Psy.D. in Clinical Psychology
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The doctoral program in clinical psychology is accredited by the American Psychological Association* and awards the Doctor of Psychology (Psy.D.) degree. The program exemplifies the practitioner-scholar model of professional training and prepares clinical psychologists to apply knowledge obtained from psychological science to the promotion of mental health and for the welfare of individuals, families, groups, institutions, and society at large. This model of training is recognized by the American Psychological Association as appropriate for the preparation of clinical psychology practitioners. An emphasis is placed on developing knowledge, skills, and attitudes leading to competence as a clinician and as a scholar. Skills in assessment, diagnosis, and treatment are developed for application in a wide range of clinical settings, taking into consideration features of individual and cultural diversity.
Graduates, following completion of postdoctoral clinical training, are eligible to be examined for licensure as psychologists throughout the country. Psychologists trained within the practitioner-scholar model usually establish careers in clinical practice within private and public settings, including clinics, hospitals, and community agencies, as well as teach and provide supervision in colleges and universities. Psychologists also serve as consultants to corporate, public, educational, and religious institutions and conduct program evaluation and design community and group intervention programs.
The Psy.D. program is a post-master's program that consists of three years of course work and supervised clinical training, one year of internship, and completion of a clinical dissertation. The philosophy of the program is informed by the observation that clinical psychology is an evolving discipline and that new knowledge and practices emerge from many different theoretical orientations and epistemological traditions. In keeping with this perspective, the program reflects a generalist orientation as well as offers opportunities to study with experts in their respective specialties. Attention is placed throughout the curriculum on principles derived from psychology as a science. Thus, students are expected to master the theoretical and research literature that supports clinical practice. Further, students are required to uphold ethical and professional standards throughout their academic, clinical, and research training.
* For further information about the accreditation status of this or any other psychology doctoral program, please contact the APA Office of Consultation and Accreditation, American Psychological Association, 750 First Street NE, Washington, DC 20002-4242,Phone: (202) 336-5979.
Clinical Training
Clinical training complements academic course work and provides a range of supervised experience upon which professional competence is established. Clinical training during the first year is conducted within one of four university clinics and may include collaborative training rotations within school and community mental health settings. The second and third year practica are completed at external rotations in the community including placement in major medical centers, community mental health agencies, psychiatric hospitals, and inpatient facilities. Training is comprehensive and includes rotations providing psychological assessment (cognitive, personality, neuropsychological testing) and treatment under expert supervision, including clinical rotations serving adults, adolescents, children, and families. Satisfactory completion of practicum courses and rotations is required to advance to internship. Internship affords a capstone experience in clinical training during the fourth year. Consistent with APA guidelines, students must complete a full year of internship before receiving their degree. Intern placement, ordinarily at APA-accredited or APPIC and CAPIC training sites, must be approved by the director of clinical training. Ninety-four percent of Psy.D. program applicants (161 of 171) were placed in internships commencing in 2000-2006;125 (73%) were placed in APA internships, 30 (18%) in APPIC internships, 6 (4%) in CAPIC internships; and 128 (92%) were placed in paid internships. Since students will normally not have any other course requirements during the internship, they are free to complete internships in approved sites anywhere in the country.
Student Disclosure of Personal Information
It is widely acknowledged that both personal and professional factors contribute to the conduct of psychotherapy and in the provision of other clinical services. Students training to become clinical psychologists are therefore encouraged to develop insight into personal factors that may affect their performance as clinicians. In courses and throughout clinical training, particularly in clinical supervision, instructors and supervisors engage students in activities and processes that are intended to facilitate greater self-reflection and self-awareness. This statement advises students and potential applicants [in accordance with the American Psychological Association (APA, 2002) ethics code 7.04 (Student Disclosure of Personal Information)] that in the course of their class work at Pepperdine University and clinical training in University clinics, external practicum rotations and internship, they may be required or invited to disclose personal information, which is deemed relevant to their performance in coursework and in training-related activities as well as to their professional development. For example, in a psychotherapy course or in supervision, students may be asked to discuss personal issues or to disclose personal information to facilitate the student’s learning of a psychological concept and/or to enhance understanding of the role of a clinician’s personal factors in the therapeutic process. In the clinical setting, such inquiries may not only encourage professional growth in the student but may also be required to assure professional standards of practice and client welfare. If students or applicants have any questions regarding this policy, please contact the Director of the Psy.D. Program.
Personal Psychotherapy for Training Clinicians
The psychology faculty and administration recommend personal therapy for all students training to be psychotherapists since it is believed that personal therapy is a vital component of the training and growth of the psychotherapist and that it is the professional responsibility of every therapist to identify and address personal issues that may have an impact on clinical interactions with future clients.
Clinical Competence Examination
The Clinical Competence Examination provides an opportunity to assess the clinical competence of students preparing to apply for internships. Preparing for and taking the examination encourages the integration of all facets of doctoral education and clinical training completed during the first two years of the program. The examination is considered in evaluating a student's readiness to take on the increased professional responsibilities of the pre-doctoral internship. Accordingly, a grade of "Pass" is required to accept an internship offer. The examination is offered during the summer session of the second year and the fall semester of the third year. Students who fail the examination three times will be dismissed from the program.
Clinical Dissertation
An essential feature of a university-based doctoral program is a commitment to scholarship. Students complete a clinical dissertation, which provides an opportunity to study a clinically relevant topic, selecting from a host of approaches to scholarship. These methods include quantitative and qualitative empirical research, program evaluation, meta-analysis, theoretical scholarship, community-based action research projects, critical analysis of the literature,
clinical application and analysis, and program or model development. Students are given extensive support throughout the dissertation development process.
Work on the dissertation commences in the first year and is supported by dissertation seminar courses, research method and statistics courses, and direct supervision by tenure-track, full time faculty. Opportunities exist to conduct research on a topic of individual choice or to collaborate in an ongoing faculty research program. Doctoral students learn research methods not only for
application in professional practice and consultation but to advance scientific knowledge. A list of recent dissertation titles and a copy of the Clinical Dissertation Handbook are available from the program administrator.
Student Advisement
It is recommended that students develop mentoring and advisement relationships with the faculty members. An advisory relationship provides an opportunity to discuss matters of concern with a member of the faculty and to support ongoing orientation to the program and to the profession. Consultation is advised at any time for assistance in selecting classes and for support, advice, or to review any aspect of the program. Upon entering the program, each student is assigned a faculty advisor. When the student selects the dissertation chair, it is customary for that chairperson to assume full advisement responsibilities. Upon request, a student may change advisors with the approval of the program director. Program administrators are also available for consultation. Additional information is presented in the Psy.D. Program Handbook.
Continuation in Program
The majority of students complete the Psy.D. degree is a timely fashion. Seventy-one percent of the graduating classes of 2001-2007 completed the degree in within 5 years [69 (48%) graduated in 4 years; 33 (23%) in 5 years; 19 (13%) in 6 years; 5 (4%) in 7 years and 12 (8%) in 8 years and 6 (4%) in over 8 years]. Attrition from the program is low; five (< 3%) students left the program from the 2000-2006 cohorts.
Continuation in the program is subject to review by the program administration in consultation with the Psychology Division Faculty Panel. Matriculation is granted based on meeting program expectations as demonstrated in a review of academic performance which includes evaluations of course work, supervised clinical experience in practicum and internship rotations, and interpersonal competencies and behavioral criteria consistent with the professional role of a clinical psychologist.
Students are expected to dedicate themselves fully to achieve academic excellence and to comport themselves in an ethical and professional manner. At minimum, each student is expected to attain at least a "B" in each doctoral course. A grade below "B-" in any doctoral course requires review of the student's suitability for continuing doctoral study. Although students may earn a grade below "B" in one of their courses, they must maintain an overall 3.0 grade point average. Some courses are offered on a Credit/No Credit basis. To receive credit, a student must demonstrate doctoral-level performance as determined by the instructor.
Evaluations of student performance in clinical training are obtained from individual clinical supervisors and practicum instructors and are reviewed by the director of clinical training. Students are expected to demonstrate increasing competence and professional skill which include interpersonal competencies and behavioral criteria consistent with the role of a clinical psychologist as well as compliance with ethical standards and legal mandates throughout clinical training. Progression is granted based on satisfactory performance in clinical training as well as in course work.
The profession of clinical psychology requires individual psychological and interpersonal competencies in addition to intelligence, motivation, and academic preparation. Such generally accepted behavioral criteria include, but are not limited to, interpersonal attributes and skills such as the ability to work with others, the ability to listen and to communicate effectively, the ability to consider and to use feedback, and abilities in personal awareness and self- reflection. Students are expected to exhibit behaviors and attitudes consistent with appropriate ethical-legal canons and to maintain a professional attitude and conduct in classroom, research, and clinical environments. The appearance of interpersonal-emotional behaviors or attitudes that could significantly impair academic and clinical performance may result in administrative review; recommended or mandated psychological consultation; and/or intervention, probation, suspension, or dismissal from the program. While every attempt is made to remediate difficulties, serious unresolved problems could lead to termination from the program. For additional information regarding the policies and procedures concerning student evaluation, consult the Psy.D. Program Handbook.
Student Participation in Governance
Psy.D. students have developed a student government association to facilitate the exchange of ideas and information; to increase communication among students, faculty, staff, and administration; to develop proposals for ongoing improvement in the program; and to help solve problems that students encounter. Each class elects representatives to the association and to serve on various program committees, such as the Psy.D. Steering Committee.
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