TEACHERS COLLEGE
COLUMBIA UNIVERSITY
COUNSELING
PSYCHOLOGY
Ph.D. PROGRAM
DOCTORAL STUDENT HANDBOOK
(2014-2015)
TABLE OF CONTENTS
INTRODUCTION………... 2
Sources of Regulations……….. 3
PROGRAM DESCRIPTION………. 5
Suggested Readings……… 8
Books and Monographs……… 8
Professional Journals……… 8 Helpful Websites……… 10 Admissions Procedures………….…… 11 Transfer Credits………. 12 PROGRAM CHARACTERISTICS………… 14 The Faculty………...…… 14 The Students……….. 15 Admission Rates………. 15 Advisement………. 15 CURRICULUM………. 16 Note………. 17 Required Courses……….. 17 General Psychology……….. 17 Professional Development…………. 18 Research………. 18 Practice………. 18 Practicum……….. 19 Externship………. 20 Internship……….. 20 Research Curriculum……….. 21
Research Competence Portfolio…….... 21
Research Practicum………. 23
Additional Coursework in Statistics and Research Design………. 23
Research Methods Certification Exam.. 24
The Dissertation………. 24
Annual Review and Feedback……..….. 29
GOOD STANDING……… 29
PROBATION……….. 30
GRIEVANCE PROCEDURES………. 30
HELPFUL HINTS………. 30
AUTHORSHIP……… 32
PRIVATE PRACTICE POLICY……… 32
STUDENT RIGHTS AND RESPONSIBILITIES………. 33
APPENDIX A………. 34
Program Planner APPENDIX B……… 36
Ph.D. in Counseling Sample Master's Track Plan APPENDIX C……….………. 38
Ph.D. in Counseling Sample Bachelor's Track Plan APPENDIX D………..……… 40
Model Training Values Statement Addressing Diversity Virtues and Dispositions Associated with the Values Statement…………... 42
APPENDIX E………...……… 45
Clinical Learning Agreement APPENDIX F……….… 47
Off-site Practicum/Externship Guidelines APPENDIX G……… 49
Student Grievance Policy and Guidelines APPENDIX H……… 51
Practicum and Externship Evaluation
APPENDIX I……… Student Evaluation of Supervisor
57
APPENDIX J……… Doctoral Student Annual Review
59 APPENDIX K……… Review of Research I 60 APPENDIX L………...… CCPJ 5560: Review of Research II 62 APPENDIX M………...……… Research Portfolio Advisor/First Author Verification
APPENDIX N………..… Preparing for the Research Methods Exam
66
INTRODUCTION
(2014-2015)
Welcome to the doctoral program in Counseling Psychology at Teachers College, Columbia University. We are pleased that you have decided to pursue your graduate studies here. This handbook will offer you critical information to facilitate a smooth entry into and through the program. Please refer to this handbook for course requirements, program procedures, and other questions related to the program. It is important that you keep a copy of the handbook that reflects the year you entered the program. Remember to always double check information that is unclear to you with your advisor or the counseling psychology program office. You should always double check critical dates (e.g., program comprehensive exam) with the counseling psychology program office. Please note that while this handbook serves as your guide, changes in the College may affect the availability of certain course offerings. The Handbook will be modified periodically in an attempt to incorporate any changes necessitated by the University, the College, APA, or the department. It is also subject to change at the discretion of the faculty.
Melanie Brewster Robert T. Carter Elizabeth Fraga
George V. Gushue (Director of Training, Ph.D. program) Michael Lau
Defne Koraman
Marie L. Miville (Department Chair) Gregory J. Payton
Riddhi Sandil (Coordinator, Ed.M. program) Laura Smith
Sources of Regulations
Various organizations and institutions influence the regulations and requirements that affect the Ph.D. program in Counseling Psychology.
1. Columbia University. Since the Ph.D. is granted by Columbia University, the Dean of the Graduate School of Arts and Sciences exercises control over your dissertation. Your dissertation sponsor must be a member of the Graduate School of Arts and Sciences (i.e. on a University-approved list), and at least one professor from Columbia University (outside Teachers College) must be appointed to your committee before your oral defense.
2. Teachers College. The College exercises control over the general academic requirements for degrees. These requirements are described in the annual Teachers College Catalog. Consult the catalog for information regarding degree requirements, period of candidacy, college fees, and student life and services (including health insurance). The current College President is Dr. Susan H. Fuhrman, and the Provost and Dean is Dr. Thomas James.
Refer to the Office of Doctoral Studies for information about College requirements for Ph.D. candidates and a summary of regulations concerning the dissertation. This office serves as the interface between Teachers College and Columbia University on matters regarding the Ph.D. You are responsible for obtaining this information and for meeting the relevant requirements and deadlines. The office maintains a website and has publications available detailing requirements for the
dissertation. The director of the office is Mr. Gary Ardan.
3. The Department of Counseling and Clinical Psychology. This is our administrative unit, one of nine departments in the College. The department houses the Ed.M. degree program in Psychological Counseling and Ph.D. degree program in Counseling Psychology, both offered through the
Counseling Program area; the M.A. in Psychology in Education, and the Doctoral and post-Doctoral programs in Clinical Psychology are offered through the Clinical Psychology program. Professor Marie Miville is currently the Department Chair. Our Department Director of Academic
Administration is Ms. Enrika D. Davis. The Department Secretary is Ms. Chrissandra Taylor. Our Counseling Program Secretary is Ms. Elizabeth Tavarez. Professor Barry Farber is the director of training for the Ph.D. program in clinical psychology, Professor Aurelie Athan. coordinates the MA program in clinical psychology, and Professor Lisa Miller is overall clinical program coordinator. 4. The Dean-Hope Center for Educational and Psychological Services (DHCEPS). This is our
training clinic and the practicum agency for student trainees in several programs at Teachers College, including the Counseling Psychology Ph.D. program. The Center publishes a student handbook, which governs the functioning of the clinic. DHCEPS also conducts a weekly Case Conference for Master’s and Doctoral degree students. The director of the DHCEPS is Dr. Dinelia Rosa.
5. The Program in Counseling Psychology. The Program faculty are responsible for providing and implementing your education, and for evaluating competence in counseling psychology. The current Director of Training is Professor George V. Gushue. Professor Riddhi Sandil is the Program Co-Coordinator for the Ed.M. Program in Psychological Counseling. The program faculty meet on a regular basis to discuss programmatic and student issues. Doctoral and masters student
Director of Training: September 2014 Professor George V. Gushue
PROGRAM DESCRIPTION
The Ph.D. Program in Counseling Psychology reflects a scientist-practitioner training model whereby emphasis is placed on preparing professional psychologists who:
(a) are competent in addressing problems associated with the adaptive functioning of human beings, (b) can successfully apply relevant research literature to client concerns, and
(c) can contribute to the research knowledge base.
Our philosophy is consistent with many of the historical traditions in the field of Counseling Psychology, including (a) the optimal development and functioning of individuals, groups, and other systems (e.g., institutions, communities); (b) an appreciation of the strengths and uniqueness of individuals; (c) an appreciation for cultural group memberships and their impact on psychological functioning; and (d) a respect for the integrity of all people. Our training philosophy strongly encourages students to adopt approaches to client treatment that consider the various contexts in which clients develop and operate. The Program also stresses the critical roles of self-exploration and personal reflection as integral components of professional development.
Central to our training model is the belief that academic scholarship and research are inseparable from professional practice. Hence, the Counseling Psychology Program recognizes the importance of preparing graduates who manifest the highest standards of excellence in academic or service delivery settings. Throughout the Program, we emphasize the integration of scientific psychology and professional practice through attention to didactic and experiential learning, synthesizing skill acquisition with effective use of self, and clarifying personal and professional identities. This integrative perspective implies the following assumptions:
1) Learning is an ongoing process and, as a result, students are responsible for being cognizant of issues and trends within the profession;
2) Learning occurs in a context that requires active consideration of individual differences and systemic factors; and
3) Professional development is often inseparable from personal growth.
Thus, students are continuously exposed to opportunities to examine the connection between scientific knowledge and professional practice. To highlight the importance of this integration, education and training in theory, inquiry, and practice occur concurrently throughout the Program.
The academic curriculum of the Program provides students with numerous opportunities to develop professional and personal competencies associated with becoming counseling psychologists. In particular, extensive coursework, practical experiences, and other learning opportunities allow students to identify their strengths and assets with regard to their personal and professional development, and take risks to develop new competencies in various professional roles. The academic curriculum also reflects the importance of students (a) developing professional identities as a ethical counseling psychologists, (b) being socialized into the profession of counseling psychology, and (c) contributing to counseling psychology as a specialty discipline as well as to the broader field of applied psychology.
TEACHERS COLLEGE, COLUMBIA UNIVERSITY Department of Counseling and Clinical Psychology
The Counseling Psychology Program is also firmly committed to issues pertaining to multicultural diversity, and seeks faculty members, staff, and students who reflect such diversity, including, but not limited to, race, ethnicity, gender, age, sexual orientation, gender identity, socioeconomic status, religious/spiritual orientation, disability status, and national origin (Please see attached statement regarding Diversity Values and associated dispositions in Appendix D). Moreover, issues of human diversity are largely integrated throughout the entire curriculum and, indeed, throughout the entire program in that students are actively exposed to numerous opportunities to develop competence in addressing issues pertaining to cultural and identity group membership with various populations. The Program also seeks to create a milieu of growth, collaboration, and collegiality among faculty, staff, and students with regard to respecting and affirming various dimensions of cultural diversity.
Thus, the specific objectives of the program and their associated competencies prepare students to work in a variety of settings with emphasis on education (e.g. colleges and universities), health (e.g., outpatient clinics, hospitals, nursing homes, etc.) and related agencies. With the help of a faculty advisor, students register for required and elective courses, which in light of their previous preparation, special needs, and career objectives, will prepare them appropriately. Depending on their area of concentration and level of training, graduates have found employment in universities, colleges, elementary and secondary schools, adult basic education centers, employment and training centers, rehabilitation centers, hospitals, mental health centers, industry, senior citizens’ centers, and community and government agencies.
Regardless of the eventual work setting, students in the Program are expected by the end of their training to have achieved the following objectives and associated competencies:
Objective 1:To prepare counseling psychologists who are capable of engaging in culturally-relevant and psychologically appropriate psychotherapeutic interventions.
Expected Competencies:
(a) Development of requisite knowledge base involving:
1.
Understanding of normal personal and interpersonal development and functioning2.
Understanding of dysfunction and psychopathology from a strengths-based perspective3.
Understanding of developmental issues across the life-span4.
Understanding of the role of environmental and contextual issues in individuals’ lives (b) Demonstration of clinical skills, including:1.
Relationship/interpersonal skills with clients, peers, supervisors, agency staff2.
Intake, assessment, and diagnostic skills3.
Intervention skills, includinga. Ability to formulate and conceptualize cases b. Ability to plan treatments
c. Ability to implement intervention skills
d. Assessment of treatment efficacy and outcomes
e. Effective use of supervision to implement and enhance skills f. Consultation and supervision skills
Objective 2:To prepare counseling psychologists who are able to effectively integrate theory, research, and practice.
Expected Competencies:
(a) Understanding of research design and statistical analyses (b) Ability to evaluate and critique existing research
(c) Ability to design and implement research projects
(d) Ability to prepare and present reports based on original research
(e) Understanding of the integration of research into practice regarding individual and systemic functioning and the ability to serve as change agents
Objective 3:To prepare counseling psychologists who possess the requisite foundations in core areas of professional psychology.
Expected Competencies:
(a) Development of requisite knowledge base regarding the breadth of scientific psychology and its history of thought and development, including:
1. Biological aspects of behavior
2. Cognitive and affective aspects of behavior 3. Social aspects of behavior
4. History and systems of psychology 5. Psychological measurement 6. Human development
(b) Understanding of integration of core psychology knowledge into professional practice Objective 4:To prepare counseling psychologists who are ethical scientist-practitioners. Expected Competencies:
(a) Develop requisite knowledge base regarding current professional ethical codes, principles and laws
(b) Develop ethical-decision making skills
(c) Develop understanding of important topic areas such as credentialing, privileged communication, professional relationships, mandatory reporting, and ethical issues surrounding areas of practice, such as research and supervision
(d) Develop understanding of emerging topics relevant to professional psychology (e.g., use of internet, managed care, etc.).
(e) Develop understanding of the multicultural considerations regarding ethical practice, including APA-approved practice guidelines for diverse populations
Objective 5: To prepare counseling psychologists who demonstrate sensitivity and responsiveness to cultural diversity in research and practice and who demonstrate an understanding of persons in their environmental contexts, including cultural, social, educational, occupational, and institutional contexts. Expected Competencies:
(b) Understand professional roles in social justice, advocacy, and cultural self-awareness as these address various systems, especially institutional and social barriers that impede access, equity, and success for clients
(c) Understand the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of people
(d) Become culturally aware of own values, biases and assumptions about human behavior and their impact on others
(e) Understand theories of multicultural counseling, identity development, and multicultural competencies
(f) Understand importance of research and assessment, including the opportunities and difficulties of conducting research and assessment across diverse groups
(g) Develop culturally appropriate and effective intervention strategies in working with culturally different clients, including conceptualization, diagnostic, and clinical strategies
(h) Develop skills toward effective systems analysis and intervention (i) Understand ethical and legal considerations of multicultural counseling
Objective 6: To prepare counseling psychologists who are socialized into the profession and who hold attitudes relevant to lifelong learning, scholarly inquiry, and professional problem-solving in the context of an evolving body of professional knowledge.
Expected Competencies:
(a) Ability to contribute to counseling psychology as a specialty discipline through research, scholarship, conference presentations, and service
(b) Ability to contribute to the broader field of professional psychology through research, scholarship, conference presentations, and service
Objective 7: To prepare counseling psychologists to work in a variety of professional practice settings. Expected Competencies:
(c) Develop knowledge base regarding practice in various settings, including counseling centers, hospitals, and community mental health agencies
(d) Develop clinical skills relevant for practice in various settings, including counseling centers, hospitals, and community mental health agencies
Suggested Readings
Books and Monographs References
Brewster, M. E., Robinson, M. A., Sandil, R., Esposito, J., & Geiger, E. (2014). Arrantly absent: Atheism in psychological science from 2001 to 2012. The Counseling Psychologist, 42, 628-663.
doi:10.1177/0011000014528051
Chung, Y. B., Szymanski, D. M., & Markle, E. (2012). Sexual orientation and sexual identity: Theory, research, and practice. In N. A. Fouad, J. A. Carter, & Subich, L. M. (Eds.), APA handbook of counseling psychology, Vol. 1: Theories, research, and methods (pp. 423-451). Washington, DC: American Psychological Association. doi:10.1037/13754-016
Cole, E. R. (2009). Intersectionality and research in psychology. American Psychologist, 64, 170-180. doi:10.1037/a0014564
Delgado-Romero, E. A., Lau, M. Y., & Shullman, S. L. (2012). The Society of Counseling Psychology: Historical values, themes, and patterns viewed from the American Psychological Association presidential podium. In N. A. Fouad, J. A. Carter, & Subich, L. M. (Eds.), APA handbook of counseling psychology, Vol. 1: Theories, research, and methods (pp. 3-29). Washington, DC: American Psychological Association. doi:10.1037/13754-001
Duncan, B. L., Miller, S. D. (Ed), Wampold, B. E. & Hubble, M. A. (2010). The heart and soul of change: Delivering what works in therapy. Washington, DC: American Psychological Association. doi:10.1037/12075-000
Enns, C. Z. (2012). Gender: Women—theories and research. In N. A. Fouad, J. A. Carter, & Subich, L. M. (Eds.), APA handbook of counseling psychology, Vol. 1: Theories, research, and methods (pp. 397-422).). Washington, DC: American Psychological Association. doi:10.1037/13754-015 Fouad, N. A. (2013). Future of counseling psychology research. Counselling Psychology Quarterly, 26,
227-237.
Friedlander, M. L., Pieterse, A. L., & Lambert, Jessica E. (2012). The evolution of theory in counseling psychology. In N. A. Fouad, J. A. Carter, & Subich, L. M. (Eds.), APA handbook of counseling psychology, Vol. 1: Theories, research, and methods (pp. 31-57). Washington, DC: American Psychological Association. doi:10.1037/13754-002
Helms, J. E., Jernigan, M., & Mascher, J. (2005). The meaning of race in psychology and how to change it: A methodological perspective. American Psychologist, 60, 27-36.
Hoyt, W. T., & Mallinckrodt, B. (2012). Improving the quality of research in counseling psychology: Conceptual and methodological issues. In N. A. Fouad, J. A. Carter, & Subich, L. M. (Eds.), APA handbook of counseling psychology, Vol. 1: Theories, research, and methods (pp. 59-91).
Washington, DC: American Psychological Association. doi:10.1037/13754-003
Moradi, B. (2013). Discrimination, objectification, and dehumanization: Toward a pantheoretical framework. In Objectification and (De) Humanization (pp. 153-181). New York: Springer. Quintana, S. M., Chew, A., & Schell, G. (2012). Counseling psychology theory and research on race and
ethnicity: Implications for a psychological science of diversity. In N. A. Fouad, J. A. Carter, & Subich, L. M. (Eds.), APA handbook of counseling psychology, Vol. 1: Theories, research, and methods (pp. 453-489). Washington, DC: American Psychological Association.
doi:10.1037/13754-017
Silvia, P. J. (2007). How to write a lot: A practical guide to productive academic writing. Washington, DC: American Psychological Association.
Scheel, M. J., & Conoley, C. W. (2012). Psychotherapy process and outcome research in counseling psychology. In N. A. Fouad, J. A. Carter, & Subich, L. M. (Eds.), APA handbook of counseling psychology, Vol. 1: Theories, research, and methods (pp. 203-236). Washington, DC: American Psychological Association. doi:10.1037/13754-008
Smith, L. S. & Mao, S. (2012). Social class and psychology. In N. A. Fouad, J. A. Carter, & Subich, L. M. (Eds.), APA handbook of counseling psychology, Vol. 1: Theories, research, and methods (pp. 523-540). Washington, DC: American Psychological Association. doi:10.1037/13754-020
Sue, D. W., & Sue, D. (2012). Counseling the culturally diverse: Theory and practice (6th ed.). NewYork:
Wiley.
Professional Journals American Psychologist
Cultural Diversity and Ethnic Minority Psychology Journal The Counseling Psychologist
The Educational Researcher
Group Dynamics: Theory, Research, & Practice Harvard Educational Review
Hispanic Journal of Behavioral Sciences International Journal of Group Psychotherapy Journal of Black Psychology
Journal of Career Development Journal of Career Assessment
Journal of College Student Development Journal of Cross-cultural Psychology Journal of Counseling and Development Journal of Counseling Psychology Journal of GLBT Issues in Counseling
Journal of Multicultural Counseling and Development Journal of Vocational Behavior
The Journal for Specialists in Group Work Professional Psychology: Research & Practice Psychology of Women Quarterly
Sex Roles
Teachers College Record
Helpful Websites Teachers College, Columbia University- http://www.tc.columbia.edu The American Psychological Association- http://www.apa.org
The American Psychological Association Graduate Student Organization http://www.apa.org/apags The Association of Psychology Postdoctoral and Internship Centers (APPIC)http://www.appic.org The New York State Psychological Association: http://www.nyspa.org
The American School Counselor Association- http://www.schoolcounselor.org The American Counseling Association- http://www.counseling.org
Ethical Principles of Psychologists and Code of Conduct (APA)-http://www.apa.org/ethics/ Society of Counseling Psychology - http://www.div17.org/
Society for the Psychological Study of Lesbian, Gay and Bisexual Issues - http://www.apadivision44.org/ Society for the Psychological Study of Ethnic Minority Issues - http://www.apa.org/divisions/div45/ Society for the Psychological Study of Men and Masculinity - http://www.apa.org/divisions/div51/ The National Latina/o Psychological Association-http://www.nlpa.ws/
Association of Black Psychologists - http://www.abpsi.org/
Admissions Procedures
Admission to the program is highly competitive as are most doctoral programs in psychology. Applicants are therefore advised to apply to more than one institution. A list of institutions that conduct programs accredited by the American Psychological Association is published annually in the American
Psychologist and in the annual APA publication Graduate Study in Psychology and Related Fields. Preference is given to candidates who possess both verbal and quantitative skills to a high degree, whose transcripts, references, performance in an admissions interview and previous work experience suggest that they have the potential to make a significant contribution to theory, research, practice or policymaking in the field of Counseling Psychology.
PLEASE NOTE: Experience has indicated that students who are principally motivated to become psychotherapists in independent practice or those who wish to practice as their primary position are usually the least satisfied and least satisfactory students in this program. Applicants who are so motivated are advised to seek admission to another graduate program.
While competence in psychology is valued as a basis for constructive action on the part of counseling psychologists, it is clear that the roles chosen by and assigned to counseling psychologists call for additional helping skills. The faculty of the counseling program at Teachers College unanimously endorse the following proposition: an individual with a doctorate in counseling psychology must be motivated and equipped to exert professional action toward human growth and development in modes which are designed to have more extensive impact than individual psychotherapy. Therefore, applicants who plan to pursue preventative and developmental actions and who are interested in professional roles such as training, consultation, program design, evaluation of and inquiry about practice are the ones who are given priority.
While an undergraduate background in psychology or one of the other social or behavioral sciences is desirable, it is not essential. Students lacking the necessary background can make up the deficit by extending their program of studies to include appropriate prerequisites.
The counseling psychology program uses a mentorship model of training. Applicants are advised to list a preferred professor(s) in their application. Your application will be directed towards the faculty member named in your application. Those applicants who do not list a specific preferred advisor will have their material reviewed by the faculty member whose work is seen as most compatible with the interests and experience of the applicant. The final group of applicants is discussed among all faculty members during the final admissions meeting. Applicants chosen to attend the interview day (usually in early February) will interview with the faculty and with current graduate students.
Applications are considered once a year for the program. Applicants must submit all credentials along with their scores on the Graduate Record Examination Aptitude Test by December 15th. Applicants are also required to submit a copy of a recently completed paper on a topic of interest to them. This may be, but does not have to be, a paper submitted to satisfy requirements at Teachers College or elsewhere. It is the responsibility of the applicant to ensure that all admissions materials are received by the December deadline. Application forms are available from the Admissions Office, Box 302, Teachers College, Columbia University, New York, NY 10027. Please contact Ms. Deanna Gregory
Applicants for financial aid must also apply to the Office of Student Aid, Box 309, Teachers College, Columbia University, New York, NY 10027. The deadline for financial aid applications is February 1st. Applicants will not be considered for financial aid until the applications of both the Office of Admissions and the Office of Student Aid have been completed.
Transfer Credits
Up to 30 points of recent and directly relevant graduate work in appropriate areas of study may be
transferred toward the Ph.D. Ordinarily, only those courses will be credited which a) have been completed in the last five years, b) are equivalent in subject matter, scope, depth and level to courses normally taken by students in the Counseling Psychology program and c) contribute directly, significantly and
substantively to sound preparation in counseling psychology. Exceptions to the recency requirement will be considered when there is evidence that skills and knowledge acquired more than five years before have been refined and updated through on-the-job training and participation in professional workshops and seminars. Generally speaking, to transfer in credit for a required course, the course taken must be a close match for the course offered in our program.
Very few students, usually those from a closely related specialty, are given full credit for courses taken in other programs or institutions. If your decision to enroll in the program is contingent on the number of transfer credits which will be approved, you should ask to have them evaluated no later than the end of your first semester at Teachers College.
Procedure for Approving Transfer Credit
As per Teachers College policy: only graduate level courses taken outside of Teachers College which have been (1) completed with grades of B or higher, (2) submitted on an official transcript from a regionally accredited institution, and (3) granted/assigned credit on the transcript of that institution, may be considered for transfer credit. For the Doctor of Philosophy, a maximum of 30 points completed outside of Teachers College may be transferred in.
1. Students should go to/correspond with the Office of Admission, 301 Thorndike Hall, and fill out an ‘Advanced Standing Review Form.’ If the Admissions office does not have transcripts from previous graduate institutions, students should have transcripts from previous graduate institutions, they sent to the Office of Admission at TC:
Office of Admission Attn: Transcripts Box 302, 525 W 120th Street New York, New York 10027-6696
2. The Office of Admission will review the transcripts and will forward the Advanced Standing Review Form to the department/advisor of the student indicating which courses are eligible for transfer. Incoming doctoral students are notified of their academic advisors during the summer before they will begin the program.
3. Students should check with their advisors to make sure they have received the following: a. The Advanced Standing Review Form from the Office of Admission
c. A formal memo from the student indicating which previous courses the student intends to transfer and whether they should be considered for transfer as an elective or in place of a required program course.
4. The advisor will submit the Advanced Standing Review Form, copies of syllabi, and memo to the Counseling Psychology faculty Advanced Standing Committee (ASC) for review. The committee will provide the student and advisor with a memo outlining the courses approved for transfer. A copy of the committee’s letter, Advanced Standing Review Form, syllabi, student memo, and supporting documents from faculty and courses outside the program will be placed in the student’s file.
The ASC of consists of three faculty members from the department will meet to review requests to transfer credits. Only complete requests (including The Advanced Standing Review Form from the Office of Admission, copies of the syllabi of the courses being requested for transfer, and a formal memo indicating which previous courses the student intends to transfer and what program courses they will count for) submitted by the faculty advisor of the student will be considered.
In the case of requests for substitution for required courses, students must submit a copy of the syllabus. The committee will consider the following:
Content of course to be transferred should be similar to the required course, for example: a. The proportion of experiential and didactic requirements should be similar. b. Similar readings and textbooks are used.
c. Objectives and learning outcomes are similar. d. Course has been completed in the last five years.
e. Course is equivalent in subject matter, scope, depth and level to courses normally taken by students in the Counseling Psychology Program.
In the case of requests to transfer in an elective:
a. The course must be a graduate course in psychology, measurement, or statistics. b. The course contributes directly, significantly and substantively to sound preparation
in counseling psychology. The student should submit a brief rationale regarding how this elective fits in to his or her goals for graduate study in counseling psychology. c. The course should be equivalent in scope, depth and level to courses normally taken
by students in the Counseling Psychology Program.
2. Previous practicum work may be considered for an elective, but the hours will not count for internship/externship applications.
3. For courses not taught within the department (i.e. Statistics), the ASC will consult with faculty from the respective department.
PROGRAM CHARACTERISTICS
The Faculty
Counseling Psychology faculty have the following scholarly and professional interests:
Melanie Brewster: Mental health correlates of heterosexism, sexism, racism and other forms of
discrimination; intersections of personal identities (e.g., gender, race, religion, sexual orientation); social justice in the workplace; instrument development and psychometric evaluation.
Robert T. Carter: Issues of racial identity, race and culture. Research interests include legal issues (particularly with regard to the stressful and potentially traumatic effects of racial discrimination), organizational development, mental and health disparities, and educational equity.
Elizabeth Fraga: Cultural competence, and multicultural counseling/therapy.
George V. Gushue: The influence of racial/cultural attitudes, beliefs and values on social cognition (e.g., perception, judgment, memory, and attribution) in the areas of client evaluation and counseling practice, career development, and health; group and family counseling; psychosocial dimensions of HIV/AIDS. Gregory J. Payton: Identity and mental health, psychological and cognitive assessment, racial-cultural education and training, group/individual counseling.
Michael Lau: Research methodology, philosophical/theoretical issues in psychology, Asian/Asian American Psychology
Defne Koraman: Substance abuse, eating disorders, effects of mental and physical illness on families, and professional identity development
Marie L. Miville: Multicultural counseling; universal-diverse orientation; Latina/o psychology; LGBT issues; women's issues; intersections of identities; supervision and training.
Riddhi Sandil: Counseling needs of international students, counseling expectations of South Asian populations, experience of Asian international GLB populations in the US, Complex trauma and its impact on women's wellbeing.
Laura Smith: School counseling, social class issues, community psychology, group counseling.
Bandon Velez: links discrimination and identity-related attitudes with mental health and career outcomes among sexual, gender, and racial/ethnic minority individuals, as well as populations with multiple
minority identities.
Derald Wing Sue: Multicultural counseling and therapy, cultural competency, multicultural consultation and organizational development, psychopathology, racism and antiracism, law and ethics.
Dr. David E. Greenan: teaches the yearlong practicum in couple and family therapy at the Dean Hope Center for Educational and Psychological Services at Teachers College (open to second year doctoral students and beyond).
Dr. Gil Tunnell: teaches couple and family therapy.
In addition to these faculty members, the program is enriched by other psychologists who serve as additional adjunct faculty and clinical supervisors.
Placement Coordinator
The Placement Coordinator coordinates practica and externships for doctoral students in the department as well as fieldwork placements for masters’ students.
The Students
The student body as of September 2014 consists of 41 doctoral students. Between 2007-2014, 50 students were admitted, including 41 females and 9 males. Of the 50 entering students, nearly 62% are members of visible racial-ethnic groups, and 38% are White/European-American. A number of students openly identify as gay, lesbian, or bisexual.
Based on graduation rates from 2008-2014, the average amount of time it takes students to complete their Ph.D. is 6.5 years (Median = 6 years).
Admission Rates
In 2014, 191 individuals applied for admission to the doctoral program and 5 students were admitted. Advisement
The program uses a mentorship model. Students are matched to a faculty advisor based on their declared preference during the application process, their interests, and experience. Applicants are informed of the match when they receive an offer of admission. The advisor serves the important roles of orienting students to the program and, along with the Director of Training, helps to develop their curriculum plans. Students receive mentorship in research by serving on the research teams of their advisors and ordinarily do research practicum (a yearlong course requirement, CCPJ 6572-80, generally fulfilled in your second year) on their mentor’s research team. Faculty advisors should confirm their guidance to students with the Director of Training, particularly advisement regarding meeting program requirements. Program faculty advisors’ decisions may not supersede the policies set by the program faculty. When there is doubt on the part of the faculty or student regarding curriculum matters, the issue should be brought to the Director of Training first, and then to the program faculty as a whole.
Students meet with the Director of Training during registration and orientation the first semester of the first year to determine appropriate courses and to review the ASC’s recommendations regarding approved transfer credits.
Curriculum
pre-Doctoral internship. Most students take between five to seven years to complete the Program. The Ph.D. program in Counseling Psychology at Teachers College, Columbia University, has been continuously accredited by the American Psychological Association (APA) since its inception. For general information about APA accreditation or specific information about the accreditation status of the Ph.D. Program in Counseling Psychology at Teachers College, you may contact: the APA Commission on Accreditation at http://www.apa.org/ed/accreditation .
Admission to the Ph.D. Program requires acceptance to the Graduate School of Arts and Sciences as well as to Teachers College. The Graduate School of Arts and Sciences requires that applicants must have a Bachelor of Arts degree or 90 points of liberal arts credit.
The program of study which follows is described in terms of full-time study. Some of the courses may be taken on a part-time basis. At least one year of full-time study after the first 30 applicable credits is required unless the student can present persuasive evidence that his/her living and working circumstances does not and will not prevent him or her from taking full advantage of the College’s resources. Certain essential courses and practica are offered only in the morning and early afternoon hours.
The program of study leading to the doctorate in Counseling Psychology is guided by criteria adopted by the American Psychological Association for accredited programs in professional psychology. In
consultation with their faculty advisor, students will select the courses and other learning experiences, which maximize their skills and enhance necessary areas of competence. Courses must be taken in proper sequence (a number of courses have prerequisites). Sequence of coursework will depend on whether students enter the Program with master’s level graduate course work.
The course of study includes:
1. Scientific and professional ethics and standards.
2. Psychological measurement, statistics, and research design and methodology. 3. Knowledge and understanding of:
a) history and systems of psychology
b) the biological basis of behavior (e.g., physiological psychology, comparative psychology, neuropsychology, sensation,
psychopharmacology)
c) the cognitive-affective bases of behavior (e.g., learning, memory, perception, cognition, thinking, motivation, emotion)
d) the social bases of behavior (e.g., social psychology, cultural, ethnic, group process, sex roles, organizational and systems theory), and e) individual behavior (e.g., personality theory, human development, individual differences, abnormal psychology).
6. Preparation to undertake a doctoral dissertation.
In developing the necessary mastery of these areas, the student is expected to be attentive to the historical roots of counseling psychology, i.e., the study of individual differences, the career counseling movement and the mental health movement. Similarly he or she is expected to be prepared for the probable future of counseling psychology in the areas of competence represented by this faculty, especially the influence of social and cultural systems (home, family, workplace, and environment) on human development and change.
In addition to a common core of required courses, courses are offered in career counseling and in counseling specific populations, including women, sexual minorities, and college students, and school counseling. Courses in the department are supplemented by appropriate offerings of other programs and departments at Teachers College and Columbia University.
Note
Certain courses are required of all students unless waived on the basis of previous course work; waivers must be approved by the advisor in consultation with the Director of Training in light of the
recommendations of the Advanced Standing Committee (see discussion of transfer credits above). Required Courses
Please note that satisfactory performance in required courses is defined as an overall grade point average of B+. In calculating a student’s overall grade point average, courses that received a grade lower than a B may not be considered. Grades of B- or lower are considered failing grades in the Program. Students must correct such grades. Students may not carry incomplete grades on their transcripts. Students with incomplete grades are placed on academic probation until the incomplete is removed.
General Psychology The General Psychology requirements are listed below. Cognitive and affective aspects of behavior
HBSK 5096 Psychology of Memory: Cognitive and Affective Bases (3) Human Development
HUDK 6520 Seminar in Lifespan Developmental Psychology Studying Lives through Time: The Classics (3)
Social aspects of behavior
ORLJ 5540 Pro-seminar in social psychology (3) Biological Aspects of Behavior
BBS 5068/ Brain and behavior I and II (3) BBS 5069
History and Systems of Psychology
Measurement
HUDM 5059 Psychological Measurement (3)
Total credits for general psychology requirements: 18
NOTE: For the courses below, credits listed for year-long courses are the minimum credits required for both semesters together.
Professional Development CCPJ 6569 Scientific and professional ethics (3)
CCPJ 6560 Advanced professional issues (year-long course) 1 credit for the year
Total credits in professional development: 4
Research Within the research domain students are required to take: Research Methodology
CCPJ 5560 Review of research in counseling psychology I & II (2)
CCPJ 6572-80 Research practicum in counseling psychology (4-6) (Year Course) ORLJ 5040 Research methods in social psychology (3)
CCPJ 7502 Dissertation seminar (2-6 credits over the course of the year) (Year Course) – Usually the last course taken in program.
CCPJ 8900 Dissertation advisement (0) Fee is equivalent to three credit hours. Students are obligated for this every semester after Dissertation seminar (CCPJ 7502) is completed, with the exception of the internship year.
Techniques of data analysis
HUDM 5122 Applied regression analysis (3) [Probability and Statistical Inference or equivalent prior coursework is a prerequisite.]
HUDM 6122 HUDM 6122 Multivariate Analysis I or HUDM 5123 Linear Models and Experimental Design or HUDM 6055 Latent Structure Analysis (3).
Total credits in research: 18-24
The full research curriculum is described in greater detail below.
Practice: theoretical, experiential, and practicum courses
Note: Students must obtain liability insurance coverage before they can see clients at the CEPS and other field settings. Applications for APA & ACA insurance are available in the Program office.
Lecture & Theory Courses
CCPJ 4064 Theories of counseling (3 credits)
CCPJ 4165 Consultation in community agencies and resources (3) CCPJ 5062 Career counseling and development (3)
CCPJ 5020 Racism, racial identity in psychology and education (3) OR CCPJ 5164 Multicultural counseling and psychology (3)
CCPX 5032 Adult psychopathology (3) OR CCPJ 4000 Multicultural psychopathology (3) Experiential Courses (Required)
CCPJ 5371 Foundations of Counseling (3) CCPJ 5025 Group counseling (3)
CCPJ 5165 Racial-cultural counseling laboratory (4)
CCPJ 5060-61 Assessment in counseling (4) (Year Course, Fall-3, Spring-1) Total credits in practice: 22
Practicum
Practicum placements are available both on-campus and off-campus. The Dean-Hope Center for Educational and Psychological Services (DHCEPS) is an in-house training clinic located at 657 Thorndike Hall. Students may petition program faculty to complete second and third year practicum placements off-campus; contact the Placement Coordinator for further information. Please see Appendix F for offsite practica guidelines. Deadline for petitions is March 15; site must be approved by program faculty. Arrangements regarding case conference requirements will need to be made accordingly. In order to maintain your caseloads at DHCEPS, program faculty strongly recommend that students enroll in Summer Practicum.
At the beginning of each academic year all practicum students and their supervisors will co-sign a
Clinical Learning Agreement outlining goals, objectives, and clinical and supervisory expectations for the year (see Appendix E) and submit this to the Placement Coordinator for review by the Director of
Training. At the end of each academic year, all practicum students will submit an evaluation of the student’s work (signed by the supervisor and student--see Appendix H), a record of clinical hours (signed by the student and the supervisor see Appendix H), and an evaluation of the supervisor (optional--signed by the student—see Appendix I) to be reviewed by the practicum instructor. No grades will be given for practicum classes until all necessary paperwork has been turned in.
First year of practicum: This sequence involves:
CCPJ 6330 Doctoral Practicum I and Case Conference (4) (Fall/Spring); CCPJ 6330AB Doctoral Practicum I and Case Conference (0-4) (Summer)
CCPJ6360 Doctoral Practicum II and Case Conference (8) (Two Semesters) Fall (4) &Spring (4); CCPJ 6360AB Doctoral Practicum II and Case Conference (0-1) (Summer)
Weekly individual supervision and attending a weekly 2-hour seminar class; CCPX 5630 co-required if practicum placement is at DHCEPS.
Third year of practicum:
CCPJ6364 Doctoral Practicum III and Case Conference (2-4)
(Two Semesters) Fall (1-2) & Spring (1-2) Note: Students enrolled in other approved practicum (e.g., CCPJ 6368 Family Practicum) may enroll for 1 point per semester; all other students must enroll for two points per semester. CCPJ 6364AB Doctoral Practicum III and Case Conference (0-1) (Summer)
Weekly individual supervision and attending a weekly 2-hour seminar class. Total credits for Practicum: 16-20
Externship
CCPJ 6350 Externship in counseling psychology (Year Long) (0-6) Fall (0-3) & Spring (0-3) Externship is an optional year-long placement in a field setting for clinical experience (required for students who have not completed 400 clinical hours, though recommended for all following the practicum sequence). Students must petition program faculty by March 15 of the preceding year to be placed in an approved supervised 2-day a week training site to see individual and group clients. To apply, students must complete the practicum sequence and have completed most coursework. Please see Appendix F for offsite externship guidelines.
At the beginning of each academic year all externs and their supervisors will co-sign a Clinical Learning Agreement outlining goals, objectives, and clinical and supervisory expectations for the year (see Appendix E) and submit this to the placement coordinator for review by the Director of Training. At the end of each academic year, all externs will submit an evaluation of the student’s work (signed by the supervisor and student--see Appendix H), a record of clinical hours (signed by the student and the supervisor see Appendix H), and an evaluation of the supervisor (optional-- signed by the student—see Appendix I) to be reviewed by the practicum instructor. No grades will be given for externship until all necessary paperwork has been turned in.
Internship (after approved dissertation proposal) CCPJ 6460 Internship (Year Long) (0-6)
Internship
Doctoral students spend an entire year at an internship site, which may be a college counseling center, rehabilitation institute, hospital or a combination of these sites. The purpose of the internship year is to give preliminary professional experience under close supervision with increasing responsibility. The vast majority of students choose internships that are accredited by the APA, which is our strong
Typically the program will host a series of meetings for the cohort applying for internship in any given year to provide both mutual support and guidance as students through the application process.
While engaged in a full-time internship to fulfill Doctoral requirements, students are required to register for CCPJ 6460: Internship in Counseling Psychology. In order to receive a final grade in this course, the Program must receive a letter of completion from the internship site.
Prior to applying for internship, it is recommended that student complete a minimum of one year at an off-site practicum or externship (required for students with fewer that 400 practicum hours). Please see the Placement Coordinator, regarding placement sites.
Research Curriculum
Central to the Counseling Program’s scientist-practitioner model is the belief that psychological scholarship and research are inseparable from competent, ethical professional practice. The research curriculum was developed with this emphasis in mind, which corresponds to Objective 2 within the program’s framework of objectives and competencies (see above):
Objective 2: To prepare counseling psychologists who are able to effectively integrate theory, research, and practice.
Expected Competencies:
(a) Understanding of research design and statistical analyses (b) Ability to evaluate and critique existing research
(c) Ability to design and implement research projects
(d) Ability to prepare and present reports based on original research
(e) Understanding of the integration of research into practice regarding individual and systemic functioning and the ability to serve as change agents
The doctoral research curriculum comprises 6 broad aspects:
1. A year of foundational research training to be taken in a student’s first year of enrollment in the program (see Appendices L & M).
2. The completion of a research portfolio that documents the student’s involvement in various levels of the research process. Many of the course requirements will assist students in completing the portfolio, but items required by the portfolio may also be completed outside the formal curriculum.
3. A research practicum experience completed with a faculty advisor.
4. Achievement of passing grades in the statistics and research design coursework required by the program and as specified within the Research Portfolio.
5. Successfully passing the College’s Research Methods Certification Exam as required by the program and as specified within the Research Portfolio.
6. The doctoral dissertation.
The Research Competence Portfolio
Students who enter the program with a masters degree (or an empirical first authored
manuscript/publication of similar quality and intensity) may choose to submit their thesis for review to the Advanced Standing Committee (ASC). Similarly, bachelors track students who were active on a research team and/or completed a senior thesis (or an empirical first authored manuscript/publication of similar quality and intensity) can also submit said document for review. If the ASC deems the prior level of research training and resultant works as comparable to student research products at TC, students may apply those works toward the fulfillment of their RCP and/or waive it entirely. However, they would still need to complete two semesters of Review of Research and actively participate on a research team. For all other students, the following elements will comprise the RCP:
- A final IRB (this will be completed at the end of their first semester in Review of Research and can be submitted thereafter)
- A literature review of similar quality to one in a publishable manuscript (this is due at the end of the second semester of Review of Research)
- Passing grades in statistics and research design coursework required by the program
- A copy of the letter indicating the student has passed the college-wide doctoral Research Methods Certification Exam
AND TWO OF THE FOLLOWING:
One must be a written work (journal article or book chapter) and one must be empirical (i.e., featuring analyzed data). For example, you could submit (1) a conference talk based on empirical data and a theoretical book chapter, (2) an empirically-based book chapter and a theoretical book chapter, or (3) a theoretical conference poster and an empirical paper. To be clear, you cannot submit two conference presentations, even if they are both based upon empirical data (a written product is missing) or two non-empirical works of any kind. Within these qualifications, eligible work may include:
- The completion of a poster presentation or talk at a conference (e.g., the Winter Roundtable, APA, Diversity Challenge, National Multicultural Summit, APS). The student can be first or second author.
- A manuscript of publishable quality and evidence that it has been submitted to a peer-reviewed and scholarly journal for publication. It need not be accepted and the student can be first, second, or third author.
- A published or “in press” book chapter. Student can be first, second, or third author OR
- A published or “in press” empirical article in a peer-reviewed and scholarly journal – student must be first author.
NOTES:
2. If the student is not first author, documentation must be provided from the first author or student’s advisor that speaks to the student’s contribution to the final product. For incoming students, this documentation will be reviewed by the ASC to ensure the level of student participation in the research process. For current students, documentation will be reviewed and approved by their advisors.
3. Approval of such work for inclusion in the Research Portfolio is to be documented using the Verification Form, which (see Appendix M).
Research Practicum
All Counseling Psychology doctoral students are required to take two semesters of Research Practicum (CCPJ 6572-80). Special permission is required from the faculty member with whose team a student completes the practicum. Research Practicum options include:
CCPJ 6571 Racial/cultural influences in career, cognition, and health (Professor Gushue) CCPJ 6572 Multicultural competencies (Professor Sue)
CCPJ 6573 Cross-cultural research (Professor Smith)
CCPJ 6574 Multicultural perspectives on social attitudes, identity, and development (Professor Miville)
CCPJ 6575 Research models and procedures with racial/cultural emphasis (Professor Carter) CCPJ 6576 Multicultural research (Professor Lau)
CCPJ 6580 Minority Stress (Professor Brewster) Pending: (Professor Velez)
During Research Practicum, students participate in ongoing research projects under the direction of a faculty member. Participation includes learning and implementing key components of conducting research, as well as integrating theory and methods with actual hands-on research practice. As part of the experience, students are expected to formulate hypotheses, build a conceptual framework, identify and select appropriate variables and instruments, understand research ethics, collect, code, and analyze data, and present research at a national conference. Students should become familiar with a range of qualitative and quantitative methodological approaches and become competent statisticians. In so doing, students will have the opportunity to address portions of the Research Portfolio that they were not able to complete during Review of Research I or II. Research competencies obtained during the Research Practicum are evaluated by satisfactory completion of the Research Portfolio.
Additional Coursework in Statistics and Research Design
In addition to the foundational in-program courses Review of Research I and II and Research Practicum, students are also required to take the following additional courses. Proof of successful completion of these courses is required within the Research Portfolio.
ORLJ 5040 Research methods in social psychology (3)
HUDM 6122 Multivariate Analysis I or HUDM 5123 Linear Models and Experimental Design or HUDM 6055 Latent Structure Analysis (3).
Research Methods Certification Examination
All Counseling Psychology doctoral students must take and pass the college-wide Psychology Research Methods Examination (a.k.a. Certification or the Cert exam) as part of the certification process toward doctoral candidacy. The exam assesses knowledge in research, statistics, and research design, and is developed by the Research Methods Examination Committee. The exam is given twice a year, October and February, and students must sign up to take the exam through the Office of Doctoral Studies, usually by the first week of the semester in which they plan to take the exam. Students need their advisor’s signature to apply for the exam. Proof that a student has passed this examination is required within the Research Portfolio.
Students wishing to take the Research Methods Exam must be in good standing; consult with your academic advisor regarding your readiness to take the exam. Typically students take the exam during the second semester of their second year or first semester of the third year in the program, after completing basic statistics and research methods classes and research practicum. Students who do not pass the certification exam must retake it at the next date available. Students who do not pass the exam after two attempts are dismissed from the program. Dismissed students may petition the program faculty for re-admission and another opportunity to take and pass the exam.
The Dissertation
As noted by the TC Office of Doctoral Studies (ODS), the dissertation provides students with intensive training in research skills and the opportunity to make a unique contribution to the scholarship in their field. In this section of the proposal, guidelines for the dissertation process are taken from the most recent ODS Bulletin dated September 2010. Counseling Psychology students are eligible to begin working on their dissertations following the completion of the preceding elements in the research portfolio.
Registering for Dissertation Course Credit
The College specifies a sequence of course enrollments that signify students’ progress through the dissertation process. First, the College requires every student to register for dissertation seminar credits (1-3 per semester) at the 7500 course number level. This registration corresponds to the development and approval of plans for the dissertation. Students may elect to fulfill this requirement in one of two ways: via 1) an individualized collaborative project with the faculty sponsors of their research, or 2) by enrolling in a two-semester seminar class offered through the program. Students who elect to enroll in the class will have the opportunity to work toward the completion of their proposals with feedback from the professor and other enrollees.
As in previous years, students will not be approved to apply for predoctoral internship training until after they have successfully proposed a dissertation. Moreover, students who choose to work individually with sponsors and who fail to propose a dissertation by the end of their fourth year may be required to by the faculty to enroll in the seminar class; such recommendations will be made in concert with the faculty’s annual review of doctoral students.
dissertation defense is held. Specifically, all candidates are required to enroll in TI 8900 (Dissertation Defense: Ph.D.) during the term in which the final defense is held.
A student can be deemed exempt from continuous dissertation advisement registration only for the following reasons:
A) When enrolled in Teachers College for a program of courses consisting of 8 or more points in the fall or spring term.
B) When enrolled in an internship course which is full time and required of all candidates in the department's approved program.
C) * When a Leave of Absence has been approved on the basis of a compelling reason, such as sustained illness, maternity leave, or military service.
D) * When granted a Ph.D. Exemption from Dissertation Advisement. Examples of acceptable reasons are: research, special study, or experience elsewhere, or work on the dissertation not requiring use of University facilities or resources. An exemption may be granted for not more than two terms during the period of obligation. During periods of Personal Exemption, the candidate must enroll as a "Doctoral Candidate," (IND 6000).
E) * When granted a Ph.D. Waiver from Dissertation Advisement on the basis of special
circumstances, such circumstances include inability of the department to provide advisement due to the illness or sustained absence of key faculty members. During the periods of waiver, the candidate must enroll as a "Doctoral Candidate," (IND 6000).
A candidate who has been granted an exemption, waiver, or leave of absence from dissertation
advisement must understand that they yield their right to seek or expect dissertation advisement from the Faculty. A candidate may not apply for a Personal Exemption or Waiver from Dissertation Advisement during the term the candidate holds the Dissertation Final Defense (TI 8900).
*A candidate who has student loans and has been granted an exemption and/or waiver and wishes to defer repayment must register for IND 6000 Doctoral Candidate and file a Certificate of Equivalency form for review during each term of non-registration from continuous dissertation advisement in the Office of the Registrar.
Elements of the Dissertation Process
Proposal and approval. Students begin the dissertation process as they select a dissertation topic which will make an original contribution to their area of research, which can be completed successfully with the resources available, and for which appropriate faculty advisors are available and who are willing to guide the candidate's study.
usually a member of the TC psychology faculty outside of the student’s program. The Proposal chair need not continue to form part of the committee once the proposal is approved.
After the candidate’s dissertation proposal is approved, the names of the faculty members who serve as the dissertation committee are entered on the report. The candidate then submits the dissertation proposal to IRB for approval. Once approved, the signed Dissertation Proposal Hearing form, a copy of the IRB approval letter, and one copy of the dissertation proposal is submitted to the Office of Doctoral Studies as part of the candidate's doctoral record.
The advanced seminar. The purpose of the advanced seminar is to assist the candidate in the successful completion of the dissertation. In the Counseling Program, the advanced seminar typically takes place after the completion of data analysis. Members of the seminar judge the quality and scope of the work completed, and make recommendations, if needed, for changes. The candidate prepares a draft of the dissertation for use in the advanced seminar, and submits a copy to each faculty member who will attend one week before the seminar is held.
Applications to hold an Advanced Seminar are secured by the candidate from the Office of Doctoral Studies. The applicant is to indicate on the form the exact date and two-hour period on which each member of the dissertation committee has agreed to be present. The completed application is to be given by the candidate to the area chairperson not less than three weeks before the proposed date of the
advanced seminar. The area chairperson will appoint a chairperson of the advanced seminar and will designate other faculty members who are to be present. Following the seminar meeting, the chairperson of the seminar transmits a report of the seminar and a copy of the dissertation draft to the area chairperson who files these documents in the Office of Doctoral Studies.
Completion of the dissertation and preparation of the manuscript for the defense. Following approval by the members of the advanced seminar to proceed with completion of the dissertation, the candidate completes the research under the guidance of the dissertation committee, taking into consideration all suggestions offered at the advanced seminar.
In most instances, the dissertation is formatted in final form after receiving the approval of the chairperson or sponsor. In other instances, with approval of the chairperson or sponsor, the candidate may submit clear drafts of the dissertation for use at the defense so as to facilitate revisions. After the final defense, the corrected final copy of the manuscript is then prepared.
When preparing the draft and/or the final corrected copies of the Dissertation, the candidate is to use the manual, "Preparation of Ph.D. Doctoral Dissertations," obtainable from the Office of Doctoral Studies. The directions given therein supersede all other manuals with respect to the style of doctoral dissertations. A minimum of five copies of the dissertation (one for each member of the final defense committee), plus an additional copy for the candidate are to be prepared. All copies must be clean and free of pencil or ink corrections.
In addition, six copies of an abstract of the dissertation -- a summary in 350 words or less -- is to be prepared. Further instruction on this requirement is detailed in the manual "Preparation of Ph.D. Doctoral Dissertations."
