Doctor of Psychology in Clinical Psychology (Los Angeles)

Program Description/Overview

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 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.

Emphasis/Concentration/Tracks

Clinical Health Psychology Emphasis (CHP)

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 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 (CHP) 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 in various professional roles across diverse 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 from faculty with expertise in areas ranging from neuropsychological assessment and treatment of autism spectrum; neurodevelopmental disorders; child/pediatric psychology; LGBT health; body image issues and disordered eating; women’s health; global health and racial disparities; substance abuse treatment and addictions; adjustment to chronic illness; 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 to explore a variety of opportunities in the rapidly evolving health care system. Early career positions for Health 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, Health emphasis graduates remain dedicated to promoting the mind-body health of children, adolescents, adults, families, and communities within a multicultural and international context.

Family/Child and Couple Emphasis (FACE)

Designed for students who are dedicated to learning family and couple psychology intervention, the goal of 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. Through development of skills in the assessment, diagnosis, and treatment of relationship systems, FACE students learn how to conceptualize, assess, and interview families and couples.  The FACE emphasis area assists students in developing their professional identity through coursework, lectures, networking opportunities.  FACE also offers clinical training and volunteer opportunities with the Los Angeles Ronald McDonald House, where trainees provide evidence- and strength-based culturally-sensitive services to children with serious illnesses and their families and receive special training in personal development of the therapist.

Multicultural Community-Clinical Psychology Emphasis (MCCP)

The Multicultural Community-Clinical Psychology (MCCP) emphasis area reflects state-of-the-art in training philosophy, curriculum, and applied experiences relevant to training clinical psychologists with special competence in multicultural and community psychology. MCCP’s goal 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 practice 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 the multiple pathways to healing individuals, families, and communities.

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.

Program Learning Outcomes/Goals

Program Aims, Competencies, and Elements

The program has adopted seven aims, nine competencies, and related elements designed to implement its philosophy and meet the overall program aims. 

Aim 1: To provide students with a graduate-level, scientific knowledge base that serves as a foundation for continued training in and practice of health service psychology.

Aim 2: To provide students with knowledge of scientific research methods, procedures, and practices; and the ability to apply this knowledge effectively to significant human problems.

Aim 3: To provide students with knowledge of ethical and legal principles, laws, regulations, and policies; and the ability to apply this knowledge effectively to all professional activities.

Aim 4: To provide students with the knowledge, awareness, attitudes, and skills required for effective and sensitive service delivery to diverse individuals and populations.

Aim 5: To provide students with the ability to develop, maintain, and evolve professional identities and behaviors through self-reflection, self-evaluation, and effective interpersonal communication skills.

Aim 6: To provide students with knowledge of evidence-based and culturally sensitive psychological assessment and intervention methods; and the ability to apply this knowledge effectively in service delivery across multiple settings and contexts.

Aim 7: To provide students with knowledge of and respect for multiple professional roles and perspectives; and to apply this knowledge in supervision, consultation, and collaboration.

The competencies specify knowledge, attitudes, and skills related to clinical practice, research, and professional projects and activities that students are expected to develop by the time they graduate from the program, as well as perceptions and professional/scholarly achievements that program alumni are expected to report as they pursue employment in the field.  The competencies are met operationally through various academic and training activities that include coursework, comprehensive exams, supervised clinical dissertation/ research work, and clinical field training placements. Multiple data sources are used to assess proximal outcomes (e.g., course grades, comprehensive exam scores, dissertation evaluations, and field training evaluations) and distal outcomes (e.g., responses to alumni surveys, licensure and employment outcomes) in competency areas. Elements are the expected specific outcomes for each respective competency.

Competency 1: Research

1. On substantially independent level, formulate research or other scholarly activities that are of sufficient quality and rigor to contribute to the scientific, psychological or professional knowledge base.
2. Conduct research or other scholarly activities.
3. Critically evaluate and disseminate research or other scholarly activities via professional presentations and publications at the local, regional, and national level.

Competency 2: Ethical and Legal Standards

1. Demonstrate knowledge of and act in accordance with the current version of the APA’s Ethical Principles of Psychologists and Code of Conduct.
2. Demonstrate knowledge of and act in accordance with relevant laws, regulations, rules and policies governing health service psychology at the organizational, state, regional, and federal levels.
3. Demonstrate knowledge of and act in accordance with relevant professional standards and guidelines.
4. Conduct self in an ethical manner in all professional activities.

Competency 3: Individual and Cultural Diversity

1. Understand how one’s own personal/cultural history may affect understanding of and interaction with people different from oneself.
2. Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity, including research and service.
3. Integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles.

Competency 4: Professional Values and Attitudes

1. Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
2. Engage in self-reflection; engage in activities to maintain and improve performance, well-being and professional effectiveness.
3. Actively seek and demonstrate openness and responsiveness to feedback and supervision.
4. Respond professionally in increasingly complex situations with an increasingly greater degree of independence as they progress along levels of training.

Competency 5: Communication and Interpersonal Skills

1. Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, and those receiving professional services.
2. Produce and comprehend oral, nonverbal, and written communications that demonstrate a grasp of professional language and concepts.
3. Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

Competency 6: Assessment

1. Use multiple methods of information gathering to inform diagnostic decisions, including consideration of alternative diagnoses and selection of appropriate diagnoses.
2. Support diagnostic decisions with clinical information gathered via evidence-based practices and knowledge of diagnostic taxonomies (i.e., DSM-5; ICD-10).
3. Select and apply assessment methods that draw from empirical literature; collect relevant data using multiple sources and methods.
4. Interpret assessment results to inform case conceptualization, classification, and recommendations.
5. Communicate, orally and in written documentation, the findings and implications of an assessment in an accurate and effective manner sensitive to a diverse range of clients and audiences.

Competency 7: Intervention

1. Establish and maintain effective relationships with the recipients of psychological services.
2. Develop evidence-based intervention plans specific to the service delivery goals.
3. Implement interventions informed by the current scientific literature.
4. Apply the relevant research literature to critical decision-making.
5. Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing evaluation.

Competency 8: Supervision

1. Demonstrate knowledge of supervision models and practices.
2. Integrate supervisor feedback into professional practice.

Competency 9: Interdisciplinary skills

1. Demonstrate knowledge and respect for the roles and perspectives of other professions.
2. Demonstrate knowledge of consultation models and practices.

The program also instructs students in areas of discipline-specific knowledge and evaluates their mastery of knowledge and competency in these areas. Students will acquire:

1. Substantial knowledge in History and Systems of Psychology, as well as in basic content areas of scientific psychology (i.e., Biological Aspects of Behavior; Development Aspects of Behavior; Social Aspects of Behavior; Cognitive Aspects of Behavior; and Affective Aspects of Behavior).
2. Substantial understanding of and competence in the advanced integration of Cognitive and Affective Aspects of Behavior; Research Methods; Quantitative Methods; and Psychometrics.

Training in individual and cultural diversity competence is integrated throughout all program requirements; additionally, the program embraces the multicultural competencies supported by the University. In this way, the program and CSPP are responsive to the ethical mandates of the American Psychological Association.

Training Model

The Clinical Psychology PsyD program provides graduate education and training for practitioners of health service psychology, with a focus in clinical psychology.

The program addresses the societal need for multiculturally competent health service psychology practitioners who effectively integrate scientific evidence with practice to respond to human problems of developmental deprivation, dysfunction, and trauma.

The overarching goal of the program is to educate new generations of clinical psychologists who can intervene effectively, using multiple methods of evidence-based assessment and intervention with diverse populations, across many settings, in changing and evolving contexts.

Program-Specific Admission Requirements

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.

Every state has its own requirements for licensure. Therefore, it is essential that all 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

Programmatic Accreditation

The program is accredited by the Commission on Accreditation of the American Psychological Association (APA) and publishes the following outcome data as required by APA:

1. Time to Completion
2. Program Costs
3. Internship Placement Rates
4. Attrition
5. Licensure

Please visit our website to view the 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

Internship, Practicum, and/or Dissertation Information

Field Training

The professional development of doctoral students of clinical psychology occurs within the context of both formal coursework and supervised clinical field training experiences in a variety of mental health service settings. The program requires students to complete three years of practica and a full-time pre-doctoral internship. Every student receives guidance and support through the clinical training placement selection and application process from the Practicum and Internship Training Directors, licensed professionals who work with students to develop and implement individualized training plans that expose students to a variety of clientele and professional role models. This intensive mentorship also supports students’ abilities to obtain clinical placements that are well-suited to each student’s skill level, clinical interests, and longer-term professional goals (including the successful acquisition of a full-time APA-accredited internship placement).

Students begin their clinical field training in their first year with Practicum I, a year-long experience (September - May) totaling approximately 250 hours, which students can count towards their pre-doctoral hours requirements for licensure. Most first-year students complete a school-based practicum (with required on-site hours and on-campus didactic/group supervision) through Gateways to Success, a program that places trainees at school sites within the Alhambra Unified School District (AUSD). Students who enter the program with a clinical Master’s degree and practicum experience during their Master’s program may be placed at another agency to see individual clients (pending availability at other practicum sites).

In their second- and third-year practica, students obtain part-time professional training placements (15-20 hours per week) at diverse agencies throughout the Los Angeles area. In these settings, students assume more clinical responsibility for assessment and intervention while continuing to receive close supervision, appropriate to their training level and abilities.  All training sites and placement are carefully reviewed and continually monitored on an ongoing basis by the Practicum Training Director, to ensure consistency and quality of training.

Prior to graduation, students are required to complete a full-time internship; this culminating experience integrates academic and clinical experiences and prepares students for their professional role as a psychologist. The 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 Phases I and II 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 completed APA-accredited internships. 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.

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.

For all field training placements, students receive mid-year and final evaluations of their clinical performance from their primary supervisor, which are submitted to and reviewed by the Office of Professional Training (as well as by the student’s faculty advisor). To receive credit for successful completion of a field training placement, students must receive scores meeting or exceeding expected and level-appropriate minimum levels of achievement (MLA) in multiple areas of competency evaluation. If a student fails to attain an MLA for one or more competencies on a mid-year or final evaluation, he or she may be required to complete remediation in order to demonstrate achievement of competency. Required remediation varies by the severity of the student’s difficulties, and may include repeating a training year. Occasionally, students are dismissed from the program for egregious unethical or unprofessional behavior or for not completing required remediation and attaining required MLAs. 

Expected field training evaluation scores that meet MLAs are as follows:

1 = Inadequate: Student knowledge and skills in this area are deficient; remediation and close monitoring required.
2 = Developing: Student demonstrates introductory knowledge and skills in this area, but is not yet ready to take the responsibility required to perform in this area without significant supervision.
3 = Emerging Competence: Student demonstrates effective knowledge and skills in this area in most situations, and is approaching competency.
4 = Competent: Student demonstrates competent knowledge and skills in this area that are typical of a trainee ready to proceed to pre-doctoral internship.
5 = Advanced: Student demonstrates advanced knowledge and skills in this area that are typical of a highly experienced trainee.

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.  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 Clinical PsyD Student Advisor for information.

Research Training

The program trains practitioners to be critical reviewers and consumers of research. In support of developing this competency, students are required to complete a clinical dissertation under the mentorship and supervision of a clinical dissertation chair (a core faculty member of the Clinical Psychology PsyD program) and at least one dissertation committee member.

Clinical dissertations involving empirical research include quantitative and/or mixed-method data collection and analysis; other types of clinical dissertation require collection of qualitative information from field consultants who are professionals with clinical and/or research expertise in the dissertation topic. This process provides students with information on current clinical practices related to their dissertation, and allows them to address identified gaps in existing research on their dissertation topic. The culminating activity of clinical dissertation development is the professional application and dissemination of dissertation findings to the professional mental health community (e.g., via manuscript publication, presentation at a professional meeting, etc.).

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 dissertation work typically begins in the fall of the second year. Once begun, continuous enrollment in dissertation or dissertation extension courses is required, up to and including the semester in which the final dissertation is accepted for submission to the ProQuest Electronic Theses & Dissertations database. Students who do not complete their clinical dissertations by the end of the required dissertation course sequence will be required to enroll in dissertation extension.

Acquisition of competencies related to dissertation development and completion are formally evaluated by the dissertation chair and committee members at the proposal and final oral defense stages. Students must earn scores of 3 (“Meets expectations”) on proposal and final oral defense evaluation forms to demonstrate competency. Students who earn scores of 2 (“Partially meets expectations”) are required to complete remediation prior to proceeding with dissertation development/completion. Students who earn scores of 1 (“Does not meet expectations”) are required to complete significant remediation before scheduling another proposal/final oral defense meeting. Students unable to meet minimum levels of achievement related to dissertation development/completion may be terminated from the program.

Credit Units

Total Credit Units: 120

Total Core Credit Units: 108

Total Elective Credit Units: 12

Total Concentration Credit Units: Varies

Degree Requirements

Writing Proficiency Assessment

Please refer to the Writing Proficiency Assessment  requirement in the Academic Policies section for more information.

Comprehensive Examinations

Students are required to pass three comprehensive exams during their time in the program:

1. Assessment Comprehensive Exam: this 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. To pass this exam and demonstrate related competency, a score of 80% or higher is required.
2. Research Comprehensive Exam: this 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. To pass this exam, and demonstrate related competency, a score of 80% or higher is required.
3. Clinical Proficiency Assessment (CPA) Exam: this 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. To pass the CPA Case Report and Oral Vignette Exam and demonstrate related competencies, scores of “Adequate” or “Strong” must be earned in all areas of evaluation.

Note: Students who do not pass any comprehensive exam on their initial attempt have a maximum of two additional opportunities to retake and pass the exam. Students who do not pass any comprehensive exam on the third attempt will be terminated from the program.

Psychotherapy Requirement

A total of 45 hours of individual psychotherapy with a licensed psychologist are required prior to graduation. This requirement supports student acquisition of competency in Professional Values and Attitudes by providing students with the opportunity to engage in self-reflection regarding personal and professional functioning and engaging in activities to maintain and Improve performance, well-being, and professional effectiveness.

Students are expected to engage in individual therapy with one licensed psychologist. The Program Director must approve 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 CSPP students may be obtained from the Clinical PsyD Student Advisor.

Emphasis/Concentration/Track Requirements

Elective Requirements

In addition to the required coursework, the program is committed to offering a broad array of elective courses reflecting theory, assessment, and intervention across a variety of systems, with emphasis on multicultural and diversity issues to prepare students for professional practice in a pluralistic society. Students may select from a diverse range of elective units to complete program requirements of 12 clinical elective units. Students may choose to complete this requirement in one of two ways:

• Completing four semester-long PSY7605 Practice Seminar: Clinical Electives.
• Completing two semester-long PSY7605 Practice Seminar: Clinical Electives and one year-long PSY9500 Advanced Clinical Elective.

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.

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.

Curriculum Plan

The 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 Student Evaluation and Review Committee [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, are at risk of termination from the program.

Gainful Employment

For important information about the educational debt, earnings, and completion rates of students who attended this program, please visit https://www.alliant.edu/media/gainful-employment-disclosure/Doctor_Psychology_Clinical_Psychology.html.