The primary objective of this program is to train doctoral-level professional psychologists to practice psychotherapy and assessment skills in the underserved rural areas of Georgia. This training will be accomplished through coursework, practicum and internship experiences. Our intention is to train practitioners to be sensitive to the unique needs associated with professional psychology practice in rural settings, and to be able to take supervisory positions in those settings. The program will lead to the Doctor of Psychology (Psy.D.) degree; this degree is recognized nationwide as reflecting a program with a primarily applied, professional focus. Graduates typically work in applied, service-oriented positions where they work directly with clients, as well as supervise and train other professionals. Prospective students should be aware that the program is a five-year, full-time program offered during the day-time hours, and requires enrollment in coursework during each summer of their time in the program. There is a residency requirement (see below).
The Psy.D. is an applied doctoral degree that will prepare graduates to practice as clinical psychologists. In addition, the program will have the unique benefit of a rural focus. It is structured so that students spend the first four years in residence at the University and the fifth in a full-time (2000 hour) internship. The curriculum follows the "Guidelines and Principles for Accreditation of Programs in Professional Psychology" set forth by the American Psychological Association (APA) and covers the breadth of scientific psychology (history of thought and development, research methods, and applications); the scientific, methodological, and theoretical foundations of clinical practice; diagnosing or defining problems through psychological assessment and measurement and formulating intervention strategies; diversity and multicultural issues; practicum; dissertation; and internship.
The philosophy of the program is consistent with a practitioner-scholar model of education and training. Therefore, graduates of the program are awarded the Psy.D. degree and are trained to be primarily practitioners of clinical psychology. The graduate experience is designed to develop the personhood of each student on par with academic and technical competence. Keeping in mind the acute need for clinical psychologists in rural areas, students will be selected, in part, for their commitment to a pursuit of rural practice. The faculty has identified goals and objectives for students while in the program. These are based on the core competencies of clinical education and training stated by the American Psychological Association (APA) and the National Council of Schools in Professional Psychology (NCSPP).
This program is based on an inclusive theoretical orientation, taking as elements the following clinical positions: behavioral, cognitive, existential, family systems, humanistic, and psychodynamic. Having been exposed to various theories within each of these major positions, students are encouraged to develop an ego-syntonic, integrated theoretical orientation. A well and broadly trained faculty makes the implementation of this model possible. Although each faculty member has her or his particular eclectic theoretical position, all clinical faculty share overarching humanistic values. Not attempting to educate clinicians who will be all things to all people, our primary emphasis is on competency in the delivery and supervision of adult psychotherapy and assessment services.
1. The foremost goal of this program is to offer high quality graduate education and training in clinical psychology with an emphasis on psychotherapy and assessment in clinical practice. To this end the Psy.D. program has a clear and coherent curriculum. The training for practice is sequential, cumulative, and graded in complexity. As a practice-oriented program, students will acquire and demonstrate substantial understanding of and competence in the areas specified by the APA "Guidelines and Principles for Accreditation of Programs in Professional Psychology," 2005, and the consistent education and training model of NCSPP .
Objective 1.1: Relationship competence: Students should develop the ability to form productive relationships with clients, community members, faculty, peers, and supervisors. As an aspect of personhood, such development is supported through the requirement of personal psychotherapy, personal work with peers practicing psychotherapy skills in courses involving such, and self-exploration components in the assessment courses.
Objective 1.2: Assessment competence: Students are expected to be able to diagnose or define problems through psychological assessment and measurement and to be able to describe in a meaningful manner a well- functioning individual. In addition, students should be able to use appropriate assessment methodologies for the planning of intervention and to assess intervention outcomes.
Objective 1.3: Intervention competence: Students are required to be able to form a coherent, theoretically based, and when possible, empirically- supported treatment plan that is revisited and revised as appropriate in the course of treatment.
Objective 1.4: Research and evaluation competence: Students are required to demonstrate the ability to (1): formulate a clinically meaningful research question, operationalize the question, develop a sound method for addressing the question, and analyze and interpret the qualitative or quantitative data so generated; or (2) identify a meaningful question of theory and write a scholarly disquisition that significantly deepens or furthers the understanding of said theory; or (3) develop a scholarly and in-depth clinical case study.
Objective 1.5 : Consultation and education competence: Students will be required to demonstrate the ability to identify situations in the rural community where the on-site education or supervision of lower tier professionals, paraprofessionals, or volunteer mental health workers is called for rather than direct client intervention.
Objective 1.6: Management and supervision competence: Through at least two carefully selected practicum placements, students will be given the opportunity to learn about the organization and management of agencies offering mental health services. One practicum course will be specifically devoted to the supervision of graduate students at an earlier point in the program by more advanced students.
Objective 1.7: Legal and ethical competence: Students are expected to be conversant with the APA Code of Ethics and to abide by this code in all academic and clinical settings.
Objective 1.8: Cultural and diversity competence: Students are expected to understand the impact of culture on clinical practice and to take such into consideration when working with individuals and groups of individuals.
2. The second goal is for the clinical training of students to be well grounded in the breadth of scientific psychology.
Objective 2.1: Students will demonstrate knowledge in the following broad areas of psychology: biological aspects of behavior; cognitive and affective aspects of behavior; social aspects of behavior; history and systems of psychology; psychological measurement; research methodology; and techniques of data analysis.
Objective 2.2: Students will demonstrate knowledge in the following scientific, methodological and theoretical foundations of clinical practice:
individual differences in behavior; human development; psychopathology; ethics and professionalism.
3. The third goal is to promote in students an understanding of rural culture and its impact on clinical practice.
Objective 3.1 Students are expected to develop an appreciation of the dynamics of a rural culture, as distinct from an urban culture, and how these forces impinge on individual development and community functioning.
Objective 3.2 Students will be aware of and will be able to recommend models of service delivery that improve client access in rural areas.
Objective 3.3 When at all possible, students will select rural sites for theirinternship placement.
4. As a fourth goal, this program seeks to instill in students a wish for life-long development of the personhood of the clinician on par with life-long development of clinical knowledge and skills.
Objective 4.1: Students will be required to seek out personal psychotherapy while in this program.
Objective 4.2: Students will be supported and encouraged to attend professional continuing education workshops that are experiential and oriented toward personal growth.
Objective 4.3: Students will be supported and encouraged to attend professional continuing education workshops that update and teach new clinical knowledge and skills.
Program Goals and Objectives
1. The primary goal of this program is to increase the quality and availability of mental health services in rural areas, particularly in the state of Georgia, by encouraging students who graduate from this program to practice in rural settings.
Objective 1.1: Based on the research that indicates that students who come from rural areas and who receive their professional training in rural settings are more likely to practice in such settings, preference will be given to applicants to this program who come from or reside in rural parts of Georgia.
Objective 1.2: Vigorous efforts have been made, and continue, to locate and develop working relationships with rural mental health facilities where students may be placed for practicum.
2. The second goal of this program is to further the recognition and the understanding of the impact of the culture of the rural South on human behavior and mental health.
Objective 2.1: Both faculty and students are encouraged to engage in research that furthers understanding of the impact of the rural culture of Georgia.
Objective 2.2: Both faculty and students are encouraged to present their research and knowledge of rural practice at professional conferences.
Accreditation
Because we are a new program, we are seeking accreditation from the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, GA, 30033-4097). We are also seeking designated program status by the National Register/Association of State and Provincial Board of Professional Psychology. The program is not yet accredited by the American Psychological Association (APA). APA considers a doctoral program for accreditation only after the program has students active in all phases of training, including internship. APA accreditation will be sought as soon as is deemed feasible by the Psychology Department faculty.
ADMISSION AND PERFORMANCE STANDARDS
Given the ongoing demand for doctoral level training in professional psychology and the limited number of students that we will admit per year, the admission process for students is expected to be quite competitive.
Although academic background, intellectual potential and professional experience and skills will be key selection criteria, we intend to recruit students who are committed to providing service to our region. Therefore, students should carefully consider their interest in rural and underserved populations before applying to the program. Applicants will only be considered for the Psy.D. program (i.e., students will not be admitted for a terminal masters degree in clinical psychology).
Application for Advanced Standing. Students who already have a masters degree in psychology from a regionally accredited institution can apply for advanced standing in the Psy.D. program. Course equivalencies will be determined on a case-by-case basis. Any course deficiencies will need to be completed with attention to course sequences and prerequisites before a degree can be awarded.
Undergraduate Prerequisites. To be admitted to the Psy.D. program a student must earn a minimum grade of B in the following courses: Introductory Psychology, Psychological Statistics, Research Design, Abnormal Psychology. In addition, students must have taken at least two of the following courses: Personality, Social Psychology, Developmental Psychology, Learning and/or Cognition, Health Psychology, Tests and Measurement, Theories of Psychotherapy, Psychology of Substance Abuse. Additional coursework in psychology and in related discipline is likely to strengthen a candidate's application.
The specific admissions procedures will be as follows:
- Applications will be evaluated once per year for Fall admissions. The deadline for applications is January 15.
- Applicants will submit an application packet which will consist of all material listed in the Application Checklist.
- An admissions committee, consisting of 5 program faculty elected by the entire program faculty, will review and rank order applications based on the criteria described below.
Admission decisions will be based upon:
- A successful completion of a bachelors degree from a regionally accredited institution. Students' academic record will be evaluated based on official transcripts from all previous enrollments in higher education.
a. The following minimum GPA standards will be applied:
Undergraduate: 3.25 (out of 4.0)
Graduate: 3.5
b. A minimum grade of B in the following undergraduate courses:
Introductory Psychology, Psychological Statistics, Research Design, Abnormal Psychology
c. Record of having taken at least two of the following courses:
Personality, Social Psychology, Developmental Psychology, Learning and/or Cognition, Health Psychology, Tests and Measurement, Theories of Psychotherapy, Psychology of Substance Abuse.
- Current (last 5 years) scores from the Graduate Record Exam (GRE). The minimum scores allowable for admission are:
550 (verbal)
550 (quantitative)
550 (psychology subject test)
- Three letters of recommendation from former professors or appropriate employers/advisors.
- A written statement of professional goals and a rationale for how the Psy.D. program will further the students' career objectives. This statement will help the committee evaluate applicants' commitment to providing professional service to the rural areas of this region, as well as their understanding of the time commitments involved in undertaking doctoral study.
- Based upon the recommendation of the Admissions Committee, a personal interview with applicants may be scheduled as part of the admissions process.
PROGRAM REQUIREMENTS
The program is designed to be a five-year, full-time program for those entering with a bachelor's degree. The first four years will include coursework and graded practicum experiences. The fifth year will consist of a full-time (2000 hour) approved internship.
Annual Evaluations:
Each year, near the end of the spring semester, students will have an individual meeting with a faculty committee for an evaluation of their progress. The committee will consist of the Director of Clinical Training and at least two other professors under whom the student has studied. The evaluation will assess ongoing development of academic performance and professional skills, ethical judgment and sensitivity, as well as personal attributes or behaviors that may call into questions the student's suitability for career in professional psychology. Documented poor performance in any of these areas will be the basis of efforts by the advisor and program faculty to assist the student in forming and completing a plan for improvement; continued poor performance within specified time frames will be the basis for terminating a student's enrollment in the program.
Comprehensive Examination, Dissertation, and Qualifying Examination:
In the spring semester of their second year, all students will take a comprehensive examination that will cover psychotherapy, intellectual assessment, developmental psychology, neuropsychology, ethics, learning and cognition, psychopathology, and personality theory. Passing of this comprehensive examination at an advanced level will allow students to receive the Master of Science (M.S.) degree and to proceed in the Psy.D. program. Passing the comprehensive examination at a minimal level will allow students to receive the M.S. degree but not to continue in the Psy.D. program. Failure to pass the comprehensive examination will result in termination from the program without a degree being awarded.
An acceptable doctoral dissertation proposal will be drafted, typically in the summer of the third year, and implemented in the fourth year of study. It is expected that by the time the student begins internship in the fifth year the dissertation will have been successfully defended. Subject to the approval of the Director of Clinical Training, the dissertation may consist of an empirical study, an in-depth clinical case study, or a theoretical paper suitable for publication. The acceptability of the dissertation proposal, and ultimately the dissertation itself, will be determined by a committee consisting of a chair and at least two other members of the graduate faculty. The constituency of the committee is subject to the approval of the Chair of the Department of Psychology and the Director of Clinical Training. The committee's approval of the dissertation will be based in part on an oral defense held open to the university community.
After successful completion of the one-year pre-doctoral internship, each student will be required to pass the national Examination of Professional Practice in Psychology (EPPP), which will constitute the qualifying examination for the Psy.D. degree.
Practicum:
Students begin practicum experiences in the second year of the program following first-year instruction in Psychotherapy foundations, specific instruction in skills, and ethics. In the second and fourth years, students will participate in Vertical Supervision teams. These teams will consist of second-year students doing therapy and assessment and fourth-year students doing the supervision under the guidance of faculty mentors. These teams will do their work in sites on campus: the Georgia Southern Community Psychology Clinic (housed within the Department of Psychology), the Georgia Southern University Center for Counseling and Career Development, and the Regents Center for Learning Disorders (focusing on assessment). In the third year, all students will do their practicum in rural clinics. Students should note that rural training sites often require a substantial time commitment. These sites may be quite a distance from campus and may, in some cases, involve overnight stays. All practicum placements will be at training sites with which the psychology department has prior written agreements concerning training and supervision criteria.
Internship:
All state examining boards for doctoral level psychologists require candidates for licensure to have completed a one-year, full-time (2,000 hour) pre-doctoral internship at a site accredited by the APA. The listing of the accredited sites is published in the December issue of the American Psychologist each year. The list is also available on-line at www.apa.org/ed/accreditation/intern. Typically during their fourth year of study, students will meet with the Director of Clinical Training to discuss internship options. Students will then be encouraged to follow the application process outlined by the Association of Psychology Postdoctoral and Internship Centers (APPIC) www.appic.org. APA-accredited internships are preferred but exceptions can be made, particularly for sites that are not accredited but are listed in the APPIC national match. Whenever possible, rural internship sites will be selected. The Georgia Psychological Association assists students in acquiring internships. Supervision of doctoral students will be done on site.
Curriculum:
The Curriculum for the Psy.D. may be viewed here. (pdf file)
Individual questions may be e-mailed to:
Dr. Edward W. L. Smith (Psy.D. program director) ESmith@georgiasouthern.edu
Dr. John Murray (Department Chair) JMurray@georgiasouthern.edu
Clinical Psychology in Rural Areas
View Dr. Pamela Feldt's slides from her lecture on Practicing Psychology in a Rural Setting, delivered to Georgia Southern faculty and graduate students October 4, 2007.