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Competency Areas
Scientific foundation courses cover the breadth of psychology and provide
a basis for the scientific, methodological, and theoretical foundations of
professional practice. First-year scientific foundation courses expose students
to the basic domains of biological, cognitive, affective, and social aspects
of behavior; professional standards and ethics; dysfunctions and psychopathology;
psychological measurement; and research methodology. During the second year
students study broader theoretical perspectives on personality, learning,
emotion and cognition; and development over the life span. Third-year coursework
emphasizes a systems perspective in the study of the history of psychology,
schools of psychology, and paradigms within the field.
Relationship competency is addressed through coursework that helps
individuals gain the skills needed to establish and maintain a constructive
therapeutic alliance with clients. First-year courses introduce students to
foundation skills of therapy, clinical interviewing techniques, and the role
of self-awareness in the ethical practice of psychology. In addition, students
are exposed to the impact of diversity in establishing and maintaining a meaningful
therapeutic alliance. The ability to develop rapport with clients during assessment
is also addressed in several first-year courses. During their second and third
years of study, students learn to refine and apply relationship skills through
practicum experiences in various clinical settings. Coursework in life-span
development addresses important contextual variables associated with life
stage in helping students develop the capacity for empathy with clients. The
clinical internship during the fourth year provides students with an integrative
experience that allows them to develop more sophisticated and elaborate relationship
skills.
Assessment competency is developed through coursework that provides
a multimethod and multitheoretical framework for describing, evaluating, and
predicting various aspects of client functioning. First-year courses expose
students to basic skill training in the areas of personality assessment, cognitive
assessment (intelligence and achievement), assessment interviewing, comprehensive
evaluation (integration of skills and synthesis in report writing), the impact
of diversity on the assessment process, and the ethical use of assessment
procedures. Second-year coursework addresses the broader scientific principles
of learning theory and personality theory in the assessment process, and the
role of life-stage in assessment of the client. Third-year courses address
assessment within the context of various broad-based systems such as families,
programs, and organizations. Practicum experiences during the second and third
year provide opportunities for students to further refine and apply their
assessment skills at clinical sites. Specialized assessment techniques and
instruments are also covered in a variety of intervention and concentration
area courses that span the doctoral curriculum. The clinical internship during
the fourth year provides students with an integrative experience that allows
them to develop more sophisticated and elaborate assessment skills.
Intervention competency is fostered through courses that train students
to utilize various therapeutic methods to promote, restore, sustain, and enhance
client functioning. Students are exposed to the psychotherapy research literature
and taught empirically supported treatments, as well as preventive strategies
to maintain positive mental health and a sense of well-being in clients. First-year
coursework focuses on basic listening skills, cognitive, and cognitive-behavioral
approaches to treatment. Students also learn about various intervention approaches
for different types of psychopathology and about ethical guidelines for intervention
in their first year courses. In addition, students are exposed to a number
of diversity issues and social/cultural influences that can affect the appropriate
delivery of intervention services. During the second year, students are exposed
to learning and behavioral approaches, brief therapy and crisis intervention,
and psychodynamic approaches to treatment. Third-year courses emphasize a
broader family systems perspective, as well as interventions that may be part
of the supervisory, consultative, or managerial relationship. Practicum experiences
during the second and third year provide opportunities for students to further
refine and apply their intervention skills at clinical sites. Specialized
intervention methods and approaches are also covered in various electives
and concentration area courses during the third year of the doctoral program.
The clinical internship during the fourth year provides students with an integrative
experience that allows them to develop more sophisticated and elaborate intervention
skills.
Research and Evaluation competency is addressed through coursework that
emphasizes psychological science as an organized and systematic approach to
studying psychological phenomena. This includes approaches to problem identification,
methods of collecting data and observations, procedures for organizing and
analyzing information, and the process of interpreting and communicating findings.
The primary emphasis of courses in this area is to train students as local
clinical scientists who can formulate logical questions and critically evaluate
data related to clinical practice. The intent is to teach students to be scientific
practitioners and wise consumers of research, rather than to focus on the
skills they need to become academic researchers. During the first year students
are exposed to basic coursework in statistics and research methods, psychological
measurement, and ethical issues in research and evaluation. During the second
year students begin to learn about the application of scientific research
procedures by starting the dissertation process, and through practicum experiences
where they are challenged to begin to function as local clinical scientists.
Third-year courses address research and evaluation within the broader contexts
of organizations and systems. Students are introduced to the principles and
methods of quality assurance, continuing quality improvement, and program
evaluation, as well as historical and philosophical paradigms that influence
the practice of scientific inquiry. The culmination of the doctoral dissertation
also provides an integrative experience in this area for students. In addition,
research and evaluation issues are addressed in several of the advanced elective
and concentration area courses. During the fourth year, students gain advanced
experience on their internship functioning as local clinical scientists where
they apply critical inquiry as part of clinical practice.
Consultation and Education competency is developed through coursework
and experiences that provide training in the use of planned collaborative
relationships with others (consulting) and the directed facilitation and growth
of knowledge, skills, and attitudes in others (education). First-year coursework
teaches students effective interpersonal skills and important ethical considerations,
which are the foundation of effective consultation and education. Students
are also asked to attend and evaluate continuing education activities, to
begin making class presentations where they are provided with feedback, and
to learn the effective use of psychoeducational approaches during their first
year. During their second year, students are exposed to coursework that deals
with the broader framework of learning theories and the learning process,
as well as developmental considerations that influence efforts at change.
Students also begin practicum during their second year and are required to
attend weekly class meetings where they gain practice being educators (making
case presentations) and consultants (helping case presenters with referral
questions). Third-year coursework includes formal instruction in consultation
theory and methods, as well as the application of consultation within more
general systems (couples, families, organizations). Students continue their
practicum training at a more advanced level, and gain additional experience
as educators by attending and participating in formal presentations made to
the faculty and student body. In addition, students have numerous opportunities
to participate in various consultation (working with testing companies, mental
health centers, community organizations) and education (presentations to groups
and screening sessions on depression, eating disorders, stress management)
activities through the School's Psychological Services Center. The clinical
internship during the fourth year provides students with an integrative experience
that allows them to develop more sophisticated and elaborate consultation
and education skills.
Management and Supervision competency is developed through coursework
and experiences that provide training in procedures used to direct, organize,
or control services provided by others (management) and to guide, instruct,
and enhance the competence of others (supervision). First-year coursework
teaches students effective interpersonal skills, sensitivity to diversity
issues, important ethical considerations, and legal and professional standards
that are basic requisites of effective management and supervision. During
their second year, students are exposed to coursework that deals with broader
personality and motivational considerations that may influence management
and supervision. Students also begin practicum during their second year and
are required to attend weekly class meetings where they discuss issues related
to supervision (including openness and receptivity to supervision), case management,
and management in service delivery systems. Third-year coursework includes
formal instruction in management and supervision theory and methods. Students
continue their practicum training at a more advanced level during their third
year, and gain additional experience working with supervisory and managerial
issues. In addition, students have numerous opportunities to participate in
the management of research programs being conducted in the Psychological Services
Center and gain experience in directed clinical supervision through the Center.
The clinical internship during the fourth year provides students with an integrative
experience that allows them to develop more sophisticated and elaborate supervisory
and managerial skills.
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