USU PhD Program: Combined Clinical/Counseling/School Psychology Program Model and Philosophy
Program Model and Philosophy
The Combined Program at USU adheres to a scientist-practitioner model of training, integrating and blending the practice and science of psychology at the doctoral level. Based on this philosophy of training, professional psychologists are encouraged to (a) conduct research on issues relevant to the field of psychology, (b) ensure that professional practice is based on a strong empirical foundation, and (c) examine their practices by conducting ongoing research and evaluation (Baker & Benjamin, 2000; Belar, 2002). During doctoral training, students are required to engage in both the science and practice of psychology. More importantly, however, the program is focused on the development of critical thinking skills and the value of science and practice as mutually interdependent endeavors. The blend of science and practice is an ever-present underlying theme that guides our program model and permeates our program planning. The program is organized to emphasize general preparation in: a) the scientific bases of psychology; b) theory and methods of the professional practice of psychology; c) sensitivity to the unique needs of minority populations and individual differences (including, but not limited to those indigenous to the Rocky Mountain region i.e., American Indian, Latino/a); d) and the internalization of professional ethics and the value of life-long learning.
Throughout the program, students are expected to gain essential skills in each of the three areas of the combined program (counseling, clinical, and school psychology). All doctoral students are expected to take core courses that provide: (a) awareness, knowledge, and skills common to counseling, clinical, and school psychology; and (b) awareness and knowledge unique to counseling, clinical, and school psychology. Beyond entry-level awareness, knowledge, and skill base taught in the common core courses, students receive the opportunity for specialized training in the following areas: (a) school/child clinical, (b) health psychology and neuropsychology, and (c) rural and ethnic minority psychology. Training in these emphasis areas consists of elective courses in a given area (e.g., child clinical, health psychology, rural psychology), clinical work in settings related to these areas, and specialized research opportunities.
Completion of the Combined Program qualifies graduates for a variety of clinical, counseling, or school psychology positions in universities, private clinics, mental health centers, university counseling centers, community clinics, or public schools. Graduates of this PhD program meet requirements to sit for the psychology licensure examination in Utah and most other states.
Goals and Objectives
The Combined Program has always emphasized the training of competent generalists who are prepared and qualified to practice as psychologists in a wide variety of settings. The program curriculum provides a substantive, balanced emphasis in theory and research, research methods, and clinical training in applied settings. The program is neither designed nor intended for those students who are interested in becoming only practitioners, only theoreticians, or only researchers. As a faculty, we view these activities as intimately interrelated and as mutually enhancing each other, and the program has been designed accordingly. To put this model into practice, the Combined Program is guided by three overarching goals. Each goal is related to specific training objectives and associated competencies listed below.
Goal 1: To produce graduates who are competent scientist-practitioner psychologists
Objective 1: Graduates will demonstrate competence in research design, data analysis, and data interpretation, as well as competence in the critical review and evaluation of the psychological and educational research literature.
Competency 1a: Students demonstrate substantial knowledge of and competence in basic quantitative methods and data analysis, research design, and psychological measurement commonly used in the field of psychology
Competency 1b: Students demonstrate skills in advanced research methods appropriate to conducting their thesis and dissertation research
Competency 1c: Students demonstrate the ability to write a critical review of the literature in an area of psychology.
Objective 2: Graduates are knowledgeable about and capable of generating original research and scholarship, and disseminating the results of their research to the profession and broader community.
Competency 2a: Students demonstrate the ability to conduct an independent research project
Competency 2b: Students demonstrate practical experience in presenting research findings and other scholarship in contexts such as professional conferences, peer-reviewed journals, and other scholarly outlets.
Objective 3: Graduates are knowledgeable about and clinically competent in the areas of assessment, diagnosis, treatment, and supervision and consultation.
Competency 3a: Students demonstrate substantial understanding of and competence in theories and methods of assessment and diagnosis, effective intervention, and evaluation of the effectiveness of such services.
Competency 3b: Students demonstrate proficiency commensurate with their level of training in diagnosing and conceptualizing clients’ concerns, conducting formal assessments, and integrating those assessments into a conceptualization of client status accompanied by an appropriate treatment plan.
Competency 3c: Students demonstrate proficiency commensurate with their level of training in conducting psychological interventions and evaluating client progress and outcomes.
Competency 3d: Students demonstrate a working knowledge of and beginning skills in clinical supervision and consultation
Objective 4: Graduates will engage in practice that reflects and is informed by the changing and expanding scientific knowledge base including the foundational areas of psychology and will display a commitment to staying current in their professional or scholarly area
Competency 4a: Students demonstrate an appropriate mastery of the bases of scientific and professional psychology (e.g., developmental, biological, cognitive/ affective, and social aspects of behavior, and the history of the discipline of psychology).
Competency 4b: Students will demonstrate the ability to access, evaluate, and apply the current evidence base in their clinical practice
Objective 5: Graduates will understand the integration of science and practice in psychology as a discipline, with attention to the necessity of research being informed by practice and practice by research.
Competency 5a: Students conceptualize cases based on sound theory and research.
Competency5b: Students display knowledge of and competency in evidence-based practice in psychology.
Competency 5c: Students conduct research that is informed by clinical practice
Goal 2: To produce graduates who demonstrate multicultural and diversity awareness, knowledge, and skill in their training and professional work.
Objective 6: Graduates demonstrate knowledge of individual differences and diversity (broadly defined).
Competency 6a: Students are well versed on diversity and contextual issues (e.g., culture, gender, sexual orientation, disability, etc.).
Objective 7: Graduates demonstrate the ability to deliver competent psychological services to diverse populations and in varied settings; and engage in scholarly work that is sensitive to issues of individual differences and diversity.
Competency 7a: Students conceptualize cases considering contextual and diversity issues and apply this conceptualization in their assessments, treatment planning, and interventions with various diverse clients.
Competency7b: Students demonstrate awareness of multicultural and contextual issues in all their professional interactions, and commitment to relevant guidelines (e.g., APA's Multicultural Guidelines).
Competency7c: Students competently apply multicultural awareness, theory and scholarship to their own research.
Goal 3: To facilitate students' professional identity development as psychologists and foster strong commitment to ethical practice in psychology
Objective 8: Graduates demonstrate the development of professional identities as psychologists.
Competency 8a: Students and graduates will perform activities consistent with those identified in professional psychology including membership and/or participation in national, state, and local organizations, and through their expressed professional goals
Competency 8b: Students gain didactic and applied experiences that support their career goals within the field of professional psychology.
Competency 8c: Graduates continue to obtain further education and training that demonstrate professional interests and growth in emerging areas of the discipline and profession of psychology.
Objective 9: Graduates demonstrate knowledge of, and adherence to, ethical and legal guidelines in all aspects of their professional work.
Competency 9a: Students demonstrate knowledge of relevant ethical and legal codes (e.g., APA's Ethical Standards).
Competency 9b: Students demonstrate competence in applying established ethical principles and practices in all facets of their professional work.
Objective 10: Graduates demonstrate knowledge of Counseling, Clinical, School and Combined Clinical/Counseling/School Psychology in terms of their historical development, traditional and emerging roles and functions, current professional issues, and scope of research and practice.
Competency10a: Students are well versed on the history and professional identity of the specializations within psychology and the development of the combined model.
Competency 10b: Students demonstrate knowledge of psychology as an applied discipline.
Objective 11: Students and graduates display professionalism in their relationships with faculty, staff, and peers that will enable them to succeed in multiple career settings.
Competency 11a: Students demonstrate the ability to collaborate in training and in their professional settings.
Competency 11b: Students demonstrate excellent interpersonal skills with others, including supervisors, peers, staff, and supervisees.
Competency 11c: Students are responsive to input from faculty, supervisors, and peers.
Objective 12: Graduates of the program engage in a process of continuing education and life-long learning that contributes to personal and professional development.
Competency 12a: Students demonstrate a commitment to lifelong learning and to their ongoing personal and professional development.
Competency 12b: Students are aware of their strengths and areas of development as they progress through and matriculate in the program.
Competency 12c: Students develop skills to engage in continuing scholarly inquiry, knowledge building, and the dissemination of knowledge across the course of their professional careers.