Psy.D. Training Model

The Psy.D. Program follows the practitioner-scholar training model of the National Council of Schools and Programs of Professional Psychology (NCSPP). The program conceptualizes and promotes the professional practice of psychology as informed by scholarly research and inquiry, and learners are trained as consumers of research to use scientific methodology in clinical thinking and practice.

The Psy.D. Program is designed to train learners in a set of core competencies central to the practice of psychology. These overarching competencies are the program’s Objectives, and are reflected in the program's curriculum, training experiences, learning environment, and policies. These include:

• Cultural Diversity and Social Justice
• Relationship
• Research and Evaluation
• Assessment
• Intervention
• Management and Supervision
• Education and Consultation

The program utilizes a developmental training approach, in which expectations of competency increase as learners proceed through the sequence of program requirements. As learners complete the required courses, along with the required training experiences, they have opportunities to take electives. Learners also have the option of selecting an emphasis area of family psychology. As learners progress through the program, they are encouraged to pursue specific areas of personal interest and to select training experiences that will allow them to broaden and deepen those interests.

Professional development and socialization to the field of professional psychology
The program provides a variety of structured and unstructured forms of professional and social interactions that foster and enhance the personal and professional development of each learner. Throughout the program, learners engage in collegial and mentoring relationships with faculty and other professional psychologists both through the program faculty and with supervisors and staff at practica and internship placements, observing and participating in formal and informal contexts, establishing personal and professional relationships.  This professional socialization process is specifically attended to through the intensive faculty-learner contact during the three years of Professional Development Seminars and the Bi-Annual Academic Meetings.

In addition, there are numerous opportunities for professional socialization during the Initial Orientation, initial face-to-face meetings of most courses that are delivered online, annual reviews, clinical reviews, and dissertation proposal and development meetings, and the final dissertation orals. Learners have extended contact with faculty and other learners in their coursework, both face-to-face and online.

Evaluation and Assessment
While the program utilizes a blended learning model, it engages in the usual and regular activities of a professional psychology program. This includes all of the ongoing and routine evaluation of students against the program’s competencies. Based on the program’s overall goals and objectives, as well as the professional standards of the field, faculty in the Psy.D. program continually evaluate and assesses each learner’s knowledge, skills and attitudes in their clinical, academic, research, and ethical and legal functioning across the range of competencies in the program. In addition, faculty assess learners’ personal and professional well-being, interpersonal competence, and personal abilities to engage in professional practice. While formal assessments are a regular part of the program conducted by faculty and field placement supervisors in courses, practica and internships, Annual and Special Reviews, Clinical Reviews, and dissertation proposal presentations and final orals, particular attention is also paid to the assessment of learners’ socialization to the field. These processes are addressed substantially in learners’ involvement in Professional Development Seminars, the Biannual Academic Meetings, and the Academic Advisory system.

Advising
Upon entry to the program, each learner is assigned an Academic Advisor who guides her/his academic progress throughout the program. The Academic Advisor also serves as the learner’s administrative link between the program and the University and is responsible for providing signed authorization on all learner approvals/petitions and registration forms.  The Advisor also conducts the Annual Review with each of her/his advisees. The Academic Advisor’s primary focus is on the learner’s academic progress, while the Professional Development Seminar Coordinator’s focus is on the learner’s clinical, interpersonal and research development.  All faculty work in conjunction with one another, ensuring the quality of the learners’ overall professional development and formally meet twice a year to discuss all learners. Additional informal advising also occurs throughout the program within the context of academic courses and ongoing interactions with faculty.

For further information contact us at:  admissions.psyd@myunion.edu or 800.336.6794 ext. 8408 or 802.254.0152 ext. 8408.