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

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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Table of Contents

1 Domain A: Eligibility A1: Programs Offered The Department of Psychology was established in 1922, although courses in psychology were offered as early as 1875. The department has offered the MS degree since 1930 and the Ph.D. since 1965. 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 1970. 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 2003. 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 (http://www.cas.ohiou.edu/deans/mission.asp). 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 2000. 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

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. 1-17 ). Policies regarding Americans with Disabilities Compliance (Appendix C, pgs. 18-21) and Equal Employment and Educational Opportunity (Appendix C, pgs. 22-24) 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 2007-2008). 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 2007-2008 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.

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 10-15 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; 104-105 Information regarding the program is further described in Domain G (Public Disclosure) and is available on the department website (http://www.psych.ohiou.edu). 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 1949. 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

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

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. 226-229). 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. 18-19) and a summary of the curriculum is also in the Graduate Catalogue (Appendix, B, pgs. 82-84). 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. 22-26). 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

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)

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)

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

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. 23-25) 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