Psy.D. Handbook Doctor of Psychology Program in Clinical ...

Psy.D. Handbook
Doctor of Psychology
Program
in Clinical Psychology
College of Graduate Studies
Immaculata, Pennsylvania 19345-0500
April 2011

DISCLAIMER
This handbook is for the sole proprietary use of students enrolled in Immaculata
University’s Psy.D. Program in Clinical Psychology. The handbook is not to be
distributed, copied, or otherwise shared with anyone outside the Department of Graduate
Psychology without the written permission of the Department Chair and the Dean of The
College of Graduate Studies. The Department reserves the right to modify the Handbook
in response to programmatic change.
The Doctor of Psychology in Clinical Psychology is currently granted accreditation by the
American Psychological Association Committee on Accreditation, 750 First Street, NE
Washington, DC, 20002-4242, (202) 336-5500.

TABLE OF CONTENTS
MISSION STATEMENT ......................................................................................................... iii
ORIENTATION TO THE PSY.D. HANDBOOK ................................................................... iv
PART I ..................................................................................................................................... 1
OVERVIEW OF THE PSY.D. PROGRAM ............................................................................ 1
Program History .................................................................................................................... 1
Program Accreditation .......................................................................................................... 1
Program Mission/Philosophy ................................................................................................ 2
Program Objectives, Competencies, and Expected Outcomes .............................................. 2
Program Goals and Objectives .............................................................................................. 3
Program Theoretical Orientation, Assumptions & Values .................................................... 9
PART II ................................................................................................................................... 11
STUDENT PROFESSIONAL DEVELOPMENT PROGRAMS ............................................ 11
Orientation ............................................................................................................................. 11
Professional Presentations ..................................................................................................... 11
Graduate Student Advisory Committee ................................................................................ 14
Program Evaluation ............................................................................................................... 14
Mentoring Program ............................................................................................................... 14
Continuing Education Sponsorship ....................................................................................... 15
Speaker’s Bureau ................................................................................................................... 15
Program & Divisional Communications to Students ............................................................ 17
PART III .................................................................................................................................. 19
ADMINISTRATIVE OVERVIEW OF THE PSY.D. PROGRAM ......................................... 19
The Administrative Structure of the Psy.D. Program ........................................................... 19
Department Faculty Processes ............................................................................................... 19
The Psy.D. Program in Relation to Other Department Programs ......................................... 23
Psy.D. Admission Criteria and Process ................................................................................. 24
Transcript Reviews and Course Waivers .............................................................................. 24
Dates and Times of Courses .................................................................................................. 26
Advisement ............................................................................................................................ 27
Scholarships and Financial Aid ............................................................................................. 27
Graduate Student Professional Development Fund ............................................................... 28
PART IV .................................................................................................................................. 29
DEPARTMENT POLICIES ..................................................................................................... 29
Department Policy on Student-Faculty Relationships ........................................................... 29
Department Policy on Accruing Postdoctoral Hours ............................................................ 29
Department Policy on Paid Psychology Work Outside the Psy.D. Program ........................ 29
Department Policy on Purchasing Psychological Tests for Students .................................... 30
Department Policy on Lending Test Material to Field Site Supervisors ............................... 30
Department Policy on Lending Test Material to Students .................................................... 30
Department Policy on Removal of Students from Field Placement ...................................... 31
Department Policy on Taking a Supplemental Field Placement ........................................... 31
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Department Policy on Practicum Students Providing Transportation and
Direct Service Off-Site ................................................................................................... 32
Department Policy on Students Subpoenaed to Appear in Court ......................................... 32
Department Policy on Testing Volunteer Participants in Assessment I ................................ 32
Department Policy on Concurrent Degree, Certification, or Certificate Study
Outside the Psy.D. Program .......................................................................................... 32
Department Policy on Students Supervising Other Students ................................................ 33
Department Policy on Student Requests for Library Ordering ............................................. 33
Department Policy on Practicum Students’ Transportation To/From Sites .......................... 33
D3partment Policy on Doing Field Placements at Places of Employment ........................... 33
Department Policy on Predoctoral Internships ...................................................................... 34
Department Policy on Preparing Status Reports for Students ............................................... 34
Department Policy on Dismissal/Withdrawal from the PsyD Program ................................ 34
PART V .................................................................................................................................... 36
PROGRAM OF STUDY .......................................................................................................... 36
Development of Specialty Interests ....................................................................................... 36
Require Courses (111 courses) .............................................................................................. 36
Electives (6 credits) ............................................................................................................... 37
Masters of Arts in Clinical Psychology ................................................................................. 38
Program Competencies and Expected Outcomes .................................................................. 38
Scope and Sequence of Courses ............................................................................................ 38
Advanced Study .................................................................................................................... 39
Scheduling ............................................................................................................................. 40
Comprehensive Examination ................................................................................................ 43
Dissertation ............................................................................................................................ 47
Predoctoral Internship ........................................................................................................... 49
Exit Interview ........................................................................................................................ 49
Graduation Conferral Dates ................................................................................................... 49
APPENDICES
I. Provisional Program Plans ....................................................................................... 52
II. Student Progress Review Form ............................................................................... 61
III. Mentoring Program .................................................................................................. 69
IV. Transcript Review Form ........................................................................................... 71
V. Department Review of Student Progress: Bachelor’s Admission ............................ 74
VI. Outside Employment Form ...................................................................................... 76
VII. Consent Form for Testing Volunteers in PSYC 664: Assessment I-Cognitive ....... 78
VIII. Criteria for Independent Project ............................................................................... 85
IX. Description, Requirements and Procedures for PSYC 785: Independent Study ...... 88
X. Criteria for Advanced Psychotherapy Electives ....................................................... 91
XI. Petition for M.A. Comprehensive Exam .................................................................. 94
XII. Criteria for Advanced Proficiency Certificates ....................................................... 96
XIII. Petiition for Psy.D. Comprehensive Examination ................................................... 103
XIV. Release for Audio Recording ................................................................................. 105
XV. Predoctoral Internship .............................................................................................. 107
XVI. Student Admissions, Outcome, and Other Data ....................................................... 113
XVII. Program Management ...................................................................................................... 117
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MISSION STATEMENT
Immaculata University is a Catholic, comprehensive, coeducational institution of higher
education sponsored by the Sisters, Servants of the Immaculata heart of Mary (IHM). Its programs,
rooted in academic rigor, ethical integrity and Christian core values, encourage a commitment to lifelong
learning and professional excellence. With belief in the dignity and potential of all men and women,
Immaculata integrates its students in a community of service and empowers them to assume meaningful
roles in a diverse and changing world. Contributing to the development of the whole person of any faith,
Immaculata affirms liberal education as an integrative process in the formation of a truly educated
person who is value-oriented and committed to truth, service, justice and peace.
College of Graduate Studies Objectives
Vision
The College of Graduate Studies seeks to create opportunities for growth among its constituencies.
Consistent with the university mission and vision, this is accomplished through the teaching-learning
dyad, research, and service. The vision manifests itself through the following values:
• Emphasis on the scholar-practitioner model of teaching and learning; this includes the scholarly
appreciation of experience and the use of experiential learning in a scholarly manner
• Socialization of students into the profession
• Respect for diversity
• Cross-disciplinary synergy for the creation of an intellectually stimulating environment
• Programs with a direct service orientation
• Supportive faculty, who within a context of mutual understanding of the mission, philosophy, and
goals of the department and its programs, foster student growth
Goals
The College of Graduate Studies seeks to exemplify its vision by:
• Supporting a personalized educational program that will enable the student to gain knowledge and
skill and to seek the highest standards of professional competence
• Enabling the student to strive for the full formation of the human person through sensitivity to
personal and social relationships, moral responsibility and service to others
• Encouraging the student to become actively involved in the social issues facing modern society and to
seek ethical solutions for them
• Preparing the student to deal effectively with value implications found in personal and professional life
experiences
• Guiding the student in order that he/she may extend and deepen knowledge through research efforts
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ORIENTATION TO THE PSY.D. PROGRAM HANDBOOK
The goal of the Graduate Psychology Department in preparing the Psy.D. Program Handbook is to
provide its students with a comprehensive overview of the clinical psychology doctoral program
beyond the description of the program that is provided in the College of Graduate Studies Catalog and
Student Handbook. Students are referred to the catalog for information related to detailed course
descriptions, tuitions, fees, the academic calendar, and policies and procedures regulating the
relationship between the College and its student body.
The Psy.D. Program Handbook has been divided into 5 parts, plus appendices.
* Part I provides an overview of the Psy.D. program, including its history,
philosophy, education and training goals, and the clinical competencies and
expected outcomes to be attained by its students.
* Part II describes the way in which the Psy.D. program offers professional
development opportunities for its students outside of the classroom setting.
* Part III provides an administrative overview of the Department. Included in this section
is information about admission, transcript review and course waivers, course scheduling,
advisement, and department meetings.
* Part IV highlights Department policies.
* Part V reviews the Psy.D. program of study.
* The Appendices provide information and forms specific to the Psy.D. program.
The Psy.D. Program Handbook supplements the College of Graduate Studies Catalog and
Student Handbook and The Graduate Psychology Department’s Practicum, Predoctoral
Internship and Dissertation Handbooks.
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Part I
OVERVIEW OF THE PSY.D. PROGRAM
PROGRAM HISTORY
Immaculata University received approval from the Pennsylvania Department of Higher Education in
1991 to offer the Doctor of Psychology (Psy.D.) degree in Clinical Psychology. Classes have entered
annually since 1991. At the time of the original program design in 1989, changes in the Pennsylvania
Psychology Licensing Law had already begun a phasing out of master's-level clinicians from
psychology licensure opportunities.
As such, there was a well-defined need for a doctoral program that addressed the interests of master's
level clinicians who would be ineligible for a psychology license beginning in 1995 without a
doctorate. Beyond that consideration, there was a calling for a doctoral program that was attentive to
the educational objectives of students who aspired toward a doctorate, but whose lifestyles did not
permit regular full-time study in a traditional day program. The Psy.D. program at Immaculata
University was developed to provide a traditional and rigorous education and training curriculum for
students who had a master's degree in either psychology or a related field, but who could not attend
classes in the day, and who aspired to present themselves to the public as a Psychologist. The
program was successful in fulfilling its initial training mission. As part of its ongoing internal self
study process, the department developed a second admission track in 2001 that would allow bachelordegree
graduates into the Psy.D. program. The addition of a bachelor’s-level admission track
reflected the department’s desire to educate and socialize doctoral students at an earlier point in their
professional development. The bachelor’s-level admissions track supplemented the department’s
commitment to training master’s prepared clinicians for the Psy.D. degree.
Recent program developments further articulate the department's education and training mission, and
commitment to its students. In 2007, the department developed a predoctoral internship consortium
model (IU-PIC), and is a member of the Association of Psychology Postdoctoral and Internship
Centers (APPIC). In 2010, the department developed a M.A. degree program in Clinical Psychology
and was approved to offer the degree following a review by the Pennsylvania Department of
Education. The M.A. program, discussed later in this Handbook, is embedded in the Psy.D. program
and further articulates the department's mission by providing eligible students with an opportunity to
earn an M.A. degree prior to applying for predoctoral internship.
The department periodically surveys its graduates to identify licensure status and post-graduate
professional activities in relation to the education and training objectives of the Psy.D. program in
Clinical Psychology. Psy.D. graduates are employed in a range of mental health settings, private
business, and private practice as licensed psychologists, as well as full time and adjunct teaching
positions at the undergraduate and graduate levels. Program graduates present papers and publish
articles. Employment settings, roles, responsibilities and activities of graduates are therefore
consistent with the program’s practitioner-scholar focus.
PROGRAM ACCREDITATION
The Psy.D. program in Clinical Psychology was awarded a seven-year accreditation by the American
Psychological Association (APA) as of November, 2004. The program was first accredited in 1999.
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PROGRAM MISSION/PHILOSOPHY – The Practitioner-Scholar Model
The evolution of the Psy.D. degree as a viable training model has occurred rapidly since the
endorsement of the Psy.D. degree in 1974 as an alternative to the traditional PhD training model in
clinical psychology. There are several "models" for training clinical psychologists with programs
bearing individual responsibility for defining their mission and then establishing a curriculum that
reflects program goals and expected outcomes. The initial program design and model articulated
primarily a practitioner focus. In the fall of 2003, a decision was made to designate the role of
educating and training scholars within the program’s philosophy and training model. The curriculum
includes a course sequence leading to the dissertation. Program graduates present at conferences,
teach at the college and university level, and publish their work. As such, the designation of “scholar”
was added formally to the practitioner emphasis of the department’s model.
The program mission is stated as follows: The Psy.D. program is based on the Practitioner-scholar
model. Students are trained primarily to practice, but also acquire a very strong skill base for
advancing their scholarship, research and teaching interests.
The Psy.D. Program in Clinical Psychology at Immaculata University provides students with a
unique interpersonal experience in the context of doctoral education and training that issues from the
genuineness, interpersonal presence, and dedication to service by which the spiritual mission of the
institution is defined.
Students who earn the Psy.D. degree from Immaculata University leave not only with a solid
foundation of clinical skills that are applicable to a wide range of settings, but are specialized
professionally in an ethical and spiritual base that is communicated through the nurturing qualities
of college administrators and program faculty. The educational process in the Immaculata University
Psy.D. program, steeped richly and broadly in the traditions of theory, assessment, diagnosis, and
intervention, is presented to students in an empathic, human, supportive, and restorative manner by
dedicated full-time and adjunct faculty who are committed fully to the teaching, training and
socialization of professional psychologists into careers of service, scholarship, and leadership.
It is this unique blending of academic rigor with respectfulness for the student as a whole person that
characterizes the entirety of the institutional learning environment and facilitates the student’s
emergent sense of competency as a professional psychologist. Faculty - uniquely attentive to the
educational needs of their students - are involved selflessly in all facets of the education and training
program. Faculty are outstanding professional role models, committed to each other as people and
professionals, who work as a unified team to bring their training, skill and character into the heart
and soul of the classroom. They are attuned finely to their responsibilities as educators and trainers,
and make this work an important part of their life. This is the quality of interpersonal atmosphere of
teaching and learning that absorbs Immaculata’s Psy.D. students and captures the depth and
maturity of the programs’ character.
PROGRAM OBJECTIVES, COMPETENCIES, AND EXPECTED OUTCOMES IN
RELATION TO MISSION
Program goals, objectives, competencies, and expected outcomes reflect the primary influence of the
American Psychological Association Committee on Accreditation (COA) education and training
standards, and the core competency areas of the National Council of Schools and Programs in
Professional Psychology (NCSPP), of which Immaculata University has been a member since 1992.
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The department’s commitment to COA guidelines for education and training is reflected in the
relationship between university, College of Graduate Studies, and Graduate Psychology Department
commitment to service and integrity. Courses cover professional ethics; life span development;
diagnosis and abnormal behavior; historical development of psychology, social, biological, and
cognitive-affective bases of behavior; multiple methods of research strategies and techniques for data
analysis; tests and measurement theory, cognitive, personality, neuropsychological, and integrative
assessment strategies; multiple intervention modes, including discussion and integration of
empirically supported treatment; human diversity; supervision and management, attitudes for lifelong
learning and scholarly inquiry, and professional problem solving; and appropriate clinical
training experiences. All training is sequential and systematic.
NCSPP articulates core curriculum and competency areas that the Psy.D. program incorporates into
the curriculum. Core curriculum areas and competencies value respect for diversity, openmindedness,
personal integrity, self-awareness, ethics, and a scientific attitude toward psychological
service, and include relationship, intervention, assessment, consultation and education, research and
evaluation, and management and supervision.
Students who graduate from the Psy.D. program in Clinical Psychology at Immaculata University
meet Pennsylvania licensure eligibility requirements and need only to complete required postdoctoral
experience to be eligible to sit for the psychology licensure examination.
Program goals reflect a combination of the professional values, socialization processes, and skills to
which the program's mission aspires. Goals also reflect APA-COA and NCSPP influences, and these
influences are noted below. Goal attainment is assessed during exit interviews that are conducted at
the completion of the program at which time students offer perspective and evaluate various
dimensions of their experience as a whole at the point of graduation. Program graduates are also
surveyed. Program objectives are tied to goals. Particular education and training objectives are
evaluated through attainment of competencies in the section on “Competencies.”
PROGRAM GOALS AND OBJECTIVES
1. The Psy.D. program is committed to the goal of fostering personal growth in its student body
through exposure to professional socialization, positive faculty and supervisory role models, new
knowledge, and strategies for self awareness. The program’s objective is to deepen students’
appreciation for the complexity and spirit of the human condition.
Examples of where the objective is presented to students include human development, atypical
behavior, assessment, psychotherapy, practicum, and internship courses.
2. The Psy.D. program is committed to the goal of fostering the maturation of conceptual and
technical skills relevant to the delivery of clinical psychology services. The program’s objective is to
provide students with a well rounded understanding of multiple models of client change and the
techniques necessary to facilitate such change. The application of technique to diverse clinical
settings and shorter term models is discussed in relation to client service. Students gain foundational
experience in developing teaching skills by leading class discussion and seminar presentations on
concepts related to clinical psychology research and practice. Students will also graduate skilled in
the diagnosis of various forms of psychological disturbance and will have acquired the ability to
make such diagnoses from psychological test, measures and clinical interviews.
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Examples of where the objective is presented to students include psychotherapy, assessment,
research, cognitive-affective bases, biological bases, pharmacological bases, practicum and research
seminar, and internship courses.
3. The Psy.D. program is committed to the goal of nurturing a strong ethical base in its students. The
objective is to provide students with an understanding of psychology ethics and professional
standards of conduct. Students are taught professional ethics and standards in the classroom and
through application of case material and dilemmas arising in work with supervised clients. There is
also a strong commitment to teaching ethical conduct through faculty role modeling in
the context of instructional, advisory, and mentoring roles and responsibilities.
Examples of where the objective is presented to students include ethics, human diversity, human
sexuality, supervision-consultation, assessment, psychotherapy, and psychotherapy seminars,
practicum, and internship courses.
4. The Psy.D. program is committed to the goal of teaching its students multiple strategies for
identifying, defining, studying and analyzing research data. The program’s objective is to provide
students with the skills needed to support scholarship, conduct research, and to foster a desire for
systematic inquiry that complements the inquiry of clinical problems through
psychotherapy and psychodiagnostic processes.
Examples of where the objective is presented to students include research, statistics, psychotherapy,
assessment, dissertation, practicum, and internship courses.
5. The Psy.D. program is committed to the goal of program diversity in a broad sense, including
diversity among faculty, students, and curriculum. The objective is to broaden student knowledge,
sensitivity, and competence. Faculty brings uniqueness to the classroom and to their exchange with
students. Students are invited to participate in identifying field sites that speak to their diverse needs.
The non-discriminatory policy of the university invites individuals from all walks of life to seek
admissions, teaching opportunities and supervisory roles. The range and depth of course offerings
include specific courses in Human Diversity, Human Sexuality, Social Psychology, and Gender
Psychology; in addition, efforts are made to integrate diversity applications throughout the
curriculum.
Examples of where the objective is presented to students include human development, geriatric
counseling, human diversity, human sexuality, social psychology, gender psychology, practicum, and
internship courses.
6. The Psy.D. program is designed to move students toward state psychology license requirements.
The objective is to support student attainment of a psychology license for independent practice and/or
employment as a psychologist. Course content and fieldwork lay the pre-doctoral foundation for
licensure eligibility in Pennsylvania. Program graduates have passed the state licensing examination.
Examples of where the objective is presented to students are woven into the curriculum, which
addresses licensure requirements at the predoctoral level.
7. There is a strong commitment to the goal of helping students meet scheduling needs. The objective
is to support degree attainment through program flexibility. At the start of the program, students are
provided with provisional program plans that outline our courses, dates, and times for each semester
of study. Courses are scheduled in a manner that allows students to meet pre-requisite needs as well
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as study together. The four-semester academic calendar permits flexibility and predictability in
scheduling. Provisional program plans (Appendix I -Provisional Program Plans) give students
multiple scheduling options. Advisement occurs regularly in order to help students meet their shortterm
and long-term scheduling goals. Students have eight years to complete the requirements for the
Psy.D. degree.
Examples of where the objective is presented to students include the multiple program plans that
afford students predictable, flexible, and long-term scheduling options for completing the Psy.D.
program within the designated time frame.
8. The Psy.D. program is also committed to the goal of encouraging professional exchange among
students, faculty and members of the psychology community. The objective is to provide students
with opportunities to dialogue with psychologists working in the field who have areas of special
interest. Faculty are encouraged to make presentations at professional meetings, to publish, and to
involve students in professional activities.
Examples of where the objective is presented to students include departmental paper and poster
sessions, faculty-student presentations, and guest speakers; through the offering of student stipends
for presenting work at conferences; and through the teaching presence of adjunct faculty and field site
supervisors whose clinical work reflects the program's education and training emphasis.
9. The Psy.D. program is committed to the goal of timely program review and revision. The objective
is to provide students with qualified teaching faculty, and with a model of education and training that
is updated, contemporary, and responsive to program needs. Students continually evaluate faculty
teaching performance, are invited to evaluate field sites and periodically surveyed.
Examples of where the objective is presented to students include program newsletters, annual
revisions of program publications (i.e., program handbook, dissertation handbook, predoctoral
internship handbook), syllabi revisions, departmental memberships (e.g., NCSPP, APPIC) that
support the integration of contemporary education and training practices, faculty
publications/continuing education/professional visibility, annual review of faculty as teachers and
scholars, annual review of field site quality, and biannual university catalog revisions.
Training and Education Competencies/Outcomes
Education and training outcomes are linked to program objectives and delineated in terms of the
competencies that are expected of program graduates. Competencies are consistent with program
philosophy. Required course syllabi for Psy.D. students highlight competency areas. Competency is
measured through classroom examinations, papers, oral presentations in classroom and seminars, a
Comprehensive Examination, Dissertation, practica, predoctoral internship, supervisor evaluation.
Students receive formative competency assessment through the annual Student Progress Review
(Appendix II- Student Progress Review Form). Competencies are listed below along with examples
of where these competencies are addressed in the curriculum.
Upon completion of the program, successful students will demonstrate competency in the following
areas:
1. Case conceptualization and diagnoses through application of clinical strategies for problem
analysis.
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2. Addressing client problems through multiple psychotherapeutic strategies.
3. Sensitivity to ethnic, gender, and racial diversity in clinical practice.
4. Understanding of the impact of clinician thoughts, feelings and behavior on client dynamics in
individual, group, supervisory and consultative settings.
5. Responding from an informed ethical base that demonstrates understanding of ethical code and
state law governing psychology practice.
6. Development of relevant research hypotheses and methods of problem analysis through multiple
methods of research inquiry and analysis.
7. Select, administer and analyze a wide range of assessment techniques to facilitate problem
understanding and recommendations.
8. Understanding of normal and atypical patterns of development and behavior across the life span of
clientele, including children, adolescents, adults, and elderly clients.
9. Understanding of psychophysiological, neuropsychological, and pharmacological considerations in
relation to diagnostic understandings.
10. Understanding of human sexuality in relation to diversity of expression and treatment
implications.
11. Understanding of historical and contemporary factors that have helped to define psychology as a
scientific and professional discipline.
12. Understanding of social psychology principles that shape individual and group psychology.
13. Understanding of professional practice issues in the private sector.
14. Instructional skill through the organization and dissemination of clinical literature and data in
conjunction with leading discussions and presentations in classroom settings and seminars.
Courses and Competencies
The following courses are related to program competencies. The list here is not exclusive, but these
courses provide the department with a basis for making informed evaluation of student progress
toward competencies.
Competency 1: Case Conceptualization and Diagnosis
PSYC 604, 606, 607, 608, 710, 711, 712, 750-54 (can be completed as an assessment or therapy
placement), 780-81, 782-83,797
Competency 2: Psychotherapy Strategies
PSYC 602, 604, 606, 710, 711, 712, 720, 750-54, 782-83, 797
Competency 3: Human Diversity
GEN 701, PSYC 602, 701, 720, 722, 745, 750-54, 780--81, 782-83, 797
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Competency 4: Self-Reflection
PSYC 604, 606, 711, 712, 722, 741, 780-81, 782-83, 797
Competency 5: Ethical Awareness
PSYC 702, 741, 750-54, 780-81, 782-83, 797
Competency 6: Research Skill
GEN 702, PSYC 663, 718, 790, 797, 798, 799, 800
Competency 7: Assessment Skill
PSYC 663, 664, 730, 731, 750-54,765, 780-81, 797
Competency 8: Atypical Development and Behavior
GEN 701, PSYC 602, 607, 608, 780-81, 782-83, 797
Competency 9: Biological, Cognitive, Affective and Pharmacological Bases
PSYC 602, 700, 701, 731, 740, 780-81, 782-83, 797
Competency 10: Human Sexuality
PSYC 608, 720, 721, 722, 750-54, 782-83, 797
Competency 11: History and Systems
PSYC 713, 790, 797, 798
Competency 12: Social Psychology Principles
PSYC 604, 720, 745, 797
Competency 13: Professional Practice Issues
PSYC 602, 702, 711, 741, 780-81, 82-83, 797
Competency 14: Instructional Skill
PSYC 604, 606, 780-81, 782-83, 797, 798, 800
Competency: Internship
Competencies are further developed on predoctoral internship.
Program Evaluation and Feedback Mechanism
Program evaluation and feedback occurs at the program and university levels. At the
program level, here is a feedback mechanism associated with review of program competencies in
relation to program fit and student progress. In all cases, feedback is reviewed and integrated,
with changes expressed through the program. Examples of how this feedback mechanism works
includes two recent initiatives- the development of the Predoctoral Internship Consortium and the
M.A. program in Clinical Psychology. Both projects issued from a collaborative process that
included student feedback, departmental self study, and administrative review.
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Program competencies are reviewed biannually at each new catalog cycle. The department
evaluates the relevance of the competency to the curriculum.
Relationship of Program Competencies to APA and NCSPP Competencies:
It is important for Psy.D. students to understand how the program organizes its competencies
in relation to the primary educational and training bodies to which it is responsive (APA-COA)
and by which it has been influenced (NCSPP). Thus, in addition to its own program
competencies, the program is responsive to APA’s COA competencies as well as addressing
NCSPP’s competencies, and therefore bridges its curriculum to the competencies identified by the
accreditation body (APA-COA) and the professional psychology organization (NCSPP) that
influenced program mission. Examples of how this synthesis is accomplished are presented as
follows:
APA-COA
APA-COA Domain
Immaculata Competency # (Examples)
BREADTH OF SCIENTIFIC PSYCHOLOGY, ITS HISTORY OF THOUGHT AND
DEVELOPMENT, ITS RESEARCH METHODS, AND ITS APPLICATIONS
Biological aspects of behavior 9
Cognitive aspects of behavior 9
Affective aspects of behavior 9
Social aspects of behavior 12
History and systems of psychology 11
Psychological measurement 7
Research methodology 6
Techniques of data analysis 6
SCIENTIFIC, METHODOLOGICAL, AND THEORETICAL FOUNDATIONS OF
PRACTICE IN SUBSTANTIVE AREAS OF PROFESSIONAL PSYCHOLOGY IN
WHICH THE PROGRAM HAS ITS TRAINING EMPHASIS
Individual differences in behavior 8
Human development 8
Dysfunctional behavior or psychopathology 8
Professional standards and ethics 5
DIAGNOSING OR DEFINING PROBLEMS THROUGH PSYCHOLOGICAL
ASSESSMENT AND MEASUREMENT AND FORMULATING AND IMPLEMENTING
INTERVENTION STRATEGIES
Theories and methods of assessment and diagnosis 1
Theories and methods of effective interventions 2
Theories and methods of consultation 13
Theories and methods of supervision 13
Theories and methods of evaluating the efficacy of interventions 2, 4
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ISSUES OF CULTURAL AND INDIVIDUAL DIVERSITY 3, 10, 12
ATTITUDES ESSENTIAL FOR LIFE-LONG LEARNING 3, 4, 6, 13, 14
NCSPP
NCSPP Domain Immaculata Competency #
Relationship 1, 2, 3, 4, 5,
10, 12, 13
Assessment 7, 8, 9
Intervention 1-4, 13
Research & Evaluation 6, 11, 14
Consultation and Education 2, 4, 14
Management and Supervisions 1, 2, 4, 5, 7
PROGRAM THEORETICAL ORIENTATION, ASSUMPTIONS, AND VALUES
Faculty members in the Graduate Psychology Department have a range of professional interests that
include psychodynamic, existential-humanistic, moral-developmental, group, family, and cognitive
models of personal change; neuropsychological and personality assessment; diagnosis of disabilities;
child, adolescent, and adult psychology; and writing/research for professional presentation and
publication. From these interests emerge underlying principles which guide faculty in their
professional work as clinicians and shape the department’s education and clinical training model.
The department provides the following statement regarding the doctoral program’s theoretical
assumptions and postulates relative to a psychotherapy training model. These assumptions and
postulates are contained within a generalist philosophy of clinical psychology wherein the department
recognizes a variety of treatment models and attempts to train and educate students according to
principles inherent to all models. The purpose of this statement is to inform others of our philosophy
as well as to provide guidance in conducting clinical discussions, evaluating student progress, and
directing oral comprehensive examinations and dissertation research. While the program includes a
variety of course and practicum experiences to allow students to explore their own choice of
theoretical model(s), our postulates and assumptions are intended to be values we hold and apply
regardless of a clinician’s theoretical orientation.
Each model of therapy has its own basic assumptions: A clinician should become aware of the basic
assumptions contained in his/her chosen model. When integrating models, a clinician should do so
with an awareness of the basic assumptions of each model.
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Basic Assumptions Common To All Models:
• Counseling/Psychotherapy is a systematic use of human relationships for healing and
growth-promoting purposes.
• It is necessary for the counselor/psychotherapist to respect the need for a foundation in the
basic models of counseling/psychotherapy.
• The counselor/psychotherapist maintains an awareness of the individual’s subjective
presentation in the here and now in addition to the narrative content.
• The maturity of skills, knowledge and attitudes as a counselor/psychotherapist evolves over
the counselor’s own professional life and includes commitment to continuing education and
personal development.
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ORIENTATION
Part II
STUDENT PROFESSIONAL DEVELOPMENT PROGRAMS
Orientation is scheduled in late August for students admitted for the preceding summer (May) and fall
(late August). Students admitted in May are invited to meet with their advisor upon admission. At
orientation, the Psy.D. Handbook is reviewed. Students are also introduced to other program
handbooks and publications, on-campus services, as well as meet each and program faculty. There is
a discussion of program and professional socialization at the orientation.
PROFESSIONAL PRESENTATIONS
The department offers students many opportunities to collaborate with each other and with faculty,
and to present their works at different professional programs.
• Paper Sessions: The department has two paper sessions during the year. Students submit paper
proposals. Proposals are reviewed by faculty and selected for presentation at a paper session.
• Poster Session: Students present at the department's poster session, and at professional
conferences.
• Diversity Forum: The department sponsors an annual Diversity Forum that students are
invited to attend.
• Professional Conferences: Students present their work at state, national, and international
conferences.
Examples of student presentations during the past year are listed below.
National & International Conference Presentations
Jesse Matthews received a Student Academic Professional Development Award and was one of
four co-authors of a poster presented at the APA Convention in August. Dr. Maria Cuddy Casey was
the faculty sponsor. Title: "Internet Frequency Use Among Young Adults: Frequency, Quality, and
Impact on Interpersonal Relationships."
Katie Peters, Katherine Vojtko, and Kelly Nardella, Psy.D. students, had their poster accepted at
the Seventh International Conference on Higher Education and Disability in Innsbruck, Austria, July
20-23, 2010. The poster is titled, "Proactive Empowerment: The Effects of a Multidimensional
Support Program for Undergraduate Students with Disabilities." Portions of the trip and presentation
are from the College of Graduate Studies Professional Development and Award Fund.
Department Paper Session Presentations
Kristin Mickel, Kelly Nardella, and Lois Row presented papers at the department's Fifth Annual
Paper Symposium on November 2, 2009. Kristin's paper was "Understanding Schizophrenia: An
Integrative Perspective." Kelly's paper was: "Cognitive and Affective Features of Bipolar Disorder:
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An Examination of Residual Deficits in Euthymic Disorder." Lois's paper was: " Exposure to
Childhood Abuse: Implications of Trauma on Memory and Emotion in Adulthood."
Department Poster Session Presentations
Jesse Matthews
Psy.D. Student(s)
Poster Title
Internet Use Among Young Adults:
Frequency, Quality, and Impact on
Interpersonal Relationships
(poster co-authored with Dr. Maria Cuddy-
Casey, Kristen Wayock, and Jessica
Morgan)
Kelly Nardella; Traci Barisciano; Amanda
Conforto; Ellen Inverso; Stephanie Martin
Catherine Rabadi
Lois Row; Ellen Inverso; Cristiane Irey
Lois Row
Recording & Reporting Practicum
Experience: Discrepancies among Graduate
Students Applying for Pre-doctoral
Internship (poster based on a project
supervised by Dr. Julie Guay)
Culturally Competent Suicide Prevention
Programs in Schools (poster based on
dissertation research)
(poster based on a project supervised by
Dr. Marie McGrath)
Effects of Interpersonal Trauma:
Supporting Survivors and Their Supportive
Others (poster co-authored with Dr. Kim
Levan)
Presentations at the 2010 Pennsylvania Psychological Association Annual Meeting
Paulette Calabro
Ann Frankel
Psy.D. Student(s)
Poster/Workshop Title
Differentiating Early Stage Dementia of the
Alzheimer's Type from Depressive
Pseudodementia: What Assessment
Instruments Do Clinicians Use? (poster coauthored
with Drs. McGrath, Lewis, &
Shuman; based on dissertation research)
Sensory Processing Abnormalities and
Development of Attachment in Children
Diagnosed with PDD (poster co-authored
with Drs. Yalof, McGrath, & Chambers;
based on dissertation research)
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Jesse Matthews
Internet Use Among Young Adults:
Frequency, Quality, and Impact on
Interpersonal Relationships
(poster co-authored with Dr. Maria Cuddy-
Casey, Kristen Wayock, & Jessica Morgan)
Fahdeela Memon
Catherine Rabadi
Valerie Ross
Lois Row
Perceived Racial Discrimination: Impact on
Executive Functioning (poster co-authored
with Drs. McGrath, Dorliae, & Guay;
based on dissertation research)
Culturally Competent Suicide Prevention
Programs in Schools (poster co-authored
with Drs. McGrath, Jenny, & Dorliae;
based on dissertation research)
Disability Laws: Implications for College-
Bound Students with Learning Disabilities
(workshop co-presented with Dr. McGrath;
based on dissertation research with Drs.
Yalof, McGrath, & Haughton)
Effects of Interpersonal Trauma:
Supporting Survivors and Their Supportive
Others (poster co-authored with Dr. Levan;
based on PPAGS service project)
Funding for Conference Presentations: Eligibility for funding to present at a conference is offered
through the College of Graduate Studies Graduate Student Academic Professional Development.
Eligibility:
A maximum of $300 may be awarded to any Doctoral or Master’s student for travel, lodging,
and/or registration fees for expenses incurred in presenting academic papers at a
conference/meeting.
Funding may be available to a limited number of Doctoral students for extraordinary expenses
incurred in conducting dissertation research.
Approval:
Students seeking awards for presenting academic research papers must complete the pre-approval
form and submit to the Assistant Dean by the following dates: April 1 st for the Summer semester;
July 1 st for the Fall semester; and December 1 st for the Spring semester. In addition to the preapproval
form, students seeking funding for dissertation research must submit a written
explanation of the research/project justifying any expenses.
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Students are required to submit the reimbursement form including receipts no later than two
weeks following the event or date(s) of expense. The form must be signed and submitted to the
Assistant Dean’s office for payment.
Funds are forfeited if documentation is not presented in the allotted time period.
Faculty and students gather at regular intervals. These gatherings usually involve a presentation either
by an invited guest or a member of the faculty. The presentation is followed by a department
gathering.
GRADUATE STUDENT ADVISORY COMMITTEE
The Graduate Student Advisory Committee is comprised of a full-time faculty moderator, Dr. Janet
Etzi, students, and graduates from different programs in the College of Graduate Studies. Psy.D.
students have representation on the Graduate Student Advisory Committee. Program graduates are
also invited to serve on this committee. The Department Chair nominates students for committee
membership. Meetings are held at regular intervals during the academic year. Students are
encouraged to bring relevant topics to the attention of their student representatives in writing so that
these topics can be placed on the agenda at future meeting dates. The names of student
representatives can be obtained from the Graduate Office.
PROGRAM EVALUATION
Multiple evaluative mechanisms are used when assessing the overall quality of the Psy.D. program.
Students evaluate their experience of each course and teacher as part of routine course reviews. The
dean, assistant dean, and chair review each course evaluation, and provide faculty with feedback.
Additionally, each faculty member receives a letter at the start of each semester; the letter includes
specific information about constructing course syllabi. Any changes in course syllabi (e.g., content,
readings, assignments) reflect the contemporary aims of the program, and must be approved by the
program coordinator. At the university level, the department sets annual goals as part of its strategic
plan. Some of these goals are specific to the Psy.D. program. These goals are reviewed annually by
the university's executive administration. The program is also reviewed at regular intervals by
Graduate Academic Policy Committee, which is the policy-making body of the College of Graduate
Studies. Students are interviewed by faculty as they near graduation and evaluate their experiences in
the program both quantitatively and qualitatively. Expected student outcomes upon completion of
their degree are included in College of Graduate Studies Catalog and Student Handbook, and in the
Psy.D. Handbook. The university forwards an annual Exit Report to all program graduates. The
department reviews education and training at regular intervals and makes changes as needed. The
department chair prepares annual APA reports. The department chair also communicates program
needs to the university’s executive team through preparation of annual budgets and staff projections.
The program’s publications and website are reviewed regularly.
MENTORING PROGRAM
The Psy.D. program is unique in the College of Graduate Studies for its Mentoring Program.
(Appendix III -Mentor Program) The Mentoring Program operates under the direction of a full-time
faculty member. New students can be assigned to a more experienced student for mentoring to help
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integrate the new student into the program and its history. Students who are interested in participating
in the Mentoring program should contact the Coordinator of the Mentor Program.
CONTINUING EDUCATION SPONSORSHIP
The University is approved by the American Psychological Association to sponsor continuing
education units (CEU).
SPEAKER’S BUREAU
The Graduate Psychology Department invites speakers to Department colloquia and for CEU
presentations. External program supervisors are invited to the CEU offerings. Presenters have
included:
• Dr. Daniel Gordon & Dr. Pamela Abraham, Supervisor Training: APPIC Requirements
(Consortium and Match Policies), Utilizing the AAPI online Selection Portal, IU-PIC Intern
Selection Procedures & the Interview Process (CEU Program)
• Dr. Jeffrey Sternlieb, Multicultural Competencies: Integrating Diversity in the Mental Health
Profession (CEU Program)
• Dr. Dianne Salter, Ethical and Legal issues in Mental Health Delivery (CEU Program)
• Dr. Yuma Tomes, Cultural Competence: Building Professional Competencies in School
Psychology (CEU Program)
• Dr. Douglas Schoeninger, Integrating Christian Spirituality and Healing Prayer in Counseling
Practice (CEU Program)
• Dr. Kenneth Covelman, Use of Self in Family Therapy (CEU Program)
• Dr. David Shapiro, Character and Psychotherapy (CEU Program)
• Dianne Salter, Former PPA President
• Dr. Shawn Rubin, Existential – Qualitative Research Methods
• Dr. Molly Sterling: Attentive Listening and Subjectivity (CEU Program)
• Dr. Janet Etzi, Dr. Jed Yalof, Dr. Pamela Abraham, (CEU Program)
• Sr. Jeannine O’Kane, PhD, Angela Clack Psy.D. – Clinical Supervision
• Dr. Patricia Bricklin, past-Chair of the State Board of Psychology Examiners
• Dr. Samuel Knapp, Professional Affairs Officer of the Pennsylvania, Psychological Association
• Dr. Nancy McWilliams, author of the book Psychoanalytic Diagnosis
15

• Dr. Dennis Debiak, Dr. Pamela Abraham, Immaculata University; Feedback in
Clinical Supervision (APA CEU program)
• Dr. James Morrison, Veteran’s Administration Medical Center, DSM IV
• Dr. Tommy Davis, Widener University, Multicultural Supervision (APA CEU
program)
• James H. Kleiger, C.F. Menninger Foundation, Dialectical Tension and Rorschach Psychology:
Why Can’t We All Just Get Along?
• Dr. Hobart Thomas, Sonoma State University, Visiting Scholar, “ A Clinical Psychologist’s
Journey Through the Academic Mine-field”
• Dr. Donald McAleer, President of the Pennsylvania Psychological Association:
“The Future of Psychology.”
The Graduate Psychology Department established the Sr. Kathleen Mary Burns Master Lecture in
honor of the first Dean of the College of Graduate Studies. The award honors distinguished
contributions in the areas of teaching, training and service. The first award recipient was
2000: James Kleiger, PhD, ABPP, Director, Postdoctoral Psychology Training, C.F. Menninger
Foundation.
2002: Samuel Knapp, Ed.D, Professional Affairs Officer, Pennsylvania Psychological
Association.
2003: Dianne Salter, PhD, JD, Private Practice, Former President, Pennsylvania Psychological
Association.
2004: Paul Crits-Cristoph, University of Pennsylvania.
2005: Constance Fischer, PhD, Duquesne University Former President, Pennsylvania
Psychological Association.
2006: Virginia Brabender, PhD, Widener University.
2007: Mr. Thomas DeWall, CAE, Executive Director, Pennsylvania Psychological Association
2008: Leslie Rescorla, Ph.D., Bryn Mawr College
2009: Allan Tepper, J.D., Psy.D.., Private Practice
2010: Sr. Ann Heath, Ph.D., Immaculata University
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PROGRAM AND DIVISIONAL COMMUNICATIONS TO STUDENTS
• Psy.D. Program Updates
The Department Chair issues written “Psy.D. Updates” at regular intervals throughout the
academic year to apprise students of program events, program issues, dates of student review,
program policy, and student and faculty highlights. Students are asked to submit copies of any
presentations or publications to Dr. Yalof for archival store. This information is listed in the
department's newsletter (Psy.D. Update).Program updates supplement other timely
communications that are sent to directly students in response to specific issues that arise during
the year. Students are encouraged to read and file these updates and all other communications
issued by the Department for future referencing, and to let Dr. Yalof know of any student
presentations or publications so that these events can be shared with the Psy.D. student and
faculty body as a whole.
• Psy.D. Handbook Internship and Consortium Handbooks, and Dissertation Handbook
These handbooks are revised annually.
To access the Psy.D. Update and program handbooks:
Log into myIU
Click tab “CGS’
Go to Catalogs & Publications Channel
Click Graduate
Click Link designated for the document-Psy.D. Update, Psy.D. Handbook, Internship
and Consortium Handbooks, or Dissertation Handbook
Additional information is posted on the Bulletin Board across from the department secretary’s
desk in the faculty office suite in Nazareth Hall.
Students are asked to check their Immaculata email address often. It is important for
faculty and staff to communicate with you through your Immaculata email account which is
first initiallastname@mail.immaculata.edu. (Example: jsmith@mail.immaculata.edu)
• College of Graduate Studies Catalog (on line through the home page link -
www.immaculata.edu
• Graduate NewsNotes
The College of Graduate Studies publishes “NewsNotes” each semester. “NewsNotes” provides
students with information about happenings within the College of Graduate Studies along with a
regular review of items related to student services and updates on the professional achievements
of faculty and students. Students are encouraged to read and file each edition of “NewsNotes” for
future referencing. NewsNotes also provides students with information for how to access the
department’s handbook and updates. Program changes that occur during the period between
handbook revisions are usually first published in the Psy.D. Update.
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• Department Web Page
The Graduate Psychology department has a web page which is updated regularly to provide
information about our programs to prospective and current students, as well as alum. Our web
page is unique in that we have a section devoted to employment opportunities, where the
department secretary lists available positions at various companies, both locally and nationally,
looking for employees in the field. To access our web page visit, access Immaculata’s site at
www.immaculata.edu. Once there, click on Academics, Academic Departments and then
Graduate. Click on the Psychology link under College of Graduate Studies.
• Student Admissions, Outcomes, and Other Data
As a webpage link, The Psy.D. program publishes information its webpage about internship,
attrition, time to program completion, graduation, and licensure.
• Therapy Referrals
Self Care and Psychotherapy as Part of Life-Long Learning
None of us are immune to stresses that come from relationship, family, work, school, and
other important parts of our lives. Your experience in the Psy.D. program trains you for
professional service at the highest level. As part of this training, it is always helpful to keep
watch on your own well-being. We are all very busy, and it is easy to overlook or absorb high
levels of stress into our daily lives. However, our responsibility to ourselves, each other, our
profession, and the public requires that we pay special attention to mental health issues that
arise in our lives that may feel situational, but might nonetheless signal the need for personal
therapy to help keep things in perspective.
The department fully endorses a model in which students seek professional help as part of
their training if and when the need arises, and that they continue to use professional services
throughout their careers as part of self care and life-long learning.
A few referral sources that can provide information about reduced fee therapy offered by
licensed mental health professionals are:
The Human Services Center of the Philadelphia Society for Clinical Psychologists: 215-885-
2562
The Psychoanalytic Center of Philadelphia: 215-881-7790
You might also wish to ask faculty for referrals, and they might be able to direct you to a few
practitioners, in addition to the above list.
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Part III
ADMINISTRATIVE OVERVIEW OF THE PSY.D. PROGRAM
THE ADMINISTRATIVE STRUCTURE OF THE PSY.D. PROGRAM
Immaculata University has several educational divisions that define its student body at the
undergraduate, continuing education, and graduate levels. The following descriptors should help to
assist doctoral students in their understanding of the administrative structuring within the University
related to the Psy.D. program:
• The Psy.D. program in Clinical Psychology is housed within the College of Graduate Studies and
specifically within the Graduate Psychology Department.
• The Graduate Psychology Department is distinct in its courses, training emphasis, and faculty
from the Undergraduate Psychology Department.
• All full-time faculty are appointed to the University with academic rank and to tenure-tracked
positions within specific departments
• Full-time faculty in the Graduate Psychology Department have flexible movement among courses
to best serve the needs of the College, the Department, and the students.
• The Chair of the Graduate Psychology Department, who also serves as Coordinator of the Psy.D.
program, is responsible for coordinating and managing the daily operations of the Psy.D.
program. The Chair communicates regularly with the Psy.D. Field Site Coordinator, Predoctoral
Internship Coordinator, and Manager of the M.A. program in Clinical Psychology, and is
involved in departmental and institutional strategic planning.
DEPARTMENT FACULTY PROCESSES
How Faculty Function as an Academic Unit
Faculty members in the Department of Graduate Psychology have their offices in Nazareth Hall.
Faculty function as an academic unit in an educational climate that prioritizes collaboration,
consultation, cohesion, and consensus in providing leadership to the clinical psychology program
Program Management:
• Jed Yalof, Psy.D., ABPP, ABSNP: Department Chair and Psy.D. Program Coordinator
• Pamela Abraham, Psy.D., NCSP, Coordinator of Predoctoral Internship and IU-PIC
Administrative Coordinator
• Edward Jenny, Psy.D., Program Manager, M.A. in Clinical Psychology
• Julie Guay, Psy.D., MBA, Doctoral Field Site Coordinator
• Janet Etzi, Psy.D., Coordinator, Mentoring and APA Sponsored CEU Programs
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• Francien Dorliae, Coordinator, Diversity Forum
• Marie McGrath, Ph.D., Manager, Testing Library
• Janet Rowe, Department Secretary
• Natalie Heaps, Field Site Support Coordinator
The program receives the full support of the administration of College of Graduate Studies
• Janet F. Kane, Ed.D., Dean of the College of Graduate Studies
• Thomas O'Brien, Ph.D., Assistant Dean of the College of Graduate Studies
• Sandra Rollison, M.A., Executive Director of Graduate Admission
• Rosemary Malloy, Director of Graduate Enrollment
Governance
Departmental governance is democratic and inclusive, but faculty roles within the department relative
to the clinical psychology program are well defined. Different faculty members have leadership roles
in program management, core responsibilities within the program, and interface with administration
when making policy and significant decisions that affect the program and its students. Daily program
management is the responsibility of specific group of core faculty members whose time, energy,
training, and focus are designated primarily to the clinical psychology department. Core faculty have
responsibility for decisions related to all aspects of the program functioning, including its
administrative management, admissions, advisement, curriculum, clinical training, research models,
comprehensive examination, outcome assessment, and preparation of program reports. They work
individually with clinical students on research projects, lead clinical seminars, review student clinical
work, and serve as professional role models through their teaching, research, and practice activities.
Faculty members communicate collegially and routinely about program issues. Faculty meet
regularly to discuss curriculum, students, and planning. Communications are respectful, honest,
reflective, student-directed and modeled on the interpersonal principles of their training as
psychologists. Faculty members treat each other with the same sense of dignity and care that they
strive to convey to their clinical students. The importance of these relationships in shaping the
educating and training of clinical psychology students gives the clinical psychology program its
texture, and its students a context for assimilating professional values and attitudes.
Core faculty members in particular are responsible for initiating change and providing direction to
students. The chair/seeks counsel from faculty around particular issues that are related to student
matters, including progress reviews, and consults with the dean and other executive administrators to
ensure consistency of program change and integration within the broader university mission. Other
full-time departmental faculty who are not identified primarily with the clinical psychology program
make substantive contributions through teaching and research involvements with clinical students,
and through their consultative contributions on matters relevant to program delivery. These faculty
members have primary responsibilities with other programs within the department, but are still
20

involved with the clinical psychology program (e.g., teaching, research involvement) and make
contributions both to the decision-making processes related to the clinical program and to student
progress toward attainment of program competencies. Adjunct faculty members and clinical
supervisors are also substantive program contributors in their respective roles.
Ad Hoc Committee Structure
The chair convenes ad hoc committees. These committees undertake specific, time-sensitive
initiatives. Committees include:
• Comprehensive Examination: Faculty members develop examination format, questions, and
grading criteria, and meet with students to review cases as part of the examination.
• Continuing Education: The department sponsors APA approved CEU programs. One faculty
member is responsible for coordinating the CEU mechanism in consultation with other faculty
members who have been designated as program organizers.
• Curriculum: The chair solicits input from faculty about course modifications during each
catalog cycle.
• Diversity Forum: The department coordinates a Diversity Forum. Faculty members are
assigned different roles in planning and organizing the forum.
• Doctoral Admissions: Core Psy.D. faculty are members of the Admissions Committee. They
review applicant files, interview and rate applicants, and offer recommendations about the
admissions process to the chair who communicates on behalf of the department to the Dean of
the College of Graduate Studies and the Director of Graduate Admissions. The chair also
meets with the dean and admission's director to discuss publications and public relations
initiatives.
• Poster and Paper Sessions: A faculty member is designated as the primary contact for
submitting material for review and coordinates the review process in consultation with other
departmental faculty.
• Program Development: The department develops new program initiatives (e.g., Internship
Consortium, M.A. in Clinical Psychology). Programs are developed by the chair/coordinator
and by the designated faculty members who have primary responsibility for program
administration and management. Other departmental faculty review the proposed program.
• Program Publications: The chair works with members of the Graduate Office, including the
dean, to develop publications and collate data that is submitted to organizations who publish
information about the department's programs, including the Psy.D. program.
• Program Self-Study: The chair coordinates the department's APA self-study, and annual
reporting, with assistance from the Field Site Coordinator and Predoctoral Internship
Coordinator. Self studies are reviewed and critiqued by all faculty members prior to
presentation to university officers for final review.
21

• Student Progress Review: A faculty committee reviews the department model of annual
progress review. Recommendations for change are made. The department works with the
College of Graduate Studies Enrollment Director and the Office of Technology Services in
preparing the structure and electronic coordination of databases related to student performance
on particular program competencies.
• Student Feedback: When situations arise that involve providing students with feedback about
their performance in the program (either related to, or separate from, the actual annual
progress review), the chair consults within the department and with the Dean of the College of
Graduate Studies, depending upon the situation, to develop a strategy for addressing matters
in a timely and sensitive way.
• Strategic Planning: Each year, the department develops a strategic plan. Faculty members
share responsibility for writing the plan.
• Syllabi Management: Review content of syllabi; make recommendations for change; address
matters of uniformity.
• Training Committee for Immaculata’s Predoctoral Internship Consortium: Committee
members review policy and procedures, discuss intern progress, review applications for site
affiliation with the internship, discuss and review due process issues.
Calendar: The Graduate Psychology Department faculty operates on a departmental calendar that
permits timely, scheduled attention to all aspects of the Psy.D. program in Clinical Psychology.
Faculty meet at regular intervals throughout the academic year to address programmatic issues,
including:
Program Agenda
The Department places on its agenda for full review all items related to the Psy.D. program's
educational objectives that have been identified by either students, administration, or faculty.
Students are invited to submit agenda items to the Department Chair in writing for
consideration at a faculty meeting. The Department forms task forces as needed to address
program issues (e.g., syllabi review, comprehensive examination format, rating Psy.D.
applicants, etc.). Additionally, the Chair of the Graduate Psychology Department is a member
of the Graduate Academic Policy Committee along with other Department Chairs in the
College of Graduate Studies. Graduate Academic Policy meets at regular intervals during the
academic year to address institutional issues related to specific graduate programs and the
various educational objectives of the entire College of Graduate Studies. All other full-time
department faculty members are appointed by the University president to serve on universitywide
committees.
Periodic Review of Student Progress
The College of Graduate Studies Student Handbook charges faculty with the responsibility of
monitoring the fit between the student's interpersonal presentation with the responsibilities of
the faculty and institution to train doctoral students for public service. A procedure for
grievance hearings is also outlined in the College of Graduate Studies Student Handbook.
22

Student progress relative to program competencies is reviewed annually by the department
From time to time, the evaluation form is updated to reflect the department’s review of its
procedures for assessing student progress toward attainment of program objectives. Each
Psy.D. Update lists the review cycle and apprises students of the review dates. Students may
be reviewed as needed at a time separate from their scheduled review should specific concerns
arise.
The purpose of the review process is to ensure timely assessment of student progress toward
the successful attainment of program competencies, including the identification of students
who have performed commendably or who are at risk either academically or for other reasons.
Each semester, the chair prepares a memo requesting that full-time and adjunct faculty
monitor student performance and bring areas of concern to the chair’s attention. This
information is considered to be part of the evaluation.
Progress toward attainment of program competencies is based on successful completion of
sequential courses. The form identifies how progress is assessed. In cases where a student is
new to the program and has not yet been evaluated on a particular competency at the time of
the annual review, a notation is made on the review form to that effect. A separate section for
professional presentation is also reviewed. The final review reflects the review of the
department and dean. The evaluation is mailed to students. Students may respond on the
evaluation form within two weeks of receipt should there be a question about a rating(s). If the
form is not received within two weeks, then it is assumed that the student agreed with the
evaluation. A second copy is placed in the student’s academic file. A third copy is filed with
the department.. Students are invited to offer a response to the evaluation.
The program operates on a formative model. Efforts are made to assist each student in
maximizing his or her potential for successful completion of degree requirements. The
department works with students to support progress. Remedial plans are developed and
additional reviews are conducted if a student is identified as having an area of need. If a
student has taken at least 2 classes in a competency area, and if the GPA for that area is below
3.3, then the department will review the student for a P785 remediation plan in the particular
competency area (e.g, PSYC 785, 1 credit independent study). Should a student be placed on
probation, procedures in the College of Graduate Studies Catalog and Student Handbook are
followed.
Feedback Mechanism: Program Self-Assessment of Competency and Competency
Attainment. Once a competency is agreed upon, student progress is measured in relation to the
competency using the guidelines noted under Program Competencies. Competencies are
embedded in courses. Students are evaluated relative to their academic performance to
determine attainment of competency and appropriate progress rating. Remedial plans are
developed as needed on an individual basis (e.g., one student may be asked to repeat a
practicum; another student may be asked to do an independent study in a particular content
area). The success of the remedial plan is tied to performance goals and to a timeline for
completion.
THE PSY.D. PROGRAM IN RELATION TO OTHER DEPARTMENT PROGRAMS
The requirements for the Psy.D. program in Clinical Psychology are distinct from the requirements
for the Department's other degree and certification programs. Students enrolled in the Psy.D. program
in Clinical Psychology are not permitted to be enrolled concurrently any other departmental program.
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The Psy.D. program in Clinical Psychology differs from the Psy.D. program in School Psychology
(currently on enrollment hiatus) in the areas of admission criteria, curriculum, credit requirements,
field placement requirement, program goals, program competencies and program outcomes. The
Psy.D. program is 117 required credits, of which 18 credits/6 classes (PSYC 604, 606, 607, 608, 663,
and 664) overlap the foundation-level courses in the department’s non-doctoral programs in school
psychology and school guidance certification, and master’s counseling, though each program does
require all of the aforementioned courses. The overlap required course areas address basic content
domains that interface with state-mandated requirements for mental health counselor licensure,
school guidance counselor certification and school psychology certification. The remaining 99 credits
are specific to doctoral students. Psy.D. students in Clinical Psychology may petition the Department
Chair to take one elective of their two electives from another program and/or department in the
College of Graduate Studies.
PSY.D. ADMISSION CRITERIA AND PROCESS
Students are admitted into the Psy.D. program with either a bachelor’s degree or a master’s degree.
The process of program admission evaluates students on the basis of undergraduate and/or graduate
GPA, MAT or GRE scores, writing samples, letters of recommendation, and an interview with a
member of the department’s full-time faculty. A weighted ranking procedure developed by the
department and Director of Graduate Admissions is used when screening applicants for admission.
Applicants are ranked initially by the Director of Graduate Admissions. The highest-ranked
applicants are then invited for faculty interviews after which admission decisions are made in accord
with established criteria and procedure. Applicants must have at least a bachelor’s degree (e.g., B.A.,
B.S.) or a graduate degree (e.g., M.A., M.Ed., M.S.W., M.B.A., J.D., Ph.D., M.D.) from a regionally
accredited college or university. The department chair outlines required courses at the Orientation
Meeting and then meets individually with students during their first semester of study to develop a
comprehensive provisional program plan that leads to a projected graduation date. This meeting is
required.
Summer and Fall Admissions
The Psy.D. program in Clinical Psychology admits students to begin study in the summer
(May) and fall (late August-early September) semesters. The Psy.D. program is committed to
a competitive admission process and relatively low enrollment base for training doctoral
students within the Graduate Psychology Department. Applicants come primarily, but not
exclusively, from a local geographic pool.
Admission at the Master-Degree Level
Students who gain program admission with a master’s-degree have their transcripts reviewed
upon admission and are required to take classes at 600-level that are required for the Psy.D.
degree and which have not been taken elsewhere, and at the 700-level as part of their
introduction to doctoral study.
TRANSCRIPT REVIEWS AND COURSE WAIVERS
The department chair reviews transcripts (Appendix IV- Transcript Review) after a student is
admitted into the Psy.D. program and may accept up to 36 credits of transfer credit toward the
Immaculata University Psy.D. degree. The determination will be made after the receipt of academic
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transcripts and grades from the other institution(s), a review of catalog descriptions, as necessary,
comparisons of course descriptions and syllabi. The Chair consults with other faculty as needed when
making decisions about courses.
Doctoral students may transfer in a maximum of 36 credits. These 36-credits can come from the
following categories:
A maximum of 24-credits earned at the 600-level. These classes include up to 21 required 3-
credit classes at the 600-level (PSYC 602, 604, 606, 607, 608, 663, 664) and one 3-credit
elective at the 600-level for PSYC 610, PSYC 614 or PSYC 666.
• Students can also transfer in a maximum of 12 required credits at the 700-level with
department permission. These 12 credits can be transferred in only if the student was enrolled
in another doctoral program and has taken these classes as part of enrollment with at least a B
grade at the doctoral level. There is only one exception where a 600-level class earned at
another school can replace a 700-level class. A student can transfer in a MA level statistics
class for PSYC 718: Statistical Concepts for Applied Research based upon syllabus review if
the student earned a minimum of a B grade at a MA level, preferably within the past five
years. This statistics course would count as 3 of the allotted 12 credits at the 700-level.
• Under special circumstances, additional credits may be accepted if earned as part of doctoral
study at another institution.
• For further information about transcript reviews and course waivers, please refer the Graduate
Catalog and Student Handbook.
Acceptable criteria for a course waiver would require the student to have completed an equivalent and
recent course preferably within the past 5 years and in a psychology department with the grade of “B”
or better as part of their education prior to gaining admission into the Psy.D. program. A student who
requests that the Department review a particular course for waiver may be required to submit the
course syllabus and catalog description of the course in question. The department reserves the right to
request that a student retake a 600-level equivalency course that was completed as part of a master’s
degree program in order to ensure the acquisition of updated knowledge and skill. Students are
responsible for all required curriculum content that is pre-requisite to the Comprehensive
Examination. All students must submit official transcripts. All required and elective courses must be
taken at the University.
Admission at the Bachelor-Degree Level
Students admitted into the Psy.D. program with a bachelor’s degree take classes at the 600
level, including a supervised field placement, as an introduction to the doctoral program. The
department reviews students upon completion of 18 credits, including a 250-hour field
placement. Following departmental review (Appendix V- Departmental Review of Student
Progress- Bachelor's Admission)), students are either recommended for continuation in the
Psy.D. program or recommended for continuation in the Master’s-Degree program in
Counseling Psychology for supplemental education and training. Students who are not
recommended for continuation in the Master's Degree program in Counseling Psychology,
which is a terminal degree program, are not eligible to receive the M.A. in Clinical
Psychology, which is part of the Psy.D. program. However, students who are not
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ecommended for continuation in the Psy.D. program may be invited to re-apply for
admission at the appropriate time.
In making recommendations about students, the chair/coordinator consults with faculty and
forwards a recommendations concerning student continuation, or recommendation to the MA
program, to the dean. At a minimum, students are expected meet grade point requirements,
demonstrate respect for others, show appropriate self-monitoring in classroom situations, and
demonstrate skills that project to successful performance on the initial clinical field
placement.
Provisional Program Plans
Students are given a provisional program plan following a review of their transcript. There
are two plans each for MA and BA admits. The plans ensure timely completion of the
program and help students do long-term planning for the program. The plans give students
options of proceeding in 5-6 years (MA admits), and 6-7 years (BA admits), with an eighth
year an option for completing the program should students need additional time to finish all
course work. Students are asked to select one plan. All plans include dates and times of
courses, and sequencing of pre-requisites. Plans are reviewed and approved by the advisor and
program coordinator, with copies filed with the department, advisor, and student’s file. The
student also receives a copy.
Please Note: The Provisional Program Plan is not your registration for classes. You may
register for classes either online, by using the registration form that is mailed to you with the
course catalog, or by calling the Graduate Office at ext. 3212.
Two Consecutive Semesters of Full Time Study
All courses are sequenced systematically to ensure attainment of pre-requisites prior to field
placements and dissertation. The department strongly recommends that each student meet with his or
her faculty advisor to plan courses from start to projected date of program completion. All students
are required to take two consecutive semesters of full-time study (i.e., 3 courses each semester) at the
start of the program unless special circumstances, presented in writing, necessitate a brief delay in
this requirement. The requirement of two consecutive semesters of 9-credits each semester at the start
of the Psy.D. program gives students an opportunity to get to know each other, encourages
socialization into the profession at the doctoral level, and provides faculty with an opportunity to get
to know new students.
DATES AND TIMES OF COURSES
Course scheduling accommodates the day work schedules of students. Courses are taught Monday-
Thursday in either the 4:30 p.m. -7:10 p.m. or 7:20 p.m. -10: 00 p.m. time slots. Courses numbered at
the 700-level are usually taught once each year; other courses at the 600-level are taught 1-3 times
annually. Students are apprised of course sequences and scheduling upon admission into the Psy.D.
program. The Diagnostic Practicum and Seminar (PSYC 780-81) and the Psychotherapy Practicum
and Seminar (PSYC 782-83) are offered in fixed slots: PSYC 780-81 -Thursday, 4:30-7:10 p.m. and
PSYC 782-83- Wednesday, 4:30-7:10 p.m., and are taught each semester. Some exceptions to the
Monday-Thursday scheduling include Special Topics electives (i.e., GEN 511, 1-credit electives are
offered on weekends as regular classes) and PSYC 695: Independent Project and PSYC 750-754:
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Advanced Psychotherapy, which are individualized classes developed by the student with a faculty
mentor that permit in-depth study of a particular content area. PSYC 695 may be offered as a mental
health seminar, depending on enrollment considerations in a given semester. The internship seminar
for students who are not at an APA site, but who are placed in the Immaculata University Predoctoral
Internship Consortium (IU-PIC) is scheduled by the Administrator of IU-PIC in consultation with IU-
PIC affiliated Training Directors. The projected course roster is presented in Part V of this Handbook
under the section entitled, “Scheduling.”
ADVISEMENT
Upon admission into the Psy.D. program, students are assigned a faculty advisor. Advisement
provides an opportunity for students to talk about their experience of being in the Psy.D. program
with their advisors. Advisors are available by phone or email during the semester and meet with
students as needed. Students are responsible for initiating these contacts and are expected to stay in
regular contact with their advisors throughout their program of study, including the internship year.
LEAVE OF ABSENCE
Students should consult the Graduate Catalog and Student Handbook for information about
requesting leave of absence. Requests for leave of absence in either fall or spring semesters must be
in the form of a letter, hard copy, dated and signed, to the attention of the department chair, who
reviews this request with the Assistant Dean of the College of Graduate Studies. Leave is typically
granted for one semester. A letter is not required for the summer; instead, students who do not
register for summer sessions will be presumed to be on leave, unless they have no other courses to
take. If a student does not have classes to take during any semester, then there is no leave of absence
counted against the student’s record.
DISABILITY POLICY
Students are asked to consult the Graduate Catalog and Student Handbook for information about the
disability policy.
SCHOLARSHIPS AND FINANCIAL AID
The University offers a limited number of academic merit scholarships to its doctoral students.
Application criteria and an outline of terms of the scholarship are available in the Graduate Office.
The Office of Financial Aid coordinates student loan programs. Students should contact Financial
Aid with questions about obtaining student loans.
FINANCIAL AID FOR PREDOCTORAL INTERNS: FULL-TIME AND HALF-TIME
STUDENT STATUS
Doctoral students completing a full-time internship over a period of one year are considered full-time
for financial aid purposes. Doctoral students completing a part-time internship over a period of two
years are considered half-time for financial aid purposes.
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FINANCIAL AID AND DISSERTATION ENROLLMENT
There are three sections of dissertation: PSYC 798, 799, and 800. Each section is considered to be
half-time with respect to financial aid eligibility. Students who are enrolled in continuous dissertation
as PSYC 0000 are registered with the university for 0 credits. This experience s not eligible for halftime
status.
GRADUATE STUDENT PROFESSIONAL DEVELOPMENT FUND
The Graduate Student Professional Development Fund provides resources to students who are
presenting at conferences or who have extraordinary expenses associated with research projects.
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Part IV
DEPARTMENT POLICIES
The Graduate Psychology Department has developed several policies designed to protect students,
faculty, and the College from miscommunication in areas that are important to the success of the
Psy.D. program.
DEPARTMENT POLICY ON STUDENT-FACULTY RELATIONSHIPS
The Graduate Psychology Department endorses a policy of relationship between student and teacher,
and student and field site supervisor, in which all contacts are limited to either the school setting,
clinical training setting, or to conferences related to the student's professional development.
Extracurricular activities outside the scope of these settings are not encouraged. Limiting professional
involvements to learning activities associated with the student's immediate educational objectives
helps to protect the neutrality of the evaluation process and safeguards against the development of
dual relationships, role confusion, and other potentially compromised interactions.
DEPARTMENT POLICY ON ACCRUING POSTDOCTORAL HOURS
Students cannot identify themselves as postdoctoral until they complete the last section of predoctoral
internship, receive a final internship grade, and are approved for graduation. Please note the following
examples of how this policy is enacted for students who are completing internship in summer and are
scheduled to earn their degrees in August.
Internship Completed at the end of Summer I: Students who complete predoctoral internship at the
end of summer session I (and are not longer on site), and who have received their final internship
grade, and who are approved by the university to receive their degrees in August, may begin to accrue
postdoctoral hours upon receipt of their final grade. At that point, they are no longer earning
academic credits toward their degree.
Internship Completed at the end of Summer II: Students who complete predoctoral internship at the
end of summer session II may begin to accrue postdoctoral hours when all of the above criteria are
met. Should a student complete an internship at a time other than Summer I or Summer II, the same
policy holds. That is, the student must receive a final grade, be off site, and be approved by the
university to graduate at the next degree granting period (January or May) as a pre-requisite to
accruing postdoctoral hours.
DEPARTMENT POLICY ON PAID PSYCHOLOGY WORK OUTSIDE THE PSY.D.
PROGRAM
The Department communicates as needed with the State Psychology Board about matters that arise in
the course of training that are related directly to graduate level education and to the Department's
interpretation of the Psychology Licensing Act and its regulations.
The Department requires its students to complete a form that describes any work done outside of their
program of study that involves paid psychology employment (Appendix VI- Outside Employment
Form). This form is mailed or distributed in class and returned to the department for storage.
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The Department will review each student's work situation in relation to the practice parameters for
providing psychology services without a doctoral degree, within the context of specific types of
employment, in relation to the student's membership in another qualified profession, and with respect
to the Psychology Licensing Law. Students are required to present their questions related to paid
psychology employment in writing (hard copy, dated, and signed) to the Department Chair. These
questions will be reviewed at a department faculty meeting. The Department will address individual
cases accordingly.
Students are required to clarify with prospective practicum sites if, during their practicum training,
the site will identify the student as an “employee,” either with stipend or unfunded. Students who are
designated as employees by a practicum site must bring this designation to the immediate attention of
the Coordinator. Upon receipt of this knowledge, the department will attempt to clarify roles and
responsibilities of the student’s employment while a practicum trainee, and may request access to
employee handbooks and other documents relevant to supporting the student’s education and training
objectives in the department. The department reviews all contractual situations involving practicum
and predoctoral internship students and may require additional time to process contracts or other
arrangements with outside training facilities, if the outside training facility requests that the student
adhere to guidelines that are outside the scope of the department’s standard Affiliation Agreement.
DEPARTMENT POLICY ON PURCHASING PSYCHOLOGICAL TESTS FOR STUDENTS
Situations may arise where students wish to buy test kits directly from test publishers. These
purchases typically require the co-signature of a faculty member, who then takes responsibility for
regulating student usage of the test kit. The Department's policy on this practice is to refrain its
faculty from co-signing on these purchases in order to minimize risks to the student, the faculty, the
Department, the University, and the public resulting from the potential misuse of testing material
outside the scope of the student's program of study.
DEPARTMENT POLICY ON LENDING TEST MATERIAL TO FIELD SITE
SUPERVISORS
Situations may arise where assessment field site supervisors would like to borrow psychological
testing material from the Department. The Department will loan out tests to its field site supervisors
as available and needed in the service of promoting the student's practicum experience and training
under the direct supervision of a licensed psychologist. The practicum student is asked to have the
practicum supervisor call Coordinator of Predoctoral Internship with this request. Coordinator of
Predoctoral Internship will clarify the length of time for which the test will be borrowed, user
qualifications if the test is being requested for use by someone other than the supervisor, and the
manner in which the test will be delivered and returned.
DEPARTMENT POLICY ON LENDING TEST MATERIAL TO STUDENTS
The Department will lend its testing material to students who are taking classes or who are enrolled in
a field experience in which psychological testing is required. Students are responsible for signing-out
and returning test kits within a reasonable time frame. All tests must be returned by the designated
due date or by the completion of the course to the department secretary (phone extension 3509)
during the secretary’s office hours, unless otherwise approved by the Manager of the Testing Library,
who works with the Department Secretary and Department Chair. The Manager of the Testing
Library must receive and approve a student’s written request to keep tests beyond due dates at least
one week prior to the pre-arranged due date. Students completing diagnostic practica who request
permission to keep tests during semester interval (i.e., tests would technically be due on the last night
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of class) must make this request in writing by November 15 (Fall), April 1 (Spring) and August 1
(Summer). Renewal of borrowing is required every two weeks, even if the student plans to use the
test kit for the semester, to support the department’s tracking of its holdings. Students will be held
responsible for failure to return a test and for any damage to a test that occurs during their time of
borrow. The department requests that all tests be returned directly to the Graduate Psychology
Department in Nazareth Hall by arrangement with the department secretary at extension 3509. The
department requests that no test be returned to the Graduate Office without Coordinator of
Predoctoral Internship’s knowledge and consent.
Psychological Testing Material
The Department conducts an annual review of its psychological testing inventory to ensure a full
complement of updated psychological tests and measures for child, adolescent, adult and older adult
assessment. A listing of available tests is posted in the Testing Room in the Graduate Psychology
Department in Nazareth Hall. Tests in stock include:
• Cognitive
• Intellectual
• Preschool
• Language
• Perceptual-Motor
• Achievement
• Neuropsychological
• Objective Personality
• Projective Personality
• Software Scoring Programs
DEPARTMENT POLICY ON REMOVAL OF STUDENTS FROM FIELD PLACEMENT
In keeping with is charge of monitoring student progress, the Department of Graduate Psychology
reserves the right to request that a student’s program of study be prohibited or temporarily suspended
or discontinued should there be unsatisfactory progress toward the degree. Unsatisfactory progress
may be evidenced by a grade point average (cumulative or course-based) that does not meet
minimum criteria and/or by a failure to demonstrate the interpersonal skills requisite to program
competence. These skills may include, but are not limited to, behavior identified either by a faculty
member or a field site supervisor suggestive of a significant deficit in the areas of professional
presentation and decorum, and technical skill deficit. Should a student be removed from a field
placement, the department can require the student to retake the same course for full academic credit
the following semester. Partial academic credit is not given for a field placement.
DEPARTMENT POLICY ON TAKING A SUPPLEMENTAL FIELD PLACEMENT
Should a student need to extend a field placement by an additional semester above and beyond the
usual period allotted for an Incomplete, or should the department require more clinical training above
and beyond required course work, there is an additional course for which the student must register.
PSYC 785 is a one-semester independent project which may be required as a field placement at
departmental discretion.
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DEPARTMENT POLICY ON PRACTICUM STUDENTS PROVIDING TRANSPORTATION
AND DIRECT SERVICE OFF-SITE
Due to liability and professional boundary concerns,
a) Students are not allowed to drive clients to or from sessions or other activities, or to ride school
buses with clients (because of safety risks and non-clinical nature of the transportation activity)
unless approved by the Psy.D. Field Site Coordinator and Department Chair.
b) Students are not allowed to meet with clients at locations other than the treatment facility (e.g.,
meeting at a client’s residence as part of Wrap Around Service), unless first approved by the Psy.D.
Field Site Coordinator.
c) Students are not allowed to meet with clients without other staff support also present at the
facility practicum site, unless first approved by the Psy.D. Field Site Coordinator.
DEPARTMENT POLICY ON STUDENTS SUBPOENAED TO APPEAR IN COURT
a) Supervisor should call the Coordinator of Predoctoral Internship Training to notify the Graduate
Psychology Department of the situation.
b) Supervisor should send a copy of the subpoena to the Coordinator of Predoctoral Internship
Training.
c) Student should meet with the supervisor to develop a plan to address the issue. This plan should
be put in writing and a copy sent to the Coordinator of Predoctoral Internship Training.
d) Supervisor should follow-up with student and the Coordinator of Predoctoral Internship Training.
e) Supervisor should make every effort to be present during the student’s testimony and, if legally
acceptable, to testify as the students’ supervisor in lieu of the student. This policy is included in the
“Requirements” attached to the Affiliation Agreement signed by each supervisor.
DEPARTMENT POLICY ON TESTING VOLUNTEER PARTICIPANTS IN ASSESSMENT I
The department seeks to protect the welfare of individuals who support the attainment of the student’s
educational objectives by assisting with assessment course requirements. The department has
developed guidelines for testing volunteer participants in the course PSYC 664: Assessment I-
Cognitive . These guidelines and the Consent Form for Testing are addended (Appendix VII).
DEPARTMENT POLICY ON CONCURRENT DEGREE, CERTIFICATION, OR
CERTIFICATE STUDY OUTSIDE THE PSY.D. PROGRAM
Students enrolled in any of the Department of Graduate Psychology’s degree and/or certification
programs may not study concurrently during their period of enrollment in a degree and/or
certification and/or certificate program offered through another institution without formally
requesting written permission from the Department Chair and the Dean of the College of Graduate
Studies. The department has as its primary purpose in enacting this policy the safeguarding of the
student’s educational objectives as defined by their program of study at Immaculata University.
Students seeking written permission for outside study will be reviewed on an individual basis. The
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department will review requests only if the following conditions are met: (a) The student has passed
the Comprehensive Examination. (b) The student has earned a minimum GPA of 3.7. (c) The degree,
certification or certificate must be related to the Psy.D. degree in Clinical Psychology.
Additional information about the student’s particular program may also be considered as part of the
department’s final decision-making process. The student will not be permitted to request a Leave of
Absence from the Psy.D. program in order to pursue outside study. Students who are granted
permission to pursue outside study are required to maintain a regular course load in the department,
including practica, dissertation and predoctoral internship. Requests for exemption to this policy must
specify the following information: Institution, faculty member responsible for the program and his or
her phone number, specific program of study and the title and degree, certification or certificate
sought. Students must also provide a copy of the outside institution’s formal program brochure and
other publications related to the proposed program of study.
DEPARTMENT POLICY ON STUDENTS SUPERVISING OTHER STUDENTS
Any current student who, as part of their outside employment, meets the department’s criteria for
supervising psychologists (e.g., a student who earned a PA psychology license prior to 1995 and is
employed in an outpatient setting), is not permitted to supervise other students in the department who
are engaged in any field placement activity. This policy is enacted to protect students against role
conflicts in relation to each other and the department.
DEPARTMENT POLICY ON STUDENT REQUESTS FOR LIBRARY ORDERING
Each year, the department orders contemporary books, journals and educational videos that
complement curriculum needs. Students are invited to recommend books to the department for
purchase as part of the department’s annual library order. Requests must be placed in writing by and
include the title, author(s), publisher and address, ISBN number, publication date and cost. Requests
will be reviewed upon receipt. Deadline for request is December 1.
DEPARTMENT POLICY ON PRACTICUM STUDENTS’ TRANSPORTATION TO AND
FROM SITES
Each students is required to sign a Travel Agreement releasing Immaculata University and the
supervised practice facilities of responsibility should an accident occur during travel to and from the
practicum/internship site and activities.
DEPARTMENT POLICY ON DOING FIELD PLACEMENTS AT PLACES OF
EMPLOYMENT
Students are not permitted to complete field placements at places of employment because of dual
roles and potential for conflicts of interest save for unforeseeable and exigent situations in which a
student petitions the department field site coordinator and department chair, in writing (hard copy,
dated, and signed), requesting to complete practicum at place of employment (e.g., a satellite office).
At the least, the student must document the following information:
1. That at least three field sites other than the requested site have been approached, but
placement at these sites was not feasible. Document the date, time, name of site, name of contact
person, phone number, and reason for not accepting a field placement.
33

2. That all practicum tasks (e.g., hours, seminar) as required by the department will be met and that
evaluation of practicum performance will not be related to duties performed as a normal part
employment. A note from employer is required (hard copy, dated, and signed).
3. That the population served in role of practicum trainee must be distinct from the population
served in the role employee.
4. That supervision will be done by a qualified professional who meets department
requirements for doctoral supervision and who is not in conflict of interest or dual relationship with
the student. A note from prospective supervisor is required (hard copy, signed, and dated, co-signed
by employer).
5. That the student will not be paid as an employee (practicum stipends are acceptable
separate from employee contracts), or otherwise treated as an employee during time dedicated to
practicum.
Requests are reviewed on an individual basis. The department reserves the right to request additional
information and modify these requests as warranted.
DEPARTMENT POLICY ON PREDOCTORAL INTERNSHIP
The department requires its student to apply to APA and APPIC internship sites. In the event that a
student’s life situation does not permit a full-time internship, the department requires that the student
complete a form requesting a half-time internship and submit the form to the Coordinator of
Predoctoral Internship Training’s attention. However, the department discourages half-time
internships. The department requires that the student notify the Coordinator of Predoctoral Internship
Training in the first Intern Applicant’s Orientation Meeting held in the summer prior to the
application process.
DEPARTMENT POLICY ON PREPARTING STATUS REPORTS FOR STUDENTS
Neither the department nor College of Graduate Studies prepares status reports in the form of letters
(e.g., to a prospective employer) that updates student progress toward degree completion. Students
receive annual progress reviews that address attainment of program competencies, but this is different
from a formal letter specifying proximity to graduation.
DEPARTMENT POLICY ON DISMISSAL/WITHDRAWAL FROM THE PSYD PROGRAM
The University supports students in achieving their goal of program completion. The University
strives to resolve student issues related to program progress through its Student Retention Policy
which includes opportunities for students to receive feedback, remediation plans and time to enact
change. If a student does not meet the expectations of the remediation plan, the department may
recommend to the Dean of the College of Graduate Studies that the student be asked to withdraw, or
be dismissed, from the PsyD program in Clinical Psychology.
In all cases involving a decision to dismiss a student from the PsyD program, the student is afforded
full access to the university's due process policies and procedures (See 2010-2012 Graduate Catalog,
p. 93 for policies concerning student grievances.)
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The final decision to dismiss a student from the program is communicated to the student in a letter
prepared by the Dean of the College of Graduate Studies. In making this decision, the dean consults
as needed with the PsyD Program Coordinator, and other university faculty, administrators, and
representatives.
The following are examples of situations in which a student may be asked to withdraw or be
dismissed from the program.
1. A student fails to complete the PsyD program in 8 years. (See 2010- 2012 Graduate Catalog,
p. 14 under Leave of Absence Policy and p. 67, Goal #7.)
2. A student fails to maintain a 3.3 GPA or higher following a probationary period. (See 2010-
2012 Graduate Catalog, p. 12 for policies concerning GPA and probation.)
3. A student does not pass the PsyD Comprehensive Examination; a remediation plan is
developed with the student’s advisor, but the student fails the examination for a second time.
(See 2010-2012 Graduate Catalog, p. 12 and PsyD Handbook p. 43-47 concerning PsyD
comprehensive examinations.)
4. A student receives a series of below average ratings at a field placement site (e.g., practicum,
internship); a remediation plan developed with the student’s advisor, but the student fails to
improve in the identified areas noted in the remediation plan (See Psy D Handbook p. 34 &
p. 49 for policies regarding internships {also see IU-PIC HANDBOOK, pp. 35-42}and
practicum (p. 31). The Student Progress Review Form designates competency areas for which
a remedial plan may be required (p. 61).
5. A student fails to make satisfactory dissertation progress, according to the program's
published timeline. (PsyD Dissertation Handbook,(p. 41; PsyD Handbook, p. 47) for
policies regarding failure of a dissertation.)
6. A student exhibits behaviors which raise significant concerns about professional
comportment, noted by faculty, using criteria listed in the PsyD Progress Review; the student
is given a warning and a remediation plan, but fails to demonstrate sufficient improvement to
recommend continuation in the program. (See 2010-2012 Graduate Catalog, p. 11, (PsyD
Handbook. p. 66, and p. 74 and APA Code of Ethics for policies concerning ethical conduct
in academic and professional settings).
7. A student commits plagiarism or academic dishonesty. (See 2010-2012 Graduate Catalog, p.
11 for policies regarding academic honesty.)
8. A student engages in other behaviors that do not meet the expected standards of conduct based
on information in the College of Graduate Studies catalog, Student Handbook, Psy.D.
Handbook, and the APA Code of Ethical Conduct.
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Part V
PROGRAM OF STUDY
DEVELOPMENT OF SPECIALTY INTERESTS
The Psy.D. program of study is 117-credits leading to the doctoral degree. Courses are outlined below
and described. There are 111 required credits in concentration and 6 required credits from electives.
Included among elective credits is the Independent Project, which is an individualized course under
faculty direction that may include either study in a specific content area of an additional supervised
practicum with supervision on site supplemented by individualized instruction from program faculty.
Students admitted into the Psy.D. program with little or no experience in psychotherapy are
encouraged to take the Independent Project (PSYC 696) (Appendix VIII- Criteria for Independent
Project) as a supplemental field placement. Students who enter the Psy.D. program at the bachelor’s
level must take PSYC 695 as a required field placement.
All students are required to take 3 elective credits from the advanced psychotherapy series (PSYC
750-754) and may complete these electives as either an additional, supervised field placement within
a specific therapy model that includes supplemental instruction by a member of the faculty, or as a
research paper (Appendix IX- Criteria for Advanced Psychotherapy Electives).
Following a listing of courses and course scheduling, there is a review of some of the main
components of the program, including the Comprehensive Examination, Clinical Practica,
Dissertation, Predoctoral Internship, and Graduation. All of the course information listed below is
also available in the College of Graduate Studies Catalog.
REQUIRED COURSES (111-credits)
PREREQUISITES (for Bachelor admits)
PSYC 668 Counseling Theories and Techniques I
PSYC 669 Counseling Theories and Techniques II
CORE (9 credits)
GEN 701 Human Development (3)
GEN 702 Methods of Research (3)
PSYC 790 Dissertation Research Seminar (3)
PSYC 797 Comprehensive Examination (0)
REQUIRED CONCENTRATION (102 credits)
PSYC 602 Geriatric Counseling (3)
PSYC 604 Group Process (3)
PSYC 606 Family Counseling (3)
PSYC 607 Treatment of Children and Adolescents (3)
PSYC 608 Psychopathology (3)
PSYC 663 Psychometrics (3)
PSYC 664 Assessment I: Cognitive (3)
PSYC 700 Biological Bases of Behavior (3)
PSYC 701 Cognitive and Affective Bases of Behavior (3)
36

PSYC 702 Professional Issues and Ethics (3)
PSYC 710 Cognitive and Behavioral Theories and Therapies (3)
PSYC 711 Psychoanalytic Theories and Therapies (3)
PSYC 712 Client-Centered and Relationship Theories and Therapies (3)
PSYC 713 History and Systems in Psychology (3)
PSYC 718 Applied Statistical Analysis for Behavior Science (3)
PSYC 720 Gender Psychology (3)
PSYC 721 Psychology of Human Diversity (3)
PSYC 722 Human Sexuality and Dysfunctions (3)
PSYC 730 Assessment IV: Advanced Skills (3)
PSYC 731 Assessment V: Neuropsychological (3)
PSYC 740 Clinical Psychopharmacology (3)
PSYC 741 Clinical Supervision, Consultation, and Management (3)
PSYC 745 Social Psychology (3)
PSYC 765 Assessment II: Personality (3)
PSYC 780 Diagnostic Practicum and Seminar I (3)
PSYC 781 Diagnostic Practicum and Seminar II (3)
PSYC 782 Psychotherapy Practicum and Seminar I (3)
PSYC 783 Psychotherapy Practicum and Seminar II (3)
PSYC 786 Internship in Clinical Psychology I (1.5)
PSYC 787 Internship in Clinical Psychology II (1.5)
PSYC 788 Internship in Clinical Psychology III (1.5)
PSYC 791 Internship in Clinical Psychology IV (1.5)
PSYC 792 Internship in Clinical Psychology V (1.5)
PSYC 793 Internship in Clinical Psychology VI (1.5)
PSYC 798 Doctoral Dissertation I (3)
PSYC 799 Doctoral Dissertation II (3)
PSYC 800 Doctoral Dissertation III (3)
PSYC 000 Dissertation Continuation (0)
ELECTIVES (6 credits)
PSYC 610 Children with Exceptional Needs (3)
PSYC 614 Substance Abuse Education and Counseling (3)
PSYC 666 Assessment III: Psychoeducational Lab (3)
PSYC 696 Independent Project (3)
PSYC 750 Advanced Psychoanalytic Theories and Therapies (3)
PSYC 751 Advanced Client-Centered and Relationship Theories and Therapies (3)
PSYC 752 Advanced Cognitive and Behavioral Theories and Therapies (3)
PSYC 753 Advanced Family and Marital Theories and Therapies (3)
PSYC 754 Advanced Group Theories and Therapies (3)
GEN 511* Special Topics
• All students must take three credits in the PSYC 750-754 series.
• All students must take three credits from PSYC: 610, 614, 666, 696, or three one-credit
courses from GEN 511 series to substitute for one three-credit elective course at the 600-level.
The exception is B.A. admits taking PSYC 695 (see below) as their first field placement. B.A.
admits (or students admitted with a M.A. degree from a non-allied field) take PSYC 695 and
one of the PSYC 750-54 series.
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• Should a student wish to take an elective from another graduate department, a written request
(hard copy, signed, dated) must be made to the attention of the chair of the other department
and the chair of the Department of Graduate Psychology.
• Any student who wishes to take additional classes above the 117 credit requirement must put
this request in writing to the attention of the chair.
• PSYC 786, 787, 788, 791, 792, 793: students work with the Coordinator of Predoctoral
Internship and Practicum in preparation of application and identification of internship sites.
The full-time internship involves a national application pool for placement slots and is highly
competitive.
Students are permitted to transfer in one elective from PSYC 610, 614 or 666 as part
of the department's policy on transferring courses taken previously.
MASTER OF ARTS IN CLINICAL PSYCHOLOGY
The Master of Arts in Clinical Psychology is embedded within the Psy.D. curriculum. This degree is
open to doctoral students admitted into the Psy.D. program who enter with a BA or BS degree, or to
students who entered the Psy.D. program with a master's degree or equivalency, but without any
course transfers. It is not a stand-alone degree program.
PROGRAM COMPETENCIES AND EXPECTED OUTCOMES
Upon completion of the program, successful students are expected to have demonstrated competency
in the following areas:
(1) intervention and theory
(2) diversity and ethics
(3) assessment and diagnosis
(4) design and analysis
(5) practice–based experience
SCOPE AND SEQUENCE OF COURSES
The courses organized within the five core areas that link to the goals and objectives of the program
and support program outcomes follow.
*PSYC 668 and 669 are taken as program pre-requisites.
INTERVENTION AND THEORY (18 Credits)*
PSYC 701 Human Development (3)
PSYC 604 Group Process (3)
PSYC 606 Family Counseling (3)
PSYC 710 Cognitive & Behavioral Theories & Therapies (3)
PSYC 711 Psychoanalytic Theories & Therapies (3)
PSYC 712 Client-Centered and Relationship Theories & Therapies (3)
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DIVERSITY AND ETHICS (6 Credits)
PSYC 721 Psychology of Human Diversity (3)
PSYC 702 Professional Issues & Ethics (3)
ASSESSMENTAND DIAGNOSIS (12 Credits)
PSYC 608 Psychopathology (3)
PSYC 663 Psychometrics (3)
PSYC 664 Assessment I: Cognitive (3)
PSYC 765 Assessment II: Personality (3)
DESIGN AND ANALYSIS (6 Credits)
GEN 702 Research Methods (3)
PSYC 718 Applied Statistical Analysis for Behavioral Science (3)
APPLICATION OF CLINICALMETHODS (6 Credits)
PSYC 695 Clinical Practicum and Seminar (3)
PSYC 750-54 Advanced Psychotherapy Elective (3)
PSYC 695 This is a field placement of a minimum of 250 hours.
PSYC 750-54 The Advanced Elective must be completed as a 150-hour minimum field placement.
PSYC 697 Comprehensive Examination (0)
Students petition the Manager of the MA Program to take the Comprehensive Examination
after all M.A. courses have been completed (Appendix X- Petition for M.A. Clinical
Psychology Comprehensive Examination -)
ADVANCED STUDY
The department recognizes the special learning interests of its students and has developed three
models that provide opportunities for the development of specialized competency at the pre-doctoral
level of training.
Certificates of Advanced Proficiency
In 2001, the department was approved to offer Certificates of Advanced Proficiency. Psy.D. students
are eligible to work toward one of six certificates in the areas of Integrative Psychotherapy,
Psychological Testing, Human and Cultural Diversity, Drug and Alcohol Education and Counseling,
Neuropsychology, and Psychodynamic Psychotherapy. Eligibility requirements for each certificate
are outlined (Appendix XI -Criteria for Advanced Proficiency Certificates).
Self-Directed Competency Model
Students who have specialized interests that do not fall under the department’s Advanced Proficiency
Certificate Model may still work toward the attainment of advanced knowledge and mastery within a
particular content domain through self-directed study. For example, students with a special interest in
neuropsychology can develop their knowledge and skill in this area by writing academic term papers,
where appropriate, that address different facets of neuropsychology. Students can also use
independent projects and advanced therapy courses to further develop competency in this area and by
completing a dissertation on the topic.
39

SCHEDULING
Courses in the Psy.D. program in Clinical Psychology are offered at regular intervals. Each
semester, the College of Graduate Studies publishes a course schedule that also includes
projected courses for the following semester. Every attempt is made to ensure that courses are
offered during the designated semester and that courses offered only once each year are not
scheduled in competing time slots. The College of Graduate Studies reserves the right to
modify schedules based upon enrollment and other departmental and institutional
considerations. The College of Graduate Studies will apprise students of changes in
scheduling through its “NewsNotes” publications and through other mailings as needed.
Provisional Program Plans
Students are sent provisional program plans outlining dates and times of classes. These plans
allow for flexible, but predictable scheduling throughout the student's entire program of study,
and are open to modification under special, individual circumstances in consultation with the
student's advisor and department chair. provisional program plans that students accept at the
time of admission and typically roster the following courses as part of the provisional program
schedule.
Fall Spring Summer
GEN 701 PSYC 602 PSYC 604
GEN 702 PSYC 604 PSYC 606
PSYC 604 PSYC 606 PSYC 607
PSYC 606 PSYC 607 PSYC 608
PSYC 607 PSYC 608 PSYC 610
PSYC 608 PSYC 614 PSYC 664
PSYC 614 PSYC 664 PSYC 666
PSYC 663 PSYC 696 PSYC 695, 696
PSYC 664 PSYC 700 PSYC 701
PSYC 696 PSYC 710 PSYC 713
PSYC 702 PSYC 718 PSYC 720
PSYC 711 PSYC 721 PSYC 731
PSYC 712 PSYC 722 PSYC 741
PSYC 740 PSYC 730 PSYC 745
PSYC 750-54 PSYC 750-54 PSYC 750-54
PSYC 765 PSYC 780-81 PSYC 780-81
PSYC 780-81 PSYC 782-83 PSYC 782-8390
PSYC 782-83 PSYC 788 PSYC 792
PSYC 786 PSYC 790* PSYC 793
PSYC 787* PSYC 791 PSYC 797
PSYC 799 PSYC 800* PSYC 798
Students are required to enroll in PSYC 798, 799, 800, and 000 immediately following PSYC
790 and remain continually enrolled until completion of their dissertation.
Psy.D. students are required to complete a minimum of 1,500 doctoral practicum hours that
involve two full practica consisting of a 750 hour diagnostic practicum and a 750 hour
psychotherapy practicum. This change (from 1,000 to 1,500) will be effective for all students
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who entered the Psy.D. program during 2009. It is also required for students entering prior to
2009, but have not applied for practicum, unless there are extenuating circumstances, in which
case a written request for exemption should be directed to the chair. Requests should be in
writing (hard copy, signed, dated).
These hours are pre-requisite to pre-doctoral internship. There are four practicum semesters:
PSYC 780, PSYC 781, PSYC 782, and PSYC 783. Each semester has a 375-hour minimum.
Information about practicum is obtained through the Angel website. The Psy.D. Field Site
Coordinator should be contacted directly about questions pertaining to practicum. The
department reserves the right to modify hour requirements based upon review of prevailing
training standards within the profession. In addition to the required 1,500 hours through
the 780-783 practicum series, students admitted into the Psy.D. program with a MA degree
without having at least 150 hours of supervised clinical experience as part of their pre-Psy.D.
training are strongly encouraged to take PSYC 695 as an elective field placement early in their
program of study. Students admitted with a BA degree must complete a 250 hour mental
health practicum as PSYC 696 prior to the diagnostic and therapy placements. There is the
additional option of completing one of the advanced psychotherapy electives (PSYC 750-54)
as a 150-hour field placement.
Prerequisites. All students must receive the approval of their academic advisor, the
Coordinator of Doctoral Practicum Placements, and Department Chair to begin PSYC 780-81
and PSYC 782-83.
Pre-requisites for Diagnostic Practicum (PSYC 780)
PSYC 663, 701, 702
All or almost all 600-level courses
PSYC 664, 700, 701, 702, 711, 713, 718, 720, 745, 765
Pre-requisites for Psychotherapy Practicum (PSYC 782)
All 600 level classes
PSYC 710, 712, 721, 730 or 731, 781
Requirements. Students who complete field placements must comply with all requirements
outlined by the department. Information about practicum meetings, policies, procedures,
requirements, forms, and related resources are available on ANGEL. Students apply for
practicum on an annual basis, through the website. Applications are submitted in Nov, Jan,
and Feb for all practicum positions for the following academic year. The Coordinator of
Doctoral Practicum Placements provides information meetings throughout the Fall semester to
assist students through the application process. To access ANGEL, log into the MyIU portal,
click on the ANGEL tab, then click the ANGEL login button.
Affiliation Agreements and Liability Insurance. Students work closely with the
Coordinator of Doctoral Practicum Placements, who is responsible for monitoring practicum
training. Students are required to adhere to the Department's time-lines for identifying a site,
signing an Affiliation Agreement and securing APA Student Membership. The university’s
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insurance policy through the Seabury and Smith Chicago Insurance Company covers doctoral
students for liability purposes who are on practica unless the student is certified or licensed, in
which case student liability coverage must be secured through APA. This policy does not
cover Predoctoral Interns. Students must submit proof of student liability insurance when
filing their material. The department recommends, however, that all students on practica or
internship secure their own coverage at student rate through APA. Students who are asked to
sign contracts with field placements must have their contracts reviewed by the Coordinator of
Doctoral Practicum Placements.
Practicum Evaluations and Logs. Students who complete field placements as part of PSYC
695, PSYC 750-54, PSYC 780-81 and PSYC 782-83 (and, PSYC 785, if needed) are required
to submit an Evaluation and Activity Log, which should be signed by the student and
supervisor and handed in to the course instructor for filing with the Coordinator of Doctoral
Practicum Placements. During practica, students are required to have experience with
different clinical populations in different settings, and to log these experiences for record
keeping . Students are required to subscribe to a product by Time2Track to log hours.
Time2Track offers an online database that allows students to track their logs by easily
entering the services they provide each day. It organizes the data and provides reports
students need to submit for practicum logs and for internship applications. It also allows
faculty to view the logs throughout the semester and make sure students are getting the
experiences they need throughout the semester. Students who complete field placements as
part of PSYC 695, PSYC 750-54, PSYC 780-81 and PSYC 782-83 (and PSYC 785, if
needed) are required to submit an Evaluation and Activity Log, which should be signed by the
student and supervisor and handed in to the course instructor for filing with the Coordinator of
Doctoral Practicum Placements.
Additional Practicum Information. Additional information is available on ANGEL. This
information includes:
• Role and Contact Information for Coordinator
• Courses and Course Registration
• Seminar Schedule
• Application Procedures and Timeline
• Calendar of Weekly Information Sessions
• Available Sites and Positions
• Policies re: Employment
• Interviewing Tips
• Special Clearances Needed
• Copies of Forms and Paperwork
• Liability Insurance
• Affiliation Agreements
• Supervision Requirements
• Grading
• Activities Logs and Reports
• Evaluations
• Problems or Changes on Site
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COMPREHENSIVE EXAMINATION
The Comprehensive Examination is offered in the summer. Students receive the examination during
the summer session. It is due 6 weeks after mailing. The comprehensive examination is a culminating
experience that provides students with an opportunity to synthesize learning attained in individual
courses. The Department's goal in offering a Comprehensive Examination toward the end of the
student's program of study is to permit full integration of course material through a comprehensive
examination that requires synthesis of knowledge as well as application. Students must complete the
Petition for Comprehensive Examination Form (Appendix XII) and is due by the end of the spring
semester prior to the summer semester during which the student plans to take the examination.
Students are responsible for meeting pre-requisites. Students who have not met pre-requisites will be
notified prior to the mailing of the examination material. Guidelines for the Comprehensive
Examination are as follows.
Pre-requisites
PSYC 663, 701, 702,
PSYC 602, 604, 606, 607, 608, 664, 700, 701, 702, 710, 711, 712, 713, 718, 720, 721, 730 or
731, 740, 745, 765, 781, and
Completion of, or enrollment in, PSYC 782 and PSYC 790
Minimum GPA as identified in the Graduate Catalog
Department Approval
Content
The current comprehensive examination consists of four parts; Integrative Essay, Design &
Analysis, Psychological Assessment Report, and Clinical Case Evaluation: Psychotherapy.
I. Integrative Essay: Students will be required to answer one essay question that integrates
different courses. The question will be related to a general topic in psychology and not
tied necessarily to case application. Answers will be graded using a rubric developed by
the department.
Grading: Pass > .70 Fail < .70
II. Design and Analysis: Practice Application: This question will be tied directly to practice
application.
Grading: Pass > .70 Fail < .70
III. Psychological Assessment Report: The department will prepare a case for all students.
Students will be asked to write a report that includes the following sections: Intelligence,
Thought Organization and Reality Testing, Affects, Self-image, Interpersonal Relations,
Diagnosis, Recommendations, and Summary. Test data will be provided (e.g., WISC or
WAIS scores, Bender-Gestalt, MMPI, TAT, Rorschach, Drawings) to support final review
of student ability to integrate tests taught by the department.
Grading: Pass > .70 Fail < .70
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There will be test data that needs to be integrated into the report. Points will be
assigned for each accurate representation of a data point. Points will be assigned to
diagnosis, recommendations, summary, and overall quality of written expression.
IV. Clinical Case Evaluation: Psychotherapy: Each student is assigned to two faculty members
for the Clinical Case Evaluation. The Clinical Case Evaluation is scheduled for one hour.
You must present either an audio-recording of an individual psychotherapy session or
three consecutive sessions of process (i.e., verbatim) recording. Each faculty member will
have access to the student’s psychotherapy tape and transcript, or process notes. Cases
must come from practicum (PSYC 782-83; PSYC 695; PSYC 750-54, or PSYC 785, if
required). Students must use the department’s Release for Audio Recording Form
(Appendix XIII) even if the practicum site has its own form. Submit both forms, if
needed, but you must submit the department’s form if you are audio-recording a single
session. If audio-recording, use small tapes or CDs. Other methods must be approved by
the chair. (Requests are made in writing, hard copy, signed, dated.) (not small tapes for
mini-recorders). Transcripts must be typed. Each examiner gets one copy of the tape and
one copy of the transcript, so please make duplicates. If you are using process notes, your
supervisor must sign and date each of the three consecutive sessions to verify your work.
Make duplicate copies for the examiners. You may bring your own copy for reference
during the examination.
There are two parts to the psychotherapy evaluation.
1. Case Presentation (Pass or Fail): The first part is devoted to summarizing the case
orally. You will be asked, “Please summarize your case.” Your summary should
include reason for referral and relevant background and history, diagnosis,
treatment plan, medication, general health status, type of therapy approach, and
progress to date. The expectation is that students will be able to present a case in a
format similar to the type of verbal case reports that are summarized concisely in a
Case Conference of Grand Rounds proceeding. There is no written component
that accompanies the case. You are not permitted to read from notes. You may be
asked a follow-up question (e.g., “How did you arrive at the diagnosis?”), but the
goal is to limit this portion of the examination to no more than 15-minutes. An
example of how students are expected to present their case is as follows.
The patient is a 25-year-old Caucasian female, college educated, employed as
a computer operator in a nationally-known firm with a history of Bulimia
Nervosa who was referred to…facility because of depression, anxiety, and
suicidal ideation following the break-up of a two-year relationship with her
boyfriend. The patient lives alone. Following the break-up, she became
depressed and began a binge-purge cycle. She was talking about suicide. Her
friend came with her to the emergency room. They referred her here. She has
never been hospitalized, but has had a few short-term therapies. She was kept
overnight and then released. She was placed on Zoloft and referred for
outpatient individual and group therapy. She has been seeing me weekly for
three months. My approach to therapy is…Progress has been…
Grading: This section is graded as Pass or Fail
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Pass: Clear, articulate, detailed, accurate overview of case, or not totally
organized, but essentially accurate to a degree where another practitioner can get
the gist of the case based on the presentation.
Fail: Facts not clear; presentation not organized.
The department reserves the right to request a brief report as an accompaniment to
the case presentation and will provide directions for report preparation.
2. Response to Standard Questions: Following this presentation, the two examiners
ask 5 questions in response to your case material that are related broadly to clinical
courses. One question addresses the student’s psychotherapy model. The other 4
questions come from the following course areas: (1) Diversity (e.g., racial, ethnic,
gender, social), (2) Human Development, (3) Psychopathology (e.g., child,
adolescent, adult, elderly, depending on case), (4) Ethics, and (5) Biological,
Cognitive-Affective, Pharmacological bases. Follow up prompts are given as
needed. Specific course areas may change, and students will be apprised of this at
the time that they receive their examinations.
Grading: Pass or Fail for each of 5 areas based on clarity, accuracy, and
reasonableness of response in relation to case presentation.
Pass: Pass on 4/5 sections
Fail: Failure on at least 2 sections
There is one overall grade for the Clinical Case Evaluation. To receive the grade of Pass,
the student must pass both the Case Presentation and Questions. If either section is not
passed, the student receives the grade of Fail.
Grading, Internship Applications, Retake, and Feedback
The relationship between final comprehensive examination grade, internship, retakes, and
communication to student is described below.
1. Grading
a. Pass: Students must pass all four sections to receive a Pass for the Comprehensive
Examination.
b. Incomplete: Students who pass three of the four parts receive an Incomplete.
c. Fail: A student who fails any 2 of 4 parts receives the grade of Fail and must retake
the entire examination at the next examination period.
2. Internship: Students must pass 3 of 4 sections of the comprehensive examination in order
to be eligible to apply for internship. Students may apply for internship under one of two
conditions relative to their performance on the Comprehensive Examination:
a. If a student passes all sections and receives the grade of Pass, or
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. If a student passes either Part I (Integrative Essay) or Part II (Design and Analysis:
Practice Application), and passes both Parts III (Psychological Assessment Report)
and IV (Clinical Case Evaluation).
Thus, the student might fail either Part I or II (but not both Parts I & II) and pass Parts
III and IV. In this case, the student receives the grade of Incomplete, but is permitted
to apply for internship. However, if a student passes Parts I and II, but not Parts III
and/or IV, they will not be permitted to go on internship. The student must pass both
Parts III and IV to begin internship because of their direct tie to clinical service and
skills essential for internship. This point is discussed below under “Retake”.
3. Retake: Retake of one section is permitted before the next examination period without
assigning the entire examination grade of Fail if there is only one section that needs to be
retaken (essay, design and analysis, assessment, therapy). Retake format will depend on
the area in need of retake. A student who fails Parts III or IV (not both) may retake that
section before the next examination period, assuming that they pass Parts I and II, but is
still not permitted to begin internship until both Parts III and IV are passed. There may be
situations in which faculty request a meeting with a student to clarify a particular part of
an answer or asks a student to revise an answer for clarification; this is not the same as a
retake situation. Retakes are requested only if the student has failed a section. Here are
examples of how the retakes apply to different situations in which the student has not
passed all four parts of the examination.
a. A student does not pass Part III (Assessment) or Part IV (Psychotherapy). The
student is therefore not permitted to apply to internships of any type (e.g., APA,
APPIC). The department develops a remediation plan (e.g., written feedback),
which, depending on need, might include completing an Independent Study. The
student then retakes the examination the following year (e.g., mailed in July, due in
late August or early September, graded in a timely manner). If the student passes,
then they are permitted to complete internship applications. If they do not pass the
retake, their grade remains Incomplete, and they must retake the examination at a
time designated by the department.
b A student passes Parts I, III, and IV, but does not pass Part II (or, passes Parts II,
III, and IV, but does not pass Part I). The student is given a remedial plan (e.g.,
written feedback) and is permitted to apply for internship. If, for example, Part II
is not passed, then Part II may be retaken at a time determined by the department.
If the student does not pass the retake, the department will determine the method of
remediation and timing of retake, but the student is still eligible for internship.
c. A student fails Parts I and II, but passes Parts III and IV. They cannot apply for
internship, and must retake the examination in its entirety the following year.
4. Grading Feedback: Communication of grades will come from the Dean of the College of
Graduate Studies with a grading summary prepared by the Department Chair. Grade
summaries for each part of the exam are as follows. High Pass = .90-1.0, Pass = .80-.89,
Low Pass = .70-.79, Fail is less than .70.
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Part I: Essay
High Pass Pass Low Pass Fail
Comments:
Part II: Design & Analysis
High Pass Pass Low Pass Fail
Comments:
Part III: Psychological Report
High Pass Pass Low Pass Fail
Comments:
Part IV: Psychotherapy
Comments:
Oral: Pass Fail
Questions: Pass Fail
Overall Grade
Pass
Incomplete
Fail
Dissertation Seminar
Students take Dissertation Seminar prior to beginning formal dissertation study in the fall.
Dissertation seminar presents a comprehensive and formal review of the Department’s Dissertation
Handbook, the dissertation process, faculty research interests, a review of advanced quantitative and
qualitative methodologies, a review of institutional policies and procedures for ethical research
practice, and provides students with an opportunity to begin to develop their research ideas by
requiring them to complete a dissertation prospectus. Dissertation seminar also includes a review of
all academic technology resources in the Gabrielle Library. Use of the Writing Center is strongly
recommended for students who need support with writing skills.
DISSERTATION
The Doctoral Dissertation is another culminating experience for students. Dissertation is a sequential
process completed toward the end of the program, but prior to pre-doctoral internship in which the
student commits to a research area and develops a research study under the direction of a dissertation
committee. Students are referred to the Dissertation Handbook for specific information about the
47

entire dissertation process and are asked to plan schedules with advisement to help organize time
allocation when dissertation and internship applications are occurring simultaneously.
Time Line for Dissertation Completion
Complete PSYC 790- Dissertation Seminar (spring)
Complete PSYC 798- Dissertation I (summer)
Dissertation proposal must be defended by the end of the summer or within 3 weeks of the
beginning of the fall semester.
Students register at the end of the summer session for PSYC 799- Dissertation II (fall)
Students who are unable to defend the dissertation proposal by the end of the summer will be given
up until three weeks into the fall semester to defend the proposal.
If the proposal is not defended by three weeks into the fall semester, the student will be withdrawn
from PSYC 799 and re-registered in PSYC 798.
The student will then have until November 1 to defend the proposal. Copies to committee members
must be submitted no later than October 15 (or 2 weeks before the Proposal Hearing date).
If the proposal is not defended by November 1, then the student cannot do an internship of any type
the following year. For example, if a proposal is not defended by November 1, 2010, then the
student cannot do an internship for academic year 2011-2012 (almost all predoctoral internships
begin in the summer or fall).
This means that the department will:
1. not permit the student to participate in the APPIC Match
2. not permit the student to participate in the APPIC Clearinghouse
3. not permit any other form of internship training.
If the dissertation proposal is defended prior to November 1, the student may proceed with the
internship process.
Students register for PSYC 799 or PSYC 800-Dissertation III in the spring semester, depending on
whether or not they were withdrawn from PSYC 799 in the fall semester.
Students, who were withdrawn from PSYC 799 in the fall semester and re-registered for PSYC 798,
will register for PSYC 799 in the spring semester only if they complete PSYC 798.
Students, who under unusual circumstances, complete the dissertation process at the conclusion of
799 because of repetition of 798, will need 3 additional credits for the 117 credit total. These credits
can be identified in consultation with the department chair.
If the dissertation is not defended within PSYC 799, the student registers for PSYC 800 in the
summer semester.
Students are expected to hand in a bound copy of the dissertation prior to beginning internship.
Bound copies go the dissertation chair, two other committee members, Dean of the College of
Graduate Studies, and Chair of the Department of Graduate Psychology.
Please note that the department chair must approve all dissertation committee members.
Please note that the goal of the department’s dissertation model and timeline is for students to
complete dissertation prior to internship in order to maximize time devoted to internship training.
Dissertations should be completed or near completion by the start of internship, barring an unusual or
unforeseen circumstance. Faculty members who recommend students for internship do so under the
assumption that dissertation will be completed, or near completion, by the start of internship. It is
very important that you work closely with your chair to ensure timely completion of the dissertation.
In developing a model for completing the dissertation in a timely way, it is very important to respect
deadline dates, hand-in well written copy, and set sufficient time aside to devote to the dissertation.
48

Reviewing dissertations that have been completed and filed in the library is a good way to begin to
organize ideas about what the completed project looks like. .
Students will have their transcripts reviewed at the time of Dissertation Seminar so that their official
transcripts for internship application will reflect both their courses taken at Immaculata University
and courses that were accepted into the program at the time of admission.
PREDOCTORAL INTERNSHIP
The Immaculata University Predoctoral Internship Consortium (IU-PIC) is based upon a practitionerscholar
model of clinical practice. This internship provides an opportunity for interns to develop and
refine clinical knowledge and skills in the areas of diagnosis, assessment, psychotherapy/intervention
and the integration of advanced concepts. The consortium values knowledge and skills, as well as
scholarly attitude development, professional behavior, and integration into the professional
community. In particular, the consortium encourages social and diversity awareness/appreciation,
ethical reasoning, scholarly inquiry, development of reflective judgment, critical thinking, familiarity
with biopsychosocial and psychotherapy research, and professional development which are integrated
into clinical activities and discussions. In addition, the interns are encouraged to maintain effective
coping skills and respectful, professional relationships with all clients and colleagues (Appendix
XIV). The Predoctoral Internship Handbook is available on line, as noted earlier in the Psy.D.
Handbook. All students must apply for APA, APPIC, and IU-PIC Consortium internships.
EXIT INTERVIEW
The Department conducts an Exit Interview with each student prior to graduation. The purpose of the
Exit Interview is to reflect upon the student’s experience of their education and training, update the
student’s post-graduation goals and plans, and bring closure to the student’s degree program.
GRADUATION CONFERRAL DATES
The College of Graduate Studies confers degrees in August, January, and May. To be eligible for
conferral, the student must complete all degree requirements in accord with time lines set forth by the
Registrar and paid their bills. Psy.D. students are not eligible to receive their doctoral degree until
they have completed the entirety of their predoctoral internship. Students are considered postdoctoral
upon receipt of their degrees.
Commencement
Formal University commencement exercises are held each May. A doctoral student who has
completed degree requirements in either August or January prior to May commencement, or
graduates in May, is eligible for the commencement procession.
Psychology Licensure
The department prepares its students for predoctoral education and training requirements that lead to
the psychology license. The department fully expects that each student will complete required
postdoctoral experiences upon graduation and submit applications to the State Psychology Board for
the psychology licensing examination. Students are requested to inform the department upon receipt
of this credential.
49

Psy.D. Reception
Each September, the department hosts a reception for graduates. This event acknowledges August
degree recipients and includes a social and guest speaker.
50

.
APPENDICES
51

APPENDIX I
PROVISIONAL PROGRAM PLANS
52

PROVISIONAL PROGRAM PLAN
PROGRAM LENGTH: 6 YEARS (7 IF HALF-TIME INTERNSHIP)
FALL ADMISSION: ADMISSION DEGREE: Bachelor’s
This is a provisional program plan. The department reserves the right to change day, time and sequence of any course.
Please be sure to refer to the graduate course listing each term as additional sections of courses may be offered on
days/times not listed below.
YEAR FALL SPRING SUMMER CREDITS
1 P600* W 4:30 or 7:20 P601* W 4:30 or 7:20 P606 SI T-TH 4:30 18.0
P607 TH 4:30 P608 T 4:30 P696
P663 W 7:20 P664 M 4:30 or Th 4:30
*program pre-requisite, not credited
2 G701 T 7:20 P700 T 7:20 P701 S1 M-W 7:20 30.0
P702 T 4:30 P710 TH 4:30 P713 TH 7:20
P711 M 4:30 P721 W 7:20 P720 T 4:30
P745 W 4:30
3 G702 M 7:20 P602 W 4:30 P604 M 4:30 27.0
P712 TH 7:20 P718 M 4:30 P731 T 4:30
P765 TH 4:30 P730 T 4:30 P780 TH 4:30
4 P740 M 7:20 P722 TH 7:20 P741 M 4:30 27.0
P781 TH 4:30 P782 W 4:30 P783 W 4:30
P750-54 P790 M 4:30 P798
P797 (Comps)
5 P799 P800
Cont. Registration 6.0
6 Internship Internship Internship 4.5 if half-time
9.0 if full-time
7 Internship Internship Internship 4.5 if half-time
117 total credits
Psy.D. Student
Date
Advisor
Date
Program Coordinator
Date
cc: Student; Advisor; Dept.; Academic File Updated 2/1/2010
53

PROVISIONAL PROGRAM PLAN
PROGRAM LENGTH: 7 YEARS (8 IF HALF-TIME INTERNSHIP)
FALL ADMISSION: ADMISSION DEGREE: Bachelor’s
This is a provisional program plan. The department reserves the right to change day time and sequence of any course.
Please be sure to refer to the graduate course listing each term as additional sections of courses may be offered on
days/times not listed below.
YEAR FALL SPRING SUMMER CREDITS
1 P600* W 4:30 or 7:20 P601* W 4:30 or 7:20 P606 S1 T-TH 4:30 18.0
P607 TH 4:30 P608 T 4:30 P696
P663 W 7:20 P664 M or Th 4:30
*program pre-requisite, not credited
2 G701 T 7:20 P700 T 7:20 P713 TH 7:20 21.0
P702 T 4:30 P710 TH 4:30 P720 T 4:30
P721 W 7:20
3 G702 M 7:20 P602 W 4:30 P701 S1 M-W 7:20 18.0
P711 M 4:30 P718 M 4:30 P745 W 4:30
4 P712 TH 7:20 P604 M 4:30 P731 T 4:30 24.0
P765 TH 4:30 P730 T 4:30 P780 TH 4:30
P750-54 fall or spring P741 M 4:30
5 P740 M 7:20 P782 W 4:30 P783 W 4:30 18.0
P781 TH 4:30 P790 M 4:30 P798
P797 (Comps)
6 P799 P722 TH 7:20 Cont. Registration 12.0
P800
7 Internship Internship Internship 4.5 if half-time
9.0 if full-time
8 Internship Internship Internship 4.5 if half-time
9 Internship 1.5 if half-time
117 total credits
Psy.D. Student
Date
Advisor
Date
Program Coordinator
Date
cc: Student; Advisor; Dept.; Academic File Updated 2/1/2010
54

PROVISIONAL PROGRAM PLAN
PROGRAM LENGTH: 6 YEARS (7 IF HALF-TIME INTERNSHIP)
SUMMER ADMISSION: ADMISSION DEGREE: Bachelor’s
This is a provisional program plan. The department reserves the right to change day, time and sequence of any course.
Please be sure to refer to the graduate course listing each term as additional sections of courses may be offered on
days/times not listed below.
YEAR SUMMER FALL SPRING CREDITS
1 P604 M 4:30(pr) P600* W 4:30 or 7:20 P601* W 4:30 or 7:20 18.0
P608 T 7:20 P606 M 7:20 P696
P663 W 7:20 P664 M 4:30
*program pre-requisite, not credited
2 P713 TH 7:20 G701 T 7:20 P700 T 7:20 27.0
P720 T 4:30 P702 T 4:30 P710 TH 4:30
P745 W 4:30 P711 M 4:30 P721 W 7:20
3 P607 S2 M-W 7:20 G702 M 7:20 P602 W 4:30 27.0
P701 S 1 M-W 7:20 P712 TH 7:20 P718 M 4:30
P765 TH 4:30 P 730 T 4:30
P750-54
4 P731 T 4:30 P740 M 7:20 P722 TH 7:20 24.0
P741 M 4:30 P781 TH 4:30 P782 W 4:30
P780 TH 4:30 P790 M 4:30
5 P783 W 4:30 P799 P800 12.0
P798
P797 (Comps)
6 Cont. Registration Internship Internship 3.0 if half-time
6.0 if full-time
7 Internship Internship Internship 4.5 if half-time
3.0 if full-time
8 Internship 1.5 if half-time
117 total credits
Psy.D. Student
Date
Advisor
Program Coordinator
Date
Date
cc: Student; Advisor; Dept.; Academic File Updated 2/1/2010
55

PROVISIONAL PROGRAM PLAN
PROGRAM LENGTH: 6 YEARS (7 IF HALF-TIME INTERNSHIP)
SUMMER ADMISSION: ADMISSION DEGREE: Bachelor’s
This is a provisional program plan. The department reserves the right to change day, time and sequence of any course.
Please be sure to refer to the graduate course listing each term as additional sections of courses may be offered on
days/times not listed below.
YEAR SUMMER FALL SPRING CREDITS
1 P604 M 4:30(pr) P600* W 4:30 or 7:20 P601* W 4:30 or 7:20 18.0
P608 T 7:20 P606 M 7:20 P696
P663 W 7:20 P664 M 4:30
*program pre-requisite, not credited
2 P713 TH 7:20 G701 T 7:20 P700 T 7:20 27.0
P720 T 4:30 P702 T 4:30 P710 TH 4:30
P745 W 4:30 P711 M 4:30 P721 W 7:20
3 P607 S2 M-W 7:20 G702 M 7:20 P602 W 4:30 27.0
P701 S 1 M-W 7:20 P712 TH 7:20 P718 M 4:30
P765 TH 4:30 P 730 T 4:30
P750-54
4 P731 T 4:30 P740 M 7:20 P722 TH 7:20 24.0
P741 M 4:30 P781 TH 4:30 P782 W 4:30
P780 TH 4:30 P790 M 4:30
5 P783 W 4:30 P799 P800 12.0
P798
P797 (Comps)
6 Cont. Registration Internship Internship 3.0 if half-time
6.0 if full-time
7 Internship Internship Internship 4.5 if half-time
3.0 if full-time
8 Internship 1.5 if half-time
117 total credits
Psy.D. Student
Date
Advisor
Program Coordinator
Date
Date
cc: Student; Advisor; Dept.; Academic File Updated 2/1/2010
56

PROVISIONAL PROGRAM PLAN
PROGRAM LENGTH: 5 YEARS (6 years if half-time internship)
FALL ADMISSION: ADMISSION DEGREE: Master’s or Equivalent
This is a provisional program plan. The department reserves the right to change day, time and sequence of any course.
Please be sure to refer to the graduate course listing each term as additional sections of courses may be offered on
days/times not listed below.
YEAR FALL SPRING SUMMER CREDITS
1 G701 T 7:20 P606 T 4:30 P701 SI M-W 7:20 39.0
P663 W 7:20 P664 M or Th 4:30 P713 TH 7:20
P702 T 4:30 P700 T 7:20 P720 T 4:30
P608 Th 4:30 (if needed) or P710 TH 4:30 P745 W 4:30
P711
M 4:30 (if P608* transfers)
P721 W 7:20
2 G702 M 7:20 P602 W 4:30 P607 S2 M-W 7:20 36.0
P711 (if needed) M-4:30 P718 M 4:30 P731 T 4:30
P712 TH 7:20 P730 T 4:30 P741 M 4:30
P765 TH 4:30 Elective P780 TH 4:30
3 P604 M 4:30 P722 TH 7:20 P783 W 4:30 27.0
P740 M 7:20 P782 W 4:30 P798
P781 TH 4:30 P790 M 4:30 P797 (Comps.)
P750-54
4 P799 P800 Cont Registration 6.0
5 Internship Internship Internship 4.5/9.0
6 Internship Internship Internship 4.5
*It is not uncommon for students entering with a MA degree in psychology to have a few courses transfer into the program.
PSYC 608 is pre-requisite PSYC 711. All other pre-requisites factored into the schedule. If your transcript review indicates
that you were credited for a course, simply do not take it as it is rostered above. Do not make changes, however, by substituting
in other classes. Just take a lighter load for that semester.
117 total credits
Psy.D. Student
Date
Advisor
Date
Program Coordinator
Date
cc: Student; Advisor; Dept.; Academic File Updated 2/1/2010
57

PROVISIONAL PROGRAM PLAN
PROGRAM LENGTH: 6 YEARS (7 years if half-time internship)
FALL ADMISSION: ADMISSION DEGREE: Master’s or Equivalent
This is a provisional plan. The department reserves the right to change date, time, and sequence of any course.
Please be sure to refer to the graduate course listing each term as additional sections of courses may be offered on
days/times not listed below.
YEAR FALL SPRING SUMMER CREDITS
1 G701 T 7:20 P606 T 4:30 P701 SI M-W 7:20 30.0
P702 T 4:30 P607 TH 4:30 P713 TH 7:20
P608 Th 4:30 (if needed) or P663 M 4:30 P720 T 4:30
P711 M 4:30 (if P608* transfers) P700 T 7:20
2 G702 M 7:20 P602 W 4:30 P664 M 7:20 30.0
P711 (if needed) M-4:30 P710 TH 4:30 P745 W4:30
P712 TH 7:20 P718 M 4:30 ELECTIVE
P 721 W 7:20
3 P604 M 4:30 P722 TH 7:20 P731 T 4:30 27.0
P740 M 7:20 P730 T 4:30 P741 M 4:30
P765 TH 4:30 P780 TH 4:30 P781 TH 4:30
4 P782 W 4:30 P783 W 4:30 P 798 15.0
P 750-54 P790 M 4:30 P797 (Comps)
5 P799 P800 Continuous Registration 6.0
6 Internship Internship Internship 4.5/9.0
7 Internship Internship Internship 4.5
117 total credits
*It is not uncommon for students entering with a MA degree in psychology to have a few courses transfer into the program.
PSYC 608 is pre-requisite PSYC 711. All other pre-requisites factored into the schedule. If your transcript review indicates
that you were credited for a course, simply do not take it as it is rostered above. Do not make changes, however, by substituting
in other classes. Just take a lighter load for that semester.
Psy.D. Student
Date
Advisor
Date
Program Coordinator
Date
cc: Student; Advisor; Dept.; Academic File Updated 2/1/2010
58

PROVISIONAL PROGRAM PLAN
PROGRAM LENGTH: 5 YEARS (6 years if half-time internship)
SUMMER ADMISSION: ADMISSION DEGREE: Master’s or Equivalent
This is a provisional program plan. The department reserves the right to change day, time and sequence of any course.
Please be sure to refer to the graduate course listing each term as additional sections of courses may be offered on
days/times not listed below.
YEAR SUMMER FALL SPRING CREDITS
1 P604 M 4:30 G701 T 7:20 P664 M4:30 or Th4:30 36.0
P713 TH 7:20 P663 W 7:20 P700 T 7:20
P720 T 4:30 P702 T 4:30 P710 TH 4:30
P745 W 4:30 P608 Th 4:30 (if needed) or P721 W 7:20
P711 M 4:30 (if P608* transfers)
2 P606 S1 T-TH 4:30 G702 M 7:20 P602 W 4:30 33.0
P607 S2 M-W 7:20 P711 M 4:30 (if needed) P718 M 4:30
P701 S1 M-W 7:20 P712 TH 7:20 P750-54
ELECTIVE P765 TH 4:30
____________________________________________________________________________________________________
3 P731 T 4:30 P740 M 7:20 P722 TH 7:20 27.0
P741 M 4:30 P 781 TH 4:30 P730 T 4:30
P 780 TH 4:30 P 782 W 4:30
P790 M 4:30
____________________________________________________________________________________________________
4 P783 W 4:30 P799 P800 12.0
P798
P797 (Comps)
____________________________________________________________________________________________________
5 Internship Internship Internship 4.5/9.0
____________________________________________________________________________________________________
6 Internship Internship Internship 4.5
117 total credits
*It is not uncommon for students entering with a MA degree in psychology to have a few courses transfer into the program.
PSYC 608 is pre-requisite PSYC 711. All other pre-requisites factored into the schedule. If your transcript review indicates
that you were credited for a course, simply do not take it as it is rostered above. Do not make changes, however, by substituting
in other classes. Just take a lighter load for that semester.
Psy.D. Student
Date
Advisor
Date
Program Coordinator
Date
cc: Student; Advisor; Dept.; Academic File Updated 2/1/2010
59

PROVISIONAL PROGRAM PLAN
PROGRAM LENGTH: 6 YEARS (7 years if half-time internship)
SUMMER ADMISSION: ADMISSION DEGREE: Master’s or Equivalent
This is a provisional plan. The department reserves the right to change day, time and sequence of any course.
Please be sure to refer to the graduate course listing each term as additional sections of courses may be offered on
days/times not listed below.
YEAR SUMMER FALL SPRING CREDITS
1 P713 TH 7:20 G701 T 7:20 P664 M 4:30 or Th 4:30 30.0
P720 T 4:30 P663 W 7:20 P700 T 7:20
P745 W 4:30 P702 T 4:30 P721 W 7:20
P608 Th 4:30 (if needed) or
P711 M 4:30 (if P608* transfers)
2 P604 M 4:30 G702 M 7:20 P602 W 4:30 27.0
P607 S2 M-W 7:20 P711 (if needed) M 4:30 P710 TH 4:30
P701 S1 M-W 7:20 P712 TH 7:20 P718 M 4:30
3 P606 S1 T-TH 4:30 P740 M 7:20 P722 TH 7:20 24.0
ELECTIVE P 765 TH 4:30 P 730 T 4:30
P 750-54 P 780 TH 4:30
4 P731 T 4:30 P782 W 4:30 P783 W 4:30 18.0
P741 M 4:30 P 790 M 4:30
P 781 Th 4:30
5 P 798 P 799 P800 9.0
P797 (Comps)
6 Continuous Registration Internship Internship 3.0/6.0
7 Internship Internship Internship 4.5/3.0
8 Internship 1.5
117 total credits
*It is not uncommon for students entering with a MA degree in psychology to have a few courses transfer into the program.
PSYC 608 is pre-requisite PSYC 711. All other pre-requisites factored into the schedule. If your transcript review indicates
that you were credited for a course, simply do not take it as it is rostered above. Do not make changes, however, by substituting
in other classes. Just take a lighter load for that semester.
Psy.D. Student
Advisor
Program Coordinator
Date
Date
Date
cc: Student; Advisor; Dept.; Academic File Updated 2/1/2010
60

APPENDIX II
STUDENT PROGRESS REVIEW FORM
61

Psy.D. Program in Clinical Psychology – Student Progress review
Part 1: Program Competency Assessment Summary
Name: Admit Term: Status: CUM GPA:
Competencies:
Case Conceptualization and Diagnosis Acceptable Needs Improvement Remedial Plan (Yes or No)*
Psychotherapy Strategies Acceptable Needs Improvement Remedial Plan (Yes or No)*
Human Diversity Acceptable Needs Improvement Remedial Plan (Yes or No)*
Self-Reflection Acceptable Needs Improvement Remedial Plan (Yes or No)*
Ethical Awareness Acceptable Needs Improvement Remedial Plan (Yes or No)*
Research Skill Acceptable Needs Improvement Remedial Plan (Yes or No)*
Assessment Skill Acceptable Needs Improvement Remedial Plan (Yes or No)*
Atypical Development and Behavior Acceptable Needs Improvement Remedial Plan (Yes or No)*
Biological, Cognitive-Affective and Acceptable Needs Improvement Remedial Plan (Yes or No)*
Pharmacological Bases
Human Sexuality Acceptable Needs Improvement Remedial Plan (Yes or No)*
History and Systems Acceptable Needs Improvement Remedial Plan (Yes or No)*
Social Psychology Principles Acceptable Needs Improvement Remedial Plan (Yes or No)*
Professional Practice Issues Acceptable Needs Improvement Remedial Plan (Yes or No)*
Instructional Skill Acceptable Needs Improvement Remedial Plan (Yes or No)*
* Should a remedial plan be recommended, the student, advisor, and another department faculty member will meet to
discuss the recommendation and develop a plan.
62

Psy.D. Program in Clinical Psychology – Student Progress review
Part 1: Program Competency Assessment Summary
Subject Course Title Term Grade
Name: Admit Term: Status: CUM GPA:
Competency: Case Conceptualization and Diagnosis
PSYC 604 Group Process
PSYC 606 Family Counseling
PSYC 608 General Psychopathology
PSYC 607 Treatment of Children
PSYC 711 Psychoanalytic Theories &
PSYC 712 Existential-Humanistic Theories
PSYC 710 Cognitive and Behavioral
PSYC 780 Diagnostic Pract & Seminar I
PSYC 781 Diagnostic Pract & Seminar II
PSYC 750-754 Adv: Psychoanal Theor & Ther
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 797 Comp Exam/Psychology
Competency: Psychotherapy Strategies
PSYC 604 Group Process
PSYC 711 Psychoanalytic Theories &
PSYC 602 Geriatric Counseling
PSYC 720 Women’s Issues
PSYC 712 Existential-Humanistic Theorie
PSYC 710 Cognitive and Behavioral
PSYC 722 Human Sexuality and Dysfunction
PSYC 750-754 Adv: Psychoanal Theor & Ther
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 797 Comp Exam/Psychology
Competency: Human Diversity
GEN 701 Human Development
PSYC 602 Geriatric Counseling
PSYC 721 Psychology of Human Diversity
PSYC 720 Women’s Issues
PSYC 722 Human Sexuality and Dysfunction
PSYC 745 Social Psychology
PSYC 780 Diagnostic Pract & Seminar I
PSYC 781 Diagnostic Pract & Seminar II
PSYC 750-754 Adv: Psychoanal Theor & Ther
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 797 Comp Exam/Psychology
Competency: Self-Reflection
PSYC 604 Group Process
PSYC 606 Family Counseling
PSYC 711 Psychoanalytic Theories &
PSYC 712 Existential-Humanistic Theorie
PSYC 722 Human Sexuality and Dysfunction
PSYC 780 Diagnostic Pract & Seminar I
PSYC 781 Diagnostic Pract & Seminar II
63

Psy.D. Program in Clinical Psychology – Student Progress review
Part 1: Program Competency Assessment Summary
Subject Course Title Term Grade
Name: Admit Term: Status: CUM GPA:
Competency: Self-Reflection
PSYC 750-754 Adv. Psychoanal Theor & Ther
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 797 Comp Exam/Psychology
PSYC 741 Clin Supv, Consult & Managemnt
Competency: Ethical Awareness
PSYC 702 Professional Issues and Ethics
PSYC 780 Diagnostic Pract & Seminar I
PSYC 781 Diagnostic Pract & Seminar II
PSYC 750-754 Adv. Psychoanal Theor & Ther
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 797 Comp Exam/Psychology
PSYC 741 Clin Supv, Consult & Managemnt
Competency: Research Skill
PSYC 663 Psychometrics
GEN 702 Methods of Research
PSYC 718 Applied Statistical Analysis
PSYC 790 Dissertation Research Seminar
PSYC 797 Comp Exam/Psychology
PSYC 798 Doctoral Dissertation I
PSYC 799 Doctoral Dissertation II
PSYC 800 Doctoral Dissertation III
Competency: Assessment Skill
PSYC 663 Psychometrics
PSYC 664 Assessment I: Cognitive
PSYC 765 Assessment II: Personality
PSYC 730 Assessment IV: Advanced
PSYC 731 Assessment V:
PSYC 780 Diagnostic Pract & Seminar I
PSYC 781 Diagnostic Pract & Seminar II
PSYC 750-754 Adv: Psychoanal Theor & Ther
PSYC 797 Comp Exam/Psychology
Competency: Atypical Development and Behavior
PSYC 608 General Psychopathology
PSYC 607 Treatment of Children
GEN 701 Human Development
PSYC 602 Geriatric Counseling
PSYC 780 Diagnostic Pract & Seminar I
PSYC 781 Diagnostic Pract & Seminar II
PSYC 750-754 Adv: Psychoanal Theor & Ther
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 797 Comp Exam/Psychology
64

Psy.D. Program in Clinical Psychology – Student Progress review
Part 1: Program Competency Assessment Summary
Subject Course Title Term Grade
Name: Admit Term: Status: CUM GPA:
Competency: Biological, Cognitive, Affective and Pharmacological Bases
PSYC 602 Geriatric Counseling
PSYC 700 Biological Bases of Behavior
PSYC 701 Cognitive Processes
PSYC 740 Clinical psychopharmacology
PSYC 731 Assessment V:
PSYC 780 Diagnostic Pract & Seminar I
PSYC 781 Diagnostic Pract & Seminar II
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 797 Comp Exam/Psychology
Competency: Human Sexuality
PSYC 608 General Psychopathology
PSYC 721 Psychology of Human Diversity
PSYC 720 Women’s Issues
PSYC 722 Human Sexuality and Dysfunction
PSYC 750-754 Adv: Psychoanal Theor & Ther:
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 797 Comp Exam/Psychology
Competency: History and Systems
PSYC 713 History & Systems in Psychology
PSYC 790 Dissertation Research Seminar
PSYC 797 Comp Exam/Psychology
PSYC 798 Doctoral Dissertation I
Competency: Social Psychology Principles
PSYC 604 Group Process
PSYC 721 Psychology of Human Diversity
PSYC 720 Women’s Issues
PSYC 745 Social Psychology
PSYC 797 Comp Exam/Psychology
Competency: Professional Practice Issues
PSYC 702 Professional Issues and Ethics
PSYC 711 Psychoanalytic theories &
PSYC 602 Geriatric Counseling
PSYC 780 Diagnostic Pract & Seminar I
PSYC 781 Diagnostic Pract & Seminar II
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 797 Comp Exam/Psychology
Competency: Instructional Skill
PSYC 604 Group Process
PSYC 606 Family Counseling
PSYC 602 Geriatric Counseling
PSYC 780 Diagnostic Pract & Seminar I
PSYC 781 Diagnostic Pract & Seminar II
65

Psy.D. Program in Clinical Psychology – Student Progress review
Part 1: Program Competency Assessment Summary
Subject Course Title Term Grade
Name: Admit Term: Status: CUM GPA:
Competency: Instructional Skill
PSYC 782 Psychother Pract & Seminar I
PSYC 783 Psychother Pract & Seminar II
PSYC 790 Dissertation Research Seminar
PSYC 797 Comp Exam/Psychology
PSYC 798 Doctoral Dissertation I
PSYC 800 Doctoral Dissertation II
Competency: Internship
PSYC 786 Intern in Clinical Psy I
PSYC 787 Intern in Clinical Psy II
PSYC 788 Intern in Clinical Psy III
PSYC 791 Intern in Clinical Psy IV
PSYC 792 Intern in Clinical Psy V
PSYC 793 Intern in Clinical Psy VI
NOTES:
1). Competency will reflect performance in these representative core courses. Should a student request a review of their
evaluation in relation to a particular competency, they must put this request in writing to the attention of their academic
advisor, who will review the request with the department.
2). PSYC 696 is included in competency evaluation only if completed as a field placement.
3). PSYC 750-54 is included in competency evaluation only if completed as a field placement.
4). PSYC 797 is the Comprehensive Examination. The Comprehensive Examination samples program competencies and
provides formative evaluation in core competency areas.
66

Part 2: Program Presentation and Interpersonal behavior*
Professionalism: Does the student present in a professional manner: Respectful when interacting with faculty, peers, and
office staff:? Respectful of clients? Does the student discuss client concerns in a respectful manner? Communicate a
sincere interest in a caring for others?
Acceptable Needs Improvement Remedial Plan (Yes or No)**
Receptivity to Feedback: Is the student open to constructive feedback? Defensive regarding feedback? Seek out feedback?
Incorporate feedback in their behavior? Receptive to peer feedback and/or give constructive feedback?
Acceptable Needs Improvement Remedial Plan (Yes or No)**
Responsibility/Dependability: Is the student reliable? Meet scheduled commitments? Return phone calls and emails
promptly? Apprise the department or changes that impact access?
Acceptable Needs Improvement Remedial Plan (Yes or No)**
Common Sense, Tact, & Judgment: Is the student able to discern between decisions that are appropriate for their level of
training and those which require further training and supervision? Alert to social nuance, and modify response reactivity
bases on the context of the situation?
Acceptable Needs Improvement Remedial Plan (Yes or No)**
Self-Reflective: Is the student willing to engage in self-critique? Reflective in processing material? Able to moderate
emotional expression? Understand personal and professional strengths and weaknesses?
Acceptable Needs Improvement Remedial Plan (Yes or No)**
Interactions with others: Does the student facilitate positive interactions with others? Respond in a reflective manner?
Display appropriate self-monitoring in the classroom with respect to discussion among peers and with the teacher? Do
they avoid personalizing, dominating discussions? Are they collaborative with others?
Sensitivity to Diversity: Does the student appreciate differences and avoid ridicule, non-constructive criticism, biased or
prejudicial thinking, and tolerant of differences?
Acceptable Needs Improvement Remedial Plan (Yes or No)**
Punctual Attendance: Does the student attend class consistently and without routing lateness:
Acceptable Needs Improvement Remedial Plan (Yes or No)**
Punctual Work: Does the student complete work in a timely manner?
Acceptable Needs Improvement Remedial Plan (Yes or No)**
Quality of Writing: Does the student’s written work read easily, display appropriate attention to the requirements of the
APA Publication Manual? Is the student inattentive to detail when preparing written work?
Acceptable Needs Improvement Remedial Plan (Yes or No)**
*Part 2 of the Progress Review is based on faculty discussion and feedback about the student’s presentation in the
program.
**Should a remedial plan be recommended, the student, advisor, and another departmental faculty member will meet to
discuss the recommendation and develop a plan.
Should a student request a review of Part 2 of the Progress Review, please put the reason for the request in writing
to the attention of your advisor, who will review the request with the department.
67

Part 2: Program Presentation and interpersonal Behavior*
COMMENTS:
Reviewed and Approved by Advisor
Date
Reviewed and Approved by Psy.D. Program Coordinator
Jed Yalof, Psy.D., ABPP, ABSNP
Date
Reviewed and Approved by Dean, College of Graduate Studies
Janet Kane, Ed.D.
Date
Name of Student
Date
If we do not receive a signed copy back within two weeks of the mailing date, we will assume that you have accepted this
review.
cc:
Psychology Department
Advisor
Student File
68

APPENDIX III
MENTORING PROGRAM
69

Mentoring Program
Immaculata University
If you are willing to have your name and telephone number or email address on a list for first and second year
Psy.D. students, please fill out this form and return it to Dr. Janet Etzi. If you decide at any point to have this
information removed from the list, please let Dr. Etzi know. Her email address is jetzi@immaculata.edu and
her extension is 3205.
Students often have questions about courses, independent studies, dissertation work, practicum experiences,
etc. and we believe that advanced students are the best resource for answering these questions.
Thank you for your interest and involvement in this part of the Psy.D. program.
Name:
Telephone
Email:
Comments:
70

APPENDIX IV
TRANSCRIPT REVIEW FORM
71

IMMACULATA UNIVERSITY
TRANSCRIPT REVIEW
Psy.D. Program in Clinical Psychology
Name of Student
Date of Review
Reviewed By Dr. Jed Yalof Academic Advisor
Signature
Course
Interdisciplinary Core
Gen 701 Human Development
Gen 702 Methods of Research
PSYC 790 Dissertation Research Seminar
Required Concentration
PSYC 602 Geriatric Counseling
PSYC 604 Group Process
PSYC 606 Family Counseling
PSYC 607 Treatment of Children and Adolescents
PSYC 608 Psychopathology
PSYC 663 Psychometrics
PSYC 664 Assessment I: Cognitive
PSYC 700 Biological Bases of Behavior
PSYC 701 Cognitive and Affective Bases of Behavior
PSYC 702 Professional Issues & Ethics
PSYC 710 Cognitive and Behavioral Theories and Therapies
PSYC 711 Psychoanalytic Theories and Therapies
PSYC 712 Existential-Humanistic Theories and Therapies
PSYC 713 History and Systems in Psychology
PSYC 718 Applied Statistical Analysis for Behavior Science
PSYC 720 Gender Psychology
PSYC 721 Psychology of Human Diversity
PSYC 722 Human Sexuality and Dysfunctions
PSYC 730 Assessment IV: Advanced
Decision
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
R
72

Psy.D Transcript Review
Page2
Course
Decision
PSYC 731 Assessment V: Neuropsychological
R
PSYC 740 Clinical Psychopharmacology
R
PSYC 741 Topics in Clinical Practice
R
PSYC 745 Social Psychology
R
PSYC 765 Assessment II: Personality
R
PSYC 780 Diagnostic Practicum and Seminar I
R
PSYC 781 Diagnostic Practicum and Seminar II
R
PSYC 782 Psychotherapy Practicum and Seminar I
R
PSYC 783 Psychotherapy Practicum and Seminar II
R
PSYC 786 Internship in Clinical Psychology I
R
PSYC 787 Internship in Clinical Psychology II
R
PSYC 788 Internship in Clinical Psychology III
R
PSYC 791 Internship in Clinical Psychology IV
R
PSYC 792 Internship in Clinical Psychology V
R
PSYC 793 Internship in Clinical Psychology VI
R
PSYC 798 Doctoral Dissertation I
R
PSYC 799 Doctoral Dissertation II
R
PSYC 800 Doctoral Dissertation III
R
Prerequisites (for Bachelor admits)
PSYC 600 Counseling Theories and Techniques I
R
PSYC 601 Counseling Theories and Techniques II
R
Electives 6 credits
All students must take one 3 credit course in the PSYC 750-754 series and one other 3 credit course per catalog.
Copy:
Dr. Jed Yalof
Student
Advisor
Academic File
R = required
C = credit
D = document with syllabus
73

APPENDIX V
DEPARTMENT REVIEW OF STUDENT PROGRESS:
BACHELOR'S ADMISSION
74

DEPARTMENT REVIEW OF BA-LEVEL ADMITS
NAME OF STUDENT:
SEMESTER OF ADMISSION:
ADVISOR:
COURSES TO DATE:
GPA:
ADVISOR COMMENTS:
TEACHER
COMMENTS:
FIELD SITE SUPERVISOR
COMMENTS:
DECISION:
RECOMMEND FOR FURTHER STUDY IN THE PSY.D. PROGRAM IN CLINICAL PSYCHOLOGY:
YES: _________
NO: ________
Chair, Department of Graduate Psychology
Dean, College of Graduate Studies
75

APPENDIX VI
OUTSIDE EMPLOYMENT FORM
76

GRADUATE PSYCHOLOGY DEPARTMENT
RECORD OF STUDENT EMPLOYMENT
I
II
NAME OF STUDENT ______________________________ DEGREE(S) ALREADY HELD___________
PROGRAM OF STUDY:
MA in Counseling Psychology
MA with School Psychology Certification
MA with Elementary School Guidance Certification
School Psychology or Guidance Certification Only
Psy.D. in Clinical Psychology
Psy.D. in School Psychology
______
______
______
______
______
______
III
NAME OF EMPLOYER(S)
1. ________________________________________________________________________
2. ________________________________________________________________________
IV
EMPLOYMENT ACTIVITIES (List per employment setting)
1. ________________________________________________________________________
2. ________________________________________________________________________
V
DO YOU DEFINE YOURSELF AS A MEMBER OF ANOTHER RECOGNIZED PROFESSION?
YES______
NO______
If “YES,” how did you come to define yourself this way? ____________________________________
______________________________________________________________________________________
VI
PRIVATE PRACTICE AS A MEMBER OF ANOTHER RECOGNIZED PROFESSION?
YES______
NO ______
If “YES,” in what specialty area? (check all that apply) License or Certification # if applicable
Social Worker ______ _______________________________
Mental Health Counselor ______ _______________________________
Clergy ______ _______________________________
Drug and Alcohol Counselor ______ _______________________________
Family Counselor ______ _______________________________
Marital Counselor ______ _______________________________
Crises Intervention Counselor ______ _______________________________
Psychoanalyst ______ _______________________________
Other ______ _______________________________
ARE YOU SUPERVISED? YES ______ NO ______
If “YES,” how often are you supervised?
_____________________________________________
HIGHEST DEGREE OR CERTIFICATION OF YOUR SUPERVISOR:
At work (non- private practice)
In private practice
_____________________________________________
_____________________________________________
THANK YOU VERY MUCH FOR YOUR COOPERATION AND ASSISTANCE.
77

APPENDIX VII
CONSENT FORM FOR TESTING VOLUNTEERS IN PSYC 664:
ASSESSMENT I- COGNITIVE
78

PRACTICE TEST ADMINISTRATION
WECHSLER INTELLIGENCE SCALE FOR CHILDREN – FOURTH EDITION
CHILD/ADOLESCENT (AGES 6-16) CONSENT FORM
I, _____________________________________ (parent/guardian’s name), give permission for
_____________________________________ (child’s name) to be tested by
_____________________________________ (student’s name), a graduate student enrolled in PSYC
664 (Assessment 1: Cognitive) at Immaculata University. I understand that this is a practice
administration of the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV), and that I
will receive no results, test scores, or other feedback regarding my child’s performance on this test. I
agree not to reveal any of the test’s characteristics and/or questions to anyone. I am aware that,
should my child require cognitive testing at a later point in time for clinical, educational, or other
purposes, that I cannot obtain or use these scores for those purposes. I understand that my child and I
have the right to decide to discontinue testing at any time. I am aware that my child and I will not be
reimbursed in any way for participating in this practice test administration. I understand that I may
contact the course instructor, _____________________________________ (instructor’s name), at
(610) 647-4400, ext. _______, with any questions I may have.
____________________________________________
Parent’s/Guardian’s Signature
_________________
Date
___________________________________________
PSYC 664 Student’s Signature
_________________
Date
___________________________________________
PSYC 664 Instructor’s Signature
_________________
Date
79

PRACTICE TEST ADMINISTRATION
WECHSLER ADULT INTELLIGENCE SCALE – FOURTH EDITION
ADOLESCENT (AGES 16-17) CONSENT FORM
I, _____________________________________ (parent/guardian’s name), give permission for
_____________________________________ (child’s name) to be tested by
_____________________________________ (student’s name), a graduate student enrolled in PSYC
664 (Assessment 1: Cognitive) at Immaculata University. I understand that this is a practice
administration of the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV), and that I will
receive no results, test scores, or other feedback regarding my child’s performance on this test. I
agree not to reveal any of the test’s characteristics and/or questions to anyone. I am aware that,
should my child require cognitive testing at a later point in time for clinical, educational, or other
purposes, that I cannot obtain or use these scores for those purposes. I understand that my child and I
have the right to decide to discontinue testing at any time. I am aware that my child and I will not be
reimbursed in any way for participating in this practice test administration. I understand that I may
contact the course instructor, _____________________________________ (instructor’s name), at
(610) 647-4400, ext. _______, with any questions I may have.
____________________________________________
Parent’s/Guardian’s Signature
_________________
Date
___________________________________________
PSYC 664 Student’s Signature
_________________
Date
___________________________________________
PSYC 664 Instructor’s Signature
_________________
Date
80

PRACTICE TEST ADMINISTRATION
WECHSLER ADULT INTELLIGENCE SCALE – FOURTH EDITION
ADULT CONSENT FORM
I, _____________________________________ (name), agree to be tested by
_____________________________________ (student’s name), a graduate student enrolled in PSYC
664 (Assessment 1: Cognitive) at Immaculata University. I understand that this is a practice
administration of the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV), and that I will
receive no results, test scores, or other feedback regarding my performance on this test. I agree not to
reveal any of the test’s characteristics and/or questions to anyone. I am aware that, should I require
cognitive testing at a later point in time for clinical, educational, or other purposes, that I cannot
obtain or use these scores for those purposes. I understand that I have the right to decide to
discontinue testing at any time. I am aware that I will not be reimbursed in any way for participating
in this practice test administration. I understand that I may contact the course instructor,
_____________________________________ (instructor’s name), at (610) 647-4400, ext. _______,
with any questions I may have.
____________________________________________
Participant’s Signature
_________________
Date
___________________________________________
PSYC 664 Student’s Signature
_________________
Date
___________________________________________
PSYC 664 Instructor’s Signature
_________________
Date
81

PRACTICE TEST ADMINISTRATION
WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES
CHILD/ADOLESCENT CONSENT FORM
I, _____________________________________ (parent/guardian’s name), give permission for
_____________________________________ (child’s name) to be tested by
_____________________________________ (student’s name), a graduate student enrolled in PSYC
664 (Assessment 1: Cognitive) at Immaculata University. I understand that this is a practice
administration of the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III), and that I will
receive no results, test scores, or other feedback regarding my child’s performance on this test. I
agree not to reveal any of the test’s characteristics and/or questions to anyone. I am aware that,
should my child require cognitive testing at a later point in time for clinical, educational, or other
purposes, that I cannot obtain or use these scores for those purposes. I understand that my child and I
have the right to decide to discontinue testing at any time. I am aware that my child and I will not be
reimbursed in any way for participating in this practice test administration. I understand that I may
contact the course instructor, _____________________________________ (instructor’s name), at
(610) 647-4400, ext. _______, with any questions I may have.
____________________________________________
Parent’s/Guardian’s Signature
_________________
Date
___________________________________________
PSYC 664 Student’s Signature
_________________
Date
___________________________________________
PSYC 664 Instructor’s Signature
_________________
Date
82

PRACTICE TEST ADMINISTRATION
WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES
ADULT CONSENT FORM
I, _____________________________________ (name), agree to be tested by
_____________________________________ (student’s name), a graduate student enrolled in PSYC
664 (Assessment 1: Cognitive) at Immaculata University. I understand that this is a practice
administration of the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III), and that I will
receive no results, test scores, or other feedback regarding my performance on this test. I agree not to
reveal any of the test’s characteristics and/or questions to anyone. I am aware that, should I require
cognitive testing at a later point in time for clinical, educational, or other purposes, that I cannot
obtain or use these scores for those purposes. I understand that I have the right to decide to
discontinue testing at any time. I am aware that I will not be reimbursed in any way for participating
in this practice test administration. I understand that I may contact the course instructor,
_____________________________________ (instructor’s name), at (610) 647-4400, ext. _______,
with any questions I may have.
____________________________________________
Participant’s Signature
_________________
Date
___________________________________________
PSYC 664 Student’s Signature
_________________
Date
___________________________________________
PSYC 664 Instructor’s Signature
_________________
Date
83

COGNITIVE ASSESSMENT I - PSYC 664
TESTING VOLUNTEERS:
Guidelines for Selecting Volunteers to Test:
There are ethical considerations associated with administering intelligence tests to volunteers. Please
adhere to the following guidelines when identifying and evaluating volunteers:
1. Do not test relatives or intimate acquaintances. Rather, find people with whom you have a
friendly or neutral relationship (e.g., a neighbor).
2. Do not test people who are familiar with these tests, people in therapy, people who have been
tested within the past year, or people who are likely to be tested in the future.
3. With regard to minors (17 or younger), do not test a youngster who is in special education,
who has a learning disability, or who appears to have an adjustment problem.
4. Avoid testing people who seem particularly curious to know how “smart” they are, or people
who seem psychologically vulnerable based on your knowledge of them over time.
PROCEDURAL SAFEGUARDS:
The following procedures will help guard you against misrepresenting your intent or competence:
1. Identify yourself as a graduate student who is learning to administer standardized intelligence
tests and other measures.
2. Secure written permission to test from adult individuals or from the child’s parent. Be
sensitive to whether or not the child wants to participate, even if the parent or guardian is
enthusiastic about the idea.
3. A brief consent form signed by you and your volunteer (or his/her guardian) should
accompany each protocol.
4. Discontinue testing anyone who continues to appear unsettled by the testing process, despite
several attempts to reduce their anxiety and provide encouragement and support.
5. Bring to the instructor’s attention any results or behavior that appear atypical, or any other
concerns you may have regarding test findings.
84

APPENDIX VIII
CRITERIA FOR INDEPENDENT PROJECT
85

Requirements for PSYC 696 – Independent Project
Students who wish to take PSYC 696 – Independent Project have two options for how the Project
is structured.
*PSYC 696 – Independent Project, Field Placement Option is a one-semester field placement
experience. The field placement option may be especially attractive to students with limited
experience in clinical work or to students who have a strong interest in clinical work with a
particular population or in a particular setting.
The second option for completing PSYC 696 – Independent Project involves an extensive
clinical paper that enables the student to do extensive reading or research on a topic of interest.
Under faculty supervision, the student may write a research paper, which reviews and critiques
the literature in a particular content area.
I
If you are interested in pursuing PSYC 696 – Independent Project, Field Placement
Option, follow these steps:
1. Contact the Practicum Coordinator and submit applications by Jan 15 for placements the
following academic year.
2. Review the ANGEL website “Psy.D. Practicum Information” for the most up-to-date
procedures on the practicum application process.
3. Contact the Department Chair by April 15 (for the Fall Semester, September 15 (Spring),
or February 15 (Summer). The Chair will help you identify a faculty member with whom
you might work.
4. Call the identified faculty member and discuss the feasibility of working together on an
every-other-week basis.
5. **Join APA as a student affiliate and obtain student liability insurance.
6. Obtain an Independent project proposal form from the Graduate Office. Complete the
form and leave it in the faculty member’s mailbox in the Graduate Office for review and
signature. The faculty member will sign the form and leave it for the Department Chair
for his signature. The Department Chair will then give the form to the Graduate Dean for
his or her approval and signature.
7. You will be expected to work 6-8 hours per week at the site for the academic semester,
receive an hour of on-site supervision each week and meet with the faculty member every
other week for 45 minutes to review casework as part of the instructional format. Note
that your on-site supervisor need not be a licensed psychologist, but must be approved by
the Field Site Coordinator.
8. You will receive a letter grade based upon criteria that you and the faculty member
establish. Your grade will also take into account your on-site supervisor’s written
evaluation of your work (a completed evaluation form).
9. You must complete the Elective by the end of the semester. No Incomplete grades will be
given for the elective unless special circumstances arise and the faculty member approves
the Incomplete. If the faculty member does approve the Incomplete, you must obtain an
Incomplete Grade Request Form from the Graduate Office. Complete the form and then
leave it for the faculty member’s, Department Chair’s, and Graduate Dean’s approval and
signatures.
86

10. Note: In some instances, students choose to do additional semesters of practica to accrue
more hours or gain expertise in a certain specialty (e.g., neuropsychological assessment).
If this requires student credit hours to exceed 117, the request must be placed in writing to
the department chair, copied to the PsyD Field Site Coordinator, and reviewed and
approved by the Dean of the College of Graduate Studies.
*Psy.D. students admitted at the BA level must take PSYC 696 for 250 hours as part of their initial credit.
II
If you are interested in pursuing PSYC 696 – Independent Project in a particular
content area, follow these steps:
1. Contact the Department Chair in Advance of the beginning of the semester. The Chair
will help you identify a faculty member with whom you might work.
2. If the faculty member agrees to supervise the Project, obtain an Independent Project
Proposal form from the Graduate Office. Complete the form and leave it in the faculty
member’s mailbox in the Graduate Office for review and signature. The faculty member
will sign the form and leave it for the Department Chair for his or her approval and
signature. If the Department Chair approves the Project, he or she will sign the form and
leave it for the Graduate Dean for his or her approval and signature.
3. Contact the faculty member to set up an initial meeting. In this initial meeting, you and
the faculty member must discuss and agree upon the content and direction of the project.
Criteria for evaluating your work, frequency of meetings, and the specifications for the
end product of the project must also be discussed and agreed upon.
4. Write up a Syllabus, which summarizes the agreed-upon content, direction, end-product
specifications, frequency of meetings, and evaluation criteria of the project. Make this no
more than one page long, sign it, and leave it for the faculty member to sign.
5. The end product of the Project should be commensurate with the learning of a full
semester. If the end product of the Project is to be a research paper, it must be written in
APA style, must not be less than 20 pages long, and must have at least 10 references. It is
preferable that the paper include clinical material.
6. You must complete the Project before the end of the semester. No Incomplete grades will
be given for Independent Projects unless special circumstances arise, and the faculty
member approves the Incomplete. If the faculty member does approve the Incomplete,
you must obtain an Incomplete Grade request Form from the Graduate Office. Complete
the form and then leave it for the faculty member’s, Department Chair’s, and Graduate
Dean’s approval and signatures.
87

APPENDIX IX
DESCRIPTION, REQUIREMENTS, AND PROCEDURES
FOR PSYC 785: INDEPENDENT STUDY
88

DESCRIPTION, REQUIREMENTS, AND PROCEDURES FOR PSYC 785: INDEPENDENT
STUDY
The department either permits or requires PSYC 785 as an additional field placement. It is required as
a 3-credit placement if a student has remedial needs. It can also be taken by students as a 3-credit
placement to accrue additional hours in response to particular site requirements (e.g., the site requires
3 semesters, not 2 semesters, and the student opts for the site, rather than a 2-semester site). It may be
taken as a 2-credit placement if the student does not have remedial needs and is not required by the
site to complete a full year placement, but has an opportunity to accrue additional experience under
the supervision of a licensed psychologist.
Requirements:
1. Hours
To be determined based on site, student, and faculty requirements.
2. Supervision
A minimum of one-hour, face-to-face, individual supervision is required per week with a licensed
psychologist. Supervision meetings should be regularly-scheduled, uninterrupted, one-hour meetings
not assumed to accumulate through intermittent contacts throughout the day or week. If the assigned
supervisor, as noted on the Affiliation Agreement, changes over the course of the practicum, please
notify the Field Site Coordinator, Dr. Julie Guay (3481).
3. Ethical Considerations
The student and supervisor should read and follow all Ethical Guidelines set forth by the American
Psychological Association. Client care and welfare, including confidentiality, are paramount ethical
concerns. If students have any questions, they should speak with their seminar leader about them,
and if serious concerns emerge inform both the seminar leader and Dr. Guay.
Procedure for Immaculata Students:
1. Consistent with other practicum placement courses (e.g. 780-781, 782-783), students are
required to identify potential field placement sites, apply to the sites, and interview/accept offers in
accordance with the process described on the ANGEL Psy.D. Practicum Information site.
2. Contact the Department Chair (by April 15 for Fall; Sept 15 for Spring; or Feb. 15 for
Summer). The Department chair will help identify a faculty member with whom the student might
work.
3. Contact the identified faculty member and plan a schedule for working together for regularlyscheduled
sessions over the course of the semester.
4. Obtain an Independent Project Proposal form from the Graduate Office. Complete the form
and leave it in the faculty member’s mailbox in the Graduate Office for review and signature. The
faculty member will sign the form and leave it for the Department Chair for his signature. The
Department Chair will then give the form to the Graduate Dean for her approval and signature.
89

5. Students must complete the Elective by the end of the semester. No Incomplete grades will be
given for the elective unless special circumstances arise and the faculty member approves the
Incomplete. If the faculty member does approve the Incomplete, the student must obtain an
Incomplete Grade Request Form from the Graduate Office. Complete the form and then leave it for
the faculty member’s, Department Chair’s, and Graduate Dean’s approval and signatures. A syllabus
must be developed for this course.
6. Students will receive a letter grade based upon criteria that the student and the faculty member
establish. The grade will also take into account the on-site supervisor’s written evaluation of the
student’s work (a completed evaluation form).
7. In cases where the placement is not required, the student must put the request in writing to the
department chair, noting that the additional credits are above the 117 required credits for the PsyD
program. The department reviews the request and communicates back to the student.
8. Note: In some instances, students choose to do additional semesters of practica to accrue more
hours or gain expertise in a certain specialty (e.g., neuropsychological assessment). If this requires
student credit hours to exceed 117, the request must be placed in writing to the department chair,
copied to the PsyD Field Site Coordinator, and reviewed and approved by the Dean of the College of
Graduate Studies.
90

APPENDIX X
CRITERIA FOR ADVANCED PSYCHOTHERAPY ELECTIVES
91

Requirements for PSYC 750-754 Advanced Theory and Therapy Electives
Students who wish to take PSYC 750-754 Advanced Theory and Therapy Electives have two options
for how the Elective is structured.
PSYC 750-754 may be structured as a one-semester field placement experience.
The field placement option may be especially attractive to students with limited experience in clinical
work who wish to develop their clinical skills prior to diagnostic and psychotherapy practica or to
students who have a strong interest in clinical work with a particular population or in a particular
setting.
I
If you are interested in pursuing PSYC 750-754 Advanced Theory and Therapy Elective,
Field Placement Option, follow these steps:
Ideally, PSYC 750-54 is completed as a psychotherapy field placement.
1. Contact the Practicum Coordinator and submit applications by Jan 15 for placements the
following academic year. Review the ANGEL website “Psy.D. Practicum Information”
for the most up-to-date procedures for the practicum application process.
2. Contact the Department Chair by April 15 (for the Fall semester), September 15 (Spring),
or February 15 (Summer). The Chair will help you identify a faculty member with whom
you might work.
3. Call the identified faculty member and discuss the feasibility of working together on an
every-other-week basis at the college.
4. Join APA as a student affiliate and obtain student liability insurance.
5. Register for either PSYC 750 – Advanced Psychoanalytic Theory and Therapy, or PSYC
741 – Advanced Client-Centered Theory and Therapy, or PSYC 752 – advanced
Cognitive-Behavioral Theory and Therapy, or PSYC 753 – advanced Family and Marital
Theory and Therapy, or PSYC 754 – advanced Group Theory and Therapy.
6. You will be expected to work 150 hours at the site for the academic semester, receive an
hour of on-site supervision each week, and meet with the faculty member every other
week for 45 minutes to review case work as part of the instructional format. Note that
your on-site supervisor need not be a licensed psychologist, but must be approved by the
Field site Coordinator.
7. You must write a 5-8 page clinical case report (with all identifying information deleted)
that focuses on a case that you followed over the course of the semester.
8. You will receive a letter grade based upon criteria that the faculty member and you
establish. Your grade will also take into account your on-site supervisor’s written
evaluation of your work (a completed evaluation form).
9. You must complete the Elective by the end of the semester. No Incomplete grades will be
given for the elective unless special circumstances arise, and the faculty member approves
the Incomplete. If the faculty member does approve the Incomplete, you must obtain an
Incomplete Grade Request Form from the Graduate Office. Complete the form and then
leave it for the faculty member’s, Department Chair’s, and Graduate Dean’s approval and
signatures.
10. Note: In some instances, students choose to do additional semesters of practica to accrue
more hours or gain expertise in a certain specialty (e.g., neuropsychological assessment).
If this requires student credit hours to exceed 117, the request must be placed in writing to
the department chair, copied to the PsyD Field Site Coordinator, and reviewed and
approved by the Dean of the College of Graduate Studies.
92

However, situations may arise that involve requests to complete the advanced elective as a
diagnostic experience. Should you opt for this second option, the department will work with
you to secure a field placement. As one part of the experience, you will be asked to write a
brief clinical paper that ties your diagnostic work to the psychotherapy process. This might be
accomplished, for example, by testing a client who is being seen by someone else for therapy.
You could write a paper, with identifying information deleted, that describes the client in
relation to the particular therapy model that defines your PSYC 750-54 experience. The
expectation is that you complete 4 evaluations during the one semester experience. You would
work with a faculty member biweekly for 45-minutes to review your work. Dr. Yalof will
help you identify a faculty member with experience in your area of interest.
II
If you are interested in pursuing PSYC 750-754 Advanced Theory and Therapy Elective
in a particular content area, follow these steps:
1. Contact the Department Chair in advance of the beginning of the semester. The Chair will
help you identify a faculty member with whom you might work.
2. Register for either PSYC 750 – Advanced Psychoanalytic Theory and Therapy, or PSYC
751 – Advanced Client-Centered Theory and Therapy, or PSYC 752 – Advanced
Cognitive-Behavioral Theory and Therapy, or PSYC 753 – Advanced Family and Marital
Theory and Therapy, or PSYC 754 – advanced Group Theory and Therapy.
3. Contact the identified faculty member to set up an initial meeting. In this initial meeting,
you and the faculty member must discuss and agree upon the content and direction of the
course. Criteria for evaluating your work, frequency of meetings, and the specifications
for the end product of the course must also be discussed and agreed upon.
4. Write up a Syllabus, which summarizes the agreed-upon content, direction, end-product
specifications, frequency of meetings, and evaluation criteria of the course. Make this no
more than one page long, sign it, and leave it for the faculty member to sign.
5. The end product of the course should be commensurate with the learning of a full
semester. If the end product of the Elective is to be a research paper, it must be written in
APA style, must not be less than 30 pages long, and must have at least 15 references. The
paper must focus on clinical material or clinical applications, with any information deleted
that might identify a client.
6. You must complete the Elective before the end of the semester. No Incomplete grades
will be given for Independent Elective unless special circumstances arises, and the faculty
member approves the Incomplete. If the faculty member does approve the Incomplete,
you must obtain an Incomplete Grade Request Form from the Graduate Office. Complete
the form and than leave it for the faculty member’s, Department Chair’s, and Graduate
Dean’s approval and signatures.
93

APPENDIX XI
PETITION FOR M.A. COMPREHENSIVE EXAMINATION
94

DOCTORATE IN CLINICAL PSYCHOLOGY
PETITION FOR MA IN CLINICAL PSYCHOLOGY
COMPREHENSIVE EXAMINATION FORM
Please complete this form prior to taking the comprehensive examination and return to Graduate Office by
August 1.
I, , attest to the fact that I have completed all requirements
for the comprehensive examination for the MA in Clinical Psychology as outlined by my advisor,
and as delineated in the Graduate Handbook. I understand that the comprehensive examination is
administered in the late Summer.
Name of Student
Date
REVIEWED AND APPROVED BY:
Edward B. Jenny, Psy.D.
Program Manager, MA in Clinical Psychology
cc: Student File:
95

APPENDIX XII
CRITERIA FOR ADVANCED PROFICIENCY CERTIFICATES
96

CERTIFICATE OF ADVANCED PROFICIENCY
COLLEGE OF GRADUATE STUDIES
IMMACULATA UNIVERSITY
Name
Application Date
Social Security #
Certificate: Psychological Testing
Knowledge and Skills Grade Practice Grade
Psyc664
Psyc780
Psyc730
Psyc781
Psyc731
Psyc765
Integration of Approaches Course Grade Semester
Psyc696 or
Psyc750-754
_
Clinical Paper Course Grade Semester
Psyc696 or
Psyc750-754
__
Topic
Department Symposium (date)
Dissertation Title
Chair
Completion Date
Student has successfully completed requirements for Certificate of Advanced Proficiency.
Department Chair’s Signature
Date
*Please attach an unofficial copy of your Immaculata University graduate transcript.
97

CERTIFICATE OF ADVANCED PROFICIENCY
COLLEGE OF GRADUATE STUDIES
IMMACULATA UNIVERSITY
Name
Application Date
Social Security #
Certificate: Drug and Alcohol Education and Counseling
Knowledge and Skills Grade Practice Grade
Psyc614
Psyc782
Psyc700
Psyc783
Psyc731
Psyc740
Placement Course Grade Semester
Psyc750-754
Clinical Paper Course Grade Semester
Psyc750-754
Topic
Department Symposium (date)
Dissertation Title
Chair
Completion Date
Student has successfully completed requirements for Certificate of Advanced Proficiency.
Department Chair’s Signature
Date
* Please attach an unofficial copy of your Immaculata University graduate transcript.
98

CERTIFICATE OF ADVANCED PROFICIENCY
COLLEGE OF GRADUATE STUDIES
IMMACULATA UNIVERSITY
Name
Application Date
Social Security #
Certificate: Integrative Psychotherapy
Knowledge and Skills Grade Practice Grade
Psyc606
Psyc782
Psyc710
Psyc783
Psyc711
Psyc712
Integration of Approaches Course Grade Semester
Psyc696 or
Psyc750-754
Topic
Department Symposium (date)
Clinical Paper Course Grade Semester
Psyc696 or
Psyc750-754
Dissertation Title
Chair
Completion Date
Student has successfully completed requirements for Certificate of Advanced Proficiency.
Department Chair’s Signature
Date
* Please attach an unofficial copy of your Immaculata University graduate transcript.
99

CERTIFICATE OF ADVANCED PROFICIENCY
COLLEGE OF GRADUATE STUDIES
IMMACULATA UNIVERSITY
Name
Application Date
Social Security #
Certificate: Human and Cultural Diversity
Knowledge and Skills
Grade
Psyc720
Psyc721
Psyc722
Psyc745
Placement with Clinical Paper Course Grade
Psyc696 or
Psyc750-754
Topic
Department Symposium (date)
Placement Course Grade Semester
Psyc782-
Psyc783
__
__
Dissertation Title
Chair
Completion Date
Student has successfully completed requirements for Certificate of Advanced Proficiency.
Department Chair’s Signature
Date
* Please attach an unofficial copy of your Immaculata University graduate transcript.
100

CERTIFICATE OF ADVANCED PROFICIENCY
COLLEGE OF GRADUATE STUDIES
IMMACULATA UNIVERSITY
Name
Social Security #
Application Date
Certificate: Psychodynamic Psychotherapy
Knowledge and Skills Grade Practice Grade
GEN 701 PSYC 782
PSYC 608 PSYC 783
PSYC 711
Integration of Approaches Course Grade Semester
PSYC 696 or
PSYC 750-754
Clinical Paper Course Grade Semester
PSYC 696 or
PSYC 750-754
Topic
Department Symposium (date)
Dissertation Title
Chair
Completion Date
Student has successfully completed requirements for Certificate of Advanced Proficiency.
Department Chair’s Signature
Date
*Please attach an unofficial copy of your Immaculata University graduate transcript.
101

CERTIFICATE OF ADVANCED PROFICIENCY
COLLEGE OF GRADUATE STUDIES
IMMACULATA UNIVERSITY
Name
Social Security #
Application Date
Certificate: Neuropsychology
Knowledge and Skills Grade Practice Grade
PSYC 602 PSYC 780
PSYC 700 PSYC 781
PSYC 701
PSYC 731
PSYC 740
Integration of Approaches Course Grade Semester
PSYC 696 or
PSYC 750-754
Clinical Paper Course Grade Semester
PSYC 696 or
PSYC 750-754
Topic
Department Symposium (date)
Dissertation Title
Chair
Completion Date
Student has successfully completed requirements for Certificate of Advanced Proficiency.
Department Chair’s Signature
Date
*Please attach an unofficial copy of your Immaculata University graduate transcript.
102

APPENDIX XIII
PETITION FOR PSY.D. COMPREHENSIVE EXAMINATION
103

DOCTORATE IN CLINICAL PSYCHOLOGY
PETITION FOR COMPREHENSIVE EXAMINATION FORM
Please complete this form prior to taking the comprehensive examination and return to Graduate Office.
I, , attest to the fact that I have completed all requirements
for the comprehensive examination in Clinical Psychology as outlined by my advisor, and as
delineated in the Graduate Handbook. In addition to the required course work, I have maintained the
minimum GPA of 3.3 as required by the Psy.D. Program in Clinical Psychology and the College of
Graduate Studies. I understand that the comprehensive examination is administered in the late
Summer and that they include written and oral components.
Name of Student
Date
REVIEWED AND APPROVED BY:
Jed Yalof, Psy.D.
Chair, Department of Graduate Psychology
cc: Student File:
104

APPENDIX XIV
RELEASE FOR AUDIO RECORDING
105

RELEASE FOR AUDIO RECORDING
I, (initial)____________ agree to be audio taped during my therapy sessions(s). In agreeing to be
audio taped, I understand that the tape may be used for instructional and training purposes, including
academic seminars and the Comprehensive Examination. In seminar, the tape will be reviewed by a
small group of doctoral students and by a faculty member. The tape will be destroyed following the
review. For the Comprehensive Examination, two faculty members will review the tape. The tape
will be destroyed following this review. Any transcription of the tape for the purpose of the
Comprehensive Examination (making it easier for faculty reviewers to read along as they listen) will
be stored in a locked area in the College of Graduate Studies as part of record keeping for the
Comprehensive Examination.
In order to protect your confidentiality, you will not be identified by name. Further, if the material is
used for the Comprehensive Examination, your tape will be assigned a code number. You will note
that you are asked only to initial this consent, so that your identity will not be known outside the
setting in which you are a client. The request for taping is to support the development of my skill as a
therapist.
If you decide to be taped, you are free to withdraw your consent and to stop participation at any time
with no penalty to you.
If you have any questions, please call Dr. Jed Yalof, Chair, Department of Graduate Psychology, 610-
647-4400, ext. 3503.
YOU ARE MAKING A DECISION ABOUT WHETHER OR NOT TO BE TAPED DURING
YOUR THERAPY SESSIONS. YOUR SIGNATURE WILL INDICATE YOUR AGREEMENT TO
BE TAPED, AND THAT YOU HAVE READ AND UNDERSTAND THE INFORMATION
PROVIDED ABOVE.
________________________
Date
________________________
Date
________________________
Date
____________
Initial of Client/Guardian
________________________________________
Signature of Graduate Student
________________________________________
Signature of Clinical Supervisor
106

APPENDIX XV
PREDOCTORAL INTERNSHIP
107

Overview
The Predoctoral Internship in Clinical Psychology operates under the direction of the Predoctoral Internship
Coordinator. The Predoctoral Internship Coordinator is a full-time faculty member who works closely with
students in planning for the internship experience. All course work must be completed prior to beginning the
internship, save for exceptional situations that require the approval of the Department Chair, Coordinator of
Predoctoral Internship Training, and Graduate Dean.
The student must have the Department’s endorsement to begin an internship. Internships are either full-time
over one-year (i.e., three consecutive semesters) or half-time over two years (i.e., six consecutive semesters).
Students are required to apply for APA, APPIC, and IU-PIC Consortium sites.
Pre-requisite Courses for Beginning Predoctoral Internship
The following courses and experiences are required for the predoctoral internship. All internships begin in the
summer or fall semesters.
1. All course work must be satisfactorily completed, including Diagnostic and Psychotherapy
practica.
2. Completion of dissertation proposal; Timeline for Dissertation Completion.
3. Completion of Comprehensive Examination
Internship Options
The Department offers two options for the Predoctoral Internship. The Department requires that students
apply for APA or APPIC internships, but recognizes that not all students can do so and provides exemptions
upon request and review of exceptional circumstances. The Internship must be completed either full-time (i.e.,
one year) or half-time (i.e., six semesters). No student is permitted to do an internship full-time for 6 months
and then half-time for 12 months.
Application Process
The Coordinator of Predoctoral Internship Training holds a meeting for prospective interns; this
meeting typically occurs in the summer. Students complete and return the Internship Readiness Form
prior to October 1.
Students applying to an APA accredited or APPIC member internship will need to set time aside to
identify sites and gather information in late summer. The APPIC directory is available online. APPIC
and APA are very competitive internships. Your willingness to travel outside the geographic area
will increase your chances of getting a placement.
In early fall, students complete applications, secure reference letters, and polish work samples.
During September students meet with department members to review their application materials,
submit site information, participate in an interviewing workshop, and receive their letters of
recommendation and APPI Part-II. Deadlines for applications are typically in late October and early
November.
Interviews are conducted November through January. Early February students rank the sites they are
willing to accept. Mid-February students are notified if and where they are matched. Those students
108

not matched are able to participate in two Clearinghouses, and need to actively and immediately
apply to available sites. This process is often completed within hours of the opening of the
Clearinghouse.
Internship Requirements
a. Hours
Minimum 1,750 hours completed over three semesters, including interim breaks (fulltime)
or six consecutive semesters (half time). Some internships require more than
1,750 hours. The earliest date for degree conferral is August of the internship year.
b. Activities
All interns must engage in appropriate clinical activities that include, but are not
limited to, psychotherapy and assessment. More specifically, for clinical psychology
interns, activities include an individual therapy caseload and a minimum of 3 testing
batteries, including cognitive and emotional measures.
c. Learning
At least two hours weekly must be devoted to didactic learning activities; these
activities may include case conferences (not supervision), seminars on clinical issues,
in-service training, or grand rounds.
d. Intern/Peer Socialization
Interns should engage regularly in activities which provide contact with other
predoctoral interns for learning, support, and professional development.
e. Supervision
Please review the attached listing of Supervisor qualifications.
f. Type of Setting
The Department defines as an acceptable clinical/school setting for internship an APA
accredited or APPIC member internship, or another internship setting that meets the
requirements of the Department for hours, activities, and supervision, and has been
endorsed by the Program Coordinator and Predoctoral Internship Coordinator.
g. Evaluations
APA and APPIC sites evaluate interns at least twice per year. These evaluations are
reviewed in a meeting with the intern, signed by the supervisor and intern, and
submitted to the Predoctoral Internship Coordinator.
109

h. Activity Logs
Interns keep an ongoing record of activities on Time2Track, including assessment and
therapy time, supervision, learning time outside supervision, and any other activities
performed on site. Interns should submit the summary log reports to the Coordinator
of Predoctoral Internship Training quarterly.
i. APA Membership
Supervisor Qualifications
APA Student Affiliate face sheets and liability coverage face sheets
($1,000,000/1,000,000) are submitted to the Coordinator of Predoctoral Internship
Training before beginning internship. Membership and liability should cover the
internship year. The University policy does not cover predoctoral interns, so all
students need to purchase their own insurance.
a. At least two hours per week of regularly scheduled face-to-face supervision is provided by
one or more doctoral level licensed psychologists regardless of whether the internship is
completed in one or two years. Supervision is provided with the specific intent of discussing
psychological services rendered directly by the intern.
b. All supervision must be conducted under the auspices of a psychologist who holds a current
license in either PA or by a statutory board of psychologist examiners of another state (where
there is substantial equivalence of requirements for licensure in Pennsylvania)
c. The supervisor shall own, be employed by, or be in contract status with the professional
setting in which the psychology intern is working, and the supervisor shall work at the setting
at least 20 hours per week. The supervisor shall be responsible for ensuring that the minimum
requirements for acceptable supervised experiences are met.
.
d. Psychological activities of the psychology intern shall be performed pursuant to the
delegation, order and control of the supervisor, who shall accept full professional
responsibility. The welfare of the client/patients shall be in the hands of the supervising,
licensed psychologist.
e. The supervisor may delegate clearly-defined areas of the psychology trainee’s supervision to
other professionals affiliated with the professional setting whose previous education, training
and experience have demonstrated competence in the delegated areas. Although the
supervisor shall continue to bear the ultimate responsibility for supervision, those to whom
supervisory responsibilities are delegated shall be individually responsible for the activities of
the psychology trainee performed under their supervision.
f. The supervisor shall ensure that clients/patients of the psychology intern are aware of the
intern’s status and of the supervisor’s overall responsibility for the services they receive. This
requirement holds true even if the student intern is qualified by license or certification to
perform activities independently. The supervisor shall ensure that the supervisee’s status as a
“Psychology Intern” is known to clients/patients and to third-party payers.
110

g. A supervisor who is temporarily unable to provide supervision shall designate a qualified
substitute and shall ensure that the psychology trainee’s clients/patients are informed of the
temporary substitution.
h. A supervisor who wishes to terminate supervision during the training period shall give the
trainee notice, reasonably calculated to enable the trainee to obtain another qualified
supervisor. In no event shall a supervisor terminate supervision when termination would
result in abandonment of the intern’s clients/patients.
i. Reports, records and other communications prepared by the psychology intern for distribution
outside the professional setting shall be signed by the trainee and countersigned as “reviewed
and approved by” the supervisor or other delegated professional.
j. The supervisor shall be qualified by training and experience to practice in the supervisee’s
area of supervised practice.
k. The supervisor may not be subject to the supervisee’s control or influence.
l. The supervisor shall be accessible to the supervisee for consultation.
m. The supervisor shall be accessible to clients/patients of the supervisee for the purpose of
answering questions and responding to concerns.
n. The supervisor shall be responsible for the supervisee’s services to each client/patient.
o. The supervisor shall be empowered to interrupt or terminate the supervisee’s activities in
providing services to a client/patient and, if necessary, to terminate the supervisory
relationship.
p. The supervisor may not be a relative of the supervisee by blood or marriage, may not be
involved in any dual relationship which obliges the supervisor to the supervisee and may not
engage in treatment of the supervisee.
q. The supervisor may not be the subject of a disciplinary action by a licensing board.
r. The supervisor shall establish objectives to be achieved by the supervisee during supervision.
s. The supervisor shall review issues of practice and ethics with the supervisee.
t. The supervisor shall maintain notes or records of scheduled supervisory sessions.
u. The supervisor shall observe client/patient sessions of the supervisee or review verbatim
recordings of these sessions on a regular basis.
v. In regularly scheduled supervisory meetings, the supervisor shall discuss the supervisee’s
level of work, for example: the supervisee’s areas of competence and needed improvement.
w. The supervisor shall provide to the supervisee recommendations bearing on further
development, shall encourage the supervisee to read widely in the professional literature and
shall help the supervisee gain a level of skill necessary for independent practice.
111

x. The supervisor shall prepare written evaluations or progress reports that shall delineate the
supervisee’s strengths or weaknesses. These evaluations or reports shall be discussed with the
supervisee on at least a semi-annual basis.
y. The supervisor shall encourage the supervisee to work with professionals in other disciplines
as indicated by the needs of each client/patient and shall periodically observe these
cooperative encounters and shall ensure that the supervisee has access to multi-disciplinary
consultations as needed.
z. The supervisor shall not accept fees, honoraria, favors or gifts from the supervisee.
112

APPENDIX XVI
STUDENT ADMISSIONS, OUTCOME, AND OTHER DATA
113

DOCTOR OF CLINICAL PSYCHOLOGY PROGRAM
Internship Data
2004-2010
Data for Most Recent 7 Years of Applicants for Internship
Year of Match 2004 2005 2006 2007 2008 2009 2010
Applied for Internship Number 10 5 12 17 15 14 9
Obtained Internship
Number
Percent
9
90%
4
80%
12
100%
16
94%
15
100%
12
86%
8
88%
Obtained Paid Internships
Number
7
4
9
16
15
12
8
Percent
70%
80%
75%
94%
100%
86%
88%
Obtained APA Accredited
Number
6
4
3
4
4
3
2
Percent
60%
80%
25%
24%
27%
21%
25%
Obtained non-accredited, but
APPIC Member internships
Number
Percent
0
(0%)
0
(0%)
2
16%
12
70%
11
65%
9
64%
6
67%
Half-time/Two-year
Number
1
0
2
2
1
1
0
Percent
10%
0%
16%
11%
0.6%
0.7%
0%
* Percentages are based on yearly number of applicants.
114

TIME TO PROGRAM COMPLETION
Graduates Past 7 Years
2004-2010
Years to Graduation
Students entering with an advanced
degree (MA or equivalent).
Students entering with a
BA/BS (or equivalent).
Years N=76 %
Years N=12 %
*4 1 01
*4 0 0
5 25 33
5 6 50
6 25 33
6 4 33
7 10 13
7 1 08
>8 15 20
>8 1 08
*Inclusive for 4 years is 4.0 to 4.11;
same for 5, 6, and 7.
Mean = 6.7; Median = 6.0 Mean = 6.8; Median = 5.11
Years to graduation for all students is calculated by calendar year: January to December.
115

PROGRAM COSTS
Link to www.immaculata.edu; go to Graduate Studies and then to Tuition and Fees for expenses and payment policy.
LICENSURE
From 2000 to 2008, 68% of graduates are licensed psychologists.
ATTRITION
Year* #Enrolled #Graduates with
Psy.D.
#Currently
Enrolled
#No Longer
Enrolled
2004 (04-05) 12 9 (67%) 3 (33%) 0 (0%)
2005 (05-06) 20 2 (10%) 11 (55%) 7 (35%)
2006 (06-07) 23 0 (0%) 20 (87%) 3 (13%)
2007 (07-08) 32 0 (0%) 30 (94%) 2 (6%)
2008 (08-09) 28 0 (0%) 26 (93%) 2 (7%)
2009 (09-10) 27 0 (0%) 25 (93%) 2 (7%0
2010 (10-11) 16 0 (0%) 16 (100%) 0 (0%)
*Admissions for a given year include fall (August) and summer (May) of the following year. 2010-11
includes only fall 2010 admissions. Attrition rate .10.
Statistics calculated November 2010.
116

APPENDIX XVII
PROGRAM MANGEMENT
117

Program Management
Jed Yalof, Psy.D., ABPP, ABSNP
Department Chair and Psy.D. Program Coordinator
Pamela Abraham, Psy.D., NCSP
Coordinator of Predoctoral Internship and
IU-PIC Administrator Coordinator
Natalie Heaps
Field Site Support Coordinator
Julie Guay, Psy.D., MBA
Coordinator of Psy.D. Practica
Janet Etzi, Psy.D.
Coordinator of the Mentoring and APA-Sponsored CEU Programs
Edward Jenny, Psy.D.
Program Manager, MA Degree in Clinical Psychology
Marie McGrath, Ph.D.
Manager of the Testing Library
Janet Rowe
Department Secretary
Janet Kane, Ed.D.
Dean, College of Graduate Studies
118

Organizational Chart – Administrative Responsibilities
Janet Kane, Dean
Thomas O’Brien
Asst. Dean
Jed Yalof, Chair
Janet Rowe
Department
Secretary
S. Jeannine O’Kane,
Asst. Chair
Clinical Psychology Counseling Psychology School Psychology
Jed Yalof,
Coordinator, PsyD
S. Jeannine O’Kane,
Coordinator,
MA Counseling
Marie McGrath,
Coordinator,
School Psychology
Certification & PsyD
Pamela Abraham,
PreDoc Internship
Coordinator
Edward Jenny,
MA Clinical
Program Manager
Julie Guay,
Field Site Coord.
PsyD
S. Donna Kelley,
Field Site Coord.
MA
Natalie Heaps,
Field Site Support
Coordinator
Edward Jenny,
Site Visitor
School Counseling
Marie McGrath,
Site Visitor
School Psychology
119