Catalog 2016-2017 
    
    Jul 22, 2024  
Catalog 2016-2017 [ARCHIVED CATALOG]

Clinical Psychology: PsyD, Los Angeles


The Clinical Psychology doctoral programs prepare students to function as multifaceted clinical psychologists through curricula based on an integration of psychological theory, research and evidence-based 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).

Program Goals


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 2: The program aims to develop graduates who understand research methods and skillfully apply them to significant human problems.

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 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 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 6: The program aim to develop graduate students with the attitudes, knowledge, and skills to work professionally in a multicultural society.

GOAL 7: The program aims to develop graduates who engage in lifelong learning and professional development.

Training Model


The CSPP-LA Clinical PsyD program in clinical psychology psychology incorporates the values of the practitioner model of graduate education for professional clinical psychologists. Through its training model and educational philosophy, the Clinical PsyD program addresses the societal need for professional practitioners who are culturally aware, culturally sensitive, and responsive to human problems of developmental deprivation, dysfunction, and trauma. The program provides a strong generalist foundation in clinical psychology, emphasizing the applications of theory and research to evidence-based practice within a multicultural society. Students are taught to be critical consumers of research, as the program frames scholarship as fundamental to effective psychological practice, professional engagement, and advocacy. The overarching goal of the program is to educate new generations of clinical psychologists who are able to intervene effectively, using multiple methods of evidence-based assessment and intervention with diverse populations, across many settings, in changing and evolving contexts. 

Field Training


At the predoctoral stage, students’ professional development occurs within the context of both formal coursework and supervised clinical training experiences (i.e., practica) in a variety of mental health service settings in the community. The CSPP-LA Clinical PsyD program in Los Angeles requires students to complete three years of practica prior to their predoctoral full-time internship. Every student is mentored through the clinical training placement selection and application process by the Practicum and Internship Training Directors. These licensed professionals facilitate students’ development and implementation of an individualized training plan that providesa solid base of clinical experiences with a variety of clientele and professional role models, as weel as professional training experiences are well-matched to the student’s level of skill and longer-term professional goals (including the successful acquisition of full-time APA-accredited internship placement).

All first-year students participate in a practicum that is a collaboration between the Los Angeles campus Division of Professional Field Training (DPFT) 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. In these settings, students assume a greater degree of clinical responsibility for assessment and intervention while being closely supervised at a level appropriate to the students’ training level and abilities. The majority of affiliated and practicum training sites exist within a 40-mile radius of the campus and all professional training programs are carefully reviewed and continually monitored by DPFT to assure consistent and high quality training.

Prior to graduation, students are required to complete a full-time internship. The internship is a culminating experience that integrates academic and clinical experiences and prepares students for their professional role as a psychologist. The Clinical PsyD program is committed to helping its students obtain APA-accredited internships. While the completion of an APA-accredited internship is not required to complete the program, all students are required to apply to a minimum number of APA-accredited internship sites, and are required to participate in both Phases of the APPIC Match process. 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. F or 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.

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 semester 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 internship in their fifth year.

For all practicum placements, students are required to participate in a minimum of one hour of weekly supervision provided by a licensed psychologist; many practicum sites also require group supervision. Practicum supervision requirements also include a minimum of two hours per week spent in didactic training. For all internship placements, students are required to participate in a minimum of one hour of weekly supervision provided by a licensed psychologist who serves as primary supervisor, who is available to the intern 100% of the time that the student is at the agency, and who is employed by the agency at least 50% of the duration of the student’s internship. A minimum of two hours of weekly didactic training is also required. At least two psychologists must be involved in internship training.

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 internship training in their fourth year.

Clinical dissertations require mentoring by a Clinical Dissertation Chair (i.e., PsyD program core faculty) and a Dissertation Consultant (i.e., dissertation committee member). Students may complete a clinical dissertation within one of four categories: (a) Theoretical Application, with implications for further research and clinical applications; (b) Clinical Application, including development of a product or program; (c) Program Development/Consultation, with a focus on serving the needs of an identified population and community; or (d) Quantitative or Qualitative Research, focusing on the creation of new knowledge. 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 professional mental health community.

Specialized Admissions Requirements: Credit for Previous Graduate Work


Admitted applicants to the program with previous graduate courses in clinical psychology, social work, MFT, or counseling psychology programs at regionally accredited institutions may submit requests for transfer credit for some previous graduate courses. Some courses not eligible for transfer credit may be challenged by exam.

The CSPP-LA Clinical PsyD Transfer Credit Policy and Guidelines lists all courses that are eligible for transfer credit and challenge by exam, and details the process by which students submit requests for transfer credit.

The criteria that must be met in order for transfer credit to be considered for previous graduate coursework is as follows: (a) the previously taken course must be listed as eligible for transfer credit within the Transfer Credit Policy and Guidelines; (b) the course must have been graduate-level and taken at a regionally-accredited institution; (c) the final course grade must have been B or higher; and (d) the course must have an 80% content overlap with the equivalent Clinical PsyD course. Content overlap is determined by program faculty evaluation; evaluation decisions are not eligible for appeal. 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.

Requests for transfer must be accompanied by a completed Transfer Credit Worksheet 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


Coursework: 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 the required full-time internship. Any modification in the student’s schedule (e.g., per SERC requirement; recommendation via academic advisement) can have implications on tuition units, financial aid eligibility, and/or duration of their program. Coursework is sequential, cumulative, and graded in complexity to promote the achievement of educational and training goals. All courses must be passed with a grade of B- or higher; students who earn grades of C+ or lower in any course must repeat that course at their own expense at the next opportunity offered by the program until a grade of B- or higher is earned. This policy ensures that students have mastered course competencies related to the profession. Students have three opportunities to earn a grade of B- or higher in any course, and will be terminated upon the third failure of any course. Students who earn three or more grades of C+ or lower during their time in the program, regardless of course/grade remediation, will be terminated from the program.

Electives: Over the course of their program students must take 12 units of clinical electives. Students may choose to complete this requirement in one of three ways: (a) taking four semester-long PSY 7605 Practice Seminar: Clinical Elective courses, (b) taking two semester-long PSY 7605 Practice Seminar: Clinical Elective courses, or (c) two PSY 9500 Advanced Clinical Elective courses.

Electives with different course numbers other than PSY 7605 and PSY 9500 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.

Emphasis area students (FACE, Health, MCPP) must take a minimum of six elective units offered from their emphasis area and will receive priority registration for emphasis area electives. MIO students may take any elective, but will not receive priority registration.

PSY 9500 year-long electives are not offered by emphasis areas and may not meet emphasis area elective requirements. Students are encourages to check with their emphasis area coordinators for further details.

Comprehensive Examinations: Students are required to pass three comprehensive exams in order to progress in the program. The Assessment Comprehensive Exam is administered at the end of the first-year spring semester, and assesses student competencies in test measurement, ethical and cultural considerations in assessment, basic diagnostic skills, and integration and interpretation of test data to inform possible diagnoses and treatment planning. The Research Comprehensive Exam is administered at the end of the second-year fall semester, and assesses basic competency in research design and statistical concepts, as well as the ability to critically assess research. The Clinical Proficiency Assessment (CPA) exam assesses clinical competencies in assessment and testing, case conceptualization, treatment planning and intervention strategy, legal and ethical issues, therapeutic relationships, self-examination, and multicultural competency. This exam is administered in two parts. In the spring semester of the second year, students submit the CPA Case Report, a written case conceptualization and treatment plan for a current practicum client. In the fall semester of the third year, students take the CPA Oral Vignette Exam, during which they conceptualize a client and develop diagnoses, treatment plans, and interventions based on review of a clinical vignette.

Clinical Training: Students are required to complete three year-long practicum experiences and a full-time internship. See “Field Training” section above for detailed training requirements.

Clinical Dissertation: Students are required to complete a clinical dissertation that is submitted and accepted into the ProQuest Dissertations and Theses database. Four semesters of dissertation coursework are required. Once students have commenced the dissertation coursework sequence, continuous registration in a dissertation or dissertation extension course is required, up to and including the semester in which the dissertation is completed and accepted by ProQuest.

Psychotherapy Requirement: A total of 45 hours of individual psychotherapy with a licensed psychologist are required prior to graduation. This requirement provides students with experiential understanding of the therapeutic process. 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., therapists who are not licensed psychologists: group, conjoint marital, or family therapy; a compelling demonstrated need to switch therapists). Students who have previously completed psychotherapy hours with a licensed psychologist within two years of matriculation to the program may fulfil all or some of this requirement by submitting documentation of hours (up to 45) to the Program Director for approval. Students are responsible for meeting the cost of personal psychotherapy; a list of therapists who have agreed to provide sliding-scale fees to Alliant students may be obtained from the Student Affairs Center.

Advancement to Doctoral Candidacy: The following criteria must all be met for students to advance 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 successfully passing the proposal meetings; 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 remaining academic and training curriculum as well as financial aid eligibility.

Curriculum Plan


Courses are 3 units, unless otherwise indicated.

* courses eligible for transfer credit
** courses eligible for challenge by examination

Intro to Emphasis Area (Choose one as required by emphasis area):


Choose one additional yearlong Intervention class:


Continue additional yearlong Intervention class started in Fall:


Second Year - Summer


6 units

Choose one additional semester-long PSY7605 course for Fall or one yearlong PSY9500 for Fall and Spring


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 modify their schedule (either voluntarily or per SERC requirement) to assist in their successful completion of all program requirements.

Internship Course Enrollment Requirements

Internship units are charged at a lower tuition rate than regular coursework, please refer to the current tuition fee schedule for details.

The three 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 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 units of 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.

Emphasis Areas


Clinical Health Psychology Emphasis (CHP)


Clinical Health Psychology (CHP) emphasis area coursework and offerings (e.g., the introductory first-semester course PSY7627 Psychology of Health and Illness, advanced clinical electives, scholarly presentations, faculty panels, intra-university conferences) train students to 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 promote psychological growth and wellness. Philosophically, students are trained to appreciate clinical health psychology as an interdisciplinary, applied field that combines clinical psychology, behavioral medicine, public health, social psychology, disease prevention and health promotion.  Conceptually, students are trained to examine and investigate the underlying mechanisms that connect the mind and body and explain the dynamic interaction between our physical and mental health. Overall, CHP students 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. 

Curricular requirements include the introductory first-semester course PSY7627 Psychology of Health and Illness and selecting at least 6 out of 12 required clinical elective units in health-related topics (see examples below).  Additional intervention coursework requirements vary by program. CHP students are strongly encouraged to complete their clinical practicum rotations in medical and/or community-based healthcare settings, and are typically mentored throughout the dissertation process to develop a research project or clinical dissertation that contributes to the field of health psychology and behavioral medicine. 

Recent CHP electives include:

  • Biofeedback
  • Loss, Grief and Bereavement
  • Minority Stress and Health Disparities
  • Neuropsychological Assessment
  • Pediatric Psychology
  • Psychology in Medical Settings

As an emphasis area, we strive to help our students gain knowledge and skills that align with the assessment, intervention, research and consultation competencies developed by the leaders of APA’s Division 38, Health Psychology, at the first meeting of council of clinical health psychology training programs (Masters, France, & Thorn, 2009).

Reference

Masters, K. S., France, C. R., & Thorn, B. E. (2009). Enhancing preparation among entry-level clinical health psychologists: Recommendations for “best practices” from the first meeting of the council of clinical health psychology training programs (CCHPTP). Training and Education in Professional Psychology, 3(4), 193-201. http://dx.doi.org/10.1037/a0016049

Family/Child and Couple Emphasis (FACE)


The Family/child and Couple Emphasis is for students who are dedicated to learning family and couple psychology intervention.

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. The required introductory PSY 6607 Family Psychology course in the first year prepares students for advanced FACE family systems intervention coursework required by FACE students. Students are also required to take six elective units offered from the FACE emphasis.

Recent FACE electives include:

  • Couple Therapy
  • Group Psychotherapy
  • Integrated Approaches to Sex, Intimacy, and Relationship Problems
  • Interventions with Multicultural Adolescents
  • Sex Therapy
  • Therapy with Alternative Families

Students meet with their faculty academic advisor and FACE faculty 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 (MCCP)


The Multicultural Community-Clinical Psychology (MCCP) emphasis area was established at the Los Angeles campus in 1990. 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, (including the required introductory PSY 6608 Community Clinical Issues course and six MCCP elective units),  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 electives include:

  • Community Psychology Interventions
  • Ecopsychology
  • Ethnic Minority Mental Health
  • Group Counseling in Community Settings
  • Multicultural Neuropsychology
  • Psychology of Immigrants: Trauma and Treatment

Multi-Interest Option (MIO)


Students who do not opt into an emphasis area at the time of application participate in the Multi-Interest Option (MIO). 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. The first-year introductory course, PSY 6522 Introduction to MIO, is a required course for all MIO students.

Recent MIO electives include:

  • Clinical Applications of Mindfulness
  • Crisis Interventions & Trauma Response
  • Humanistic Approaches
  • Rorschach & Projective Testing
  • Spirituality & Psychotherapy

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

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

George Gharibian, PhD, Assistant Professor

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

John Park, PhD, Assistant Professor

 

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.