Doctor of Psychology, Clinical Psychology
Admission Requirements
2
TOEFL or IELTS, International Credentials, and International Students
2
Applicant Notification
2
Policies
3
Transfer of Credit
3
Waiver of Courses
3
Residency Requirement
3
Satisfactory Progress
4
Program Length
4
Graduation Requirements*
4
The Program
5
Philosophy
5
Objectives
5
Ethical and Professional Behavior
5
Independent Practice
6
Clinical Psy.D. Department Educational Model and Goals
6
Clinical Psy.D. Department Competencies
7
Writing Assessment and Requirements
8
Student Learning Assessment
8
Grading and Performance Feedback
8
Professional Development Group and Academic Advisor Assignment
9
Student Disclosure of Personal Information
9
Independent Study
10
Auditing Courses
10
Track Transfer
10
Department Acceleration
10
Earning an Master of Arts Degree in Clinical Psychology
11
Academic Development Plans
11
Practicum
12
Permission to Apply to Practicum
12
CCE Grading
13
Internship
15
Permission to Apply for Internship
15
Permission to Rank Order Internships
15
The Curriculum
16
Department Requirements
16
Intervention Course Stream
16
Concentration Areas
17
Concentration Options
17
Generalist Concentration
17
Health Concentration
17
Multicultural/Community Concentration
18
Organizational Psychology Concentration
18
School Psychology Concentration
19
Child and Adolescent Concentration
19
Child and Adolescent Track
20
Certificate Option
20
Courses
21
Clinical Psy.D. Child and Adolescent Track Courses
22
Course Descriptions
23
APPENDIX
36
Doctor of Psychology, Clinical Psychology
The APA-accredited Clinical Psychology Doctoral Program bases its training on the practitioner-scholar model of education, integrating eight core competencies informed by the educational model of the National Council of Schools and Programs of Professional Psychology (NCSPP). Department faculty are actively engaged in practice and scholarship, and incorporate a wide variety of clinical examples into classroom activities. Students learn through rigorous course work, challenging practica, an integrative Internship and an innovative, applicable dissertation. The Clinical Psychology Doctoral Program has been nationally recognized for its excellent training in culturally competent service provision and offers students a remarkably wide variety of training opportunities.
Admission Requirements
Application to The Chicago School’s Clinical Psychology Doctoral Program is open to any person who has earned a bachelor’s degree from an accredited institution. The school admits students whom it judges to possess sufficient academic aptitude, as well as the emotional and social maturity to function effectively as professional psychologists. Applicants will be judged on their overall ability to do graduate work. Factors considered in admission are: GPA from undergraduate and any graduate schools, Graduate Record Examinations (GRE) scores, successful work history after completion of the baccalaureate degree, essays, and letters of recommendation from academic professors or supervisors from professional or volunteer experiences. Generally an undergraduate GPA of a 3.2 or higher on a 4.0 scale is required for admission to the Department.
The Clinical Psychology Doctoral Program requires 18 semester hours of psychology credit, including three specific courses (Statistics, Abnormal Psychology, and Child/Human Development) that must be completed prior to enrollment with a grade earned of ‘C’ or better (please see the application for admission for detailed requirements). Where an applicant is missing the required undergraduate coursework or hours, graduate coursework or hours may be substituted, provided that the student earned a grade of C or better in the course. Graduate coursework used to meet prerequisites will be considered for graduate transfer or waiver on a case-by-case basis, however. Based on the evaluation of these materials selected candidates may be invited to interview for further consideration of their application. Please see the application for detailed instructions and information regarding application requirements, application deadlines, and letters of
recommendation. Applications must be submitted with a $50 (US) fee in order to be evaluated.
The Clinical Psy.D. Department also offers additional training in child and adolescent psychology through its Child and Adolescent Track. Applicants who are interested in participating in the Child and Adolescent Track will be considered for admission into the Clinical Psychology Doctoral Department’s Child and Adolescent Track based on their specified interest in working child and adolescents and their families (students who indicate the Child and Adolescent Concentration during the admission process), previous child-related volunteer, work, or research experience and 3.4 G.P.A. or higher on a 4.0 Scale. Based on these criteria and applicant interest, applicants may be invited to participate in the Child and Adolescent Track.
TOEFL or IELTS, International Credentials, and International Students
TOEFL or IELTS: If English is not your primary language, you must submit official TOEFL or IELTS scores with your application (TOEFL School Code: 7161). International students who received a bachelor’s degree from an accredited United States institution are exempt from this requirement. The minimum scores are: TOEFL - 550 paper based, 213 computer based, 79 internet based; IELTS - 6.5.
International credentials: Applicants with international credentials must obtain and submit an official “course-by-course” evaluation through an evaluation agency such as World Education Services (www.wes.org) or Educational Credential Evaluators Inc (www.ece.org). In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted.
International students: International students must submit a completed application by the general consideration deadline. In addition, once accepted, international students must submit the International Student Information form, a copy of their passport, and financial documentation showing sufficient funding for at least one year of study and all living expenses. This documentation must be submitted at least two months prior to the start of the semester in order to allow sufficient time for the school to issue an I-20 for the student to obtain an F-1 visa, if needed. An I-20 visa will not be issued without this documentation.
Applicant Notification
If, after initial review of all application materials and the Admission Committee so recommends, the applicant will be invited for an interview day with members of the Department faculty. Interviews are by invitation only and mandatory for full consideration.
Post interview, the applicant will be notified of the Admission Committee’s decision regarding his or her application. The Chicago School does not share information or provide any feedback regarding admission decisions.
Policies
Transfer of Credit
Prior graduate course work, if within the area of study may be eligible for transfer or waiver of credit. Students accepted to the Clinical Psy.D. Department may petition by submitting a “Petition for Transfer/Waiver of Credit” and all required documentation. Students wishing to petition for transfer of credit must comply with all requirements in the Student Handbook, and submit a completed Petition for Transfer of Credit Form to the Registrar for each course they wish to transfer. The Department will prioritize the processing of petitions received before the end of the second week of the Summer semester so as to notify students of the outcome well before the start of the Fall semester. This allows the School and Department sufficient time to review the petition and attached materials, determine and document the outcome of the petition, notify students, and advise students regarding their new registration choices if the petition is approved. Petitions submitted after the end of the second week of Summer will still be processed, but the outcome may not be determined prior to the start of the Fall semester. The decision to accept transfer credit is solely that of the school and the school reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. Satisfactory completion of a competency examination is required before transfer of credit is awarded when the course in question has been taken more than five years prior to admission. No credit will be transferred for course work that is more than 10 years old. Transfer of credits is subject to the following conditions:
A maximum of 21 semester hours of credit for course work completed prior to matriculation at The Chicago School may be transferred. • Transferred course credit is restricted to graduate-level courses from a recognized, regionally accredited, graduate degree granting
institution.
• Transfer of credit is awarded only for required courses.
• Transfer of credit is not granted for clinical practicum or for internship.
• Transfer of credit is granted only for courses in which the grade obtained was a ‘B’ or higher.
• The school reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. Satisfactory completion of a competency examination is required before transfer of credit is awarded for required clinical courses.
• The Chicago School normally may require satisfactory performance on a competency examination when the course in question
has been taken more than five years prior to admission; transfer of credit cannot be granted for course work older than 10 years. • Each hour of credit accepted for transfer will be assessed a fee of $75 per credit hour.
The Petition for Transfer of Credit is available on The Chicago School’s website under “Student Services, Student Services Forms." Please submit all required documentation with the petition for each Transfer or Waiver course. Any credit approved for transfer will not be added to the student’s academic record until after the second week of their first semester.
Waiver of Courses
An international student who has completed an undergraduate course(s) that, in the judgment of the department chair, is equivalent to a required course at The Chicago School may apply for the course to be waived.
In addition, any student (domestic or international) with previous graduate course work who has already received the maximum transfer credit may request a waiver of additional course work to be completed at The Chicago School.
Students may seek a waiver for a total of 21 credit hours. Those seeking both a waiver and transfer of credit hours may not exceed a total of 30 credit hours. Waiver will not apply to undergraduate courses offered by U.S. educational institutions.
Residency Requirement
It is expected that students will fulfill all degree requirements through courses offered at The Chicago School. Under unusual circumstances, and subject to the approval of the department chair, a student may be permitted to complete certain course requirements at another institution.
The Clinical Psy.D. Department has an additional APA-mandated residency requirement as a condition for graduation. This requirement may be satisfied in either of the following ways:
• Completion of two consecutive semesters of full-time study (11 credit hours or more).Excluding the summer semester, this may be
either the fall and following spring semesters or the spring and following fall semesters.
Satisfactory Progress
Matriculated students must be continuously enrolled in the department until graduation; the department requires attendance during the fall, spring, and summer semesters. Each student must take a minimum of five semester hours of course work in the fall and spring semesters and three semester hours in the summer semester unless the student has fewer than the required number of hours of course work remaining or is on an approved Leave of Absence. Satisfactory progress semester hours do not include waiver or transfer credit hours. A student must maintain satisfactory academic progress by complying with the following requirements:
Credit Hours per Semester:
Clinical Psy.D. Department students must be enrolled for a minimum of 11 semester hours during the fall and spring semesters and a minimum of five semester hours in summer semester to be classified as full-time. All students must be enrolled for a minimum of five semester hours in the fall and spring semesters and three in the summer term.
Additional requirements for “Satisfactory Academic Progress” are detailed in The Chicago School Student Handbook, published by the Office of Student Services, located on the website under “Academics”.
Program Length
• The Clinical Psychology Doctoral Program is five years in length.
• Students must complete all requirements within seven years.
• Students in the Clinical Psy.D. Department with at least 12 semester hours of transferred graduate course work, an M.A. degree in
psychology or a related field, or significant experience in the field may petition to accelerate the program to be completed in four years. Petitions are submitted to a student’s academic advisor after the student has completed his or her first semester in the program. Child and Adolescent Track students are not permitted to accelerate due to the additional courses and training experiences required for this path which cannot be completed in a three-year period.
Graduation Requirements*
A doctoral degree can be awarded if the student completes all requirements for the Clinical Psychology Doctoral Program, including the Dissertation, within the designated program length. However, program duration may not exceed seven years. Students who meet the following requirements are eligible for a doctoral degree:
• Satisfactory completion of all department required credit hours
• Cumulative grade point average of 3.00 or higher
• Satisfactory completion of the Competency Exam
p
rior to the beginning of internship• Successful defense of the dissertation and submission of bindable copy
• Satisfactory completion of internship(s)
• Satisfactory completion of four semesters of practica, two of which are focused primarily on clinical assessment, and two of which are focused primarily on clinical therapy
• Satisfactory completion of two semesters of Advanced Practica (required for Child and Adolescent Track students only)
• Cumulative PPE average of 2.7 or higher
The Program
Philosophy
The Clinical Psy.D. Department has adopted the practitioner-scholar model and the NCSPP Core Competency model of training. These models are predicated on the belief that competent practitioners must have both a broad knowledge of scientific and theoretical principles at the core of psychology, which includes a solid understanding of a variety of scholarly work, as well as the ability to apply their knowledge to specific clinical situations. The doctoral department does not advocate any single theoretical orientation. Rather, students learn
conceptualization and technique across four general theory areas, and then choose a theoretical orientation in which to specialize. Students are continually challenged to reflect on the art and craft of professional practice, as well as on its scientific basis.
Objectives
Regardless of the track, concentration, or intervention theory a student chooses, the Clinical Psy.D. Department articulates three primary goals for all of our students throughout all of our curriculum and training. The Chicago School strives to produce graduates who:
• Possess the scientific and theoretical knowledge base necessary to enter professional practice to serve multicultural and diverse populations
• Have strong clinical skills developed through graduated exposure to clinical work, reflective practice, and ethical reasoning • Are informed, critical consumers of scholarship and will contribute to the profession in a scholarly manner
Ethical and Professional Behavior
The Chicago School expects that all Clinical Psy.D. students will be knowledgeable of and adhere to the APA Ethical Guidelines as published by the American Psychological Association. Sound ethical reasoning and accountability to the larger community for adherence to guidelines for ethical behavior are the two things that mark a profession as distinct from a career or job. As a result, several expectations of students are derived from the ethical code.
First, no student shall obtain part-time or full-time employment that is beyond the scope of their cumulative training in the field of psychology. In accordance with Illinois state law, no student may serve under the title of "psychologist," "clinical psychologist," or any closely related title or job function until granted an appropriate license by the state after the awarding of the doctoral degree. Students may, however, work as psychological assistants, researchers, or psychometricians under the supervision of a professional psychologist who is duly licensed or certified by the appropriate state agency.
A student shall not perform any function that exceeds his/her level of training. Students shall ensure that the appropriate malpractice insurance is in effect prior to their commencement of any clinical practice. In addition, a student may not establish or continue psychotherapy with any department or affiliate faculty member under any circumstances or with any adjunct faculty member while registered in his or her course or while under his or her supervision. A student who fails to adhere to this policy or otherwise fails to demonstrate the appropriate ethics required for practice in the field of professional psychology is subject to discipline.
A second derivation of the ethical code is that of integrity. The Chicago School expects that all students demonstrate the highest form of academic integrity. This applies to all of their graduate work and studies ranging from course work, to general scholarship, to interactions with faculty, staff, and students. Further, given that graduate students as part of their training gain access to extremely sensitive clinical information, The Chicago School expects that students show the highest form of professional integrity in their training settings. These expectations range from client contact, to professional communications, to representation as a student of the school. Integrity is taken very seriously and a violation of academic and professional standards is grounds for remediation, suspension, or expulsion.
A final derivation of the ethical code is that of professional suitability. As a field, our primary responsibility is to the public we serve. As a result, should a student show signs that he or she is likely to cause harm to those we serve, swift action will be taken to mitigate that risk for harm. Such action could range from requiring additional education and remediation for the student to disciplinary action such as suspension or expulsion. Should a student demonstrate, over time and despite efforts to remediate, that he or she is not able to assume the
Independent Practice
Consistent with training department goals and the focus on ethical behavior, it is deemed inappropriate for Clinical Psy.D. Department students to engage in professional activities that may infringe upon a primary commitment to training, negatively affect quality of consumer mental health services, or are inconsistent with ethical and legal standards. Students' participation in outside work activities should be secondary to training and should also uphold and be consistent with the ethical and legal standards of the profession. Engaging in independent practice in psychology prior to appropriate licensure, as a result, is viewed as inconsistent with these training objectives, and unethical for doctoral-level students.
The Illinois Clinical Psychology Licensing Act prohibits independent practice in clinical psychology by non-licensed individuals. Regardless of previous credentials, participation in a psychology training program indicates that the student is committed to developing a professional identity as a psychologist and to developing professional skills within a psychological framework. The development of this identity occurs throughout the course of graduate-level training. It is appropriate for graduate students, whatever their previous experience, to view themselves as psychologists-in-training.
A student may hold a valid license in another profession (e.g., Licensed Clinical Professional Counselor or Licensed Clinical Social Worker) or may obtain such a license during her/his training at The Chicago School. Such students may practice within the scope of their license consistent with the following:
• The demands of the practice in time or other resources must not jeopardize the student's primary commitment to training in the
department.
• The manner in which students represent themselves to colleagues, clients and the public (e.g. marketing materials and reports of
service) should not create a belief that the practice is under the auspices of or sanctioned by The Chicago School, that the practice is part of the school's training, or that the practice is that of a trained and licensed clinical psychologist.
A student who fails to comply with the requirements of this section will be referred to the department chair for intervention, remediation, or disciplinary action, or for referral to the Student Affairs Committee for disciplinary action and possible dismissal.
Clinical Psy.D. Department Educational Model and Goals
The Clinical Psy.D. Department bases its training on the practitioner-scholar model of psychology education. The practitioner-scholar model places primary emphasis on a student’s development of the knowledge, skills, and attitudes required to provide high quality, entry level, and clinical services to a range of clientele. The model also places a significant emphasis on the development of skills to critically consume and produce of a variety of different types of scholarship associated with a range of intervention theories in a variety of different settings. In the Clinical Psy.D. Department, scholarship is broadly defined as a disciplined inquiry that satisfies intellectual curiosity, integrates the science and practice of psychology, and constitutes a contribution to the knowledge base of the field. Scholarship is not equated solely with experimental research. Instead, scholarship can be generated through individual case studies, qualitative or quantitative research, theoretical or treatment methodology innovations, and department development and evaluation. The Clinical Psy.D. Department envisions a reciprocal relationship between clinical practice and the use and production of scholarship. It is through the critical consumption of scholarship that practice is improved, and it is through innovative, high-quality practice that scholarship is produced. The link between practice and
scholarship creates an ongoing feedback loop of assessment, evaluation, and revision of the current knowledge base of the field. Within the department, scholarly contributions can be made through presentation, publication, advocacy efforts, evaluation, research, innovation in service delivery, and leadership in the profession or the community.
The Clinical Psy.D. Department’s model of education emphasizes the development of a strong generalist base in the knowledge, skills, and attitudes of psychology. The provision of a strong generalist base requires exposure to a broad range of theoretical orientations, types of scholarship, and assessment and treatment approaches in order to effectively serve children and adults as individuals, families, and communities. The department does not endorse or require students to conceptualize clinical work through a particular theoretical orientation. Instead, it is believed that students will be most effective if exposed to a variety of theories, and assisted to identify and work through the theoretical orientation that best fits with their identity, beliefs regarding change and worldview. The Clinical Psy.D. Department’s model of education also views the incorporation of issues of individual and cultural difference as a required component of all learning activities. Cultural awareness and an appreciation for the impact of culture and privilege on human behavior are critical components in becoming an effective clinician with clients of different backgrounds.
The Child and Adolescent Track is an enhancement of the Clinical Psy.D. Department’s Child and Adolescent Concentration. The Child and Adolescent Track is grounded in the Department’s model of education that is grounded in exposure to a variety of theories and treatment approaches. However, courses in this Track teach these foundational generalist principles primarily through focus on diverse child and adolescent populations.
Child and Adolescent Track students’ curriculum is focused on training future child psychologists beginning in their first semester of coursework. The Track offers integrative course work, workshops, and seminars all focused on providing students with the information and expertise necessary to work with children and their families. Track student continue to receive a broad and general education in psychology. All Track students participate in a Research Clerkship that includes research coursework, research mentorship, on-going research and scholarship. Child and Adolescent Track students produce two to three scholarly products related to child and adolescent issues. This work may culminate in their dissertation. .
Clinical Psy.D. Department Competencies
Under the umbrella of the practitioner-scholar model, the Clinical Psy.D. Department organizes the knowledge, skills and attitudes necessary for high-quality clinical practice into six primary and two secondary competencies. The National Council of Schools and Programs in Professional Psychology (NCSPP) Core Competency Model (McHolland, 1992) offers the foundation upon which the program based its own articulation of competency. The six primary competencies are: 1) relationship, 2) assessment, 3) intervention, 4) research and evaluation, 5) cultural and individual difference, and 6) ethical and professional behavior. The Clinical Psy.D. Department has articulated two additional competencies, which include: 7) consultation/education and 8) management/supervision. Following are definitions of the Clinical Psy.D. Department competencies that are demonstrated in four key areas.
Scholarship
Research and Evaluation: Competency in research and evaluation is indicated by the ability to organize, synthesize, and interpret scholarly information; the incorporation of scholarly findings into clinical practice; awareness of limits of certainty in different types of clinical and scientific inquiry; the ability to design and critique approaches to systematic inquiry; an understanding of foundational scientific knowledge in the field; and the recognition of scholarly knowledge production as a social, cultural, and political process. Diversity
Cultural and Individual Differences: Competency in cultural/individual differences is evidenced by the ability to articulate one’s personal culture and its impact on held values, relationships, and worldview; an understanding of worldview and the psychological impact of privilege, prejudice, oppression, culture, and sociopolitical structures; the ability to differentiate between individual variation, characteristic variation across culture and pathology in development, attitudes, and reactions; and appreciation for the impact of culture on the historical and philosophical foundations of psychology.
Professional Behavior & Ethics
Ethical and Professional Behavior: Competency in ethical and professional behavior is evidenced by the ability to apply ethical and professional standards to interactions with clients and with others (peers, supervisors, faculty, professionals in other disciplines, etc); socialization into the profession through advisement, modeling, and education; an understanding of legal obligations that may or may not conflict with ethical guidelines; the development of skills in reflective practice and quality control; effective functioning in multiple professional roles; and a commitment to life-long learning.
Professional Practice
Relationship: Competency in relationship is indicated by the capacity to develop and maintain a constructive therapeutic alliance with clients and a constructive working alliance with others (including peers, faculty, supervisors, professionals in other disciplines, etc); openness to feedback and accurate self-reflection; an appreciation of the use of self in the therapeutic relationship; the development of empathy, respect for others, and interpersonal relatedness; and an understanding of cultural values, worldview, and history on cross cultural relationships.
Assessment: Assessment is conceptualized to include both formal and informal assessment activities. Competency in assessment is indicated by proficiency in the administration, scoring, and interpretation of standard assessment tools; the collection and incorporation of information from multiple sources to inform decision making and diagnosis; effective clinical inference that links gathered data with resulting diagnosis and recommendations; effective communication of assessment results and
recommendations; the identification and conceptualization of client strengths and limitations; and culturally sensitive choice of assessment tools or methods to constitute a battery.
Intervention: Competency in intervention is indicated by the ability to develop and present plausible formulations for understanding psychological phenomenon using theory; the use of theory to guide formulations regarding the conditions that create, maintain, and change behavior or distress; effectively implement and revise treatment strategies; evaluate the effectiveness of a chosen
Management and Supervision: Competency in management and supervision is indicated by an understanding of the business aspects of psychological practice and the laws, standards, and regulations that effect practice; effective use of and openness to supervision and professional review; the development of supervisory skills or skills in mental health administration; effective case management of clients; awareness of contemporary professional issues related to the regulation and practice of the field; and incorporation of scholarship into quality control procedures for professional practice.
Consultation and Education: Competency in consultation and education is indicated by effective presentation skills and the ability to teach others through oral or written presentation of material; the ability to provide feedback regarding a client or system issue to multiple sources; an understanding of the means of facilitating and evaluating the growth of knowledge, skills, and attitudes in a learner; effective peer consultation and constructive feedback; and the development of productive relationships with community helping networks.
Writing Assessment and Requirements
Believing that academic preparedness is a key to success in graduate school, The Chicago School of Professional Psychology requires new students to complete its innovative program, Foundations for Scholarship and Practice. This program, offered by the Center for Academic Excellence (CAE), is designed to turbo-charge students’ graduate experience by offering the skills they need to achieve their dreams. “Foundations” is an integral part of the first semester’s curriculum and all students are required to complete the program successfully and in a timely manner.
Foundations for Scholarship and Practice consist of three elements:
1. Writing Assessment Process – Each student writes an essay in response to a question and submits it to CAE for scoring. Based on the student’s performance, the school may waive the Academic Writing Course requirement (#2, below). Essay submission by the given date is considered successful completion of this element of “Foundations.”
2. Academic Writing Course – This course is taken before or during the first semester at The Chicago School. A final grade of “pass” is
considered successful completion of this element.
3. Academic Focus – An online, tutorial-driven orientation to graduate academics. A final grade of “pass” is considered successful completion of this element.
Student Learning Assessment
To insure an effective and high quality educational experience, the Clinical Psy.D. Department faculty have developed a programmatic student learning assessment plan. Department faculty systematically evaluate the achievement of student learning objectives through assessment tools and outcome measurements to inform future planning and to generate creative, responsive solutions to improve student learning. Data are gathered through practicum and internship evaluations, exit interviews, competency examination results, dissertation ratings, course-based work samples, grades and PPEs, etc. Data are gathered, analyzed, and presented to the Clinical Psy.D. Department for review. Based on summative and formative measurements, the department revises its student learning assessment plan, the curriculum, and the approach to learning inside and outside the classroom as needed to improve the quality of student learning, as well as the
applicability of what students learn to developments in the field of psychology. Student learning assessment offers the Clinical Psy.D. Department a critical opportunity to evaluate the effectiveness of the program of study and to develop innovative, student-focused learning environments
.
To optimize the learning environment offered by the Clinical Psy.D. Department, students are strongly encouraged to be active learners. Active student learners reflect on the conditions and activities that engage their learning style. They work independently, with peers, and with faculty and supervisors to enhance their personal and professional learning both inside and outside the classroom. Taking responsibility for their own learning, students participate in learning activities and reflective exercises, evaluate their own progress as objectively as they can, actively contribute to the learning process, and independently seek out resources to enhance their competence and mastery of the material. Grading and Performance Feedback
Grades are assigned in all courses and students can review course grades online. Course grades assist the school, the student, and the student’s academic advisor to monitor the student’s progress and mastery of material deemed necessary by the department faculty to become proficient and competent psychologists. Students receive a letter grade, and faculty comments to the department.
Once each semester, the department faculty meets to review student progress at a student review meeting. At student reviews, the faculty academic advisor summarizes a student’s progress through the program to date. Other department faculty can elaborate on their contact with the student, expressing concerns or articulating areas of strength. Student review feedback offers students a comprehensive picture of their performance and learning. In student reviews, academic advisors document feedback for each of their advisees; the department chair forwards copies of the feedback to the student, the academic file, and, if a concern was raised, to the academic advisor.
either by taking the same course again, or by replacing the course with another elective course. In order for the student to meet Department requirements, the student must receive a grade of "B-" or better in the retaken/replacement course.
To replace the "C" or "F" grade, the retaken/replacement course must be offered by The Chicago School. Only in the most unusual of circumstances is a student allowed to replace a grade with a retaken/replacement course offered by another institution. As indicated in the Student Handbook, both the original grade and the retaken/replacement grade will appear on the student's transcript and factor towards the cumulative GPA.
Students may retake a course only once. Those who are unable to earn a grade of "B-" or better in the retaken course will be referred to the Student Affairs Committee for dismissal. No course in which a student receives a grade of B- or better may be retaken.
For the general student, the core curriculum courses are as follows:
• Professional Development Group I (PY 415) and II (PY 416)
• Clinical and Diagnostic Interviewing (PY 429)
• Psychopathology I (PY 423) and II (PY 424)
• Intellectual (PY 425), Personality (PY 441), and Advanced (PY 453) Assessment
• History & Systems (PY 426)
• Social (PY 451), Cognitive-Affective (PY 447), and Biological Basis (PY 449) of Behavior
• Life Span I (PY 437) and II (PY 439)
• Diversity I (PY 443) and II (PY 446)
• Assessment Practicum Seminar I (PY 484), as well as II and III (PY 485 and PY 486, or PY 487)
• Basic Intervention: Psychodynamic (PY 462), Cognitive-Behavioral (PY 464), Existential-Humanistic (PY 466), and Systems (PY
468)
• Advanced Intervention I and II 1
• Research Methods (PY 455)
• Therapy Practicum Seminar I (PY504), as well as II and III (PY505 and PY506, or PY507)
• Proposal Development Seminar (PY630)
• Introduction to Human Neuropsychology (PY479)
• Statistics II (PY428)
• Introduction to Psychopharmacology (PY481)
• Seminar in Professional Practice (PY483)
• Professional Issues and Ethics (PY445)
• Internship I (PY650), II (PY651), and III (PY652)
1 Please note: Advanced Intervention I and II are general names referring to several different courses. Students who receive a grade of "C"
or "F" in an Advanced Intervention course are still required to replace these grades, but have two options to do so:
• The student may take an Advanced Intervention course from the same Intervention Track.
• The student may take an Advanced Intervention course from a different Intervention Track. However, to sit for the Clinical Competency Exam and to meet graduation requirements, the student must have received passing grades in two Advanced Intervention courses from the same Intervention Track.
For the Child and Adolescent Track student, all courses are considered core courses, and grades of "C" or "F" may be replaced only by retaking the same course.
Student Academic Development
Professional Development Group and Academic Advisor Assignment
All students are required to enroll in a Professional Development Group during their first two semesters in the program. A student's
Professional Development Group instructor automatically becomes her/his academic advisor. Students maintain the same academic advisor during their first year in the program, but may request a new academic advisor after that time.
Student Disclosure of Personal Information
Independent Study
Independent study hours are reserved for topic areas not covered in the standard curriculum. A maximum of three independent study hours can be credited toward the required degree credit hours. If a student opts to take more than a total of three independent study hours, only three semester hours may be credited toward the degree while any additional hours will not apply toward degree requirements.
Students who wish to complete an independent study course should contact the department chair for approval. Auditing Courses
Auditing a course refers to taking again a course that a student has already taken before. The previous course grade is not altered, and no additional credits are earned; however, the student can experience updated learning to maintain competency in an area. So as to give first choice of registration to students taking a course for the first time, students seeking to audit a course must petition the Department chair to do so. Course audit opportunities are on a space-available basis only.
Track Transfer
Students in the Child and Adolescent Track may petition to transfer out of the Track into the general Psy.D. Department. Students should first discuss this transfer with their academic advisor, and then complete a formal Petition for Transfer. Such a transfer before the summer of the second year of graduate school is less difficult to accomplish for students. However, after that point, Child and Adolescent Track students who transfer may find that not all of their Child and Adolescent Track courses have exact equivalents in the general department. As a result, they may be required to take course work that, while common for general department, is additional course work for them.
Students are not permitted to transfer into the Child and Adolescent Track. This is because some general courses (i.e., Research Methods, Statistics I, and Statistics II) are not offered in the same sequence or on the same schedule as their Child and Adolescent Track equivalents (i.e., Research Clerkship I through VI). As a result, students who did not begin in the Child and Adolescent Track would have to take additional courses out of sequence, seriously delaying their completion of the program.
Department Acceleration
Department acceleration is available to students pursing a concentration. Child and Adolescent Track students are not permitted to accelerate due to additional courses and training experiences that are required cannot be completed in a three-year time period.
Students with transferred graduate course work or significant experience in the field may petition to accelerate the program for completion in four years. Typically this refers to three years of study being on campus and the fourth year being off-campus at a clinical internship. Students without transferred graduate course work, or an M.A. degree in psychology or a related area, or significant experience in the field are not eligible to petition to accelerate.
To petition for acceleration*, a student must meet the following criteria: 1. The student must be enrolled full-time.
2. The student may not obtain any grade below A- prior to petitioning. 3. The student must meet at least one of the following conditions:
• A minimum of two years full-time work in the field of psychology
• An M.A. degree in psychology or related clinically focused area
• Successful transfer / waiver of at least 12 semester hours of required course work
Students wishing to accelerate should consult with their academic advisor following their first completed semester and submit a written request to their academic advisor that includes a description of their qualifications and a detailed proposal for completion of their remaining course work. Academic advisors present these requests to accelerate to the department faculty at student review meetings. Faculty will make a determination regarding each student’s request. Students will be notified of the results.
Regardless of their plan of study and regardless of their track, all students are required to complete all course work and training requirements within seven years.
An Accelerated Student can request to complete the CCE later in the Fall or in early Spring semester of their Therapy Practicum Seminar if: o the Therapy Practicum Seminar leader believes that the student has had sufficient experience with a client to gather all
clinical information necessary to submit a completed CCE and to have a reasonable chance of demonstrating proficiency on the CCE requirements
Earning an Master of Arts Degree in Clinical Psychology
An M.A. in Clinical Psychology can be awarded following the successful completion of required coursework. At the beginning of the semester in which a student expects to be eligible for the master’s degree, he or she is required to submit online a Petition for Program Completion to the Office of Academic Records. The petition is a request to conduct an audit to determine eligibility for the degree. Students who meet the requirements are eligible to participate in the next scheduled commencement. All students who file a Petition for Program Completion will be charged a fee.
The specific requirements for award of a Master of Arts degree for the general department student are as follows:
• Good academic and professional standing in the Department
• Successful completion of practicum (PY484, PY485, and PY486 or PY484 and PY487)
• Successful completion of the following courses:
o Professional Development Group I and II (PY415 and PY416)
o Psychopathology I and II (PY423 and PY424)
o Intellectual Assessment (PY425)
o History and Systems of Psychology (PY426)
o Clinical and Diagnostic Interviewing (PY429)
o Psychology of the Lifespan I and II (PY437 and PY439)
o Personality Assessment (PY441)
o Diversity in Clinical Psychology I and II (PY443 and PY446)
o Advanced Assessment (PY453)
o Basic Intervention: Psychodynamic (PY462)
o Basic Intervention: Cognitive-Behavioral (PY464)
o Basic Intervention: Existential-Humanistic (PY466)
o Basic Intervention: System (PY468)
The specific course requirements for award of a Master of Arts degree for the Child and Adolescent Track student are as follows:
• Good academic and professional standing in the Department
• Successful completion of practicum (PC484, PC485, and PC486 or PC484 and PC487)
• Successful completion of the following courses:
o Research Clerkship I through VI (PC200 through PC205)
o Professional Development Group I and II (PC415 and PC416)
o Psychopathology I and II (PC423 and PC424)
o Psychological Assessment I and II (PC425 and PC441)
o History and Systems of Psychology (PC426)
o Clinical and Diagnostic Interviewing and Observation (PC429)
o Psychology of the Lifespan I and II (PC437 and PC438)
o Diversity in Clinical Psychology I and II (PC443 and PC446)
o Advanced Seminar in Psychological Assessment and Psychopathology (PC453)
o Basic Intervention: Psychodynamic (PC462)
o Basic Intervention: Cognitive-Behavioral (PC464)
o Basic Intervention: Existential-Humanistic (PC466)
o Basic Intervention: System (PC468)
Academic Development Plans
Students experiencing difficulty meeting department requirements may be placed on an Academic Development Plan (ADP) by their academic advisor, by the department chair on behalf of the department faculty, or by the Office of Placement and Training (OPT). Students are encouraged to independently identify and address weaknesses in their behaviors, skills, and academic performance as early as possible. Informal remediation with the assistance of the academic advisor, or representatives from other departments and centers of the school, is possible. When such informal interventions ameliorate the identified concerns, no further action is required. If informal efforts have been unsuccessful or would likely not remedy the concerns, a student may be referred to his/her academic advisor, the department chair, the director of placement and training, or the Student Affairs Committee.
In such circumstances, students will discuss the matter personally with the appropriate person. An academic advisor, department chair, or OPT representative may seek consultation from each other or a student’s academic file to best inform academic development planning. Additional information may be solicited from the student’s academic advisor, practicum seminar leader, department faculty members, training site supervisors, and/or any other party involved in the student’s training as necessary and appropriate. Should a student refuse to
Practicum
The practicum is an integral component of clinical training. It provides a closely supervised clinical experience in which students use the knowledge obtained in the classroom to understand their clients and to develop skills in assessment, psychotherapy, and other discipline related areas. As such, the practicum serves to integrate the theoretical and practical aspects of the education of the professional psychologist. It allows students to become familiar with professional collaboration and consultation in a clinical setting.
All students are required to take six semester hours each of Assessment and Therapy Practica (please see the Clinical Psy.D. Master Practicum Cycle below). The first three-semester practicum sequence is primarily devoted to training in psychological assessment. The second three-semester sequence is primarily devoted to training in psychotherapy. Both practica require individual and group supervision offered by the practicum site, as well as small group seminars offered by the school.
An advanced practicum is mandatory for Child and Adolescent Track students, but optional for other concentrations.. Advanced practicum is however strongly recommended for all students who have limited clinical experience, who are pursuing specialized training (e.g.,
Neuropsychology), or who require additional supervised training in either assessment and or psychotherapy. Students opting to complete an advanced practicum are required to apply for permission to do so (see below), and to complete four semester hours of advanced practicum. The director of placement and training awards grades for all practica based on the evaluation of the site supervisor, the student’s
performance in practica seminars, the completion of the required practicum hours, and the submission of all forms to the Office of Placement and Training. As noted earlier, complete adherence to ethical standards of the field is required of all students, especially those on practica. Should a student show unprofessional or unethical behavior, or signs that he or she lacks suitability for the profession, he or she may be dismissed from a training practicum. Dismissal from a practicum is considered extremely serious and will result in automatic referral to the Training and Community Engagement Committee and may result in dismissal from The Chicago School.
Permission to Apply to Practicum
Students must express their intent to apply for each practicum. Department faculty, during student review meetings, will review each student's progress in the Clinical Psy.D. Department, determining which students have met the necessary requirements to apply to practicum. Students must maintain a cumulative GPA of 3.0 or above, and in all other ways be a student in good standing at The Chicago School to be granted approval to first apply for, then to accept, a practicum position. Students will be initially reviewed in spring for
Clinical Competency Evaluation (CCE)
Every student is required to pass a Clinical Competency Examination (CCE). The aim of the CCE, broadly stated, is to evaluate the student's knowledge of the theory, research, and practice of a chosen theory of intervention, as well as competency to practice that theory in an ethical and culturally sensitive manner. Ultimately, the CCE allows the department to assess the student's abilities as a future clinical psychologist. The CCE consists of a written paper and an oral presentation of a case chosen by a student from her or his practicum caseload. This requirement is completed in the spring term of Therapy Practicum Seminar and the student must successfully pass the CCE in order to fulfill the Therapy Practicum Seminar requirements. Specific information regarding the format, case selection process and requirements of the CCE are detailed in the Therapy Practicum Seminar syllabus. The objectives of the CCE are to assess the students' competency in several areas:
• Basic clinical intervention and relationship-building skills
• Ability to conceptualize clinical material in a chosen theory of intervention consistent with the student's advanced course work and then to develop and implement treatment interventions that stem from the chosen theory and conceptualization
• Ability to reflect upon and critique their own clinical work and effectiveness
• Understanding of diversity and difference variables upon rapport, case conceptualization, treatment planning, and therapeutic
intervention
As scheduled by the seminar leader, students formally present their CCE cases within the spring semester of the Therapy Practicum Seminar. The seminar leader will provide additional information about specific guidelines and requirements in the course syllabus. The oral presentation should include an audio- or video-taped sample of the therapy with the client and an accompanying transcript. In the oral presentation, students should be prepared to aspects of the case, intervention, and conceptualization in many areas:
• The chosen theoretical model and its associated interventions
• The rationale for treatment plan design and selection of particular interventions
• The impact of diversity variables on rapport, conceptualization, treatment planning, and intervention selection
• The strategies used to assess the effectiveness of interventions
• The body of scholarly knowledge that supports the selection of the chosen theory for the client and the presenting problem
• The conceptualization changes if case data were altered for the CCE
• The ethical and legal issues related to the case CCE Grading
The Therapy Practicum Seminar leader evaluates the CCE based upon the quality of the written paper and oral presentation. Specific grading criteria are provided in the Therapy Practicum Seminar syllabus. The possible CCE grades are: “High Pass,” “Pass,” “Revision,” and “Fail”:
• "High Pass" designates the student as having clearly exceeded the expectations for performance across all or most all areas • "Pass" designates the student as having clearly met expected performance levels, although a few areas may be above or slightly
below average
• If the written paper and/or oral presentation do not adequately demonstrate expected competencies, but the seminar leader
believes revision to demonstrate expected competencies within the time allowed is feasible, the seminar leader may issue a grade of "Revision," which is a temporary grade that allows the student the opportunity to re-work aspects of the CCE with the Therapy Practicum Seminar Leader:
o If a student’s revisions are acceptable to the seminar leader, the temporary "Revision" grade is changed to "Pass" (a grade of “High Pass” cannot replace a grade of "Revision")
o If a student’s revisions are unacceptable to the seminar leader, a grade of "Fail" will then be awarded
• If the written paper and/or oral presentation do not adequately demonstrate expected competencies, and the seminar leader
believes revision to demonstrate expected competencies is not feasible within the time allowed, the seminar leader will issue a grade of "Fail."
• If a grade of “Revision” is not resolved by the end of the semester in which the CCE was completed, the CCE grade automatically
becomes a grade of “Fail.” If a grade of "Fail" is issued at any point the CCE as well as the Therapy Practicum Seminar grade automatically become grades of “Fail.”
Dissertation
The dissertation is an essential aspect of a student’s academic experience and clinical education at the school. The dissertation provides the school with the opportunity to formally evaluate the student's ability to contribute to the field by applying theory and research to areas of clinical psychology, thinking critically and creatively about professional psychology, and demonstrating self-direction and
professional/scholarly writing. The dissertation should clearly and concisely demonstrate the student's command of the body of knowledge in a chosen area, as well as ability to critically evaluate and synthesize this knowledge. The student's Dissertation Committee is responsible for assessing the student's abilities and critical thinking, determining the professional standards the dissertation must meet, and giving final approval to the dissertation.
Once students begin the dissertation process, they then have two years to complete the Doctoral Dissertation. In rare circumstances, however, students may petition the department chair before the end of the two years for an extension to complete the dissertation. The department chair's decision regarding the request for an extension is final. Students, in collaboration with the dissertation chair, must submit a formal request for extension and a detailed plan including all goals for completion during the extension period. If an extension is granted, the extended date is firm; no additional extensions will be granted and the extension plan will be considered violated if all goals and
requirements detailed in the original extension request are not successfully completed. If the dissertation is not completed by the dissertation due date, students are subject to dismissal from the school.
Students meeting the course requirements are required to begin their dissertation during the fall of their third year in the department in a three-semester-hour course called Proposal Development Seminar (PDS). The instructor of a student's PDS automatically becomes the chairperson of the dissertation. Registration for a PDS obligates a student to conduct a Dissertation within the Instructor's field of expertise in terms of scholarly area and method of inquiry. Once the dissertation is begun, students are expected to continue working on it every semester until its completion.
Students who receive a grade of “F” in PDS will be immediately removed from the dissertation process and required to retake PDS the following Fall semester with a new dissertation chair. Since dissertation completion is required before a student is allowed to proceed to internship, this in effect delays a student's completion of the program for an additional year. Students who receive a grade of “C” in PDS in the fall will be required to repeat the same course in the spring semester with the same instructor.
On rare occasions, a student begins the dissertation process, passes the PDS, but abandons their dissertation work due to hardship or difficulty. Such students may be required to begin the dissertation process over again. Such students start with a new PDS course, and must follow all policies and requirements in place at that time for students beginning the dissertation process. Credits earned in the original PDS class are not counted toward graduation requirements.
To receive a grade of "B-" or better, students are required to have their Dissertation proposal approved by their chair by the end of their PDS. Each dissertation student is then required to successfully complete five separate sections of Dissertation Maintenance, beginning the semester after PDS. This includes required registration over the third and fourth year summer semesters. Criteria for successful completion of each course of Dissertation Maintenance are determined by the dissertation chair, and are not negotiable. All criteria must be completed in full for a student to pass the PDS or Dissertation Maintenance course.
Dissertation Maintenance is graded on a "Credit/No Credit" basis. A student who receives a "NC" in any section of Dissertation Maintenance must retake that course of the Dissertation Maintenance sequence, as well as take all remaining courses in the sequence, so as to complete all five Dissertation Maintenance courses with grades of "Credit." A student who defends before the fifth Dissertation Maintenance course is still required to enroll in and complete all five Dissertation Maintenance courses. Multiple grades of "NC" across the Dissertation
Maintenance course sequence will be handled as follows. The first grade of "NC" will result in referral of the student to the advisor for academic and solution planning. The second grade of "NC" will result in referral of the student to the Department Chair or designee for a formal Academic Development Plan. The third grade of "NC" will result in referral to a Faculty Council committee for review, which could result in dismissal. Any time students receive a grade of "NC", they may be placed on "academic watch" or "academic warning" by the Department.
The cost of copyediting is built in to the Dissertation Maintenance courses. As a result, you do not need to register for a copyediting course. The far majority of students will complete copyediting by the end of Internship, and thus receive formal conferral of their degree in the semester after internship is completed. However, students who do not complete the copyediting process prior to the end internship will be required to register for "Continued Dissertation" each semester after internship until copyediting is completed, and must pay all costs resulting from the additional semesters of enrollment.
Grades of "Incomplete" can only be awarded for Proposal Development Seminar and Dissertation Maintenance after extenuating
circumstances beyond the student’s control occur that significantly delay the delayed that student’s progress. Grades of "Incomplete" are not given in cases where students did not reach course objectives and goals as a result of their own skill level or behavior. Grades of
"Incomplete" must be resolved within the time requirements established by the department and the Office of Academic Records or the "Incomplete" will automatically convert to a non-negotiable grade of "F" (for PDS) and "NC" for Dissertation Maintenance.
Internship
All students are required to complete an Internship following the completion of all course work, practicum, and dissertation requirements. On internship, students integrate academic knowledge with clinical skills and demonstrate the effective and ethical use of these skills in clinical practice. Through intensive supervised training, students gain direct experience in applying their knowledge with a clinical population. The internship experience consists of a minimum of 2,000 hours of training over a 12-24 month (full or part time, respectively) period. Appropriate sites for internship training include programs that are approved by the American Psychological Association (APA) and programs that are members of the Association of Psychology Pre-doctoral and Post-doctoral Internship Centers (APPIC) or The California Psychology Internship Council (CAPIC). The internship is a vital component of the educational department and is never waived or transferred. Students are required to register for Internship during each semester they are on internship. Registration for Internship automatically assigns full-time student status.
The director of placement and training awards “Pass/Fail” grades for Internship based on the evaluation of the student's performance by their site supervisor as well as other documentation required by the Office of Placement and Training. Dismissal from an internship is considered extremely serious and will result in immediate referral to the appropriate committee (i.e., Student Affairs or Training and Community Engagement Committee), and may result in dismissal from the school. Further details regarding this area are found in the Guide to Clinical Internships distributed to all intern applicants.
In addition to being required for the graduate degree, the internship is also required for licensure. As a result, there are certain requirements associated with approved internships, such as length and amount of clinical training as well as supervision, that are beyond the control of the school. These requirements may change over time, such as when state licensing laws change. To assure the student's readiness for the internship and to secure a reasonable potential for licensure for the student, the department may alter its expectations for students on internship on a case-by-case basis. As an example the department may require additional course work or learning experiences prior to leaving for internship, or may require additional training beyond the minimum expected by an internship site supervisor.
Permission to Apply for Internship
Students must be granted permission to apply to internship by the department faculty before they are allowed to do so. Each fall, faculty review all students that have requested to apply to internship and forward written feedback to students regarding their eligibility to apply. Permission to apply for internship is based on the following:
• Satisfactory completion of at least 76 credit hours, including transfer credits
• Satisfactory completion of two to four semesters of practicum
• Submission of an approved plan to complete all required course credit hours prior to Internship • Attainment of the required level of dissertation completion
• Fulfillment of the residency requirement or submission of a plan to the department chair that is deemed satisfactory for completion of the residency requirement
• Cumulative GPA of 3.00 or higher
• Once a student has accepted an internship, he or she is not permitted to incur any grades of incomplete
Permission to Rank Order Internships
Before being permitted to rank order Internships in the national match process, or accept an internship offer outside of the match process, a student must at minimum be at the required level of completion of his/her dissertation and be deemed as making satisfactory progress toward the completion of his/her dissertation. Students who have not met the required level of dissertation completion by the rank order submittal date will not be permitted to rank order internships or accept an internship offer. Upon meeting the dissertation completion requirement, students who were restricted from rank ordering (or accepting) internships may request permission from the director of placement and training to reenter the internship search process.
The Curriculum
Department Requirements
The Clinical Psy.D. Department is a 106 to 107 credit program that includes four years of intensive course work, one year of required practica focused on clinical assessment, one year of required practica focused on clinical therapy, a third year of advanced practicum is required for Child and Adolescent Track students but optional for other students in the department, a dissertation, and a year of clinical internship. Students are able to individualize their clinical training to address their own professional and developmental interests, however, through the choices they make in several areas, each of which is described below.
Intervention Course Stream
The first way that students can individualize their training is through their choice of Intervention Course Stream. The Clinical Psy.D.
Department does not advocate any single theoretical intervention. Rather, all Clinical Psy.D. students receive an excellent generalist base in theory, conceptualization and technique by completing a basic Intervention course in each of the four Intervention Course Streams. They then select one Intervention Course Stream in which to specialize, and take advanced course work in that theory. The department assists students in identifying the Intervention theory that most closely aligns with their own beliefs regarding what creates, maintains, and alters psychological distress and health. Department faculty believe that it is through this alignment with one's own beliefs that a student’s potential as a future professional psychologist is best actualized:
The Psychodynamic Intervention Course Stream
Students who choose this intervention begin in the Basic Intervention course studying the development of major psychodynamic theories from historical, clinical, and conceptual perspectives. Through readings and case studies, students learn about the nature of the psychotherapeutic relationship, and the connection between theory and practice. They then progress to Advanced Intervention: Intrapsychic and study contemporary versions of intervention models that focus on intrapsychic dynamics in psychopathology and treatment process, and the role of culture, race, and gender in therapy. They then progress to Advanced Intervention: Interpersonal and study contemporary models of interpersonal dynamics in psychopathology and treatment.
The Cognitive-Behavioral Intervention Course Stream
Students who choose this intervention begin in the Basic Intervention course studying the basic assumptions of cognitive-behavioral theory, the major theorists, and the basics of treatment planning, case conceptualization, and evaluation of treatment efficacy. They then progress to Advanced Intervention: Behavioral and study contemporary behavioral models of assessment and intervention, as well as their theoretical and research foundations. They then progress to Advanced Intervention: Cognitive and develop skills in contemporary cognitive therapy models and techniques, as well as study their theoretical and research foundations.
The Existential-Humanistic Intervention Course Stream
Students who choose this intervention begin in the Basic Intervention course studying the core elements of humanistic theory including the existential basis of meaning and choice, present-centered awareness, authenticity and genuineness as therapist provided conditions, and mindfulness and body awareness. They then progress to Advanced Intervention: Group and study major theoretical aspects of group therapy theory and technique, including the use of process comments and multiple interactions in real time, in part by participating in an experiential class-based group process. They then progress to Advanced Intervention: Advanced Existential-Humanistic and more deeply explore person-centered therapy, existential therapy, and transpersonal psychology.
The Systems Intervention Course Stream
Students who choose this Intervention begin in the Basic Intervention course studying basic conceptualization and intervention skills to recognize and counter forces in a system, differentiate problematic and normal functioning in a context, and deliver culturally sensitive treatment. They then progress to Advanced Intervention: Couples and learn concepts, assumptions, and techniques of four major models of couples therapy, and the ethical and culturally sensitive application of these theories. They then progress to Advanced Intervention: Family and learn concepts, assumptions and techniques of four major models of family therapy in ethical and culturally sensitive work with diverse families, in part through personal study of one's own family of origin structure.
