a) Issues of cultural and individual diversity Course: Psyc 6300 Theory & Application of Multicultural Counseling Learning Outcome 5. Students should demonstrate understanding and competence in attitudes essential for life-long learning, scholarly inquiry, and professional problem-solving as psychologists in the context of an evolving body of scientific and professional knowledge. The UNT Clinical Psychology Doctoral Program trains students in this area mainly via integration within the courses and clinical practica listed above. The modeling of clinical and self-care skills in therapy courses and practica are seen as particularly useful in this regard. Furthermore, several non-course aspects of the program enhance training in this area. For example, collaboration between students and faculty on published and presented research papers allows faculty to model these professional attitudes in important ways. II. Measuring Student Learning Outcomes: Learning Outcome 1. Measurement of these outcomes are achieved by student grades each semester (B or better required), qualitative evaluations provided annually on research scholarship
by the Clinical Program Committee, and by the Clinical Core Comprehensive Examination that must be passed in order to advance to Doctoral Candidate status. These methods are not copyrighted; thus ownership is not relevant. Learning Outcome 2. Measurement of these outcomes are achieved by student grades each semester (B or better required), the Human Development Competency Exam (if required, taken at about the time the Clinical Core Comprehensive Examination is administered), and by the Clinical Core Comprehensive Examination that must be passed in order to advance to Doctoral Candidate status. These methods are not copyrighted; thus ownership is not relevant. Learning Outcome 3. Measurement of these outcomes are achieved by student grades each semester (B or better required), qualitative evaluations provided annually on clinical competence by the Clinical Program Committee, qualitative evaluations and grades provided by faculty clinical supervisors each semester, and by the Clinical Core Comprehensive Examination that must be passed in order to advance to Doctoral Candidate status. Additional external measures are available on this learning outcome, given that the students progress to external practicum placements and to internships at institutions across the country; formal annual evaluations provided by the externship and internship directors serve as these external measures of learning outcome. These methods are not copyrighted; thus ownership is not relevant. Learning Outcome 4. Measurement of these outcomes are achieved by student grades each semester (B or better required), qualitative evaluations provided annually on professional behavior by the Clinical Program Committee, and by the Clinical Core Comprehensive Examination that must be passed in order to advance to Doctoral Candidate status. These methods are not copyrighted; thus ownership is not relevant. Learning Outcome 5. As evidence of this avenue of training, 65 of the 123 core faculty publications, and 80 of the 143 core faculty presentations since 1997 had graduate student coauthors (an additional 15 publications and 20 presentations were co-authored by students with support faculty). These methods are not copyrighted; thus ownership is not relevant. III. Use of Assessment Results: The Clinical Program Committee meets semi-monthly to discuss curricular issues regarding individual students as well as regarding the program as a whole. Once each Spring semester, each student in the program is formally evaluated by the Committee. The various successes and problems noted in students, as well as feedback obtained from the accrediting body, are used by the Clinical Program Committee to adjust its curriculum and structure. IV. Changes Made Based on Assessment Results: The most recent structural change has been the implementation of the Human Development Competency Exam (HDCE). The HDCE was devised and added to the curriculum for those students not taking coursework in varied lifespan developmental subjects. Thus, it is ensured that all students have systematic exposure to important subject matter in lifespan development. Another example of how the assessment results are reflected in program changes involves the
Clinical Core Comprehensive Examination. Scores on certain sections of the exam seemed to reflect a need to shore up the statistical training being provided. Likewise, the program faculty have made explicit efforts to make the questions on the Clinical Core Comprehensive Examination broad in nature in response to examination of scores and of past exam questions. Note on Pass-Through Master s Degrees for Students in the Doctoral Program in Clinical Psychology: Those students enrolled in the Doctoral Program in Clinical Psychology who wish to obtain a master s degree enroute to the doctorate may do so by obtaining a Master s Degree in Psychology within the Department of Psychology. This degree requires 30 hours of coursework and research, which is composed of required courses included in the Doctoral Program in Clinical Psychology curriculum plus 6 hours of thesis work (including a completed and filed master s thesis). The learning outcomes and assessment devices associated with the master s degree are the same as the above (i.e., those corresponding with the respective components of the doctoral requirements that are included in the master s degree plan). Signature of Person Completing the Form: Date: Signature of Department Chair after Reviewing the Form: Date: