PSY.D. PROGRAM CLINICAL DISSERTATION HANDBOOK

PSY.D. PROGRAM CLINICAL DISSERTATION HANDBOOK SEPTEMBER 2011

2 A clinical dissertation is a scholarly work WHAT IS A CLINICAL DISSERTATION? A Summary conducted independently by the student under the supervision of a full-time, tenure-track faculty member in the Psychology Division at GSEP in consultation with at least two additional committee members one of whom is another GSEP tenure track faculty member, Clinic Director, or Lecturer in Psychology (internal member) the other is a professional with an earned doctorate who is outside of the tenure track GSEP faculty (external member) and can include adjunct faculty, lecturers, supervisors, tenure track faculty in other discipline, or other qualified individuals The emphasis of a clinical dissertation is the demonstration of the ability to utilize the research literature and a sound scholarly process to analyze, evaluate, and/or provide new information relevant to a focused applied problem in psychology. These applied problems should be similar to those encountered by psychologists working as practitioners, administrators, and consultants and must have relevance for the professional practice of clinical psychology. Clinical dissertations can take the form of traditional research dissertations involving original data collection or analysis of archival databases Qualitative Methods include case studies, interview studies, focus group studies, phenomenological studies, and program evaluation Quantitative Methods include correlational, case-control, psychometric, quasi-experimental, or experimental designs, as well as needs assessments, evaluation research, and survey research Mixed Methods (a study with both qualitative and quantitative elements) Clinical dissertations can also take the form of applied scholarship The Systematic Development of a Program, Clinical Resource, or Model includes the use of a scholarly body of literature as the foundation for developing a professional resource A Critical Analysis of the Literature includes the synthesis, analysis, and critique (conceptual and methodological) of the literature relevant to a focused clinical problem Clinical Application and Analysis includes a comprehensive review and critique of the literature relevant to the conceptualization and treatment of an actual clinical case or set of cases Psy.D. students should begin thinking about topics of interest and exploring ideas with faculty during their first year. Coursework relevant to the dissertation begins during the Summer term of the first year in the three-part Dissertation Seminar (PSY 790-792) sequence. Formal work with the chairperson begins during the Fall Semester of the second year. At the Preliminary Oral Examination ( Prelims ), the student defends their dissertation proposal (detailed description of the research/scholarship plan) in a meeting with the Dissertation Committee. If required, the student submits for a Psychology pre-irb methods review and then an application to the Graduate and Professional Schools Institutional Review Board (IRB) prior to collecting or analyzing data with human participants.

3 At the Final Oral Examination, the student presents the results of their work, discusses the implications, and responds to questions in the second full meeting with the Dissertation Committee. The clinical dissertation requires significant investment of personal commitment, time, and resources. Students should be mindful of the demands of the process and plan accordingly. The Clinical Dissertation An essential component in doctoral education is the dissertation. A clinical dissertation is a scholarly work conducted independently by the student, under the supervision of a full-time Psychology Division faculty member in collaboration with two additional committee members. Through satisfactory completion of this project, the student demonstrates the ability to approach clinical problems from the base of a strong foundation in scholarship. This is consistent with the orientation of our Psy.D. program that the practice of psychology should be built upon the science of psychology. A question is sometimes asked: How does a clinical dissertation differ from a traditional dissertation? Some clinical dissertations might be difficult to distinguish from a traditional dissertation. However, traditional dissertations are limited to "original contributions to knowledge." There is a broader range of acceptable models for the clinical dissertation. The emphasis of a clinical dissertation is the demonstration of the ability to utilize the research literature and a sound scholarly process to analyze, evaluate, and/or provide new information relevant to a focused applied problem in psychology. These problems should be similar to those encountered by psychologists working as practitioners, administrators, and consultants. Clinical dissertations must have relevance for the applied practice of clinical psychology. Focusing the Dissertation Students arrive at dissertation topics and methodologies from a number of different pathways. The topic may reflect an area of clinical psychology within which the student wants to establish their expertise. The topic may be inspired by applied experiences, previous research activities, current issues in the field, or by questions stimulated by societal events or changes. The topic can be rooted in an interest in informing clinical practice with a particular population (e.g., developmental period, cultural group), with a specific disorder, from a particular theoretical orientation, or using specific intervention strategies. The topic may also be driven by opportunity such as an available archival database, the ability to collect data at one s practicum site, or an existing research project of a faculty member. Students are encouraged to use the dissertation as an opportunity to contribute to the field in a way that is meaningful to them. Students are encouraged to choose a topic that can sustain their interest through an intensive, multi-year process. Clinical Dissertation Methods Five models of scholarship have been approved by the Psychology Division faculty (See Table 1). The two major Traditional Research approaches (Quantitative Methods and Qualitative Methods), as well as three methods of Applied Scholarship (Critical Analysis of the Literature, Program/Resource Development, and Clinical Application and Analysis) are all acceptable models for the clinical dissertation. The Clinical Dissertation Methods Overview (on the next page) provides a brief description of each of these five approaches. The five methods all require strong writing skills and the ability to utilize existing theory and research to inform one s work. However, the methods vary in the particular skills and abilities that they draw upon most heavily. Students are encouraged to assess their strengths and challenge areas realistically in selecting a methodology. Other approaches are possible (e.g., Theoretical Dissertation, Action Research), but require the approval of the Dissertation Chairperson and Dissertation Coordinator. The specific procedures of the dissertation are developed under the supervision of the Dissertation Chairperson. Students work with the chairperson to develop sound and rigorous procedures, that emerge from clearly articulated research questions or project objectives, and that are realistic in scope given the time frame within an academic program.

4 Table 1 Clinical Methods Overview SCOPE AND FOCUS Traditional Research Quantitative Research (Basic and Applied) Correlational, descriptive, or quasi-experimental designs; includes program evaluation, psychometric, and survey research approaches; utilization of archival data sets or participation in an ongoing research study is encouraged; access to a sample is a key consideration in studies using original data collection Traditional Research Qualitative Research (or Mixed Methods) Research case study (single or collective) or phenomenological study to provide a focused and indepth understanding of a particular psychological or life experience, program, or community; can use interview, focus group, archival, and/or observational methods; can include evaluation research Applied Scholarship Critical Analysis of the Literature Comprehensive review of the literature relevant to a focused clinical problem (e.g., etiology and treatment of a particular disorder in a specific population); includes synthesis, analysis, critique, clinical implications & suggested future directions Applied Scholarship Program or Resource Development Development of a clinical resource for therapists or clients using the literature as a foundation (e.g., model for an intervention, curriculum for a group, therapist guide for working with a target population or disorder, resource for clients about a clinical issue); Must include a preliminary evaluation Applied Scholarship Clinical Application and Analysis A clinical case (or set of cases) serves as the foundation for a comprehensive review of the literature in areas relevant to the client(s) presenting problems and treatment process; includes integration of clinical issues and research literature with implications of each for the other GPS IRB REVIEW Required Required No Required if implemented Required (client consent) - Research Design - Conceptual skills - Critical Thinking - Creativity - Strong PRIMARY - Statistics - Theoretical thinker - Organizational Skills - Attention to Details Conceptualization KNOWLEDGE & - Strong background and - Organizational Skills - Synthesis/Integration - Clinical Experience in Abilities SKILLS REQUIRED experience with - Interpersonal skills of large amounts of topic area - Strong Clinical Skills quantitative research literature - Critical Thinking SAMPLE FORMAT & STRUCTURE (varies according to Chairperson recommendation) Manuscript Format Sec 1- Introduction (overview of lit, Research Questions & Hypotheses) Sec 2 Methods Sec 3 Results Sec 4 Discussion App Extended Lit Review or Literature Table; Research Materials; Exploratory Analyses (Traditional Format may be preferred by chairperson) Traditional Format Ch. 1 Introduction (rationale for study & Research Questions) Ch. 2 Lit Review Ch. 3 Methods Ch. 4 Results Ch. 5 Discussion App Research materials, Supplemental raw text, etc. (Manuscript Format option) Ch. 1 Introductory Lit Review Ch. 2- Review and Analysis Procedures Ch.3 Integration and Analysis (synthesis & critique of the literature methodological & conceptual) Ch. 4 Discussion (clinical implications, recommendations, etc.) App Literature Table Ch. 1 Introduction; project scope and purpose; research objectives Ch. 2 - Literature Review (including existing resources) Ch. 3 Methods (development & evaluation strategy) Ch. 4 Results Ch. 5 Discussion App Copy of resource (Manuscript Format option) Ch. 1 Introduction; research scope and purpose Ch. 2 - Lit Review Ch. 3 Method (Plan for clinical work; Description of treatment approach) Ch. 4 Results (case descriptions & therapy process) Ch. 5 Discussion (integration & analysis) App. Excerpts from sessions DESCRIPTION OF PRELIMINARY ORAL & FINAL ORAL EXAMINATIONS Prelims- Sections 1 & 2; Describe and defend research plan Final Present and Discuss Results Prelims- Chapters 1-3; Describe and defend research plan Final Present and Discuss Results Prelims- Chapters 1-2; Describe & defend search, organization, & analysis plan Final Present and discuss critique, analysis, future directions Prelims- Chapters 1-3; Describe and defend plan for development of resource & initial evaluation Final Present and discuss resource, evaluation, future directions Prelims- Chapters 1-3; Present and defend plan for clinical work (as informed by literature) & analysis Final Present and discuss cases; Integrate clinical data with literature

5 Clinical Dissertation Formats Three dissertation formats are available: Traditional, Manuscript, and Review. Each format is described below (see Table 2). The student and Dissertation Chairperson determine the best format for the dissertation method and the student s goals. The Traditional Format contains five chapters: Introduction, Review of the Literature, Methods, Results, and Discussion. In some cases, content from the introduction and literature review are integrated into a single chapter. The first three chapters are presented to the dissertation committee for the preliminary oral examination in the form of a proposal. All five chapters are presented at the final oral examination. This format is most appropriate for Quantitative, Qualitative, Resource Development, and Clinical Application dissertations. The Manuscript Format is structured as a submission-ready journal article. The purpose of this format is to encourage students to submit their work for publication or for presentation at a professional conference. There are typically four sections: Introduction, Methods, Results, and Discussion. However, this may vary depending on the specific methodological approach. In addition to the manuscript, students choosing this method are also required to prepare a comprehensive Literature Review Table or write a comprehensive literature review to be included as an appendix in the final document presented to the dissertation committee. The document presented at the preliminary oral examination is similar in structure and length to a research grant proposal. This format is most appropriate for Quantitative, Qualitative, and Resource Development dissertations. However, the format my also be modified for the Critical Analysis of the Literature or Clinical Application and Analysis approaches. The Review Format is specific to the Critical Analysis of the Literature or Theoretical dissertation approaches. The document prepared for the preliminary oral examination should consist of two chapters, Introduction to the Literature and Review and Analysis Plan. The Introduction to the Literature chapter summarizes existing literature relevant to the topic and states the rationale and need for integration, analysis, or further theoretical development. The document presented at the final oral examination should include four chapters: (1) Introduction to the Literature, (2) Review and Analysis Procedures, (3) Integration and Analysis (or Theoretical Model), and (4) Discussion. Alternative formats are acceptable only if approved by the Dissertation Chairperson and Dissertation Coordinator. Table 2 Dissertation Format Summary Traditional Manuscript Review Dissertation Approaches Quantitative Quantitative Critical Analysis Qualitative Qualitative Theoretical Resource Development Resource Development Clinical Application Clinical Application Proposal Document Introduction 1 Introduction 2 Introduction 3 Review of the Literature Methods 4 Review & Analysis Plan 5 Methods (APP) Literature Table Preliminary Lit Review or Comprehensive Review Final Defense Document Introduction Introduction Introduction Review of the Literature Methods Review & Analysis Methods Results Literature Review Results Discussion Integration & Analysis Discussion (APP) Literature Table Discussion or Comprehensive Review 1 Provides rationale for conducting the study (with supporting evidence) as well as research objectives/research questions. 2 Includes review of literature, rationale for conducting study, and statement of research objectives/research questions. 3 Includes rationale for conducting study (with supporting evidence) as well as research objectives; sometimes includes the review and analysis plan. 4 Methods for Resource Development and Clinical Application dissertation are sometime referred to as a Plan of Action. 5 Review and Analysis Plan can also be called the Plan of Action.

Development of the Clinical Dissertation The clinical dissertation requires significant investment of personal commitment, time, and resources. Students should be mindful of the demands of the process and plan accordingly. The various stages of the dissertation process are summarized in the following chart (see Table 3). This chart is based on the goal of completing all phases of the dissertation prior to going on full-time Internship in the fourth year. Specific dissertation activities and the length of time for each phase (e.g., data collection) may vary based on the type of clinical dissertation chosen. Many students complete the final writing of the dissertation during the fourth year of the program. Progression through the stages of the dissertation according to this chart will facilitate the timely completion of the project. Table 3 Development of Clinical Dissertation 6 Fall Spring Summer Year I Year II Year III PSY 701: Research Methods Consult with faculty re: PSY 791: Clinical Dissertation common interests and Seminar II research opportunities PSY 795: Clinical Dissertation Try to write required Supervision (w/chairperson) course papers on topics related to dissertation Develop literature review interest (NOTE: This Narrow focus and generate might not always be an preliminary research questions/ option) research objectives Consult with faculty re: common interests and research opportunities Try to write required course papers on topics related to dissertation interest (NOTE: This might not always be an option) PSY 790: Clinical Dissertation Seminar I PSY 702: Data Analysis PSY 792: Clinical Dissertation Seminar III PSY 795: Clinical Dissertation Supervision (w/chairperson) Refine research questions/ objectives Revise/complete literature review Develop methodology PSY 795: Clinical Dissertation Supervision PSY 795: Clinical Dissertation Supervision Complete proposal (if not yet completed) Preliminary oral examination (if not yet completed) IRB application, if necessary Begin data collection/implementing methodology PSY 795: Clinical Dissertation Supervision Finish data collection/ implementation of methodology Analyze data Write final draft of dissertation PSY 795: Clinical Dissertation Supervision Familiarity with dissertation approaches Topic selection Initial literature review outlines and commence literature spreadsheets Secure chairperson Select Committee members Finalize methodology Complete proposal Prepare for preliminary oral examination Finish data collection/implementation of methodology (if not yet completed) Analyze data (if not yet completed) Write final draft of dissertation (if not yet completed) Final oral examination Notify IRB that dissertation is completed, if necessary Dissertation clearance The dissertation development process formally begins during the summer term of Year I when students enroll in PSYD 790: Clinical Dissertation Seminar I. Students are guided through topic selection, literature review strategies, reading the literature critically, and an overview of the various types of clinical dissertation projects. In PSYD 791: Clinical Dissertation Seminar II (Fall Semester, Year II), students begin writing the literature review and further develop their topics. Finally, in PSYD 792: Clinical Dissertation Seminar III (Spring Semester, Year II), students are supported in the development of methodology and continue working on the literature review.

The development of the dissertation is also supported by the three research courses (PSYD 701, 702, & 703). In these courses, students are exposed to the diversity of research methods in professional psychology (e.g., survey, clinical trials, psychometric, qualitative, evaluation research, etc.), data analytic approaches (statistical and qualitative), and workshops on specific design and analysis applications (e.g., SPSS, NVivo, instrument construction, content analysis, etc.). Students are encouraged to begin consulting with faculty members during their first year to assess common research and clinical interests. Students are also encouraged to gather information about faculty projects that may have dissertation opportunities. Students should have a chairperson secured by the end of the Summer Term of Year I. Students begin formally working with their dissertation chairperson during the Fall term of Year II (PSYD 795: Clinical Dissertation Supervision). Administrative Procedures in the Clinical Dissertation Process Students are required to enroll in PSY 795: Clinical Dissertation Supervision (.5 unit) during the Fall Semester of Year II. At this time, the dissertation chair also becomes the student s academic advisor and assumes the advisement responsibilities to the student. This semester focuses on refining the dissertation topic and exploring appropriate methodologies. With the approval of the dissertation chair, the student selects two additional members of the dissertation committee in accordance with program policy and submits for approval by the Program Director the Petition for Constitution of Clinical Dissertation Committee form (see Appendix A at [http://services.pepperdine.edu/gsep/dissertation/psychology/forms-resources/]). Beginning in the Spring Semester of Year II, students enroll in 2 units per semester (1 unit for the summer term of Years II and III) for PSY 795: Clinical Dissertation Supervision for every term until the dissertation is completed. Students are strongly encouraged to complete their preliminary orals prior to accepting an internship. Students should be aware that internships often look more favorably on students who have completed the preliminary oral examination. Some internships require that the preliminary dissertation orals be completed prior to internship. Students who have not completed the dissertation by the end of the third year of doctoral studies will be required to enroll in 2 units of PSY 795: Clinical Dissertation Supervision, for every semester through the completion of the final oral examination. In addition, the student may request the permission of a Clinical Dissertation Seminar instructor to attend meetings of that seminar group. Please note that research involving human subjects must be approved by the Graduate and Professional Schools Institutional Review Board (GPS IRB) prior to any subject recruitment or contact (See the IRB Manual and/or website [http://services.pepperdine.edu/irb/] for details). Committee Composition Each doctoral student will construct a three-person dissertation committee. The chairperson must be a full-time, tenure track, GSEP Psychology Division faculty member who has expertise in the topic and/or methodology selected by the student. The chairperson maintains ultimate authority for the coordination and supervision of the dissertation. The chairperson assists the student in selecting two additional committee members, and the final composition of the committee must be approved by the Psy.D. Program Director. The second committee member, the internal member, is typically also a full-time, tenured/tenure track member of the Psychology faculty. The internal member can also be a GSEP Clinic Director, a Lecturer in Psychology, or an Emeritus Psychology faculty member. The third committee member, the external member, must be selected from outside the Psychology full-time, tenured/tenure track faculty. The third committee member must hold an earned doctorate and possess the expertise to contribute to the supervision of the dissertation. Unless the third committee member is a full-time Pepperdine faculty member from another department, a current Psychology adjunct faculty member, a Psychology Division Lecturer, a Visiting Faculty member in Psychology, or an Emeritus Psychology faculty member, a curriculum vita must be submitted along with the "Petition for Constitution of Clinical Dissertation Committee" form. No close personal friend or relative may serve on a student's committee. Students must not directly pay the committee members for their participation. The chairperson may designate one of the committee members to be the official "methodologist," based upon his or her expertise in either research or clinical methodology. Committee members should be selected based on faculty expertise and availability, student interest, and personal preference. To facilitate this process, students are provided with information on faculty backgrounds and research interests, and may set up appointments with faculty members with whom they are interested in working (see Psy.D. Program tab on Sakai site [https://courses.pepperdine.edu/portal] for most recent copy of faculty research interests or Appendix B at http://services.pepperdine.edu/gsep/dissertation/psychology/forms-resources/). If it becomes necessary for the student to change his or her chair or committee members after the committee has been approved, a completed and signed "Petition for Change in Constitution of Clinical Dissertation Committee" form (see Appendix A-1 at [http://services.pepperdine.edu/gsep/dissertation/psychology/forms-resources/]) must be submitted to the Psy.D. Program Administrator and approved by the Psy.D. Program Director. 7

8 NOTE: The "Petition for Constitution of Clinical Dissertation Committee" form (see Appendix A at [http://services.pepperdine.edu/gsep/dissertation/psychology/forms-resources/]) must be submitted to the Psy.D. Program Administrator and approved by the Psy.D. Program Director PRIOR to the scheduling of the preliminary oral. Responsibilities of Committee Members As an expert in a field related to the student's dissertation, the committee member is requested to carefully read through the proposal and be prepared during the preliminary oral meeting to share comments/concerns/questions related to the literature that has been reviewed, the timeliness/relevance of the citations, any important articles that have been overlooked, the methodology of proposed study, ethics/attention to cultural diversity, and/or the flow/clarity of writing. The preliminary oral examination entails an initial oral presentation by the student followed by a period of time for committee members to point out the student s strengths, raise questions and concerns, and attempt to offer potential solutions to the challenges raised during the meeting. In the period of time between the preliminary oral and final oral, we ask that committee members be available to the student by email or phone, if further clarification is needed on the points that were raised. Similarly, at the time of the final oral examination, the committee member is again requested to carefully read through the dissertation and be prepared during the final oral meeting to share comments/concerns/questions, focusing on the product or outcome of the dissertation. Depending on the type of dissertation, these products/outcomes may entail the results of data analysis and the interpretation of the findings; comprehensiveness and quality of critical analysis of literature relevant to a clinical problem; the quality and clinical defensibility of a program or resource that is developed; or the comprehensiveness of understanding the clinical issues and evidence associated with the treatment of a client s presenting problems. The final oral examination entails an initial oral presentation by the student followed by a period of time for committee members to point out the student s strengths, raise questions and concerns, and attempt to offer potential solutions to the challenges raised during the meeting. After the final oral, we ask that committee members be available to the student by email or phone, if further clarification is needed on the points that were raised. Typically, the committee members are only required to be physically present at the preliminary oral examination and final oral examination. In extraordinary cases, committee members may ask to join the preliminary oral or final oral by telephone, with the approval of the Dissertation Chairperson. TurnItIn Either prior to scheduling the preliminary oral examination or during the 2-week period between the time the proposal is sent to committee members and the actual date of the preliminary oral, the proposal should be submitted to TurnItIn via the Sakai GSEP Writing Support course in Courses. The report generated should be forwarded to the dissertation chairperson for review. The chairperson and student will work together to resolve any issues related to plagiarism or improper use of quotations. When the committee members sign the Preliminary Oral Examination Completion form after the completion of the preliminary oral examination, they are verifying that the proposal is free of plagiarism or other quotation related issues. Preliminary Oral Examination Upon completion of the dissertation proposal, each student will orally present and defend his or her proposal to the dissertation committee in a 2-hour meeting. At least 2 weeks prior to the desired date of the oral, the student will notify the Psy.D. Program Administrator to schedule the preliminary oral. The administrator will reserve a room and circulate an email announcement of the preliminary oral. A pdf file of the student's completed proposal must be submitted as an email attachment to the Psy.D. Program Administrator at least 2 weeks prior to the scheduled date of the oral. Immediately following the exam, the student's committee will confer privately and give the student the result. The result is then recorded on the "Preliminary Oral Examination Completion" form (see Appendix C at [http://services.pepperdine.edu/gsep/dissertation/psychology/forms-resources/]). Successful completion of the preliminary oral examination results is a contract between the student and the committee regarding the plan for completion of the dissertation, pending pre-irb Methods Review and IRB approval. In the event that the dissertation procedures must be modified after the completion of the preliminary oral and receiving IRB approval, the student must inform his or her chairperson who will confer with all other dissertation committee members regarding the acceptability of such changes. Such changes may also require reapplication to the IRB. See Table 4 for a rubric of the areas committee members consider in assessing the quality of the proposal.

9 Table 4 Clinical Dissertation Proposal Rubric Scoring Level 3 Exemplary 2 Accomplished 1 Acceptable 0 Unacceptable Research Purpose and Contribution In addition to meeting the requirements of 2, the uniqueness of the contribution is fully demonstrated. Research aims are clearly defined. Clinical contribution is addressed and research support is offered for the need. The conceptualization of the proposed study is clear and concise and exhibits an integrated understanding of the issues. Research aims are defined, although vague. Clinical contribution of proposed study is addressed but in need of development. The conceptualization of the proposed study is relatively clear. Research aims are missing or ill-defined. No rationale is offered for clinical contribution of proposed study. There is no clear conceptualization offered for the proposed study. Literature Review Methodology APA Format Writing Mechanics In addition to meeting the requirements of 2, the literature review has the potential of being a standalone publication. The review is comprehensive. Current citations are included in the review; no secondary citations are used. The review is well organized and exhibits an integrated understanding of the relevant literature. There is a basic review with inclusion of relevant research. Most citations are current; minimal to no use of secondary citations. The review is organized and follows a logical progression. The review is missing key pieces of relevant research or includes literature unrelated to the proposed dissertation. The citations are dated and/or numerous secondary citations are used. The review is disorganized. In addition to meeting the requirements of 2, the conceptualization of the methodology exhibits a complex level of understanding. The methodology is appropriate, well-defined, and rigorous. Issues relevant to protecting human subjects are addressed, including more complex considerations. The methodology is basic and, while appropriate, could be more thoroughly developed. Basic issues relevant to the protection of human subjects are addressed. The methodology is illdefined and incongruent with the aims of the proposed study. Key issues relevant to the protection of human subjects are overlooked. In addition to meeting the requirements of 2, the proposal models the language and conventions expected of scholarly writing. While there may be minor errors in format and citations, the document and References list demonstrate competence in the use of APA writing style. The proposal mostly follows 6 th edition APA writing style. Most citations are correct. Quotations are kept to a minimum. References list generally follows APA style. 6 th edition APA style is not followed in writing the proposal. Citations are incorrect or missing. There is an excessive reliance on quotations rather than paraphrasing. References list does not follow APA style. In addition to meeting the requirements of 2, the transitional segues establish a sound scholarly argument and aid the reader in following the logic of the writer. The proposal demonstrates coherence, logic, and flow in the presentation of content. Strong transitional segues are used to structure the document. Minimal to no errors in syntax, punctuation, and spelling. Negligible number of typographical errors. The proposal mostly demonstrates coherence, logic, and flow in the presentation of content. Minimal number of syntax, punctuation, and spelling errors. Minimal number of typographical errors The proposal lacks coherence, logic, and flow in the presentation of content. Numerous errors of syntax, punctuation, and spelling. Typographical errors.

Pre-IRB Methods Review Psychology students at GSEP must submit their dissertation proposal to the Psychology Pre-IRB Methods Review Committee for approval before submitting the proposal for IRB review. Only proposals that require an Expedited or a Full IRB review must undergo the Pre-IRB methods review. For more information about the pre-irb Methods Review Committee, contact Dr. Cary Mitchell at 310-506-8553 or cary.mitchell@pepperdine.edu. Institutional Review Board (IRB) Approval All research involving human participants or data from human participants must be approved by a University committee whose function is to insure adherence to the federal and APA ethical standards for conducting research with human participants. For Psy.D. student research, the committee is the Graduate and Professional Schools Institutional Review Board (GPS IRB). Refer to the IRB website [http://services.pepperdine.edu/irb/graduate] for detailed guidelines for submitting an application. Review the Pepperdine University Protection of Human Participants in Research: Policies and Procedures Manual (http://services.pepperdine.edu/irb/policies/). All required forms are also available through the IRB website. Multiple copies of the completed application and a copy of the dissertation proposal must be filed with the GPS IRB after the preliminary orals are passed, modifications requested by the student's dissertation committee are made, and the proposal has undergone its pre-irb review. Students should work closely with their dissertation chairpersons to make sure that guidelines are followed. Applications are reviewed in the order received and there is no guarantee that your application will be reviewed in the month it is submitted. Allow approximately 1 to 3 months for the complete review process including initial notification and feedback, revisions, and re-review. The committee typically meets once each month from September through July. Full approval from the IRB must be received before any potential participants are contacted or recruited, and before any data are collected or accessed. Students should be aware that any desired modifications or additions to the original procedures and documents approved by the IRB (e.g., recruitment sites, recruitment fliers, questionnaires, data collection strategies) must be submitted to the IRB for review and approval prior to implementing any changes. Dr. Doug Leigh is the Chair of the Graduate and Professional Schools IRB and the GPS IRB administrator is Jean Kang [gpsirb@pepperdine.edu]. Initial inquiries regarding the IRB process should be directed to Jean Kang, Manager; GPS IRB and Dissertation Support; committee members are available for consultation on IRB applications prior to submission and after notification. Final Oral Examination The final oral is scheduled when all committee members have reviewed the completed dissertation and have agreed that the student is ready to defend the dissertation. At least 2 weeks prior to the desired date of the oral, the student will notify the Psy.D. Program Administrator to schedule the final oral. The administrator will reserve a room and circulate an email announcement of the final oral. An electronic copy (a Word file is fine) of the student's completed dissertation must be submitted to the Psy.D Program Administrator at least 2 weeks prior to the scheduled date of the oral. The final oral examination will be open to members of the academic community and will involve a presentation and defense of the student's research.. Immediately following the exam, the student's committee will confer privately and give the student the result. The result is then recorded on the "Final Oral Examination Completion" form (see Appendix D at [http://services.pepperdine.edu/gsep/dissertation/psychology/forms-resources/]). Typically, there are two possible results: Pass without Modification or Pass with Modification. In the event that the student is unable to demonstrate the ability to discuss his or her dissertation (method, findings, implications for the field), an additional examination may be required. Students who Pass with Modifications must make the requested revisions to their dissertation by the date specified by the committee. The chairperson must approve the revisions. Once issues are addressed, the chairperson approves the dissertation by signing the Approval of Final Clinical Dissertation Manuscript form (see Appendix E-1 at [http://services.pepperdine.edu/gsep/dissertation/psychology/forms-resources/]). Format and Administrative Approval The final draft of the dissertation must conform to the GSEP Dissertation Format Requirements Manual [http://services.pepperdine.edu/gsep/dissertation/psychology/manuscript/]. At this website, sample dissertation preliminary pages can also be accessed. After the dissertation has been approved by the dissertation committee and the dissertation chairperson has signed the Approval of Final Clinical Dissertation Manuscript form (aka Appendix E-1), the student will submit it along with the Approval of Final Clinical Dissertation Manuscript form, the Manuscript Routing Form (see Appendix E-2 at [http://services.pepperdine.edu/gsep/dissertation/psychology/forms-resources/]), and the APA Dissertation Clearance Submission Form (at [http://services.pepperdine.edu/gsep/dissertation/psychology/forms-resources/]) to the Dissertation Support Office to begin the APA format review process. When the final version of the dissertation has been cleared, the student will be instructed to upload the dissertation to UMI/ETD Dissertation Publishing/ProQuest. Instructions for publishing the dissertation on ProQuest can be found at http://services.pepperdine.edu/gsep/dissertation/psychology/policies-procedures/. 10

After successfully completing the dissertation final oral, the student is eligible to enroll in PSY 796 at a substantially reduced fee if the student is unable to address the committee s recommendations, complete the final editing, and submit the dissertation manuscript for its APA review in the same semester the final oral was completed. Please note it is important to complete the remaining steps of the dissertation process in a timely manner or risk the potential financial consequences involved in mandated enrollment in clinical dissertation supervision. The description for PSY 796 is provided below. PSY 796 Dissertation Completion (1 unit) Dissertation students who have successfully completed the final oral defense of their dissertation and the manuscript modifications required by the dissertation committee may enroll in this course for a fee of $100. A completed Form F4 must be submitted to the Assistant Program Director to enroll in this course. Students are eligible to enroll in this course for up to two consecutive semesters. If the dissertation has not been cleared and forwarded for binding after two semesters, students will need to re-enroll in the appropriate PSY dissertation research course. Enrollment in PSY 796 constitutes part-time student status (unless concurrently enrolled in PSY 780 doctoral internship), which will impact financial aid eligibility and loan deferment. 11