Program Goal and Objectives

Goal of the Program

The program develops competent professional clinical psychologists who have been broadly educated and who have acquired the skills necessary to deliver a variety of clinical services to people from diverse backgrounds within many types of settings and institutions.

Objectives

The objectives of the program are expressed as competencies expected of our students by the time of graduation (Domain B, 2). These competencies are formally and continually assessed within the framework of each didactic or experiential training component: evaluations for instructional courses; on site practicum and internship evaluations; on-campus reviews of clinical competencies from practicum and internship by Professional Training consultant staff; G-3 Clinical Competency Exam; G-1 and G-2 annual evaluations by program faculty; yearly self-evaluations of clinical competencies; and the multiple Doctoral Dissertation evaluations, reviews of licensing exam data, and through surveys of our students, graduating students, and alumni.

Outcomes:  Please see Table 10 in our course catalog for specific relationships between program goal, competencies, methods and outcome.  Please also see Table B1 and B2 later in this chapter, Tables 5-9, and Appendix D.

Competency Objectives

1) To possess broad knowledge of factual and theoretical foundations in substantive areas of clinical  psychology, including:

 a) Biological Bases of Behavior
 b) Social, Environmental, and Familial Bases of Behavior
 c) Cognitive and Affective Bases of Behavior
 d) Individual Differences, Developmental, Personality, Psychopathology
 e) Cultural and Diversity Issues
 f) Ethical and Legal Principles and Responsibilities

2) To understand applied research methodology; to evaluate and synthesize psychological research  literature, and to apply both to clinical challenges.

3) To develop an identity as a clinical practitioner who uses ethical principles as a guide for professional practice and self-evaluation as basis for professional growth.

4) To develop an advanced understanding of clinical phenomena within social, ethical, and cultural contexts and the ability to apply this understanding in evaluation and intervention.

a ) To possess in-depth and integrated understanding of clinical phenomena (i.e., psychopathology, therapeutic processes, and associated phenomena).
b) To establish productive and respectful working relationships with clients, colleagues, and supervisors from diverse social and cultural contexts.
c) Evaluation and Assessment--To conduct clinical interviews and psychological testing to arrive at diagnosis and clinical formulations.
d) Based on assessment and clinical formulation, to plan interventions for clients which identify specific intervention goals consistent with the client’s life situation and with social, cultural and institutional contexts.
e) To utilize multiple intervention strategies and approaches consistent with treatment plans.
f) To recognize the limitations of one’s competency and to refer, to consult, or to seek supervision, as appropriate. Keeping intervention targets in mind, to monitor interventions and patient status continually. Based on this ongoing assessment, to modify goals and intervention methods.

5) To establish a focal expertise within clinical psychology demonstrated by:

 a) Mastering literature in the topic area of the dissertation. 
 b) Procuring clinical experience with competent supervision in this topic or a related area.
 c) Being mentored intensively in the area.
 d) Orally presenting and defending clinical and scholarly work in area.
 e) Integrating literature with clinical experience in area.

6) To establish life-long learning habits.

a) To possess positive attitudes about life-long, self-directed learning.  
b) To be able to understand, evaluate, organize, and synthesize psychological literature.
c) To identify challenges and problems in clinical practice and to undertake self-directed education to resolve these challenges and problems.
d) To present results of self-directed education in educational presentations both verbally and through written documents incorporating scholarly integration of practice, theory, and research findings.
e) To inform practice with results of self-education.