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Clinical Psychology
Doctoral Program
Student Handbook
2015-2016
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TABLE OF CONTENTS
Contents
Welcome to the Doctoral Program in Clinical Psychology at the LIU Post. _________ 8
INTRODUCTION ______________________________________________________ 9
Quick Reference Campus Phone Numbers ____________________________________________ 10
Guide to Campus Resources________________________________________________________ 11
Clinical Psychology Doctoral Program: Student Leadership Council ______________________ 12
The Clinical Psychology Doctoral Program _________________________________ 13
Mission Statements: ______________________________________________________________ 13
Long Island University Mission Statement ____________________________________________ 13
LIU POST MISSION STATEMENT ________________________________________________ 14
COLLEGE OF LIBERAL ARTS AND SCIENCES MISSION STATEMENT AND GOALS__ 14
Preparing Professional Psychologists to Serve a Diverse Public _________________ 15
Statement of Purpose _____________________________________________________________ 15
Commitment to a Supportive Training Environment ___________________________________ 15
Commitment to Transparency in Educational Expectations, Policies and Procedures ________ 16
Commitment to Establishing and Maintaining Standards for Professional Competence to Protect
the Public _______________________________________________________________________ 16
Clinical Psychology Model Training Values Statement Addressing Diversity* ______________ 17
The Practitioner-Scholar Training Model ____________________________________________ 18
Clinical Orientations ______________________________________________________________ 19
Competencies _________________________________________________________ 20
Foundational Competencies ________________________________________________________ 20
Core Competencies _______________________________________________________________ 30
Life as a Clinical Psychology Doctoral Student ______________________________ 55
General Psychology Core __________________________________________________________ 56
Research Core ___________________________________________________________________ 56
Clinical Practice Core & Assessment Core ____________________________________________ 57
LIU Post Clinical Psychology Doctoral Program Concentrations: Revised _________________ 58
Professional Development Seminars _________________________________________________ 66
Goals & Objectives of the Training Program ________________________________ 68
Clinical Experience Requirement _________________________________________ 72
Psychological Services Center Practicum _____________________________________________ 72
Directors of Clinical Training ____________________________________________ 76
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3rd & 4th Year Externship __________________________________________________________ 77
Externship Roadmap ______________________________________________________________________ 80
Clinical Competency Evaluation & Readiness for Internship ____________________________ 81
CLINICAL COMPETENCY EVALUATIONS (CCE) ___________________________________________ 81
5th Year, Full-Time Internship ______________________________________________________ 84
Internship ______________________________________________________________________________ 84
Internship Readiness Seminar (PSY 870) ______________________________________________________ 85
Internship Match Process & Policies _________________________________________________________ 85
Other Considerations Related to Externship & Internship_______________________________ 86
Doctoral Dissertation ___________________________________________________ 87
Dissertation Course Sequence / Pre-Requisites: ________________________________________ 87
Course Description:_______________________________________________________________ 87
Dissertation Timeline: _____________________________________________________________ 88
General Program Policies for the Dissertation _________________________________________ 90
Objective of the Dissertation Component of the Clinical Psychology Doctoral Program: ______ 90
Method for Assessing Student Progress & Attainment of Objectives ______________________ 91
Dissertation Roadmap_____________________________________________________________ 93
The Doctoral Dissertation Committee ________________________________________________ 97
Theoretical Doctoral Dissertations __________________________________________________ 97
Committee Meetings ______________________________________________________________ 98
Proposal Meeting _________________________________________________________________ 98
Oral Presentation (Defense) ________________________________________________________ 99
Practical Information Regarding Dissertation Presentation _____________________________ 100
Other Program Requirements ___________________________________________ 104
Student Participation Requirement _________________________________________________ 104
The Safe Zone Project ____________________________________________________________ 104
OTHER REQUIRED TRAINING EXPERIENCES ___________________________________ 105
Project S.A.V.E ________________________________________________________________________ 105
Child Abuse Identification & Reporting Workshop __________________________________________ 105
H.I.V. Workshop for Psychologists ________________________________________________________ 105
IRB Workshop ________________________________________________________________________ 105
Time Limits & the Doctoral of Psychology Degree __________________________ 106
Time Limit & Extensions _________________________________________________________ 106
Student Handbook Changes: Time Limit & Extensions Six Year Limit ___________________ 107
Time-Limit for Program __________________________________________________________________ 107
Seventh Year Extension __________________________________________________________________ 107
Eighth Year Extension ___________________________________________________________________ 107
Other Time-Limit Considerations Related to Externship & Internship ______________________________ 107
Notes on Time-Limits Advanced Standing____________________________________________________ 108
Leaves of Absence & Time Limits __________________________________________________________ 108
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Handbook Section Quiz: Time-Limits, Extensions, & LOAs - Check Your Understanding of the
Policies!________________________________________________________________________ 110
Degree Application Process _____________________________________________ 112
Graduation __________________________________________________________ 113
Post-Doctoral Training Applications _____________________________________ 114
Licensure ___________________________________________________________ 115
Student Evaluation____________________________________________________ 116
The Bi-Annual Review ___________________________________________________________ 116
Special Review: Policies and Procedure _____________________________________________ 117
Note on Self-Review and Student Responsibility ______________________________________ 117
Evaluation of Academic Progress and Professional Development ________________________ 119
Individual Course Grades _________________________________________________________________ 119
Consequences of Unsatisfactory Academic Progress ____________________________________________ 119
Student Evaluation in Clinical Work _______________________________________________ 120
Practicum and Externship Competency Evaluations ____________________________________________ 120
Clinical Practica Evaluation _______________________________________________________________ 120
Student Self-Evaluation of Clinical Competence _______________________________________________ 120
Clinical Report Review___________________________________________________________________ 120
Clinical Competency Evaluation ___________________________________________________________ 121
Externship Evaluation & Internship Evaluation ________________________________________________ 121
Dissertation Evaluation___________________________________________________________ 121
Individualized Dissertation Timeline to Completion ____________________________________________ 121
Pre-dissertation Proposal Presentation Form: __________________________________________________ 122
Dissertation Continuation Evaluation: _______________________________________________________ 122
Dissertation Proposal Evaluation and Self-Evaluation: __________________________________________ 122
Dissertation Defense Evaluation: ___________________________________________________________ 122
Consequences for Inadequate Student Progress ____________________________ 123
Letter of Warning _______________________________________________________________ 123
Reduction or Forfeiture of Financial Aid ____________________________________________ 124
Dismissal from the Program _______________________________________________________ 124
Faculty Hearings for Student Dismissal _____________________________________________ 124
Emergency Suspension ___________________________________________________________ 125
ETHICAL ISSUES: PROFESSIONAL CONDUCT AND ACADEMIC INTEGRITY ______ 126
Procedures for Confronting Unprofessional or Unethical Conduct _________________________________ 126
Procedures for Dealing with Formal Charges of Student Misconduct _______________________________ 127
Consequences of Unprofessional or Unethical Conduct __________________________________________ 128
Disciplinary Hearing Committee: Policy and Procedures ________________________________________ 128
Responsibilities of the Disciplinary Hearing Committee _________________________________________ 128
Composition of the Committee _____________________________________________________________ 128
Procedures for the Disciplinary Hearing Committee ____________________________________________ 129
Appealing the Decision of the Disciplinary Hearing Committee Unprofessional or Unethical Conduct _____ 129
Appeals _____________________________________________________________ 131
Appealing a Course Grade, Practicum Evaluation or Other Formal Evaluation ____________ 131
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Appealing Faculty Decisions to the Program Director _________________________________ 132
Student Records and Privacy ______________________________________________________ 132
Academic Dishonesty __________________________________________________ 133
Examples of Academic Dishonesty _________________________________________________ 134
Consequences of Academic Dishonesty ______________________________________________ 134
Steps to Avoid Academic Dishonesty ________________________________________________ 135
Procedures for Dealing with Formal Charges of Academic Dishonesty ___________________ 135
Student Remediation __________________________________________________ 136
Student Remediation Form _______________________________________________________ 136
Writing Remediation: ____________________________________________________________ 136
Course Remediation _____________________________________________________________ 136
Remedation of Clinical Work ______________________________________________________ 137
Remediation: Practica or Externship ________________________________________________________ 137
Remediation: Internship Requirement _______________________________________________________ 137
Dissertation Completion Remediation_______________________________________________ 137
Clinical Writing Remediation _____________________________________________________ 138
Student Problem Behavior Policy & Procedure _____________________________ 139
Policy Rationale _________________________________________________________________ 139
Definitions: _____________________________________________________________________ 139
Procedure -Deciding on a Course of Action __________________________________________ 140
Reporting Problem behavior:______________________________________________________ 140
Student Problem Behavior Review Committee _______________________________________ 141
Student Follow-Through__________________________________________________________ 141
Leaves of Absence ____________________________________________________ 142
Student Requests for Leave of Absence Policy and Procedure ___________________________ 142
Emergency Leave Requests: _______________________________________________________ 142
Planned Leave of Absence: ________________________________________________________ 142
Program Governance __________________________________________________ 144
Student Organizations & Representatives ____________________________________________________ 146
Other Program Activities _______________________________________________ 149
Breakfast with Director___________________________________________________________________ 149
Peer-Mentorship ________________________________________________________________________ 149
Psychologists for Social Responsibility (2x semester) ___________________________________________ 149
Gender Studies _________________________________________________________________________ 149
Colloquium (2x semester)_________________________________________________________________ 149
Concentration Meetings (2x semester) _______________________________________________________ 149
Research Assistantships, Service Disparity Fellowships, Teaching Assistantships _____________________ 149
Faculty Labs ___________________________________________________________________________ 150
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Advising System ______________________________________________________ 151
Responsibilities of the Advisee _____________________________________________________ 151
Responsibilities of the Advisor _____________________________________________________ 152
General Administrative Advising __________________________________________________ 152
Clinical Training Advising ________________________________________________________ 152
Peer Advisement System __________________________________________________________ 152
Program Evaluation___________________________________________________ 154
Course Evaluation _______________________________________________________________ 154
PSC Supervision Evaluation_______________________________________________________ 154
Informal Evaluations ____________________________________________________________ 154
Therapy for Students __________________________________________________ 155
Doctoral Program Financial Aid ________________________________________ 156
Students with Disabilities _______________________________________________ 159
Registration, Bills, & Health Insurance _________________________________ 159
Navigating the LIU website & MyLIU ___________________________________ 159
Staying Connected: __________________________________________________ 160
Forms _________________________________________________________________________ 160
Readings & Textbooks ___________________________________________________________ 160
Get a Grip _____________________________________________________________________ 160
Facebook Group Page ____________________________________________________________ 160
ListServe_______________________________________________________________________ 161
LinkedIn _______________________________________________________________________ 161
Where to go for more help ________________________________________________________ 161
Campus Map ________________________________________________________ 162
REFERENCES ______________________________________________________ 165
Application of Course Transfer Sample ___________________________________ 166
ACE – Academic Competency Evaluation Sample _____________________________ 0
Sample Remediation Plan ________________________________________________ 0
Note: All forms referenced in this handbook can be found online, in your student binder, or in the PSC clinic
manual.
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Dear Clinical Psychology Doctoral Candidate,
Welcome to the Doctoral Program in Clinical Psychology at the LIU Post.
Our program enrolled its first class of 16 students in September, 1990. This academic year, 20152016, is the 25th year of operation. There are just over 100 students in the program, with 51
students in residence this year. To date, 273 students have graduated from the program with their
Psy.D.. Over the past twenty five years we have developed the program into a first-rate setting
for the training of professional psychologists.
This handbook provides you with a complete description of all the procedures, policies and
regulations necessary to successfully negotiate your way from admission to graduation. It is
essential that you become familiar with program requirements, including any revisions that may
occur while you are enrolled in the program. It is assumed that you are aware of the program
policies and agree to comply with them. You will be provided with a form to sign indicating that
you have read and understood the contents of this handbook. This handbook is updated annually
and available on our webpage.
We highly recommend that you use the handbook as a reference during the years you spend here.
It is designed to be a reference guide for program policies and procedures as well as problems
and questions that may arise while you are in training. In addition to this handbook, you must
apprise yourself of:
1. "Get a Grip", our weekly online blog, for up-to-date program information
2. The Participant Observer our bi-annualprogram publication for more professional articles,
interviews and discussions;
3. The Graduate Bulletin: for campus policies, enrollment, and tuition policies
4. Long Island University’s website: www.liu.edu
I look forward to assisting your professional development and assure you that the faculty will
provide you with the knowledge, skills and attitudes necessary for competent practice. I trust that
your experience in our program will be rewarding while you are here and meaningful in your
professional life.
Eva L. Feindler, Ph.D.
Professor of Psychology
Program Director
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INTRODUCTION
The Program Handbook is effective September 1, 2015 to August 31, 2016. Every academic
year this handbook is updated. During their time in the program, students must following the
rules and regulations as described in the student handbook under which they entered the
program.
The Psy.D. program reserves the right to:
1. amend the academic calendar when deemed necessary or desirable;
2. change instructors or withdraw, cancel, reschedule, or change any course or program of
study and related requirements and
3. change any regulation affecting students
Notices affecting students are posted. They may be found on the lobby bulletin boards, the LIU
Post website, listed in Get a Grip and/or sent via e-mail to students' e-mail accounts. Students are
responsible for checking each of these locations for notices and are responsible for conforming to
such announcements.
Students MUST check their MyLIU email accounts daily. All correspondances will be sent to
these email addresses, as per university policy.
The LIU Post CAMPUS Student Handbook
The campus handbook should be used as a supplement to this program handbook; and to help
you understand the academic/administrative context of our program, the LIU Post facilities,
banking, transportation, mail, health services and financial aid as well as policies for sexual
harassment, smoking and students with disabilities.
You should consult this book for matters external to our program but relevant to the LIU Post
campus. This handbook is available online at www.liu.edu
Acknowledgement and appreciation is extended to Wright State University, School of
Professional Psychology for allowing liberal use of their handbook. Modified versions of various
parts are included.
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Quick Reference Campus Phone Numbers
Program Clinical Core Faculty & Staff
Eva Feindler, Ph.D. Program Director ___________ 299-3212 [email protected]
Marc Diener, Ph.D.___________________________299-3625, [email protected]
Geoffrey Goodman, Ph.D. ______________________ 299-4277 [email protected]
Robert Keisner, Ph.D. ___________________________ 299-2907 [email protected]
Danielle Knafo, Ph.D. ____________________________ 299-3893 [email protected]
Camilo Ortiz, Ph.D. __________________________ 299-3754 [email protected]
Jill Rathus, Ph.D. ______________________________ 299-3240 [email protected]
Hilary Vidair, Ph.D. __________________________299-2090 [email protected]
Pam Gustafson, Assistant Director_______ 516-299-2090: [email protected]
Fax: 516-299-2738
Psychological Services Center Directors & Staff
Tom Demaria, Ph.D., Director _____ ___ ______299-2053 [email protected]
Josette Banks, Ph.D.., Assistant Director ___________299-4274 [email protected]
Joe Pando, Ph.D.., Testing Supervisor ____________ 299-3864 [email protected]
Cathy Kudlack, Clinic Coordinator, _______________ 299-3211 [email protected]
Fax: 299-3255
Associated On-Campus Psychology Department: 516-299-2377
Gerald Lachter, Ph.D., Chairperson _______________________ [email protected]
Grace Rossi, Ph.D. _______________________________________ [email protected]
Nancy Frye, Ph.D. _____________________________________ [email protected]
Sue Ansbro, Secretary, _______________________________ [email protected]
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Guide to Campus Resources
Enrollment Services (Bursar, Financial Aid, Registrar) (Kumble Hall)
Patricia Demarest, Director of Enrollment Services 299-4096 …. [email protected]
Information Technology (Library) ......................................................................
299-2281
Dean of Liberal Arts and Sciences:
Nick Ramer, Ph.D., Acting Dean, [email protected]
Contact: Joan Ruckel.............................................................................................299-2235
Financial Aid Assistance -Kumble Hall....................................................................299-2338
Contact: Connie Abbondandolo....................... 299-4104 [email protected]
Library (circulation) ..................................................................................................299-2303
Robert Battenfeld ……………………………………………………… 299-2165
[email protected]
http://www.liu.edu/cwis/cwp/
Office Services – (Life Science Building – Lower level) ..........................................299-2248
(Copying Services, Book Binding, Mailing Services)
On-Campus Security ................................................................................................299-2222
Student Health Services: Infirmary (Life Sciences Building) …………………..
299-2345
LIU Post Center for Healthy Living: 516-299-3477 or email [email protected]
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Fall 2015-Summer 2016
Clinical Psychology Doctoral Program: Student Leadership Council
Doctoral Student Association
 Jen Wertovich (president) (2nd Year)
 Raf Levy (VP) (2nd Year)
 Faculty Advisor: Eva Feindler, Ph.D.
Gender Studies
 Faculty Advisor: Eva Feindler, Ph.D.
Participant Observer
 Yonina Goldberg, (2nd Year)
 Michael Miller (1st Year)
 Faculty Advisor: Geoffrey Goodman, Ph.D.
Peer-Advisement
 Faculty Advisor: Hilary Vidair, Ph.D.
Psychologists for Social Responsibility
 Anisha Patel (2nd Year)
 Faculty Advisor: Robert Keisner, Ph.D.
Safe Zone
 Sharon York (3rd Year)
 Eva Chiriboga (2nd year)
 Faculty Advisor: Robert Keisner, Ph.D.
Students for Multicultural Awareness in Research & Training
 Grace Feyijinmi (3rd Year)
 Faculty Advisor: Camilo Ortiz, Ph.D.
Trauma Team
 Lauren Taveras & Alecia Jarvis (TT Coordinators) (2nd Years)
 Amanda Smith (Research) (2nd Year)
 Faculty Advisor: Tom Demaria, Ph.D.
Teaching Fellows
 Faculty Advisor: Eva Feindler, Ph.D.
Service Disparity Fellows
 Faculty Advisor: Eva Feindler, Ph.D.
Alumni Mentorship Program
 Jenny Klein (4th Year)
 Faculty Advisor: Eva Feindler, Ph.D.
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The Clinical Psychology Doctoral Program
The Psychology Department at LIU Post offers a doctoral training program in Clinical
Psychology. The program is fully accredited by the American Psychological Association (see the
Office of Consultation and Accreditation, 750 First St., NE Washington, D.C. 20002-4242, 202336-5979) and is listed as a Designated Program in Clinical Psychology by the Association of
State and Provincial Psychology Boards and the National Register of Health Service Providers in
Psychology. We were first accredited by the American Psychological Association in 1994, reaccredited in 1997, in 2004, and in 2008. The program is based on the Practitioner-Scholar
Model of Training and leads to the granting of a Doctor of Psychology (Psy.D.) degree.
Mission Statements:
The Clinical Psychology Doctoral Program (Psy.D.) at LIU Post trains students who want to
practice as clinical psychologists with a strong interest in traditionally underserved populations.
In addition to mastering a rigorous core curriculum, Psy.D. students choose two courses from
our four concentration areas: Serious Mental Illnesses, Dialectical Behavior Therapy (DBT),
Interventions with High-Risk Families, and Substance Use Disorders Our highly experienced
faculty provides clinical and theoretical training in the two major orientations in the field today:
cognitive-behavioral and psychoanalytic.
The Clinical Psychology Doctoral Program is fully accredited by the American Psychological
Association (see the Office of Program Consultation and Accreditation, 750 First St., NE
Washington, D.C. 20002-4242/ 202-336-5979), registered by the New York State Education
Department and listed by the Association of State and Provincial Psychology Boards and the
National Register of Health Service Providers in Psychology as a designated institution offering
a doctoral program in psychology. The program is based on the practitioner-scholar model of
clinical training.
Long Island University Mission Statement
The mission of Long Island University is to provide excellence and access in private higher
education to people from all backgrounds who seek to expand their knowledge and prepare
themselves for meaningful, educated lives and for service to their communities and the world.
The official Long Island University Vision Statement:
Long Island University envisions a learning community dedicated to empowering and
transforming the lives of its students to effect a more peaceful and humane world that respects
differences and cherishes cultural diversity; improving health and the overall quality of life;
advancing social justice and protecting human rights; reducing poverty; celebrating creativity
and artistic expression; rewarding innovation and entrepreneurship; honoring education and
public service; and managing natural resources in an environmentally-responsible, sustainable
fashion. It aspires to move toward this vision through an institutional culture that is open to all,
cherishing and nurturing the expansion of knowledge; intellectual inquiry and critical thought;
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artistic and creative expression; teaching and learning; and community service as its core values.
This vision sustains the University and provides the foundation upon which its mission rests.
Both of these statements were adopted by the University’s Board of Trustees in January 2002.
LIU POST MISSION STATEMENT
At its core a liberal arts institution, the LIU Post Campus of Long Island University is dedicated
to meeting the needs and expanding the horizons of all its students, whether in the arts and
sciences or in our professional schools. At LIU Post, we are committed to providing highly
individualized educational experiences in every department and program from the freshman year
through advanced doctoral research in selected areas. The emphasis on the student learner is
evident in our faculty’s devotion to excellence in teaching, our intensive advisement system and
our encouragement of experiential learning through cooperative education, internships, practica,
community service, study abroad, research projects and artistic performance. Our students
benefit as well from the Campus’ participation in one of the nation’s largest private university
systems and from our ability to draw on the unparalleled cultural and professional resources of
New York City and Long Island. LIU Post students develop strong critical and expressive
abilities, a sense of civic responsibility and a mature understanding of the ideas, events and
forces shaping the modern world.
COLLEGE OF LIBERAL ARTS AND SCIENCES MISSION STATEMENT AND
GOALS
Mission statement:
LIU Post is a liberal arts institution, and the College of Liberal Arts and Sciences lies at the heart
of the work of the campus. Through the campus core curriculum and major courses at both the
undergraduate and graduate levels, the College of Arts and Sciences is dedicated to developing
students’ abilities to observe and communicate, and to enhancing their appreciation of the
diverse realms of human knowledge and inquiry. The College of Liberal Arts and Sciences
deepens and broadens our students’ discernment so they can participate as thoughtful citizens
and accomplished professionals in the informed dialogue that defines our global civilization.
Further, faculty members contribute to research, publishing, and speaking, to enhance the
intellectual life of the college, and to advance the various academic disciplines.
(Adopted by the Faculty of the College of Liberal Arts and Sciences on 13 November 2007)
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Preparing Professional Psychologists to Serve a Diverse Public
This statement was developed by the Education Directorate's Working Group on Restrictions
Affecting Diversity Training in Graduate Education, and approved by the Board of Educational
Affairs in March 2013. This statement is fully supported by the Doctoral Training Committee of
the Clinical Psychology Doctoral Program.
Statement of Purpose
For psychologists to competently serve all members of the public now and in the future,
professional psychology training programs strive to ensure that psychology trainees demonstrate
acceptable levels of knowledge, skills and awareness to work effectively with diverse
individuals. Clients/patients are complex individuals who belong to diverse cultures and groups.
Trainees also bring a complex set of personal characteristics and diverse cultural or group
memberships to the education and training process. An important component of psychology
training to explore is when and how trainees’ world views, beliefs or religious values interact
with and even impede the provision of competent professional services to members of the public.
It is essential that potential conflicts be acknowledged and addressed during training so that
psychologists are prepared to beneficially and non-injuriously interact with all clients/patients.
This statement is intended to help training programs address conflicts between trainees’
worldviews, beliefs or religious values and professional psychology’s commitment to offering
culturally responsive psychological services to all members of the public, especially to those
from traditionally marginalized groups.
Commitment to a Supportive Training Environment
Training environments foster the ability of trainees to provide competent care to the general
public, and trainees’ competencies in professional practice are evaluated regularly. Some trainees
possess worldviews, values or religious beliefs that conflict with serving specific subgroups
within the public. For example, they may experience strong negative reactions toward
clients/patients who are of a particular sexual orientation, religious tradition, age or disability
status. Trainers take a developmental approach to trainee skill and competency acquisition and
support individual trainees in the process of developing competencies to work with diverse
populations. Trainers respect the right of trainees to maintain their personal belief systems while
acquiring such professional competencies. Trainers also model the process of personal
introspection; the exploration of personal beliefs, attitudes and values; and the development of
cognitive flexibility required to serve a wide diversity of clients/patients. Training to work with
diverse clients/patients is integral to the curriculum, and consists of both didactic coursework and
practical training.
Training programs, trainers and trainees cannot be selective about the core competencies needed
for the practice of psychology because these competencies are determined by the profession for
the benefit of the public. Further, training programs are accountable for ensuring that trainees
exhibit the ability to work effectively with clients/patients whose group membership,
demographic characteristics or worldviews create conflict with their own. Trainers respectfully
work with trainees to beneficially navigate value- or belief- related tensions. At times, training
programs may wish to consider client/patient re-assignment so trainees have time to work to
develop their competence to work with client/patients who challenge trainees’ sincerely held
beliefs. Trainers utilize professional judgment in determining when client/patient re-assignment
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may be indicated in this situation as in all other possible situations in which client/patient reassignment may be considered. The overriding consideration in such cases must always be the
welfare of the client/patient. In such cases, trainers focus on the trainees’ development,
recognizing that tensions arising from sincerely held beliefs or values require pedagogical
support and time to understand and integrate with standards for professional conduct. Thus
trainees entering professional psychology training programs should have no reasonable
expectation of being exempted from having any particular category of potential clients/patients
assigned to them for the duration of training.
Commitment to Transparency in Educational Expectations, Policies and Procedures
Psychology training programs inform prospective trainees and the public of expected
competencies to be attained during training. Publicly available program descriptions and
admission materials should include the program’s goals and objectives, content about training
standards and the commitment to serving a diverse public. These expectations are reiterated
throughout the course of training and in documents such as practicum contracts. Training
programs are responsible for notifying prospective trainees, current students and the public that
the failure to demonstrate appropriate levels of competence as set forth and assessed by the
program could lead to dismissal from the doctoral training program.
Commitment to Establishing and Maintaining Standards for Professional Competence to
Protect the Public
As the largest professional and scientific organization of psychologists in the United States, the
American Psychological Association has sought to create, communicate and apply psychological
knowledge for the public’s benefit for more than a century. It does this, in part, by establishing a
professional code of ethics and standards for professional education and training for practice.
These APA documents mandate that education and training programs take reasonable steps to
ensure that doctoral-level graduates are prepared to serve a diverse public.
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Clinical Psychology Model Training Values Statement Addressing Diversity*
Endorsed by the faculty of the Clinical Psychology Doctoral Program, Post campus of Long
Island University.
Respect for diversity and for values different from one’s own is a central value of clinical
psychology training programs. The valuing of diversity is also consistent with the profession of
psychology as mandated by the American Psychological Association’s Ethical Principles and
Code of Conduct (2002) and as discussed in the Guidelines and Principles of Programs in
Professional Psychology (APA, 2005). More recently there has been a call for clinical
psychologists to actively work and advocate for social justice and prevent further oppression in
society. Clinical psychologists provide services, teach, and/or engage in research with or
pertaining to members of social groups that have often been devalued, viewed as deficient, or
otherwise marginalized in the larger society.
Academic training programs, internships that employ clinical psychologists and espouse the
values of clinical psychology, and post-doc training programs (herein “training programs”) in
clinical psychology exist within multicultural communities that contain people of diverse racial,
ethnic, and class backgrounds; national origins; religious, spiritual and political beliefs; physical
abilities; ages; genders; gender identities, sexual orientations, and physical appearance. Clinical
psychologists believe that training communities are enriched by members’ openness to learning
about others who are different than them as well as acceptance of others. Internship trainers,
professors, practicum supervisors (herein “trainers”) and students and interns (herein “trainees”)
agree to work together to create training environments that are characterized by respect, safety,
and trust. Further, trainers and trainees are expected to be respectful and supportive of all
individuals, including, but not limited to clients, staff, peers, and research participants.
Trainers recognize that no individual is completely free from all forms of bias and prejudice.
Furthermore, it is expected that each training community will evidence a range of attitudes,
beliefs, and behaviors. Nonetheless, trainees and trainers in clinical psychology training
programs are expected to be committed to the social values of respect for diversity, inclusion,
and equity. Further, trainees and trainers are expected to be committed to critical thinking and
the process of self-examination so that such prejudices or biases (and the assumptions on which
they are based) may be evaluated in the light of available scientific data, standards of the
profession, and traditions of cooperation and mutual respect. Thus, trainees and trainers are
asked to demonstrate a genuine desire to examine their own attitudes, assumptions, behaviors,
and values and to learn to work effectively with “cultural, individual, and role differences
including those based on age, gender, gender identity, race, ethnicity, culture, national origin,
religion, sexual orientation, disability, language, and socioeconomic status” (APA Ethics Code,
2002, Principle E, p. 1063). Stated simply, both trainers and trainees are expected to demonstrate
a willingness to examine their personal values, and to acquire and utilize professionally relevant
knowledge and skills regardless of their beliefs, attitudes, and values. We encourage the free and
vigorous discussion of all beliefs and values in an open and respectful manner.
Trainers will engage trainees in a manner inclusive and respectful of their multiple cultural
identities. Trainers will examine their own biases and prejudices in the course of their
interactions with trainees so as to model and facilitate this process for their trainees. Trainers will
provide equal access, opportunity, and encouragement for trainees inclusive of their multiple
cultural identities. Where appropriate, trainers will also model the processes of personal
introspection in which they desire trainees to engage. As such, trainers will engage in and model
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appropriate self-disclosure and introspection with their trainees. This can include discussions
about personal life experiences, attitudes, beliefs, opinions, feelings, and personal histories.
Assuming no one is free from biases and prejudices, trainers will remain open to appropriate
challenges from trainees to their held biases and prejudices. Trainers are committed to lifelong
learning relative to multicultural competence.
Clinical psychology training programs believe providing experiences that call for trainees to selfdisclose and personally introspect about personal life experiences is an essential component of
the training program. Specifically, while in the program trainees will be expected to engage in
self-reflection and introspection on their attitudes, beliefs, opinions, feelings and personal
history. Trainees will be expected to examine and attempt to resolve any of the above to
eliminate potential negative impact on their ability to perform the functions of a psychologist,
including but not limited to providing effective services to individuals from cultures and with
beliefs different from their own and in accordance with APA guidelines and principles.
Members of the training community are committed to educating each other on the existence and
effects of racism, sexism, ageism, heterosexism, religious intolerance, and other forms of
invidious prejudice. Evidence of bias, stereotyped thinking, and prejudicial beliefs and attitudes
will not go unchallenged, even when such behavior is rationalized as being a function of
ignorance, joking, cultural differences, or substance abuse. When these actions result in physical
or psychological abuse, harassment, intimidation, substandard psychological services or
research, or violence against persons or property, members of the training community will
intervene appropriately.
In summary, all members of clinical psychology training communities are committed to a
training process that facilitates the development of professionally relevant knowledge and skills
focused on working effectively with all individuals inclusive of demographics, beliefs, attitudes,
and values. Members agree to engage in a mutually supportive process that examines the effects
of one’s beliefs, attitudes, and values on one’s work with all clients. Such training processes are
consistent with clinical psychology’s core values, respect for diversity and for values similar and
different from one’s own.
 This document is an amended version of a document endorsed by the Association of
Counseling Center Training Agencies (ACCTA), the Council of Counseling Psychology
Training Programs (CCPTP), and the Society for Counseling Psychology (SCP) in
August of 2006. of the Counseling Psychology.
The Practitioner-Scholar Training Model
The term practitioner-scholar best describes the primary educational model of our program. The
professional practice of psychology is the primary focus of the training program. However, this
practice is informed by scientific scholarly inquiry. All program requirements are consistent with
a definition of a science-practice relationship that includes “the productive interaction of theory
and practice in a primarily practice based approach to inquiry” (Hoshmand and Polinghorne,
1992). In addition, because our program focuses on two theoretical orientations, psychodynamic
and cognitive-behavioral, our students are presented with different models of clinical knowledge.
Students are encouraged to use the scientific method in clinical thinking and to critically assess
their clinical practice. The program also employs a developmental training approach, where
expectations of minimum competency gradually increase as students proceed through the
sequence of coursework, supervised clinical practice and the completion of other requirements.
P a g e | 19
The program is designed so that students assume increased responsibility and independence as
they progress from the first year to completion.
Upon completion of the program, graduates are expected to be able to function as competent and
ethical psychologists providing psychological services to various individuals, groups and
organizations. Graduates are also expected to have specialized knowledge and experience with at
least two of the following populations: people with serious mental illnesses, people with
substance use disorders, high-risk families, and adolescents . These advanced concentration
areas represent one facet of our public interest mission.
The competencies promoted in the program are based on a blended version of the National
Council of Schools and Programs of Professional Psychology Educational Model proposed by
Peterson, Peterson, Abrams and Stricker (1997) and the Competencies in Professional
Psychology model outlined by Kaslow (2004). This blended version reflects the generally
accepted competencies in professional psychology training and the unique mission of the
program. The goals and objectives determine the policies, curriculum, training experiences and
environment of the program and are designed to promote foundational competencies, core
competencies and specialty competencies (Kaslow, 2004).
Clinical Orientations
Although the practice of clinical psychology is informed by a number of theoretical approaches,
students in this program receive substantial didactic and practical training in two major
orientations, cognitive-behavioral and psychoanalytic. One or both of these orientations
influence most academic courses and both orientations are a critical part of each student's clinical
experience. For example, all second year students placed in the program's Psychological Services
Center, receive psychotherapy supervision from at least two supervisors, one psychoanalytic and
the other cognitive-behavioral. As a result of this experience, our graduates have the background
and tools to practice with one or both models. This provides them with considerable professional
flexibility, necessary in the world of changing demands and possibilities.
P a g e | 20
Competencies
The competencies promoted in the program are based on a blended version of the National Council of Schools and Programs of
Professional Psychology Educational Model proposed by Peterson, Peterson, Abrams and Stricker (1997) and the Competencies in
Professional Psychology model outlined by Kaslow (2004). This blended version reflects the generally accepted competencies in
professional psychology training and the unique mission of the CW Post/LIU Clinical Psychology Doctoral Program. The goals and
objectives determine the policies, curriculum, training experiences and environment of the program and are designed to promote
foundational competencies, core competencies and specialty competencies (Kaslow, 2004). Briefly, these competencies are:
Foundational Competencies
Ethical Competence includes the following components: knowledge of ethical codes, standards and legal regulations and case law
relevant to professional practice. In particular ethical behavior requires knowledge of an ethical decision making model and the ability
to apply that model in the various roles enacted by a professional psychologist (Kaslow, 2004).
Individual and Cultural Diversity Competence “requires self awareness of one’s own attitudes, biases, and assumptions and
knowledge about various dimensions of diversity and appropriate professional practice with persons from diverse groups” (Daniel,
Roysircir, Abeles and Boyd, 2004). This can also be identified as multicultural competence. It requires an understanding of the need to
consider and include individual and cultural differences in clinical work, possession of the knowledge necessary to conduct culturally
competent practice and the attitudes and values consistent with such professional activities.
Begin Practicum
Begin Internship
Complete Doctoral Degree
Multiple Identities
K
1. Understanding of an individual’s nidentity
as an integration of multiple identities,
including, but not limited to,
race/ethnicity, gender, sexual orientation,
etc
2. Knowledge that everyone (including the
student) has a perspective resulting from
his/her unique identity that inherently
creates bias
3. Understanding of how multiple identities
impact his/her interactions with others
1. Knowledge of multiple identities and
their impact on professional work
2. Understanding of how one’s own
identities and experiences create
unique biases
1. Recognition that professional and
institutional roles interact with personal
identities and biases, which impact
professional work
2. Understanding of how to continually
monitor one’s own biases throughout one’s
lifetime
P a g e | 21
1. Ability to articulate one’s multiple
identities, as well as those of others
S
A
1. Demonstration of appreciation, curiosity
and respect for one’s own multiple
identities
2. Investment in understanding how own
multiple identities impact clinical work
3. Appreciation that one’s practice must
incorporate an understanding of the impact
of multiple identities.
4. Acknowledgement of multiple identities
and ICD as important in understanding
human behavior
1. Ability to appropriately use and apply
the knowledge, perceptions,
assumptions, values and biases that
result from own multiple identities
into clinical, professional, and
scholarly work
1. Valuation of differences among
diverse groups of people
2. Openness to feedback on issues
related to ICD
1. Ability to be self reflective and articulate
own attitudes, biases nand conflicts around
ICD
1. Valuation of the need for ongoing
examination of identities and biases
throughout lifetime
2. Awareness of limits to one’s own ability in
the domain of ICD
Power, Oppression and Privilege
K
1. Knowledge that injustice exists and that it
differentially affects diverse groups
2. Understanding of how oppression is often
related to a history of colonization and
trauma
3. Understanding of the constructs of power,
oppression, and privilege, and their impact
on the experiences of diverse individuals,
including the self
1. Understanding of the complexity of
power, oppression, and privilege, and
their interaction with multiple
identities of self and others
2. Knowledge of how professional
psychology, even if inadvertently,
may contribute to injustice
3. Understanding of the need to
incorporate the history of
marginalized groups, including the
historical impact of oppression and
trauma, into professional
conceptualizations
4. Understanding of how power, a
history of oppression, and privilege
1. Understanding of the impact of power,
oppression, and privilege evolves over time
2. Understanding of why issues of power,
oppression and privilege require attention
throughout one’s professional lifetime and
across all stages of professional services
3. Understanding of the need to impact systems
that perpetuate oppression and privilege
P a g e | 22
S
A
impact client experience, clinical
presentation, and professional
relationships
1. Ability to recognize and discuss the impact 1. Ability to recognize and discuss the
of social injustice
impact of social injustice on an
individual in case material
2. Ability to integrate the impact of the
history of marginalized groups,
including the historical impact of
oppression and trauma, into
professional conceptualizations,
assessments and interventions
1. Exhibition of curiosity and openness
1. Valuation of addressing power,
regarding power, oppression and privilege
oppression and privilege in multiple
in self and others
professional roles (e.g.,
2. Exhibition of openness and willingness to
organizational consultant, supervisor,
examine own biases and assumptions about
colleague, therapist)
differences
2. Openness to discussing conflicts
and/or personal impact of ICD issues
with supervisors and colleagues
3. Willingness to discuss internal
conflicts in supervision that arise in
discussion of issues of ICD w/ clients
1. Ability to reflect on and responsibly use
own experiences of power, oppression, and
privilege in professional roles to promote
social justice
2. Ability to seek out continuing education
related to ICD through consultation,
education, and exposure to a diversity of
experiences and populations
1. Confident expression of, and consistent
commitment to, the promotion of social
justice in all professional roles
2. Courage and willingness to address power,
oppression and privilege in multiple
professional roles (e.g., organizational
consultant, supervisor, colleague, therapist)
ICD Specific Knowledge
K
1. Understanding of the socially constructed
nature of identity
2. Knowledge of the scientific, theoretical and
application-based literature related to ICD
(i.e., models of psychopathology,
diagnosis, individual development,
systems, etc.)
3. Familiarity with the existing knowledge
base, including, but not limited to,
1. Understanding of the complexity and 1. Understanding of how the knowledge base
practice implications of the
related to ICD continues to evolve,
scientific, theoretical and
requiring a commitment to life long
application-based literature related to
learning
ICD (i.e., models of intervention,
psychopathology, diagnosis,
individual development, systems,
etc.)
2. Understanding of the complexity of
P a g e | 23
Evidence Based Practice (EBP), and the
importance of its application in the context
of client characteristics, culture, and
preferences
4. Knowledge of the APA Multicultural
Guidelines (APA, 2002)
1. Ability to determine how ICD knowledge
applies to one’s identity and experiences as
well as those of others
S
A
1. Valuation of learning about issues related to
ICD
the interaction between ICD and
EBP
3. Understanding of the limitations of
existing theories and how to apply
those theories to diverse populations
4. Understanding of the limitations of
exiting theories
1. Ability to analyze, synthesize,
critique, and apply major scientific
theoretical and contextual bodies of
knowledge related to ICD and
professional work (i.e., models of
psychopathology, diagnosis,
individual development, systems,
etc.) under guidance and supervision
2. Ability to review and critique EBP to
determine if they are appropriate for
use with diverse populations
1. Appreciation of the need to stay
abreast of ICD-related scholarship
that informs professional
development
1. Ability to critique and modify traditional
models of intervention and assessment to
best fit diverse populations.
2. Ability to review and critique the ICD
literature, including evidence based
scholarship on treatment, and to determine
its appropriate application to diverse
populations.
1. Commitment to remaining informed of and to
contribute to ICD scholarship
Culturally Competent Service Provision
K
S
1. Beginning knowledge of alternative
1. Understanding of alternative theories
theories and models of healing
and models of healing
2. Knowledge that ICD should be integrated
2. Knowledge of culturally competent
into case conceptualization
treatment approaches
3. Understanding of the potential impact of
variables related to ICD on the efficacy of
intervention
1. Ability to establish rapport with individuals 1. Ability to conceptualize and articulate
from diverse groups
the psychological impact of injustice
in multiple professional activities
1. Understanding of how to
competently integrate
knowledge of ICD into all
professional services
1. Ability to demonstrate the relevance of ICD
knowledge in understanding self and others
through analysis, synthesis and application
P a g e | 24
2. Ability to discuss ICD related internal
conflicts that arise with clients and in
supervision
3. Ability to synthesize cultural
information and integrate it into case
conceptualization and treatment
planning
4. Ability to apply alternative theories
and models of healing
5. Ability to articulate the impact of
culturally specific variables on the
therapeutic alliance
A
1. Willingness to make active attempts to
interact with persons of diverse
backgrounds
2. Awareness that ICD issues should be
considered in the provision of
professional services
1. Openness to the integration of cultural
information in development of case
conceptualization, treatment
planning, assessment and
intervention
2. Openness to integrating alternative
models of healing into interventions
when indicated
2. Integration of alternative models of healing
into interventions when indicated
3. Ability to integrate community
healers/leaders and negotiate professional
roles to include indigenous health practices
4. Ability to evaluate and critique typical
models of intervention and their
applicability to diverse populations
5. Routine integration of ICD information in
development of case conceptualization,
treatment planning, assessment and
intervention
6. Ability to seek consultation regarding ICD
when needed
1. Commitment to the critique and
modification of traditional models of
intervention for use with diverse
populations
2. Valuation of life-long learning related to
ICD
Ethics
K
S
A
1. Basic knowledge of ethical principles and
guidelines that address professional
relationships and issues of ICD
1. Ability to discuss ethical guidelines and
expectations pertinent to issues of ICD
1. Investment in behaving in an ethical and
respectful manner with all people
1. Understanding of how ICD issues play 1. Understanding of how ethical guidelines and
an important part in ethical decision
their application are influenced and
making
informed by ICD
1. Application of ethical guidelines and 1. Ability to integrate ICD issues into ethical
ICD knowledge in
decision making
conceptualization, assessment and
intervention
1. Committed to understanding and
1. Belief that one’s practice is ethical only if it
incorporating ICD into personal
includes decision making that integrates
ethical values and into ethical
ICD
P a g e | 25
principles in all professional
activities
Professional Development Competence: Peterson, Peterson, Abrams and Stricker (1997) identified relationship competence as
including “a) intellectual curiosity and flexibility, b) openmindedness, c) belief in the capacity for change in human attitudes and
behavior, d) appreciation of individual and cultural diversity, e) personal integrity and f) belief in the value self-awareness.” Kaslow
(2004) refers to a similar competency as professional development. The emphasis on professional development has the advantages of
being more inclusive and consistent with a developmental approach to training. She includes a)“ interpersonal functioning”…
operationalized as “social and emotional intelligence, the capacity to relate effectively with others, developing one’s own professional
approaches and persona, internalizing professional standards, seeing one’s self as a cultural being, and understanding the impact of
one’s own culture on interactions with others”. b) “Critical thinking implies thinking like a psychologist, that is assuming a
psychological and scientific approach to problem solving and c) “self-assessment, or the capacity for self-reflection, possessing an
accurate assessment and awareness of one’s own level of knowledge and skill, and using this information to gauge one’s readiness to
provide psychological services in specific areas of practice” (Kaslow 2004, pp 776-777). Students and graduates should be aware of
their own biases, limitations, and distress signals and be capable and desirous of creating and maintaining safe and effective
environments when providing psychological services. Our program focuses not only on the application of professional development
competency with clinical populations, but also on how such change impacts on relationships with colleagues, supervisors and
community professionals. In addition, an important aspect of professional development, or a central skill necessary for successful
clinical practice is what Schon as described in Hoshmand and Polinghorne (1992), called “reflection-in-action”, or a “capacity to keep
alive, in the midst of an action, a multiplicity of views of the situation”.
Begin Practicum
Begin Internship
Complete Doctoral Degree
Professional Demeanor
K
S
1. Understanding of the meaning of
professional demeanor
2. Understanding of basic social skills
3. Understanding of the importance of the role
of psychologist
4. Understanding of professional boundaries
1. Development of basic social skills
2. Ability to be organized, on time, on task,
courteous
3. Demonstration of professional
1. Knowledge of how relationships are
central to the multiple roles of
professional psychologists
2. Knowledge of norms for professional
relationships
1. Understanding of the intersection of
diversity and professional demeanor and the
significance of context
1. Demonstration of comfort and
confidence in role of psychology
trainee and recognition of when that
comfort and confidence is lacking
1. Ability to interact with others with respect
and appropriate assertiveness
2. Ability to reflect on the impact of oneself on
others
P a g e | 26
A
clothing/appearance and good personal
hygiene
4. Ability to comfortably converse with others
and convey support and acceptance
1. Valuation of honesty and integrity
2. Maintenance of a sense of hope and desire
to be helpful
3. Maintenance of an attitude of inquiry and
openness to experience and ideas
3. Flexibility in conveyance of professional
demeanor based on context and diversity
1. Initiation of integration between
professional identity and sense of
self
1. Respect/manners/etiquette with those above
and below the person in the chain of
command
Self
K
1. Knowledge of self boundaries as they relate 1. Knowledge of theories and models
to client/therapist roles
for personal and cultural identity
2. Understanding of self-based affect, motives,
and causes of conflicts
1. Ability to listen and be empathic to others
2. Beginning ability to tolerate affect, conflict,
and ambiguity
3. Beginning ability to be aware of own
motives, attitudes, behaviors, and effects
on others
S
1. Ability to identify own strengths and
weaknesses vis a vis relationship
2. Engagement in appropriate self care
especially as it relates to ability for
professional relationships
3. Awareness of biases and blind spots
with regard to relationships
4. Participation in honest and productive
self reflection
5. Comfort in varying roles, or ability to
address its lack
6. Ability to recognize, tolerate, & use
one’s affect in professional
relationships
7. Ability to seek support when needed,
including being able to collaborate,
do a realistic self assessment, and
recognize relationship ruptures
1. Adequate knowledge of self in role as
therapist
2. Knowledge of self and how one responds to
specific groups and individuals
3. Knowledge of personal strengths and limits
1. Ability to avoid blind spots and biases in
relationships
2. Engagement in regular selfreflection about
one’s role as therapist and as professional
3. Formation of a positive self identity about
one’s professional role
4. Ability to engage in fairly advanced self
evaluation and self reflection
P a g e | 27
A
1. Openness to feedback
2. Openness to new ideas or perspectives
3. Desire to help others
4. Inquisitiveness
5. Self-reflectiveness
1. Ability to tolerate ambiguity in
relationships, including not knowing
and not having the answers
2. Attainment of a strong sense of
flexibility within relationships
including intervening flexibly
3. Involvement in the development of a
sense of professional identity
1. Achievement of beginning level knowledge
of other people from the literature in
diversity, social psychology, and
therapeutic relationships
2. Knowledge and distinguishing of others as
different
1. Knowledge of, and respect for, the
complexity of diversity across
different cultural groups, and
perspectives
2. Understanding of a systems
perspective and the contextual nature
of relationships
3. Acquisition of a broad fund of
knowledge of personality styles and
ability to adjust relationships based
on those styles
4. Knowledge of norms in a variety of
contexts (broadly defined, and
relevant to student’s specialty and
previous work, cultural, professional,
by setting)
5. Attainment of a theoretical
understanding of how relationships
apply to treatment
1. Ability to evaluate norms in a variety
of contexts (broadly defined, and
relevant to student’s specialty and
previous work, cultural, professional,
by setting)
1. Maintenance of objectivity about self
2. Openness to others’ input and views about
oneself
3. Commitment to lifelong learning and the
fact that professional development will
continue to occur
Other
K
S
1. Ability to engage in perspective taking
2. Ability to articulate aspects of self and other
in the therapy relationship
1. Knowledge of the theoretical interpersonal
literature and literature on various models
of relationship
2. Deeper knowledge of specific others who are
different from self
1. Ability to step back affectively and
cognitively from a relational process
2. Integration of experience with literature to
understand relationships
3. Ability to form collegial
P a g e | 28
A
1. Respect for and interest in other cultures and
other perspectives
2. Application of contextual information relationships with others
to adjust and enhance professional
relationships
1. Recognition of autonomy and values 1. Flexibility, tolerance of affect, and curiosity
differences of clients
about others
2. Appreciation of other disciplines and
professions
Interpersonal Connection
1. Knowledge of basic relationship skills
2. Understanding of the importance of
relationship as a foundation for
psychologists
K
1. Demonstration of basic skills in rapport
building, expressing empathy, listening
S
1. Knowledge of therapeutic alliance
2. Knowledge of groups and their
dynamics
3. Knowledge of the importance and
process of metacommunication,
reflexivity, or processing of
relationships
4. Awareness of the possibility of taking
a metaperspective on, or stepping
back to view, oneself and one’s
relationships.
1. Ability to form a therapeutic alliance
2. Basic ability to engage others around
difficult issues
3. Basic ability to work with others to
reflect upon the nature of one’s
relationship with them
4. Beginning ability to negotiate/accept
disagreements
5. Developing ability for
metacommunication to repair or learn
about relationship ruptures
6. Ability to communicate hope
1. Understanding that relationships provide
useful data
2. Knowledge of varied population specific and
setting-specific relationships
1. Ability to tolerate affect, stay with others’
pain
2. Ability to discuss the relationship with
others, to reflect what’s happening in the
relationship
3. Ability to form a working alliance across
contexts and roles
4. Participation in more independent decision
making about handling relationships
5. Ability to understand things in the moment,
not just upon reflection; can act in the
moment sometimes
6. Ability to manage conflict across a variety of
professional relationships
P a g e | 29
A
1. Openness to hearing about and
understanding the experience of others.
2. Valuation of communication
3. Achievement off empathy for others
4. Exhibition of basic compassion toward self
and others
1. Attainment of a strong sense of
flexibility within relationships
including intervening flexibility
2. Commitment to serving the needs of
the client (not own needs)
3. Curiosity and openness regarding
interpersonal exchange
4. Openness to giving and receiving
feedback
7. Ability to begin to relate to others as a
professional, not as a student
1. Internalization of previously described,
foundational attitudes
2. Attainment of a greater sense of spontaneity
within relationships
Cultural Adaptability
K
S
A
1. Knowledge of how different worldviews
1. Explicit exploration of issues of power
impact relationships
and privilege
2. Knowledge of helping relationships within a 2. Empathic understanding of
social justice and cultural context
marginalization and differences in
worldviews
1. Attainment of flexible verbal skills
1. Attainment of flexible verbal and
2. Ability to express hope of working together
nonverbal skills
given similarities and differences
2. Ability to negotiate expectations for
3. Ability to use the power of the helping role
working together given similarities
appropriately, given individual and
and differences
cultural differences (ICDs)
3. Ability to self-reflect and self-correct
4. Ability to self-reflect
with help from others
1. Valuation of exploration of personal history
in relation to ICDs
2. Openness to feedback
3. Valuation of ICDs in self and others
1. Valuation of ICDs within the
relationship
2. Valuation of nondefensive and honest
dialogue regarding ICDs
3. Valuation of self-correction with help
from others
1. Knowledge about working with community
healers/leaders
2. Knowledge of different worldviews
1. Attainment of flexible, sensitive, and
congruent verbal/non-verbal skills
2. Ability to take the other’s perspective when
working with individuals from diverse
groups
3. Integration of different worldviews in the
therapeutic relationship
4. Ability to explore ICDs with ease most of the
time
1. Celebration of ICDs within the relationship
P a g e | 30
Ethics
1. Basic knowledge of ethics
K
S
A
1. Ability to identify and discuss some ethical
issues surrounding relationships in class
exercises
2. Ability to usually self-reflect:
-Under stress
-Regarding power/privilege
-Regarding motivation
-Regarding manipulation
-Regarding cultural difference
-Regarding systemic context
1. Valuation of ethical behavior
2. Valuation of basic self-care
3. Valuation of care of others
4. Valuation of the training role and the
profession
5. Respect for self, others, role/profession
1. Understanding of legal & ethical
requirements of the profession and
how they relate to developing
professional relationships
2. Knowledge of common ethical
dilemmas within populations in their
experience
1. Ability to articulate some
understanding of the legal and
ethical requirements of a
professional psychologist and see
how they relate to developing
professional relationships
2. Ability to recognize ethical dilemmas
and relational issues involved with
them
3. Ability to usually engage in
selfcorrection of inconsistencies in
verbal and nonverbal behavior and
in use of power
1. Recognition of others’ autonomy and
differences
2. Demonstration of respect for self,
others and the profession both
verbally and nonverbally
1. Adequate knowledge of recent judicial and
legislative decisions regarding complex
ethical issues in relationships
2. Understanding of the complexities of ethical
guidelines and models of ethical decision
making with respect to relationships
1. Ability to apply ethics across a variety of
situations with regard to relationship issues,
particularly boundaries
2. Consistent demonstration of appropriate use
of power in relationships
3. Appraisal and adoption of one’s own ethical
decision making model and ability to apply
it with personal integrity and cultural
competence in all aspects of professional
activities
4. Ability to seek and provide consultation
around relationships when needed
1. Valuation of social justice as a value
2. Internalization of ethics code and sense of
principled judgment, and the ability to
apply it in most situations
3. Valuation of life-long learning about
relationships and ethics
Core Competencies
Research and Evaluation Competency includes the capacity to grasp psychological inquiry and research methodology via
qualitative, quantitative or theoretical study of psychological phenomena relevant to clinical issues. It includes a desire to investigate
local and/or individual psychological phenomena using a systematic mode of inquiry. This competency area also involves problem
identification and the acquisition and interpretation of information concerning the problem in a scientific manner.
P a g e | 31
Begin Practicum
Begin Internship
Complete Doctoral Degree
Crtical Evaluation of Research
K
S
A
1. Familiarity with different research
methodologies (e.g., qualitative,
quantitative)
2. Foundation knowledge of psychometric
theory underlying frequently used
measures (e.g., reliability and validity)
3. Understanding of important link between
critical thinking and clinical decisions
1. Understanding of the strengths and
limitations of different research
methodologies (i.e., quantitative and
qualitative; efficacy and
effectiveness) and sources of
information
2. Understanding of advanced statistical
procedures as they are found in the
psychological literature
3. Understanding of the process of
psychometric research
1. Ability to read research articles and
1. Ability to critically evaluate literature
critically evaluate truth claims at an
(discriminate solid and relevant
introductory level
articles from others) and apply to
2. Grasp of basic library search techniques and
clinical work
ability to locate appropriate sources of
2. Grasp of advanced library search
information
techniques
3. Ability to independently conduct a
comprehensive literature review on a
topic of interest
1. Ability to distinguish scientific evidence
1. Recognition of the value of staying
from personal opinion
current in the literature
2. Maintenance of an attitude of healthy
skepticism
3. Openness to multiple ways of
knowing
1. Understanding of different epistemologies,
including an understanding of western
science in its cultural context.
2. Maintenance and expansion of breadth and
depth of knowledge statistics and research
design
1. Ability to critically evaluate research
literature in terms of applicability to
specific clinical questions
2. Ability to smoothly explain relevant
professional research literature to a client
3. Ability to critically evaluate different
epistemologies
1. Incorporation of scientific attitudes and
values in work as a psychologist
Conducting and Using Research in Applied Settings
K
1. Knowledge of basic statistical concepts
2. Beginning understanding of how personal
biases can limit inquiry and research
1. Recognition of own limitations in
research
2. Understanding of the importance and
value of consultation
1. Understanding of how to build new practice
methods and adjust interventions based on
evidence
P a g e | 32
S
A
1. Beginning ability to identify personal biases 1. Able to design appropriate data
that impact the design and implementation
collection methods in local clinical
of research
settings
2. Engagement in data analysis and
synthesis
3. Ability to collect and analyze both
qualitative and quantitative data
4. Ability to detect and correct errors in
conducting research
5. Ability to develop and manage a
major scholarly project
6. Identification of personal biases that
impact the design and
implementation of research and the
application of research findings in
clinical settings
1. Appreciation of the role of psychologists in 1. Reflection on personal biases brought
conducting research in applied settings
to the research process by oneself
2. Ability to explain how a psychologist
and by important stakeholders
would collect data to address a “local”
2. Ability to offers feedback to peers on
clinical issue
research design through supervision
or consultation
1. Ability to design and conduct outcome
research (individual client and/or larger
participant group) in an applied setting
2. Ability to functions as a peer consultant in
research design and evaluation
3. Completion of a major scholarly research
project
4. Dissemination of scholarly findings to the
professional community.
5. Ability to identify and attempt to control for
personal biases that impact the design and
implementation of research and the
application of research findings in clinical
settings
6. Application of research in local clinical
settings
1. Assumption of a leadership role as an
evaluator and/or researcher in applied
settings
2. Investment in the application of research
findings in local clinical settings
Ethics and Professional Competence
K
S
1. Demonstration of a basic working
knowledge of ethical principles of research
2. Basic knowledge of the impact of individual
and cultural diversity on research
1. Ability to evaluate research with respect to
conformity to ethical standards
2. Description of epistemological model of the
integration of science and practice in own
program
1. Knowledge of ethical principles in
1. Inclusion of diversity issues in the
research
development, implementation, and
2. Understanding of the role of diversity
interpretation of research
issues in the evaluation design and
analysis of research
1. Ability to design research in
1. Ability to conduct research according to
conformity with ethical standards
accepted ethical principles and standards
2. Ability to make mid-course
2. Ability to function as a “local clinical
corrections in clinical and research
scientist” in an applied setting
practice based on data
P a g e | 33
1. Openness to IRB feedback and research
ethics
A
3. Application of ethical principles in
research
1. Investment in presenting scientific
1. Commitment to the importance of research
work for the scrutiny of others
and evaluation in ongoing inquiry and
2. Investment in offering constructive
lifelong learning
feedback to peers
3. Commitment to mid-course
corrections in clinical and research
practice based on data
4. Endorsement of the importance of the
“local clinical scientist” model to
own training as a psychologist
Assessment Competence requires the ability to “describe, conceptualize, characterize, and predict relevant characteristics of a client”
(Peterson, Peterson, Abrams and Stricker, 1997, p.380) This involves the development of assessment, diagnostic, and clinical
interviewing skills in cognitive, personality, and behavioral domains and the ethical use of these assessment instruments and methods.
Begin Practicum
Begin Internship
Complete Doctoral Degree
Interviewing and Relationships
K
S
1. Familiarity with models andtechniques of
interviewing, treatment planning, and goal
setting
2. Familiarity with how the reason for referral
drives the assessment
3. Working knowledge of how to appreciate
own limitations (know what you do not
know)
1. Application of active listening to interviews
and assessment
2. Use of empathic responses
3. Ability to begin to conduct a basic
biopsychosocial evaluation or interview,
1. Working knowledge of models and
techniques of clinical interviewing
(e.g., structured, semi-structured,
mental status exams)
2. Knowledge of the content of
psychosocial history and mental
status exam
1. Broad range of knowledge of models and
techniques of interviews and relationships
2. Understanding of how a broad range of
referral questions shapes interview
3. Broad knowledge of one’s personal
characteristics, as they impact on the
assessment process
1. Ability to conduct a detailed
1. Sophisticated integration of information and
assessment interview and gather data
critical analysis of models
for a psychosocial history and
2. Flexible, empathic, and accurate utilization
mental status exam
of a broad range of interview models and
2. Ability to assist client and referral
techniques based on referral question, client
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with support/ supervision
A
1. Respectful attitude toward others as part of
enhancing assessment product
source in developing a referral
characteristics, and own selfknowledge
question and clarifying limitations of
assessment
3. Ability to obtain historical
information from collateral sources
and to integrate it with self-report
data
4. Ability to consult with supervisor as
appropriate
1. Willingness to tolerate ambiguity,
1. Openness to the assessment information that
conflict and stress
can be derived from other disciplines
Case Formulation
K
S
A
1. Basic knowledge of the process of
hypothesis generation and testing
2. Knowledge of information needed to
formulate conceptualization
3. Working knowledge of the person in
context
4. Basic familiarity with human diversity,
relative to the assessment process
5. Basic knowledge of psychopathology
1. Ability to formulate and test hypotheses
2. Ability to collect and integrate information
gathered in an organized manner
3. Ability to communicate findings clearly
4. Ability to utilize integrative and
organizational skills to understand the
referral question
5. Ability to consider diagnostic options when
reflecting on assessment data
1. Commitment to curiosity and reflective
thought to enhance understanding of
1. Working knowledge of diagnostic
systems and awareness of the
strengths and weaknesses of those
systems
2. Working knowledge of models of
psychological strength and
psychological problems
1. Knowledge of broad range of individual and
system characteristics, (eg., diversity,
psychopathology, development, and social
context) and how they impact case
formulation and diagnosis
1. Ability to generate differential
diagnostic possibilities
2. Ability to communicate findings in
written form
3. Ability to identify strengths and
weaknesses of individuals and
systems being assessed
4. Ability to conduct a feedback session
with the client and other relevant
parties
1. Willingness to think critically and
with an open mind about alternative
1. Ability to integrate information gained from
interview, collateral sources, and test data
for case formulation and diagnosis
2. Ability to appropriately communicate, in
writing and orally, to relevant audience
3. Ability to discuss strengths and limitations
of assessment measures in report as needed
4. Ability to make appropriate referrals, based
on assessment outcome
1. Commitment to systematically incorporate
data from a broad range of sources into
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assessment product
hypotheses
case formulation
Psychological Testing
K
S
A
1. Basic knowledge of psychometric test and
1. Knowledge of constructs and theories 1. Advanced knowledge of strengths,
measurement theory (e.g., test construction,
underlying tests and testing methods
weaknesses and appropriateness of a broad
validity, reliability)
2. Knowledge of strengths, weaknesses
range of psychological tests across a wide
2. Basic knowledge of model of
and limits of applicability of standard
variety of individuals (diversity,
assessment/strategy for assessment.
intellectual and personality measures
psychopathology, development, and social
3. Knowledge of the methods of
context)
norming tests and implications for
test usage with diverse populations
4. Knowledge of constructs and theories
underlying psychological tests and
psychological testing methods
1. Basic foundation skills when performing
1. Ability to administer and score
1. Ability to choose, administer, score and
psychological testing (e.g., administration,
intellectual and personality measures,
interpret tests, appropriate to the referral
scoring, guided interpretation)
and to begin the process of integrated
question, with increasing levels of
2. Ability to understand and convey results
interpretation, under supervision
autonomy
from individual tests
2. Ability to identify appropriate
measures and sources of information
for referral questions in order to
answer the questions
3. Ability to identify and adapt
assessment methods for unique
individuals and systems, with
supervision
4. With supervision, ability to use
critical thinking in evaluating all
sources of data in order to prepare an
integrative report and offer feedback
1. Respectful objectivity and inquiry when
1. Respect for value of psychological
1. Commitment to looking at the shortterm and
conducting an assessment
testing and assessment
long-term usefulness of one’s assessment
work
2. Willingness to develop competency in
P a g e | 36
administration and interpretation of new or
revised tests that the psychologist intends
to incorporate into own practice
Ethics and Professionalism
K
S
1. Basic knowledge of ethical assessment
1. Knowledge of legal and ethical
2. Familiarity with ethical issues and potential
principles and guidelines involved in
conflicts
assessment, and knowledge of
3. Familiarity with external resources,
potential courses of action
including supervisor, and how to access
them
1. Ability to support decisions about actions
1. Ability to identify potential legal and
2. Ability to differentiate self needs from
ethical issues and address these, with
client needs when considering ethical
supervision
dilemmas
3. Ability to use supervision constructively to
further training and assessment goals
1. Respect for operable ethical standards
throughout the assessment process
A
1. Refined and sophisticated knowledge of
ethical and legal issues related to
assessment
1. Ability to apply relevant legal and ethical
principles to the assessment situation, and
seeks supervision or consultation, as
appropriate
2. Ability to make referrals based on legal and
ethical principles
3. Ability to seek consultation as needed
4. Ability to delineate limitations of assessment
data sources in report
1. Willingness to critically examine test
1. Integration of respectful attitudes and
results, in light of diverse populations
objectivity, such as curiosity, reflective
and normative data
thought into an ethical professional
2. Willingness to examine the
identity, with a commitment to lifelong
applicability of ethical and legal
learning
issues in the context of assessment
with diverse populations
Intervention Competence is expected in the following areas: Intervention skills related to psychodynamic psychotherapy, cognitivebehavioral therapy, and applied behavior analysis with children, adolescents and adults in group as well as individual formats. These
skills include the formulation and conceptualization of clinical cases, the development and implementation of treatment plans, the
assessment of treatment progress and outcome, the performance of treatment consistent with ethical principles and relevant legal
guidelines and the ability to effectively communicate to clients the methods to be used.
P a g e | 37
Begin Practicum
Begin Internship
Complete Doctoral Degree
Intervention Planning
1. Basic knowledge of theories & their
interventions
2. Knowledge of biopsychosocial data
necessary to diagnose
3. Knowledge of biopsychosocial data
necessary to plan interventions
K
S
1. Ability to identify relevant
biopsychosocial data to diagnose and
intervene
2. Ability to apply basic diagnostic
information
3. Display of empathy, active listening,
rapport building, history taking and
information gathering and appropriate
interviewing ability
4. Beginning ability to apply theory and
interventions to a case vignette or role
play
5. Ability to select appropriate
interventions for a case vignette based
on diagnostic considerations
1. Knowledge of ways biopsychosocial factors
create and maintain risk and protective factors
involved in mental health
2. Knowledge of theories and their application
3. Understanding of history, benefits & limitations
of Evidence Based Practice (EBP) and other
interventions
1. Knowledge of biopsychosocial
factors across variety of
populations, presenting
problems, contexts & settings,
and their impact on presenting
problem
2. Understanding of the mutual
influence of chosen theory and
intervention on the process of
therapy
3. Reliable understanding of
factors that limit or influence
one’s own ability to carry out a
treatment plan
1. Ability to prioritize biopsychosocial factors
1. Ability to reliably prioritize
maintaining the presenting problem
biopsychosocial factors across
2. Ability to apply a theory to guide interventions in
variety of populations,
treatment plan
presenting problems, contexts
3. Ability to apply increasingly sophisticated
& settings
interviewing skills across broader range of
2. Ability to modify treatment plan
populations & settings
when necessary
4. Ability to modify case formulation in
3. Ability to negotiate challenges to
collaboration with supervisor
a treatment alliance and
5. Ability to collaborate with clients on treatment
integrate nonspecific factors
plan & orient client to treatment process
into treatment approach
6. Ability to explain rationale for selection of
4. Ability to seek and utilize
treatment strategy and Ability to change as
consultation strategically when
necessary
formulating cases
7. Ability to utilize appropriate interventions with
5. Ability to independently
clients based on diagnostic considerations
collaborate with client on
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8. Ability to conceptualize a case from one
theoretical model
1. Curiosity, openness, empathic stance,
desire to serve, respect, nonjudgmental
attitude
2. Appreciation for complexity &
ambiguity of clinical problems.
3. Acceptance of range of possible
interventions and ability to change
course
A
1. Openness to: multidisciplinary consultation,
multiple sources of information & scientific
inquiry
2. Appreciation of affective nature of treatment and
potential ambiguity, ambivalence & negative
feeling states
3. Belief in possibility of change & attitude of hope
& optimism
4. Increased acceptance of use of self as instrument
of change
5. Deepened appreciation of client’s life experience
treatment plan and collaborate
on changes to treatment plan or
process of therapy
6. Ability to integrate interventions
from more than one theoretical
model considering diagnoses
1. Valuation of & desire for
multidisciplinary consultation,
seeking additional sources of
information
2. Intellectual curiosity
3. Greater commitment to
incorporating affect into therapy
& commitment to therapist selfdevelopment to increase this
awareness
4. Realistic sense of what is
possible in therapy & one’s own
ability/limitations to create
change
5. Balance of humility &
confidence.
6. Increased tolerance of successful
& unsuccessful outcomes
Intervention Implementation
K
1. Knowledge of how outcomes are
affected by the treatment alliance,
relational and communication skills
2. Awareness of multiple psychological
theories and modes of intervention
3. Knowledge of the sources and utility of
scientific literature
4. Knowledge of therapeutic processes
1. Expanding knowledge of appropriate treatment
interventions for various clients & presenting
problems, based in the scientific literature and
clinical experience
2. Advanced knowledge of therapeutic processes
3. Growing awareness of one’s personal abilities
and limits in regard to various interventions
4. Advanced knowledge of issues & tasks in
1. Knowledge of the appropriate
treatment intervention for
particular clients and
presenting problems (including
some knowledge of appropriate
psychopharmacotherapy)
2. Knowledge of the rationale for
clinical decisions, based in the
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5. Knowledge of issues involved in
termination
S
1. Ability to use appropriate and effective
relational skills to establish and
maintain relationships
2. Ability to use appropriate and effective
communication skills
3. Ability to build a treatment alliance
4. Ability to tolerate and deal with
ambiguity
5. Ability to role-play basic clinical
interventions
6. Ability to identify clinical issues
through vignettes & role-plays
7. Ability to use supervision, consultation
and/or literature to guide or modify
interventions
termination
1. Increased mastery of communication and
relational skills
2. Ability to carry out more complex interventions
in context of a working professional relationship
3. Ability to build and maintain a treatment alliance
4. Ability to consider various interventions for
client & presenting problem
5. Ability to prioritize problems to be addressed
6. Ability to plan, evaluate or modify interventions
using supervision, consultation and/or the
literature
7. Ability to be reflective and mindful of one’s
abilities and limits, and how they affect
interventions and outcomes
8. Ability to reflect more globally on one’s own self
in relation to clinical work
9. Ability to terminate appropriately, with
sensitivity to the issues at hand
scientific literature and clinical
experience
3. Advanced awareness of one’s
personal abilities and limits in
regard to various treatment
interventions and their
outcomes
4. Knowledge of complex
termination issues and
interventions to address them
1. Proficiency of communication
and relational skills
2. Ability to carry out complex
interventions in context of a
working professional
relationship
3. Ability to build and maintain a
treatment alliance while
addressing complex clinical
issues
4. Ability to select appropriate
interventions for client &
presenting problem
5. Ability to prioritize problems to
be addressed and plan
interventions accordingly
6. Ability to flexibly apply various
interventions
7. Ability to plan, evaluate or
modify interventions with
increasing independence
8. Ability to recognize and
appreciate the similarities and
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A
1. Desire to help others resolve problems
2. Appreciation of client strengths,
resiliency and effectiveness
3. Openness to new experiences and new
learning
4. Willingness to explore one’s own role
and influence in the clinical encounter
5. Openness to receiving supervision and
direction from others
6. Appreciation of the empirical basis for
1. Desire to help others resolve problems within the
bounds of a professional relationship
2. Appreciation of client strengths, resiliency and
effectiveness
3. Appreciation of the value of continued new
experiences and learning
4. Willingness to explore attitudes and feelings
about therapeutic process issues
5. Desire to explore one’s own role and influence in
the clinical encounter
differences of self and client(s)
and have the ability to address
these in clinical work (i.e.
adjusting clinical formulations
and interventions)
9. Ability to use the self as a
clinical instrument, and
understand how oneself may
affect interventions and
outcomes
10. Ability to more independently
guide interventions and to
reflect more globally on one’s
own self in relation to clinical
work
11. Ability to terminate
appropriately, with sensitivity
to the issues at hand
12. Ability to educate others to
promote and improve aspects
of mental health (i.e. clients,
institutions, systems and
society)
1. Desire to help individuals and
the systems in which they
reside
2. Appreciation of the roles,
responsibilities and boundaries
of being a helping professional
3. Appreciation and acceptance of
one’s own knowledge and
experience in understanding
human differences
P a g e | 41
clinical intervention
6. Appreciation of the value of receiving
supervision, consultation and guidance
7. Openness to reflecting on clinical errors and a
desire to adjust interventions as necessary
8. Openness to negative or critical feedback
9. Appreciation of the empirical basis for clinical
intervention, and a desire to integrate this with
professional experience
4. Appreciation of client strengths,
resiliency and effectiveness
5. Appreciation of the value of a
lifelong pursuit of new
experiencesand learning
6. Appreciation of the ongoing
value of exploring attitudes and
feelings about therapeutic
process issues
7. Commitment to ongoing
exploration of one’s own role
and influence in the clinical
encounter
8. Valuation of ongoing
consultation and guidance, and
appreciation of the value of
being a supervisor or
consultant to others
9. Openness to reflecting on
critical feedback or clinical
errors, and a desire to adjust
interventions as necessary
10. Appreciation of the empirical
basis for clinical intervention, a
desire to integrate this
knowledge, and contribute to it
Intervention Evaluation
K
1. Rudimentary knowledge of theoretical,
methodological & research literature
relevant to approaches to intervention
evaluation
2. Understanding of research relevant to
appropriate diagnostic procedures
1. Knowledge of research methodology
2. Knowledge of broad repertoire of
conceptual/theoretical frames that inform and
structure intervention evaluation
1. Awareness of the connection
between own issues &
effectiveness of interventions
2. Meta-knowledge—knowing what
one knows and does not know
3. Knowledge of application of
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3. Knowledge of research on emotional
states, associated treatment paradigms
& outcomes
S
1. Familiarity with instruments that inform
interventions
2. Basic ability to discuss clinical
intervention skills
1. Ability to ask for, incorporate & implement
critical feedback
2. Ability to monitor ongoing treatment program
3. Ability to seek evidence for and against
treatment effectiveness
4. Ability to discriminate errors in outcome
assessment measures
1. Intellectual curiosity & openness to
multiple perspectives, contexts, and
approaches to evaluation
1. Openness and non defensiveness of examining
one’s own attitudes, behaviors & impact on
others
2. Appreciation of the impact of one’s internal
states on assessment of clinical outcomes
3. Tolerance of ambiguity and affect
4. Willingness to incorporate & discern multiple
perspectives & approaches to evaluation
A
research to specific treatment
populations & associated
treatment issues
4. Deepening knowledge of
specialized theoretical
treatment paradigms
5. Knowledge of a range of
methods for self-evaluation
1. Consolidation of prior experience
& expanding into practice &
identity as a professional
2. Ability to discern appropriate
evaluation methods
3. Ability to self-monitor &
selfcorrect with regard to
intervention efficacy
1. Greater comfort in role of
professional psychologist
related to trusting one’s
judgment on intervention,
process & outcome
2. Commitment to ongoing
evaluation of knowledge, skills
& attitudes toward
development of professional
identity
3. Commitment to integrating &
discerning emerging
approaches to evaluation
Ethics
K
1. Knowledge of the ethical/legal
guidelines that inform practice
2. Awareness of licensure requirements
1. Expanded knowledge of ethical/legal guidelines
based on real experience with clients
2. Knowledge of practice management skills across
1. Knowledge of ethical & legal
guidelines from various sources
(e.g., APA, state board, various
P a g e | 43
S
without knowledge of specifics
3. Awareness of basic documentation
procedures, agency policies and other
practice management skills
4. Understanding of importance of selfawareness in terms of own biases and
their possible effects on client(s)
5. Initial exposure to specialization
options in the field
various settings
3. Knowledge of strategies for selfreflection and
self-care 4. Increased knowledge of specific
licensure requirements
5. Awareness of clinical interests and strengths
6. Awareness of the legal and ethical considerations
in handling special situations (e.g., homicidality,
suicidality, abuse, neglect, ethical challenges),
and the need for supervision in handling them.
1. Ability to apply the ethical/legal
guidelines to vignettes
2. Identification of practice and case
management skills
3. Ability to recognize special situations
(e.g., homicidality, suicidality, abuse,
neglect, ethical challenges) and report
them with supervision
1. Ability to apply the ethical/legal guidelines to real
clients with supervisory assistance
2. Demonstration of professional management skills
in applied setting with regular supervision
3. Ability to observe and discuss one’s responses to
therapeutic interventions or clients with
supervision
4. Ability to recognize special situations (e.g.,
homicidality, suicidality, abuse, neglect, ethical
challenges), report them when appropriate, and
with supervision, address them clinically
clinical settings)
2. Knowledge of practice
management skills from an
administrative perspective 3.
Self-knowledge at an advanced
level that allows one to utilize
this information to impact
one’s behaviors
4. Knowledge of specific licensure
requirements
5. Knowledge of specialization
options
6. Knowledge of legal and ethical
considerations in handling
special situations in the
applicable jurisdictions (e.g.,
homicidality, suicidality, abuse
reporting, neglect, ethical
challenges)
1. Ability to integrate ethical &
legal guidelines from various
sources (e.g., APA, state board,
various clinical settings)
2. Ability to maintain self-care and
self-awareness sufficient for
ethical practice
3. Ability to apply the ethical/legal
guidelines to real clients more
independently (occasional
seeking consultation or
supervision)
4. Demonstration of practice
management skills in applied
P a g e | 44
A
1. Appreciation of professional
responsibility and ethics
2. Willingness to comply with
ethical/legal guidelines
3. Awareness of necessity of practice
management skills
4. Openness to self-exploration and selfcritique, especially as relates to own
beliefs and biases
5. Valuation of higher education
settings with occasional
supervision
5. Implementation of practice
management skills sufficient
for ethical practice
6. Ability to recognize special
situations (e.g., homicidality,
suicidality, abuse, neglect,
ethical challenges), handle the
situations with appropriate
forethought, a reasonable
strategy and rationale
(including getting consultation
when necessary) and integrate
these procedures with clinical
considerations
7. Appropriate advocacy for clients
and consumer groups (i.e. in
institutions, systems, and
society)
1. Valuation of ethical/legal guidelines
1. Internalization of moral duties
2. Appreciation of practice management skills across
and ethical decision-making
various settings
2. Commitment to ongoing
3. Willingness to self-reflect through supervision
selfreflection and self-care
4. Appreciation of the concept of lifelong learning
3. Commitment to lifelong learning
5. Internalized sense of professional responsibility
4. Internalized sense of
and ethics
professional identity, including
legal and ethical
responsibilities
5. Desire to create healthier
atmospheres
P a g e | 45
Consultation and Supervision Competence involves “the planned collaborative interaction between the professional psychologist
and one or more clients or colleagues, in relation to an identified problem area or program” (Peterson, Peterson, Abrams and Stricker,
1997, p. 380) and the capacity to exercise supervisory skills, which include knowledge of the ethical codes, laws,
regulations and values that determine an ethical approach to psychological practice. The ability to teach others to develop competent
clinical intervention skills is also part of the competency.
Management and Supervison
Begin Practicum
Begin Internship
Complete Doctoral Degree
Assuring Client and Organizational Welfare
K
S
A
1. Understanding of need for supervision
2. Understanding of that diversity plays a role
in organizations
3. Knowledge of one’s limitations in
functioning within an organization
1. Knowledge of one or more models of
supervision
2. Basic knowledge of how personal and
cultural values can influence
supervision and management
3. Knowledge of organizational
operations and the functions and
limitations of roles therein
1. Demonstration of awareness of self and
1. Demonstration of ability to think
others in relationship to leaders
critically and analytically about self
2. Articulation of the importance of diversity
and others as a manager, supervisor
in organizations
and as supervisee
3. Demonstration of self-control and flexibility 2. Attention to issues of diversity within
in new situations
the organization
3. Demonstration of ability to determine
when seek extra supervision is
needed
1. Appreciation for diversity
1. Awareness of self and role in larger
2. Enthusiasm for learning to function in
system
clinical role
2. Interest in learning about
3. Valuation of leaders and supervisors as
organizational systems and how they
guides for effective service delivery
influence individuals within them
4. Active approach to learning about self in
systems
1. Knowledge of supervision practices and
agency policies that enhance client and staff
welfare
2. Knowledge of at least one model or theory
and associated research and applications.
3. Sophisticated knowledge of how diversity
issues and personal and cultural values
influence supervision and management
1. Ability to implement at least one model of
supervision
2. Integration of knowledge of diversity issues
into supervisory and management process
3. Management and maintenance of own selfcare and promotes the wellness of others
4. Effective work with organizational structure,
hierarchical relationship, and
multidisciplinary colleagues
1. Concern for and commitment to well being
of supervisees’ clients
2. Tolerance of role expectancies and
ambiguities
3. Valuation of the incorporation of diversity
issues in supervisory and organizational
decision making
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Training/Mentoring
1. Knowledge of the purpose of training and
the roles of apprentice and supervisee
K
S
A
1. Ability to articulate basic roles of
supervisor and supervisee
2. Effective function within organizational
context
3. Active search for opportunities to learn
from clinical placement and from
supervisor
4. Acceptance of and incorporation of
feedback from instructors and peers
1. Demonstration of interest in learning
2. Demonstration of interest in self reflection
3. Openness to considering advocacy as a
professional responsibility
1. Knowledge of multiple roles in the
supervisory process
2. Knowledge of research evidence
relevant to supervision and to
management of organizations
3. Knowledge of individual and cultural
differences in supervision
4. Knowledge of and developing
expertise in clinical areas in which
one is supervising
1. Demonstration of ability to think
critically and analytically
2. Ability to establish a supervisory
alliance
3. Ability to utilize and integrate
feedback within the supervisory
relationship
4. Ability to apply research knowledge
to healthcare systems and
supervision
5. Ability to articulate primary mission
and limits of setting
1. Desire to supervise others
2. Valuation of professional
collaboration within supervisory
relationships
3. Valuation of flexibility
4. Commitment to life long learning and
quality improvement
5. Interest in advocacy efforts
Evaluation/Gatekeeping
1. Basic knowledge of monetary implications
of a healthcare service delivery system
2. Knowledge of at least one business model
that lends itself to healthcare delivery
systems
3. Understanding of the importance of training
and mentoring in the professional
development of individuals and in the
quality
1. Ability to take an active part in developing
or changing public policy
2. Ability to apply research findings to suggest
changes in organizational policies and
planning
3. Ability to perform and balance multiple
roles in supervision, e.g. teaching,
evaluation, mentoring, and modeling.
4. Ability to provide effective formative and
summative feedback
5. Ability to integrate and evaluate feedback
within the supervisory relationship.
6. Ability to assess learning needs of trainees.
1. Willingness to take an active part in
developing or changing public policy
2. Valuation of training and mentoring as
professional activities
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1. Understanding of purposes of evaluation
2. Understanding of responsibilities of
agencies to larger bodies for accreditation
and approval
K
S
A
1. Appropriate response to supervisor and
agency expectations
2. Demonstration of constructive use of
formative feedback
3. Provision of basic constructive feedback to
peers
4. Provision of needed information
1. Demonstration of non-defensive openness to
both formal and informal formative
feedback
2. Valuation of self-reflection and an active
approach to self-discovery
3. Demonstration of cooperative attitude
regarding supervisor’s priorities and
agency’s policies and expectations
1. Knowledge of basic formative and
summative methods of evaluating
clinical work of supervisees
2. Knowledge of how diversity and
individual differences can influence
approaches to evaluation
3. Knowledge of evaluation and
feedback methods used in
organizations
1. Assessment of clinical strengths and
areas needing improvement for self
and others
2. Evaluation of how issues of diversity
impact the supervision process
3. Ability to seek, utilize, provide and
integrate feedback
4. Prompt response to supervisory
requests
1. Interest in increasing self knowledge
and experience
2. Valuation of and respect for the
dignity and autonomy of others
3. Valuation of own skills
4. Openness to providing and receiving
feedback from peers and supervisors
1. Knowledge of “best practices” in evaluation
2. Knowledge of one’s own value system and
the implications for management
3. Knowledge of evaluation of healthcare
delivery systems
1. Development of new evaluative skills as
needed to serve the healthcare organization
2. Oversight of program evaluations with the
aid of a more experienced manager
3. Modeling of an accurate and reflective selfassessment process
4. Stimulation of self reflection and self
evaluation in others
1. Valuation of role in organizational system
and has beginning comfort with role of
manager/supervisor
2. Investment in offering others feedback
3. Investment in receiving feedback from others
Ethics
K
1. Basic knowledge of ethics codes
2. Understanding of need for and purpose of
accurate recordkeeping
3. Knowledge of own limitations in
experience and skills
1. Knowledge of professional ethics,
statutes, rules and regulations
regarding supervision
2. Knowledge of limits of one’s
supervisory and clinical skills
3.Knowledge of differences between
1. Knowledge of legal and ethical
requirements, case law and risk
management relevant to supervision
2. Knowledge of limitations of one’s own
supervisory competence
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S
A
therapy, consultation, supervision,
and management roles
1. Ability to recognize legal and ethical issues 1. Demonstration of appropriate
in clinical and organizational contexts
professional assertiveness related to
2. Ability to function within appropriate
ethical issues
professional boundaries in an
2. Search for appropriate information and
organizational context
consultation about ethical issues in
3. Beginning skill in accurate and useful
supervision
record-keeping
3. Evaluation of and appropriate
response to ethical and legal issues
associated with supervision or
organizational demands
4. Ability to comply with legal
requirements
5. Ability to promptly complete
necessary records with minimal
supervision of methods
1. Demonstration of appreciation for and
1. Commitment to ethical practice as
commitment to ethical practice
supervisee and supervisor
2. Recognition of the influence of value
2. Appreciation for professional and
systems to ethical decision making
business codes of conduct that
3. Appreciation for the need to function within
influence service delivery
the policies and procedures of an
organization
1. Integration of legal and ethical awareness in
planning and implementation of programs
2. Ability to help supervisees and others
recognize ethical dimensions of clinical
decision making
3. Ability to develop record keeping methods
that aid the organization’s functioning
4. Ability to resolve supervisory role conflicts.
1. Commitment to ethical practice in all aspects
of supervisory behavior
2. Encouragement of supervisees and
organizations in the development of ethical
practices
Health Care Leadership and Advocacy
1. Basic knowledge about healthcare systems
K
1. Understanding of impact of
reimbursement on treatment
provided and service delivery
system
2. Knowledge of one or more models of
leadership/management
3. Basic knowledge of monetary
implications in service delivery
1. Knowledge of systemic implications of
financial issues for healthcare service
delivery
2. Knowledge of leadership and management
roles
3. Basic knowledge of healthcare service
delivery system options
4. Knowledge of at least one business model
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S
A
1. Openness to considering advocacy as a
professional responsibility
Consultation/Education
Begin Practicum
1. Interest in advocacy efforts
Begin Internship
that lends itself to healthcare delivery
systems
1. Ability to take an active part in developing or
changing public policy
2. Ability to apply research findings to suggest
changes in organizational policies and
planning
3. Beginning ability to provide leadership in
program planning and development
1. Willingness to take an active part in
developing or changing public policy
Complete Doctoral Degree
Knowledge of evidence-based theories, models, and interventions
K
S
1. Knowledge of consultation and education as 1. Familiarity with examples of
core competencies of professional
consultation and education at the
psychology
individual, group, organizational, and
community levels
2. Knowledge of a range of educational
methods and approaches to the
delivery of instruction (e.g., lecture,
small group, tutorial, independent
study, blended, online, etc.)
3. Understanding of relevant principles
applicable to consultation and
education (e.g., learning theory)
1. Ability to think conceptually and beginning 1. Beginning ability to utilize
ability to make sense of behavioral patterns
consultation and educational
evaluation and assessment tools
1. Knowledge of how to select and apply
appropriate consultation and education
models and evidence-based interventions,
taking into account contextual and diversity
variables
2. Understanding of the indications and
contraindications for specific educational
approaches, techniques, and technologies
(e.g., lecture, small group, tutorial,
independent study, blended, online, etc.)
1. Ability to recognize situations in which
consultation and/or education is appropriate
2. Ability to select and conduct appropriate
needs assessment and interventions taking
into account individual and group
differences, contextual and diversity
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A
1. Interest in understanding principles of
consultation and education
1. Curiosity about conceptual models of
consultation and education
variables
3. Ability to utilize appropriate consultation
and educational evaluation and assessment
tools
1. Motivation to sustain lifelong learning about
methods/models of consultation and
education
Integration of research and evaluation
1. Basic understanding of the scientific
method and its application to psychology
K
1. Beginning ability to apply the scientific
method to problems within psychology
S
A
1. Appreciation of the importance of scientific
1. Basic understanding of relevant
concepts and theories o consultation
and education based upon the
scientific literature, including
foundational knowledge of systemic
conceptualizations
2. General knowledge of outcome
research and evaluation in
consultation and education
1. Beginning ability to write reports,
under supervision, that provide
useful recommendations to
consultees
2. Beginning skill in conducting and
evaluating instructional activities
provided by self and others using
principles of instructional design
3. Ability to participate in
interdisciplinary and/or criterionbased evaluation of education and
consultation
1. Appreciation of the value of
1. Detailed knowledge of individual and
programmatic outcome research and
evaluation methods in consultation and
ducation
1. Ability to write consultative reports that are
well organized, succinct and provide useful
recommendations
2. Ability to evaluate educational models
utilizing existing and emerging technology,
such as online course development
software and collaborative learning
environments
3. Ability to develop and evaluate consultation
and education evaluation and assessment
tools and summarize/present results
4. Ability to provide rationale based in
scientific principles and theoretical
understanding and experience for
consultation interventions
1. Willingness to research and adopt
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evidence
evaluation and assessment tools in
education and consultation
innovative approaches to consultation and
education
Problem-solving and intervention
K
S
A
1. Recognition of the role of consultation and
education in addressing social problems
1. Recognition of how consultation and 1. Knowledge of the roles and methods of
education can address social
consultation and education in seeking
problems
resolution of social problems
1. Development of basic relational skills
1. Beginning ability to apply
1. Ability to apply consultation and education to
prerequisite to consultation and educational
consultation and education processes,
social issues for improving individual,
interventions
models, and approaches at multiple
small group, organizational, and societal
levels.
functioning
1. Concern for others and respect for
1. Commitment to recognizing
1. Motivation to use consultation and education
consultation and education competency
and addressing social problems
as tools of psychology in the public
of individuals and groups in
interest, in social responsibility, and in
society
addressing social problems
Performing consultation and education roles and building relationships
K
S
1. Beginning knowledge of individual and
cultural differences in learning styles
1. Ability to solicit and receive peer
consultation
2. Ability to develop positive relationship
skills foundational to consultation and
education
3. Beginning development of appropriate
professional conduct and identity (e.g.,
organization, awareness of self,
professional presence)
4. Ability to communicate basic respect
regarding the fundamental worth and
dignity of learners, clients, and consultees
5. Mastery of fundamental oral and written
communication skills foundational to
1. Knowledge of the educator and
consultant’s role and their unique
features as distinguished from other
professional roles
1. Ability to solicit and offer appropriate
peer consultation
2. Ability to accommodate individual
and cultural differences in learning
and consultee styles
3. Ability to maintain personal control,
tolerance, and integrity in routine
practice situations
1. Basic understanding of the application of
consultation and education theory to
specific human context
1. Ability to select and conduct appropriate
consultation and education models and
interventions taking into account individual
and group differences, and contextual
variables
2. Ability to engage in a collaborative
consultative relationship with others within
psychology and other disciplines
3. Ability to summarize and present results in a
clear, useful manner
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A
consultation and education practice
1. Attitude of curiosity toward others and
1. Willingness to engage in critical
one’s personal impact n the context of
thinking and openness to
consultation and education
consideration of multiple
2. Readiness to participate in basic
perspectives within the complexities
consultation and education activities with
of consultation and educational
supervision
problems
3. Openness to supervision in consultation and 2. Willingness to seek consultation or
education and willingness to problem solve
additional training as necessary
with others
4. Flexibility and tolerance of ambiguity in the
context of consultation and education
5. Belief in the ability of individuals,
organization, institutions, and other social
systems to change through collaborative
planning and systematic consultation
and/or educational intervention
1. Adoption of the role of consultant and
educator into one’s professional identity as
a psychologist
2. Confidence in one’s ability to function in the
role of consultant or educator
Ethical and professional practice
K
S
A
1. Understanding of the importance of ethical
and legal issues in consultation and
education.
1. Ability to ask questions and seek
information relevant to ethical and legal
issues in consultation and education
1. Openness to consideration of legal and
ethical issues in consultation and
education
Understanding of ethical and legal issues 1. Knowledge of the complexities of
in consultation and education
consultation and education, including
ethical and legal issue
1. Beginning skill in formulating ethical 1. Skill in the appropriate recognition and
and legal issues in consultation and
application of ethical and legal issues in
education
education and consultation
1. Care and concern regarding the
1. Recognition of the importance of life-long
appropriate application of legal and
education and training and quality
ethical issues in consultation and
improvement in the maintenance of
education
competence in education and consultation
practice
Concentration Competence includes the development of advanced knowledge, skills and attitudes in at least one of three elective
concentration areas: Serious Mental Illness, Assessment & Treatment of Substance Abuse Disorders, Dialectical Behavior Therapy,
and Interventions with High-Risk Families
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Begin Practicum
Begin Internship
Serious Mental Illness
K
S
A
Dialectical Behavior Therapy
K
S
A
Interventions with High-Risk Families
K
S
A
Assessment & Treatment of Substance Use Disorders
K
S
A
Cognitive Behavioral Therapy
K
S
A
Psychodynamic Therapy
K
S
A
Complete Doctoral Degree
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Life as a Clinical Psychology Doctoral Student
You will spend the next 5 to 6 years of your academic life learning and developing the skills to
become a clinical psychologist. After completing your degree, you will spend an additional year
doing post-doctoral work and studying for the licensing exam. This journey to reach your
professional career goals may indeed be one of the most difficult and rewarding of your life.
Over our 24-year history, we have developed a rigorous program throughout which you will
receive unwavering support and encouragement. However, success in the Psy.D. Program
depends in large measure on your own participation and initiative. In addition to our academic
coursework and clinical placements, you are strongly encouraged to contribute substantially to
your own professional development through independent readings, consultation with faculty
and/or supervisors, colloquium attendance (which is required of all first, second and third year
students), committee involvement, interaction with fellow students, and attendance at
professional meetings.
Throughout your time in the program, opportunities for additional training and experience within
the field will be available to you both internally with the program and externally with
organizations. We hope to foster a lifetime curiosity within the field that will begin while you
are a student in the program.
The following will provide you with a guide to the formal academic and clinical components of
our training program.
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Academic Course Requirements
There are 115 credits required for graduation. This includes:
 86 credits of academic coursework
 18 credits 2nd year clinical placement (PSY 891, 892,893, 830, 840, 878, 879, 805.805L)
 3 credits 3rd year externship
 2 credits 4th year externship
 6 credits dissertation
In addition, all students must:
 Receive satisfactory evaluations from the faculty and from clinical supervisors at the
PSC, on 3rd and 4th year externship, and 5th year internship
 successfully complete the Clinical Competency Evaluation (CCE),
 full-time 5th year internship,
 Successfully defend a dissertation proposal
 Successfully complete a dissertation oral examination
in order to be eligible for graduation.
General Psychology Core
The general psychology core is a sequence of courses designed to deepen the candidate's
knowledge of basic psychological concepts and principles in the following content areas:
learning, perception, motivation, memory, thinking, and emotion, biological basis of behavior,
personality theory and research, human life span development, history and systems of
psychology and social and community psychology. This sequence of courses is required by the
New York State Education Department for program registration and for individual graduates of
the program to be eligible for licensure. It is also intended to conform to the APA guidelines for
accreditation.
PSY 820 Behavior Analysis (3)
PSY 821 Cognition, Perception and Cognitive Therapy (3)
PSY 824 Developmental Psychology: Life Span (3)
PSY 844 Biological Basis of Behavior (3)
PSY 852 Social and Community Psychology (3)
PSY 862 History and Systems of Psychology (3)
Research Core
In the research core a student develops sufficient knowledge and skills to create and conduct
research related to the evaluation and improvement of clinical practice. This core consists of the
successful completion of two semesters of Statistics, one Clinical Research Seminar, two
independent courses developing and conducting the Doctoral Dissertation, and orally presenting
the completed Doctoral Dissertation.
PSY 801 Research and Statistics I (3)
PSY 802 Research and Statistics II (2)
PSY 837 Introduction to Clinical Research (3)
PSY 838 Dissertation I (3)
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PSY 839 Dissertation II (3)
Clinical Practice Core & Assessment Core
The clinical core consists of five courses in psychological assessment, one course in advanced
psychopathology, one in child and adolescent psychopathology, one course in clinical
interviewing, one course in psychodynamic psychotherapy and courses in group psychotherapy
and psychotherapy with children and adolescents. This core develops the doctoral student's skills
in understanding, evaluating and treating individuals with moderate and severe problems in
living. Each candidate is expected to acquire a variety of effective intervention strategies and the
knowledge regarding when and with whom these strategies should be employed.
PSY 803 Cognitive Assessment and Lab (3)
PSY 804 Personality Assessment I and Lab (3)
PSY 805 Test Writing and Report Writing and Lab (3)
PSY 806 Advanced Psychopathology (3)
PSY 807 Behavioral Assessment (3)
PSY 822 Individual Intervention: Psychodynamic (3)
PSY 826 Clinical Interviewing (3)
PSY 851 Assessment of Children and Lab (3)
PSY 853 Group Psychotherapy (3)
PSY 861 Child and Adolescent Psychopathology (3)
PSY 864 Cultural Issues in Psychotherapy (3)
PSY 865 Psychotherapy with Children and Adolescents (3)
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LIU Post Clinical Psychology Doctoral Program Concentrations: Revised
All students must complete a general core of 18 credits, a research core of 7 credits, an
assessment core of 15 credits, a clinical core of 21 credits and a professional development core
of 18 credits. After completing most of the core courses, students choose two of four
concentrations courses (6 credits) to make up their concentration combination: Serious Mental
Illness, Introduction to Dialectical Behavior Therapy, Interventions with High-Risk Families,
and Assessment and Treatment for Substance Use Disorders. A substation of a 3rd or 4th year
elective may be considered by approval of the faculty. The concentration courses in the PsyD
program are currently under revision. The complete proposed change to concentrations and new
layout is listed below.
The Clinical Psychology Doctoral Program at LIU Post offers 4 different concentration
courses, which when combined allow students six different options for their concentration. The
concentration courses include: Serious Mental Illness, Introduction to Dialectical Behavior
Therapy, Interventions with High-Risk Families, and Assessment and Treatment for Substance
Use Disorders. The possible combinations that students may use to make up their concentration
include:
Possible Course Combinations
Serious Mental Illness (SMI)
Assessment and Treatment for Substance Use
Disorders (SUD)
Serious Mental Illness (SMI)
Interventions with High-Risk Families
Serious Mental Illness (SMI)
Introduction to Dialectical Behavior Therapy
(DBT)
Introduction to Dialectical Behavior
Interventions with High-Risk Families
Therapy (DBT)
Introduction to Dialectical Behavior
Assessment and Treatment for Substance Use
Therapy (DBT)
Disorders (SUD)
Interventions with High-Risk
Assessment and Treatment for Substance Use
Families
Disorders (SUD)
Program Mission & Concentration Courses:
All of our concentration courses focus on populations that are underserved. This includes
serious mentally ill individuals, at-risk families, low-socioeconomic status individuals and
families, and minorities. Throughout students’ concentration courses they will learn about the
various contexts in which these populations experience mental illness: both their own and family
members’ mental illnesses. Students’ final project (paper or project) at the end of their second
concentration course will require them to synthesis their experience. Students are also required to
submit a final synthesis of learning wherein they are asked to reflect on their concentration, how
it applies to their career goals as well as the program’s mission to train our graduates to work
with underserved populations.
Concentration Lecture Series:
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In addition to coursework, students attend our Concentration Lecture Series, which are
monthly concentration lectures. The concentration coordinators will each arrange a lecture or
presentation on a topic within their concentration course topic. Over the course of a semester,
students will attend four of these lectures. These are held on Thursdays from 12:30-1:50 and
mandatory for all students in years 1, 2, and 3.
Additional Research:
Students may also elect to work within their concentration in other ways. This includes
research projects on their own with a supervising faculty member, work within a faculty lab, or
Concentration Courses & Lecture Series
2015-2016
Courses
Offered
Lectures
(Combined
Lecture
Topics)
2016-2017
Fall 2015
Spring 2016
DBT
Fall 2016
2017-2018
2018-2019
Fall 2017
Spring 2018
SMI
Interventions with
High-Risk Families
SUD
Interventions with
High-Risk Families
Interventions
with High-Risk
Families &
Serious
Mental Illness
DBT & SUD
SUD & DBT
Serious Mental
Illness & SUD
DBT
SUD
Spring 2017
DBT
SUD
Spring 2020
DBT
SMI
Interventions with
High-Risk Families
SMI
SUD
SUD
DBT
DBT &
Interventions with
High-Risk Families
SMI & DBT
SUD & DBT
DBT & SMI
SMI & SUD
Interventions
with High-Risk
Families & SUD
SMI
SMI
DBT & SUD
DBT
SUD
Spring 2019
2019-2020
Fall 2019
Serious
Interventions with Interventions Interventions Interventions with
Mental Illness High-Risk Families with High-Risk with HighHigh-Risk
& DBT
& SUD
Families
Risk Families Families& SMI
Fall 2018
DBT
SUD
Interventi
Interventions
ons with
with High-Risk
High-Risk
Families
Families
SMI
SMI &
Interventions with
Interventions
High-Risk Families
with High-Risk
& SUD
Families
SMI & SUD
DBT &
Interventions with
High-Risk Families
SMI
their own dissertation project. This work may begin after the student has taken their 2
concentration courses in their 3rd or 4th year, or may begin earlier in their 1st or 2nd year.
Concentration coordinators are always willing to discuss options for early engagement in these
concentrations.
Clinical Experiences:
Lastly, students will bring their competency in their concentration into their externship
and internship experiences. Some students may seek clinical experiences that are directly related
to their concentration, while others will not. In either case these concentration courses and the
Concentration Lecture Series provides students with a solid foundation in these concentrations.
Below is a sample of what a course schedule would look like. Concentration courses will be
offered on Thursdays at either 9:20-12:00 or 2:00-4:40, though this is subject to change. Every
effort will be made to schedule the concentration courses at times which work best for the most
students.
Concentration Combination Descriptions
Serious Mental Illness + Introduction to Dialectical Behavior Therapy
Serious Mental Illness: Psychodynamic and Dialectical Behavior Therapy Approaches
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Students choosing this concentration combination will become familiar with psychotherapeutic
understanding and techniques for the treatment of serious mental illness using psychodynamic
and DBT approaches. The courses will focus on delivery of these approaches to underserved
populations in hospital and other community settings.
Serious Mental Illness + Interventions with High-Risk Families
Treating Serious Mental Illness & Traumatic Family Interactions
Students choosing this concentration combination will become familiar with psychotherapeutic
understanding and techniques for the treatment of serious mental illness using psychodynamic
approaches. Students will become familiar with theory, research, and prevention of at-risk family
situations. Students will engage in the cross-over between family issues and serious mental
illness, both as an antecedent of serious mental illness, as well as the experiences of family
members of someone who is seriously mentally ill. The courses will focus on delivery of these
approaches to underserved populations in hospital and other community settings, including
issues working with families therein.
Serious Mental Illness + Assessment and Treatment for Substance Use Disorders
Challenging Populations: Treating Those with Serious Mental Illness and Those with Substance
Use Disorders
Students choosing this concentration combination will become familiar with psychotherapeutic
understanding and techniques for the treatment of serious mental illness and substance use
disorders using psychodynamic and integrated approaches. Students will become familiar with
substance use disorders theory and research. Students will engage in the cross-over between
substance use disorders and serious mental illness, both as an antecedent and consequent of
serious mental illness, as well as the experiences of family members of someone who is seriously
mentally ill. The courses will focus on delivery of these approaches to underserved populations
in hospital and other community settings, including issues of services infrastructures therein.
Assessment and Treatment for Substance Use Disorders + Introduction to Dialectical
Behavior Therapy
Targeting Maladaptive Behaviors: Dialectical Behavior Therapy and Psychotherapy for
Substance Use Disorders
Students choosing this concentration combination will become familiar with psychotherapeutic
understanding and techniques in DBT. Students will become familiar with Substance Use
Disorders theory and research, and the psychodynamic and integrated treatment approaches for
substance use disorders. Students will engage in the cross-over between substance use disorders
and suicidal populations. The courses will focus on delivery of these approaches to underserved
populations in hospital and other community settings, including issues of services infrastructures
therein.
Introduction to Dialectical Behavior Therapy + Interventions with High-Risk Families
Working with High-Risk Populations: DBT and Interventions with High-Risk Families
Students choosing this concentration combination will become familiar with psychotherapeutic
understanding and techniques of DBT. Students will become familiar with theory, research, and
prevention of at-risk family situations. Students will engage in the cross-over between family
issues and DBT, as well as the experiences of family members of someone who suicidal. The
courses will focus on delivery of these approaches to underserved populations in hospital and
other community settings, including issues working with families therein.
Interventions with High-Risk Families + Assessment and Treatment for Substance Use
Disorders
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Hurting the Self, Hurting the Other: Treatment of Substance Use Disorders and Interventions
with High-Risk Families
Students will become familiar with theory, research, and prevention of at-risk family situations.
Students will engage in the cross-over between family violence and substance use disorders, both
as an antecedent of substance use disorders, as well as the experiences of family members of
someone who is an addict. Students will become familiar with substance use disorders theory
and research. The courses will focus on delivery of these approaches to underserved populations
in hospital and other community settings, including issues of services infrastructures therein.
Course Descriptions
Assessment and Treatment for Substance Use Disorders (SUD)
 Course Number: PSY 855
 Course Description: This course outlines approaches to diagnosis, assessment, and
treatment for substance use disorders. Several theoretical views of the etiology and
maintenance of substance use disorders will be covered. Students will be familiarized
with the evolution of diagnostic criteria for substance use disorders along with a variety
of methods for assessing these disorders. A number of treatment approaches will be
covered, including motivational interviewing, cognitive-behavioral therapy,
psychodynamic therapy, and the transtheoretical approach to therapy.
Introduction to Dialectical Behavior Therapy (DBT)
 Instructor: Jill Rathus, Ph.D.
 Course Number: PSY 854
 Course Description: Introduction to Dialectical Behavior Therapy (DBT) is an evidence
based cognitive behavioral mental health intervention initially designed to treat highly
suicidal, complex, difficult to treat individuals with co-morbid disorders and now
expanding to also treat Axis I disorders (such as depression, anxiety, eating disorders,
substance abuse, oppositional disorder). The treatment’s flexibility and ease of use lead to
it also being used across a variety of populations: children, adolescents, adults the elderly,
families, correctional populations. DBT is intended to increase clients’ behavioral
capabilities, motivation to behave skillfully, generalization of skillful behaviors,
environmental support of new behavior, and therapists’ capability and motivation to work
with such challenging clients. The first part of the course will cover theory, research,
treatment structure and modes, treatment targets, dialectics, communication strategies,
commitment strategies, validation, and behavior therapy. The focus will be on Individual
therapy, consultation team, and telephone consultation. The second part of the course will
cover the teaching strategies and content of DBT skills modules of Mindfulness, Emotion
Regulation, Distress Tolerance, Interpersonal Effectiveness, and Walking the Middle
Path.
Interventions with High-Risk Families
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


Instructor: Eva Feindler, Ph.D.
Course Number: PSY 846
Course Description: This course will cover theory, research, prevention, and treatment
approaches for families “high risk”. The course will begin with an overview and
introduce assessment issues and methods, and then will examine victims and perpetrators
and a range of “at risk” conditions including physical abuse, sexual abuse, child neglect,
child psychological maltreatment, child witness to domestic violence, dating violence,
and sibling violence. We will also cover special topics such as intergenerational
transmission of aggression, issues of diversity in family violence (e.g., age, gender, race),
exposure to trauma and loss and bereavement issues for families.
Serious Mental Illness (SMI)
 Instructor: Danielle Knafo, Ph.D.
 Course Number: PSY 847
 Course Description: This course will familiarize students with psychotherapeutic
understanding and clinical techniques in the treatment of primitive process, regressive
states and serious mental illness. Key concepts like projective identification, attacks on
linking, psychic retreats and autism, and regression are explained within the framework
of treating extreme or regressed states of mind, regardless of diagnostic category. We
also carefully examine the importance and use of countertransference in the treatment.
Although specific diagnostic categories – including: severe personality disorders,
psychosis, trauma and addiction—are covered in the course, attention will be placed on
problems that can occur in any treatment when a person regresses or employs primitive
defenses. We place special focus on obstacles and impasses and how to overcome them
while fostering a therapeutic alliance, and making human and meaningful contact with
another person. The course involves a hands-on approach to working with extreme
psychic states and much of the class time will be taken with case presentations and
discussion.
Frequently Asked Questions
1. Do students need to choose 1 of the concentration combinations, or is it possible to take
more courses?
It is possible to take more than 2 concentration courses. However, faculty reserve the
right to not allow a student who has already taken 2 concentration courses into the third
course. This policy enables the program to keep class sizes low across the entire program.
Students wishing to take more than the required 2 concentration courses should receive
approval from their academic advisor and the program director before approaching the
faculty member who teaches the concentration course to ask permission to enroll.
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Note that due to university restrictions, we may require students taking an additional
concentration course to pay for the course even if the course is taken in an academic year
when they are otherwise paying a flat tuition rate.
2. Could you speak to the process of choosing a concentration and if/how it is possible to
bridge certain concentrations when your interests span both?
The revised concentrations were created with flexibility for this very reason. Students
wanted in-depth courses that spanned across our former concentration issues, addressed
changes in the field, and could be immediately applied to their clinical work. Students are
encouraged to reflect on how the possible concentration combinations may add to their
work at various clinical experiences and work with their future career goals. Students
should speak to their academic advisor, as well as clinical supervisors about the options if
they are not certain.
3. What are the main differences between the different concentrations offered? What age
ranges will we work with in these populations?
The populations of which the concentration courses focus on are listed above. Typically
SMI and Substance Use Disorders will focus on adolescents and adults. Interventions
with High-Risk Families will focus on adults and children. DBT will focus largely on
adolescents, but touch on adults as well. Importantly, all of our concentration courses will
emphasize work with underserved populations.
4. Do any of the concentrations cover child populations?
None of our concentration courses focus solely on child populations. However, children
are discussed as part of the family unit in all of the concentration courses. Students may
choose to focus research papers or other course projects on children when applicable.
Additionally, all students in the PsyD Program take child courses as part of their required
curriculum. These required courses include Child Assessment (PSY 851/851L), Child
Psychopathology (PSY 861), and Child & Adolescent Psychotherapy (PSY 865).
Students may also elect to take a Play Therapy courses in the summer with MA/ABA
students. Lastly, students will see at least one child and/or family case in their 2nd year
PSC experience and may choose to attend a child site for externship in their 3rd or 4th
year, as well as on internship in their 5th year to gain further experience with child
populations.
5. What kinds of internships will we get based on the concentrations? Will picking one
concentration determine the exact path for my future career in Clinical Psychology?
The clinical experiences that our students have sought are listed above for each
concentration course. Additionally, students’ dissertations related to these subfields is
included above. Picking a concentration may determine the pathway for your career, but
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not necessarily. Due to the nature of the rest of our program, the concentrations give an
added value to your degree – a special niche that will set you apart from your peers from
other institutions, as well as an area of beginning expertise that will help you work with
clients in different ways than a general training would.
Lastly, our concentration combinations allow students the option of taking concentration
courses across our orientations. This flexibility was added as a result of student and
alumni feedback.
6. How many credits are the concentration courses?
Each concentration course is 3 credits. Students are required to take 6 credits of
concentration courses (2 courses) in order to fulfill this course requirement.
7. Can I substitute another course for a concentration course?
In general, no. However, on a case-by-case basis electives may be substituted for these 4
concentration courses, but only with advisor support and with DTC approval. The
substituted course must be taken in the 3rd or 4th year of the program. Courses taken as 1st
or 2nd year students will not be considered for substitution as students are expected to
bring their completed practicum training and beginning externship training to their
foundational base for these advanced classes. Substitutions will only be considered if the
course is an advanced level course at the doctoral-level of training.
8. What is the cost of the concentration courses?
Currently, students taking a concentration course as a 3rd year student will have the cost
of their required concentration courses covered under the 3rd year flat tuition rate.
Students taking concentration courses in their 4th year will pay the per credit rate.
Note that if a student takes concentration courses as a 3rd year, as a 4th year they do have
other courses they will take (PSY 880, for instance). Students taking concentration
courses as 4th years will have taken those classes as 3rd years.
9. How will my concentration appear on my transcript?
The notations on students’ transcripts will include the courses taken as well as one of the
following:
 Concentration: Serious Mental Illness & Assessment and Treatment for Substance
Use Disorders
 Concentration: Assessment and Treatment for Substance Use Disorders &
Interventions with High-Risk Families
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



Concentration: Introduction to Dialectical Behavior Therapy & Serious Mental
Illness
Concentration: Interventions with High-Risk Families & Introduction to
Dialectical Behavior Therapy
Concentration: Assessment and Treatment for Substance Use Disorders &
Introduction to Dialectical Behavior Therapy
Concentration: Serious Mental Illness & Interventions with High-Risk Families
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Professional Development Seminars
In almost every semester of the doctoral program there is a course devoted entirely too
professional development and professional issues. Specific attention is paid towards promoting
the candidates' sense of continuing competency. These seminars are also designed to assist the
candidates in the process of integrating knowledge gained in course work with practical field
training.
Philosophically, the PDS sequence is based upon a developmental training model. It is
assumed that each student enters the program with a personal history and a set of attitudes,
values and competencies. The impact of these individual differences on professional functioning
is addressed in PDS (PSY 810). In addition, in this course students are familiarized, through
readings and discussions, with the program's mission. Questions are raised and discussed about
such matters as 1) How to define the Public Interest, 2) What is the role of psychotherapy in
clinical psychology? 3) How does clinical psychology fit into history and the cultural context?,
and 4) how can clinical psychologists integrate social justice into their practice? It is in this
summer course that candidates begin to examine how their own values and biases enter into their
relationships with clients, supervisors and staff. Special attention is paid to identity factors like
gender, age, ethnicity, sexual orientation, disability states and social/economic status, which
often enter into each candidate's treatment of others The course also covers readings and
discussions of multiculturalism, human rights and the relationship between social science
research and public policy.
The second year of the PDS, which occurs when students are at the Psychological Services
Center (PSY 830 & PSY 840), builds on previous professional training experiences and
knowledge. The assumption is that graduate students are prepared to take on greater professional
responsibilities and understand more about peer supervision, themselves and others. The content
for the second year PDS includes further development in effectively utilizing clinical
supervision. This course also serves as a clinical case seminar where all second year student’s
present case material for discussion and feedback.
Clinical training becomes more intensified and through a focused clinical case presentation,
clinical models and practice are integrated. Special emphasis is placed on developing an
understanding of psychodynamic and cognitive behavioral approaches to patients with diverse
needs and problems. This setting also promotes self-exploration, professional identification and
peer helping competencies.
In the third year, doctoral students enroll in two PDS courses (PSY 850 & PSY 860) where they
are prepared to understand clinical practice at an advanced level. PSY 850 addresses the
experience of supervision. PSY 860 includes preparation for the Clinical Competency Evaluation
(CCE). The candidate is also exposed to more intensive clinical supervision from a diverse group
of professional practitioners at the externship placements. It is assumed that by this year the
candidates will be able to demonstrate considerable professional maturity insofar as he or she can
apply judgment, knowledge and skills to clinical practice. After completion of PDS 860 and
before receiving formal approval for internship readiness, a formal presentation of a
psychotherapy case (The Clinical Competency Evaluation) is required. This presentation is
observed and evaluated by representatives of the clinical faculty, select community supervisors
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and/or adjunct faculty representing an assessment of the candidates' clinical proficiencies. The
candidate is required to present an evaluation of a client, a treatment plan, a description of how
the client's psychotherapy is managed and how the student therapist reflects on and
communicates about the case. The purpose of this clinical proficiency presentation is to (a)
provide the faculty with knowledge of each candidate's clinical skills, (b) inform the candidate
about particular strengths and weaknesses, and (c) provide the faculty with an evaluation of
training effectiveness. The CCE presentation also includes a videotaped session of actual work
with the client (sometimes audio recordings are accepted).
During the summer of the third year, students enroll in PSY 870, Internship Seminar. This
course is designed to help students through the internship application process. Coursework
includes CV development, essay writing, mock interviewing, and other pieces of the internship
application process. This course begins in the summer of the 3rd year and goes through the fall of
the 4th year, when students apply for internship. Internship interviews typically take place
through February, with the National Match Day in early March.
In the spring semester of the fourth year, students are ready to understand how to supervise
others. This course, PSY 880, provides advanced students with knowledge and competencies that
can be used to assist others in providing clinical services.
The following courses must be completed to fulfill the Professional Development Seminar
requirements:
Psychology 810: Introduction to Clinical Psychology in the Public Interest
Psychology 830: Clinical Supervision (CBT and PD sections)
Psychology 840: Clinical Supervision (CBT and PD sections)
Psychology 850: Benefiting from Supervision
Psychology 860: Clinical Competency Evaluation (CCE) Preparation.
Psychology 870: Internship Readiness Seminar
Psychology 880: Supervising and Managing Mental Health Professionals
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Goals & Objectives of the Training Program
The following represents the specific goals and objectives that are consistent with our
Practitioner-Scholar model of clinical training. Our statement of goals rests upon the integration
of academic, clinical training and life-long learning components. Further, we have developed a
comprehensive system for assessment of goal attainment that matches each student’s
developmental progress throughout the program.
Goal #1: To provide a training experience so that program graduates will become professional
psychologists able to exhibit ethically sound relationship skills with diverse populations.
Objectives for Goal #1: Students will demonstrate the knowledge necessary to treat
clients and other professionals in an ethical and legal manner; Students will behave in an
ethnical manner when interacting with clients and other professionals
Competencies Expected for these Objectives: Ethical Competency
How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Competencies: Ethics Courses Final Grades, Extern Competency Evaluation,
Academic Competency Evaluation, Clinical Practica Evaluation, Intern Competency
Evaluation,
________________________________________________________________________
Goal #2: To provide a training experience so that program graduates will have the knowledge
and skills to provide professional services to organizations and individuals from diverse
backgrounds and experiences.
Objectives for Goal #2: Students will demonstrate respect for others who represent
culturally diverse backgrounds and experiences; Students will demonstrate the ability to
integrate their knowledge of diversity into their professional practice.
Competencies Expected for these Objectives: Individual and Cultural Diversity
How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Competencies: DCT monitors students’ completing practica and externships
w/ diverse populations, Academic Competency Evaluation, Course Grades
________________________________________________________________________
Goal #3: To provide training experiences so that all graduates will possess “emotional and social
intelligence” and have the “capacity to relate effectively with others” and for “self-assessment”
(Kaslow, 2004).
Objectives for Goal #3: Students will demonstrate evidence of professional development
to effectively carry out clinical and academic responsibilities; Students will demonstrate
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professional development to effectively develop and maintain successful contacts with
their colleagues
Competencies Expected for these Objectives: Intervention Competency
How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Competencies: Academic Competency Evaluation, Professional Development
Seminar Course Grades
______________________________________________________________________
Goal #4: To provide a training experience that presents students with knowledge, skills, and
attitudes required for a scholarly approach to
a) understanding the results of clinical research,
b) effectively applying information from clinical research to practice,
c) conducting clinically relevant research to generate new knowledge about clinical
phenomena,
d) and evaluating the validity and utility of their own scholarly activity.
Students should be able to apply these skills to the resolution of individual and group problems
of a psychological nature.
Competencies Expected for these Objectives: Research & Evaluation Competency
How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Competencies: Research Methods Course Grade, Academic Competency
Evaluations, Dissertation Proposal Ratings, Dissertation Defense Ratings
________________________________________________________________________
Goal #5: To provide a training experience so that program graduates will successfully employ
appropriate professional assessment instruments and methodologies, including psychological
tests and interview strategies. They will also be skilled in integrating and communicating their
findings.
Objectives for Goal #5: Students will successfully administer and evaluate instruments
designed to assess cognitive functioning, administer and evaluate personality assessment
instruments, administer and evaluate behavioral assessment methodologies; Students will
successfully employ interview methods for assessment purposes; successfully integrate
and communicate information from a variety of assessment courses in developing reports
and case conceptualizations.
Competencies Expected for these Objectives: Assessment Competency
How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Competencies: Course Grades in: Cognitive and Neuropsychological
Assessment, Personality Assessment, Behavioral Assessment, Interviewing, Integrating
Test Findings/Report Writing, Assessment of Children, Extern Evaluation, Academic
Competency Evaluation
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________________________________________________________________________
Goal #6: To provide a training experience so that program graduates can successfully employ
intervention approaches appropriate to the person and the situation.
Objectives for Goal #6: Students will apply theory and research when formulating a plan
for helping clients to resolve their interpersonal difficulties, to reduce psychological
problems and to increase effective use of coping strategies; Students will successfully
employ at least two theoretical approaches to intervention: psychodynamic and cognitivebehavioral or applied behavior analysis.
Competencies Expected for these Objectives: Intervention Competency
How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Competencies: Course Grades in: Interviewing, Individual Interventions,
Behavior Analysis, Academic Competency Evaluation, Extern Evaluation
________________________________________________________________________
Goal #7: To provide training experiences so that graduates will possess the skills necessary to
conduct effective clinical supervision and consultation with other professionals.
Objectives for Goal #7: Students will possess the necessary skills to conduct clinical
supervision and professional consultation.
Competencies Expected for these Objectives: Consultation and Supervision Competency
How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Competencies: Course Grades in PDS: Case Supervision, Seminar in
Benefitting from Supervision, Supervision of Health Professionals, Academic
Competency Evaluation, Extern Evaluation
________________________________________________________________________
Goal #8: To provide a training experience so that program graduates will have the knowledge,
attitudes and skills to provide professional services to individuals and groups involved in serious
mental illnesses, dialectical behavior therapy (DBT), interventions with high-risk families, and
assessment and treatment for substance use disorders.
Objectives for Goal #8: Students will demonstrate knowledge of the theoretical and
research literature in at least two of the concentration areas. Students will possess
advanced clinical knowledge and skills in at least two of the concentration areas.
Competencies Expected for these Objectives: Concentration Competency
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How Outcomes are Measured and Minimum Thresholds for Achievement for these
Objectives/Competencies: Course Grades in Concentration Courses, Academic
Competency Evaluation
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Clinical Experience Requirement
Practicum Sites, Nature of Training, Practicum Availability:
Since the professional practice of psychology is the primary focus of the training program, practical training and
clinical supervision are key elements of our program. Selection and evaluation of field placements are tasks that
receive a great deal of time and attention. Formal clinical training begins in the second year for all students and
takes place in the LIU Post Psychological Services Center. This training experience is referred to as the
practicum experience in this document. Supervised clinical experience in the third and fourth years of training
occurs at external placement sites that are referred to in this document as externships.
Psychological Services Center Practicum
All Students start their clinical training when they begin their second year in the program. This training takes
place at our training clinic, the Psychological Services Center (PSC). The PSC is an independent community
mental health facility operated by the doctoral program at LIU Post.
The purpose of the Center is two-fold:
1) to provide psychological services to the community and university, and
2) to serve as a training facility for second year graduate students in the program.
The full-time director of the PSC, Dr. Thomas Demaria and assistant director Dr. Josette Banks serve as the
administration and they are responsible for all oversight of clinic functions and the training objectives for
graduate student therapists. In addition to supervision and didactic in-service training, they maintain community
referral networks, consider grant applications and oversee the many psychologists involved in the case-by-case
supervision of our students. Further, the PSC conducts regular chart reviews of all cases and
determines/remediates deficiencies with individual student conferences.
All PSC staff and students are required to make two case presentations during their placement and to attend
weekly PSC team meetings. Special care is taken to ensure that student therapists are prepared to conduct
assessments, psychotherapy, and other challenging professional activities.
Testing experiences are also provided. Students can participate, under supervision, in the following assessment
services:
(1) triennial re-evaluations of adults with developmental disabilities and other agency-referred
evaluations,
(2) intellectual evaluations of children seeking to qualify for LIU Post’s Gifted Program (or other gifted
programs),
(3) psychological assessment of children or adults to answer specific clinical questions,
(4) learning disability screenings.
These services are coordinated by the Psychological Testing Coordinator, Dr. Joe Pando
Each student therapist is also responsible for conducting 16 group sessions in an area of personal interest or a
group from our standard offerings (ex: social skills or anger management). Groups typically run 8-16 weeks,
last 90 minutes and are led by 2 students, supervised by either a specific group supervisor or the Assistant
Directors. Examples of groups typically offered include:
 Social Skills Groups for Children;
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 Social Skills Groups for Children and Adolescents with Asperger’s/PDD;
 Anger Management Groups for Children and Adolescents;
 Parenting Group;
 Anger Management for Adults,
 Living with Loss,
 Women in Transition.
All students offering group counseling also attend group therapy supervision.
PSC Supervision: Each graduate student therapist (GST) is assigned a faculty supervisor (a core clinical faculty
member), and a community supervisor (an adjunct member of our program) to supervise individual therapy
clients. At a minimum, the GST receives 2 hours per week of individual face-to-face supervision. Group and
assessment supervision are provided by PSC leadership and other faculty as needed. Supervision hours are
tracked weekly via a supervision log. The program training model makes a commitment to providing educated
and competent psychological services from both psychodynamic and CBT orientations. In line with that
commitment the two individual therapy supervisors for each student represent the two different theoretical
orientations. Specialty supervision is also available for students participating in the Couples and Family
Therapy and Trauma Counseling Programs.
It is the supervisor’s responsibility to guide the student’s development as a clinician and to achieve the
following core competencies:
(a.) To enhance student’s skills in forming relationships with clients and their families, with colleagues,
with supervisors and with community professionals:
(b.) To develop skills in seeking and applying theoretical and research knowledge relevant to the
practice of psychology in this clinical setting
(c.) To increase the understanding and application of theoretical and research knowledge related to
diagnosis/assessment, intervention, diversity, supervision and ethics.
(d.) To utilize systematic approaches to gathering information to inform clinical decision-making and to
formulating diagnosis
(e.) To formulate and conceptualize cases such that appropriate treatment plans can be developed and
implemented .
Additional competencies focus on knowledge and application of empirically supported treatment methods, the
abilities to work effectively with diverse client’s recognition and analysis of ethical and legal issues relevant to
the PSC practicum and the development of practical skills to maintain effective clinical practice. Weekly
meetings with the director and assistant directors provide oversight of each graduate student’s clinical training.
Once per month all faculty supervisors meet to discuss the progression of student training at the PSC.
It is clear that at this stage of professional development students need considerable supervision for the demands
of conducting clinical work, adjusting to agency norms and policies while simultaneously fulfilling their
academic responsibilities. To this end, an orientation to how the center functions is held prior to the fall
semester of each academic year. This orientation provides an overview of clinic operations and graduate
students are assigned faculty supervisors as well as transfer cases. These meetings provide detailed information
concerning the operation of the clinic, what is expected of students by the clinic, and includes a tour of the
facilities. Further, details concerning intake procedures, crisis assessment, group treatment, empirically
supported treatments, and clinical supervision are discussed.
The Psychological Services Center Clinic Manual is also given to all student therapists during this orientation.
The involvement of core faculty is also necessary for the professional development of these students. We have
found that this first step allows us to have a high level of quality control in the level of supervision and the
range of initial training experiences designed to prepare students for more independent and varied externship
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training. This close relationship between students and faculty provides the foundation for faculty evaluation of
student performance and faculty input in selection of recommended externship placements. This process has
helped greatly in finding good matches between individual students and their later externship training
experiences. The practicum for all student therapists is 16 hours per week from early September through the end
of July.
In-service trainings occur during the year covering topics such as diagnostic assessment, issues related to
psychotherapy termination, suicide risk assessment, etc. The Coordinator of Psychological Assessment, Dr.Joe
Pando, coordinates our University/Psych Corp affiliation and arranges several community assessment training
workshops during the academic year. These workshops have included: (1) “Assessment of Executive &
Cognitive Functions: Interpretation of the WISC IV and WISC IV Integrated and Measures of Executive Skills
Workshop” (2) “Executive Functioning in Children and Adults: Administration and Interpretation of the DelisKaplan Executive Function System (D-KEFS) Workshop”, and (3) The NEPSY II: Neuropsychological
Assessment of Children and Adolescents.”
The program stipulates a developmental training approach in which expectations of minimum competency
gradually increase as students proceed through the sequence of coursework, supervised clinical practice and the
completion of other requirements. This is manifested by careful attention to the sequencing of academic courses
and early practical experience.
Prior to the beginning clinical experience students must take courses and demonstrate competence in:
 Interviewing,
 Cognitive & Neuropsychological Assessment,
 Personality Assessment for adults,
 Assessment of Children,
 Behavioral Assessment,
 Developmental Psychology,
 Child and Adolescent Psychopathology,
 Advanced Psychopathology (Adult),
 Behavior Analysis,
 Ethical Practice,
During the second year of training and concurrent with the beginning practicum experience students take
courses to develop competence in:
 Clinical Research,
 Cognitive Therapy,
 Treatment of Children & Adolescents,
 Psychodynamic Intervention,
 Integrating Test Findings with Report Writing.
All clinical courses and the clinical research course covered in this year of training focus on empirically based
interventions and their applications in practice.
A year-long professional development course (PSY 830 and PSY 840) provides a forum for discussion of the
practicum experience and allows each student therapist to present one of their psychotherapy cases to their peers
and an associated faculty member who has been conducting this course since the beginning of the program. This
clinical seminar enhances clinical competence as well as consultation competency.
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In addition, the ethics course, PSY 811, which students take in the first semester of this practicum year, is
conducted as an ethics case seminar. Like the clinical seminar, this course provides students with an opportunity
to gain applied ethical competency and as well as further their consultation competency.
In the first semester of the second year students take courses designed to develop basic competency in cognitive
behavioral and psychodynamic case conceptualizations and the basic principles of empirically supported
interventions for the most common clinical phenomena. The first major assignment in these courses requires
students to write a formal case conceptualization of a client they are currently seeing in the PSC. Students must
also present to their peers the processes and procedures for conducting a specific empirically supported
intervention. In most cases students choose to present an intervention that is relevant to one of their PSC clients.
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Directors of Clinical Training
Co-Director for Clinical Training (Externship), (DTCE) Clinical Psychology Doctoral Program
Hilary Vidair, Ph.D.
Our APA accredited clinical psychology doctoral program requires every 3rd and 4th year student to maintain a
full year clinical training externship at one of the hundreds of local and metropolitan area mental health
facilities. These include: community mental health centers, outpatient departments of psychiatry, state and
private psychiatric hospitals and other clinical agencies providing treatment services for children and adults.
Further, our students are required to be supervised by a licensed psychology and our University must maintain a
yearly training contract with the site.
There is a metropolitan organization of clinical training directors that meets every other month during the
academic year to help regional coordination of this process ofr the thousands of students applying each year. It
is imperative for our clinical program to maintain the highest quality training sites and to manage all uses
arising.
DESCRIPTION OF DUTIES:
Generally the tasks include the following: teaching students how to track practicum hours and follow externship
application guidelines, mentoring students through the externship application process (e.g., preparing materials,
following externship interview and acceptance guidelines, preparing for interviews) attending regional
externship meetings, preparing letters of readiness for externship, reviewing externship supervisors’ evaluations
of students, and corresponding with externship site directors as needed.
Co-Director for Clinical Training (Internship), (DTCI) Clinical Psychology Doctoral Program
Camilo Ortiz, Ph.D.
Our APA accredited clinical psychology doctoral program requires every third and fourth year student to
maintain a full year clinical training externship at one of the hundreds of local and metropolitan area mental
health facilities. These include: community mental health centers, outpatient departments of psychiatry, state
and private psychiatric hospitals and other clinical agencies providing treatment services for children and adults.
Further, our students are required to be supervised by a licensed psychologist and our University must maintain
a yearly training contract with the site. Further, students are required to complete a full-time 5th year internship
that is processed via a national matching program across all doctoral programs. Our students spend a full year in
preparation for this match process. And then their progress is monitored during that internship year in terms of
monthly evaluations.
There is a metropolitan organization of clinical training directors that meets every other month during the
academic year to help regional coordination of this process for the thousands of students applying each year. It
is imperative for our clinical program to maintain the highest quality training sites and to manage all issues
arising.
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3rd & 4th Year Externship
In the 3rd and 4th year of the program, students find an external externship placement. The application process
begins in December of the 2nd and 3rd year until the end of the externship match process in March of each year.
Throughout this process, students are supported from the program staff, faculty, and the co-directors of clinical
training. While on externship, students continue to receive advisement from the DCTE, as well as their
academic advisor. Bi-annual evaluations of students’ clinical work are conducted and reviewed by core faculty
twice every academic year.
The externship experience for third year and fourth year students provides:
 Between 16 and 20 hours of training,
 At least one hour/week of supervision by a licensed psychologist and availability of other structured
educational activities relating to clinical psychology.
In most cases students receive well over the minimum supervision and other training relating to the
practice of psychology.
 Training typically includes the opportunity to provide relatively long term (several months) individual
therapy.
 Assessment, group work and participation in treatment team activities are often available.
In one of the two years many students gain access to training and supervision that enhances development in
their concentration combination areas (serious mental illnesses, dialectical behavior therapy (DBT),
interventions with high-risk families, and assessment and treatment for substance use disorders). Students who
come into the program with extensive experience in their concentration area are encouraged to gain experience
in new areas of psychological service.
Students in the third and fourth years of training are not assigned to externship sites by the Director of Clinical
Training of Externship (DCTE). Rather, there is a competitive application process which takes place from late
December through early March for externship placements starting the following July or September. The DCTE
introduces the externship application to students in 2nd year clinic meetings and in the 3rd year students’ PSY
850 course. Additionally, students must proactively seek assistance with their applications and externship site
choices from their academic advisors. Much of the application process happens over winter intersession, when
many faculty and staff are away. Students are encouraged to begin the process at the end of the fall semester to
avoid issues.
We are fortunate in the New York metropolitan area to have a wealth of excellent training programs available to
students. Evidence that externship sites are committed to training comes from several sources.
 First, approximately one half (49%) of the 49 externship sites attended by our students offer APA
Accredited internships. In most cases (76%) the training sites have formal externship training programs
that have been existence for many years and train students from a number of doctoral training programs.
 Second, most of these programs have written descriptions, brochures and/or web pages describing the
supervisors, nature of the program and training activities.
 Third, through professional development seminars and student advising relationships we listen carefully
to the students about their learning opportunities and the level of supervision at training sites.
 Fourth, the DCTE is in frequent contact with Externship Coordinators through the student evaluation
process, the maintenance of contracts between organizations, and problem solving in the event of
difficulties between a student and the training program. Students in their first year of training at external
sites (Fall semester, 3rd year) develop a performance contract (PSY 850) with their externship supervisor
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

that is reviewed and approved by DCTE. Review of these contracts by the DCTE is a valuable procedure
for ensuring that externship sites are providing training that meets the training goals for the program.
Furthermore, externship supervisors sometimes become involved in our program through supervision of
cases that are presented by students in the CCE and by participation in CCE Panels and dissertation
committees.
We also have several long term relationships with training sites that meet the particular needs of training
for our Concentrations.
To continue the integration of course work with the practicum component of the program students beginning
their advanced practical training take a Professional Development Seminar (PDS) each semester of their third
year in the program. The fall seminar (PSY 850) is taught by the DCTE and is designed to provide a link
between the doctoral program and the first semester of external field placement experiences (externships).
Structured exercises and assignments are designed to produce discussions about the externship experience
including adjustment to new work environments, new administrative structures and requirements, new patient
populations, and new supervisory styles.
The second semester of the PDS (PSY 860) is designed to continue the link between the doctoral program and
the first year of advanced externship training. The primary purpose of this course is to guide students through
the process of writing the case formulation for their CCE. Discussions about the clients who are a focus of the
CCE paper provide students with an opportunity to discuss their externship experiences.
During this third year of training students continue to develop their basic clinical competencies with courses in
Group Therapy, Cultural Issues in Psychotherapy, and Intervention courses specific to their Concentration. In
the fourth year of training students take a course in Supervision. Students in their third and fourth years of
training have also been given the opportunity to take elective courses, depending on course availability.
Externship training in the Clinical Psychology Doctoral Program is closely supervised and monitored. All
externship sites are required to provide a minimum of one hour per week of individual clinical supervision by a
licensed psychologist. In most cases students receive well over the minimum supervision and other experiences
relating to the practice of psychology (e.g., seminars, grand rounds, treatment team meetings).
In an effort to establish close relationships for monitoring and evaluation of externship
supervision we have several contacts with supervisors and training coordinators during the course of the year.
These contacts include the following:
1. Once a student has been accepted to an externship, the Director of Clinical Training for Externship
establishes a formal contract between Long Island University and the Externship Training site.
2. Within the first two months of the externship you are asked to complete a formal contract with their
supervisor which stipulates the hours, responsibilities and specific training goals for the externship. The
completed contract should be given to the Director of Clinical Training.
3. Externship sites are asked to provide monthly information about the amount and type of work at their
training site as well as ratings of supervision and overall experience. The Director of Clinical Training
reviews these forms regularly to insure training is being conducted according to agreements and to
detect difficulties in the field placement experiences.
4. Approximately mid-way through the first semester the faculty advisors for each student contact the field
placement supervisor for an Early Warning Progress Check Interview.
5. Near the end of each semester you are requested to obtain a formal evaluation of their performance from
their field placement supervisor. You are responsible for insuring that the evaluations are completed and
returned to the Director of Clinical Training for Externship. Copies of these evaluations are used in
faculty evaluations of students.
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6. At the end of the training experience you are asked to complete an evaluation of their field placement
supervisor and the externship experience. Students experiencing difficulty of any type in their externship
placement should first discuss the problem with their supervisor at the training site. If it appears that
there will be further difficulty or unresolved problems, students should discuss the situation with their
faculty advisor and/or the Director of Clinical Training for Externship.
Each contact with field placement supervisors provides an opportunity to evaluate the quality of supervision and
training as well as the progress of students. We are adding new field placement sites each year and have
eliminated sites when there was not a close enough match between the program mission with the training,
supervision and services offered by the training site. You are encouraged to suggest new placement sites to the
Director of Clinical Training for Externship who will pursue approval of the site for clinical training of LIU
Post students.
Sequencing of externship training is also primarily influenced by the advising process. In general, students are
advised to select third year placements that provide a wide range of training opportunities, exposure to a diverse
clientele, and opportunities for supervised experience in assessment and report writing. It is also preferable if
students can provide relatively long term individual psychotherapy with supervision focusing on case
conceptualization, treatment planning and treatment evaluation. This provides an opportunity for students to
present a case from their third year externship in their CCE. In the fourth year students generally have the
opportunity for experiences more focused on a particular population—typically providing training relevant to
their primary concentration.
In all of the advising and guidance for selection of practicum experiences, the DCTE and program faculty are
vigilant in guiding students toward practicum experiences that are consistent with the program mission
statement and goals. Evaluations and letters of recommendation from externship supervisors, and student
performance in the CCE show that externship experiences provide training that is consistent with the program’s
immediate and long-term training objectives.
The program provides a well-developed sequence of practicum experiences that begins with a closely
supervised in-house practicum providing a high level of faculty and supervisory support that is well integrated
into the academic program. Supports are gradually faded as students move to external practicum (externship)
sites in the community coordinated with a Professional Development Seminar and then more specialized or indepth experiences coordinated with a course in psychotherapy supervision and consultation. The range of
opportunities is more than sufficient for training, and supervised practice.
Students from the program have been able to develop and improve competencies in outpatient and inpatient
settings, city, county, state, and federally funded hospitals, community mental health centers, University
counseling centers, schools serving typically developing children as well as programs for children with
developmental disabilities, and specialty clinics. Students have been able to gain access to training with people
ranging from infants to geriatric clients, with interventions based on psychodynamic, cognitive behavioral, and
family therapy conceptualizations. Externship placements have also been arranged for experience and
supervised practice specific to their Concentration.
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Externship Roadmap
The following roadmap is an example of how you might approach the externship application process. The
process requires getting many of the pieces of your applications from various faculty, staff, and offices at
LIU Post, as well as from any external recommenders.
August of Your 1st and 2nd Year in the Psy.D. program
Research Places.
Begin looking at externship sites in the New York area. Check out their websites, learn more from our current students or alums about
their experiences (emails are all in the directory). Begin thinking about where you want to be (population-wise, location-wise, etc). Think
of this like you thought of applying to college many years ago – safety schools and dream schools.
September of Your 2nd and 3rd Year in the Psy.D. program
People and Places, please.
Even before you have finalized your list of places to apply to, you should be thinking about who knows your clinical and academic work
well enough to write you a thorough and accurate letter of recommendation. You may know who this would be already and may want to
ask them early if they would be willing to write you a letter of recommendation for externship. If they agree, it may help the faculty
member to get a list from you of what characteristics about you make you a good externship candidate (your academic work, your interests,
your clinical experience).
Sign up for Time to Track http://time2track.com/ and begin tracking your PSC hours, get in your testing, get involved with the program’s
events and groups, build up your resume. Check your transcript for any inaccuracies or missing grades so they can be cleared up early.
Begin to have others look over your resume and cover letters.
October-November of Your 2nd and 3rd Year
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Deadlines Begin
You must have asked any of the faculty you plan to ask for letters of recommendation by November 1st.
You must have a full list of sites you plan on applying to, including a brief description (2-3 sentences for
each) as to why you think each would be a good placement for you. These must be submitted to the DCT
by November 1st.
You must get Pam the amount of transcript copies and letters of readiness you will need by December 1st.
December of Your 2nd and 3rd Year
Check, Check, Check, Goose.
Buy big envelopes, get the correct address, do some more research on sites, talk to your peers and the students in above years. Proofread
your materials. Make checklists to ensure that you are sending all of the materials necessary that the different sites require.
January of Your 2nd and 3rd Year
Click Send.
Your hard copy materials (transcripts, readiness letters, letters of recommendation) will be ready to pick up from Cathy and Pam in early
January. All envelopes will have your name and what is in the envelope written on the back left corner so that you can put these materials
together with your other materials to be sent to the sites.
On January 15th, you are allowed to begin sending out your materials to sites. If the sites require things to be emailed, you will email your
materials and Pam will email your letters of recommendation, your transcript, and your letter of readiness.
February of Your 2nd and 3rd Year
Practice, Practice...
You’ve sent your materials in. And now you wait. But do NOT just wait! Practice your interviewing skills. Know why you would make a
good extern for their site. Research the sites that call you for interviews as soon as they call you for an interview. Speak to our students
who have been at these sites before.
March of Your 2nd and 3rd Year
Hearing.
Sometime in late February to early March, you should hear back about where you have been accepted. Let the DCT know! And congrats!
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Clinical Competency Evaluation & Readiness for Internship
CLINICAL COMPETENCY EVALUATIONS (CCE)
General Procedures. You must follow the procedures outlined in the following section: Preparing a Clinical
Competency Evaluation (CCE) Case. Once a panel is established an oral presentation is scheduled by the
student. Panel members are asked to review the written case summary and the videotaped work sample (an
actual session with the client) prior to the oral presentation and provide feedback to the student immediately
after the oral presentation.
Committee Selection. The CCE committee members will consist of three practitioners, including at
least one full time clinical faculty member (The 860 course faculty member or members will select the
faculty based on the best fit between the student's theoretical approach to the case and the orientations of
the three practitioners).
Chairperson’s Role. The committee chair will review the student's written report and all supporting
materials before the other committee members become involved. The chair will thus determine the
student's readiness to proceed.
Collegially. The chairperson (clinical faculty member) will lead the evaluations in a friendly,
nonthreatening fashion more akin to a consultation than an examination. However, the CCE involves an
assessment of a student’s clinical thinking and work product and thus represents a critical part of the
student’s professional development evaluation. The outcome of the CCE will be specific feedback to
help students gain maximum benefit from future educational opportunities.
Materials. After the student's oral presentation each panel member will complete a Clinical Competency
Evaluation (CCE) Panel Member Report/Worksheet. After completion of the worksheet, panel members
will discuss their ratings and reach a consensus which will be reported on the Summary
Report. Rating sheets should be returned to the Program office after the panel meeting. These forms are
placed in the student's file. (See Appendix of Forms ix, x, xii)
Student Feedback. Students are informed of the consensual judgment at the termination of the
presentation and evaluation. If time does not allow, and the student wishes a more detailed feedback,
another meeting time may be scheduled with the committee chairperson when detailed feedback is
postponed until a later date, it is most often handled by the Chairperson only.
The Clinical Competency Evaluation must be successfully completed prior to obtaining a letter of readiness for
internship. The oral presentation meeting must be scheduled by June 15th of the student’s third year and
actually take place before the following fall semester. Failure to meet these deadlines will result in the student
not receiving a letter of readiness for internship normally provided in the following fall semester, thereby
delaying a students’ progress in the program by one full academic year.
Preparing the CCE Case
1. Students may request committee members from a particular theoretical orientation. Final committees are
assigned by the Director of Clinical Training for Externship in consultation with the 860 course instructor
and clinical faculty.
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2. Two weeks before the CCE presentation you will give committee members a write-up of the case that
reflects your own thinking and that you can defend. You must address the following information in 6 to 10
single-spaced typed pages:
A. demographic characteristics
B. presenting problem
C. personal history
D. family history
E. appearance, general attitude, and any peculiarities in thought, or perception seen during the interview
F. results of any formal assessment procedures
G. case formulation
H. DSM-III-R diagnosis and justification
I. treatment plan
J. treatment progress
K. treatment outcome and how evaluated
L. difficulties encountered working with this case
M. ethical and/or legal issues encountered
N. prognosis for this case
O. Self-critique of clinical proficiency
3. You must have one 50-minute audio or video-tape of a complete session (video preferred). (If you are using
a case from your second year practicum at the PSC, note that there are specific procedures that relate to
videotape storage and transport that can be found in the clinic manual.)You may be asked to present
portions of this therapy session to demonstrate intervention style and skills. Further, you will be expected to
discuss aspects of this case with the CCE committee members.
4. The CCE orals will last from 1 to 1-1/2 hours in duration.
5. Please note: Although you can write up your case within a particular framework, you should be prepared to
discuss the case in such a way that committee member with a different orientation can engage with you in a
dialogue.
6. You must complete the CCE prior to beginning your internship application process.
7. Your performance on the CCE is based upon all three committee members' ratings on a five-point scale.
5 = Exceptional Level of Competence
4 = Very Good Level of Competence
3 = Expected Level of Competence
2 = Some Significant Problems
1 = Less Than Acceptable Below Minimal Level of Competence
If a student receives a mean rating below 2, this is considered failing and the CCE committee
will make a recommendation for specific remediation tasks and/or if the committee considers the
deficiencies to be of a serious nature, it can recommend specific remedial requirements such as
that the student must repeat the CCE.
In order to assess student sensitivity to issues of cultural diversity in psychotherapy, the case presentation will
also be evaluated on the following dimensions:
A. case formulation describes the socio-economic and environmental content in which the client's
behavior, thoughts and feelings developed;
B. assessment of the problem takes into account the influences of racial, cultural and class variables
C. assessment of the problem demonstrates an understanding of the client's use of language and
metaphor in a cultural context;
D. assessment of the problem demonstrates an understanding of the client's level of acculturation or
stage of adaptation to the dominant culture; and
E. planned intervention strategies are consistent with the client's level of acculturation, language,
cultural values and interpersonal styles.
a. Further, students will be evaluated on how well s/he
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1. assesses the influences of the client's attitudes about race, culture and class on the
development of the therapeutic relationship;
2. discusses the influence of culturally derived attitudes about self-disclosure and
psychotherapy on the development of the relationship and
3. examines the impact of the student therapist’s personal attitudes about race, culture and
class on the development of the therapeutic relationship.
A written Clinical Competency Evaluation (CCE) will be completed by CCE committee members. This report
will include descriptive feedback on the various clinical competency areas. This written evaluation will be
signed by all committee members and placed in the student's file.
Guidelines for the Written Portion of the CCE
The purpose of this case is to assure the committee that you are able to conceptualize a clinical case. You may
write from any theoretical orientation (most commonly psychoanalytic or cognitive-behavioral, but sometimes
other models such as family systems) but be sure you can thoroughly conceptualize and discuss the case from
that perspective.
When the reader finishes your report, he or she should have a sense of the assessment procedures you used, the
conclusions you drew from the assessment, and how these led to treatment, the course of treatment and the
outcome. Remember that this should not simply be a listing of various techniques of treatment, but rather
should reflect your knowledge of the person and how the relationship between the two of you influenced the
course of therapy. We want to be sure that you are aware of yourself as a tool in the clinical process.
The case report should contain sufficient detail that another person who reads the report
would feel ready to assume responsibility for the client. On the other hand, a book length paper is not in order
since you will spend at least an hour of the examination talking about the case. Six to ten pages is usually
sufficient.
It is not necessary that the case be one where the outcome was brilliant. The committee will accept a case that
falls short of perfection. But you should be prepared to discuss the reasons for problems and how you might
have corrected them, given what you know at the time of the CCE.
Other Considerations Related to Externship & Internship
Note that a student planning to go on externship, on externship, or planning to go on internship who has not
successfully completed all remediation points of any remediation plan will not be cleared to go on externship or
internship. It is the student’s responsibility to ensure that all points have been met to the best degree possible to
ensure their externship or internship slot is secure with the program.
Note that if a student is in their 6th year of the program and still has not completed their second externship, they
must request an extension into their 8th year. This extension is required in order to complete a 4th year
externship in year 7 and an internship in year 8. A student who does not receive an extension may be
automatically dismissed from the program.
Note that if a student is in their 7th year of the program and still has not gone on internship, they must request an
extension into their 8th year in order to be able to apply for internship. A student who does not receive an
extension will be automatically dismissed from the program.
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5th Year, Full-Time Internship
Overview
After completion of all course work and externship training all students are required to
complete a pre-doctoral APA or APPIC approved internship. Students typically apply to internship sites at the
beginning of their 4th year and complete the internship in year 5.
Students typically become eligible to apply for internships at the very beginning of their fourth year of training.
Eligibility to apply for internship depends upon:
1. Satisfactory progress in coursework
2. Completion of all coursework and clinical components up to the start of year 4.
3. Successful passing of the Clinical Competency Evaluation (scheduled by June 15th of year 3).
4. Successful passing of the students’ dissertation proposal. (defended by October 15th of year 4)
Due dates for internship applications range from mid-October to mid-December. All students are expected to
apply for internship on-time, unless otherwise advised by the Director of Clinical Training for Internship
(DCTI), DTC, or their academic advisor. Students must attend the Internship Application Seminar that begins
in the summer before their 4th year (or year of internship application).
The faculty of the doctoral program will provide as much support as possible to internship applicants during this
long process. The internship application process became much more student-friendly as a result of two changes
made in 1998. First, the Association of Psychology Postdoctoral and Internship Centers (APPIC) have designed
a uniform application used by almost all internship sites. Second, APPIC started a computerized matching
program that has made the internship placement process better for the applicants.
The internship application process is completed entirely online. Students should go to: http://www.appic.org to
create a student account and become familiar with the system early in the summer of their 3rd year. Internship
seminar meetings will begin in the late spring of 3rd year and continue on through 4th year to assist students with
this process (more about this seminar is explained below).
Students can begin preparing for internship applications as early as their second year of the
program. APPIC applications require a detailed accounting of clinical training experiences and supervision.
You will save a great deal of time and effort by keeping track of hours from the beginning of training at the
Psychological Services Center
Our program subscribes to Time2Track and each 2nd, 3rd, and 4th year student is given a student account to use
for the tracking system of their hours. All students are required to track their hours using the Time 2 Track
system. Supervisors and the Program Director will check that students are tracking their hours throughout the
semester every year.
You should expect to spend a considerable amount of time during the summer after their third year in the
program preparing for internship applications by reviewing the APPIC Directory to find interesting and
appropriate internship sites. The internship seminar will help students prepare a list of appropriate sites, as well
as help prepare the many documents required to apply for internship.
Internship
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Internship is typically a year-long, full-time clinical training experience completed in students’ 5th year
in the program.
Registration: You will register for internship 3 times. If beginning internship in the summer, you will
register for 841 in the summer, in January, and again in May according to your begin and end dates. There is a
fee associated with internship registration. See the Bursar site for specific fee information.
Evaluation: While on internship, you will be evaluated at least twice by your supervisor on internship.
Your internship site supervisor may use their own evaluation measure and submit it to our Director of Clinical
Training for Internship (DCTI) directly, or will use our bi-annual student intern evaluation.
Completion: Once you have successfully completed your internship, your supervisor will send a
completion letter to the DCTI and complete a final evaluation of your work. A grade of “pass” will appear on
your transcript for each of the three times PSY 841 appears on your transcript.
Internship Readiness Seminar (PSY 870)
The Internship Preparation Seminar is designed to support students applying for internship through all phases of
the internship application process. The seminar addresses all aspects of applying to internship, including: site
selection, essay development, calculating hours, categorizing clinical data, writing a C.V., selecting
supplementary materials, interviews, ranking sites, the matching algorithm, match day, and the Clearinghouse.
The format of the class is an open discussion, in which students have the opportunity to ask questions about all
aspects of applying to internship, and toward the end of the class, to practice their interviewing skills.
Internship sites will invite highly rated applicants for interviews in December and January. In the first week of
February, applicants will submit a rank ordered list of internships to the National Matching Service.
Approximately three weeks later, applicants will receive notice of their placement via email and the internet.
The Rank Order Lists are typically due during the first week of February and you will learn of their placement
during the third week of February. Students who do not receive an internship placement on Match Day will
work with the Director of Clinical Training until an appropriate alternative is found.
All students in the LIU Post Doctoral Program have been able to find a program-approved internship. A very
high percentage of students are accepted to internships accredited by the American Psychological Association.
Internship Match Process & Policies
In Match Round 1, we recommend that students apply to mostly APA-accredited internship sites. If a student
gets interviews to APA accredited sites, they should rank them higher than non-Accredited APPIC sites. All
students are required to apply to APPIC-listed internships. Exceptions to this policy of required APPIC-listed
internships must be requested for a very specific and valid reason and approved by the DTC.
In Match Round 2, we do allow students to broaden their options and apply to non APA and non-APPIC sites,
although we still encourage application to as many APPIC-listed sites as possible. Students should request
review and approval of non-APPIC, non-APA sites from the DCTI and/or the DTC.
Completion of the clinical experience requirements of the Doctoral Program necessary for graduation depends
upon a formal statement of completion from the internship site. Students must complete the internship prior to
participating in the graduation ceremonies.
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Other Considerations Related to Externship & Internship
Note that a student planning to go on externship, on externship, or planning to go on internship who has not
successfully completed all remediation points of any remediation plan will not be cleared to go on externship or
internship. It is the student’s responsibility to ensure that all points have been met to the best degree possible to
ensure their externship or internship slot is secure with the program.
Note that if a student is in their 5th year of the program and still has not completed their second externship, they
must request an extension into their 7th year. This extension is required in order to complete a 5th year
externship in year 6 and an internship in year 7. A student who does not receive an extension may need a 1 year
or 2 year remediation plan (to be decided by the DTC and faculty advisor) or may be dismissed from the
program.
Note that if a student is in their 6th year of the program and still has not gone on internship, they must request an
extension into their 7th year in order to be able to apply for internship at the beginning of year 6 for a 7th year
internship placement.
*A 5th year student who does not apply for or receive an internship for their 6th year, must request a 7th year
extension from the DTC by early September of their 6th year (in order to receive approval before October 15th).
This extension will be contingent upon a satisfied 5th year externship plan and/or a satisfied 5th year
Individualized Dissertation Timeline to Completion Dissertation Plan, as well as a review of all clinical and
coursework evaluations and the student’s current progress on their dissertation and progress in any 5th year
clinical setting placements.
**Note that if a student does not apply for and/or receive a 5th year or 6th year internship and chooses not to
seek a 5th and/or 6th year externship may put their ability to receive a 6th year or 7th year internship in jeopardy
as the internships are very competitive and the issues with delaying the process. Students should speak to their
chairs EARLY in the summer of their 3rd and 4th years about these dilemmas.
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Doctoral Dissertation
The dissertation process includes the following steps:
 Research or advisement from a faculty member. Students should proactively seek out discussions about
possible research ideas and/or working with a faculty member on their research projects
 Attendance at professional conferences and/or affiliation with professional organizations which will
provide you with ideas about presentations, writing for publications, and research
 Your 2nd year research course may provide you with useful assignments for preparing the beginnings of
your dissertation project
 Your 3rd year spring semester pre-proposal dissertation presentation. Each student presents a less than
10-minute presentation of their dissertation topic thus far. The presentation should be advised by the
chair (which students choose in their 3rd year). The presentation should include at least the following:
o General topic knowledge
o Background
o Proposed methods (qualitative or quantitative)
o Theoretical framework
o Research hypotheses
 In the summer before your 4th year, you must have two additional committee members selected. The
extent to which these members are involved in your study will depend largely on the project, your
relationship with them, and your chair.
Dissertation Course Sequence / Pre-Requisites:
 Pre-requisites:
o PSY 801, Statistics I
o PSY 802, Statistics II
o PSY 837, Clinical Research
 PSY 838: Spring 3rd Year (must have committee chair)
 PSY 839: Fall 4th Year (must have 2 additional committee members)
 PSY 842: Spring 4th Year & Fall 5th Year
 PSY 843: Spring 5th Year & every semester thereafter until the student defends.
Course Description:
PSY 838 Doctoral Dissertation I
Student must have dissertation committee chair chosen.
Spring, Year 3, 3 credits
PSY 839 Doctoral Dissertation II
Student must have dissertation topic and dissertation committee members (two) chosen.
Fall, Year 4, 3 credits
PSY 842 Dissertation Supervision Continuation
Beginning in the fifth year or when all required program courses excluding internship have been
completed, students are required to register for dissertation Supervision Continuation each fall and
spring semester until they successfully defend their dissertation. If a student successfully defends their
dissertation before the fall semester of their fifth year, this course will be waived. A bound copy of the
dissertation must be handed into the program.
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PSY 843 Dissertation Completion Maintenance
If a student has not successfully defended his/her dissertation by the end of the fifth year and all other
program requirements are completed, he/she must register for dissertation completion maintenance in
each subsequent fall and spring semester.
Dissertation Timeline:
 First Year:
o beginning reviewing possible topics
o Hours: non-specific (no direct related course component)
 Second Year:
o continue discussions with possible chairs, peers, and upper-level students
o recommended (not required): use spring clinical research course to develop idea, literature
review (etc)
o Hours: non-specific (no direct related course component)
 Third Year:
o by January of 3rd year, must have dissertation chair, topic approval
o March/April of 3rd year: Pre-Proposal Presentation to Program community
o IRB Workshop (Presented by LIU Office of Sponsored Research)
o 6/1 Proposal Draft to Chair
o 8/1 Near-Final Proposal Draft to Chair for approval to send to Committee
o Hours: students are expected to work with their chair and independently for 3-4 hours per week
of supervised and/or independent practice. For this 3-credit dissertation course, this in turn
represents between 135 and 180 total hours of academic work per semester.
o As such, students should arrange with their charges a logical timeline to completion of the initial
stages of the dissertation process leading up to their dissertation proposal final draft completion
by August 1 at the end of their 3rd year.
 Fourth Year:
o by September of 4th year, must have 2 additional committee members
o by October 15 of 4th year, must successfully propose dissertation process
o begin IRB approval process
o Hours: students are expected to work with their chair and independently for 3-4 hours per week
of supervised and/or independent practice. For this 3-credit dissertation course, this in turn
represents between 135 and 180 total hours of academic work per semester.
o As such, students should arrange with their charges a logical timeline to completion of this stage
of the dissertation process leading up to their dissertation defense.
o *In most cases, students take their 4th and 5th years to complete their dissertations. Some also
continue to work on their dissertation in their 6th year. The length of time involved is contingent
upon students’ progress, as well as any issues that may arise due to the study type (i.e. issues
with recruitment, changes to study, coding, etc).
 Fifth Year: internship and dissertation data collection & writing
 Sixth Year*: dissertation writing completion
o Students MUST defend by 10 days before the September conferral date at the end of their 6th
year.
o Students who are NOT on-track to defend by the above deadline, MUST request an extension by
April of their 6th year.
The dissertation process includes the following steps:
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Research or advisement from a faculty member. Students should proactively seek out discussions about
possible research ideas and/or working with a faculty member on their research projects
Attendance at professional conferences and/or affiliation with professional organizations which will
provide you with ideas about presentations, writing for publications, and research
Your 2nd year research course may provide you with useful assignments for preparing the beginnings of
your dissertation project
Your 3rd year spring semester pre-proposal dissertation presentation. Each student presents a less than
10-minute presentation of their dissertation topic thus far. The presentation should be advised by the
chair (which students choose in their 3rd year). The presentation should include at least the following:
o General topic knowledge
o background
o proposed methods (qualitative or quantitative)
o theoretical framework
o Orientation information
o Research hypotheses
In the summer before your 4th year, you must have two additional committee members selected. The
extent to which these members are involved in your study will depend largely on the project, your
relationship with them, and your chair.
Each student is required to submit in writing and orally present the results of a Doctoral
Dissertation. This will demonstrate the student's ability to apply psychological principles to clinical problems.
The dissertation is a culminating activity that requires students to demonstrate mastery of an area of
professional interest and to make a meaningful contribution to the definition or solution of a problem or
question or elucidation of an area of clinical interest.
Empirical dissertations require a review of the literature and the collection and analysis of data. An oral
presentation of both the proposal and the finished project are required. These dissertations must consist of an
empirical research project, such as:
 the implementation and evaluation of a clinical intervention or training program;
 a needs assessment;
 or a correlation examination of a set of related variables.
They must be relevant to the advancement of knowledge about the professional practice of clinical psychology.
Most students select a topic relevant to their concentration area. The dissertation may employ quantitative or
qualitative methodology.
Introduction to Clinical Research (PSY 837), offered in the second year, provides rationales and methods for
integrating empirical research with the practice of clinical psychology. An introduction to philosophy of science
is followed by a brief history of the role of research in clinical training. The course focuses on research
strategies relevant to practitioners, including how to assess, monitor and evaluate the progress of clients
throughout psychotherapeutic and behavior change processes, how to critically evaluate the relevance of theory
and past research for application to current clinical cases, and how to conduct clinical replications with current
clients.
The doctoral dissertation in the Psy.D. Program is usually practice related research. Students will master the
literature in the area of the chosen topic as well as design and carry out a research project. Students will work
closely with the Dissertation Committee Chair in designing the study and in deciding on procedures for analysis
of the results. Committee members will serve as consultants when appropriate and work with the student and
chairperson toward approval of the final proposal. The final product must demonstrate that the student can
critically examine a problem, integrate information, operationalize concepts, implement a research project and
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communicate the essential aspects of the study. The project aids the Psy.D. student in developing the critical
thinking skills and the writing skills essential for professional practice in a manner consistent with the traditions
of psychology.
There are some students who decide, in consultation with their faculty advisor or another member of the full
time faculty, to pursue a theoretical or non-empirical dissertation. In such situations the student will also be
required to have a formal proposal meeting and formal approval by a dissertation committee.
General Program Policies for the Dissertation
The following general policies and procedures have been adopted by the Doctoral Training Committee to assist
students in completing doctoral dissertations.
1. The dissertation committee chairperson must be a member of the full-time psychology department
faculty. Exceptions are made when it is to the student’s advantage to have a chairperson from outside the
department.
2. There is a limit to how many committees a faculty member may chair from each class.
3. Students must select a committee chair prior to registering for PSY 838 and a full committee to register
for PSY 839.
4. Students must complete a pre-proposal presentation by the end of the spring semester, third year.
5. Students must complete the proposal and obtain formal committee approval by October 15th of the
fourth year in order to obtain a letter of readiness for internship. Failure to complete the proposal on
schedule will result in the DTC withholding a letter of readiness for internship. Completion includes a
completed dissertation approval form signed after a formal proposal meeting.
6. For empirical dissertations formal Institutional Review Board (IRB) approval is necessary after
committee approval. Students should allow sufficient time for IRB approval when planning the
beginning of their data collection.
7. Following approval of the proposal, students should make every effort to complete the Dissertation by
the end of the internship year.
Objective of the Dissertation Component of the Clinical Psychology Doctoral Program:
The Research Core
In the research core a student develops sufficient knowledge and skills to create and conduct research related to
the evaluation and improvement of clinical practice. This core consists of the successful completion of two
semesters of Statistics, one Clinical Research Seminar, two independent courses developing and conducting the
Doctoral Dissertation, and orally presenting the completed Doctoral Dissertation.
Completion of the doctoral training program is the culmination of knowledge, skills, and attitudes necessary to
be a clinician developed throughout coursework, extern field experiences, assistantships, and research
experiences. Students who successfully defend their dissertations will have developed the following
competencies, including the knowledge, skills, and attitudes1 necessary to act as competent practitioner-scholars
in the field of clinical psychology:
1
adapted from the NCSPP Competency-Based Training & APA Benchmark Training Guidelines
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


Knowledge Base:
o Research Evaluation
 Understanding of different epistemologies, including an understanding of western science
in its cultural context.
 Maintenance and expansion of breadth and depth of knowledge statistics and research
design
o Conducting and Using Research in Applied Settings
 Understanding of how to build new practice methods and adjust interventions based on
evidence
o Ethics and Professional Competence
 Inclusion of diversity issues in the development, implementation, and interpretation of
research
Skills:
o Research Evaluation
 Ability to critically evaluate research literature in terms of applicability to specific
clinical questions
 Ability to smoothly explain relevant professional research literature to a client
 Ability to critically evaluate different epistemologies
o Conducting and Using Research in Applied Settings
 Ability to design and conduct outcome research (individual client and/or larger
participant group) in an applied setting
 Ability to functions as a peer consultant in research design and evaluation
 Completion of a major scholarly research project
 Dissemination of scholarly findings to the professional community.
 Ability to identify and attempt to control for personal biases that impact the design and
implementation of research and the application of research findings in clinical settings
 Application of research in local clinical settings
o Ethics and Professional Competence
 Ability to conduct research according to accepted ethical principles and standards
 Ability to function as a “local clinical scientist” in an applied setting
Attitude:
o Research Evaluation
 Incorporation of scientific attitudes and values in work as a psychologist
o Conducting and Using Research in Applied Settings
 Assumption of a leadership role as an evaluator and/or researcher in applied settings
 Investment in the application of research findings in local clinical settings
o Ethics and Professional Competence
 Commitment to the importance of research and evaluation in ongoing inquiry and
lifelong learning
Method for Assessing Student Progress & Attainment of Objectives
Dissertation Evaluation: There are several distinct written evaluations that are provided to students from start
to finish of their dissertation projects. Please consult the dissertation roadmap and the Individual Timeline to
Dissertation Completion templates.
Individualized Dissertation Timeline to Completion: (IDTCP): All students will begin making a
dissertation plan at the start of their time in the program. At first this will include informal discussions with
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faculty they have an interest in working with and/or discussing topics with. By the spring of their second
year, students will work on a topic in their research course (which typically becomes their dissertation topic).
All students should review the timeline plan and discuss the process with their advisors and (later) chairs.
Pre-dissertation Proposal Presentation Form: Prior to the formal dissertation proposal meeting, third year
students are scheduled to present their dissertation ideas to the entire doctoral community. Each attendee
completes an anonymous review form and the presenters receive all of this informal written feedback.
Dissertation Continuation Evaluation: Every semester from a student’s fourth year and on, the dissertation
advisor will complete a dissertation continuation form. These evaluations help to show continual progress on
a students’ dissertation and/or help remediation a student’s progress when necessary.
Dissertation Proposal Evaluation and Self-Evaluation: After the formal dissertation proposal to the
student’s three committee members, this form is completed and the student receives these along with a
feedback discussion from their chair. The self-evaluation portion of the form should be completed by the
student prior to the proposal meeting. Committee members will give the student feedback and required
revisions. After the proposal meeting, the student should meet with their chair to discuss the feedback and
complete the revisions roadmap section of the form.
Dissertation Defense Evaluation: Once the formal oral dissertation defense is held, each of the three
committee members completes this written evaluation form and when the doctoral candidate returns to the
presentation room, this written feedback is reviewed. Note that the Dissertation Proposal Revisions form will
be reviewed at the defense by your committee. It would be best to send your committee copies of these forms
when you submit your final draft to your committee before the defense.
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Dissertation Roadmap
The following roadmap is an example of how you might approach completing your dissertation. It is the
schedule that has worked for many. However, it makes sense for some people to accelerate the following
schedule. Since you will not be seeing patients during your first year, it is often useful to get started early.
Your 1st and 2nd Years in the Psy.D. program
Questions, Ideas, Ideas
You should be actively talking with professors about their research and writing down ideas that interest you. You should be thinking about
which professors you can imagine spending more than two years working closely on a project with. The most important thing to do is to figure
out a question that you would like to test. Would answering this question advance the field’s understanding of a theory? Would it have
any practical value? Before your research course, you should NOT focus on the method or feasibility of a study at this point. In the spring
of your 2nd year you will write a draft proposal in PSY 837, Research Methods, that may become your ultimate dissertation foundation.
3rd Year
Spring Semester
A Chair to Call Your Own
You must have picked your dissertation chair when you register for PSY 838, Dissertation.
3rd Year
March-April:
Pre- Dissertation Proposal Presentation
After you do your presentation, you will take a well deserved sigh of relief and you will go out and celebrate and the last thing on your
mind will be your dissertation. Perfectly normal. The problem is that this feeling of detachment from your dissertation is intoxicating. It is
like a Harpy’s song (remember your Greek mythology?). You will tell yourself that you will not lose your momentum and start working on
it in a week. That week will stretch into a month and then two and three. Pretty soon it will be August and your chair will be away. You
know that you must have a proposal meeting and get approval by October 15th of your 3rd year to even apply to internship, so you start to
panic! The sad truth is that every year, some don’t make it, cast aside from the herd like a sickly wildebeest.
But wait! There is hope. It is still April! Whew………. All you need to do is follow this timeline and you can avoid this horrible fate.
3rd Year April
A Schedule
Take a day off but then immediately make an appointment with your chair for May 1st to discuss your thinking behind your proposal. Read
the section in the student handbook on dissertations. You might also want to read the book “Dissertations from Start to Finish.” by John
Cone and Sharon Foster.
3rd Year May
Outline All of the Above
If your chair says that the thinking is sound, start writing a detailed outline. An outline sounds so 5th grade, but it will save you tons of
work, when your chair tells you that one section is not necessary. Imagine if you had written it all out! By the middle of May you should have
a full, more detailed outline. Once again meet with your chair to make sure the outline is good. Make an appointment for June 1st. Pick
your other two committee members and send their CVs and email addresses to Pam by July 1st.
3rd Year June
Writing Your Proposal
By this meeting, you should have started to fill in your outline with text, developing a rough draft. You and your chair will go over your
draft. By the end of the month, you should have a fully written draft of your proposal that you submit to your chair for feedback. Email your committee to find out if any of them will be away for a stretch, from now until the deadline of October 15 th. Refine your
proposal, including your chair’s edits; it will need to be polished before you can send it out.
3rd Year July
Scheduling and Preparing the Proposal Forms
Finalize all edits and other details of your proposal, and if your chair says you are ready, send out your proposal to your other two
committee members for comments. You MAY NOT schedule a proposal meeting until you have given all three members at least two
weeks to read your proposal AND they all tell you that you are ready. In addition, you must send each committee member the
Dissertation Proposal Competency Form, which is located on the department website, in the “forms” section. The self-evaluation
portion of the form must be filled out by you before you propose. The rest of the form will be completed by each member when you
propose. Copies of ALL of these go in your binder. Do NOT lose these. Make yourself a copy and place a copy in your binder. The
comments and revision requests that your members note on these forms will be checked against your final dissertation at your defense
date in the future.
3rd Year August 1st
Have a final draft of your proposal to your chair. A delay in this may mean that you will not meet the deadlines for your proposal
presentation, thereby holding you back from applying for a 5 th year internship until your 6th year.
3rd Year August into 4th Year September
Proposal Time
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If someone is away (which is almost always the case) or if your proposal needs to be changed (which is almost always the case), you will
have August to do that. You should reserve September as a cushion in case scheduling is a problem.
4th Year October 15th
Deadlines.
If you have not proposed and gotten approval from all three committee members, you can now take a break, because you will have an
extra year of waiting to go on internship. If you have proposed, you don’t get a break. You actually have to do the thing now! But you are
a year closer to being called Dr. <insert name here>! On the day of your proposal, don’t forget to bring the copies of your completed
Dissertation Proposal Competency Form for each member to finishing filling out with their evaluation and comments of your proposal.
After You Propose
IRB Approval
Complete the IRB application. Before you will be able to submit your proposal to the IRB, your committee members must sign off on it.
Once you have had your committee members (and PSC Director if using PSC materials) sign off on the IRB Proposal Evaluation form, the
form needs to be signed by Dr. Lachter, the Chair of the Psychology Department. He will NOT sign it without the committee members’
signatures. You may not recruit subjects, let alone collect data until you have IRB approval!
Your Drafts v. Your Final Dissertation
Track Changes
You will likely be submitting many ‘final’ drafts to your chair before your dissertation has been fully polished. When it is ready, you should
give your committee members at least three weeks to read through your final draft before they all agree that you are ready for scheduling
your defense.
Your Dissertation Defense
You Can Call Me Doctor Now (?)
At your dissertation defense, you must bring your Dissertation Proposal Competency Forms, including the required revisions and
suggestions. It would be wise to have gone over these forms before submitting your final draft to your committee members. You will also
need a Title Page ready for signatures, a Dissertation Defense Competency Summary, and three Dissertation Defense Competency
Worksheets.
Revisions, Revisions
Maybe Now…
You will likely have revisions to complete after your defense. The extent of the needed revisions will depend on your study, and your use of
the proposal competency forms in making revisions early-on. When you have your final project you should submit a bound copy of your
dissertation, with the original signature page as your cover, to Pam.
Definitely Now.*
Your dissertation title will be posted on your transcript and a copy of your dissertation will be kept in the program library. Your
dissertation will be eligible for the annual Outstanding Dissertation Award from the program.
And now, you can relax, Dr. < ____>.*
Prepared by Camilo Ortiz & Pam Pruitt, last updated 9/27/2011
* Your degree will be conferred based on the university conferral date either after your defense and/or after your completion of internship.
You may not begin calling yourself “doctor” until that conferral date (except to your cat). By NYS regulations- your post-doc hours will not
begin until after that conferral date. The program can provide you with proof of completion of all program requirements before the conferral
date only.
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The below form will be used by all students and maintained in their student binders.
Individualized Dissertation Timeline Plan to Completion
Student Name:
Expected Graduation Date:
Handbook
Deadlines
To Be
Completed
By
1st / 2nd
Year
Dissertation Milestones
to Be Completed
Discuss topics with one or
more faculty member
(Let all you speak to know
your final plans once you
choose a topic and chair)
Spring 3rd
Year
In PSY 837: Research, begin
preparing the dissertation
proposal (begin discussing/
sharing with who you have in
mind for a Chair)
2nd Year
Choose Chair - January of 3rd
Year
January 3rd
Yr
Pre-Proposal Presentation
March 3rd
Year
Choose Committee Members
(2)
Sum 3rd Yr
Complete Literature Review
Write Proposal
Before Oct
15
4th Year
Update Committee Members
on Progress;
Send proposal to Chair
August 1;
When approved, send to
committee, check availability
for 2-4 weeks after;
Schedule proposal meeting
Sum 3rd Yr
Proposal Meeting (Complete
Proposal Evaluation Forms)
October 15
4th Year
Actually
Completed
On
Chair:
Notes / Revised
Completion
Date
Chair
Signature
Advisor
Signature
PSY 837
Faculty
Signature
Member 1:
Member 2:
Date Timeline
Established:
Date
Student
Signature
Date
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Identify sample
Identify measures
IRB Approval
Train any research assistants
Recruit / Train coders
Conduct data collection
Conduct data analysis
Write-Up results
Write discussion section
Send to Chair, make
requested revisions
Send to Committee
Schedule Defense Date
Defend
(bring Proposal
Evaluation Forms)
***Note about Theoretical Dissertations
Students electing to complete a theoretical dissertation do not have to use clinical projects in the PSY 837 research
proposal. In addition, those steps required for empirical dissertations, such as IRB approval, do not need to be done.
However, because of the challenges inherent in successfully completing a theoretical dissertation this should only be
undertaken by students with excellent writing and organizing skills and with the capacity for creative work.
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The Doctoral Dissertation Committee
(This section applies to empirical dissertations only.)
The nature of the research question and the type of research (correlation, experimental
analysis, qualitative analysis, intensive case study, and programmatic evaluation) will determine the faculty
members most suited to chair and serve on the dissertation committee. Students are encouraged to seek
guidance in the selection of a chairperson from their faculty advisor, and/or their peer advisor.
One way for students to develop research ideas and interests is to become active in the ongoing research
programs of department faculty. This type of involvement helps the faculty and more advanced students
complete their projects and helps the newer student develop research skills. In some cases students will choose a
research question which continues the larger research objectives of the faculty member. In this case the faculty
member in charge of the research program will typically be the research committee chair.
The student and dissertation chair will collaborate in selecting the remaining committee
members. Committee members should be chosen for their interest and expertise in issues related to the content
of the research, the clinical population, or the specific research methods to be used. In selecting a committee,
students should also make every effort to select members who could contribute to conducting the study as well
as analyzing and writing the results in way that shows understanding of issues relating to handicapping
conditions, age, life style and sexual orientation, religion, race and ethnicity, physical appearance, social and
individual background and gender.
Field placement supervisors and adjunct faculty who are expert in issues relating to the research or involved in
research at training sites have proven to be very helpful committee members. Students will invite the
individuals they have selected to serve on their dissertation committee. Students should be able to provide their
prospective committee members with a brief description of the research questions and proposed methods of
research. At a minimum, committee members will be asked to be involved in the following tasks:
A.
B.
C.
D.
E.
Read and critique the written research proposal. However, the committee chairperson should be
principally in charge of reading and critiquing the proposal. After the proposal has been accepted
by the chairperson, you should have the other committee members read it.
Attend a formal proposal meeting at LIU Post and sign the Dissertation Proposal Form once the
dissertation meets with committee approval.
Consult with you during the course of the research.
Read and critique the written dissertation.
Attend the formal oral presentation of the dissertation and sign the Dissertation Title Page.
Theoretical Doctoral Dissertations
(This section applies to theoretical or non-empirical dissertations only.)
All procedures identified in the previous section apply to theoretical or non-empirical
dissertations except for empirical research matters. Dissertations of this nature require a thesis that is
investigated with the same completeness and scholarship as those that employ data collection and analysis.
Students should not expect that this approach will be any easier or less time consuming than traditional
psychological research dissertations. In fact these dissertations may be more complex and challenging than
some empirical projects.
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Committee Meetings
Students and the committee meet as necessary to complete the dissertation. Two formal meetings are required:
A proposal meeting and an oral presentation meeting.
Proposal Meeting
By August 1 of a students’ 3rd year, students must submit a proposal draft to their committee chair. Leading up
to that point and throughout the process, students must proactively remain in contact with their chair AND their
committee members. At least 2 weeks prior to the proposal meeting students provide a final written draft of the
proposal to each committee member.
An empirical proposal will usually include:
 a literature review,
 a statement of the problem under study and specific hypotheses or research question.,
 a detailed method section,
 and, for quantitative research proposals, a series of proposed analyses, often including a power analysis.
It must be written in APA style.
The dissertation proposal is a comprehensive document that in many ways looks like a completed dissertation.
For example, the introduction and the methods of the proposal will in most cases not change significantly from
the proposal to the finished dissertation. These sections must be written in great detail. The main differences
between the proposal and the completed dissertation are that the completed dissertation will include a results
section with actual data instead of proposed analyses and the complete dissertation will include a more
comprehensive discussion section.
To reiterate, the literature review, theoretical foundations or relevant theories in the case of a qualitative
research design, hypotheses or research question (s), and methods must be thoroughly completed for the
dissertation proposal to be accepted. Be sure to allow at least two weeks reading time.
At the proposal meeting, students make an oral summary of the background literature, the problem chosen for
study, and an outline of the proposed research methodology. At this meeting, the student must be prepared to
describe expected results and an outline of how the findings will be analyzed, if warranted. The approval of the
committee is necessary before the research may be implemented. The student and committee members complete
the Dissertation Proposal Form and file it with the Program Director once the committee members agree that the
proposed research meet the criteria for a dissertation.
Then, approval must also be obtained from the Institutional Review Board (IRB). This happens after the
proposal has been approved.
The proposal format for theoretical dissertations should outline in some detail what will be covered in each of
the chapters of the dissertation. Students should be aware of the various “conversations” that already exist with
respect to the topic and should be prepared to delineate how their own approach will make a significant and
unique contribution to the current dialogue or conversations present in the field. In most cases, it will be
necessary for the proposal to include
 an initial review of the literature (to be expanded upon as later chapters of the thesis are developed)
 and an extended and lengthy annotated bibliography, containing summaries of scholarly theoretical and
research based articles and books relevant to the proposed topic.
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Although it is not possible to specify how many citations will be needed for the proposal, there needs to be a
significant number to indicate to the dissertation committee that the student is well advanced and
knowledgeable in terms of investigating the topic. In addition, the implications-clinical and otherwise-of the
study’s potential findings must be identified. One possible approach might be for the student, prior to the
proposal meeting, to meet with his/her committee for a two hour session or conversation about the topic to
provide guidance regarding the manageability of the topic and a committee consensus regarding the suitability
and general direction of the dissertation topic.
Oral Presentation (Defense)
The second meeting, the oral presentation, is held after the student has completed the writing of the dissertation.
At this meeting the student presents background information on the problem area, the research methodology,
and a summary of the results. The oral summary should not exceed 30 minutes. These meetings are usually
informal with committee members and others asking questions or interjecting comments. This meeting helps
students communicate their research efforts to other professionals. After completion students are encouraged to
publish the results of their dissertation.
All faculty and graduate students are to be invited to attend. The doctoral candidates will prepare a one-page
abstract for this invitation. This abstract must be submitted at least two weeks prior to the oral presentation.
Failure to post this announcement will delay the oral defense. It is posted on the program bulletin board so all
faculty and you wishing to attend may do so.
You must allow at least 2 weeks time for each Dissertation Committee Member to review your final dissertation
copy. You can schedule your dissertation defense after all Committee Members have read and approved the
final dissertation copy. Students should be aware of and plan for scheduling issues that may result from
conflicting schedules and other issues of their committee members. Students that typically do not struggle with
this issue are students who have been diligent with correspondences with their committee members throughout
the process.
The Dissertation Title Page must be signed by all members of the Dissertation Committee at the oral
presentation. However, in some cases the Dissertation Chair may not sign the title page until all updates and
corrections are final. Copies of the final dissertation will be filed in the library and the program office. A final
bound copy must go to the program office (including the original signature page as the cover sheet) and an
unbound copy must be submitted to the program office for library binding for LIU Post’s collection.
You are considered to have completed your Dissertation Requirement, when the final, signed and bound copy of
your dissertation is in the program office. You may get the dissertation bound through the LIU Post library
(contact them directly) or at a local office store (i.e., Staples). Once the final bound copy is received (with the
original signature/title page as the cover sheet), a change of grade for PSY 839 is sent to Registrar along with
your dissertation title to be added to your transcript.
***Please note: if you have successfully defended and completed internship, you still cannot call yourself “Dr.”
or add “Psy.D.” at the end of your name until your conferral date.
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Practical Information Regarding Dissertation Presentation
1) Dissertation Presentation Dates
The dissertation presentation should be scheduled a minimum of twenty days prior to the graduation date. After
students have completed the writing of the dissertation, have received approval from the committee chairperson
to set a date and have set a date with their committee contact the program secretary to reserve a room.
All faculty and graduate students are invited to attend. Students must prepare a one-page abstract for this
invitation to be posted on the program bulletin board at least two weeks prior to the defense date.
A sample of a properly worded title page for your dissertation is available on the program website. Bring your
title page with you so that your committee can sign off on it.
2) Dissertation Revisions & Final Copy
Completed dissertations must include a committee approved final revision.
Each student is required to provide the Program with one bound copy of his/her final dissertation. When all
requirements are met, the Committee Chair will complete the proper paperwork to record a change from INC to
a passing (P) grade for Psych 839. Please note: a grade of passing (P) will not be given until all dissertation
requirements are met.
WARNING: THE DISSERTATION IS BY FAR THE MOST COMMON REASON YOU EITHER DO NOT
FINISH THEIR DOCTORAL TRAINING OR ARE DELAYED IN ITS COMPLETION (SOMETIMES BY
YEARS).
Two of the reasons for delays are:
1) letting other, more immediate demands on your time supersede the dissertation and
2) not understanding what exactly is required for the dissertation.
To avoid procrastination, break up this huge task into small and manageable pieces and dedicate time every
week to making some progress. If you are unclear about any aspect of how to complete a dissertation, ASK. It is
assumed that doctoral you have a good general idea of how the process of completing a dissertation works. If
you are not proactive, you may well experience a disruption to your graduate school plans.
Printing and Publishing Your Dissertation
To be done after defending your dissertation and when your final dissertation is ready with all required
signatures on the cover page
Publishing:
1. Publishing your dissertation with ProQuest -At this juncture, you are highly encouraged to have your
dissertation published. Although it is optional to do so, this step allows you to have his/her dissertation available
to the Professional Community through dissertations Abstracts International, which is accessible through the
public library system. You may contact the library at LIU Post for more information on the process of
publishing your dissertation immediately upon degree conferral through ProQuest.
2. Copyrighting your dissertation with ProQuest -If you decide to professionally publish your dissertation, it is
also recommended to copyright your dissertation (since it will be available to the public). This can be done on
your own directly with the Copyright office in Washington, DC, or if you elect, ProQuest can handle the
copyright paperwork for an additional charge.
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ATTENTION: ALL STUDENTS AND FACULTY
WHAT?
The annual pre-dissertation presentation.
WHEN?
Wednesday ___ from 12:30 to 1:50.
WHO?
3rd year students are presenting. 1st and 2nd years must attend.
WHERE?
TBA
WHY?
So that third year students may present the work they have done
on their dissertations thus far and get feedback from the rest of
the Psy.D. community. This should strengthen the dissertations
and motivate people to begin work on them earlier.
MORE DETAILS
Each student will get 6 minutes to present their dissertation progress. This will be
followed by 3 minutes of questions/comments. Students are expected to present
whatever they have done up to that point. It is not expected that all students will
have progressed equally. The point is to help students articulate their ideas and
refine their questions. Students are strongly encouraged to make their presentations
with Microsoft Power Point.
1st Session Presenters are:
2nd Session Presenters are:
The order in which students present is up to them. Each presenter will introduce the
next person, when they have finished. Students will decide how they want to
introduce their peers. One way this has been done in the past is for each student to
state one little known fact about the person they are introducing!
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Dissertation- short description of timeline
The dissertation process begins in the spring of your 3rd year in the program, if not earlier.
Registration: You will be registered for PSY 838 in the spring of your 3rd year. You will need to have
gotten approval of a faculty sponsor by this time. In the fall of your 4th year, you will register for PSY 839 and
need a full committee to be chosen. Beginning in the fall of your 5th year, you will register for PSY 842 every
semester until you defend. This matriculation course carries 2-credits worth of tuition.
In addition to the course registrations, there are other milestones related to dissertation completion. In
the spring of your 3rd year, you will present to the entire program at the “Pre-proposal Presentations” along with
the rest of your cohort. In the summer of your 3rd year, you will complete the written proposal with your chair.
By October 15th of your 4th year, you must propose in order to be approved to apply for internship. If you do
not defend by this deadline, your time to completion for the program will be pushed back by one whole year at a
minimum. All students who do not propose by the fall of their 4th year will be automatically required to
complete an “Individualized Timeline to Completion” with their chair.
After successfully proposing, students will complete and IRB application before beginning their
research. IRB revisions may also be necessary. Throughout this process, your chair will work with you on the
application.
Evaluation: Beginning in the fall of your 4th year, your dissertation chair will complete a dissertation
evaluation every semester to track your progress. If warranted, your chair may work with you to complete a
Dissertation Timeline to Completion. All students should be in touch with their chairs at least once a month in
regards to their progress.
Defense Preparations: Students should consult their student handbook on the procedures for submitting
final drafts to their committee members and regarding scheduling their defense with the three members.
Students must email an flier that includes their name, time of defense, title, and abstract to the program at least
2 weeks prior to their defense. 1st, 2nd, and 3rd year students are encouraged to attend these defenses.
On the day of your defense you will need to bring three copies of the Dissertation Competency Rubric
and a copy of your Title Page for your committee to sign. The completed rubrics will be handed in on the day
of the defense to the office. The title page you will keep to bind with your final copy.
Once your defense is completed and your committee approves any revisions on the hardcopy, you will
submit a bound copy of your dissertation to the program offices in duplicate. One copy will be bound (plastic
cover, thick black backing, and the original signature page as your coversheet) and the other will be unbound,
one-sided, for the library’s collection. Once this has been submitted to the program office, the PSY 839 INC
grade on your transcript will be changed and your dissertation title will be included on your transcript.
Publication through ProQuest of your dissertation can be done through the LIU Post library. Contact the
Dean of University Libraries’ office directly for more information. We encouraged students to speak with their
chairs about other publication options for their projects as well.
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Note: if you are defending shortly before to deadline for Commencement, your bound copy must be into
the office at least one day prior to Commencement or you will not be allowed to walk at the Commencement
exercises.
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Other Program Requirements
Student Participation Requirement
All program sponsored events, including lectures, colloquia, concentration meetings and special presentations
are developed and included as important parts of a doctoral student's education. They provide students with
opportunities to learn about research and practice conducted by professionals who have little or no affiliation
with the program. It allows students the chance to interact informally with successful and creative psychologists
and other professionals who are involved with relevant and interesting projects. Clinical cases are also presented
by those with views and approaches sometimes different than those of the full time faculty. Students can also
use these presentations to further their dissertation ideas.
Because of these benefits and the time, effort and funds required for implementation, good attendance at these
events is very important to our program community. Hence, students are required to attend program lectures,
program sponsored workshops, seminars and colloquia held during the midday break period and on days when
students have classes scheduled. Attendance will be taken at these events. The frequency of an individual
student's attendance at these events will be recorded and entered in each student's file and be part of the faculty's
evaluation of each student. A pattern of attendance will be considered as part of each student’s evaluation. It is
particularly important for first year students to attend these program sponsored events in order to immerse
themselves in the culture of the program and for their professional development. Students can check the Get a
Grip for weekly announcements of such events.
Students are also required to attend at least two dissertation defenses during their first three years in the
program. This requirement is intended to educate students about the defense process, making this requirement
less daunting and more familiar.
The Safe Zone Project
The Safe Zone Project is a diversity training program that was adapted by the LIU Post Clinical Psychology
Doctoral Program to increase the doctoral students’ sensitivity, awareness and knowledge of important issues
that concern lesbian, gay, bisexual and transgender (LGBT) individuals. In an effort to provide clinical doctoral
students with training that will help foster LGBT-affirmative attitudes and engender LGBT-sensitive
psychologists, the LIU Post Clinical Psychology Doctoral Program provides a Safe Zone training that is
mandatory for all entering students enrolled in the program. By bearing some of the responsibility of training
individuals to competently and ethically work with LGBT individuals and related issues, the Safe Zone Project
is an integral part of the program’s effort to respond to the American Psychological Association’s call to clinical
training programs for the promotion of knowledge and training in human diversity. Although the Safe Zone
Project does not provide comprehensive clinical training for treating those with LGBT-specific problems, or
sexual and gender identity/orientation issues, the training does prepare a new generation of students to be more
informed, sensitive, and ultimately better clinicians to the LGBT community. The Safe Zone Project offers the
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opportunity for a dialogue about diversity and endorses the program’s provision of an atmosphere that respects
all individuals, regardless of sexual orientation, ethnic background, age, ability, and gender.
The Safe Zone program for first year students takes place over eight 90 minute sessions, four in the fall and four
in the spring. In addition, there is at least one program - wide event each academic year. All are mandatory. For
more information about similar safe zone programs at other universities, see:
http://www.lgbtcampus.org/old_faq/safe_zone.html
OTHER REQUIRED TRAINING EXPERIENCES
Project S.A.V.E
A two-hour course (Schools Against Violence in Education) required by NYSED.
Child Abuse Identification & Reporting Workshop
A two-hour course required by NYSDE
This must be completed and paperwork on file prior to beginning the second year placement at the PSC.
H.I.V. Workshop for Psychologists
IRB Workshop
Spring semester workshop conducted by the Office of Sponsored Research at LIU- LIU Post.
Signed and dated certificates of completion of each of these program requirements must be in the students’
individual binders by the end of the spring semester of their fourth year.
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Time Limits & the Doctoral of Psychology Degree
In order to graduate you must have completed all program requirements and be considered eligible by the
Registrar’s office. If you are not considered eligible by the registrar’s office it is your responsibility to clear up
any deficiencies preventing your graduation. The following are all required for graduation:
 A GPA of at least 3.00,
 Successful completion of all course work,
 PDS seminars,
 HIV Workshop,
 Practicum, Child Abuse Reporting, SAVE,
 Externships,
 Clinical Competency Evaluation
 Doctoral Dissertation
 A twelve month clinical internship
It is to your advantage to complete all program requirements in five, but no more than six years after becoming
a full time Psy.D. candidate.
Time Limit & Extensions
Six Year Limit
Students have six years to complete the program (i.e., by August 31st of their 6th AY).
 Year 1: Academic Work
 Year 2: Academic & Clinical Work in PSC
 Year 3: Academic & Clinical Work on Externship
 Year 4: Academic & Clinical Work on Externship
 Year 5: Full-time Internship & Dissertation Work
 Year 6: Dissertation Work
 Year 7: Requires Extension Request by April 1st of 6th Year & Mandatory Timeline to
Completion in Place
Seventh Year Extension
In the event you do not complete the program in six years you will be automatically terminated from the
program, unless you request and receive a one year extension from the DTC.
1. In such cases, it is your responsibility to make this request in writing to the DTC by April 1st of
your 6th year.
2. The request must include the reasons for the delay and a realistic plan for completion, to be
submitted in writing to the DTC for approval, for completing all program requirements by the
end of your 7th year in the program.
3. The burden is on you to convince the DTC to grant additional time.
4. The DTC will then decide if the request should be granted.
5. There is no guarantee that the DTC will grant such an extension.
6. All plans for completion must include (at a minimum) bi-weekly contact and updates to the
students’ dissertation chair and/or the program director.
Note:
Note that if a student is in their 5th year of the program and still has not completed their second externship, they
must request an extension into their 7th year. This extension is required in order to complete a 4th year
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externship in year 6 and an internship in year 7. A student who does not receive an extension may be
automatically dismissed from the program.
Note that if a student is in their 6th year of the program and still has not gone on internship, they must request an
extension into their 7th year in order to be able to apply for internship. A student who does not receive an
extension will be automatically dismissed from the program.
Student Handbook Changes: Time Limit & Extensions Six Year Limit
This student handbook includes the following changes that all students should be aware of:
Time-Limit for Program
Students have six years to complete the program (i.e., by the September conferral date at the end of their 6th
academic year).
Seventh Year Extension
In the event you do not complete the program in six years you will be automatically terminated from the
program, unless you request and receive a one year extension from the DTC. In such cases, it is your
responsibility to make this request in writing to the DTC by April 1st of your 6th year. The request must include
the reasons for the delay and a realistic plan for completing all program requirements by the end of your 7th
year in the program. The burden is on you to convince the DTC to grant additional time. The DTC will then
decide if the request should be granted. There is no guarantee that the DTC will grant such an extension.
Eighth Year Extension
In rare cases, students may be given a second opportunity for an extension into an 8th year. Requests for this
consideration must be made by April 1st of your 7th year. The maximum extension period is two years, or 8
years since you began the program. A plan that cannot reasonably be completed before the 8 year limit (August
31st of your 8th academic year) will not be approved and you will be dismissed.
Note: In the case where a less than one-year extension is granted (i.e., 6 months or 1 semester), students needing
to request additional time past that extension must send their requests in writing 1 month before the end of the
extension period.
Other Time-Limit Considerations Related to Externship & Internship
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Note that if a student is in their 6th year of the program and still has not completed their second externship, they
must request an extension into their 8th year. This extension is required in order to complete a 4th year
externship in year 7 and an internship in year 8. A student who does not receive an extension may be
automatically dismissed from the program.
Note that if a student is in their 7th year of the program and still has not gone on internship, they must request an
extension into their 8th year in order to be able to apply for internship. A student who does not receive an
extension will be automatically dismissed from the program.
Students receiving a part-time internship should also request an extension. This request should be
accompanied by a plan that includes not only their part-time internship experience particulars, but their
dissertation completion plan. Note that in some cases, chairs will decide that students may have an extension for
the part-time internship work, but will need to complete their dissertation along a separate timeline.
Notes on Time-Limits Advanced Standing
Advanced standing students come into the program with 15 or more credits. The time-limit for advanced
standing students will be determined at the start of a student’s time in the program and based on the following
considerations:

Number of graduate credits transferring versus the LIU Post 115-credit program

Number of required clinical experience training years

Completed research coursework and/or project

Completed coursework/project transferrable for CCE project

Scheduling issues due to program scheduling and/or faculty availability
Students will sign an agreement regarding their academic plan and time limits at the start of their program. The
same methods for extensions for an additional 1 or 2 years will be used as mentioned in the “Seventh Year
Extension” and Eighth Year Extension” Policies.
Leaves of Absence & Time Limits
Student Requests for Leave of Absence Policy and Procedure
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Students may request a leave of absence from the program for academic, personal or health reasons. Usually the
time period of the leave of absence will not exceed one year and is negotiated on the basis of the needs or
wishes of the student and requirements of the program. Students requesting an emergency or planned leave of
absence for personal health or psychological reasons may be required to submit a letter from their health care
provider(s) and may be required to obtain a health or psychological assessment prior to being reinstated in the
program. Leaves of absence may be granted on a case-by-case basis for reasons including, but not limited to:

Personal reasons

Medical / health reasons

Financial reasons

Academic remediation
Student Leaves of Absence: Plans
In any case, students MUST have a plan in place for returning to the program, including work while on leave
that will assist students’ abilities to return to the program. Templates for plans will follow the same template as
remediation plans and may include dissertation completion plans and dissertation contracts. Failure to follow
the stated plan may result in the return to the program not being granted and/or further remediation once
returned.
Leaves of Absence & Communication
The degree to which a student will need to remain in touch with the program director and/or their dissertation
chair will depend on their progress in the program thus far. A student in the 3rd year or more may need to
remain in contact with their advisor or chair in order to best ensure their return to the program is welldeveloped. Additionally, communication will keep the student in the loop about programmatic issues, local
events, and additional continued professional development.
Leave of Absence & Program Time Limits
The time away on a leave of absence will not count towards the 6-year limit, nor be counted against the student
in case of an extension request. Procedures for request extensions are the same as mentioned in the “Seventh
Year Extension” and Eighth Year Extension” Policies.
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Handbook Section Quiz: Time-Limits, Extensions, & LOAs - Check
Your Understanding of the Policies!
1. Students may take a leave of absence without notice?
a. Yes
b. No
c. I don’t know
2. Do students have 8 years to complete the program?
a. Yes
b. No, the time-limit is 7 years.
c. No, the time-limit is 6 years.
d. I don’t know.
3. Full plans must be made, in writing, whenever students:
a. Take a leave of absence
b. Request an extension
c. Request a second extension
d. All of the above
4. When a student takes a LOA, that year off counts against their 6-year limit, true or false?
a. True
b. False
5. While on leave, students do not need to contact the program or their advisor at any time, true or false?
a. True.
b. False.
c. Depends.
6. Students can request a 7th year extension at what time:
a. In the end of their 6th year
b. By April 1st of their 5th Year
c. By Commencement
d. By April 1st of their 6th Year
e. Whenever their chair reminds them to
7. Delaying an externship or internship placement means ___ in terms of time limits and extensions:
a. Nothing
b. That the student may have to request an extension in order to be able to continue for final
externship and/or internship experiences
c. I don’t know.
8. Students can request an 8th year extension at what time:
a. In the end of their 7th year
b. By April 1st of their 6th Year
c. By Commencement
d. By April 1st of their 7th Year
e. Whenever their chair reminds them to
9. Students completing a part-time internship do not need to request an extension, true of false?
a. True
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b. False
10. Students receiving half year extensions do not need to request additional extensions by a certain date,
true or false?
a. True.
b. False.
Answer Key:
1. (b) No. Student must make a formal request, in writing, for a leave of absence. They can submit this
request to their advisor or the program director. Your request must include a plan for return.
2. (c) This is a 6-year program.
3. (d) Full plans must be made, in writing, with approval of advisor and program director, every and any
time a student deters from typical program completion.
4. (b) False. LOAs stop the clock.
5. (c) Depends. The degree of communication will be laid out in the written plan between student and
advisor and depend on level in the program.
6. (d) April 1st of the 6th year is the deadline to request an extension and must be done in writing.
7. (b) Delays of any component of the program, especially externship or internship, might mean that a
student has to make extension requests early to cover the years necessary for their clinical placements.
8. (d) April 1st of the 7th year is the deadline to apply for an additional year and must be done in writing.
9. (b) False. ANY student deterring from the 6-year program layout in ANY way, must request an
extension and MUST have a plan in place for completing all program components.
10. (b) False. Less than 1-year extension students needing additional time must make their requests 1 month
before the end of their original approved extension.
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Degree Application Process
Here you will find information on what you need to do to graduate from the program. You must complete
the LIU Degree Application (located on our “forms” page. If you will be graduating in September, please
fill this out and send it to the Registrar by August 1st. If you are graduating in January, fill it out by
December. If you are graduating in May, fill it out by February.
Check your Records:
If you do not have access online to your student transcript, please either call the program or the Graduate
Recorders (299-2904 or 299-2906). If you have not defended, the only INC on your record should be for
PSY 839. All other requirements should be complete. You are responsible for making sure all required
courses are registered for and grades are posted every semester. Do not wait until after internship to fix
missing grades, NGRs or INCs or missing courses. (Note that internship is now a year-long course, PSY
841).
Dissertation Defense:
After you have successfully defended, you will need to hand in a bound copy of your dissertation with the
signature page as the cover (the original signature page) to the program office. We will make a copy of the
cover and send it over to Registrar to have PSY 839 changed and to have them put your title on your
transcript. Generally, students also make a copy of the bound dissertation for their chair and sometimes
their committee members.
Internship Completion:
If you have completed all other requirements and will be completing your internship in the summer, you
are eligible to walk in the September graduation. Your name will not appear in the LIU booklet, but it will
appear in our PsyD Commencement booklet. Send an email to the program letting us know that you would
like to walk. We will take care of the paperwork.
Order your cap and gown from the Bookstore:
If you are going to attend graduation you need to let the program know and also order (early) your cap and
gown from the bookstore. We need to know who will be attending the ceremonies by early April. Doctoral
students are given spots on the main dais during graduation, so it is important to know how many seats we
will need.
Graduation Awards Day
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The Clinical Psychology Doctoral Program now gives out annual awards to its graduates. Awardees will be
notified by a letter from the Dean in mid-April. We encourage you to come to this ceremony, as it truly
does honor graduates across the College of Liberal Arts and Sciences. Last year, awards were given out for:
Outstanding Dissertation, Service to the CPDP, and Academic Achievement.
Commencement
Commencement will take place in May on the Great Lawn. You will receive more information by mail
from LIU, but can also check the website closer to the date. You do not need tickets, but it is recommended
that you do take your allotted 4.
The program also holds a reception after the main ceremony at Lodge B. A faculty member will say
something about each of the graduates and the valedictorian will give a short speech. A representative from
the PsyD Alumni Council will also give a speech.
Final Transcripts, Licensing, Etc:
Once you are ready to apply for licensure, simply send the forms (as completely filled out as possible) to
Barbara Kane in the Registrar’s Office. Complete the section about internship for her.
You should request a copy of your final transcript from Registrar as soon as you are sure that PSY 839 has
a grade and your dissertation title is listed.
Email the program if you have any questions or concerns.
Graduation
The conferral of degrees takes place at LIU Post four times a year: in September, in January, in May,
and in July. Having your degree conferred means you have completed all degree requirements AND submitted
an application for graduation. Commencement only happens once a year in May. There is an all-campus
ceremony followed by a program reception.
Please read through the following carefully and follow the guidelines depending on your time of defense and
internship completion:
 Some students will defend their dissertations by April, but still be on internship through the
summer of their 5th year. In this case, students are allowed to WALK at Commencement, but
they will complete degree applications in June for a July or a September conferral. Your bound
dissertation must be into the office one day before Commencement. Your name will not appear
in the Commencement booklet, but you will be seated with the rest of the doctoral students and
individually recognized at the Commencement ceremony.
 Some students will defend in the summer of 5th year internship. They will be September
graduates and allowed to walk in the next Academic Year Commencement ceremony.
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Post-Doctoral Training Applications
In order to be licensed in New York State, graduates are required to complete a post-doctoral training
year in order to accrue the required hours to sit for the licensure exam. The post-doc application process is
similar to the externship process. You will likely need copies of transcripts and letters of recommendation from
faculty and/or supervisors. For more information on this process, please review the information available on the
American Psychological Association website. Not all post-doctoral training experiences are the same. Students
should speak to upper-level students and graduates for tips on this process.
After graduation, many graduates will need a limited permit to be able to work before becoming
licensed. You will download the form from the NYS Department of Education website. Complete the form
(including internship site information) and mail it to our offices. LIU Post’s Registrar will send the completed
form with the university seal and your official transcript directly back to the NYSDoE. A similar form is used
for licensure paperwork and should be submitted in the same manner.
You will also need to have your S.A.V.E. and Child Abuse Reporting Workshop information recorded
in your file with NYS. That documentation should have been submitted (by you) before your 1st year in the
program, as you needed to have completed these trainings before beginning in the PSC your 2nd year.
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Licensure
There is a licensing exam, the EPPP, which is required by NYS to become a licensed psychologist.
Other States may have other subtests and requirements. Students should review what those are early on in order
to plan for them.

Information about licensure in New York State can be found at:
http://www.op.nysed.gov/prof/psych/psychlic.htm
 For license and limited permit applications, visit: http://www.op.nysed.gov/prof/psych/psychforms.htm
 Information about the EPPP can be found at: http://www.asppb.net/i4a/pages/index.cfm?pageid=3279
Once licensed, please let the program know so that we can update our files. Additionally, we are required by
the APA to have our graduates complete the Annual Survey every year until they are licensed.
New York State Psychology Licensure
Following successful completion of the program and all experience requirements, graduates of the program are
eligible to sit for the New York State licensing examination. Students should consult the Psychology Handbook
(New York State Education Department, 1990-see revision) as soon as possible in order to become familiar
with training and experience requirements as well as regulations and laws that relate to the independent practice
of psychology. Students should refer to the NYS Education Department website @ www.op.nysed.gov for
information on licensure requirements and regulations and for copies of the New York State Education
Departments' Psychology Handbook. This material becomes particularly important when graduation and
experience requirements are met and the graduate wishes to apply to take the Examination for the Professional
Practice of Psychology (EPPP).
The professional placement and satisfaction of our graduates are two critical outcome measures of program
success. Therefore, graduates can expect to be contacted on an annual basis and for accreditation self-studies in
order to that we can complete program outcome assessments. This will include information about employment
and professional development. The program and the American Psychological Association Committee in
Accreditation are regularly monitoring these outcome measures.
***Please note that licensing hours will not begin accumulating until the conferral date of your degree. These
dates are four times a year in January, May, July, and September. For instance, if you defend and have
completed all program requirements in Auguts, you will be a September graduate and your conferral date will
be in (mid-)September. Therefore, hours begin acculumlating in (mid-)September.
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Student Evaluation
While students are encouraged to be active participants in their own professional development, the primary
responsibility for training remains with the faculty through the DTC. In particular, the student evaluation review
process including, if necessary, remedial action, probation or termination recommendations made by the DTC,
is based on the judgments of professionals in consideration of the interests of present and future patients, the
student, the program and the profession. An appeals process, designed to protect students from unfair treatment,
is described in our handbook.
Academic Competency Review: Evaluations of student progress in academic courses, practicum and
externship settings, professional development seminars, professional standards, ethics, and professional
functioning along with student appeal policies and procedures are also detailed in the Student Handbook.
The Bi-Annual Review
Our faculty members share a strong commitment to provide training that will produce excellent entry-level
professional psychologists. We accept only those students we believe will make a contribution to the profession
and successfully complete the program. However, we also recognize that student selection procedures are not
perfect and that on some occasions a student will not function at an adequate level. It is therefore necessary that
the faculty conduct regular and complete review of student progress towards becoming a competent
professional.
The Doctoral Training Committee (not including student members) conducts a formal semi-annual review of
each student. The purpose of this review is to assess student’s academic, clinical, and professional development
at regular intervals of the training process to insure that each student’s professional development is on track. All
teaching faculty and faculty advisors who have had contact with students during that academic year are invited
to this review. The review is based upon the student’s achievement of foundational and core competencies,
academic grades and evaluations, clinical supervisor evaluations, PDS evaluations, CCE performance, progress
towards dissertation completion and other professional activities and observations of faculty and/or supervisors.
After completion of this review all reports and conclusions reached are discussed by the faculty advisor with his
or her student. When and if a student receives feedback of unsatisfactory performance, particularly a failure to
adhere to minimal levels of competence, the Doctoral Training Committee considers the student’s reaction to
this information in the evaluation of him or her. This feedback is also intended to be used by the student as a
basis for necessary academic and/or personal adjustment.
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Special Review: Policies and Procedure
The faculty will conduct special reviews on an as needed basis. All academic and professional activities of the
student under special review will be taken into account. The outcome of the special review will include a clear
time frame for addressing specific issues and a description as to how the student will address the situation. A
remediation plan will be developed and a remediation form will be completed by the special review committee
to document what needs to be done by the student to bring her/his work to up to program standards. This
remediation plan is supervised by the student’s academic advisors who will provide periodic updates at DTC
meetings. In the following pages are the potential consequences of this review. Both the academic advisor and
student will sign the remediation plan to indicate agreement to the process.
Note on Self-Review and Student Responsibility
Note that it is your responsibility to let the program know if you have issues with your clinical training or if
changes in your personal responsibilities are negatively affecting your work in the program. If we are unaware
of issues you are having, we cannot assist you. However, it is your responsibility to seek out assistance from
instructors and supervisors on all academic and clinic work that has been evaluated as below the expected level
of competence, and you should do so in a professional and consistent manner.
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Student Evaluation Process
Fall
Spring
Summer
Academic Competency Evaluation
Student Bi-Annual Review Ltr
Writing Evaluation
Academic Competency Evaluation
Student Bi-Annual Review Ltr
Writing Evaluation
Academic Competency
Evaluation
IDTCP – reviewed with advisor
2nd Year
Weekly Supervision Meetings
Academic Competency Evaluation
Student Bi-Annual Review Ltr
Clinical Practica Evaluation
Externship Letters of Recommendation
Weekly Supervision Meetings
Academic Competency Evaluation
Student Bi-Annual Review Ltr
Clinical Practica Evaluation
Clinical Report Review (CRR)
IDTCP – reviewed with advisor
3rd Year
Academic Competency Evaluation
Student Bi-Annual Review Ltr
Externship Evaluation
IDTCP – reviewed with advisor
Externship Letters of Recommendation
Pre-Dissertation Proposal Presentation
Academic Competency Evaluation
Student Bi-Annual Review Ltr
Externship Evaluation
IDTCP – reviewed with advisor
Weekly Supervision Meetings
Academic Competency
Evaluation
Clinical Practica Evaluation
Clinical Report Review (CRR)
Exit Interview
IDTCP – reviewed with advisor
Clinical Competency Evaluation
(CCE)
IDTCP – reviewed with advisor
Send Dissertation Proposal to
Chair by Aug 1
Dissertation Proposal (before Oct
15)
4th Year
Internship Letters of
Recommendation
Letter of Readiness
Academic Competency Evaluation
Student Bi-Annual Review Ltr
Externship Evaluation
IDTCP – reviewed with advisor
1st Year
5th Year
6th Year
7th Year
Other
Available
Evaluations
(case-bycase basis)
Student Bi-Annual Review Ltr
Internship Evaluation
IDTCP – reviewed with advisor
Student Bi-Annual Review Ltr
Dissertation Continuation Eval
IDTCP – reviewed with advisor
Academic Competency Evaluation
Student Bi-Annual Review Ltr
Externship Evaluation
Dissertation Continuation Eval
IDTCP – reviewed with advisor
IDTCP – reviewed with advisor
Student Bi-Annual Review Ltr
Internship Evaluation
Dissertation Continuation Eval
IDTCP – reviewed with advisor
Internship Final Evaluation Ltr
IDTCP – reviewed with advisor
Student Bi-Annual Review Ltr
Dissertation Continuation Eval
IDTCP – reviewed with advisor
MUST REQUEST
7th Year EXTENSION – Apr 1st
Student Bi-Annual Review Ltr
Dissertation Continuation Eval
IDTCP – reviewed with advisor
Student Bi-Annual Review Ltr
Dissertation Continuation Eval
IDTCP – reviewed with advisor
Student Remediation Form
Writing Mentors Referral
Writing Center Referral
Termination Hearing
Student Remediation Form
Writing Mentors Referral
Writing Center Referral
Termination Hearing
IDTCP – reviewed with advisor
Must defend by 10 days before
the September degree conferral
date. Final Hard copy of
dissertation must be to program
the day before the degree
conferral date.
Student Remediation Form
Writing Center Referral
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Evaluation of Academic Progress and Professional Development
Evaluations represent an essential part of a student’s training experience. These evaluations
provide doctoral candidates with information about their strengths and weaknesses and give them
the opportunity to make necessary changes. Evaluations of each student's performance are
conducted on an ongoing basis, including a semi- annual evaluation review and possibly a
special review. The student's faculty advisor is the person with primary responsibility for
conveying these various and frequent evaluations to their advisees.
Individual Course Grades
This is a central part of the evaluation process. Each professor specifies the grading procedure
for the courses. This usually includes examination scores but may also incorporate class
participation, oral presentations, scholarly papers, case presentations or demonstrations of
clinical skills. Individual course requirements are included in all syllabi.
In addition to course grades, all students receive a formal written evaluation by the instructor in
every academic course. The evaluation forms allow the instructor to assess a student’s classroom
participation, leadership ability, interpersonal effectiveness, examination performance, writing
and verbal communication skills. In the clinical and practice related courses these evaluations
will also include the instructor’s judgments of a student’s clinical knowledge and fitness to be a
professional psychologist. These evaluations also evaluate students’ progress in terms of the core
and foundational competencies, as well as writing abilities.
Consequences of Unsatisfactory Academic Progress
The annual review results in a satisfactory evaluation in almost all cases. However, there are
occasions when a review results in an evaluation of unsatisfactory or unacceptable performance
by a student. This may occur in any facet of the academic curriculum, including coursework,
supervised experience, dissertation and clinical competency examination (CCE) requirements,
the internship requirement, related professional role development or concern about a student’s
personal/interpersonal functioning or an alleged ethical violation. In such situations a special
review will be initiated. This special review could have serious consequences for the student that
include, but are not limited to, placement of the student on a special remedial plan, placement of
the student on academic probation or a hearing for termination from the program
A single grade of F, two grades of C in required courses, one unsatisfactory performance from a
clinical supervisor, a credible allegation of serious unprofessional conduct, academic dishonesty,
problem behavior or failure to pass the CCE or successfully attempt and propose a dissertation
by the beginning of the fourth year will trigger a special review.
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Student Evaluation in Clinical Work
Practicum and Externship Competency Evaluations
Clinical supervisors evaluate each practicum student each semester. The Director of Clinical
Training for Externships is in contact with each placement agency every semester. At the end of
each practicum and externship experience the student’s supervisor and the student meet to
discuss the supervisor's evaluation. After this, the Director of Clinical Training for Externships
receives a copy of the supervisor's evaluation along with written comments the supervisee may
wish to include. Each report becomes part of the student's file and the formal semi-annual
review.
Clinical Practica Evaluation
Since second year students receive their clinical training in the LIU Post Psychological Services
Center, their primary supervisors are doctoral program faculty. This evaluation serves as an
ongoing, formative benchmark of students’ progress on a bi-annual basis. The director and
assistant director complete an evaluation form to indicate students’ readiness for 3rd year
externship. The testing supervisor also completes an evaluation of the students’ progress. These
forms are submitted in time for the bi-annual student review in the fall and spring semesters.
Further, there will be on file any reports from the PSC Incident Review Committee concerning
professional judgment and behavior during placement at the PSC. Since this clinical placement is
considered a “course” in that students are registered for credits, a grade will be given for Fall,
Spring, and Summer semesters. See the grading rubric developed for PSY 891, PSY 892 and
PSY 893. Students receiving a score of B- or below will be subject to special review.
Student Self-Evaluation of Clinical Competence
The students’ first task in the 3rd year Fall Professional Development Seminar is to develop a
performance contract that will be reviewed and signed by their externship supervisor. A
component of this contract is a self evaluation of clinical competencies based on the Externship
Evaluation Form. The Director of Clinical Training for Externships reviews these evaluations
and must approve their accuracy before the student can proceed with the contract process.
Externship supervisors also review and discuss these self-evaluation ratings.
Clinical Report Review
During the last month of placement at the PSC, students are required to select the 2 best
examples of their written reports (an intake and treatment plan report). After deleting all
identifying information (student, client and supervisor), these reports are sent to the members of
the review committee. Faculty members on these committees read the reports and complete the
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relevant CRR rating sheet. The review sheets (which are coded with a student ID number on a
master list at the PSC) are returned to the Program Director who then distributes them to the
students’ advisors. These CRR rating sheets are eventually placed in the students’ files.
Clinical Competency Evaluation
The main examples of summative benchmarks are the Clinical Competency Examination and the
doctoral dissertation. The Clinical Competency Examination (CCE) is a procedure specifically
designed to assess clinical competence as well as understanding of ethical and professional
issues. The CCE procedures are detailed in the Student Handbook. The inter-rater reliability of
panel members is typically high and students who have often been discussed in faculty
evaluations as weaker in clinical and conceptualization skills are the students who are most likely
to be rated poorly by CCE panels. This outcome is particularly important since two of the three
panel members come from outside the program faculty. Overall scores below 3 (on a five point
scale) on the master CCE evaluation form completed by the three panelists require the student to
repeat the CCE. If the student does not pass a second time, the student’s clinical progress is
discussed by the entire core faculty, and a decision regarding the student’s status in the program
is rendered. The student is given the opportunity to appeal an unfavorable decision
Externship Evaluation & Internship Evaluation
The program requests formal mid-year and end of training evaluations of students by externship
and internship training sites. These evaluations are used as measures of success of our program
in preparing students for internship training. Evaluations of LIU Post students by training sites
have been very positive. Methods for assessing students' overall competence to practice as
professional psychologists during the program and internship training are outlined clearly in the
Student Handbook. Internship sites normally use their own evaluation forms. On rare occasions
when an internship site does not have their own, the program uses its extern evaluation forms for
interns.
Dissertation Evaluation
Dissertation Evaluation: nThere are several distinct written evaluations that are provided to
students from start to finish of their dissertation projects. Please consult the dissertation roadmap
and the Individual Timeline to Dissertation Completion templates.
Individualized Dissertation Timeline to Completion
: (IDTCP): All students will begin making a dissertation plan at the start of their time in the
program. At first this will include informal discussions with faculty they have an interest in
working with and/or discussing topics with. By the spring of their second year, students will
work on a topic in their research course (which typically becomes their dissertation topic). All
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students should review the timeline plan and discuss the process with their advisors and (later)
chairs.
Pre-dissertation Proposal Presentation Form:
Prior to the formal dissertation proposal meeting, third year students are scheduled to present
their dissertation ideas to the entire doctoral community. Each attendee completes an
anonymous review form and the presenters receive all of this informal written feedback.
Dissertation Continuation Evaluation:
Every semester from a student’s fourth year and on, the dissertation advisor will complete a
dissertation continuation form. These evaluations help to show continual progress on a
students’ dissertation and/or help remediation a student’s progress when necessary.
Dissertation Proposal Evaluation and Self-Evaluation:
After the formal dissertation proposal to the student’s three committee members, this form is
completed and the student receives these along with a feedback discussion from their chair.
The self-evaluation portion of the form should be completed by the student prior to the
proposal meeting. Committee members will give the student feedback and required revisions.
After the proposal meeting, the student should meet with their chair to discuss the feedback
and complete the revisions roadmap section of the form.
Dissertation Defense Evaluation:
Once the formal oral dissertation defense is held, each of the three committee members
completes this written evaluation form and when the doctoral candidate returns to the
presentation room, this written feedback is reviewed. Note that the Dissertation Proposal
Revisions form will be reviewed at the defense by your committee. It would be best to send
your committee copies of these forms when you submit your final draft to your committee
before the defense.
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Consequences for Inadequate Student Progress
Things that will initiate a Doctoral Training Committee Special Review to consider:
Discipline/Corrective Action:
 Grades:
o Overall GPA falling below a 3.0
o Three grades of B- or below
o Two grades of C
o One grade of F
 Professional and Clinical Work:
o Clinical Evaluation below expected level of competence (PSC, Externship or
Internship)
o Unfavorable report from the PSC Incident Review Committee
o Ethical Misconduct
o Academic Misconduct
o Poor Professional Development
Following careful consideration of the student’s difficulties in either academic, clinical or
professional development, the faculty in consultation with the students’ advisor will determine
what action to take.
Letter of Warning
1. At the first level, a student may receive a letter of warning that will detail the issues
prompting a careful review of the student’s status. Along with his/her advisor, the
student will develop a plan to remediate any of the concerns. This might include methods
to remediate a course grade (such as additional work to demonstrate achievement or
retaking a course) or methods to remediate concerns in clinical competence or
professional development. Please see the Remediation Planning form in the Appendix of
forms.
2. If the student meets the criteria indicated as required in the remediation plan, by the dates
indicated, then no further action is required. Students receiving letters of warning should
maintain close contact with their advisors throughout the remainder of their graduate
training.
3. If the student fails to meet the requirements detailed in the remediation plan, this might
indicate a decision to place the student on probation or extend the remediation plan with
continued or additional requirements.
It is indicative of serious deficiencies in academic, clinical and/or professional development
competencies for a student to receive more than one letter of warning.
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Reduction or Forfeiture of Financial Aid
This is a more serious status level and is discussed and voted on by the Doctoral Training
Committee after careful consideration of the student’s issues.
1. Sometimes ethical or professional misconduct can trigger this level of action.
2. Consistent poor academic performance across several semesters (grades of F or C’s) can
trigger this level of action
3. Failing to meet the requirements of the Letter of Warning Remediation Plan can trigger
this level of action
4. Once this level of action has been decided, the student will be notified and will again
work their advisors to complete a remediation plan completed with specific deadlines for
goals to be met.
5. Once the goals are met, the student will return to good standing in the program
6. If the conditions of the remediation plan are not met, the student may be dismissed from
the program.
Dismissal from the Program
Unsatisfactory performance in any facet of the academic program, as indicated by a letter grade
of F, two or more grades of C, two or more letters of warning or other formal evaluation
indicating unsatisfactory performance may be cause for a student to be dismissed from the
program.
A grade of F or evaluations indicating clear failure in any aspect of the academic program are
particularly unacceptable and receipt of one of these grades or evaluations alone could result in a
hearing to dismiss the student from the program.
The cumulative receipt of more than two grades of C or lower will be viewed by the faculty as a
sustained pattern of unacceptable performance and will result in an immediate hearing to dismiss
the student from the program.
A hearing to dismiss a student from the program might be conducted at a regularly-scheduled
faculty meeting, at a meeting for bi-annual review of students or at a meeting of the faculty
scheduled for the purpose of reviewing a student's performance.
Students dismissed from the program under these circumstances may appeal to the Program
Director for reinstatement. When a hearing to dismiss a student from the program is scheduled,
the following procedures will be followed:
Faculty Hearings for Student Dismissal
Procedures: A hearing to dismiss a student from the program for academic reasons requires the
presence of a quorum of the full time, core faculty and will be conducted according to the
procedures outlined below:
• The student will be informed by the Program Director in writing and at least 5 working
days prior to the hearing, that the hearing has been scheduled. The portion of the meeting
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devoted to the student dismissal hearing may be audio or videotaped (the faculty’s
deliberation of the issue will be private and not taped).
• The student will be permitted to have a faculty advisor to assist in the review process. The
faculty advisor may counsel the student and assist in preparing for the meeting. The
faculty advisor may also assist in preparing an appeal. The faculty advisor may not
directly question members of the faculty during the meeting.
• In considering whether to dismiss a student from the program, the Faculty will conduct a
complete review of the student's performance in all aspects of the program. The student's
academic advisor will coordinate this review. In addition, the Faculty will consider any
extenuating circumstances that may have influenced the student's performance.
• The student will be permitted to address the Faculty and to present information bearing on
the issue. The student may ask others to present information to the Faculty and the
student may also question Faculty or others who are presenting information bearing on
the issue.
• After all of the information has been presented; the Faculty will deliberate privately and
decide whether to dismiss the student. A decision to dismiss a student from the program
must receive the approval of two-thirds of the faculty present at the hearing.
• The Program Director will communicate the decision to the student, in writing, within 7
working days of the date the decision is made.
 A student who has been dismissed who would like to appeal the decision, must do so in
writing to the Dean of the College of Liberal Arts & Sciences at LIU Post.
Emergency Suspension
Upon recommendation of the Student Problem Behavior Committee or the PSC Incident
Review Committee, the Program Director imposes an emergency suspension when a
student's behavior threatens to disrupt the educational process of the program, or when
such behavior places the welfare of clients or others in jeopardy. Students placed on
emergency suspension will not be permitted to participate in some or all of the program's
activities, nor will they be allowed to take examinations or submit papers or other course
work without written permission from the Program Director. Emergency suspension will
remain in effect until the Committee recommends another course of action.
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ETHICAL ISSUES: PROFESSIONAL CONDUCT AND ACADEMIC INTEGRITY
All candidates are exposed, through course work, faculty behavior and supervised experience, to
the ethical standards of our profession. Students are expected to comply with these standards and
the aspirations in the APA Code of Conduct (2002) while demonstrating the highest moral
character. Students are also expected to be informed of any revisions in the American
Psychological Association Ethical Principles and the Unprofessional Code of Conduct
regulations current in the State of New York.
Candidates should be familiar with the provisions in the American Psychological Association's
"Ethical Principles of Psychologists and Code of Conduct (2002), The Casebook of Ethical
Principles of Psychologists (1987), the Standards for Providers of Psychological Services (1977)
and the Special Guidelines for the Delivery of Services by Clinical Psychologists (1981). In
addition, in order to provide competent, legally sound clinical services and in preparation for
licensing, candidates should be familiar with state and national codes of conduct, regulations and
laws relevant to the professional practice of psychology.
Each candidate should refer to the NYS Education Department website @ www.op.nysed.gov
for information on licensure requirements and regulations and for copies of the New York State
Education Departments' Psychology Handbook (1990 edition and supplement).
Ethical considerations must also enter into any research conducted with human subjects (see
section on Dissertation). The Institutional Review Board (IRB) considers all empirical
dissertations proposed by students and faculty associated with the Doctoral Program. This
committee insures compliance with Ethical Standards 8.01 through 8.08 of the Ethical Principles
of Psychologists and Code of Conduct (2002) regarding risk to research participants, informed
consent, use of deception, freedom to withdraw from participation, confidentiality, etc. The IRB
requires submission of a completed research proposal form summary with special attention to all
relevant ethical issues. Students must receive written permission from the IRB prior to gathering
of any data for research purposes, including the Doctoral Dissertation.
All students take an Ethics course sequence in the first year (PSY 811). This course occurs
before the first clinical placement at the Psychological Services Center. The course integrates
ethical issues with professional experiences. Nevertheless, a course in ethics does not always
preclude unprofessional conduct by students.
Students’ professional behavior and conduct is considered a fundamental aspect of academic
performance and, as such, will be reviewed by the Faculty at each Semi-annual Review meeting.
As noted above, a student's professional or ethical conduct may be subject to review at other
times as matters of concern are brought to the attention of the Program Director, one or both of
the Directors For Clinical Training or the Director of the Psychological Services Center or other
members of the faculty.
Procedures for Confronting Unprofessional or Unethical Conduct
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It is the responsibility of each student and faculty member to uphold the standards of
professional and ethical conduct and to confront and question instances when unprofessional or
unethical conduct is suspected. To have knowledge of unprofessional or unethical conduct and
not confront it places one in violation of the APA Code of Ethics, which explicitly assigns
psychologists the responsibility to monitor peer conduct and confront unethical behavior.
However, Principles 1.04 and 1.05 of the Ethical Principles and Code of Conduct (2002) grant
the student some latitude in dealing with situations of known or suspected unprofessional or
unethical conduct. If the violation is of a minor nature and seems to have resulted from lack of
sensitivity, knowledge or experience, faculty or students may elect to deal with the situation
informally by discussing the behavior in question with the allegedly offending student,
supervisor or faculty member. The goal in this kind of intervention is to educate and heighten
sensitivity to the unethical or unprofessional nature of the behavior so that the alleged offender
changes his or her behavior. Alternatively, the student or faculty may choose to bring the
incident to the attention of either the Program Director or one of the Directors for Clinical
Training. Generally speaking, allegations of unethical or unprofessional conduct associated with
academic courses should be directed to the Program Director and allegations associated with
work on the clinical practicum, externship or internship should be reported to one of the
Directors for Clinical Training and/or the Director of the Psychological Services Center.
Making a formal charge of unethical or unprofessional conduct with at least one of these
Directors is an appropriate initial action when the violation does not seem amenable to an
informal corrective action or if the violation is of a more serious nature. It is also possible for the
students or faculty to employ both informal and formal approaches. For example, a faculty
member or student who intervenes informally in an instance of suspected unethical or
unprofessional conduct and is not satisfied with the results of that intervention may decide to
proceed to formal action.
Faculty or students who are unsure whether to intervene informally or formally (or whether they
are obligated to take action at all) are urged to seek counsel and advice from a faculty member,
their faculty advisor or one of the program directors.
Procedures for Dealing with Formal Charges of Student Misconduct
Formal allegations of student misconduct will be dealt with by the Program Director as follows:
1. The student accused of misconduct will be notified in writing of the person(s) making
allegations and the behavior(s) under question.
2. One of the directors or an investigative committee appointed by one of the above, will
engage in fact-finding, review and assessment of all evidence supporting the alleged
misconduct.
3. Based on the information above and, if necessary, consultation with some or all core
faculty, one of the directors will form a Disciplinary Hearing Committee for a formal
hearing and disciplinary action.
4. If there is not sufficient cause or the alleged misconduct is not sufficiently serious to
warrant referral for a formal hearing, one of the directors will resolve the matter with the
person(s) involved in the allegation.
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5. If the matter is to be referred for a formal hearing, the Program Director will request that
the core faculty form a committee of three of their membership to serve as a
Disciplinary Hearing Committee. The manner in which the committee is formed and the
procedures followed by the committee in a disciplinary hearing are outlined in the
Disciplinary Hearing Committee: Policy and Procedures. Emergency Suspension
The Program Director may impose an emergency suspension when a student's behavior
constitutes a grave breach of professional ethics, when such behavior places other people's
welfare in jeopardy or threatens to disrupt the educational process of the program. Students
placed on emergency suspension will not be permitted to participate in some or all of the
program's activities, nor will they be allowed to take examinations or submit papers or other
course work without written permission from the Program Director. Emergency suspensions will
remain in effect until a faculty Disciplinary Hearing Committee recommends another course of
action.
Consequences of Unprofessional or Unethical Conduct
The maximum penalty that can be imposed independently by a faculty member in academic
course situations is assigning a grade of F for the course. Additional penalties imposed by the
Disciplinary Hearing Committee may include, but are not limited to:
 placing the student on leave from the program,
 requiring specific remedial actions on the part of the student,
 or termination of the student from the program.
Disciplinary Hearing Committee: Policy and Procedures
In most instances, problems between students or between students and faculty members should
be resolved without the involvement of the Program Director or the convening of a Disciplinary
Hearing Committee. However, when formal charges have alleged that a student has engaged in
serious misconduct, the Program Director may designate a Disciplinary Hearing Committee from
the faculty.
Responsibilities of the Disciplinary Hearing Committee
Under the direction of its chair, the Disciplinary Hearing Committee is responsible for
conducting a fair and impartial hearing into matters of alleged serious misconduct on the part of
a student. The hearing will provide an opportunity for the Committee to hear and review all
evidence for misconduct and will provide the student an opportunity for rebuttal. Based on the
information presented at the hearing, the Committee is responsible for recommending what, if
any, sanctions should be imposed or disciplinary actions taken.
Composition of the Committee
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The committee will be composed of three members of the core faculty who are not directly
involved in the misconduct issue. The Program Director will appoint one member of the
committee as Chair. The Program Director will appoint two other members from the core faculty
to the committee. Core faculty who served on the investigative committee would not ordinarily
also serve on the Disciplinary Hearing Committee.
Procedures for the Disciplinary Hearing Committee
The following procedures will apply to the Disciplinary Hearing Committee:
1. In the interests of both the student and the program, the hearing should be scheduled in a
timely manner. At least five working days in advance of the hearing, the Chair will inform the
student, in writing, of the scheduled hearing, the names of the Disciplinary Hearing Committee
members and the specific allegations.
2. The student shall be permitted to have an advisor. The advisor may help in the preparation for
the hearing and may accompany him or her to assist, including assisting in the questioning of
witnesses. The advisor may also assist the student in preparing an appeal.
3. Any committee member may disqualify himself or herself if the member feels that his or her
objectivity may be compromised.
4. The hearing will not be open to the public. An audio or video taped recording of the
presentation of evidence and rebuttal may be made. The hearing committee's deliberations will
be private and not recorded.
5. The Chair of the committee may request the appearance of witnesses on behalf of the
committee or the accused student. Faculty, staff and students are expected to comply with these
requests. Should the accused student fail to appear for the hearing, it will be conducted as
scheduled.
6. The accused student will have the opportunity to hear and question adverse witnesses and to
present evidence and witnesses in rebuttal.
7. After all information has been presented the committee will deliberate privately and may take
one of several actions. They may take no corrective action if there is insufficient evidence to
warrant action, or they may take corrective action which could include, among other things,
termination of the student from the program.
8. The recommendations of the committee will be communicated by the Chair to the Program
Director. The Program Director will inform the student, in writing, of the Committee's
recommendation
Appealing the Decision of the Disciplinary Hearing Committee Unprofessional or Unethical
Conduct
The student may appeal the recommendation of the Disciplinary Hearing Committee to the
Program Director within seven working days of receipt of the committee's decision. Failure to
appeal within the above time frame renders the committee's decision final. The appeal must be
made in writing and must state the reason(s) why the committee's decision is believed to be
inappropriate. Appeals can be based on, but are not restricted to, the following: procedural
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irregularity on the part of the committee, insufficient evidence to warrant the actions taken, and
lack of due process or discrimination including racism, sexism or sexual harassment. The
Program Director will review all information regarding the student's appeal and will inform the
student in writing of the final decision.
In instances in which the Committee's recommendation is that the student be terminated from the
program, and the Program Director finds no reason to overturn or amend this recommendation,
the student may appeal the Program Director’s decision to the Dean of the College of Arts and
Sciences. The written appeal must be made within seven business days of receiving the
Director’s decision. The Dean's decision is final. Failure to appeal within the allotted time
renders the Director's decision final.
1. Sections on academic dishonesty and problem behavior have been adapted from the Student
Handbook, the School of Professional Psychology, Wright State University, Dayton, Ohio
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Appeals
Students may make an appeal directly to the Program Director at any point in this process.
Students wishing to appeal the Committees recommendations, including recommendation of
termination from the program, must submit a written appeal to the Program Director within
fourteen working days of receipt of the recommendation(s) or decision letter. Failure to appeal
within the above time frame renders the Committees recommendations final. The written appeal
must state the reason(s) why the Committees recommendations are inappropriate. The Program
Director will review all information regarding the student's appeal and will inform the student of
the final decision. The Director's decision will be final in the matter.
Appealing a Course Grade, Practicum Evaluation or Other Formal Evaluation
A student may appeal a course grade, practicum or externship evaluation and any other
formal evaluation made by faculty including the CCE, dissertation or other program requirement
when he or she believes that the grade or other evaluation was made on grounds that reflected
bias, discrimination or other violation of students’ rights. The process and procedures for these
appeals are provided below:
A student who decides to appeal a course grade or other formal evaluation, including formal
evaluations associated with practicum and externships, the CCE, the dissertation requirement or
other program requirement must appeal first to the course instructor, clinical supervisor or other
faculty member(s) responsible for the grade or evaluation. If the issue is not resolved at this
level, appeal can be made to the Program Director.
Generally speaking, course grades or evaluations and evaluations associated with the dissertation
requirement and grades or evaluations associated with clinical practicum or the comprehensive
clinical examination (CCE) should be appealed to the Program Director. An exception for this
general rule in submitting appeals will be made in instances when the Program Director was
directly involved in assigning the grade or other evaluation that is the subject of the appeal.
Appeal must be made within 30 days of the student's receipt of the grade or evaluation or the
right to appeal will be forfeited. The student initiates the appeal process by submitting a written
appeal. One or both of the Director’s will render a decision in the matter following investigation
and, at their discretion, consultation with other faculty. The Director responsible will respond to
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the appeal, in writing, within 60 days of receipt of the appeal. If the outcome of the appeal is a
recommendation for a change in a grade or other formal evaluation, appropriate actions (e.g., a
change in a grade, evaluation, etc.) will be taken by the Director. In all cases, faculty members
directly involved in the appeal, as well as all fully-affiliated faculty will be kept informed of
appeal process and outcome.
A student who believes that the outcome of the appeal reflected bias, discrimination or other
gross violation of student rights may appeal the decision to the Dean of the College of Liberal
Arts and Sciences. The Dean's decision in the matter will be final.
Appealing Faculty Decisions to the Program Director
As noted above, students may appeal to the Program Director faculty decisions concerning
dismissal from the program as well as decisions concerning student-initiated appeals of course
grades, practicum evaluations, remediation plans, reductions in financial support from program
and evaluations made in connection with the CCE and dissertation requirements.
The student should submit the appeal including the reason(s) for the appeal, in writing, to the
Program Director. A written petition must be presented to the Program Director within seven
working days of receiving the letter notifying the student of the Faculty's decision. The Program
Director will review the relevant documents and other information and the student will be
informed, in writing, of the Director’s decision within 30 days of receipt of the appeal. Failure to
appeal within the allotted time renders the Faculty's decision final. The Director's decision is
final in all instances.
Further Appeals Process: If the student can demonstrate that s/he has not been granted due
process or that her or his rights have been violated in the hearing, he or she may appeal the
decision to the Dean of the College of Liberal Arts and Sciences. The Dean’s decision is final.
Student Records and Privacy
Upon admittance into the University, each student receives from the University the brochure,
“Individual Rights and Institutional Responsibilities: The Family Education Rights and Privacy
Act -Student Records and Privacy.” If you did not receive one, an extra copy may be obtained
from the Dean's Office. This brochure details your rights to privacy. Students are encouraged to
read through their individual file and/or binder with or without their faculty advisor each
semester. This file contains written course, practicum, faculty evaluations and other information
about your training. It is open to you; make an appointment with the program secretary in the
program office to view your binder. It is recommended that you review your binder periodically
to ensure that all required documentation is current.
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Academic Dishonesty
Academic dishonesty in the context of professional psychology education constitutes a serious
violation of the Ethics Code governing psychologists. It is the responsibility of both students and
faculty to intervene immediately in any situation in which academic dishonesty is suspected.
The relevant principles in the APA Code are 1)
 “1.04 Informal Resolution of Ethical Violations. When psychologists believe that there
may have been an ethical violation by another psychologist, they attempt to resolve the
issue by bringing it to the attention of that individual, if an informal resolution appears
appropriate and the intervention does not violate any confidentiality rights that may be
involved, and
 2) 1.05 Reporting Ethical Violations. If an apparent ethical violation has substantially
harmed or is likely to substantially harm a person or organization and is not appropriate
for informal resolution under Standard 1.04, Informal Resolution of Ethical Violations, or
is not resolved properly in that fashion, psychologists take further action appropriate to
the situation. Such action might include referral to state or national committees on
professional ethics, to state licensing boards, or to the appropriate institutional authorities.
This standard does not apply when an intervention would violate confidentiality rights or
when psychologists have been retained to review the work of another psychologist whose
professional conduct is in question.”
Making a formal charge of academic dishonesty with the Program Director is an appropriate
action. It is also possible for the students or a faculty member to employ both informal and
formal approaches. For example, a faculty member or student who intervenes informally in an
instance of suspected academic dishonesty and is not satisfied with the results of that
intervention may decide to proceed to formal action. On the other hand, some dishonest
behaviors are better dealt with through immediate formal action. For example, a student who
observes another engaging in cheating during an examination is encouraged to report this
immediately to the course instructor or examination proctor.
Faculty or students who are unsure whether to intervene informally or formally (or whether they
are obligated to take action at all) are urged to seek counsel and advice from a faculty member,
or the Program Director. If at all possible the identity of the allegedly dishonest student should
be kept confidential at this stage.
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Examples of Academic Dishonesty
The following is a list of behaviors that constitute academic dishonesty. While not exhaustive,
this list represents the more common types of academic dishonesty.
A. Examination Behavior -Any use of external assistance during an examination,
including a take-home examination, will be considered academically dishonest unless expressly
permitted by the instructor. The following are considered dishonest examination behaviors:
• Communicating with another student during an examination.
• Copying material from another student's examination.
• Allowing another student to copy from your exam.
• Using notes, tables, diagrams or other resources during an examination unless expressly
approved by the instructor.
B. Fabrication -Any intentional falsification or invention of data, assessment results or
citations in an academic or clinical assignment will be considered a violation of academic
integrity. The following are examples of academic dishonesty involving fabrication:
• Inventing or altering data or client information collected as part of a research or
evaluation project, coursework, or practicum or internship work experience.
• Inventing or falsifying reference citations in an academic, clinical or scholarly report or
paper.
C. Plagiarism -Plagiarism is the appropriating and subsequent passing off of another person's
work as one's own. If the work of another is used, acknowledgement of the original source must
be made using a recognized referencing practice. If another's words are borrowed in whole or in
part and merely recast in the student's own words, proper acknowledgement must, nonetheless,
be made. If you are still unsure of behaviors that constitute plagiarism the Web Site below
should be helpful: http://www.cwpost.liu.edu/cwis/cwp/library/exhibits/plagstudent.htm
D. Other types of Academic Dishonesty
• Submitting materials, a paper, or report written by or obtained from another as one's own.
• Using a paper, report or other assignment in more than one class or clinical practicum
without the instructor's expressed permission.
• Obtaining a copy of an examination in advance or an examination from a previous year
without the knowledge and consent of the instructor.
• Using another person to complete classroom or clinical assignments or take-home exams
without the knowledge and consent of the instructor.
• Falsifying or altering official academic or clinical records.
• In classes in which attendance is required or monitored, signing an absent student's
signature on an attendance sheet as if he or she were present.
Consequences of Academic Dishonesty
The maximum penalty that can be imposed independently for academic dishonest in a course by
a faculty member is assigning a grade of F for the course. Additional penalties imposed by the
Disciplinary Hearing Committee include, but are not limited to: sending a letter of warning,
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placing the student on leave from the program, requiring specific remedial actions on the part of
the student, or termination of the student from the program.
Steps to Avoid Academic Dishonesty
1. If you are tempted to engage in a dishonest academic practice, remember that discovery
and the subsequent judgment that you have done so will be much more damaging to your
academic career than a low grade in a course or academic or clinical practicum
assignment.
2. If you are in doubt about what the course instructor or clinical supervisor considers
appropriate for completion of an assignment or examination, immediately clarify this
with the instructor. If there is disagreement amongst members of your class as to what is
or is not appropriate seek clarification from the instructor, not your classmates.
Procedures for Dealing with Formal Charges of Academic Dishonesty
Formal allegations of academic dishonesty will be dealt with by the Program Director as follows:
1. The student accused of dishonest behavior will be notified in writing of the person(s)
making allegations and the behavior(s) under question.
2. An investigative committee will be appointed by the Program Director will engage in
fact-finding, review and assessment of all evidence supporting the alleged academic
dishonesty.
3. Based on the findings and recommendations of this investigative committee the Program
Director determines whether there is sufficient cause or the alleged dishonesty is
sufficiently serious to refer to a Disciplinary Hearing Committee for a formal hearing and
disciplinary action.
4. If there is not sufficient cause or the alleged dishonesty is not sufficiently serious to
warrant referral for a formal hearing the Program Director will resolve the matter with the
person(s) involved in the allegation.
5. If the matter is to be referred for a formal hearing, the Program Director will form a
committee of three core faculty members to serve as a Disciplinary Hearing Committee.
The manner in which the Committee is formed and the procedures followed by the
Committee in a disciplinary hearing are outlined in Disciplinary Hearing Committee:
Policy and Procedures.
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Student Remediation
Student Remediation Form
If at any time during the semester review meetings,, there are concerns about a student’s
academic performance, clinical functioning or professional development, the faculty has a
lengthy discussion and decisions are made concerning a remediation process. This form is the
written outcome of that discussion and is scheduled for implementation by the student’s advisor.
A copy of this remediation form is sent to the student and another copy is retained in the students
file. These remediation plans are reviewed at all subsequent student review meetings to assure
that the plan has been successful.
Writing Remediation:
Once a year, faculty are asked to recommend students to the Writing Mentors Program. Students
recommended for this extra training may have difficulty in writing at the doctoral level.
Recommended students are strongly encouraged to use their assigned writing mentor throughout
the academic year. The DTC will decide whether a student is recommended or required to take
the workshop. The remediation form clearly documents areas of concerns and strategies for
remediation. The forms includes specific timelines and is signed by both the student and their
academic advisor.
The Writing Mentors Program is designed to help students develop their clinical writing skills.
The focus of the program is on writing intakes and case summaries that not only capture relevant
clinical information but also bring the patient and the treatment to life. Each student will have the
opportunity to read his or her writing to the mentor and receive feedback. Advanced students
who have been identified as excellent writers volunteer to sever for a year as a Writing Mentor.
Course Remediation
Required Courses: Required courses are those courses that are intended to develop basic
competency in the knowledge, attitudes, and skills fundamental to psychological practice.
Because mastery of the required courses is essential to satisfactory performance in supervised
professional practice, all required courses must be passed with a grade of B or better.
Performance below a grade of B- in any required course must be remediated until it is
determined that the student has sufficiently mastered the material to be able to proceed with the
curriculum. Note completing additional tasks to remediate deficiencies (as decided by the course
instructor) does not necessarily mean that the student’s grade for the course will be changed.
Rather, the program’s course remediation process is meant to ensure that the student has learned
the required content from that course in order to move on in their training. Any change in the
original grade received shall be determined by the faculty member who taught the class.
Students who pass a course but whom the faculty member has indicated could use additional
review or training of components of the course will be encouraged to do so. Faculty advisors will
relay this information to their advisees when applicable after the bi-annual student review
meetings.
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Required courses that are considered prerequisites for supervised experience must be completed
in a satisfactory manner or successfully remediated prior to the initial placement on clinical
practicum. Required courses must be completed satisfactorily, the requirements of the CCE and
successful proposal of dissertation must be met in a satisfactory manner prior to students
receiving a letter of readiness for internship.
The Remediation Plan may take many forms including, but not limited to, requiring the student
to: retake the course in its entirety, retake a portion of the course, retake examinations, rewrite
papers or complete a special project to demonstrate proficiency in the content area. Once the
student has completed the remedial plan, the instructor will inform the Program Director in
writing.
Failure to successfully remediate a required course will result in a special review of the student's
academic performance by the faculty and may be grounds for an immediate hearing for
termination from the program. If the student successfully completes the course remediation plan
the grade change will appear on the student’s transcript. After giving a grade of F in a required
course a Remediation Plan is filed for the student by the course instructor in conjunction with the
student’s academic advisor. In such cases the student must repeat the course as part of the
remediation plan.
Remedation of Clinical Work
Remediation: Practica or Externship
Remediation is required if a student is not judged to be performing at the program's expected
levels of competence in either Psy.D. 891, 892, 893, 894, 895, 896 or 897. Remediation will be
required when supervisor ratings indicate unsatisfactory overall performance, when performance
in any domain(s) is judged to be unsatisfactory performance, including feedback on the students’
PSC rubric. Based on this information a remedial plan will be developed by one of the Directors
of Clinical Training and/or the Director of the Psychological Services Center, in consultation
with the student's practicum or externship supervisor. Failure to successfully remediate one of
these supervised clinical placements will result in an immediate hearing for dismissal from the
program.
Remediation: Internship Requirement
Students who are not performing at expected levels of competence while on internship will be
dealt with according to the policies and procedures of their internship site. Appeals of internship
supervisor's evaluations, remedial plans developed or evaluation of performance on remedial
plans and/or dismissal decisions should be directed to the DCTI or elsewhere in accordance with
the policies and procedures of their internship site. Students who are dismissed from an
internship will be automatically reviewed for dismissal from the program.
Dissertation Completion Remediation
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Each semester the dissertation advisor completes and updates a form for each of their students.
Advisors who indicate insufficent progress towards timely completiion of the dissertation will
develop a specific remediation time line in consultation with the diessertation committee
member. Remediation plans are used to encourage successful completion of the dissertation ontime for graduating within the 6-year time limit.
Clinical Writing Remediation
Writing competencies of all students are part of the bi-annual review process. If a student is
assessed to have deficiences in writing, both clinical writing and academic writing, the DTC may
recommend individual tutoring at the Writing Center on the main campus or may refer the
student to the writing mentors program within the Clinical Psychology Doctoral Program.
The Writing Mentors Program is designed to give first and second year students a mentor to
work on their writing with. By faculty and supervisor recommendation, the program Director
assigns students to an upperclassmen writing mentor to work with throughout the academic year.
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Student Problem Behavior Policy & Procedure
Policy Rationale
Accountability to the public and the maintenance of professional standards are responsibilities of
organized psychology. These two duties are invoked when psychologists become aware of
colleagues whose performance has been impaired by or in association with
psychiatric/psychological disorders, distressful personal conflicts, severe situational issues,
emotional problems, alcoholism, or drug abuse.
Similar to practicing psychologists, students of professional psychology have a responsibility to
address personal issues that may impair their performance in academic and/or clinical training, or
may jeopardize the well-being of clients.
Students who come to the attention of the administration as allegedly with serious personal
problems will be treated with compassion, support, dignity, and respect for privacy. It is the
primary goal of the Clinical Psychology Doctoral Program to help all students successfully
complete program requirements. While it is clearly preferable for problem behavior to be dealt
with through prevention or voluntary intervention, at times, the program is called upon to
intervene and assist in a student's remediation of problem behavior issues. Thus, in recognition
of its commitment to professional standards, to society, and to its students, the Clinical
Psychology Doctoral Program has developed the following policy and procedure for handling
student problem behavior.
Definitions:
Student -The term “student” will be used in this policy to refer to any student enrolled in the
Clinical Psychology Doctoral Program
Problem behavior -Student problem behavior will be defined as significant interference in
functioning at the academic or professional training level due to or associated with a health or
mental health condition.
Finally, it is important to point out that problem behavior is not equivalent to below expected
performance or problematic behavior. Although individuals experiencing problem behavior may
display problematic or below expected performance, such actions may be linked with a health or
mental health condition. Further, a person may experience health or mental health difficulties
without being considered impaired. Thus, a definition of the term problem behavior must include
both a deterioration in functioning and an associated health or mental health condition.
Examples
The following examples serve to illustrate some, but not all, possible forms of student problem
behavior:
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1. A student is witnessed by his peers to be drinking alcohol during class breaks. He is
falling behind in his academic work, and often falls asleep in class. Both faculty and
students have noticed a drastic change in his behavior over the past few months.
2. A student who is typically known to be quite competent and organized gradually begins
to fall behind academically. At first, she works with her instructors to make up the work.
Then, after several weeks of sporadic attendance, she no longer attempts to get caught up.
Other students notice that she is tearful and withdrawn whenever they see her. When they
express their concern, she tells them she thinks she has become severely depressed.
3. A clinical supervisor begins to notice that a student has been arriving on site later and
later over the past several weeks. When she asks the student about this behavior, he
makes an excuse and promises to improve. Not only does he continue to arrive late, he
also begins to make significant mistakes on paperwork and to miss appointments with
clients. Meanwhile, he tells several classmates that he is considering divorcing his wife of
10 years. He appears visibly distraught and distracted to his peers.
Procedure -Deciding on a Course of Action
Students may elect to deal with problem behavior concerns regarding themselves or other
students by approaching the DSA, talking with the Program Director, one of the Directors of
Clinical Training, or the Director of the Psychological Services Center or with a faculty member.
Often, it is possible for questionable situations to be handled discreetly and informally by either
of the three directors. Please remember that faculty who are called on for support or advising in
instances of possible problem behavior cannot assure strict confidentiality of information shared
with them; however, they will exercise discretion and professional judgment in the handling of
sensitive information of this sort.
Reporting Problem behavior:
Regarding Self -Students are welcome to come forward on their own to discuss any difficulties
they believe may impair their ability to function in academic and/or clinical settings. Students
who wish to discuss such difficulties can contact any faculty member or one of the Program CoDirectors of Clinical Training.
Regarding Others -Faculty, clinical supervisors, students, or staff who are concerned about
possible problem behavior in a student should proceed according to the following guidelines:
1. First, if possible, talk directly with the student to express your concern about possible
problem behavior and to encourage the student to remediate the problem. Provide the
student with specific behavioral examples that support your concerns.
2. Encourage the student to approach either one of the directors directly to discuss the
issues involved.
3. If the student is unwilling to do so or you are unable to talk to the student, you may
report your concerns by speaking with one of the three directors and /or Student’s
advisor. Be prepared to provide specific behavioral examples that indicate a change in
previous functioning.
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Student Problem Behavior Review Committee
Once such concerns have been brought to the attention of either of three directors, a Committee
will be formed to examine the information in order to determine if there are reasonable grounds
to suspect student problem behavior. This committee will be composed of three full time faculty
members selected by the Program Director. If the committee members find grounds to suspect
problem behavior, they may recommend any of a number of steps to ensure that an appropriate
assessment and/or remedial plan are developed. Steps taken by the Committee might include, but
are not limited to, the following:
1. Obtain an independent evaluation of the student.
2. Propose that the student take reparative leave or, if relevant, continue in coursework or
clinical placement on a modified plan;
3. Propose that the student participate in relevant treatment by a licensed health or mental
health provider who is mutually agreed upon by the student and the program (payment
for treatment is the responsibility of the student);
4. Communicate their recommendations to the Program Director.
Student Follow-Through
If a student chooses to comply with the recommendations made by the Student Problem
Behavior Review Committee, the student will continue to be enrolled in the program during the
restoration period even if a leave of absence is taken. Continued contact with the administration
of the program will ensure that the student returns to active student status in a timely manner.
However, the committee may revise its recommendations if a student fails to:
1. Comply with the original remediation recommendations;
2. Successfully complete remediation;
3. Regains and maintains fitness after remediation.
If noncompliance occurs, the committee is likely to recommend dismissal from the program. A
similar sanction is to be expected if the student drops out of the recommended remediation plan
or fails to maintain fitness after remediation.
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Leaves of Absence
Student Requests for Leave of Absence Policy and Procedure
Students may request a leave of absence from the program for academic, personal or health
reasons. Usually the time period of the leave of absence will not exceed one year and is
negotiated on the basis of the needs or wishes of the student and requirements of the program.
Students requesting an emergency or planned leave of absence for personal health or
psychological reasons may be required to submit a letter from their health care provider(s) and
may be required to obtain a health or psychological assessment prior to being reinstated in the
program. The time away on a leave of absence will not count towards the 6-year limit, nor be
counted against the student in case of an extension request.
Emergency Leave Requests:
If a personal or health emergency arises, the student should contact the Psy.D. office (516-2992907) to request an emergency leave of absence. If the student is unable to make personal
contact with these offices, a family member, friend or another student can make the contact on
the student's behalf. If the situation warrants it, the office will contact course instructors and
practicum supervisors once an emergency leave of absence has been granted. Emergency leaves
are granted for relatively brief periods of time and only rarely do they extend for longer than a
two week time period. Once the emergency subsides, the student, in consultation with both
offices, will develop a plan to return to program activities or will develop a plan for an extended,
planned leave of absence.
Emergency leaves of absence may be required of the student if the DTC considers the student to
be placing the program or the public at risk. The DTC has the final authority in such situations.
Planned Leave of Absence:
Many of the academic, personal or health issues that may warrant a leave of absence can be
anticipated in advance. Examples include pregnancy, elective surgery etc. Any such need for a
leave from the program should be anticipated in advance to the extent possible. This allows the
student to participate in developing a planned leave of absence. The procedures for developing a
planned leave of absence are as follows:
1. The student should submit a written request for the leave to the Program Director stating
the reason(s) and the time period the leave will encompass.
2. If the initial request is approved, the student then meets with the Program Director to
develop a tentative plan for the leave of absence. This should include a forward time line
of how program and clinical requirements will be attained.
3. As necessary, the student meets with his or her academic advisor, clinical practicum
supervisor and faculty members teaching those courses that will be affected by the leave
of absence.
4. The student meets with the Program Director to develop a more formal plan for the
leave of absence.
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5. If the time period of the planned leave of absence extends longer than one semester, the
plan will be presented to the DTC for their evaluation.
Once an emergency or planned leave of absence has been granted, the Program Director and the
student’s academic advisor will assist the student with course instructors and supervisors to
complete program assignments. Students are required to file an academic plan prior to their
planned leave of absence. This plan should outline how the students plans to complete all of the
doctoral program requirements in a timely fashion. Each step should have an estimated
completion date and these plans will be reviewed during the biannual student review meetings.
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Program Governance
There are nine core faculty members, including the program director, the PSC director and the
director of clinical training. This group is responsible for teaching most academic courses,
advising, mentoring, dissertation advising, guidance and monitoring, CCE reviews, clinical
supervision and coordination of the elective concentrations. The associated program faculty
consists of five full-time members of the psychology department and a part time scholarclinician. Each of these individuals teaches one doctoral course, serves on dissertation
committees and as members of CCE panels. Adjunct faculty members teach one doctoral course
or supervise one second year student. Some from this group also serve on dissertation
committees and CCE panels.
The core faculty also participates in pre-proposal dissertation presentations, informal and formal
colloquia presentations, examines course syllabi together, and conducts the annual screening of
applicants to the program.
The primary governing body of the Doctoral Program is the Doctoral Training Committee
(DTC). This committee:
 has established the policies and procedures outlined in this handbook,
 implements and reviews program requirements,
 conducts student reviews
 evaluates the effectiveness of the Doctoral Program.
The DTC consists of:
 the Program Director, the chairperson of the committee,
 the Chairperson of the Psychology Department,
 the Co-Directors of Clinical Training (2 core faculty members),
 the Director of the Psychological Services Center,
 all clinical core faculty members,
 one doctoral student representative from each class
The student representatives are elected at the beginning of each academic year by each class of
candidates. Associated and adjunct faculty members attend DTC meetings when their knowledge
and expertise is needed, such as when student reviews are conducted.
The DTC meets twice monthly during the academic year and conducts a program wide
competency review at the beginning of the each academic year. Committee decisions, excluding
individual student reviews, are made by the faculty in consultation with student representatives.
Student representatives are encouraged to bring their class concerns, questions and requests to
the DTC meetings so that the faculty is able to consider these in their deliberations and policy
discussions. The DTC reviews program policies, evaluates program functioning, considers
faculty and student issues as they arise, conducts ongoing student reviews, conducts termination
hearings when necessary and works towards enhancing the overall effectiveness of the program.
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Major decisions, including recommendations for promotion and tenure require consideration by
the Psychology Department faculty and various administrators and curriculum changes must be
presented to the campus Graduate Council and other governing bodies and administrative offices
of Long Island University. New York State educational regulations and APA guidelines for
accreditation are also considered before major changes in the curriculum are instituted.
In sum, doctoral students participate in the development and implementation of policies and
procedures in three ways:
 1) through membership on the DTC, committees and task forces within the program;
 2) through the annual program review process, and
 3) through membership in the Doctoral Student Association (DSA).
Students are also encouraged to participate on other committees. Students are invited to
participate in program reviews and planning and all are eligible to be members of the DSA.
Participation in these various committees and formal groups provides students with an
opportunity for reasonable input into the nature of the training program as well as contact with
other students and faculty. Expression of concerns and ideas is also made possible through the
elected representatives to these groups. Students are also encouraged to form cooperative study
and support groups in order to mitigate the stressful experience of graduate training.
While students are encouraged to be active participants in their own professional development,
the primary responsibility for training and evaluation remains with the faculty. In particular, the
Special Review process including, if necessary, remedial, probation or termination decisions
made by the DTC are based on the judgments of professionals in consideration of the interests
of:
 present and future clients,
 the candidate,
 the profession and the program.
Appeals processes, designed to protect candidates from unfair treatment and provide them due
process, are described in this handbook.
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STUDENT ORGANIZATIONS
Student Organizations & Representatives
Each student group has one or two student leadership positions. These students serve both to
organize the group’s activities, as well as to voice any requests to the program. Students are
encouraged to get involved in student groups in their first or second year in order to take on
leadership roles in their 2nd, 3rd, or 4th year in the program.
Incoming students will meet with the full Student Leadership Council during their
orientations in late August and September. Student Leaders will contact student cohorts with
additional ways to get involved, as well as opportunities and nearby trainings of interest to
the group members.
Doctoral Student Association
The Doctoral Student Association (DSA) is the student organization for the program that
meets on a monthly basis to discuss the needs, concerns and various areas of interest of the
doctoral students. This organization seeks to enhance the students' professional development
and training. Membership is open to all full-time doctoral students in the program.
The DSA meets at least once a month and holds program events, such as fundraisers. The
DSA may also present to the faculty and concerns or suggestions about the program. The
DSA is responsible for hosting the Holiday Party, Field Day, Fall Picnic, Doctoberfest, and
other program events.
All first year students are assigned upper-class students who serve as peer advisors.
Students for Multicultural Awareness in Research & Training
SMART is an organization maintained and run by the program's doctoral students. It's
primary aim is to promote and advocate for continued education and training in issues
pertaining to diversity and under-served populations within the doctoral program in clinical
psychology at LIU Post. Our interests include, but are not limited poverty, ethnic/cultural
diversity, race, sexual orientation, identity, and disability, to name a few.
SMART committee members organize activities and outings to provide an atmosphere for
learning and discussion. Previous activities have included obtaining a grant enabling us to
invite renown psychologists to provide colloquium lectures to the department, movie nights,
and international pot luck dinners. The Smart committee aims to meet monthly on campus.
Officials are elected on a yearly basis and hold their appointments for one year. For more
information please contact the program secretary to receive appropriate contact information
of current officials.
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Objectives:
To provide a supportive network of students who share a common interest in diversity.
To promote an awareness of cultural and minority issues within the program.
To disseminate academic information in our areas of interest.
To promote program activities within the department whereby students can engage in active
learning and discussion regarding issues pertaining to diversity.
To work with program faculty to increase a minority presence in both our student and faculty
body.
To work with program faculty to address current curriculum as it pertains to issues regarding
diversity.
To develop and promote networking by inviting professionals from the community to discuss
their experiences and knowledge in our areas of interest.
SMART Mission Statement
Students for Multicultural Awareness in Research and Training (SMART) is a student
organization comprised of clinical psychology doctoral students at Long Island University,
CW Post who are committed to promoting an awareness and respect of multiculturalism. Our
goal is to provide future psychologists with an understanding of how social inequalities may
contribute to the problems our clients face, and gain a fuller appreciation for the multiple and
complex identities that shape their experiences. By means of fostering an open dialogue
among students and faculty we strive to create culturally-informed clinicians and researchers.
Safe Zone
The Safe Zone Project is a diversity training program that was adapted by the LIU Post Clinical
Psychology Doctoral Program to increase the doctoral students’ sensitivity, awareness and
knowledge of important issues that concern lesbian, gay, bisexual and transgender (LGBT)
individuals. In an effort to provide clinical doctoral students with training that will help foster
LGBT-affirmative attitudes and engender LGBT-sensitive psychologists, the LIU Post Clinical
Psychology Doctoral Program provides a Safe Zone training that is mandatory for all entering
students enrolled in the program. By bearing some of the responsibility of training individuals to
competently and ethically work with LGBT individuals and related issues, the Safe Zone Project
is an integral part of the program’s effort to respond to the American Psychological
Association’s call to clinical training programs for the promotion of knowledge and training in
human diversity. Although the Safe Zone Project does not provide comprehensive clinical
training for treating those with LGBT-specific problems, or sexual and gender
identity/orientation issues, the training does prepare a new generation of students to be more
informed, sensitive, and ultimately better clinicians to the LGBT community. The Safe Zone
Project offers the opportunity for a dialogue about diversity and endorses the program’s
provision of an atmosphere that respects all individuals, regardless of sexual orientation, ethnic
background, age, ability, and gender.
The Safe Zone program for first year students takes place over eight 90 minute sessions, four in
the fall and four in the spring. In addition, there is at least one program - wide event each
academic year. All are mandatory.
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For more information about similar safe zone programs at other universities, see:
http://www.lgbtcampus.org/old_faq/safe_zone.html
Psychologists for Social Responsibility (PsySR) Student Affiliate Group (PsySSR)
Psychology Students for Social Responsibility (PsySSR) is a student group formed under the
national organization to promote social justice as clinical psychologists in training within the
doctoral program of Long Island University, Post. PsySR includes six related programs to
advance social justice through the lens of psychology. Psychology Students for Social
Responsibility (PsySSR) is a student group within the program, affiliated with the non-profit
national organization, Psychologists for Social Responsibility (PsySR). PsySR is comprised of
six programs: Human Rights & Psychology, Climate Change, Sustainability, & Psychology,
Violence, War & Their Alternatives, Peacebuilding & Reconciliation, Social Health, Justice
&Wellbeing, and Education for Social Responsibility. The mission of both groups is to apply
psychological knowledge and expertise to promote peace, social justice, human rights, and
sustainability.
Becoming a student member of PsySR provides opportunities for students to become actively
involved in promoting peace and social justice within their communities. It structures ways for
students to serve their community, uphold social justice, and network with social
activists/mentors to create more peace in the world activities. Student chapters of PsySR are a
great opportunity to foster learning, dialogue, and positive action. There are an endless number
of creative, stimulating ways for students to achieve these goals, ranging from seminars, trips,
film festivals, debates, peace-building workshops, fundraisers, and co-sponsorships with other
student organizations, university departments, and peace- and psychology-related community
organizations.
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Other Program Activities
Breakfast with Director
Once a month, each cohort has breakfast with the Program Director to discuss how their semester
is going, any concerns or suggestions they may have, and to receive updates about what they can
expect next in the program. These are informal meetings, meant to keep lines of communication
open.
Peer-Mentorship
Each student is assigned a peer-mentor from the year above them. In some cases, these pairs
meet frequently and in other cases once or twice a semester. The peer-mentor program is
designed to give students an additional connection to the program from a member who has been
in their shoes. Some of these relationships last for the entire time in the programs, others only for
the first year.
Psychologists for Social Responsibility (2x semester)
PsySR hosts 2 presentations per semester related to issues of social responsibility in clinical
psychology. Typically PsySR hosts the VDay event in February.
Gender Studies
The Gender Studies group hosts 2 events per semester. Typically speakers are brought in to
discuss a topic related to gender. However, film screenings and discussions have also taken
place.
Colloquium (2x semester)
Program colloquium are held twice a semester and typically host a CBT or Psychodynamic
speaker. In some academic years, lecture series follow a theme.
Concentration Meetings (2x semester)
Each concentration (4) hosts 1 joint presentation with another concentration per semester, which
all students must attend. Speakers are brought in to offer further training and insight into a topic
within the four concentration areas.
Research Assistantships, Service Disparity Fellowships, Teaching Assistantships
Students who request aid from the program will be offered one of these three types of aid. The
program views these assistantships and fellowships as additional training to supplement
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coursework and clinical work. Students’ progress in these assignments is both formally and
informally evaluated. Students are encouraged to ask for assistance (research, coding methods,
placements, teaching mentorship, materials, etc) whenever they feel they need assistance.
Faculty Labs
Faculty lab meetings typically are held on Wednesday or Thursday evenings. In some cases, if a
student is assigned to work with a faculty member as a research assistant, they will be required to
come to the scheduled lab meetings. Faculty labs often produce publications, poster
presentations, workshops to the community, or other outreach efforts from the program.
Students are encouraged to “try on” different faculty labs and are under no obligation to continue
to attend the lab meetings unless a student has agreed to take on a responsibility of some lab
work component.
In some cases, work in a faculty lab may lead to fruitful work for a student’s dissertation. In
other cases it may offer additional clinical or research experience for the student. Many students
also have the opportunity to develop coding teams and dissertation assistants from these labs.
Current faculty labs include:
On-Going Faculty Labs for 2015-2016
Wednesdays 4:45-6:00pm
Thursdays 4:45-6:00pm
Applied Child
Family Check In
Psychodynamic
Trauma Lab
DBT Lab
Lab
Lab
Processes Lab
Dr. Demaria
Dr. Rathus
Dr. Goodman
Dr. Vidair
Dr. Diener
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Advising System
A successful advisor -advisee relationship is considered to be critical for you and the
effectiveness of the program. Advice and guidance are integral parts of the training process.
Because of this your Faculty Advisor and you are responsible for monitoring your progress
throughout the course of training. The faculty advisor serves a number of functions:
 your liaison to the DTC,
 assisting in any difficulties that may arise in the course of the your training, including
academic, clinical or interpersonal;
 assisting in the selection and implementation of your coursework and registration and
providing you with guidance in the choice of an elective concentration and doctoral
dissertation;

assistance in matters that cannot be anticipated.
It is possible, but not likely, that your faculty advisor will change from one year to another.
You are assigned a faculty advisor when entering the program. These assignments are made
during the summer months prior to your first semester. You should make an appointment with
your faculty advisor sometime during the first week of classes. You select a faculty advisor for
the remainder of your time in the program at the end of your second year. You often select the
faculty member you are working with in planning or conducting your dissertation. Following the
selection of your new advisor you normally remain with the same person until graduation.
Consultation with the faculty member prior to this selection is necessary for approval. The
program secretary must be informed of your selection by the end of the second academic year
and the necessary form must be completed.
It is strongly recommended that advisor-advisee meetings be scheduled on a regular basis with
additional meetings to occur when necessary. It is your responsibility to contact the faculty
advisor should the need arise. If irreconcilable conflicts occur between you and your advisor, the
Program Director will make every reasonable effort to accommodate requests for changes.
Responsibilities of the Advisee
It is your responsibility to stay in contact with their faculty advisor and to ensure that he or she is
aware of your goals and progress. You are expected to schedule a minimum of two meetings per
academic year with your faculty advisor to review your academic and professional performance.
Academic and clinical training difficulties may be avoided if you or your advisor are able to
recognize problems early. A good working relationship between you and your faculty advisor is
important for your professional development and progress through the program. One benefit of
developing a good relationship with the faculty advisor (and faculty members in general) is that
you may wish to ask the advisor for a letter of recommendation at some point in your education
or career. You should expect to have reasonable access to your advisor, a good professional
relationship with your advisor and expect that he or she can help you plan courses and clinical
training placements as well as identify professional goals. You should also recognize that each
advisor has his/her own personality which sometimes requires adaptability on the part of
students.
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Responsibilities of the Advisor
The faculty advisor is responsible for attending all annual reviews of student progress, The
advisor is the faculty member who will be expected to be most knowledgeable concerning your
overall academic and professional performance. The advisor provides you with verbal and
written feedback from the semi-annual review. If academic or professional performance falls
below acceptable levels, the faculty advisor may assist you in identifying ways in which you can
bring your performance up to an acceptable level. If a student should have serious academic or
professional development problems the faculty advisor may assist the student in any special
review process, including up to a hearing for dismissal. If a student is charged with violating any
program policies related to student conduct (e.g., policy on professional behavior and conduct,
academic dishonesty, sexual harassment etc.), the faculty advisor may assist or advocate for the
student through any Please remember that faculty who are called on for support or advising
cannot assure strict confidentiality of information shared with them; however, they will exercise
discretion and professional judgment in the handling of sensitive information of this sort.
It should be noted that serious performance problems or academic/professional development
problems are highly unusual.
General Administrative Advising
The Program Director, in consultation with the Office of the Dean and with the approval of the
Dean, is responsible for implementing and approving the scheduling of courses and electives
during the academic year. The goal of this level of advising is to ensure that students enroll in
required courses so they can matriculate through the program in a timely manner and that the
program schedule is consistent with university and campus policies.
Clinical Training Advising
The Co-Directors of Clinical Training are responsible for informing you on matters pertaining to
clinical externship and internship placements, including assistance with a specific focus area and
the externship and internship application process and procedures.
Peer Advisement System
In addition to having a faculty advisor you are assigned an upper class candidate to serve as a
peer advisor. An advanced doctoral candidate is selected by the DSA and Program Director to
serve as the Coordinator of the peer advisement system (Peer Advisement Coordinator, PAC).
The PAC works with the Program Director to assure the professional operation of this system.
The peer advisement system is designed to assist first year candidates in their adjustment to
being doctoral candidates and to provide second, third and fourth year doctoral candidates with
valuable professional development experience. First year candidates can gain peer support,
factual information, and assistance with the beginning phases of professional identity formation.
Assigned candidates can benefit from the opportunity to be in a helping role where empathy
skills can be developed. This system is considered to be of benefit to all candidates who enter the
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program. Peer advisors are assigned by the PAC in consultation with the Director of Clinical
Training.
This system creates student-student relationships that provide support for the challenging
experience of doctoral training. It is based on the premise that an established relationship with a
peer serves to enhance the subjective well being of those involved. It is also based on the
assumption that in times of need, we are better off with an already established relationship
instead of being in the position of first having to create one. Under ideal circumstances the peer
advisor relationship lasts until one of the two persons completes the program and may even
develop into a long term mentoring process.
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Program Evaluation
There are several avenues available to students to offer feedback to the Clinical Psychology
Doctoral Program
Course Evaluation
At the end of each semester, individual faculty members are responsible for distrubution of
course evealuations forms to each student. A class member will be designated to collect
compelted, anonymous forms from each student. These evaluations are then collated and a
summary document is sent to both the indibvidual faculty member and the program Director.
These summary documents may be used to inform program and personnel committee decisions.
Students are encouraged to complete these in an honest and timely manner.
From time to time, the Program Director will sit in on a class being offered in the program in
order to conduct an informal classroom observation.
PSC Supervision Evaluation
There are serveal formats for students to provide feedback to those responsible for their first year
of clinical work. At mid-year and during the last week of the second year students’ PSC
placement, students complete an evaluation of both faculty and community supervisors. These
data help to inform administrative decisions concerning supervisory assignments. In addition, all
students completing their PSC placement will complete a feedback form for the PSC director and
any PSC assistant director. These anonymous forms will be sent to the Program Director to be
collected and cummarized.
Informal Evaluations
Students are encouraged to communicate any program feedback to the Program Director either
during monthly class meetings or online at anytime. Should a student desire to meet with the
Dean of the College of Liberal Arts and Sciences, an individual appointment can be scheduled
with her administrative assistant at 516-299-2235. Programmatic concerns should also be
communicated directly to either the DSA leadership or a class respresentative to the DTC.
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Therapy for Students
Becoming a clinical psychologist is a very demanding personal adventure. Also, knowing oneself
is critical to successful professional development and practice. Under certain circumstances, a
student by may be required by the faculty to enter psychotherapy. This occurs when the Doctoral
Training Committee (faculty only) decides that psychotherapy is a necessary condition for
continued professional growth.
All students are strongly encouraged to enter their own individual psychotherapy. In our view,
students who enter psychotherapy voluntarily are generally better prepared for professional
practice. This is because they are likely to learn about themselves during an intensive
psychotherapy experience and also know what it is like to be in their own patient’s “shoes”.
In addition, understanding and having faith in the process of psychotherapy as well as learning to
differentiate one’s own difficulties from one’s patients’ and being better prepared for clinical
supervision are additional benefits for clinical psychology doctoral students. While this is not a
requirement, the process of a doctoral education that includes 1) developing relationships with
other students, faculty and staff, 2) successfully managing work and personal responsibilities and
3) providing mental health services, demands self-reflection and accommodations to other
individuals, groups and systems. Students who decide to seek individual therapy with
psychologists or agencies in the community may receive this service at a reduced fee. Students
may wish to consult their faculty advisor, clinical supervisor, a fellow student or any faculty
member for a referral.
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Doctoral Program Financial Aid
General Information: Normally first, second and third year students who request departmental
financial aid receive it. Since tuition drops dramatically during the fourth and fifth year financial
aid priority is given to students in the first three years of the program. Doctoral program financial
aid may be revoked or discontinued if the student does not remain in good standing and/or has
not satisfied the requirements of the award.
Work Scholarships: The recipient of a work scholarship will assist a professor with his or her
research for six hours a week during the academic year. In the past few years, these
assistantships have paid at least $10,000 per academic year (September-May) in the form of
tuition remission and/or a stipend.
Teaching Assistantship: Students may apply for a teaching assistantship to teach their own
section of Introduction to Psychology to undergraduates at C. W. Post. In the past couple of
years, the compensation package has been at least $10,000 per academic year (i.e. for teaching
two sections of an Introduction to Psychology course).
Scholarships for Disadvantaged Students: Most years, the University receives funds from the
federal government to distribute to financially disadvantaged doctoral psychology students.
Funds given to individual students range from $5,000 to $10,000 per year and are typically
applied to tuition. These awards are usually made in September, well after other financial aid has
been awarded, because of the government’s timetable.
Service Disparity Fellowship: The purpose of this funding program is to reduce service
disparities based on ethnicity, physical disability and/or sexual orientation by increasing the
number of psychologists who represent these groups and/or are committed to working
professionally with these groups. In order to be eligible for this fellowship, a student must plan to
devote a significant percentage of his/her career to working with members of these groups. To
apply, a student does not have to belong to one of these groups, although such group
membership, need and evidence of prior commitment to serving clients from underserved groups
are the criteria for receiving this award. These Fellowships paid about $15,000 (in the form of
tuition remission) in the 2014-2015 academic year and are renewable for the first three years,
assuming the student has remained in good standing and satisfied the service requirements,
Students are asked to keep track of their work.
Safe Zone Fellowship: Every year two advanced students receive a Fellowship to coordinate the
Safe Zone project. This award also amounts to approximately $20,000 for the year. A description
of the Safe Zone project, designed to educate first year students in the understanding LGBT
issues, can be found on the program website.
http://www.lgbtcampus.org/faq/safe_zone.html
PsySSR Fellowship: Every year an advanced student is selected or elected to be the president of
the student affiliate group-PsySSR. This student receives an award of approximately $20,000 for
the year. A more complete description of this group can be found on the program website.
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Other student funding possibilities become avaialble at times and these will be included in the
overall awarding of fianacial assitantce to graduate students in good standing.
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Course Waiver Credit
Waiver of Courses
Transfer of credit from graduate study at another institution into the Psy.D. Program at the LIU
Post is decided on an individual basis. When transfer credit is granted the candidate may be
asked to complete a substitute experience of a didactic nature. Students who wish to receive
transfer of credits will first consult with their faculty advisor. If it is decided that transfer credit is
possible the candidate must petition the course instructor. The student is responsible for
completing an Application of Course Transfer/Waiver forms may also be downloaded from the
program website at:
http://www.cwpost.liunet.edu/cwis/cwp/clas/psych/doctoral/forms.html)
along with relevant catalog descriptions, syllabi, outlines, assignments, readings and
requirements. The form with attachments and the course instructor’s comments and
recommendation will then be sent to the Doctoral Training Committee. Only graduate credits
earned within the last 5 years with a grade of B or better will be considered for transfer credit.
The Doctoral Training Committee will make the final decision. Copies of the Course
Transfer/Waiver Form noting the final decision will then be sent to the student's faculty advisor,
the student and a copy will be placed in the student file.
Steps towards achieving Course Transfer and Waiver.
1. A student should first consult with his/her faculty advisor.
2. The student must then present the signed and completed Application of Course
Transfer/Waiver accompanied by a course syllabus and a copy of their graduate
transcript to the professor. The previous course must be a graduate level course with a
grade of B or better. This must be done in accordance with the deadlines for filing
identified in the annual semester schedule.
3. The professor who teaches the course in question will forward a recommendation to the
DTC for approval.
4. The DTC will review the professor’s recommendation and will make the final decision.
Each request will be considered on an individual basis.
5. The Doctoral Training Committee maintains the right to require substitution for any
course.
6. All decisions must be made in advance, prior to when the course in question is
scheduled (see the academic schedule for the deadline). No transfers/waivers may be
made after this deadline.
7. A maximum of 12 graduate course credits will be granted. In a few rare cases, students
transferring from other doctoral psychology programs may receive up to one year credit
towards their degree. Entering students should make every effort to apply for transfer
credit before their first semester begins.
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Students with Disabilities
Students with physical and learning disabilities that require special services should consult the
LIU Post Student Handbook for policy and procedural details.
Registration, Bills, & Health Insurance
Students should find the Bursar, Registrar, and Student Health Services websites from the main
LIU Post website, under Student Life.
Registration for your first year fall courses is taken care of by the program. In all other
semesters, students will register themselves using the MyLIU system. Information on how to use
this system can be found online at the Center for Student Information. Students are locked into a
program for registration and must register for all courses with their cohort unless otherwise
approved (by waiver or otherwise) from the director of the program.
Bills are automatically generated from the LIU system. In some cases, these may be mailed to
you before our financial aid office has the opportunity to apply your aid from the program and/or
loan monies to your accounts. If you have a question about your account, please send Pam an
email to forward to our representatives in the appropriate offices. You must send this email from
your MyLIU email account in order for it to be processed.
ALL clinical students must hold medical insurance for every semester that they are enrolled in
the LIU Post Clinical Psychology Doctoral Program. If you have your own private insurance,
you may waive the LIU insurance. If not, you will be automatically billed for this insurance. See
the Student Health Services webpage for more information on how to get cards, pricing, and
other questions.
Navigating the LIU website & MyLIU
MyLIU is the online university management system. You may use this system to receive your
MyLIU email, register for courses, look up your transcripts, view your financial aid, see your
bill, and get semester grades. Take some time to look around in the system to be sure you
understand how it works and where information you will need is located within the system.
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Staying Connected:
Finding forms, readings, and textbooks
Forms
Program forms can be found on the program’s website through liu.edu and in the 1st year
Dropbox Folder (the link for which will be sent to you in mid-summer). Forms can also be found
in the Student Handbook appendix, or sent via email by request from the assistant director.
Students should take a moment to review the evaluation tools faculty will be using throughout
their time in the program (academic evaluations, clinical evaluations, research assistantship
evaluations, CCE, dissertation evaluation, and placement evaluations). These offer excellent
guidance to what is expected throughout your time in the program. If you have any questions
about expectations or ways you can improve, speak to your advisor or your peer mentor.
Readings & Textbooks
Readings are listed on all syllabi, which are typically emailed to students in advance of classes.
Some readings may be provided in a Dropbox, in Blackboard, or in hardcopy coursepacks for
students. Readings can also be found in the LIU Post library’s databases.
Textbook lists are sent to the bookstore ahead of semesters in order to ensure that the bookstore
will have these available for purchase. However, students are encouraged to send requests (on
FB or via email) to borrow or purchase textbooks from upper level students. You should check
your syllabi to see if a textbook is required. A textbook list is included in the appendix of this
guide, but the listings are subject to change.
Staying Connected (Get a Grip, Facebook, LinkedIn, ListServe)
Get a Grip
Students should bookmark the page: https://sites.google.com/site/getagrippsyd/home . This
website includes up to date information on program events, job opportunities, trainings, alumni
spotlights, dissertation news, and more. Students are responsible for being aware of updates on
the page, particularly about the program events listed.
Facebook Group Page
The program has an active Facebook group page . Students should send a request through the
facebook page to be added to the private group. Search for “LIU Clinical Psychology Doctoral
Program” to find the page. Program announcement, local information, and other items of interest
is posted to this page weekly.
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ListServe
Periodically, the program sends out emails about events through the program’s list serve. All
incoming students are added to this listserve in the summer before they begin the program.
Students must remain on the listserve throughout their time in the program.
LinkedIn
The program does have a group LinkedIn page, which is private. Students may request to join
this page. On it, you will find information about our alums and/or upper level students who may
be at a placement you have an interest in for externship or internship. It is important to keep
aware of the network of LIU Post alums that you have available to you – as they are important
resources for your professional development, as well as future colleagues.
Where to go for more help
We encouraged students to make use of their mentors – faculty and upper level students both. If
you cannot find information or have a question about policy or procedure, do not hesitate to ask
any one of us.
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Campus Map
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Websites
Main LIU: www.liu.edu
Program Webpage: http://liu.edu/CWPost/Academics/Schools/CLAS/Dept/Psychology/PsyD2
Main Psychology Department Webpage:
http://liu.edu/CWPost/Academics/Schools/CLAS/Dept/Psychology
LIU Post, Student Life Webpage: http://liu.edu/CWPost/StudentLife/Services
LIU Post Bursar: http://liu.edu/CWPost/About/Offices/Bursar
LIU Post Registrar: http://liu.edu/CWPost/About/Offices/Registrar
LIU Post Center for Student Information: http://liu.edu/CWPost/StudentLife/Services/CSI
LIU Post Learning Support Center: http://liu.edu/CWPost/StudentLife/Services/LSC
LIU Post Financial Aid: http://liu.edu/CWPost/Financial-Assistance
Program Google Page (Get a Grip): https://sites.google.com/site/getagrippsyd/home
Program Facebook Page: https://www.facebook.com/groups/CWPClinicalPsychology/
Program Linkedin Page: http://www.linkedin.com/groups?gid=4475787&trk=my_groups-b-grpv
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REFERENCES
Daniel, J.H., Roysircar, G., Abeles, N., & Boyd, C. (2004). Individual and cultural diversity
competency: Focus on the therapist. Journal of Clinical Psychology. 80, 755-770.
Hoshmand, L.T., & Polkinghorne, D.E. (1992). Redefining the science-practice relationship and
professional training. American Psychologist, 47, 55-66.
Kaslow, N.J. (2004). Competencies in professional psychology. American Psychologist, 59, 774781.
Peterson, R.L., Peterson, D.R., Abrams, J.C., & Stricker, G.(1997). The National Council of
Schools and Programs of Professional Psychology education model. Professional
Psychology: Research and Practice, 28, 373-386.
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Application of Course Transfer Sample
See Dropbox for updated form.
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ACE – Academic Competency Evaluation Sample
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Sample Remediation Plan
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.Clinical
Psychology Doctoral Program
Department of Psychology
516-299-2090 - Phone
516-299-2738 – Fax
Entering Academic Year ___________
Dear Candidate:
You have received the Handbook for Doctoral Candidates which includes the policies and
procedures of the Clinical Psychology Doctoral Program of LIU Post.
Please sign below to indicate that you have read and understand these policies and
procedures.
_________________________________________
Signature
_________________________________________
Printed Name
_________________________________________
Date
2|Page