Syllabus PSY-R8303: Professional Development and ......Syllabus PSY-R8303: Professional Development and Socialization Clinical Psychology Year-in-Residence Residency Description This

Syllabus

PSY-R8303: Professional Development and Socialization

Clinical Psychology Year-in-Residence

Residency Description

This face-to-face residency course is focused on the learner’s development as a

psychologist-in-training and socialization into the profession of psychology. Learners

develop an understanding of program components and requirements; examine

appropriate use of program resources to successfully complete the year; explore

professional organizations to facilitate their professional growth; begin developing a

professional portfolio; and identify and embrace the attitudes and language of

professional psychology.

This residency class is associated with PSY8330.

The following courses prepare students for this residency:

PSY8001 Orientation to Professional Psychology

PSY-R8301 Professional Issues in Psychology

This residency helps prepare students for the following courses:

PSY8330 Ethics and Standards of Professional Practice

PSY-R8315 Practicum Readiness Evaluation

PSY-R8316 Residency Capstone: Preparing for Practicum

Residency Objectives

By successfully completing this residency, students will: 1. Understand the basic requirements of the Year-in-Residence.

2. Form relationships that support successful completion of educational goals and

socialization into the profession of psychology by interacting with each other, school

leadership, department faculty, and staff. GOC 1.1.1, 1.3.1

3. Develop an awareness of how their interpersonal styles impact others and an

increased sense of group cohesion with the diversity of students in the cohort through

structured and unstructured interactions. GOC 1.1.2, 1.3.1, 3.1.2

PSY-R8303 Professional Development and Socialization

4. Develop attitudes, behaviors, and knowledge required for effective participation in

professional activities by interacting with each other, school leadership, department

faculty, and staff. GOC 1.1.1, 1.1.2, 1.2.1, 1.3.1 5. Begin participating in the professional life of clinical psychology by understanding

the professional organizations associated with psychology. GOC 1.1.3

6. Begin acquiring necessary skills to integrate science and theory into the evidence-

based practice of professional psychology as life-long learners. GOC 7.1.1, 7.1.2,

7.2.1, 7.2.2, 7.3.1, 7.3.3, 7.4.4 7. Apply professional competencies associated with successful training and practice of

psychology. GOC 1.3.1, 1.3.2, 1.3.3, 1.3.4, 1.3.5

Course Requirements

1. Full attendance throughout the residency.

2. Participation in all learning activities.

3. Completion of all outcome documentation.

Americans with Disabilities Act

Students with an ADA disability on file with Capella University should communicate

with the Director of Residency Training and the faculty instructor prior to the beginning

of this residency about any accommodations needed to allow the student to

demonstrate competence in skills of this residency.

Course Schedule and Learning Activities

Saturday, June 21

7:00am - 8:00am

Breakfast with cohort and faculty

8:00am - 9:00am

Student Panel Discussion A panel of students competing the Year-in-Residence will

meet with students beginning the YiR for a Question and Answer session. Faculty will

moderate the discussion. Residency Objectives 2, 4, 6, 7

9:00am – 10:00am

Completing the Year-in-Residence: Portfolio and Practicum Readiness Evaluation

Faculty will discuss developing the Professional Portfolio and preparing for the

Practicum Readiness Evaluation. There will be opportunity for Q & A. Residency

Objectives 1, 2, 4,7 1.


10:15am – 10:30am

Break

10:30am – 11:00pm

Becoming an APAGS Campus Representative: The Value of Networking. The

APAGS campus representative will meet with students to discuss the value of

participation in the American Psychological Association as a graduate student.

Residency Objective 4, 5, 7 1.

11:00am-12:00pm

Professionalism. Faculty will meet with students to discuss attitudes, behaviors, and

knowledge required for developing the identity of a psychologist, and for effective

participation in professional activities. Students will begin developing strategies for

incorporating these into their interactions with each other, university faculty and staff,

and other professionals. Residency Objectives 2, 4, 7

12:00pm – 1:30pm

Lunch with students and faculty: Networking and advising

1:30pm – 3:15pm

Staying Current with your State's Licensure Information: The Licensing Consultant

will discuss licensing and deciphering and staying current with your state's licensing

laws. There will be an opportunity for Q & A.

Residency Objectives 2, 4, 7

3:15pm – 3:30pm

Break

3:30pm – 5:00pm

The Science of Professional Psychology, Part I: Faculty will conduct this session.

Students will begin to develop basic knowledge and skills necessary to integrate

science and theory into the practice of professional psychology. They will demonstrate

these skills by locating, summarizing, presenting, and discussing various empirical and

theoretical research related to evidence-based practice in an area of their choosing,

emphasizing treatment or program outcome, the role of diversity, the ethical

considerations present, and their plans to make these skills part of their life-long

learning goals. Residency Objectives 2, 4, 6, 7

Sunday, June 22

7:00am - 8:00am

Breakfast with cohort and faculty: Professional topics


8:00am – 10:00am

The Science of Professional Psychology, Part II: Faculty will conduct this session.

Students will begin to develop basic knowledge and skills necessary to integrate







10:00am - 10:30am

Break

10:30am – 12:00pm

The Science of Professional Psychology, Part III: Faculty will conduct this session.

Students will continue to develop basic knowledge and skills necessary to integrate







12:00pm – 1:30pm

Lunch with students and faculty: Networking and advising

1:30pm – 5:00 pm

Small Group Work and Cohort Development. This is a block of time for students to

structure as a cohort. It is an opportunity for students to get to know each other,

develop ways to support each other to survive and thrive through the Year-in-

Residence, and contribute to the development of their professional

identities. Activities must contribute to the ability to spend time in conversation about

psychology. The session will begin with time for planning the activities. Residency Objectives 2, 3, 4, 7

CLINICAL PSYCHOLOGY SRFS

STUDENT SKILLS RATING FORMS

PSY-R8301 https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_5avDeLhBf8ylh5z

PSY-R8302 https://capellauniversity.co1.qualtrics.com/jfe/form/SV_bEp4ZKLv2tunQB7

PSY-R8303 https://capellauniversity.co1.qualtrics.com/jfe/form/SV_00Q5RBjIYrzQQOV

https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_5avDeLhBf8ylh5z

https://capellauniversity.co1.qualtrics.com/jfe/form/SV_bEp4ZKLv2tunQB7

https://capellauniversity.co1.qualtrics.com/jfe/form/SV_00Q5RBjIYrzQQOV

1

Harold Abel School of Social and Behavioral Sciences Department of Psychology

Clinical Specialization

Guide to Creating a Portfolio in Clinical Psychology

Your portfolio is documentation of your academic and professional experiences and accomplishments. You can think of it as an “appendix” to your resume/vita, where you more thoroughly document your educational and professional experiences.

Portfolios have historically been expected for professionals in such fields as graphic design and architecture, and they have recently begun to be utilized in the field of psychology. Performance-based assessment, such as the portfolio, is becoming a standard evaluation tool in training programs. At the end of your Year-in-Residence (YiR), during the Practicum Readiness Evaluation: Clinical Skills Demonstration, your faculty will review your portfolio as a record of your accomplishments before and during the YiR. During the Practicum Readiness Evaluation: Professional Portfolio Presentation, you will have an opportunity to present your portfolio to faculty and your peers.

Below, we list recommended and required materials, to help you assemble and organize your portfolio for the Practicum Readiness Evaluation and beyond. While many materials are simply recommended for inclusion in the portfolio, other materials are required.

The portfolio is your document. We suggest you retain this Guide to Creating a

Portfolio to help you continue to develop your portfolio long beyond the Practicum

Readiness Evaluation. Field training sites may find it beneficial to review your portfolio when considering you for a practicum or internship position. By having a well-prepared portfolio you can set yourself apart from other students in the field. The same is true when applying for jobs. Your portfolio can be a powerful tool in demonstrating your experiences to potential employers, and can set you apart from other applicants. Later in your career, you may be surprised by how valuable your portfolio is in helping you organize information documenting your professional accomplishments and life-long learning.

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I. General guidelines

The following general guidelines will help you compile and organize the information in your portfolio.

Organize your portfolio in a 3-ring binder or electronically in an organized

fashion. Over the course of your professional life this portfolio may require several volumes or folders (if electronic) or several binders. How you organize it and divide the information into sections will say much about your organizational skills—don’t neglect to make sure it is well presented.

Organize your portfolio by section, with tabs, and include a “Table of Contents”

at the beginning. You may want to also consider having a list of contents for each section.

The following guidelines provide a suggested format for sections. You are

strongly encouraged to use this recommended organizational system as you prepare your portfolio for the Practicum Readiness Evaluation. Afterwards, you may decide to add or modify sections in order to make the contents most applicable to your own experiences.

Some of the same materials are recommended for inclusion in more than one

section; having examples of your work from different stages of your career will help demonstrate your progress and developing skills.

The portfolio is a "snapshot" of your academic and professional development at

the current point in time. You are not expected to have all the suggested contents. As you continue adding material to your portfolio throughout your academic and professional career, you will create a comprehensive picture of your professional accomplishments and life-long learning.

Include your best and most representative work. Select your examples carefully,

and include only just enough to demonstrate your competency in that area.

Make sure to remove all client identifying information to maintain confidentiality.

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II. Suggested materials to include

(Materials marked with an asterisk “*” are required for the Practicum Readiness Evaluation at the end of the YiR.)

Introductory Materials

Table of contents*

Resume and/or vita*

Section one: Academics

A current copy of transcript*

Past transcripts from all graduate and undergraduate institutions attended

Examples of your doctoral academic work (select work you want to highlight)

o Courseroom discussion postings (at least 1)*

o Course projects (at least 1)* o Cognitive Assessment WAIS-IV record forms with scoring (at least 2)* o Personality assessment MMPI-2 record forms with scoring (at least 2)* o Integrative assessment reports (at least 2)*

o Other scholarly work you want to highlight

Section two: Residency

Syllabus from each residency*

Work samples from residency:

o Residency projects from Intervention classes (at least 1)* o Residency projects from Assessment classes (at least 1)* o Grand Rounds presentation (at least 1)*

o Other residency work you want to highlight

Skills Rating Forms (self evaluations and faculty evaluation) from each residency*

Certificates of Completion from each residency*

Log of professional contact hours*

Copy of all Practicum Readiness Evaluation documents, feedback sheet, and notes

Section three: Clinical Training (practicum and internship)

Evaluations from site supervisors of practicum and internship

Training logs from practicum or internship, showing hours accrued

Overview of clinical experiences to date

o Narrative summary of clinical experiences o Number and type of services provided (e.g. assessment, intervention,

consultation)

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o Description or list of assessment instruments administered and number of administrations of each

o Description or list of demographics of client population served to date

Documentation of site-specific (practicum or internship) professional development training experiences

Evidence of any special projects completed at practicum or internship

Examples of writing with all client identifying information removed:

o Reports o Memos o Client intake and discharge notes o Mental Status Examination reports or equivalent o Cognitive assessment reports o Achievement assessment reports o Personality assessment reports o Neuropsychological assessment batteries o Vocational assessment reports o Diagnostic reports or equivalents o Integrative reports o Treatment plans o Case session notes o Case studies

o Case presentations

Section four: Professional and Employment experiences

Professional development plan

o Identify areas of strength and weakness and/or emerging skills and how they will be addressed

o Identify specific plans for continued professional development (with objectives, methods, and target dates)

o Describe how your degree program will contribute to your overall career goals

o Describe your current theoretical orientation

Overview of clinical experiences to date

o Narrative summary of clinical experiences o Number and type of services provided (e.g. assessment, intervention,

consultation) o Description or list of assessment instruments administered and number of

administrations of each

o Description or list of demographics of client population served to date Note: if you have considerable experience in this area, firm numbers may be

difficult to provide. Instead, give a summative overview of your background in

these respective areas, in sufficient detail that nature and scope of service

delivery is evident

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Examples of professional writing with all client identifying information removed

o Reports o Memos o Client intake and discharge notes o Mental Status Examination reports or equivalent o Cognitive assessment reports o Achievement assessment reports o Personality assessment reports o Neuropsychological assessment batteries o Vocational assessment reports o Diagnostic reports or equivalent o Integrative reports o Treatment plans o Case session notes o Case studies

o Case presentations

Any additional work-related productions demonstrating professional proficiency

Appendixes

Photocopies of professional licenses

Letters of reference

Letters of commendation and acknowledgement (e.g., thank you notes from clients)

Copies of unpublished professional articles

Copies of published professional articles

Copies of published book chapters

Copies of completions certificates for continuing education and professional development

Other materials associated with professional activities not included elsewhere

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III. Quick reference list of materials required for the Practicum Readiness

Evaluation*

□ Table of contents

□ Resume and/or vita □ A current copy of transcript □ Syllabus from each residency class □ Examples of your doctoral academic work (select work you want to highlight)

o Courseroom discussion postings (at least 1) o Course projects (at least 1) o Cognitive Assessment WAIS-IV record forms with scoring (at least 2) o Personality assessment MMPI-2 record forms with scoring (at least 2) o Integrative assessment reports (at least 2)

□ Work samples from residency o Residency projects from Intervention classes (at least 1) o Residency projects from Assessment classes (at least 1) o Grand Rounds presentation (at least 1)

□ Skills Rating Forms (student evaluations and faculty evaluation) from each residency

□ Certificates of Completion from each residency

□ Log of professional contact hours

*Please use this quick reference list in preparing your portfolio for the portfolio review in the Practicum Readiness Evaluation. These are the minimum required materials. However, to have a good portfolio, you will want to include many additional materials,

from the more thorough list of suggested contents.

Harold Abel School of Social and Behavioral Sciences

Department of Psychology


Year-in-Residence Multi-Media Professional Activities Log

Record here hours of multi-media collaboration in professional and scholarly activities

with practicing psychologists and clinical psychology students, both inside and outside

of Capella. Include here activities such as video conferencing and webinars in which

you engage in discussion, study, research, or other scholarly activities that are

commonly associated with doctoral training in professional psychology, and foster

interaction, support, and socialization into the profession.

Date

Students or Professionals with

whom one had contact

Description of activities

Hours

accrued

Learner Signature Date

Mentor Signature Date



Clinical Specialty

Accruing Professional Activities Hours During the Year-in-Residence

The Clinical PsyD program at Capella employs a blended model of education, combining web-based technology and traditional face-to-face training. The Year-in- Residence (YiR) is the first of these years of face-to-face training. During the YiR you will engage in interaction with faculty and students in your cohort to develop the knowledge, skills and attitudes of the professional psychologist, to support your socialization into the profession of psychology, and to provide opportunities for your faculty to evaluate your clinical and professional readiness for practicum. Through full attendance at the formally scheduled seminars and weekends in residence of the YiR, you will accrue at least 500 face-to-face instructional and socialization hours.

During the YiR you must also accrue at least 100 additional hours of face-to-face meetings with practicing psychologists, clinical psychology students, and professional organizations in addition to the formally scheduled seminars and weekends of the YiR. During these meetings you will engage in discussion, study, research, or other scholarly activities that are commonly associated with doctoral training in professional psychology, and foster interaction, support, and socialization into the profession.

These activities are divided among 3 categories: Scholarly activities with fellow students (25 hours); scholarly activities with clinical psychology faculty at Capella or other doctoral clinical psychology program, or practicing psychologists (25 hours); and direct engagement in professional societies or organizations dedicated to the promotion of the profession and practice of psychology (50 hours).

There is no “approved” list of activities. You, as a developing professional, must identify, participate in, and document activities that meet requirements in the different categories and further your own professional goals. Thus you take responsibility for your training, and learn to describe and support your decisions. At your Practicum Readiness Evaluation, during job, practicum, and internship interviews and when applying for state licensure, you may be asked to provide documentation of these hours.

To assist you with determining how to meet this required aspect of your training, see the following list of examples. This is not a comprehensive list, but rather it illustrates possible activities in each category. It is intended to help you begin thinking of activities for yourself.

Category I: At least 25 hours of face-to-face scholarly activities with fellow students in psychology outside the formally scheduled events and meetings of the residence year.

Please note: “scholarly” is the key word. Just getting together and socializing with

your peers is not sufficient; you must be participating in scholarly activities or conversations. Here are several examples to guide you:

Take a weekend trip to visit a fellow student. Do some psychology-related activities together such as visit local mental health agencies, psychologists, or hospitals. Be sure to call ahead to arrange your visit.

Organize a Capella retreat with other students. Meet in a central spot, or some place you all want to go together. Spend time visiting possible internship sites, brainstorming dissertation topics, or other academic or career-planning activities.

Tack on an extra day before or after one of your Weekends-in-Residence and schedule a one-day or half-day retreat with several of your fellow YiR students. Talk about psychology together, or practice interviewing or testing skills. Work together on your portfolios, or another assignment.

Make arrangements to fly with someone to a Weekend-in-Residence or to drive there together. On the way, discuss recent articles you’ve read relating to psychology or other professional topics.

Arrange to meet with a Capella student in one of the other psychology specializations. Discuss your respective fields, areas of overlap and distinction.

Watch a movie (DVD/video) containing psychological themes with other Capella psychology students (e.g., "Some Kind of Monster," the documentary of a group coach working with the heavy metal band, Metallica). Discuss it afterwards.

Attend an event with other students that relates to psychological concepts (e.g. book club dealing with autobiographies of famous psychologists). Discuss it afterwards.

Psychology discussion groups: Form a group with other psychology students in your area, focusing on a specific topic. Offer to give an informal presentation and invite participation from other learners. This could be a presentation by several students with an interest in a particular aspect of clinical psychology to the cohort group as a whole.

Conduct a joint research project with fellow Capella psychology students. Co-present with another Capella psychology student at a community

organization. Create face-to-face study groups/peer tutoring sessions with fellow students.

Category II: At least 25 hours of face-to-face scholarly activities with clinical psychology faculty at Capella or other doctoral clinical psychology program, or practicing psychologists outside the formally scheduled events and meetings of the

residence year. This scholarly contact can be with Capella psychology faculty,

psychology faculty from other institutions, or with practicing psychologists. This

category is designed to help you expand the range of professionals with whom you

have contact. If all or the majority of these 25 hours are with Capella clinical specialization faculty it will not appear as though you have sought out a wide variety of

experiences. It is also important to note that this category focuses on your socialization

into the profession of psychology. Time with psychiatrists, social workers, or other professionals outside of psychology does not accomplish this, and cannot be used to

meet this requirement. Here are several examples to guide you:

Conduct informational interviews: Arrange to visit a local mental health agency and conduct informational interviews with a few of the psychologists on staff.

Take a psychologist to lunch: Most professionals would welcome a chance to speak to a student about their practice and professional activities. An hour lunch break would provide time to ask valuable questions about professional activities, particularly if you can find someone whose practice is close to what you aspire to achieve.

Schedule interviews with local psychologists to survey the market in your area. Learn about how they practice (i.e. with which theories, techniques, etc.)

Take a seminar, workshop, or community education course taught by a local psychologist related to delivering mental-health services, self-improvement, or other psychological topics.

When you attend a professional conference, invite a psychologist you meet to sit down and talk over lunch or dinner.

Form your own professional discussion group: In many communities, other psychologists would welcome the opportunity to attend monthly meetings where professional activities are discussed on a local level. Propose a “Brown Bag Lunch” the same day each month, invite local psychologists, and propose that each member make a presentation on a rotating basis. For example, this could be a case presentation, a discussion of a workshop someone attended, or an area of therapy in which someone has developed an expertise.

Check local universities or hospitals to see if they sponsor monthly “Grand Rounds.” In many VA medical centers as well as university teaching hospitals, the psychiatry or psychology departments often provide lunch-time grand rounds that are open if not to the public, at least other professionals. (Note: to meet this requirement, you need to meet with psychologists; time with psychiatrists or other professionals will not count.)

Category III: At least 50 hours of direct engagement in professional societies or organizations dedicated to the promotion of the profession and practice of

psychology. There are a wide range of professional groups within the field of

psychology. Professional groups outside of psychology proper, (such as social work, marriage and family counseling, and psychiatric nursing), will not count toward this category, however, because these hours require direct engagement with the field of psychology. Here are several examples to guide you:

Attend local or state psychological association meetings, which could include psychoanalytic institutes, psychotherapy networks, and so on.

Attend state mental health annual conventions: Join your state and regional mental health organizations and attend their annual conventions. Most states host annual conventions that last one to three days.

Attend state board of psychology meetings. These are an excellent opportunity to update yourself on the licensure requirements in your state, and to network with influential psychologists.

Psychological societies or groups: Join an organization dedicated to the study of a particular psychological technique or theoretical orientation. There may be periodic meetings, continuing education events, or committees that support the organization. Some examples include: North American Society of Adlerian Psychology, Association for the Advancement of Behavior Therapy, and National Association of Cognitive Behavioral Therapists.

Attend national conventions. Treat yourself to a “working vacation” and attend a professional meeting or conference in a city you want to visit. (You could also use this visit to research potential internship sites.)

Attend subcommittee or division meetings within APA, such as Division 12 (Clinical Psychology) or Division 29 (Psychotherapy).

Research the various professional organizations related to psychology in your area. Join two of them for the year. Go to their meetings.

When you are doing the activities in Categories I and II above, ask about local professional organizations to get ideas for activities that would fulfill Category III.




Year-in-Residence Professional Activities Log

During the Year-in-Residence PsyD students accrue at least 100 hours of face-to-face

meetings with practicing psychologists and clinical psychology students, both inside

and outside of Capella. During these meetings students engage in discussion, study,

research, or other scholarly activities that are commonly associated with doctoral

training in professional psychology, and foster interaction, support, and socialization

into the profession.

Category I: At least 25 hours of face-to-face scholarly activities with fellow students in

clinical psychology outside the formally scheduled events and meetings of the

residence year.

Date

Students with whom

one had contact


Hours

accrued

Category II: At least 25 hours of face-to-face scholarly activities with faculty members

from Capella or other doctoral programs in clinical psychology, or practicing

psychologists, outside the formally scheduled seminars and weekends of the residence

year.

Date

Professionals with whom

one had contact


Hours

accrued

Category III: At least 50 hours of direct engagement in professional societies or

organizations dedicated to the promotion of the profession and practice of

psychology.

Date

Organizations with whom

one had contact


Hours

accrued

Learner Signature Date

Mentor Signature Date

Practicum Readiness Evaluation

The Year-in-Residence provides face-to-face training and practice opportunities in core competencies necessary to progress to practicum. (See

Chapter 5 for a detailed description of the Year-in-Residence). These core

competencies describe clinical knowledge, skills, and attitudes associated with

building effective relationships, performing diagnostic interviewing, developing

case formulations, producing effective treatment plans, dealing effectively with

client crises and assessing client risk, administering, scoring, interpreting, and

presenting the results of cognitive, achievement, adaptive, and personality

assessment, writing integrated psychological reports, and providing

psychotherapy to clients.

The clinical competencies learned and practiced throughout the YiR

complement the coursework taken by the student in areas such as lifespan

development, history and systems, psychopathology, psychotherapy,

psychological testing, ethics and professional practice, diversity, empirically

supported treatments, and clinical supervision. Together, coursework and

residency training prepare the student, through both didactic and experiential

learning, to begin working directly with clients under the intense supervision of a

licensed psychologist. The Practicum Readiness Evaluation (PRE) is in some

ways a summative assessment of the knowledge and skills learned and a

formative assessment of the individual student’s readiness to begin practicum

training and work with actual clients.

The Practicum Readiness Evaluation (PRE) is associated with PSYR-8315 and

occurs during the middle weekend of the second Extended Seminar of the Year-

in-Residence (YiR). The Practicum Readiness Evaluation (PRE) is a three-part

evaluation that includes (Clinical Knowledge Assessment (CKA), Clinical Skills

Demonstration (CSD), and the Professional Portfolio Review (PR). By passing all

three parts of this evaluation, students will demonstrate the knowledge, skills

and attitudes of professional psychology at the level necessary for a beginning

doctoral level practicum student. Passing this exam is one of several

requirements for beginning practicum training.

Since passing all three parts is necessary, along with other requirements, for

the student to be approved to begin practicum, failure of one or more parts

means that at least one deficiency has been found that requires additional

review before the student can be approved for practicum training. If the

deficiency is deemed remediable, the Director of Residency Training and the

specialization Chair, in consultation with the student’s mentor and appropriate

faculty develop an appropriate remediation plan. Successful completion of the

remediation, which will include a second opportunity to demonstrate

competence, will result in a passing grade on the PRE.

If the remediation is failed or the deficiency demonstrated on the Practicum

Readiness Evaluation (PRE) is deemed serious, potentially dangerous, or likely

not remediable, then the Chair will bring the issue to the Student Evaluation and

Development Committee for review and possible referral for a Faculty Review

Panel to address the student’s professional fitness and standing within the

program. The majority of recommendations are remedial in nature. The faculty

Chair is charged with the final decision regarding the faculty recommendations.

This decision is not appealable unless a review by the Academic Standards

Committee is appropriate based on School and/or University policy.

Clinical Knowledge Assessment

The first part of the Practicum Readiness Evaluation (PRE) is a clinical

knowledge assessment designed after the EPPP, the licensure examination

taken by graduates in order to demonstrate sufficient knowledge for licensure as

psychologists. The Clinical Knowledge Assessment evaluates the student’s

knowledge of important clinical information learned up to this point through

both online coursework and face-to-face residency experiences. Major

competency areas assessed mirror the clinical coursework taken up to this point,

and include (1) Lifespan Development, (2) History and Systems of Psychology, (3)

Psychopathology, (4) Theories of Psychotherapy, (5) Psychological Testing and

Advanced Psychological Testing, (6) Ethics and Professional practice, (7)

Multicultural Perspectives in Human Behavior (8) Research in Psychotherapy and

Empirically Supported Treatments, and (9) Clinical Supervision and Consultation.

Clinical Skills Demonstration

The second part of the PRE is a demonstration of the clinical competencies

learned during the YiR. The knowledge, skills and attitudes necessary to begin

work with clients must be present prior to progressing to practicum training. For

the Clinical Skills Demonstration, students will spend approximately four hours

with an assigned panel of at least two clinical faculty members. Students will

demonstrate their clinical skills competencies through engaging in role-plays

and by answering questions posed by the faculty. Skills will be assessed in the

areas of (1) Relationships and Interviewing, (2) Diagnosis and Treatment

Planning, and (3) Psychological Assessment.

Relationship and interviewing skills primarily involve the ability to develop

and maintain constructive working alliances with clients, but can also include the

ability to collaborate with peers, colleagues, students, supervisors, and members

of other disciplines and community organizations. The relationship and

interviewing competency involves engaging in a role-play with one of the faculty

evaluators in order to demonstrate the therapeutic skills of attending,

structuring, communicating, dealing with emotion, incorporating diversity, and

understanding of ethical practice while gathering accurate and relevant data

through the clinical interview.

Diagnosis and treatment planning, the second of the three competencies,

involves the gathering of information leading to diagnosis, case formulation, and

treatment planning. Similar to the relationship and interviewing competency,

students will engage in a role-play exercise aimed at demonstrating their skill at

gathering the necessary information, while still maintaining the appropriate

therapeutic relationship, to determine a diagnostic impression and begin

formulating a treatment plan. Students will then discuss preliminary ideas

regarding case formulation and will develop a preliminary treatment plan based

on the information gathered.

Psychological assessment is the third competency area addressed during the

skills demonstration part of the PRE. Of primary interest are skills related to the

interpretation of the WAIS-IV and the MMPI-2, integration of test results with

collateral material, and presentation of results in a systematic and professional

manner. Combining the knowledge gained through coursework and skills

learned through the various assessment seminars and Weekends-in-Residence

(WIRs), students will demonstrate their skills at interpreting the results of a WAIS-

IV and a MMPI-2 protocol, taking into account ethical issues, and issues of

diversity. They will integrate these results with referral information and clinical

history and formulate the findings into a comprehensive understanding of the

client’s diagnosis and treatment needs. Finally, students will present an oral

summary of the findings.

Professional Portfolio Review

The final part of the Practicum Readiness Evaluation (PRE) is the Professional

Portfolio Review. The portfolio is a record of the student’s activities throughout

the YiR. Just as artists’ portfolios contain examples of their work, students’

portfolios contain documentation of professional accomplishments, including

certificates of successful completion of the seminars and labs of the Year-in-

Residence. Students will use the portfolio to demonstrate to the faculty,

practicum and internship directors, and future credentialing boards and

employers that they have received the required course room and face-to-face

training and that they have developed competence in major areas of study

related to clinical psychology.

The Portfolio should contain many documents, which students will

accumulate throughout the Year-in-Residence and beyond. These include syllabi

for each lab or residency, descriptions of the clinical competencies to be learned

in that activity, and outcome measures for each area of competence. Samples

from clinical coursework, such as assessment reports, integrated psychological

reports, samples of coursework, and final course projects should also be

included in order to demonstrate competency in these areas. A comprehensive

list of required and optional materials to be included in the portfolio is included

in Appendix D. Students are responsible for ensuring that their Portfolio is up-

to-date and complete and submitted for review at the required time during the

second Extended Seminar of the YiR.

In addition to the materials described above, students are also required to

include in their portfolio a table of professional contact hours as a requirement

of the YiR.

The Science of Professional Psychology Clinical PsyD Extended Seminar

June, 2015

Course Description:

Students will develop basic knowledge and skills necessary to integrate science and

theory into the practice of professional psychology. They will demonstrate these skills

by locating, summarizing, presenting, and discussing various empirical and theoretical

research related to evidence-based practice in an area of their choosing, emphasizing

either treatment or program outcome, the role of diversity, the ethical considerations

present, and their plans to make these skills part of their life-long learning goals.

Course Competencies

Competency 7.1.1 - Evidence-Based Practice

Students demonstrate knowledge of and an appreciation for empirical research as it

relates to identifying evidence-based practices.

Competency 7.1.2 - Practice Theory and Research

Students evaluate and critically analyze empirical research and theory that informs

the practice of clinical psychology.

Competency 7.2.1 - Treatment Effectiveness

Students evaluate the effectiveness of psychotherapeutic activities by using

appropriate empirical research and theory.

Competency 7.2.2 - Diversity and Evidenced Based Practice

Students understand and apply scholarly research and theory related to diversity

issues to the evidence-based practice of psychology.

Competency 7.3.1 - Treatment Strategies

Students discuss and implement strategies to incorporate therapy efficacy evaluation

into one’s future treatment strategies.

Competency 7.3.2 - Assessment Strategies

Students develop and apply strategies to evaluate the effectiveness and

appropriateness of psychological batteries and measures.

Competency 7.3.3 - Discussion of Best Practices

Students develop strategies to assure best practices in therapy and assessment

through collegial discussion and consultation of psychological activities.

Competency 7.4.4 - Lifelong-Learning

Students demonstrate an understanding of the importance and a dedication to the

process of life-long learning.

The Science of Professional Psychology

Part I: Dissertation Overview

Part II: Ethics and research; Facilitated work-session

Part III: Course project presentations and final discussion

Course Project

Identify a therapeutic activity that relates to a topic of interest to you. Locate 3-5 articles from

the Capella library that describe, evaluate, implement, or critique the therapeutic activity you

selected. Synthesize the information you read, then present the following to your peers:

1. Introduction to your topic – Provide a brief overview of the topic you are interested in

and the related therapeutic activity. Explain why you’re interested in the topic and how

the activity relates to the topic.

2. Treatment (Therapeutic Activity) Overview – Provide an overview of the therapeutic

activity, including theory, description, protocol, goals, assessment, etc.

3. Literature- Describe in general what the literature says about the approach or activity.

Include both positive and critical feedback on the approach or activity.

4. Research approaches & Findings – Discuss the empirical research on the therapeutic

activity. What kind of studies have been conducted (e.g., qualitative, quantitative,

program evaluation)? What types of data was collected and how was it analyzed? What

do the empirical findings say about this therapeutic activity? How do empirical research

findings relate to the overall perception of this therapeutic activity?

5. Ethical and Diversity Considerations– Discuss both the ethical and diversity

considerations that have been described in the literature and any other concerns or

considerations that occurred to you in your review of this therapeutic activity.

6. Discussion – Describe what you learned through this process and discuss how it will

impact your practice. Is there anything in the literature that points to a need for

additional research on this topic? If so, what might that look like? Does there appear to

be a need for new or improved programs to address a need related to this topic or

activity? If so, why? How might this activity inform your thinking about your own

dissertation? Your practice as a professional psychologist?

Final Discussion:

Following the presentations, we will have a final discussion focused on your plans to make skills

related to the integration of science and theory into professional practice a part of your life-

long learning goals. Consider these points for discussion:

What is your plan to integrate research and theory into your own professional

psychology practice?

How can these skills benefit you in your current professional role? How can they benefit

you as you continue your coursework and prepare for practicum, internship, &

dissertation?

http://aea365.org/blog/2010/02/

Scientific research process:

Comparison between research and evaluation:

http://aea365.org/blog/2010/02/

Evidence-based practice and interventions:

http://empoweringeducation.net/services/program-development-evaluation/

http://www.cdc.gov/hiv/dhap/prb/prs/tiers.html

Program development cycle:

http://empoweringeducation.net/services/program-development-evaluation/

http://www.cdc.gov/hiv/dhap/prb/prs/tiers.html

Research and professional ethics in psychology:

http://medicine.cf.ac.uk/translation-innovation-engagement/support_services/research-ethics-

committee/

http://carleton.ca/psychology/ethics/

http://medicine.cf.ac.uk/translation-innovation-engagement/support_services/research-ethics-

http://carleton.ca/psychology/ethics/

LONG DOCUMENT TEMPLATE

Capella Proprietary and Confidential | ClinicalPSYDDissGuide | Last updated: 6/9/2015 3:05 PM

Clinical PsyD

Dissertation Guide

Capella University 225 South Sixth Street, Ninth Floor

Minneapolis, MN 55402

2


3 Capella Proprietary and Confidential | ClinicalPSYDDissGuide | Last updated: 6/9/2015 3:05 PM

Table of Contents

Section Page

Part 1: Clinical PsyD Dissertation Introduction 4

Part 2: Clinical PsyD Milestones 5

Part 3: Mentor, Courseroom & Support 6

Part 4: Clinical Dissertation Approaches 7

Program Development: Community Needs Assessment

7

Program Development: Program Design 11

Program Development: Program Evaluation 15

Applied Theoretical Paper: Multi-Theory Synthesis and Application

19

Applied Theoretical Paper: New Application of Existing Theory

22

Part 5: Traditional Dissertation Approaches 25

Qualitative Research 25

Quantitative Research 28



PART 1: CLINICAL PSYD DISSERTATION- INTRODUCTION

The Clinical PsyD program allows for multiple dissertation approaches. This document is a

guide that describes the dissertation milestones and the approaches allowed by the Clinical

PsyD program and provides information for what to include in each type of dissertation.

The Clinical PsyD Dissertation at Capella University

All Clinical PsyD learners must complete a dissertation in partial fulfillment of their degree

program requirements. The dissertation is completed after all coursework, year in

residence, practicum, and Clinical Competency Exam requirements have been met. The

dissertation can be completed before, concurrently with, or following the clinical internship.

Clinical dissertations must identify a problem within the clinical field and address that

problem through a variety of possible approaches. All clinical dissertations should contribute

to the field’s understanding of the problem by expanding knowledge of theory, research,

and/or practice. Dissertations are expected to add something new to the body of

knowledge; as such, all dissertations are published through UMI ProQuest. A dissertation is

not complete or approved until all of the 16 dissertation milestones have been successfully

completed.

Dissertation Approaches in the Clinical PsyD Program

Clinical Dissertation Approaches

There are two broad categories of clinical dissertation approaches that are acceptable

in the Clinical PsyD program: Program Development and Applied Theoretical Paper.

Within the Program Development approach, learners will focus on one of three areas

of emphasis while address the broader Program Development model: 1) Community

Needs Assessment; 2) Program Design; 3) Program Evaluation. Within the Applied

Theoretical Paper approach, learners can either complete a Multi-Theory Synthesis

and Application, or a New Application of Existing Theory.

Traditional Dissertation Approaches

On the recommendation of their mentor and with prior approval from the Clinical

Program Chair, learners can also choose to complete a traditional qualitative or

quantitative dissertation. Acceptable qualitative and quantitative approaches within

the School of Psychology are allowed for Clinical PsyD learners who are approved to

use a traditional approach, provided the appropriate committee can be comprised to

support the dissertation work.

Both the Clinical Dissertation Approaches and the Traditional Dissertation Approaches

will be described in more detail in the following sections.



PART 2: CLINICAL PSYD DISSERTATION MILESTONES

Milestone # Milestone Title Requirements

1 Research Ethics Education Learner completes required ethics education (within past 3 years). No submission required-the DSC accesses completion reports regularly.

2 Topic Approval Learner completes first 2 sections of CDP or SMR. Mentor reviews and approves first 2 sections, then submits to [email protected] for chair

review. Chair reviews, provides feedback, & approves. – DSC will notify learner/mentor of the outcome.

3 Mentor-Approved Dissertation Plan

Learner completes full CDP or SMR. Mentor reviews and provides feedback; learner makes changes until approved. – Mentor submits milestone

completion webform.

4 Committee-Approved Dissertation Plan

Mentor sends completed, mentor-approved CDP or SMR to full dissertation committee with date for feedback. Committee provides feedback; learner makes changes until approved. - Mentor submits milestone completion

webform.

5 School-Approved Dissertation Plan

Mentor sends committee-approved CDP or SMR to [email protected] for school review. Reviewer provides feedback.

Learner makes changes until approved. DSC will notify learner/mentor of the outcome.

6 IRB Screening/Approval Learner registers for IRBManager and completes appropriate application. IRB will notify learner/mentor of the outcome.

7 Committee Conference Call Learner schedules conference call with full committee and presents dissertation plan according to mentor instructions. Mentor submits

milestone completion webform.

8 Mentor-Approved Chapters 1-2 Learner completes first 2 chapters of dissertation and submits to mentor for review/feedback/approval. Mentor submits milestone completion webform.

9 Mentor-Approved Chapters 3-5 Learner completes full 5-chapter dissertation and submits to mentor for review/feedback/approval. Mentor submits milestone completion webform.

10 Committee-Approved Dissertation

Mentor sends full dissertation to committee for review & feedback. Learner works on changes until approved. Mentor submits milestone completion

webform.

11 School-Approved Dissertation (*)

Mentor sends committee-approved dissertation and approved plan to [email protected] for school review and approval. DSC will notify

learner/mentor of the outcome.

12 Format-Editing DSC sends school-approved dissertation to format-editing for review. Learner makes revisions as required by format-editing. DSC will notify

learner/mentor of outcome.

13 Dissertation Defense Conference Call

Learner schedules conference call with committee, sends committee the final, approved dissertation, and defends dissertation with committee.

Mentor submits milestone completion webform AFTER Format Editing is approved..

14 Mentor-Approved Full Dissertation

Mentor approves full dissertation. Mentor submits milestone completion webform.

15 Publication/Presentation Learner uploads final, complete, approved dissertation to ProQuest for publication

16 Dean Final Approval DSC sends final dissertation to dean for approval prior to publication. Dissertation requirements are complete. DSC will notify learner of the

outcome.

mailto:[email protected]





PART 3: CLINICAL DISSERTATION MENTOR, COURSEROOM, AND

SUPPORT

In the Clinical PsyD Program, learners enroll in a dissertation course following the successful completion of their coursework, year in residence, practicum, and Clinical Competency Exam. Learners may begin work on their dissertation before, concurrently with, or following the completion of their clinical internship. The dissertation courseroom is led by an experienced member of the Clinical PsyD faculty with background and expertise in research and dissertation mentoring. The dissertation courseroom provides structure and guidance to learners on all aspects of the dissertation. Course numbers for the dissertation course include PSY9911- PSY9918. Learners begin the dissertation at any point in the course sequence and continue until the dissertation is complete. The sequence starting point for any individual learner depends on the quarter in which they enter the dissertation, and the sequence repeats itself when complete.

Learners continue to work closely with their mentor throughout the dissertation, and the mentor is the primary contact, resource, and support for learners working on their dissertation. They are further supported by the dissertation courseroom instructor and by two additional dissertation committee members who are assigned when the learner enters the dissertation phase of their program.

Capella has a dissertation support center that provides additional support for learners in the dissertation phase of their doctoral program. Upon entering the dissertation, a dissertation advisor is assigned who has specific knowledge and expertise related to the Clinical PsyD program. The dissertation advisor assists learners with orientation to the dissertation, registration, and process-related issues. Other support functions in the Dissertation Support Center include the IRB office and the Dissertation Success Program.



PART 4: CLINICAL DISSERTATION APPROACHES

PROGRAM DEVELOPMENT: COMMUNITY NEEDS ASSESSMENT

Overview

A dissertation is a formal, extensive project completed in partial fulfillment of the

requirements for a doctorate that demonstrates an ability to build upon existing theoretical and/or empirical understanding and contribute to the body of knowledge in a specific area of clinical interest. The length of a 5-chapter dissertation can vary

significantly depending on the topic and approach, but a good general guideline is about 100-150 pages, not including front matter, references, or appendices.

These guidelines are specific to the Clinical Dissertation Approach, Program Development with an emphasis on Community Needs Assessment. Program

development is a comprehensive approach that includes multiple significant steps, three of which are available areas of emphasis for a dissertation at Capella

(Community Needs Assessment, Program Design, and Program Evaluation). The community needs assessment is a significant part of comprehensive program development. It is an activity that is often required for the determination of

community service/funding needs for a particular program or service. A needs assessment requires a systematic process to acquire an accurate and

comprehensive depiction of the proposed area of community need (e.g. mental health court funding). The process includes data collection from community

resources that are currently available and the types of services and numbers served in the community. Other data regarding the populations served, community needs and identified gaps are also to be included in a community needs assessment. The

researcher may convene community stakeholders, residents, and other individuals with a vested interest in the needs of the community and/or collect data from

community stakeholders. Results of a community needs assessment should address service and funding needs. These data can be used to determine priority goals, planning and development, and to how to allocate funds and resources.

A Community Needs Assessment dissertation must be within the context of a

broader program development, and as such needs to include not only the method and analysis used to conduct the needs assessment, but also a thorough discussion on what those findings mean for the design, implementation, and evaluation of a

new program.

Objectives

To successfully complete this Community Needs Assessment Dissertation, you will

be expected to:

1. Design a community needs assessment that flows from the current

theoretical and empirical literature and advances the field of psychology.



2. Evaluate the strengths, limitations, and scientific merit of the literature

supporting the selected integrative project. 3. Acquire an accurate and comprehensive depiction of the community

resources related to the program and identify the proposed needs of the community.

4. Collect comprehensive data from community entities that are currently available and providing services that are of interest to the investigator

5. Incorporate ethical guidelines and implications throughout research and implementation of the community needs assessment.

6. Apply knowledge of concepts, theories, and empirical research in the field of

diversity and individual differences, including practices and beliefs of specific cultures, to the integrative project.

7. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.

Dissertation Sections

The following steps may help you define actions for your research and sections for

your dissertation.

Validate the Topic

Manage the Topic Conduct a Literature Review

Conduct the Dissertation Research

Write the Dissertation Manuscript

o Dissertation Sections include:

Front Matter – title page, copyright page, abstract, dedication, TOC, etc.

Chapter 1 - Introduction; project scope and purpose; research objectives. Include the way in which this community needs assessment fits into a larger program development, as

this is usually the first step in program development. Chapter 2 - Literature Review (Including theoretical,

empirical and applied literature as well as existing resources in the community)

Chapter 3 – Assessment Method: (detailed description of the strategy used to complete the Community Needs Assessment)

Chapter 4 – Results (detailed description of what was found through the community needs assessment)

Chapter 5 – Discussion (detailed discussion of how the

findings from the community needs assessment can be used in

the development of new programs. Include brief initial proposal of new program based on community need and information on

how, when & where the proposed program could be implemented and evaluated)

References



Appendices

o Oral defense – Present and discuss resource, evaluation and future directions

Review the Dissertation Manuscript

Submit for review, approval, etc.

Requirements

To achieve a successful project experience and outcome, you are expected to meet

the following requirements:

Written communication: Written communication is free of errors that detract

from the overall message. APA formatting: Resources and citations are formatted according to APA (6th

Edition) Style and Formatting standards.

Number of References: Where there is no specific required number of references for the dissertation, learners must comprehensively review the theoretical, empirical, and applied literature on their topic and utilize appropriate references and resources throughout the dissertation to support and provide evidence for their work.

Length of dissertation: Utilize the 5 chapter dissertation template with revised chapter titles and content as appropriate to the dissertation. While there is no specific required number of pages, the dissertation must comprehensively address the identified problem. A good guideline is approximately 100-150 pages, not including front matter, references, or appendices.

Clinical PsyD learners must register for at least 2 quarters of dissertation credits. The dissertation may take longer than two quarters.

Font, font size, and spacing: Arial, 10-point, double-spaced.

Resources

The following resources may be particularly helpful for this project type:

Empirical Research Library Guide

American Psychological Association. (2010). APA Manual (Publication manual

of the American Psychological Association, 6th ed). Washington, DC: American Psychological Association.

Pratt, K. M., DeBerard, M. S., Davis, J. W., & Wheeler, A. J. (January 01,

2012). An Evaluation of the Development and Implementation of a University-Based Integrated Behavioral Healthcare Program. Professional Psychology Research and Practice, 43(4), 281-287.

Jorm, A. F. (January 01, 2012). Mental health literacy: empowering the community to take action for better mental health. The American Psychologist, 67(3), 231-43.

http://campustools.capella.edu/redirect.aspx?linkid=1540



http://www.capella.edu/iGuidePA/PDF/academics/HASoSBS_PsyD_Dissertation_Template_v1.2_Doctor_of_Psychology.doc

http://capellauniversity.libguides.com/content.php?pid=140367&sid=1248606



A Community Needs Assessment Guide, A Brief Guide on How to Conduct a Needs Assessment by Aparna Sharma B.S., Mindy Lanum B.S., and Yolanda Suarez-Balcazar Ph.D, Center for Urban Research and Learning and the Department of Psychology, Loyola University Chicago, September 2000.

How To Do A Community Needs Assessment from CenterLink, The Community of LGBT Centers.

Community How To Guide On…Needs Assessment & Strategic Planning from the National Highway Traffic Safety Administration.

Conducting a Community Assessment from the Evaluation Guides from the

Outreach Evaluation Resource Center of the National Network of Libraries of Medicine.

Burnett, J. (2009). Doing your social science dissertation. Los Angeles: SAGE Publications.

Rudestam, K. E., & Newton, R. R. (2007). Surviving your dissertation: A

comprehensive guide to content and process. Los Angeles: SAGE Publications.

http://www.luc.edu/curl/pdfs/A_Community_Needs_Assessment_Guide_.pdf



http://www.lgbtcenters.org/how-to-do-a-community-needs-assessment.aspx

http://www.nhtsa.gov/people/injury/alcohol/community%20guides%20html/book2_needsassess.html%23guide

http://nnlm.gov/evaluation/guide/stage1.pdf

http://nnlm.gov/evaluation/





PROGRAM DEVELOPMENT: PROGRAM DESIGN

Overview

A dissertation is a formal, extensive project completed in partial fulfillment of the requirements for a doctorate that demonstrates an ability to build upon existing

theoretical and/or empirical understanding and contribute to the body of knowledge in a specific area of clinical interest. The length of a 5-chapter dissertation can vary


These guidelines are specific to the Clinical Dissertation Approach: Program Development, with an emphasis on Program Design. Program development is a

comprehensive approach that includes multiple significant steps, three of which are available areas of emphasis for a dissertation at Capella (Community Needs Assessment, Program Design, and Program Evaluation). A program development

dissertation with an emphasis on program design should address the theoretical underpinnings and practical justification for the development and implementation of

the proposed new or revised program. The new or revised program developed for this type of dissertation should address an identified need in clinical psychology. Other elements of program development, including implementation and evaluation

plans, should also be included in the discussion chapter of the dissertation. Program

Design dissertations should focus on specific program objectives that specify the inherent need for the proposed objectives. The dissertation should focus on

establishing the context and need for the program, describing in detail how the program was developed, including the specific objectives and elements of the program, and a detailed description of the program. A program guidebook or other

formal document describing the new or revised program can be included as an appendix. Learners should also address the specific plans for the how the program

should be implemented. This requires a critical analysis of the feasibility of implementation and discussion of the potential barriers which might prohibit such implementation. The learner will also be required to design an array of measures

that will serve as a plan for evaluation of the proposed design.

Objectives

1. To successfully complete this Program Development Dissertation, you will be

expected to:

2. Design a program that flows from the current theoretical and empirical

literature and advances the field of psychology. 3. Evaluate the strengths, limitations, and scientific merit of the literature

supporting the selected integrative project. 4. Identify program development objectives. specific plans for implementation,

potential barriers, outcome measures and provide a logic model. 5. Incorporate ethical guidelines and implications throughout research design

and implementation.




diversity and individual differences, including practices and beliefs of specific cultures, to the integrative research project.



The following steps may help you define actions for your research and sections for your dissertation.

Validate the Topic (topic approval using Clinical Dissertation Plan)

Manage the Topic (completion of Clinical Dissertation Plan)

Conduct a Literature Review Conduct the Dissertation Research



Front Matter – title page, copyright page, abstract, dedication,

TOC, etc. Chapter 1 – Introduction: statement of the problem; purpose

of the dissertation.

Chapter 2 - Literature Review (extensive review of literature related to the topic and problem as well as review of existing

programs to address the problem; identification of gap in literature and existing program; demonstration of need for new program)

Chapter 3 – Methods (detailed description of how the program was developed, including any community needs assessment

work that was done by the researcher and any tools or measures that were created or assessed for evaluating the program)

Chapter 4 – Proposed Program (detailed description of the program that was developed, including how tools and measures

described in Chapter 3 should be used with the program) Chapter 5 – Discussion (in-depth discussion of how the

program described in Chapter 4 meets the established need;

plans for how the program should be implement; discussion of how tools and measures described in previous chapters

contribute to evaluation of the program; plans for how the program should be evaluated).

References

Appendices






Requirements



Written communication: Written communication is free of errors that detract from the overall message.

APA formatting: Resources and citations are formatted according to APA (6th Edition) Style and Formatting standards.



Clinical PsyD learners must register for at least 2 quarters of dissertation

credits. The dissertation may take longer than two quarters. Font, font size, and spacing: Arial, 10-point, double-spaced.

Resources



American Psychological Association. (2010). Publication manual of the

American Psychological Association. Washington, DC: American Psychological Association.

Programs and Tools to Improve the Quality of Mental Health Services from the Agency for Healthcare Research and Quality (AHRQ).

Program Development and Evaluation from University of Wisconsin – Extension.

Center for Program Evaluation and Performance Management from the Bureau of Justice Assistance.

Designing Logic Models for Program Evaluation by Sarah Kaye, University of Maryland

Other Evaluation Resources from the Office of the Associate Director for Program - Program Evaluation at the Centers for Disease Control and Prevention.






http://www.ahrq.gov/qual/menttoolria/menttoolria.htm

http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html

https://www.bja.gov/evaluation/guide/pe4.htm

http://www.cdc.gov/eval/resources/index.htm



Bell, C. D., Raczynski, K. A., & Horne, A. M. (September 01, 2010). Bully busters abbreviated: Evaluation of a group-based bully intervention and prevention program. Group Dynamics, 14(3) 257-267.

American Psychological Association. (2009). Criteria for the evaluation of quality improvement programs and the use of quality improvement data. American Psychologist, Vol 64(6), Sep, 2009. pp. 551-557.

Pratt, K. M., DeBerard, M. S., Davis, J. W., & Wheeler, A. J. (January 01, 2012). An Evaluation of the Development and Implementation of a

University-Based Integrated Behavioral Healthcare Program. Professional Psychology Research and Practice, 43(4), 281-287.

Jorm, A. F. (January 01, 2012). Mental health literacy: empowering the community to take action for better mental health. The American Psychologist, 67(3), 231-43.

Burnett, J. (2009). Doing your social science dissertation. Los Angeles: SAGE

Publications. Rudestam, K. E., & Newton, R. R. (2007). Surviving your dissertation: A




PROGRAM DEVELOPMENT: PROGRAM EVALUATION

Overview




These guidelines are specific to the Clinical Dissertation Approach: Program Development, with an emphasis on Program Evaluation. Program development is a

comprehensive approach that includes multiple significant steps, three of which are available areas of emphasis for a dissertation at Capella (Community Needs Assessment, Program Design, and Program Evaluation).

Program Evaluation is a systematic method for collecting, analyzing, and using key

information to answer questions about projects, programs, or policies regarding their effectiveness and efficiency. For the purposes of the Clinical PsyD dissertation,

program evaluation is used to evaluate an existing program, project, or policy that directly impacts a clinical psychology problem. The intent of a program evaluation dissertation is to contribute new information to the field’s knowledge about a

particular clinical problem and the programs that are used to address the problem. Community stakeholders will want to know if the programs they are funding,

implementing and supporting are actually having the proposed effect. Costs of the program are weighed against whether the program, policy or project has the intended outcomes. Other outcomes may also guide future decisions about the

program. Program Evaluation is a collaborative approach between evaluators and stakeholders (e.g. the organization, community funders). Program evaluations may

involve both quantitative and qualitative methods, and may or may not involve the use of human research subjects.

Objectives

1. To successfully complete this Program Evaluation Dissertation, you will be

expected to:

2. Identify a clinical program that flows from the theoretical, empirical, and

applied literature on a topic of importance to the field.

3. Evaluate the strengths, limitations, and scientific merit of the literature supporting the selected clinical program.

4. Identify program evaluation objectives. specific plans for measurement and

evaluation, potential barriers, outcome measures and provide a logic model. 5. Incorporate ethical guidelines and implications throughout research design

and implementation. 6. Apply knowledge of concepts, theories, and empirical research in the field of




7. Communicate in a manner that is scholarly, professional, and consistent with

expectations for members of the psychological profession.



your dissertation.

Validate the Topic (topic approval using Clinical Dissertation Plan) Manage the Topic (completion of Clinical Dissertation Plan)





Chapter 1 – Introduction: statement of the problem; purpose

of the dissertation. Chapter 2 - Literature Review (extensive review of literature

related to the topic and problem as well as review of existing programs to address the problem; identification of gap in

literature and field knowledge to validate the efficacy of a particular program, project or policy related to the topic)

Chapter 3 – Methods (detailed description of the program and

the evaluation plan, including how and by whom the evaluated program was implemented, specific steps and procedures by

which the program was evaluated, and a clear description of how, what, from whom, and why each type of data was collected. An explicit model for program evaluation should be

named and followed.) Chapter 4 – Results (explanation of how the evaluation data

was analyzed and what was found through the evaluation) Chapter 5 – Discussion (in-depth discussion of what the

findings from this evaluation mean for the program and for

future research). References Appendices


Review the Dissertation Manuscript Submit for review, approval, etc.

Requirements











Resources



American Psychological Association. (2010). Publication manual of the American Psychological Association. Washington, DC: American Psychological Association.

Programs and Tools to Improve the Quality of Mental Health Services from the Agency for Healthcare Research and Quality (AHRQ).

Program Development and Evaluation from University of Wisconsin – Extension.

Center for Program Evaluation and Performance Management from the Bureau of Justice Assistance.

Designing Logic Models for Program Evaluation by Sarah Kaye, University of Maryland

Other Evaluation Resources from the Office of the Associate Director for Program - Program Evaluation at the Centers for Disease Control and Prevention.

Bell, C. D., Raczynski, K. A., & Horne, A. M. (September 01, 2010). Bully

busters abbreviated: Evaluation of a group-based bully intervention and prevention program. Group Dynamics, 14(3) 257-267.

American Psychological Association. (2009). Criteria for the evaluation of quality improvement programs and the use of quality improvement data. American Psychologist, Vol 64(6), Sep, 2009. pp. 551-557.

Pratt, K. M., DeBerard, M. S., Davis, J. W., & Wheeler, A. J. (January 01, 2012). An Evaluation of the Development and Implementation of a






http://www.ahrq.gov/qual/menttoolria/menttoolria.htm

http://www.uwex.edu/ces/pdande/evaluation/evallogicmodel.html

https://www.bja.gov/evaluation/guide/pe4.htm

http://www.cdc.gov/eval/resources/index.htm



University-Based Integrated Behavioral Healthcare Program. Professional

Psychology Research and Practice, 43(4), 281-287. Jorm, A. F. (January 01, 2012). Mental health literacy: empowering the

community to take action for better mental health. The American Psychologist, 67(3), 231-43.


Rudestam, K. E., & Newton, R. R. (2007). Surviving your dissertation: A comprehensive guide to content and process. Los Angeles: SAGE Publications.



APPLIED THEORETICAL PAPER- MULTI-THEORY SYNTHESIS AND

APPLICATION

Overview A dissertation is a formal, extensive project completed in partial fulfillment of the



These guidelines are specific to the Clinical Dissertation approach of Applied

Theoretical Paper, Multi-Theory Synthesis and Application. In this approach, the writer provides a comprehensive review of the literature pertaining to the question

or problem presented for the theoretical paper. Learners are required to synthesize and extend the scholarly literature of knowledge that integrates two or more theoretical positions. This approach frequently leads to a proposed “new” theory

that represents a synthesis and new application of more than one existing theory. Learners should shed light on findings not previously explained by earlier theories,

as well as research and resolve any contradictions present in the current field of study. The theoretical paper will require discourse on specific approaches on how to direct new empirical research and practical implications and applications that would

support the proposed theoretical perspective.

Objectives

To successfully complete this Applied Theoretical Paper- Multi-Theory Synthesis and

Application Dissertation, you will be expected to:

8. Design an applied theoretical paper that flows from the current theoretical

and empirical literature and advances the field of psychology.

9. Evaluate the strengths, limitations, and scientific merit of the literature supporting the selected integrative project.

10. Integrate at least two or more theoretical positions, explain unrecognized findings and resolve contradictions.

11. Provide discourse on specific approaches utilizing empirical research and identify the practical implications to support the application of the synthesis of multiple theories

12. Incorporate ethical guidelines and implications throughout research and implementation of the applied theoretical paper.

13. Apply knowledge of concepts, theories, and empirical research in the field of diversity and individual differences, including practices and beliefs of specific cultures, to the integrative project.




Action Steps and Dissertation Sections

You are expected to complete a 5-chapter dissertation for the Applied Theoretical Paper. The following steps may help you define actions for your research and

sections for your dissertation.






Chapter 1 – Introduction: project scope and purpose;

research objectives.

Chapter 2 – Literature Review: Extensive review of theoretical, empirical, and applied literature

Chapter 3 – Multi-Theory Synthesis: Thorough evaluation and synthesis of multiple theories to be applied in a new way

Chapter 4 – Application: specific proposed application of new and/or synthesized theories

Chapter 5 – Discussion: In-depth discussion and future

research to validate applied theory References

Appendices


Review the Dissertation Manuscript Submit for review, approval, etc.

Requirements

To achieve a successful project experience and outcome, you are expected to meet the following requirements:


from the overall message.











Resources






Rudestam, K. E., & Newton, R. R. (2007). Surviving your dissertation: A comprehensive guide to content and process. Los Angeles: SAGE Publications.





APPLIED THEORETICAL PAPER- NEW APPLICATION OF EXISTING

THEORY

Overview




These guidelines are specific to the Clinical Dissertation approach of Applied Theoretical Paper, New Application of Existing Theory. In this approach, the writer

provides a comprehensive review of the literature pertaining to the question or problem presented for the theoretical paper. Learners are required to synthesize

and extend the scholarly literature of knowledge that explores an existing theory and applies it to a new problem, population, or clinical approach. This approach requires a single existing theory to be applied in an entirely new way. Learners

should shed light on findings not previously explained by earlier theories, as well as research and resolve any contradictions present in the current field of study. The

theoretical paper will require discourse on specific approaches on how to direct new empirical research and practical implications and applications that would support

the proposed theoretical perspective.

Objectives

1. To successfully complete this Applied Theoretical Paper- New Application of

Existing Theory Dissertation, you will be expected to:

2. Design an applied theoretical paper that flows from the current theoretical

and empirical literature and advances the field of psychology. 3. Evaluate the strengths, limitations, and scientific merit of the literature

supporting the selected integrative project. 4. Thoroughly evaluate and deconstruct an existing theory, identify a need for

new application through a gap in the literature, explain unrecognized findings, and resolve contradictions.

5. Provide discourse on specific approaches utilizing empirical research and identify the practical implications to support the application of the synthesis

of multiple theories 6. Incorporate ethical guidelines and implications throughout research and

implementation of the applied theoretical paper. 7. Apply knowledge of concepts, theories, and empirical research in the field of

diversity and individual differences, including practices and beliefs of specific

cultures, to the integrative project. 8. Communicate in a manner that is scholarly, professional, and consistent with




Action Steps and Dissertation Sections

You are expected to complete a 5-chapter dissertation for the Applied Theoretical Paper. The following steps may help you define actions for your research and

sections for your dissertation.






Chapter 1 – Introduction: project scope and purpose;

research objectives.

Chapter 2 – Literature Review: Extensive review of theoretical, empirical, and applied literature on the topic

Chapter 3 – Evaluation: Thorough evaluation and deconstruction of an existing theory

Chapter 4 – Application: Proposed new application of theory

Chapter 5 – Discussion: In depth discussion and future

research to validate applied theory References

Appendices




Requirements






Length of dissertation: Utilize the 5 chapter dissertation template with revised chapter titles and content as appropriate to the dissertation. While







there is no specific required number of pages, the dissertation must

comprehensively address the identified problem. A good guideline is approximately 100-150 pages, not including front matter, references, or

appendices.



Resources











PART 5: TRADITIONAL DISSERTATION APPROACHES

QUALITATIVE RESEARCH

Overview


requirements for a doctorate that demonstrates an ability to build upon existing theoretical and/or empirical understanding and contribute to the body of knowledge

in a specific area of clinical interest. The length of a 5-chapter dissertation can vary significantly depending on the topic and approach, but a good general guideline is about 100-150 pages, not including front matter, references, or appendices.

Qualitative dissertations may be much longer, and/or may include extensive appendices.

These guidelines are those specific to the Qualitative Dissertation. In the Clinical PsyD program, qualitative research is appropriate when learners have experience

and skills in conducting qualitative research and interviewing research participants. Traditional dissertation approaches must be approved by the mentor and program

chair in advance, and learners must demonstrate an ability to engage in independent research of this type. Learners must also demonstrate an understanding of the additional requirements related to conducting human subjects

research using a qualitative or quantitative approach. Qualitative research is most useful in studying human behavior and is exploratory in nature. A study that is

qualitative in nature seeks to answer what, how, and why a particular event or action occurred. The focus of qualitative research is often on individual descriptions, processes, and the varied contexts of individual experiences. Qualitative studies

utilize measures that include, but are not limited to, focus groups, structured and unstructured interviews, and participant observation. Examples of qualitative

approaches include but are not limited to, generic qualitative designs, phenomenology approaches, ethnography, and grounded theory.

Objectives

To successfully complete this Qualitative Study Dissertation, you will be expected to:

1. Design a research project that flows from the current theoretical and

empirical literature and advances the field of psychology. 2. Evaluate the strengths, limitations, and scientific merit of the literature

supporting the selected integrative project. 3. Utilize appropriate qualitative analyses to answer research questions.

4. Incorporate ethical guidelines and implications throughout research design and implementation.









your dissertation.

Validate the Topic Manage the Topic Conduct a Literature Review





Chapter 1 – Introduction

Chapter 2 - Literature Review Chapter 3 – Method Chapter 4 – Results

Chapter 5 – Discussion References

Appendices




Requirements







Length of dissertation: Utilize the 5 chapter dissertation template with revised chapter titles and content as appropriate to the dissertation. While there is no specific required number of pages, the dissertation must comprehensively address the identified problem. A good guideline is







approximately 100-150 pages, not including front matter, references, or

appendices.



Resources

The following resources may be particularly helpful for this project type: Empirical Research Library Guide









QUANTITATIVE RESEARCH

Overview



significantly depending on the topic and approach, but a good general guideline is about 100-150 pages, not including front matter, references, or appendices. Qualitative dissertations may be much longer, and/or may include extensive

appendices.

These guidelines are those specific to the Quantitative Dissertation. In the Clinical

PsyD program, quantitative research is appropriate when learners have experience and skills in collecting and analyzing quantitative data. Traditional dissertation approaches must be approved by the mentor and program chair in advance, and

learners must demonstrate an ability to engage in independent research of this type. Learners must also demonstrate an understanding of the additional

requirements related to conducting human subjects research using a qualitative or quantitative approach.

A Quantitative study is empirical in nature and refers to any research based on something that can be accurately and precisely measured. Quantitative research

usually entails using quantitative instruments, such as surveys and questionnaires, to test hypotheses regarding the relationship between defined variables. This approach requires statistical data analysis and emphasizes predictions, outcomes,

and generalizabilty of data. Quantitative Empirical research is associated with statistics and experimentation, in contrast to qualitative methods and naturalistic

inquiry.

Objectives

To successfully complete this Qualitative Study Dissertation, you will be expected

to:

1. Design a research project that flows from the current theoretical and

empirical literature and advances the field of psychology.

2. Evaluate the strengths, limitations, and scientific merit of the literature

supporting the selected integrative project. 3. Utilize appropriate qualitative analyses to answer research questions.

4. Incorporate ethical guidelines and implications throughout research design

and implementation. 5. Apply knowledge of concepts, theories, and empirical research in the field of

diversity and individual differences, including practices and beliefs of specific

cultures, to the integrative research project.







your dissertation.

Validate the Topic Manage the Topic Conduct a Literature Review





Chapter 1 – Introduction

Chapter 2 - Literature Review Chapter 3 – Method Chapter 4 – Results

Chapter 5 – Discussion References

Appendices




Requirements







Length of dissertation: Utilize the 5 chapter dissertation template with revised chapter titles and content as appropriate to the dissertation. While there is no specific required number of pages, the dissertation must comprehensively address the identified problem. A good guideline is







approximately 100-150 pages, not including front matter, references, or

appendices.



Resources

The following resources may be particularly helpful for this project type: Empirical Research Library Guide







Clinical PsyD Dissertation Milestones 2014

Milestone # Milestone Title Requirements Who reports Completion?

1 Research Ethics Education Learner completes required ethics education (within past 3 years). No submission required-the DSC accesses completion reports regularly.

DSC

2 Topic Approval Learner completes first 2 sections of CDP or SMR. Mentor reviews and approves first 2 sections, then submits to [email protected] for chair review. Chair reviews,

provides feedback, & approves. – DSC will notify learner/mentor of the outcome.

DSC

3 Mentor-Approved Dissertation Plan Learner completes full CDP or SMR. Mentor reviews and provides feedback; learner makes changes until approved. – Mentor submits milestone completion webform.

MENTOR

4 Committee-Approved Dissertation Plan Mentor sends completed, mentor-approved CDP or SMR to full dissertation committee with date for feedback. Committee provides feedback; learner makes

changes until approved. - Mentor submits milestone completion webform.

MENTOR

5 School-Approved Dissertation Plan Mentor sends committee-approved CDP or SMR to [email protected] for school review. Reviewer provides feedback. Learner makes changes until approved.

DSC will notify learner/mentor of the outcome.

DSC

6 IRB Screening/Approval Learner registers for IRBManager and completes appropriate application. IRB will notify learner/mentor of the outcome.

DSC

7 Committee Conference Call Learner schedules conference call with full committee and presents dissertation plan according to mentor instructions. Mentor submits milestone completion webform.

MENTOR

8 Mentor-Approved Chapters 1-2 Learner completes first 2 chapters of dissertation and submits to mentor for review/feedback/approval. Mentor submits milestone completion webform.

MENTOR

9 Mentor-Approved Chapters 3-5 Learner completes full 5-chapter dissertation and submits to mentor for review/feedback/approval. Mentor submits milestone completion webform.

MENTOR

10 Committee-Approved Dissertation Mentor sends full dissertation to committee for review & feedback. Learner works on changes until approved. Mentor submits milestone completion webform.

MENTOR

11 School-Approved Dissertation (*) Mentor sends committee-approved dissertation to [email protected] for school review and approval. DSC will notify learner/mentor of the outcome.

DSC

12 Format-Editing DSC sends school-approved dissertation to format-editing for review. Learner makes revisions as required by format-editing. DSC will notify learner/mentor of outcome.

DSC

13 Dissertation Defense Conference Call Learner schedules conference call with committee, sends committee the final, approved dissertation, and defends dissertation with committee. Mentor submits

milestone completion webform AFTER Format Editing is approved..

MENTOR

14 Mentor-Approved Full Dissertation Mentor approves full dissertation. Mentor submits milestone completion webform. MENTOR

15 Publication/Presentation Learner uploads final, complete, approved dissertation to ProQuest for publication DSC

16 Dean Final Approval DSC sends final dissertation to dean for approval prior to publication. Dissertation requirements are complete. DSC will notify learner of the outcome.

DSC

*This milestone will be in effect starting Q2 2014 (April 1 2014) for all dissertations that have not yet passed format editing.




Documents

Syllabus PSY-R8303: Professional Development and ......Syllabus PSY-R8303: Professional Development and Socialization Clinical Psychology Year-in-Residence Residency Description This