Catalog 2015-2016 [ARCHIVED CATALOG]
Clinical Psychology: PsyD, Los Angeles
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The Clinical Psychology doctoral programs prepare students to function as multifaceted clinical psychologists through curricula based on an integration of psychological theory, research and practice. The Clinical Psychology PsyD program is a practitioner oriented program. The Clinical Psychology curricula have four major areas of study: foundations of psychology, clinical and professional theory and skills, applied clinical research and professional growth. Students can follow their own clinical interests and further their individual career goals by selecting a specialized series of courses, research and field placements related to a particular area.
The Los Angeles PsyD program is accredited by the Commission on Accreditation of the American Psychological Association (750 First Street NE, Washington, DC 20002-4242; Phone: 202-336-5979; Email: apaaccred@apa.org; Web: www.apa.org/ed/accreditation).
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Program Outcomes
GOAL 1: The program aims to develop graduates who have mastered the scientific foundations of clinical psychology and who apply this knowledge to their work. Goal 1 - Objectives 1a: Students will acquire foundational knowledge of psychology as a scientific discipline that serves as the basis for their professional practice. 1b: Students will integrate, synthesize, and critique scientific knowledge from multiple sources, taking into account and weighing the significance of multiple determinants of human behavior. 1c: Students will apply scientific knowledge to the practice of clinical psychology. GOAL 2: The program aims to develop graduates who understand research methods and skillfully apply them to significant human problems. Goal 2 - Objectives 2a: Students will be knowledgeable about research methods that inform and support professional practice. 2b: Students will critically evaluate literature in terms of its scientific rigor and attention to diversity issues. 2c: Students will understand that research informs effective practice and that useful research often arises from clinical work. 2d: Students will master the scientific literature on a clinical topic, identify lacunae, design and create a scholarly product, and communicate research findings at an appropriate level for professionals. GOAL 3 - The program aims to develop graduates who identify as clinical practitioners and who use ethical and legal principles to guide professional practice, self-evaluation, and professional growth. Goal 3 - Objectives 3a: Students will acquire knowledge and adopt values and ethical principles of professional practice outlined in the APA Ethical Principles of Psychologists and Code of Conduct. 3b: Students will understand and abide by state and federal laws and regulations pertaining to psychological practice and research. 3c: Students will take responsibility for their professional behavior and actively seek supervision when appropriate. GOAL 4: The program aims to develop graduates who understand clinical phenomena within social and cultural contexts and who apply this understanding in evaluation/ assessment, consultation/education, and supervision/management. Goal 4 - Objectives 4a: Students will possess an in-depth understanding of clinical phenomena as they occur within the social and cultural milieu of clients (e.g., psychopathology, therapeutic processes). 4b: Students will identify assessment tools appropriate to clinical questions, and be able to administer an assessment battery, interpret results, and complete a psychological report in an objective, accurate manner. 4c: Students will understand that assessment is not a discrete event but is an ongoing process informing practice. 4d: Students will understand the role of the psychologist in complex systems and the general principles of consultation, education, supervision, and management. GOAL 5: The program aims to develop graduates who are able to intervene using multiple methods, with diverse populations, across many settings and in changing and evolving contexts. Goal 5 - Objectives 5a: Students will demonstrate knowledge of the theoretical and research bases of interventions in professional psychology. 5b: Students will establish and maintain productive and respectful working relationships with clients, colleagues, and supervisors from diverse social and cultural contexts. 5c: Students will understand the needs of clients on individual and systems levels and within social and cultural contexts. 5d: Students will demonstrate the ability to create treatment plans that are culturally appropriate and informed by current clinical research and utilize multiple intervention strategies consistent with these treatment plans and with standards of practice. 5e: Students will evaluate the efficacy of their interventions and use this information to continuously assess the treatment plan and intervention methods. GOAL 6: The program aim to develop graduate students with the attitudes, knowledge, and skills to work professionally in a multicultural society. Goal 6 - Objectives 6a: Students will understand the presuppositions of their own culture and attitudes towards diverse others as mediators of their worldview. 6b: Students will develop knowledge of themselves as cultural beings in assessment, treatment, consultation, and all other professional activities. 6c: Students will integrate knowledge, sensitivity, and relevant skills regarding individual and cultural differences into all aspects of their work. 6d: Students will possess the ability to articulate an integrative conceptualization of diversity as it impacts self, clients, colleagues, and larger systems, and an ability to engage in effective dialogue about multicultural issues. GOAL 7: The program aims to develop graduates who engage in lifelong learning and professional development. Goal 7 - Objectives 7a: Students will develop positive attitudes about lifelong, self-directed learning, demonstrated by clinical practice informed with the results of self-education. 7b: Students will take responsibility for their ongoing development as professionals. 7c: Students will be able to identify challenges and problems in clinical practice and to undertake self-directed education to resolve these challenges and problems. Training Model
The CSPP-LA Clinical PsyD program in clinical psychology addresses the societal need for professionals who deliver or facilitate the delivery of psychological services to diverse populations and to underserved or poorly-served populations. This societal need is for practitioners and programs that are culturally aware, culturally sensitive, and responsive to human problems of developmental deprivation, dysfunction, and trauma. The CSPP-LA Clinical PsyD program includes multicultural training to address issues of diversity in regard to race, ethnicity, gender, sexual orientation, disability, age, social class, inherent-psychometric-intelligence variances, and religion. This is reflected in the required course Intercultural Processes/Human Diversity as well as through the integration of multicultural perspectives in all core and elective courses. Additionally, elective courses and the availability of field training sites that provide experience with diverse groups offer opportunities to develop skills that enhance work with culturally diverse clients. Finally, diversity is a major focus of faculty and student research in the Clinical PsyD program at the Los Angeles campus. Field Training
At the predoctoral stage, students’ professional development occurs within the context of both formal coursework and clinical training experiences (i.e., practica) supervised by faculty and professionals in the field. Students develop and acquire clinical skills through professional training experiences in a variety of mental health service settings in the community. Each student works with their academic advisor and a field training liaison who will assist the student to develop and implement an individualized training plan designed to assure that: (a) the student receives a solid base of clinical experiences with a variety of clientele and professional role models, and (b) professional training experiences are well-matched to the student’s level of skill and longer-term professional goals (including the successful acquisition of the required full-time APA-accredited or APPIC internship placement). All first-year students participate in a practicum that is a collaboration between our OPFT and the Alhambra Unified School District (AUSD). Students with prior clinical experience at the Master’s level provide individual therapy to children and adolescents at elementary and high schools. Students without prior clinical experience at the Master’s level administer evidence-based group curricula to children in elementary school (K-8th grade). In the spring semester of their practicum training, these students interview with AUSD and the primary practicum supervisor to determine readiness to begin providing individual therapy to children and adolescents at the elementary and high schools as well. In their second and third year practica, students are placed for 15 - 20 hours per week of professional training in diverse agencies in the Los Angeles area. All professional training programs are carefully reviewed and continually monitored by the Los Angeles campus Office of Professional Field Training to assure consistent and high quality training. Prior to graduation, students are required to complete a full-time APA-accredited or APPIC internship in their fourth year. The internship is a culminating experience that integrates the students’ academic and clinical experiences and prepares them for their professional role as a psychologist. Students become eligible to apply for internship only after achieving post-Proposal status on their clinical dissertation and advancing to doctoral candidacy; students are required to pass the proposal meeting by the end of finals week in the Spring of their second year in order to apply to internship in the fall of the third year. In special cases via faculty advisement and with Program Director approval, students may be allowed to modify their program to five years by adding an extra practicum experience in their fourth year and complete the required full-time APA-accredited/APPIC internship in their fifth year. Students should be aware that various postdoctoral training positions and some employers (e.g., the Veterans Administration) require that successful applicants have APA-accredited internships. Students have extensive opportunities to discuss with their academic advisors and assigned clinical field training liaisons the various internship options available and to develop a training plan that assures that students’ needs and goals are met. The majority of affiliated practicum training sites exist within a 40-mile radius of the campus. For their full-time internship experience, many students leave the Los Angeles area in order to gain specialized training at APA-accredited/APPIC internship sites. Full-time APA-accredited/APPIC internships provide a stipend to students during their internship year. Most other internships (e.g., CAPIC) and practicum sites do not offer stipends. Students should not count on training stipends as a means of financing their education. Research Training
The CSPP-LA Clinical PsyD program trains practitioners to be critical reviewers and consumers of research. Students begin their clinical dissertation development in their second year, and are expected to complete their dissertation by the end of their third year, before the commencement of their full-time APA-accredited/APPIC internship training in their fourth year. Clinical dissertations require mentoring by a Clinical Dissertation Chair (i.e., PsyD program core faculty) and the Dissertation Consultant (i.e., dissertation committee member), and also involve clinical input from and interaction with at least three field consultant-practitioners who are experts on the dissertation topic. Upon thoroughly reviewing and critiquing the professional literature and interviewing experts to gain input on current clinical perspectives, students are expected to demonstrate their abilities to professionally apply and disseminate the knowledge that they have gained to the mental health community. The method by which students demonstrate this competency will be determined by the student’s dissertation committee. Specialized Admissions Requirements: Credit for Previous Graduate Work
Students may submit requests for transfer credit for some previous graduate courses taken at regionally accredited institutions in clinical psychology, social work, or counseling psychology programs. No more than 30 semester units of graduate level courses may be transferred. Transfer credit is typically considered only for foundational courses and will not be considered for core and/or elective courses. Some courses that are not eligible for transfer credit are eligible for challenge by exam. The CSPP-LA Clinical PsyD Transfer Credit Policy and Guidelines list all courses that are eligible for transfer credit and challenge by exam. For transfer credit and/or challenge exam consideration, the student must have passed an equivalent graduate-level course at a regionally-accredited institution with a similar course title and course description as described in the university course catalog with a grade of “B” or better. There must be at least an 80% overlap between the CSPP course and the course taken elsewhere according to syllabi content (content overlap will be evaluated by CSPP-LA Clinical PsyD core faculty members). Courses must also have been completed within seven years previous to matriculation to the CSPP-LA Clinical PsyD program. Credit may not be given if the previously-taken course is considered to lack significant requirements of the otherwise-equivalent CSPP-LA Clinical PsyD course. The program does not give partial transfer credit for any course. Contact the Academic Affairs Center for the CSPP-LA Clinical PsyD Transfer Credit Policy and Guidelines and all related required paperwork. Requests for transfer credit and/or challenge exam consideration must be accompanied by a completed Transfer Credit Work and a copy of the corresponding course syllabus/syllabi. All requests for transfer credit consideration must be submitted by December 15th in the Fall semester of the student’s first year. All requests for challenge exam consideration must be submitted by the last day of the semester before the challenged course is scheduled to be taken. Incomplete applications or paperwork will not be considered for review. Transfer credit awards can have implications on students’ financial aid eligibility if they become short of registration units for a particular academic semester (including summer). The CSPP-LA Clinical PsyD Program is not responsible in ensuring financial aid eligibility for students in all semesters. Curriculum and Degree Requirements
The CSPP-LA Clinical PsyD Program involves a 4-year academic curriculum with a total of 120 units. All coursework is taken during the first three years with concurrent practicum training leading up to internship training. Students apply to Phase I and Phase II of the APPIC internship application process, and apply to at least seven APA-accredited internships during this application. If students do not match during APPIC Phase I or Phase II, then they meet with the internship training director to decide how to best proceed to meet the requirement of obtaining a full-time internship. This may involve modifying one’s schedule to obtain one additional year of practicum training and applying through APPIC the following academic year. Any modification in the student’s schedule (e.g., per SERC requirement; recommendation via academic advisement) can have implications on tuition units and/or duration of their program. At the end of the Spring semester of the first year, students must pass an Assessment Comprehensive exam. At the end of the Fall semester of the second year, a Research Comprehensive exam is given covering the content of the Research & Test Design course and the Statistics course. At the end of the second year and in the middle of the third year, written and oral Clinical Proficiency Assessment examinations are given respectively in the areas of assessment and testing, case conceptualization, treatment planning and intervention strategy, legal and ethical issues, therapeutic relationships, self-examination, and multicultural competency. Non-Terminal Master’s Degree Requirements
During the course of the program, students earn a non-terminal Master’s in Clinical Psychology. The following criteria must all be met for students to have their Master’s degree posted to their transcript: (a) passing of all coursework as outlined in the first two years, including summer coursework and field training (field training is considered to be completed when both student and site final evaluations have been received and recorded with the student earning grades of Credit); (b) in good academic standing with a cumulative GPA of at least 3.0; (c) passing the Assessment Comprehensive Exam, the Research Comprehensive Exam, and the written component of the Clinical Proficiency Assessment exam; (d) submission of the online Application for Degree and associated fee. A student who has already earned a Master’s degree from another school may still apply for and receive his/her Master’s in Clinical Psychology from the CSPP-LA Clinical PsyD program at Alliant. The following criteria must all be met for students to declare advancement to doctoral candidacy: (a) passing of all coursework as outlined in the first two years, including summer coursework and field training; (b) in good academic standing with a cumulative GPA of at least 3.0; (c) post-Proposal status as defined by acceptance of the student’s dissertation proposal by their dissertation committee and passing the Proposal Meeting orals; and (d) passing the Assessment Comprehensive Exam, the Research Comprehensive Exam, and the written component of the Clinical Proficiency Assessment exam. Advancement to Doctoral Candidacy status is recorded on student transcripts and is required for participation in the third-year full-time APA-accredited/APPIC internship rounds. Not attaining advancement to doctoral candidacy in a timely fashion will have serious implications on the student’s remaining academic and training curriculum as well as their financial aid eligibility. Students can petition to receive their Master’s degree in clinical psychology when they are cleared to advance to doctoral candidacy. Psychotherapy Requirement
A total of 45 hours of individual psychotherapy with a psychologist licensed in California are required prior to graduation. This requirement is to complement the coursework and practical training components of the program to provide the student with experiential understanding of the therapeutic process. It is the program’s belief that an understanding of the therapeutic process from the standpoint of the client is a valuable part in the identity formation of the student as a psychologist. The expectation is that the individual therapy will be once a week for about one year, with a single therapist. The Program Director must approve and all exceptions (e.g., group, conjoint marital, or family therapy; a compelling demonstrated need to switch therapists). Students who have prior psychotherapy may fulfill their psychotherapy requirement by submitting documentation of 45 hours of therapy conducted with a licensed psychologist to the Program Director for approval. The cost of psychotherapy will be met by the student; a list of therapists who have agreed to provide sliding-scale fees to Alliant students may be obtained from the Student Affairs Center. First Year - Fall
17 units Intro to Emphasis Area (Choose one as required by emphasis area):
First Year - Spring
17 units First Year - Summer
6 units Second Year - Fall
11 units Choose one additional yearlong Intervention class:
Second Year - Spring
11 units Continue additional yearlong Intervention class started in Fall:
Second Year - Summer
6 units Third Year - Fall
11 units Choose one additional semester-long PSY7605 course for Fall or one yearlong PSY9500 for Fall and Spring
Third Year - Spring
11 units Choose one additional semester-long PSY7605 course for Spring or one yearlong PSY9500 started in Fall
Fourth Year - Fall
11 units / 5 units Fourth Year - Spring
11 units / 5 units Fourth Year - Summer
8 units / 5 units Notes:
Students’ program curriculum may vary from the above layout if they are advised to modify their schedule (e.g., by SERC) to assist in their successful completion of all program requirements. Required Electives Over the course of their program, CSPP-LA Clinical PsyD students must take FOUR (4) PSY7605 semester-long Practice Seminar: Clinical Elective courses, or TWO (2) PSY7605 semester-long Practice Seminar: Clinical Electives and ONE (1) PSY9500 yearlong Advanced Clinical Elective course, or TWO (2) PSY9500 Advanced Clinical Elective courses. Electives with different course numbers (e.g., PSY7607, PSY8500) will not count towards the Clinical Elective requirement, unless a Petition for Academic/ Administrative Exception clearly stating the rationale for taking a different course numbered elective is approved by the Program Director. Approval MUST be obtained PRIOR to registration. Emphasis Area students (FACE, Health, MCCP) MUST take a minimum of TWO (2) PSY7605 electives offered from their Emphasis Area. Emphasis area students will receive priority registration for emphasis area electives. MIO students may take any elective, but will not receive priority registration. PSY9500 year-long electives are not offered by emphasis areas and may not meet emphasis area elective requirements. Students are encouraged to check with their emphasis area coordinators for further details. Clinical Dissertation Course Requirements If the Clinical Dissertation is not completed by the add/drop deadline of the Fall semester of the fourth year, students must enroll in Dissertation Extension EVERY SEMESTER (except in summer) until their dissertation is completed and filed in the library. Students concurrently enrolled in internship must enroll in PSY9945 for 1 unit. Students not enrolled in an internship must enroll in PSY9985 for 3 units until full completion of all dissertation requirements. Students may only receive financial aid for a total of four (4) semesters in which their only enrollment is in Dissertation Extension. The successful passing of the CSPP-LA Clinical PsyD Clinical Dissertation Proposal Approval meeting is a requirement for all students to gain clearance for the full-time APA-accredited/APPIC internship application process, and must be met by the beginning of the third-year Fall semester. Students who are not post-Proposal status by the end of Spring finals week of the year in which they intend to apply for full-time internship will not be allowed to undergo Phase I (first rounds) of the internship application process; this can have serious consequences for advancement to Doctoral Candidacy and/or the rest of their program/training requirements. Internship Course Enrollment Requirements The three (3) semester (Fall/Spring/Summer) enrollment requirement for internship is intended to provide students with financial aid over the summer. If a student’s internship has an end date in MAY, the student should request enrollment in a two (2) semester internship unit model. Please contact the Academic Affairs Center for information. If a student’s internship has a start date in June, the student should request enrollment in a Summer/Fall/Spring internship unit model. Please contact the Academic Affairs Center for information. Financial Aid Eligibility Requirements A minimum of five (5) units enrollment is required in any semester for financial aid eligibility. The program does not guarantee financial aid eligibility in the event of transfer credit awards. Financial aid will not cover for course units outside of the required CSPP-LA Clinical PsyD curriculum units. Accurate Registration Requirements It is the student’s responsibility to register for the accurate course titles, numbers, and units; consistent failure to register accurately may result in referrals to SERC. Proactive communication with academic advisors and Academic Affairs Center staff is highly recommended. Clinical Health Psychology Emphasis
Clinical health psychology combines the fields of clinical psychology, behavioral medicine, public health, social psychology, disease prevention and health promotion into an applied discipline that investigates underlying mechanisms that connect the mind and body and explain the dynamic interaction between our physical and mental health. Clinical health psychologists integrate biomedical, psychological, social and spiritual modalities to detect and treat psychological distress, foster behavior change, increase adjustment to acute and chronic illnesses, reduce health and health care disparities, and to promote psychological growth and wellness. Students in the clinical health psychology emphasis receive the same thorough preparation for clinical and community practice as students in the other emphasis areas, while in addition gaining a foundation of theoretical knowledge and skills necessary to serve a number of professional roles across various community-based, medical and behavioral health care settings. In addition to developing the diagnostic, assessment and treatment skills required of all clinical psychologists, Health students learn practical techniques in the areas of cognitive-behavioral, existential, and community-based interventions. Faculty have expertise in and enjoy mentoring students in areas such as neuropsychological theory and assessment, child/pediatric psychology, LGBT health, women’s health, health and racial disparities, substance abuse treatment and addictions, HIV/AIDS, biofeedback, chronic pain/pain management, loss, grief and bereavement, and resiliency, strength and wellness. Within and beyond these areas of focus, Health students learn about the sociocultural, demographic, political, and economic forces that underlie health and health-care disparities, and influence risk-taking and health-promoting behaviors and practices within diverse and often underserved communities. Training in the areas of behavioral medicine and health psychology prepare students from the clinical health psychology emphasis to explore a variety of opportunities in the rapidly evolving health care system. Early career positions for Clinical Health Psychology graduates have ranged from entering post-doctoral fellowships in various behavioral medicine settings to serving as members of interdisciplinary teams of health care professionals to working in private practice and community mental health settings using a biopsychosocial framework. Regardless of professional role, graduates from our emphasis area remain dedicated to promoting the mind-body health of children, adolescents, adults, families, and communities within a multicultural and international context. Recent Clinical Health Psychology electives and dissertation topics include: - Mind-Body Psychology, Integrative Psychology, and Behavioral Medicine
- Primary Care Psychology (Psychological Consultation in Medical Settings)
- Chronic Pain and Pain Management
- Pediatric Psychology (Working with Children/Adolescents and Families)
- Neuropsychology and Neuropsychological Assessment across the Lifespan
- Children with Specific Learning, Emotional/Behavioral Difficulties, Autism Spectrum, and Other Neurodevelopmental Disorders
- Lesbian, Gay, Bisexual, and Transgender (LGBT) Health
- Substance Abuse Treatment and other Addictions
- HIV/AIDS, Cancer, Cardiovascular Disease, other medical conditions (Prevention, Management and/or Psychosocial Outcomes related to …)
- Minority Stress and Health Disparities
- Posttraumatic Stress and Posttraumatic Growth
- Body Image Issues, Eating Disorders and Disordered Eating
- Women’s Health and Reproductive Health
- Loss, Grief and Bereavement
- Anxiety, Psychosomatic Disorders and Clinical Biofeedback
- Hypnosis, Guided Imagery, Stress Management, Relaxation Training, Mindful Meditation
- Adjusting to and Living with Chronic Illness/Terminal Illness
- Wellness, Resiliency and Quality of Life Issues
- Complementary Health Practices (e.g., yoga/tai-chi, expressive therapies, body therapies)
- Gender, Multicultural, Socioeconomic, and Political Influences on Health Policy
- Health Policy and System Reform
- Health Promotion and Education
- Spirituality and Psychological and Emotional Health
- Global Health and Illness
- Sports Psychology, Exercise and Nutrition
- Psychopharmacology
Family/Child and Couple Emphasis
Our goal in the Family/child and Couple Emphasis (FACE) is to introduce graduate students to the theory, research, and clinical practice of family and couple psychology. This is accomplished through coursework in which students learn about families, couples, adults, and children from diverse backgrounds. Students are taught to work with families, couples, and individuals from a systemic perspective. Skills are developed in the assessment, diagnosis, and treatment of relationship systems. In the first two or three years of the FACE emphasis, students learn how to conceptualize, assess, and interview families and couples. FACE students take four family systems courses. The family psychology course prepares students for an advanced FACE family systems intervention course taken exclusively by FACE students. The Family/child and Couple Emphasis is for students who are dedicated to learning family and couple psychology intervention. The emphasis area also provides a choice of one of two sets of elective courses as follows: - Family Therapy: Students may take the following two elective courses: Clinical Interventions with Children and Families and Interventions with Adolescents and Families. Other family therapy elective courses offered periodically are: Child Assessment, Family Violence and Sexual Abuse, Family of Origin Therapy, Advanced Family Therapy, Divorce Theory, Therapy with Alternative Families, and Group Psychotherapy.
- Couple Therapy: Students examine relationship dynamics through either the year-long Integrated Approach to Sex, Intimacy and Relationship Problems course or the one-semester Couple Therapy and Sex Therapy courses. Other couple therapy elective courses offered periodically are Family Violence and Sexual Abuse, Family of Origin Therapy, Advanced Family Therapy, Divorce Theory, and Group Psychotherapy.
Students meet with their FACE academic advisor to determine which other advanced clinical electives and seminars best fit into their plan of study so their career goals are met. Creating a niche entails taking courses as well as networking in the community. Multicultural Community-Clinical Psychology Emphasis
The Multicultural Community-Clinical Psychology (MCCP) emphasis area was established at the Los Angeles campus in 1990. A synthesis of the previous ethnic minority mental health and community clinical proficiencies, MCCP reflects the state-of-the-art in training philosophy, curriculum, and applied experiences relevant to training clinical psychologists with special competence in multicultural and community psychology. The year-long Intercultural Processes/Human Diversity course required of clinical psychology students in all emphasis areas provides basic competence in multicultural issues. The MCPP emphasis area provides the additional opportunity for students to develop (1) more advanced conceptual and intervention skills relevant to psychotherapy with culturally-diverse populations; (2) competence beyond individual psychopathology that includes conceptualization and intervention with community-level distress and social problems; (3) an understanding of sociopolitical and sociocultural influences on psychological functioning and well-being; (4) skills to develop programs and activities focused on the prevention of psychopathology and social problems; and (5) knowledge of community psychology theory and practice. The mission of the training is to nurture the development of clinical psychologists who will work to understand, prevent, and reduce psychological and community distress, as well as enhance the psychological well-being of historically underserved, stigmatized, and oppressed groups. In doing this, special attention is paid to the cultural and sociopolitical context of the individuals, families, and communities we serve. Faculty members in the emphasis area are committed to fostering a climate of inclusion, respect for differences, and a sense of community both within and outside of CSPP. Ultimately, faculty members strive to empower individuals and communities and to facilitate personal and social healing. Through coursework, field experiences and mentorship by our faculty, students learn theory, research, and intervention strategies applicable to working with adults, adolescents, children, families, groups, and communities. Students share the core curriculum in clinical psychology with students from all emphasis areas. MCCP students build upon this basic curriculum by learning alternative theories and strategies for intervention with communities, institutional systems and specific multicultural groups. Faculty focuses on training clinical psychologists who are critical thinkers about the etiology of psychological distress and who can conceptualize multiple pathways to healing individuals, families, and communities. MCCP students participate in professional field training experiences that emphasize clinical services to multicultural and under- or inadequately-served populations. Settings can range from hospitals and mental health clinics to community-based agencies or university counseling centers. Students are encouraged to develop Doctoral Dissertations that reflect an aspect of multicultural and/or community psychology. Recent MCCP Clinical Electives: - Community Psychology Interventions
- Ecopsychology
- Group Counseling in Community Settings
- Ethnic Minority Mental Health
- Psychology of Immigrants: Trauma and Treatment
- Multicultural Family Therapy
- African American Mental Health
- Multicultural Neuropsychology
- Multicultural Case Conceptualization
Multi-Interest Option (Non-Emphasis)
Some students and faculty decide to participate in the Multi-Interest Option (MIO) instead of selecting one of the three above-mentioned specific emphasis areas. The MIO faculty includes practitioners and researchers who have multiple professional interests and are involved in various aspects of clinical psychology. Instead of focusing on a particular clinical emphasis or expertise, MIO provides a solid base in the field of clinical psychology as well as flexibility for students who are interested in multiple facets of the profession. From the diversity that it offers, MIO faculty members bring to students a broad spectrum of what clinical psychology offers and the various professional opportunities and potential career goals students can pursue as future psychologists. MIO offers students flexibility in their choice of elective courses and topics for their clinical dissertations and other scholarly and field training interests. The faculty and students affiliated with MIO provide colloquia and social gatherings that, like those sponsored by the emphasis areas, are open to all members of the Los Angeles campus community. For example, MIO has sponsored presentations that promote awareness of diverse roles in professional psychology by MIO faculty sharing their clinical expertise (as lunch colloquia or formal workshop), enlisting alumni to discuss their career trajectories, an introduction to grant writing and publications, and hosting a panel discussion on professional consultation as a professional activity. The MIO faculty seeks to encourage students’ scholarly and professional growth in a wide range of interest areas. MIO faculty members specialize in a wide variety of clinical and research areas such as: - child abuse and neglect
- crisis intervention
- grant writing
- cult/ritual abuse
- psychological assessment
- dissociation of identity
- geropsychology
- trauma/PTSD
- child development
- women’s issues
- child/family issues
- environmental issues
- autism spectrum disorder
- health/chronic illness
- Asian American issues
- disability issues
- research methodology
- chronic mental illness
- religion and spirituality
- international mental health
- mindfulness
- multicultural mental health
- meditation/holistic practices
- sociocultural belief systems
- supervision/training issues
- diversity issues
Clinical PsyD Program Faculty: Los Angeles
Core faculty for the Los Angeles PsyD program are listed below: John Bakaly, PhD, Professor John Caffaro, PhD, Distinguished Professor Victor Cohen, PhD, Associate Professor Ronda Doonan, PsyD, Assistant Professor and Associate Program Director Judith Holloway, PhD, Associate Professor Lisa Liu, PhD, Assistant Professor Cristina Magalhaes, PhD, Associate Professor Joan Murray, PhD, Associate Professor Randy Noblitt, PhD, Professor Erin O’Callaghan, PhD, Assistant Professor and Interim Program Director CSPP-LA Clinical PsyD Training Faculty are listed below: Jessie Sandoval, PsyD, Internship Training Director Allison Peters, PsyD, Practicum Training Director For a detailed description of program faculty background and research interests, please see the alphabetical listing of faculty for the California School of Professional Psychology. Licensure
All psychologists who offer direct services to the public for a fee must be licensed or certified by the state in which they practice. Applicants for licensure in the state of California must hold an earned doctoral degree in psychology, educational psychology, education with a specialization in counseling psychology, or education with a specialization in educational psychology from an approved or accredited educational institution. They also must have completed 3,000 hours of supervised professional experience (of which at least 1,500 must be postdoctoral) and have taken and passed the national Examination for Professional Practice in Psychology (EPPP) and the California Psychology Supplemental Examination (CPSE). In addition, they must submit evidence of having completed coursework in human sexuality, child abuse, substance abuse, spousal abuse, and aging and long-term care. Continuing education is required to maintain the license. CSPP doctoral course requirements are designed to fulfill the programmatic requirements for licensure in California, and in some cases they exceed the requirements. Every state has its own requirements for licensure. Therefore, it is essential that all CSPP Clinical PsyD and PhD students who plan to apply for licensure in states other than California contact the licensing board in those states for information on state requirements (e.g., coursework, practicum and internship hours, supervision, or nature of the doctoral project or dissertation). Students seeking licensure in other states should plan ahead to ensure they meet all of those states’ requirements. For further information on licensure in California or other states contact: Association of State and Provincial Psychology Boards
PO Box 241245
Montgomery, AL 36124-1245
(334) 832-4580, asppb@asppb.org or California Board of Psychology
2005 Evergreen Street, Suite 1400
Sacramento, CA 95815
(916) 263-2699, bopmail@dca.ca.gov or Practice Directorate American Psychological Association
750 First Street NE
Washington, DC 20002-4242
(202) 336-5979, apaaccred@apa.org APA Education and Training Outcomes
The CSPP Los Angeles Clinical Psychology PsyD program is accredited by the Commission on Accreditation of the American Psychological Association (APA) and publishes the following outcome data as required by APA: - Time to Completion
- Program Costs
- Internship Placement Rates
- Attrition
- Licensure
Please visit the “About CSPP Programs” section of our website to view these data. Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202)336-5979
Email: apaaccred@apa.org
Web: www.apa.org/ed/accreditation |
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