This program is designed primarily for students interested in clinical practice. The program emphasizes clinical skills and the application of research knowledge with diverse populations in a wide range of settings.
The program prepares students to function as multifaceted clinical psychologists through curricula based on an integration of psychological theory, research and practice. This 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 program requires a minimum of 90 academic units and 30 internship units.
In addition to their basic education in clinical psychology, students in the program have the opportunity to focus their study and clinical expertise by selecting an emphasis area to their degree. Emphasis areas offered in the program include:
- Clinical Forensic Psychology
- Self-Designed Emphasis
In order to obtain an emphasis in Forensic psychology or a self-designed emphasis, students must complete 12 units of coursework as designated by the emphasis area, complete the requirements for clinical training as defined by the emphasis area, and complete a dissertation with a topic that focuses on that emphasis area. It may be possible to complete more than one emphasis area because of the overlap between the areas.
In addition to the Forensic emphasis, students may create a program of study emphasizing their own area(s) of interest. For example, a student might create a program emphasizing “Family Advocacy” by combining topics such as family therapy, play therapy, juvenile justice, education law as it applies to the rights of emotionally disturbed children, pediatric psychology, child custody evaluation, divorce mediation, and so forth. The Ecosystemic focus of the PsyD program lends itself particularly well to the creation of such individualized programs of study.
Clinical Forensic Psychology Emphasis
The field of clinical forensic psychology includes clinical services provided to clients with criminal and non-criminal contact with the legal system, covering diverse needs related to divorce, custody mediation, worker’s compensation evaluations, disability evaluations, child abuse, and adoption, in addition to work in prisons and jails. The Clinical Forensic Emphasis in Fresno aims to prepare students to work with clients in these diverse settings.
Multicultural Facilitated Learning
In addition to the primary emphases, the faculty is committed to offering a broad array of elective courses reflecting theory, assessment, and intervention across a variety of systems, especially across cultural systems. The importance of the cultural system is emphasized throughout students’ academic and clinical training. This focus on cultural issues ensures students will be prepared for professional practice in a pluralistic society.
Program Learning Outcomes/Goals
Program Aims and Competencies
Aim 1: Provide students with discipline-specific scientific knowledge to support the effective entry-level practice of clinical psychology.
Aim 2: Train competent health service psychologists (HSPs) to deliver scientifically-informed psychological services to diverse individuals and groups.
Aim 3: Provide students with strong professional identities as licensed psychologists and the clinical skills, professional behaviors, and attitudes that reflect the highest ethical and professional standards in the entry-level practice of clinical psychology.
All students are expected to acquire and demonstrate substantial understanding of and competence in the following nine profession-wide competency areas:
- Ethical and Legal Standards
- Individual and Cultural Diversity
- Professional Values and Attitudes
- Communication and Interpersonal Skills
- Consultation and Interprofessional/Interdisciplinary Skills
In addition, students are expected to possess discipline-specific knowledge in the following four areas:
- History and Systems of Psychology
- The basic content areas of scientific psychology, including affective, biological cognitive, developmental, and social aspects of behavior
- Advanced integrative knowledge in scientific psychology
- Research Methods, Statistical Analysis, and Psychometrics
A Practitioner-Scholar Program
This program emphasizes clinical skills and the application of research knowledge. The program takes a minimum of four years to complete, with the fourth year typically spent in a full-time internship.
The clinical program trains students to consider the role of diverse systems in creating and/or remedying individual and social problems. While students receive an exceptional grounding in traditional clinical assessment and intervention, they also are taught to consider the potential value of advocacy, consultation, or public policy work in helping both individuals and entire groups of clients with similar problems.
In addition to their basic education in clinical psychology, students have the opportunity to select an emphasis area (forensic or self-determined) in which to develop focused study and clinical expertise. During the program students are evaluated on progressive developmental stages of their training. The evaluation includes evaluation of a student’s readiness for practicum training and readiness for internship.
Professional Behavior Expectations/Ethical Guidelines
At matriculation, students are required to sign a form indicating that they have read the Program Handbook and APA code of ethics, and that they agree to abide by all Alliant, CSPP and Program Policies as well as the APA Code of Ethics.
Standards of Conduct
This section is presented as a means of avoiding incidents that may reflect unfavorably upon the student, the program, and/or the University.
Students’ professional conduct is regularly evaluated throughout the training program. Before beginning practicum, the Novice student should possess and demonstrate a set of basic personal and intellectual skills, attitudes and values, and a core of professional knowledge. This core knowledge and these skills, attitudes and values are baseline competencies of the professional psychologist. The work of subsequent clinical training is to shape and refine these baseline skills into professional skills.
Personal characteristics and skills required for endorsement to begin practicum include interpersonal skills, cognitive skills, affective skills, attitudes, expressive skills, reflective skills and other personal skills.
1. Students are expected to attend all classes, lab meetings, and scheduled supervision sessions. Students must receive permission from their instructor prior to their absence for any absence except in the case of illness or other emergency.
2. Students are responsible for any mailing, copying, telephone and other costs unless such expense has been authorized.
Public Professionalism - Websites, Blogs, Email, and Voicemail
Increasingly, as information becomes more widely available through the internet, lines between public and private information are blurring. Many students have websites, blogs, email signature lines, and voicemail/answering machine messages that are entertaining and reflect their personal preferences and personalities. However, students should consider the potential impact of this information on their professional image. For example, if the student uses his/her telephone or email account for professional purposes, clients, research participants, and potential employers may view the student as less professional than desired. Also, according to information collected by the Council of University Directors of Clinical Psychology, clients, graduate and internship programs, and potential employers may all conduct internet searches and use the resulting information in decisions about therapy, or job interviews or offers. Legal authorities also view websites for evidence of illegal activities.
Students should also note that if they identify themselves as a graduate student in the program or reveal information relevant to the graduate program in their email signatures, voicemail files, or website/blog information, then this information becomes part of their program-related behavior and may be used in student evaluations. For example, if a student reports doing something unethical or illegal on a web blog, or uses the website to engage in unethical or unprofessional behavior (e.g., disclosing confidential client or research information), then the program may use this information in student evaluation, including decisions regarding probation or termination.
Thus, students are encouraged to consider the use of personal web pages and blogs, email, and other electronic media carefully. They should attend to what content to reveal about themselves in these forums, and whether there is any personal information that they would not want program faculty, employers, or clients to read or view. Anything on the World Wide Web is potentially available to all who seek. Students who use these media should also consider how to protect the security of private information.
Statement of Personal Integrity
The profession of Clinical Psychology adheres to the current ethical principles of psychologists, as stated by the American Psychological Association (June 1, 2010), and the legal codes regulating the profession within each state. In undergoing training to become a clinical psychologist, all trainees must also adhere to these ethical principles and legal codes.
Handling Professional and Personal Concerns
Students sometimes have concerns about themselves or their colleagues with which they would like assistance. For example, students often experience life stress (or graduate school stress!) for which therapy could be helpful, or face dilemmas about their personal or professional choices for which they would like advice. Several specific avenues exist for addressing various concerns, some of which are outlined below. In general, however, students can use any of three primary resources to address their concerns. First, the student’s advisor is often a good person to consult with, as the advisor knows the student well and can offer informed opinions. Second, students’ colleagues, such as the student reps or other peers, can provide useful information. Third, students are encouraged to utilize the Program Director to address concerns, particularly those that may affect their effectiveness or progress through the program.
Students are sometimes reluctant to express concerns or admit problems due to embarrassment or fear that they will be judged negatively by peers or faculty. However, the clinical faculty strongly encourages students to address these issues. Everyone has personal or professional issues that arise at some point during their lives, and graduate training is an especially stressful time for many people. These issues can often affect a student’s productivity, professional judgment, or ability to take full advantage of their graduate training. Responsible attention to these issues is actually evaluated quite positively when faculty and colleagues are aware of it. At the same time, it is often possible to address such issues in a private manner. Clinical faculty and the program director respect student privacy, and typically only ask to know as much as is needed to help the student make good decisions about his/her professional training and to evaluate the student’s performance in the graduate program.
Problematic Professional Behavior
As the practice of Clinical Psychology is both an intellectual and an interpersonal endeavor, the faculty is very attentive to students’ interpersonal and professional behavior. Such behavior is as critical in evaluating students’ competence as future clinical psychologists as is their academic performance. When administrators, faculty or staff become aware a student is engaging in problematic professional behavior they are required to document it.
When a relatively uncomplicated concern arises, the individual (faculty, supervisor, program director, emphasis area director, etc.) arranges to meet with the student to outline the professional behavior in question, allows the student an opportunity to provide feedback, and counsels the student about expectations (what is expected to occur in the future). This process is designed to ensure the student is aware of both the behavior in question and of faculty expectations. A remediation plan, if appropriate, is developed, and a timeline for remediation is determined. Implications/consequences of failure to remediate are explicitly outlined for the student. The consequences may include further counseling, more specific remediation, academic warning, academic probation or termination. The Report of Problematic Professional Behavior form is completed and a copy given to the student and the Program Director.
When the issue is more complicated, serious or threatening, the individual (faculty, supervisor, emphasis area director, etc.) works directly with the Program Director to determine the best course of action. In any case, a meeting is still set with the student, a remediation plan and timeline are developed and consequences for failure to remediate are outlined. The Report of Problematic Professional Behavior form is completed and copies are given to the student and the Program Director. Should the behavior reported include an alleged violation of APA Ethical Standards, the Program Director will forward the report to the Professional Standards Review Committee for further investigation and recommendations.
All Reports of Problematic Professional Behavior become an official part of the student’s Academic File. The information is used as part of the Global Evaluations. As a result, reports may lead to a range of actions/consequences including further counseling, more specific remediation, academic warning, probation or dismissal from the program.
Program-Specific Admission Requirements
Credit for Previous Work
The syllabi of courses for which a transfer student is seeking credit must be submitted to the Program Director by the end of the fall semester of the G1 year. These are reviewed by the Program Director and a faculty member who is a content expert regarding the subject matter. In addition, in some cases, the professional qualifications of the instructor are reviewed as well. An Alliant admissions officer can assist students in facilitating this review process.
Students who wish to transfer into the program from any other Alliant- CSPP program must meet the residency requirement discussed in the preceding section and all program specific training requirements (including passing the Clinical Competency Exam (CPPR), Foundational Science Exams, and the Diversity Competency Exam (MAP-R).
Given the program is four years in length including a one year internship, students are all in residence for a minimum of three years. Students transferring into the program from any other Alliant school or college or those transferring from another university must apply through the Admissions office.
Regardless of the number of transfer units allowed, a student must complete any and all requirements remaining in both the core and emphasis areas for which transfer credit was not allowed.
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 program is not responsible for ensuring financial aid eligibility for students in all semesters.
Courses in ethics, practicum and internship are not eligible for transfer credit. Listed below are courses that are not eligible for transfer credit:
- PSY6530A - Introduction to Ethical Practice and Law
- PSY7566 - Ethical Foundations of Clinical Practice
- PSY6571 , PSY7571 , PSY7572 , PSY8577 , PSY8578 (Practicum courses)
- PSY9531 , PSY9532 , PSY9533 (Internship)
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. Doctoral course requirements are designed to fulfill the programmatic requirements for licensure in California.
Every state has its own requirements for licensure. Therefore, it is essential that all 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
California Board of Psychology
2005 Evergreen Street, Suite 1400
Sacramento, CA 95815
Practice Directorate American Psychological Association
750 First Street NE
Washington, DC 20002-4242
This program is a practitioner-scholar program accredited by the Commission on Accreditation of the American Psychological Association (APA), which requires that we provide data on:
- Time to Completion
- Program Costs
- Internship Placement Rates
Please view the data on our website.
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, N.E.,
Washington, DC 20002
Phone: (202) 336-5979
Internship, Practicum, and/or Dissertation Information
The program emphasizes the integration of academic coursework with clinical practice. In order to integrate clinical skills with material learned in the classroom, students participate in a professional training placement beginning in the first year. Clinical training placements completed prior to the full-time predoctoral internship are known as practicum experiences. Students train in diverse settings, gaining experience with different populations in order to ensure a broad base of training.
Students typically are placed in the Alliant Psychological Services Center for a 10-15 hour/week practicum in the second semester of their first year. Second-year clinical PsyD students spend 20 hours per week in a practicum at the Psychological Services Center on the Fresno campus. PsyD students spend twenty hours per week in a community practicum in their third year. Clinical training coursework is graded on a CR/NC basis.
Assignments to the practica are accomplished with guidance from the Office of Professional Training. Each practicum agency is screened prior to being presented to the student as a placement. The student and his/her Professional Training Liaison make the final placement decisions jointly. Each site is evaluated annually by the students and the OPT staff.
Fourth year students are responsible for obtaining an appropriate yearlong, full-time internship (2,000 hours) and are assisted in this process by the Office of Professional Training. For many students in the fourth year, the internship stipend covers the costs of tuition and living expenses. The Golden State Psychological Internship Association, housed in Fresno provides local APA-Accredited internship sites. All policies and procedures for completing the appropriate field placement/practicum and internship hours are delineated in The Clinical Practicum and Internship Manual available in the Office of Professional Training.
Beginning G1 and G2 Practicums: Faculty must endorse the G1 student as “ready’ to begin practicum and the student must also complete each of the following courses with grades of B- or better to be endorsed to begin the G1 practicum:
- Intellectual Assessment, PSY6501
- Introduction to Ethical Practice and Law, PSY6530A
- Cultural Diversity Training I, PSY6123
- Basic Foundations of Clinical Practice I, PSY6507
To begin the G2 practicum, students must have successfully completed the G1 practicum and the following courses with a grade of B- (CR) or better:
- Basic Foundations II, PSY6508
- Personality assessment: Objective, PSY6505
- Cultural Diversity Training II, PSY6124
- First Year Clinical Practicum, PSY6570
G3 Practicum: G-3 PsyD students will choose their location for practicum in consultation with the Program Director and the Director of the Office of Professional Training.
Internship Application Policy: During Phase I of APPIC match, students may only apply to APA-accredited internships. During Phase II of APPIC match, students may apply to both APA-accredited and APPIC (non-APA accredited) internships. PsyD students who do not match in APPIC match Phase I or II may apply for APA, APPIC or CAPIC post-match vacancies.
Full-Time Internship: It is the faculty’s expectation that the predoctoral internship is a full-time year-long training experience.
One of the unique aspects of the PsyD program is the support a student receives while writing the dissertation. Students complete a sequence of four courses designed to help them develop the PsyD Dissertation Proposal in the second year and to complete the dissertation in the third year. This four semester intensive structure has proven extremely successful in helping students complete the program on time.
One of the unique aspects of the PsyD program is the class format in which the dissertation is completed. During their second and third years in the program, students complete their dissertation while taking the PsyD Dissertation course series. This four semester intensive structure has proven extremely successful in facilitating students completing the program on time.
All procedures for completing a Dissertation are delineated in The Fresno Clinical PsyD Program Dissertation Policies and Procedures Manual available on the PsyD Program Moodle website.
Total Credit Units: 120
Total Core Credit Units: 108
Total Elective Credit Units: 12
Total Concentration Credit Units: 12*
*Emphasis area units are elective units.
Writing Proficiency Assessment
Please refer to the Writing Proficiency Assessment requirement in the Academic Policies section for more information.
Professional Development - Personal Psychotherapy Requirement
All students in this program are required to complete 30 hours of personal psychotherapy by the time they graduate. Some of the reasons for this requirement are as follows:
- To reap the benefits of professional modeling provided by the psychotherapist
- To observe how theory is applied to practice,
- To learn about what it is like to be a psychotherapy client,
- To provide the student with a source of support in the face of the stresses graduate school can produce,
- To gain self-knowledge and work on any issues that might be impediments to effective clinical practice,
- As an opportunity for self-growth in which students can determine if they are truly well-suited to the field of clinical psychology and/or to work with certain populations or in certain settings
Personal Psychotherapy Policies
- The therapy must be individual psychotherapy.
- The psychotherapist must be a licensed doctoral-level psychologist. In some very rare circumstances, and by petition prior to beginning therapy, a non-psychologist may be considered.
- The psychotherapist must not be a faculty member at CSPP or otherwise hold a role that would constitute a dual relationship.
- All 30 hours must be completed with one psychologist.
Students may begin their hours at any time. It is strongly advised students complete these hours during their first two years in the program as these tend to be both the most stressful years and those in which students are learning the most about themselves as clinicians.
Students are solely responsible for submitting documentation indicating they have completed this requirement.
Three sets of examinations are completed by students: Foundational Science Exams, the Diversity Competency Exam, and the Clinical Proficiency Performance Review (CPPR).
- Foundational Science Exams
Students are required to take a two-part examination after the successful completion of five (5) foundational science classes (Data Analysis, Research Design and Program Evaluation II, Lifespan Developmental Psychology, Cognitive and Affective Bases of Behavior, Social Bases of Behavior and Biological Bases of Behavior). Students who receive transfer credit for one of these courses are required to take these examinations nonetheless.
Each exam consists of basic knowledge and applied components with 50% being advanced multiple-choice items like those on the EPPP (national licensure exam in psychology) and 50% being essay exam questions requiring complex understanding of multiple topics that are integrated, synthesized and applied. Students must pass the exam in each domain at 70% to receive credit in that domain. All five exams must be passed as one of several requirements to be advanced to candidacy.
- Multicultural Assessment of Practice - Revised
The Multicultural Assessment of Practice Exam-Revised (MAP- R, O’Toole, Lanflisi & Kuba, 2010) is distributed on the Friday prior to spring break of the G2 year and it is due two weeks later. This exam must be passed for a student to be advanced to candidacy. This assessment requires students to demonstrate learning outcomes associated with the integration of diversity-related content into clinical practice. All students completing their G2 practicum are given a redacted case study with at least two diversity components, and are asked to answer five essay questions. The questions address diagnosis, treatment planning, therapeutic relationship, available resources, and consequences/benefits of the student’s theoretical orientation. Each essay answer is scored using a rubric designed to capture competence from “Unacceptable” through “Seasoned Clinician.”
Students who fail a Foundational Science or Multicultural Competency Exam may re-take each exam one time. If a student fails an exam a second time, remedial support will be offered. If a student fails one of these exams a third time, s/he must audit the course(s) for which competency was not established and a referral to SERC will occur to develop a remediation plan. Students who fail one of these exams a fourth time will be dismissed from the program.
- Clinical Proficiency Progress Review (CPPR)
The Clinical Proficiency Progress Review (CPPR) is a standardized oral examination of students’ clinical skill that is administered in May of the G2 year and in August prior to the start of the G3 year. Students are rated by two faculty members during an oral examination based on a written case report. Ratings are completed relative to the ‘Ready to Apply to Internship’ level with strengths and weaknesses articulated in six domains (Professional Communication, Assessment, Formulation, Intervention, Relationship and Self-Examination and Diversity Integration). This standardized process serves multiple functions within the program. Results from the CPPR provide the faculty with information about internship readiness and clinical competency as the student begins the final year of practicum training.
Students must achieve a passing score in each domain of the CPPR exam. Students who fail the May G2 CPPR exam, will have an opportunity to retake the exam in August at the beginning of the G3 year. CPPR Exams are offered each May and August. Students who fail the exam a third time will be required to attend case conceptualization training for an additional year to provide further opportunities to develop domain-specific skills. In addition, students who fail the exam a third time will be referred to SERC to develop a remediation plan. Students who fail the CPPR exam a fourth time will be dismissed from the program.
In addition to giving faculty enough information to complete meaningful global evaluations of students, these exams allow students the opportunity for greater self-awareness, assessment and academic planning.
Advancement to Candidacy
Students may not apply for internship until they have met all requirements noted below and have been advanced to candidacy. Requirements for advancement to candidacy include:
- In Good Academic Standing
- No outstanding tuition/fee balances
- Successful completion of 60 units of graduate study
- Completed the academic and practicum requirements for the first two years of the program.
- Successful defense of the dissertation proposal at the Preliminary Oral Examination by September 15th of the third year.
- Successful completion of all five Foundational Science Examinations and the Multicultural Assessment of Practice Exam - Revised (MAP-R).
- A score of 3 or greater in each domain of the Clinical Proficiency Progress Review (CPPR).
- A “Credit” grade for the spring semester practicum of the G2 year.
Students applying to the program who were not undergraduate psychology majors must meet the prerequisite coursework requirements for preparation in the discipline. While an applicant may not have completed these undergraduate course requirements at the time of application, these requirements must be satisfied before the admitted student can enroll.
Clinical Forensic Psychology Emphasis
All students must take:
- Introduction to Forensic Psychology (2 units)
Elective offerings may include some of the following:
Students must complete 1000 hours of clinical training in at least two different forensic practicum placements. A pre-doctoral internship in a forensic psychology setting is strongly recommended as well. Dissertations must be completed in a forensic psychology related area.
The curriculum is designed as a series of sequential courses providing cumulative learning for students.
1. Students may not take more than 16 units in a semester without obtaining permission from their advisor. While taking a larger load may seem like a good idea initially, it often causes students to have too few units left at the end of their program to qualify for financial aid.
2. Students should not take courses out of sequence without consulting with their advisor as doing so may affect their ability to take later courses or qualify to register for practicum units when needed.
Note: First and second year coursework require enrollment for the Fall, Spring and Summer semesters.
Academic Year 1- Semester 1 (14 units)
Academic Year 1- Semester 2 (15 units)
Academic Year 1- Semester 3 (6 units)
Academic Year 2- Semester 1 (13 units)
Academic Year 2- Semester 2 (12 units)
Academic Year 2- Semester 3 (5 units)
Academic Year 3- Semester 1 (12 units)
Academic Year 3- Semester 2 (13 units)
Academic Year 4- Semester 1 (11 units)
Academic Year 4- Semester 2 (11 units)
Academic Year 4- Semester 3 (8 units)
*PSY6501, PSY6505 and PSY6506 also require weekly participation in a 1-hour lab (scheduled separately).
First year students participate in a reciprocal learning experience with a third year student, who has been assigned by the Supervision Seminar instructors. The first year student meets with the faculty instructors of the Supervision Seminar class during the fall semester to accomplish the match of first and third year students. During the second semester, the matched supervisor-supervisee meet weekly to examine clinical material as an adjunct to the supervision provided by the first year student’s field placement agency.
** Intervention Courses (students must take four of the following):
Online Course Limits: Several courses are offered online. Students may complete up to ten units of electives that meet program requirements in an online/distributed learning format. No other courses may be taken online.
Course Expectations: The Western Association of Schools and Colleges expects students to engage in at least three hours of work outside of the classroom for every hour they spend in the classroom. This means a faculty member has a right to expect students to engage in at least 12 hours of work per week for each 3 unit course. Students and faculty should also note that an outside assignment is required for all 1 unit courses in order to ensure compliance with WASC standards.