Research Seminars: A Special San Francisco Feature

All students enroll in a research seminar during their first year and continue for at least four years, or until they complete a dissertation proposal. This intimate, small-group setting, with groups comprised of students in all years of the program, gives students a chance to work with faculty members on areas of shared interest and faculty expertise.

As a result of collaborative work in the research seminar, students and faculty have presented their findings at several professional conferences, including the meetings and annual conventions of the following professional associations:

American Psychological Association
Association for Women in Psychology
National Council of School and Programs of Professional Psychology
Western Psychological Association
National Multicultural Summit
Association for the Advancement of Behavioral Therapy
California Psychological Association

In August 2018 the following PhD students will present their research at the APA Annual Convention:

Krystal Akbar (with faculty advisor M. Menon, PhD): Does insecure peer attachment influence academic achievement in middle school children?

Theresia Anderson (with faculty advisor E. Morales, PhD): Program evaluation: Recorded Music Expressive Arts (RMEA) intervention.

Laila Davis (with faculty advisor Q. Tiet, PhD and co-authors H. Duong, R. French, C. Smith, Y. Leyva, and C. Rosen): Telephone support augmenting mobile app intervention among VA primary care patients with PTSD.

Daniel Doi (with faculty advisor M. Menon, PhD): Gender identity and well-being in middle school children.

Heather Duong (with faculty advisor Q. Tiet, PhD and co-authors L. Davis, R. French, C. Smith, PhD, Y. Leyva, PhD, and C. Rosen, PhD): Telephone support augmenting mobile app intervention among VA primary care patients with PTSD.

Rebecca French (with faculty advisor Q. Tiet, PhD and co-authors L. Davis, H. Duong, C. Smith, PhD, Y. Leyva, PhD, and C. Rosen, PhD): Telephone support augmenting mobil app intervention among VA primary care patients with PTSD.

Ponder Goddard (with faculty advisor M. Loewy, PhD): The early sexual life history of women in their 50s.

James Issel (with faculty advisor E. Morales, PhD): Limited English speakers: Issues in using interpreters versus being bilingual.

Tinai James (with faculty advisor M. Menon, PhD): Gender identity’s role in early adolescents’ emulation of gender stereotypes in academic achievement.

Jorel Jassy (with faculty advisor M. Menon, PhD): Gender identity and adjustment in adolescents in the United States and India.

Wendy Ong (with faculty advisor M. Loewy, PhD and R. Rubio, PhD): Crisis among ethnically diverse youth: Grounded theory and implications for clinical practice.

Ashley Rankin (with faculty advisor D. Ja, PhD): Resiliency: The impact of protective factors on juvenile recidivism.

Ana Rodriguez (with faculty advisor E. Morales, PhD and R. Rubio, PhD): Unaccompanied immigrant Latino youth: A cultural perspective to engagement in mental health services.

Katherine Russell (with faculty advisor D. Ja, PhD): PTSD symptoms and functional impairment in tower survivors of the 9/11 World Trade Center attacks.

Sarah Shadi (with faculty advisor Q. Tiet, PhD): Feelings of social isolation in people with brain injuries.

Travis Shubeck (with faculty advisor M. Menon, PhD): Self-image discrepancies in the gendered self: Is felt gender atypicality especially distressing to narcissistic adolescents?

Jean-Arrelia Tolentino (with faculty advisor D. Ja, PhD): Feminism: A counter-hegemonic response to healing and psychological well-being for Filipino-Americans.

Jennifer Wu (with faculty advisor D. Ja, PhD, and co-authors R. Wyatt, PhD, and D. Browne, PhD): Development and validation of the UNIQUE scale: An ethnic ambiguity scale.

Professional Clinical Training Opportunities

Our program, which is infused with social justice concerns, educates students both to conduct a broad range of psychological research and to become broadly trained practitioners. We provide training for clinical psychologists in all aspects of conducting psychological research such that they are capable of being productive scholars who contribute to the body of psychological literature. We provide students with the knowledge, skills, and professional attitudes necessary to evaluate psychological functioning and provide effective interventions with diverse clients across a range of settings. We infuse multicultural perspectives throughout our curriculum, offer courses focusing on diverse populations, and provide clinical practica (field placements) that offer exposure to a range of client populations.

The program is designed to address all five levels of the biopsychosocial model of human functioning: biological, psychological, familial, community, and sociocultural. We encourage students to develop a personal integration of cognitive-behavioral, family systems, multicultural, and contemporary psychodynamic approaches. Because of the extensive clinical course offerings at CSPP-San Francisco, students are able to develop in-depth expertise in one or more of these orientations by selecting sections of required courses, elective courses, clinical practica (field placements), and supervisors that emphasize a specific theoretical orientation in therapy.

Unique Applied Research Fellowship Opportunities

We have special applied research Fellowship opportunities with the San Francisco Department of Public Health (SFDPH) allowing students in this special Fellows program to have access and work with the research division of the SFDPH who has a unique integrated database system as well as independently funded projects.

Additionally, there are several core faculty who have their own funded projects where students can engage in the research and program evaluation activities of these projects while being mentored by our core faculty.

Professional Clinical Training

Students begin their professional clinical training in their second year in community mental health centers, clinics, inpatient mental health facilities, medical settings, specialized service centers, rehabilitation programs, residential or day programs, forensic/ correctional facilities, and educational programs. In their third year and often fourth year, students continue clinical training or a clinical research practicum experiences. Students typically receive a minimum of 1600 hours of clinical training prior to internship.

The Bay Area offers an enormous range of training opportunities, in service of individuals representing diverse populations. Students have conducted field placements in many diverse agencies, including: Veteran’s Affairs, Kaiser Permanente, and community mental health clinics.


Collaborative Agreements with Teachers College and Fordham University

We have special collaborative agreements with Teachers College of Columbia University and Fordham University-Lincoln Center Campus for graduates of their masters program to obtain pre-approved credit for previous work upon being accepted into the San Francisco program.