The Virginia Consortium Program in Clinical Psychology

The Virginia Consortium
Program in Clinical Psychology

Jointly Sponsored by

Eastern Virginia Medical School

Norfolk State University

Old Dominion University

Program Handbook

Table of Contents

INTRODUCTION 5

Program Overview 5

Institutional Organization and Administrative Resources 5

Mission Statement 6

Training Model 6

Educational Philosophy and Curriculum Model 7

Philosophy 7

Program Curriculum 8

Required Core Courses 8

Transfer Credit 9

Reduction of Required Coursework 9

Course Scheduling/Student Responsibility 9

Clinical Practicum 9

Model for Pre-internship Practica 9

Practica Sequences 10

Year 1 10

Year 2 12

Year 3 & 4 12

Supervision 13

Placement Process 13

Contract Process 14

Evaluation Process 15

Extended or Parallel Practicum 17

Insurance 17

Degree RequirementS 18

2nd Year Project 18

Coursework Hours 18

Comprehensive Exams 18

Advancement to Candidacy 18

Doctoral Dissertation Guide 18

Predoctoral Internship 18

Academic Standards/GPA requirements 18

Optional Master’s Degree 18

Old Dominion University - Master of Science in Experimental Psychology 19

Graduate Research 19

2nd Year Project 20

Comprehensive Examinations 21

Written Exam 21

Oral Exam 21

Remediation 21

Pre-Doctoral Internship 21

Approved Sites 21

Requirements Prior to Application 21

Application Timeline 22

Timeframes 22

Academic Advising and student support 22

Advisor & Research Mentor 22

Process of Advising 22

Buddy System 23

Student Development and Review 23

Evaluation Policy Principles and Purposes 23

Annual Student Progress Evaluation Domains 24

Feedback and Remediation 25

Policy on Self Disclosure 25

Policy on Continuous Registration 25

Policy on Sexual Harassment 26

Time Limit for Degree Completion 26

7-Year Time Limit 26

Extension Request 26

Academic Honesty and Ethics 26

Leave of Absence 27

Conflict Resolution and Grievance Procedures 27

Informal and Formal Procedures 27

Grade or Course Appeal 27

Termination or Suspension Appeal 27

Student support and resources 28

Financial Support 28

Research Assistantships 28

Teaching Fellowships 28

Clinical Stipends 29

Tuition 29

School of Record 28

Institutional Privileges 29

Conferral, Graduation, Commencement 29

Clinical Psychology Graduate Faculty 30

Eastern Virginia Medical School 30

Norfolk State University 31

Old Dominion University 31

POLICIES & PROCEDURES Appendix A

DISSERTATION GUIDE Appendix B

Introduction

·  Program Overview

The Virginia Consortium Program is one, unified program offered jointly by three schools: Eastern Virginia Medical School, Norfolk State University, and Old Dominion University. One transcript is maintained; one degree and diploma are awarded.

·  Institutional Organization and Administrative Resources

Responsibility for administration, planning, program development, and program implementation for the Virginia Consortium rests with the Directors, subject to the approval of the Provosts who appoint them. The Director of Clinical Training (DCT) and the Associate Director of Clinical Training (A-DCT) represent separate institutions. They are assisted by an Advisory Panel of four full-time faculty, one representative from the faculty of each Director’s institution, and two faculty representatives from the institution not represented by the Directors. Each of these four representatives is centrally involved in the graduate training activities of his or her institution. The Directors and Advisory Panel meet together at least four times annually.

·  DCT, A-DCT, Advisory Panel, Student Representatives

• Director of Clinical Training (DCT). The DCT is responsible for two major aspects of the Program: 1) academics and quality control; and 2) administrative and fiscal management. The academic and quality control components involve overseeing the admission process and program review for quality assurance and adherence to APA and state regulatory policies regarding graduate clinical training. The DCT is also responsible for the annual report to the Provosts.

Specific responsibilities of the DCT include:

·  Evaluating the efficacy of the Program to train professional psychologists

·  Assuring that program policies and development are consistent with the mission and policies of the supporting institutions

·  Assuring that the curriculum meets state, regional, and national requirements
for accreditation and licensure

·  Periodic review of course evaluations

·  Developing the Program’s annual budget

·  Disbursing and accounting for Program funds

·  Making offers of admission and conveying admission decisions to the school of
record

·  Evaluating students’ progress

·  Recommending recipients for the Doctor of Psychology degree

·  Insuring that a record system of correspondence and records is maintained in
the Program Office

·  Corresponding on behalf of the Program on official matters

• Associate Director of Clinical Training (A-DCT). The A-DCT is primarily responsible for coordinating and overseeing the Program’s practicum training activities and internship, and works closely with the DCT. He or she monitors the clinical training progress of students, the quality of practicum placements, and develops any report related to clinical training aspects of the Program. The A-DCT is also responsible for the practicum courses. He or she serves as the liaison between the Program and internship sites, is responsible for documentation required for students’ internship preparation, and for representing the Program to internship sites. He or she receives the periodic evaluations of the students on internship and monitors their progress.
• Advisory Panel. The Advisory Panel is comprised of four full time faculty members: one representative from each institution, plus a second representative from the institution not represented by the Directors. Advisory Panel members are each appointed by the department chair of his or her institution and must be actively involved in graduate training. The Panel assists the Directors with the development and execution of admissions, comprehensive exams, and surveys. They serve as liaisons between their respective institutions and the Directors. The Panel meets with the Directors at least four times annually. One representative from each institution constitutes a quorum for these meetings.

·  Student Representatives. Each class elects a student representative who will attend meetings of the Directors and the Advisory Panel. Student representatives provide input on matters of Program policy and governance, but are not involved in evaluation of other students.

·  Program Office

The Virginia Consortium relies on interinstitutional procedures to accomplish interdependent tasks such as admission, financial aid, and registration. The Program’s administrative office coordinates these and other necessary procedures between sponsoring schools to avoid duplication and assure efficient coordination of activities. The Program Office is typically the first point of contact for students with questions or problems and also supports the activities of the Directors and the Advisory Panel.

Mission Statement

The mission of the Virginia Consortium Program is to graduate clinical psychologists who are prepared to pursue research and clinical careers. The Program aims to provide balanced training in both science and practice. We strive to graduate ethical clinical psychologists who are competent in individual and cultural diversity, educated in the basic subjects and methods of psychological science, capable of generating and critically assimilating new knowledge, proficient in the delivery and evaluation of psychological services, and able to assume leadership positions in academic or health service delivery systems.

Training Model

The Virginia Consortium Program follows a scientist-practitioner model of training (Psy.D. students are trained under a practitioner-scientist model with less emphasis on research training). Our faculty believes that extensive exposure to theory, research, and practice is essential in training clinical psychologists. Regardless of whether a student decides to pursue an academic career, a clinical career, or some combination of both, the practice of clinical psychology involves articulating current problems and issues, formulating creative solutions to those problems, and validating hypotheses by systematically gathering empirical evidence. One of our primary goals is for students to become proficient at integrating theory, research, and practice. Toward this end, we employ a variety of educational tools including classroom instruction, supervised clinical experiences, feedback, and early involvement in producing empirical research. Furthermore, we expect students to engage in self-monitoring and to model the behavior of experts.

The Virginia Consortium emphasizes the following six areas in its training model:

1.  Ethics

2.  Multiculturalism

3.  Research

4.  Assessment

5.  Intervention

6.  Consultation, Supervision, and Leadership

Educational Philosophy and Curriculum Model

·  Philosophy

Clinical psychologists are best educated as scientist-practitioners (Psy.D. students will continue to be educated as practitioner-scientists). Scientific knowledge and methods form the foundation for effective clinical practice which, in turn, informs future research. Although the objectives of researchers and the clinical practitioners are different, efficacy for both involves articulating current problems and issues, formulating creative solutions to those problems, and validating hypotheses by systematically gathering empirical evidence. Continuing professional development for both requires skill in designing and conducting research as well as effectively implementing empirically-based techniques in practice.(Psy.D. students will design fewer research projects).

The clinical psychologist encounters a diversity of client populations and human problems. Implementation of effective services and programs requires an understanding of the complex array of biological, psychological, and socio-cultural factors affecting human behavior. Accordingly, the Virginia Consortium curriculum contains instruction in fundamental content areas of psychology. Those substantive areas include biological, social, cognitive and affective aspects of behavior, human development, psychological measurement, and individual differences and multiculturalism/diversity. Both ethics and the history and systems of psychology are taught in required courses.

In the Virginia Consortium, education and training in the delivery of psychological services progresses in a developmentally-graded sequence. During the first two years of the curriculum, the coordinated sequence of clinical courses and practica are generic in content and variable in theoretical orientation. Students learn the major theoretical models, though no theoretical model, intervention modality, or client population is pre-eminent in the basic education of students.

In the third and fourth years of the curriculum, students pursue more focused interests through elective courses, practica, and an empirical dissertation.

Clinical training is completed in a full-time internship during the fifth year of the Program.

·  Program Curriculum

Within the Virginia Consortium, instruction in the fundamental content areas of psychology listed above occurs primarily within the first two years.

Education in research methodology is accomplished incoursework, research assistantships, the second year project (not required for PsyD students) and the dissertation. Required courses include analysis of variance, regression/correlational design, and empirically-supported therapies. Assistantships provide experience in conducting research. The dissertation, an empirical study, completes research training.

Training in psychological service delivery is provided in a coordinated sequence of practica, generic in their theoretical orientation. Variousmodels are offered, butno single theoretical model, intervention modality, or client population is pre-eminent.

Advanced clinicalpracticum training is required in the 3rd year and is comprised of a minimum of 20 hours a week of clinical experience. In the 4th year, students can complete another 20-hour per week practicum, or complete an 8-12 hour per week practicum and take advantage of available research or teaching opportunities, and/or additional coursework.

·  Required Courses (credit hours)

632: NSU-Intellectual Assessment (3)

635: NSU-Multicultural & Lifestyle Issues (3)

651: ODU-Developmental Psychology (3)

661: ODU-Psychopathology (3)

700: NSU-Clinical and Ethical Practice (3)

705: NSU-History & Systems (3)

801: ODU-Empirically-supported Therapies (3)

813: ODU-Research Fundamentals

824: ODU-Analysis of Variance (4)

825: ODU-Regression/Correlational Design (4)

831: ODU-Human Cognition (3)

849: ODU-Social Psychology (3)

860: ODU-Practicum in Clinical Psychology (3)

890: ODU-Internship in Clinical Psychology (4)

895: NSU-Clinical Practicum (3)

925: EVMS-Child Psychopathology (3)

936: EVMS-Personality Assessment (3)

940: EVMS-Cognitive Behavioral Therapy (3)

961: EVMS-Biological Aspects of Behavior (3)

971: EVMS-Consultation/Supervision (3)

XXX: ANY-Research in Clinical Psychology (2) (not required for Psy.D. students)

XXX: ANY-Advanced Clinical Practicum (3-6)

XXX: ANY-Clinical Dissertation (1-6)

XXX: ANY-Therapy Elective (3)

XXX: ANY-Free Elective (3)

·  Transfer Credit

No more than six semester hours of course credits may be transferred from institutions outside the Virginia Consortium. If a student transfers credits from an institution outside of the Virginia Consortium, the student must demonstrate proficiency to waive the Program courses that correspond to those credits. A minimum of six semesters and 72 semester hours in residence (excluding internship, dissertation, and transfer credits) are required for the degree and these requirements cannot be reduced.

·  Reduction of Required Coursework

On the basis of demonstrated proficiency, a student may be granted a reduction in required courses. Proficiency must be established to the satisfaction of the course instructor and Directors. A student may be required to demonstrate competency by written and/or oral examination. Required courses within the Virginia Consortium curriculum previously completed in another program at one of the consortial institutions will be documented on the student’s transcript, and the student will not be required to repeat that/those course(s).

·  Course Scheduling/Student Responsibility

Students are expected to meet with academic advisors during the designated registration period to discuss their academic plan for each upcoming semester. After meeting with their advisors and developing a plan, students must notify the Program Office of the courses they plan to take for the following semester. The Program Office will be responsible for creating forms and registering students with the ODU Registrar’s Office to initiate the process among the schools. If students fail to submit their academic plan when requested, they may be required to take all necessary paperwork to each institution to ensure that they are registered in a timely manner.

Clinical Practicum

·  Model for Pre-internship Practica

Development of clinical skills and competencies through supervised experience is a crucial component of the Program. In the Virginia Consortium education and training in the delivery of psychological services is general training in approach. Premature specialization is discouraged and although students can pursue individual interests, no theoretical model, intervention modality, or client population is preeminent in the basic education of the student during the first two years. Students are expected to gain experiences with both adults and children during their practicum training. Virginia Consortium provides a systematic sequence of supervised pre-internship practica in which students apply the knowledge and skills acquired in the classroom. Placements are arranged to assure that each student is exposed to several settings and populations.