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Psychology

College or Campus: College of Arts and Sciences

Student Learning Outcomes

UNDERGRADUATE

The American Psychological Association approved The APA Guidelines for the Undergraduate Psychology Major, Version 2 in August 2013. The Department of Psychology at Ohio University aims for its undergraduates to achieve the five major learning goals recommended by APA Board of Educational Affairs Task Force on Psychology Major Competencies. The table below summarizes these learning goals and the associated learning outcomes and assessment tools:

Goals

Learning Outcomes

1. Knowledge Base in Psychology

1.1 Describe key concepts, principles, and overarching themes in psychology

 

1.2 Develop a working knowledge of psychology’s content domains

 

1.3 Describe applications of psychology

2. Scientific Inquiry & Critical Thinking

2.1 Use scientific reasoning to interpret psychological phenomena

 

2.2 Demonstrate psychology information literacy

 

2.3 Engage in innovative and integrative thinking and problem solving

 

2.4 Interpret, design, and conduct basic psychological research

 

2.5 Incorporate sociocultural factors in scientific inquiry

3. Ethical & Social Responsibility in a Diverse World

3.1 Apply ethical standards to evaluate psychological science and practice

 

3.2 Build and enhance interpersonal relationships

 

3.3 Adopt values that build community at local, national, and global levels

4. Communication

4.1 Demonstrate effective writing for different purposes

 

4.2 Exhibit effective presentation skills for different purposes

 

4.3 Interact effectively with others

5. Professional Development

5.1 Apply psychological content and skills to career goals

 

5.2 Exhibit self-efficacy and self-regulation

 

5.3 Refine project-management skills

 

5.4 Enhance teamwork capacity

 

5.5 Develop meaningful professional direction for life after graduation

GRADUATE

Clinical Psychology

The American Psychological Association accredited doctoral training program in clinical psychology at Ohio University is based on the scientist-practitioner model of training within the specialty area of clinical psychology. Our primary goal is to graduate students who are competent health service professionals adept at both conducting scientific research and providing clinical services, as well as integrating science with clinical practice. We believe that clinical practice should be grounded in scientific knowledge and that scientific inquiry should be informed by and relevant to clinical practice. We seek to train psychologists who will advance both clinical science and the professional practice of psychology and who will contribute to the well-being of individuals from diverse backgrounds. Ultimately, we prepare students for careers in academic, research, practice, or policy settings. Graduates from our program are expected to demonstrate commitment to the intellectual and scientific bases of the profession of psychology.

To meet this goal, our program involves systematic training in both research and practice. The objectives of training are to: 1) teach general and specific skills that may be applied by competent clinical psychologists in clinical, health, educational, and research settings, and 2) graduate students with a strong sense of commitment to the profession and practice of psychology. Our clinical training is focused on the ability to provide ethical and competent assessment, intervention, and consultation within diverse populations, settings, and agencies. Our research training is designed to help students formulate and solve problems, as well as to demonstrate the means by which practices are evaluated and new knowledge is generated. Our research training encompasses a variety of both design and analytic strategies, along with completion of an empirical thesis and dissertation; we also encourage highly active research involvement beyond those educational requirements. Across all aspects of our program, we strive to train students to be sensitive and knowledgeable about the full range of human diversity and to acquire the necessary skills to conduct competent assessment, intervention, and research in a diverse world.

Because we are an accredited program, our learning outcomes are driven by the accreditation requirements of the American Psychological Association. See Table 1 for the accreditation requirements regarding Discipline Specific Knowledge, which outlines what our learning outcomes are and how they are assessed. See Table 2 for the accreditation requirements regarding Profession-Wide Competencies, which outlines what our learning outcomes are and how they are assessed. 

Table 1. Discipline-Specific Knowledge Table:

Complete the table for each discipline-specific knowledge area outlined in Implementing Regulation (IR) C-7 D.

The program should also use this table as it collects proximal data consistent with the requirements of IR C-18 D. According to the IR, programs must, “provide data to CoA that document that by the time of graduation, all students have attained the required minimum levels of achievement for each required area of discipline-specific knowledge.” The IR also states that, “Because discipline-specific knowledge serves as the foundation to further training in health service psychology, data regarding [these areas] need only be presented at the proximal level; distal data are not required for discipline-specific knowledge.”

Provide information below to illustrate how the program ensures that students possess knowledge in:

Knowledge Area:

History and Systems of Psychology

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 7010 (History and Systems of Psychology)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • Writing assignments, participation in class discussion, class project/presentations, and examinations

Evaluation tool and location:

  • Course grade  

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a grade of B- or better in the course

 

Knowledge Area:

Affective Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Knowledge area is infused within four required graduate courses; successful completion of PSY 6310 (Cognitive Processes), PSY 6510 (Experimental Social Psychology), PSY 6410 (Developmental Psychology) and one of: PSY 6220 (Physiological Psychology or PSY 7210 (Neuropsychology)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6310: participation in class discussion, reading responses, final paper
  • PSY 6510: reflections on readings, class presentations, participation in class discussion
  • PSY 6410: Participation in class discussion, leading class discussion, class examinations
  • PSY 6220: participation in class discussions, class presentations, examinations
  • PSY 7210: class examinations, review paper

Evaluation tool and location:

  • Course grades

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a grade of B- or better in all courses

 

Knowledge Area:

Biological Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Successful completion of either PSY 6220 (Physiological Psychology) or PSY 7210 (Neuropsychology)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6220: participation in class discussions, class presentations, examinations
  • PSY 7210: examinations, review paper

Evaluation tool and location:

  • Course grades

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the course

 

Knowledge Area:

Cognitive Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6310 (Cognitive Processes)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • Participation in class discussion, reading responses, final paper

 

Evaluation tool and location:

  • Course grade

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the course

 

Knowledge Area:

Developmental Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6410 (Human Development)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • Participation in class discussion, leading class discussion, class examinations

Evaluation tool and location:

  • Course grade

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the course

 

Knowledge Area:

Social Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6510 (Experimental Social Psychology)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • Reflections on readings, class presentations, participation in class discussion

Evaluation tool and location:

  • Course grade

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the course

 

Knowledge Area:

Advanced Integrative Knowledge of Basic Discipline-Specific Content Areas (excluding History and Systems)

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6410 (Human Development)
  • Successful completion of part 1 of the comprehensive examination

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6410: Three examinations that require advanced integration of cognitive, affective, and social bases of behavior across development
  • Comprehensive examination part 1: grading by two independent raters (third rater if there are discrepancies)

Evaluation tool and location:

  • Rating form for instructor
  • Rating form for comps

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must be rated as satisfactorily demonstrating advanced integration of DSK by the course instructor
  • Students must obtain a rating of “competent” on part 1 of the comprehensive exam

 

Knowledge Area:

Research Methods

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6120 (Advanced Research Methods in Psychology)
  • Successful defense of an empirically-based master’s thesis and dissertation

 

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6120: Leading discussion, answering discussion questions, participation in class discussions, conducting peer reviews, final paper
  • Thesis and dissertation committee evaluations
  • Comprehensive examination part 1: grading by two independent raters (third rater if there are discrepancies)

Evaluation tool and location:

  • PSY 6120: Course grade
  • Thesis and dissertation: report of the Oral Thesis Examination/ Dissertation Defense Form
  • Rating form for comps

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the courses
  • Students must have their thesis defense signed off by all committee members
  • Students must have their dissertation defense signed off by all committee members
  • Students must obtain a rating of “competent” on part 1 of the comprehensive examination

 

Knowledge Area:

Quantitative Methods

How does the program ensure that students possess knowledge?

  • Completion of: PSY 6111; PSY 6112; and one additional statistics course from among the following:  PSY 7210; PSY 7130, PSY 7150, PSY 7170, PSY 8901
  • Successful defense of an empirically-based master’s thesis and dissertation

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6111: course exams
  • PSY 6112: course exams
  • PSY 7120: class participation, course project and presentation, exam
  • PSY 7130: course exams
  • PSY 7150: course project, homework assignments, course presentation
  • PSY 7170: course exams
  • PSY 8901: response to weekly readings, participation in class discussion, class project
  • Thesis and dissertation committee evaluations

Evaluation tool and location:

  • Courses: Course grades
  • Thesis and dissertation: report of the Oral Thesis Examination/Dissertation Defense Form

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the courses
  • Students must have their thesis defense signed off by all committee members
  • Students must have their dissertation defense signed off by all committee members

 

Knowledge Area:

Psychometrics

How does the program ensure that students possess knowledge?

  • Knowledge area is immersed within three required courses; students must successfully complete: PSY 6120 (Advanced Research Methods in Psychology), PSY 6730 (Fundamentals of Clinical Assessment), and PSY 7730 (Adult Assessment)
  • Successful defense of an empirically-based master’s thesis and dissertation

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6120: class participation/discussion, discussion questions, discussion leadership, peer reviews of papers, final paper
  • PSY 6730: class participation and discussions, quizzes
  • PSY 7730: class assignments and quizzes
  • Thesis and dissertation committee evaluations

Evaluation tool and location:

  • PSY 6120: course grades
  • PSY 6730: course grades and year 1 competency evaluation
  • PSY 7730: course grades and year 2 competency evaluation
  • Thesis and dissertation: report of the Oral Thesis Examination/ Dissertation Defense Form

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the three courses
  • Students must obtain ratings of “meets expectations” or above on competency evaluations on “Knowledge of psychometric issues and bases of assessment methods”  
  • Students must have their thesis defense signed off by all committee members
  • Students must have their dissertation defense signed off by all committee members

 

 

 

 

 

Table 2. Profession-Wide Competencies : Complete the table for each of the profession-wide competencies (see IR C-8 D ) to demonstrate how each required competency is covered. 

The program should also use this table as it prepares proximal data consistent with the requirements of Implementing Regulation (IR) C-18 D. Proximal data must be collected at the element level and presented at the competency level; distal data may be collected and presented at the competency level. IR C-18 D states that, “Accredited programs are required to operationalize competencies in terms of multiple elements. At a minimum, those elements must reflect the content description of each PWC defined in IR C-8 D, including the bulleted content, and must be consistent with the program aim(s).” The table below has been pre-populated with the required elements from IR C-8 D, and programs must ensure that multiple elements are listed in Table 3 and assessed for each competency.

Provide information below to illustrate how the program ensures that ALL students can acquire and demonstrate substantial understanding of and competence in:

Competency:

(i) Research

Elements associated with this competency from IR C-8 D

  • Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
  • Conduct research or other scholarly activities.
  • Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.

Program-defined elements associated with this competency (if applicable; see table description above)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • Master’s thesis (element 1 and 2)
  • Comprehensive Examination part 1 (element 1 and 2)
  • Dissertation (element 1 and 2)
  • Annual Publication and Presentation Record

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • Successful thesis defense
  • Successful completion of comprehensive exams
  • Successful dissertation defense
  • Review of student CV and annual self-evaluation forms

Evaluation tool and self-study location:

  • Thesis and dissertation: report of the Oral

Thesis/dissertation Defense form Rating

form for comps

  • Annual self-evaluation form for students

(all years)

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Students must have their thesis defense signed off by all committee members
  • Students must receive a rating of “competent” on part 1 of the comprehensive exam
  • Students must have their dissertation defense signed off by all committee members
  • Students must either author or co-author a peer-reviewed journal article or book chapter OR present their research at local, regional, state, or national venues, at least once/year with the exception of their first year in the program.

 

Competency:

(ii) Ethical and legal standards

Elements associated with this competency from IR C-8 D

  • Be knowledgeable of and act in accordance with each of the following:
    • the current version of the APA Ethical Principles of Psychologists and Code of Conduct;
    • Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and
    • Relevant professional standards and guidelines.
  • Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
  • Conduct self in an ethical manner in all professional activities.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 6750 Issues in Professional Psychology (covers all three elements)
  • Other required courses that include didactic (knowledge, element 1) and application (elements 2 and 3) of ethical and legal standards: PSY 6710 (Clinical Psychopathology), PSY 6730 (Fundamentals of Clinical Assessment), PSY 6740 (Fundamentals of Psychotherapy), PSY 6760 (Diversity Issues in Research and Clinical Practice), PSY 7730 (Adult Assessment), PSY 7732 (Child and Adolescent Assessment), PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), PSY 7750 (Interventions in Health Psychology), PSY 8920 (Clinical Supervision) 
  • Clinical practicum (four semesters) PSY 7920 (covers all 3 elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all 3 elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 6750: examinations, paper, participation in class discussion, instructor competency eval
  • Other courses: Instructor competency evals
  • Practicum and advanced practicum: Supervisor competency evals

 

Evaluation tool and self-study location:

  • Grades
  • Competency form Y1
  • Competency form Y2
  • Competency form Y3
  • Competency form Y4

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Grades of B- or better in all required courses
  • Ratings of “meets expectations” in Ethical and Legal Standards in all courses
  • Ratings of “meets expectations” in Ethical and Legal Standards by supervisors in practicum and advanced practicum

 

Competency:

(iii) Individual and cultural diversity

Elements associated with this competency from IR C-8 D

  • An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
  • Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
  • The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
  • Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 6760 (Diversity Issues in Research and Clinical Practice) covers all four elements
  • Other required courses that include didactic (knowledge, element 2) and application (elements 1 and 3 and 4) of individual and cultural differences: PSY 6710 (Clinical Psychopathology), PSY 6730 (Fundamentals of Clinical Assessment), PSY 6740 (Fundamentals of Psychotherapy), PSY 6750 (Issues in Professional Psychology), PSY 7730 (Adult Assessment), PSY 7732 (Child and Adolescent Assessment), PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), PSY 7750 (Interventions in Health Psychology), PSY 8920 (Clinical Supervision) 
  • Clinical practicum (four semesters) PSY 7920 (covers all 4 elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all 4 elements)
  • Comprehensive exam part 2 (covers elements 2, 3, and 4)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 6760: class participation, self-reflection papers, artifact discussion, paper on diversity event, autobiography, case study evaluation, research evaluation, class presentations, competency evaluations by instructor
  • Other courses: competency evaluations by instructors
  • Competency evaluations by practicum

supervisors

  • Evaluation of comprehensive exam graders

Evaluation tool and self-study location:

  • Grades
  • Competency eval Y1
  • Competency eval Y2
  • Competency eval Y3
  • Competency eval Y4
  • Comps grading form

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Grades of B- or better in all required courses
  • Competency ratings of “meets expectations” in Individual and Cultural Diversity in all courses
  • Competency ratings of “meets expectations” in Individual and Cultural Diversity in practicum and advanced practicum
  • Rating of “competent” in part B of the comprehensive exam

 

 

 

Competency:

(iv) Professional values, attitudes, and behaviors

Elements associated with this competency from IR C-8 D

  • Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
  • Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
  • Actively seek and demonstrate openness and responsiveness to feedback and supervision.
  • Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • All required courses that cover Program-Wide Competencies and that include didactic and practical elements require instructors to consider student’s professional values, attitudes, and behaviors throughout each student’s completion of the courses and cover all 4 of these elements. These include: PSY 6710 (Clinical Psychopathology), PSY 6730 (Fundamentals of Clinical Assessment), PSY 6740 (Fundamentals of Psychotherapy), PSY 6750 (Issues in Professional Psychology), PSY 6760 (Diversity Issues in Research and Clinical Practice), PSY 7730 (Adult Assessment), PSY 7732 (Child and Adolescent Assessment), PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), PSY 7750 (Interventions in Health Psychology), PSY 8920 (Clinical Supervision) 
  • Clinical practicum (four semesters) PSY 7920 (covers all 4 elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all 4 elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • Courses: competency evaluations of instructors
  • Practicum and advanced practicum: competency evaluations of supervisors

Evaluation tool and self-study location:

  • Competency evals, all years 

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Competency ratings of “meets expectations” in Professional Values, Attitudes, and Behaviors in all courses
  • Competency ratings of “meets expectations” in Professional Values, Attitudes, and Behaviors in practicum and advanced practicum

 

 

Competency:

(v) Communications and interpersonal skills

Elements associated with this competency from IR C-8 D

  • Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
  • Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
  • Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • All required courses that cover Program-Wide Competencies and that include didactic and practical elements require instructors to consider student’s professional values, attitudes, and behaviors throughout each student’s completion of the courses and cover all 4 of these elements. These include: PSY 6710 (Clinical Psychopathology), PSY 6730 (Fundamentals of Clinical Assessment), PSY 6740 (Fundamentals of Psychotherapy), PSY 6750 (Issues in Professional Psychology), PSY 6760 (Diversity Issues in Research and Clinical Practice), PSY 7730 (Adult Assessment), PSY 7732 (Child and Adolescent Assessment), PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), PSY 7750 (Interventions in Health Psychology), PSY 8920 (Clinical Supervision) 
  • Clinical practicum (four semesters) PSY 7920 (covers all 3 elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all 3 elements)
  • Master’s thesis (covers all 3 elements) 
  • Dissertation (covers all 3 elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • Courses: competency evaluations of instructors
  • Practicum and advanced practicum: competency evaluations of supervisors
  •  Successful thesis defense
  • Successful dissertation defense

Evaluation tool and self-study location:

  • Competency evals, all years
  • Thesis and dissertation: report of the Oral

Thesis/dissertation Defense form

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Competency ratings of “meets expectations” in Communication and Interpersonal Skills in all courses
  • Competency ratings of “meets expectations” in Communication and Interpersonal Skills in practicum and advanced practicum
  • Students must have their thesis defense signed off by all committee members
  • Students must have their dissertation defense signed off by all committee members

 

 

Competency:

(vi) Assessment

Elements associated with this competency from IR C-8 D

  • Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
  • Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
  • Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
  • Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
  • Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
  • Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 6710 (Clinical Psychopathology) (covers elements 1 and 2)
  • PSY 6730 (Fundamentals of Clinical Assessment) (covers all elements)
  • One of: PSY 7730 (Adult Assessment) or PSY 7732 (Child and Adolescent Assessment) (covers all elements)
  • Clinical practicum (four semesters) PSY 7920 (covers all elements)
  • Comprehensive exam part 2 (elements 1,2,3,5,6)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 6710: research paper, in class formal debates, final exam, class participation, competency evaluation
  • PSY 6730: participation in class discussion, leading class discussion, clinical performance with simulated clients, evaluation of sample reports, quizzes and exams, competency evaluation
  • PSY 7730: observations of clinical performance with simulated clients and real clients, homework assignments, active participation in class discussions, class presentations, evaluation of clinical reports produced for simulated clients and real clients, competency evaluations
  • PSY 7732: participation in class discussion, article critiques, role plays of practical techniques, case presentations, administration and scoring of test protocols, report writing, exams, completion of case with real client, competency evals
  • Evaluation of comprehensive exam graders
  • Practicum and advanced practicum: competency evaluations of supervisors

Evaluation tool and self-study location:

  • Course grades
  • Competency evaluations, all years
  • Comprehensive exam grading form

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • B- or better in all courses
  • Competency ratings of “meets expectations” in Psychopathology and Psychological Assessment Skills” in all courses
  • Rating of “competent” in part B of the comprehensive exam
  • Competency ratings of “meets expectations” in Psychopathology and Psychological Assessment Skills” in practicum and advanced practicum

 

 

Competency:

(vii) Intervention

Elements associated with this competency from IR C-8 D

  • Establish and maintain effective relationships with the recipients of psychological services.
  • Develop evidence-based intervention plans specific to the service delivery goals.
  • Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
  • Demonstrate the ability to apply the relevant research literature to clinical decision making.
  • Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
  • Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.

Program-defined elements associated with this competency (if applicable)

  • NA

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 6740 (Fundamentals of Psychotherapy) (covers element 1,2,4,5,6)
  • One of: PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), or PSY 7750 (Interventions in Health Psychology) (covers elements 2-6)
  •  Clinical practicum (four semesters) PSY 7920 (covers all 4 elements)
  • Comprehensive exam (elements 2,3,4,5,6)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 6740: participation in class discussion, role plays in class and with simulated clients, reactions of readings, discussions, role play assignments, etc.; review paper, competency evaluations
  • PSY 7740: participation in class discussion and leading class discussion, case conceptualization papers, class presentations, competency evaluations
  • PSY 7742: participation in class discussion, in class skills practice of techniques, application assignments, exams, competency evaluations
  • PSY 7750: participation in class discussions, participation in breakout interactional activities, three application projects, final exam project, competency evaluations
  • Evaluation of comprehensive exam graders
  • Practicum and advanced practicum: competency evaluations

Evaluation tool and self-study location:

  • Course grades
  • Competency evaluations, all years
  • Comprehensive exam grading form

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • B- or better in all courses
  • Competency ratings of “meets expectations” in Intervention Skills in all courses
  • Competency ratings of “meets expectations” in Intervention Skills in practicum and advanced practicum
  • Rating of “competent” in part B of the comprehensive exam

 

 

Competency:

(viii) Supervision

Elements associated with this competency from IR C-8 D

  • Demonstrate knowledge of supervision models and practices.

Program-defined elements associated with this competency

  • NA

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 8920 (Clinical Supervision) (covers the required element)

 

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 8920: Case conference presentations, participation in class discussion, reflection papers, competency evaluations

Evaluation tool and self-study location:

  • Course grade
  • Competency evaluations (year 4 above)

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Grade of B- or better in course
  • Rating of “meets expectations” in Supervisory Skills on competency evaluations in course

 

 

Competency:

(ix) Consultation and interprofessional/interdisciplinary skills

Elements associated with this competency from IR C-8 D

  • Demonstrate knowledge and respect for the roles and perspectives of other professions.
  • Demonstrates knowledge of consultation models and practices.

Program-defined elements associated with this competency (if applicable)

  • NA

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 8920 (Clinical Supervision) (covers element 2)
  • Clinical practicum (four semesters) PSY 7920 (covers all elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 8920: Case conference presentations, participation in class discussion, reflection papers, competency evaluations, final exam

Evaluation tool and self-study location:

  • Course grades
  • Competency evaluations all years

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Grade of B- or better in course
  • Rating of “meets expectations” in Consultation Skills/Interprofessional and Interdisciplinary Collaborations on competency evaluations in course
  • Rating of “meets expectations” in Consultation Skills/Interprofessional and Interdisciplinary Collaborations in practicum and advanced practicum

 

               

Experimental Psychology

Goals

Learning Outcomes

Knowledge Base in Content Area

Demonstrate a thorough understanding of the major concepts, theoretical perspectives, empirical findings, and historical trends in one of the substantive areas of psychology

Research Methods in Psychology

Demonstrate strong research skills that will enable students to contribute original and independent insights to the existing psychological literature

Critical Thinking Skills in Psychology

Demonstrate the ability to critically analyze the body of scholarship comprising psychological science

Values in Psychology

  • Behave in a manner that reflects appropriate professional values
  • Behave in a manner that reflects appropriate ethical standards

Communication Skills

  • Demonstrate excellent written communication skills
  • Demonstrate excellent oral communication skills

Teaching Skills

Demonstrate strong teaching skills

 

 

Assessment Plan

UNDERGRADUATE

Goals

Learning Outcomes

Assessment Tool

1. Knowledge Base in Psychology

1.1 Describe key concepts, principles, and overarching themes in psychology

 

 

1.2 Develop a working knowledge of psychology’s content domains

 

 

1.3 Describe applications of psychology

 

2. Scientific Inquiry & Critical Thinking

2.1 Use scientific reasoning to interpret psychological phenomena

 

 

2.2 Demonstrate psychology information literacy

  • PSY2110: Research projects in which students collect, analyze, and interpret their own data
  • PSY2110: Exams on which students are expected to demonstrate an understanding of basic descriptive and inferential statistical procedures
  • Publications and conference presentations

 

2.3 Engage in innovative and integrative thinking and problem solving

 

 

2.4 Interpret, design, and conduct basic psychological research

  • Participation in PSY3940
  • Publications and conference presentations

 

2.5 Incorporate sociocultural factors in scientific inquiry

 

3. Ethical & Social Responsibility in a Diverse World

3.1 Apply ethical standards to evaluate psychological science and practice

  • PSY2110: Assignment testing knowledge of ethical standards
  • PSY2110/PSY2120: Completion of online IRB training module

 

3.2 Build and enhance interpersonal relationships

 

 

 

3.3 Adopt values that build community at local, national, and global levels

  • Participation in PSY3910

4. Communication

4.1 Demonstrate effective writing for different purposes

  • Publications and conference presentations

 

4.2 Exhibit effective presentation skills for different purposes

  • PSY2110: Oral presentations in which students present the data they collected, analyzed, and interpreted
  • Conference presentations

 

4.3 Interact effectively with others

  • PSY2110: Team research project in which groups of 3-4 students design a small study, collect data, analyze the data, and then interpret the data
  • Publications and conference presentations

5. Professional Development

5.1 Apply psychological content and skills to career goals

 

 

5.2 Exhibit self-efficacy and self-regulation

 

 

5.3 Refine project-management skills

  • PSY2110: Team research project in which groups of 3-4 students design a small study, collect data, analyze the data, and then interpret the data
  • Publications and conference presentations

 

5.4 Enhance teamwork capacity

  • PSY2110: Team research project in which groups of 3-4 students design a small study, collect data, analyze the data, and then interpret the data
  • Publications and conference presentations

 

5.5 Develop meaningful professional direction for life after graduation

  • Pathway to Graduate School assignments (CV, personal statement, diversity statement) and admission results

This document represents the initial steps taken in the development of a comprehensive assessment plan for the department’s undergraduate program. The goal is to integrate assessment into classes throughout the undergraduate curriculum.

GRADUATE

Clinical Psychology

The American Psychological Association accredited doctoral training program in clinical psychology at Ohio University is based on the scientist-practitioner model of training within the specialty area of clinical psychology. Our primary goal is to graduate students who are competent health service professionals adept at both conducting scientific research and providing clinical services, as well as integrating science with clinical practice. We believe that clinical practice should be grounded in scientific knowledge and that scientific inquiry should be informed by and relevant to clinical practice. We seek to train psychologists who will advance both clinical science and the professional practice of psychology and who will contribute to the well-being of individuals from diverse backgrounds. Ultimately, we prepare students for careers in academic, research, practice, or policy settings. Graduates from our program are expected to demonstrate commitment to the intellectual and scientific bases of the profession of psychology.

To meet this goal, our program involves systematic training in both research and practice. The objectives of training are to: 1) teach general and specific skills that may be applied by competent clinical psychologists in clinical, health, educational, and research settings, and 2) graduate students with a strong sense of commitment to the profession and practice of psychology. Our clinical training is focused on the ability to provide ethical and competent assessment, intervention, and consultation within diverse populations, settings, and agencies. Our research training is designed to help students formulate and solve problems, as well as to demonstrate the means by which practices are evaluated and new knowledge is generated. Our research training encompasses a variety of both design and analytic strategies, along with completion of an empirical thesis and dissertation; we also encourage highly active research involvement beyond those educational requirements. Across all aspects of our program, we strive to train students to be sensitive and knowledgeable about the full range of human diversity and to acquire the necessary skills to conduct competent assessment, intervention, and research in a diverse world.

Because we are an accredited program, our learning outcomes and assessment plan are driven by the accreditation requirements of the American Psychological Association. See Table 1 for the accreditation requirements regarding Discipline Specific Knowledge, which outlines what our learning outcomes are and how they are assessed. See Table 2 for the accreditation requirements regarding Profession-Wide Competencies, which outlines what our learning outcomes are and how they are assessed. The documents that assess the learning outcomes appear in the pages following the two tables.

Table 1. Discipline-Specific Knowledge Table:

Provide information below to illustrate how the program ensures that students possess knowledge in:

Knowledge Area:

History and Systems of Psychology

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 7010 (History and Systems of Psychology)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • Writing assignments, participation in class discussion, class project/presentations, and examinations

Evaluation tool:

  • Course grade  

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a grade of B- or better in the course

 

Knowledge Area:

Affective Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Knowledge area is infused within four required graduate courses; successful completion of PSY 6310 (Cognitive Processes), PSY 6510 (Experimental Social Psychology), PSY 6410 (Developmental Psychology) and one of: PSY 6220 (Physiological Psychology or PSY 7210 (Neuropsychology)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6310: participation in class discussion, reading responses, final paper
  • PSY 6510: reflections on readings, class presentations, participation in class discussion
  • PSY 6410: Participation in class discussion, leading class discussion, class examinations
  • PSY 6220: participation in class discussions, class presentations, examinations
  • PSY 7210: class examinations, review paper

Evaluation tool:

  • Course grades

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a grade of B- or better in all courses

 

Knowledge Area:

Biological Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Successful completion of either PSY 6220 (Physiological Psychology) or PSY 7210 (Neuropsychology)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6220: participation in class discussions, class presentations, examinations
  • PSY 7210: examinations, review paper

Evaluation tool:

  • Course grades

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the course

 

Knowledge Area:

Cognitive Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6310 (Cognitive Processes)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • Participation in class discussion, reading responses, final paper

 

Evaluation tool:

  • Course grade

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the course

 

Knowledge Area:

Developmental Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6410 (Human Development)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • Participation in class discussion, leading class discussion, class examinations

Evaluation tool:

  • Course grade

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the course

 

Knowledge Area:

Social Aspects of Behavior

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6510 (Experimental Social Psychology)

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • Reflections on readings, class presentations, participation in class discussion

Evaluation tool:

  • Course grade

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the course

 

Knowledge Area:

Advanced Integrative Knowledge of Basic Discipline-Specific Content Areas (excluding History and Systems)

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6410 (Human Development)
  • Successful completion of part 1 of the comprehensive examination

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6410: Three examinations that require advanced integration of cognitive, affective, and social bases of behavior across development
  • Comprehensive examination part 1: grading by two independent raters (third rater if there are discrepancies)

Evaluation tool:

  • Rating form for instructor
  • Rating form for comps

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must be rated as satisfactorily demonstrating advanced integration of DSK by the course instructor
  • Students must obtain a rating of “competent” on part 1 of the comprehensive exam

 

Knowledge Area:

Research Methods

How does the program ensure that students possess knowledge?

  • Successful completion of PSY 6120 (Advanced Research Methods in Psychology)
  • Successful defense of an empirically-based master’s thesis and dissertation

 

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6120: Leading discussion, answering discussion questions, participation in class discussions, conducting peer reviews, final paper
  • Thesis and dissertation committee evaluations
  • Comprehensive examination part 1: grading by two independent raters (third rater if there are discrepancies)

Evaluation tool:

  • PSY 6120: Course grade
  • Thesis and dissertation: report of the Oral Thesis Examination/ Dissertation Defense Form
  • Rating form for comps

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the courses
  • Students must have their thesis defense signed off by all committee members
  • Students must have their dissertation defense signed off by all committee members
  • Students must obtain a rating of “competent” on part 1 of the comprehensive examination

 

Knowledge Area:

Quantitative Methods

How does the program ensure that students possess knowledge?

  • Completion of: PSY 6111; PSY 6112; and one additional statistics course from among the following:  PSY 7210; PSY 7130, PSY 7150, PSY 7170, PSY 8901
  • Successful defense of an empirically-based master’s thesis and dissertation

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6111: course exams
  • PSY 6112: course exams
  • PSY 7120: class participation, course project and presentation, exam
  • PSY 7130: course exams
  • PSY 7150: course project, homework assignments, course presentation
  • PSY 7170: course exams
  • PSY 8901: response to weekly readings, participation in class discussion, class project
  • Thesis and dissertation committee evaluations

Evaluation tool:

  • Courses: Course grades
  • Thesis and dissertation: report of the Oral Thesis Examination/Dissertation Defense Form

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the courses
  • Students must have their thesis defense signed off by all committee members
  • Students must have their dissertation defense signed off by all committee members

 

Knowledge Area:

Psychometrics

How does the program ensure that students possess knowledge?

  • Knowledge area is immersed within three required courses; students must successfully complete: PSY 6120 (Advanced Research Methods in Psychology), PSY 6730 (Fundamentals of Clinical Assessment), and PSY 7730 (Adult Assessment)
  • Successful defense of an empirically-based master’s thesis and dissertation

How does the program assess students’ knowledge in this area?

How outcomes are measured:

  • PSY 6120: class participation/discussion, discussion questions, discussion leadership, peer reviews of papers, final paper
  • PSY 6730: class participation and discussions, quizzes
  • PSY 7730: class assignments and quizzes
  • Thesis and dissertation committee evaluations

Evaluation tool:

  • PSY 6120: course grades
  • PSY 6730: course grades and year 1 competency evaluation
  • PSY 7730: course grades and year 2 competency evaluation
  • (Thesis and dissertation: report of the Oral Thesis Examination/ Dissertation Defense Form

For each outcome above, what minimum level of achievement (MLA) must be met?

  • Students must obtain a B- or better in the three courses
  • Students must obtain ratings of “meets expectations” or above on competency evaluations on “Knowledge of psychometric issues and bases of assessment methods”  
  • Students must have their thesis defense signed off by all committee members
  • Students must have their dissertation defense signed off by all committee members

 

 

Table 2. Profession-Wide Competencies :

Provide information below to illustrate how the program ensures that ALL students can acquire and demonstrate substantial understanding of and competence in:

Competency:

(i) Research

Elements associated with this competency from IR C-8 D

  • Demonstrate the substantially independent ability to formulate research or other scholarly activities (e.g., critical literature reviews, dissertation, efficacy studies, clinical case studies, theoretical papers, program evaluation projects, program development projects) that are of sufficient quality and rigor to have the potential to contribute to the scientific, psychological, or professional knowledge base.
  • Conduct research or other scholarly activities.
  • Critically evaluate and disseminate research or other scholarly activity via professional publication and presentation at the local (including the host institution), regional, or national level.

Program-defined elements associated with this competency (if applicable; see table description above)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • Master’s thesis (element 1 and 2)
  • Comprehensive Examination part 1 (element 1 and 2)
  • Dissertation (element 1 and 2)
  • Annual Publication and Presentation Record

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • Successful thesis defense
  • Successful completion of comprehensive exams
  • Successful dissertation defense
  • Review of student CV and annual self-evaluation forms

Evaluation tool:

  • Thesis and dissertation: report of the Oral

Thesis/dissertation Defense form Rating form for comps (Appendix II.B.1.a.1.4)

  • Annual self-evaluation form for students

(all years)

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Students must have their thesis defense signed off by all committee members
  • Students must receive a rating of “competent” on part 1 of the comprehensive exam
  • Students must have their dissertation defense signed off by all committee members
  • Students must either author or co-author a peer-reviewed journal article or book chapter OR present their research at local, regional, state, or national venues, at least once/year with the exception of their first year in the program.

 

Competency:

(ii) Ethical and legal standards

Elements associated with this competency from IR C-8 D

  • Be knowledgeable of and act in accordance with each of the following:
    • the current version of the APA Ethical Principles of Psychologists and Code of Conduct;
    • Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and
    • Relevant professional standards and guidelines.
  • Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
  • Conduct self in an ethical manner in all professional activities.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 6750 Issues in Professional Psychology (covers all three elements)
  • Other required courses that include didactic (knowledge, element 1) and application (elements 2 and 3) of ethical and legal standards: PSY 6710 (Clinical Psychopathology), PSY 6730 (Fundamentals of Clinical Assessment), PSY 6740 (Fundamentals of Psychotherapy), PSY 6760 (Diversity Issues in Research and Clinical Practice), PSY 7730 (Adult Assessment), PSY 7732 (Child and Adolescent Assessment), PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), PSY 7750 (Interventions in Health Psychology), PSY 8920 (Clinical Supervision) 
  • Clinical practicum (four semesters) PSY 7920 (covers all 3 elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all 3 elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 6750: examinations, paper, participation in class discussion, instructor competency eval
  • Other courses: Instructor competency evals
  • Practicum and advanced practicum: Supervisor competency evals

 

Evaluation tool:

  • Grades
  • Competency form Y1
  • Competency form Y2
  • Competency form Y3
  • Competency form Y4

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Grades of B- or better in all required courses
  • Ratings of “meets expectations” in Ethical and Legal Standards in all courses
  • Ratings of “meets expectations” in Ethical and Legal Standards by supervisors in practicum and advanced practicum

 

Competency:

(iii) Individual and cultural diversity

Elements associated with this competency from IR C-8 D

  • An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
  • Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
  • The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
  • Demonstrate the requisite knowledge base, ability to articulate an approach to working effectively with diverse individuals and groups, and apply this approach effectively in their professional work.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 6760 (Diversity Issues in Research and Clinical Practice) covers all four elements
  • Other required courses that include didactic (knowledge, element 2) and application (elements 1 and 3 and 4) of individual and cultural differences: PSY 6710 (Clinical Psychopathology), PSY 6730 (Fundamentals of Clinical Assessment), PSY 6740 (Fundamentals of Psychotherapy), PSY 6750 (Issues in Professional Psychology), PSY 7730 (Adult Assessment), PSY 7732 (Child and Adolescent Assessment), PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), PSY 7750 (Interventions in Health Psychology), PSY 8920 (Clinical Supervision) 
  • Clinical practicum (four semesters) PSY 7920 (covers all 4 elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all 4 elements)
  • Comprehensive exam part 2 (covers elements 2, 3, and 4)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 6760: class participation, self-reflection papers, artifact discussion, paper on diversity event, autobiography, case study evaluation, research evaluation, class presentations, competency evaluations by instructor
  • Other courses: competency evaluations by instructors
  • Competency evaluations by practicum

supervisors

  • Evaluation of comprehensive exam graders

Evaluation tool:

  • Grades
  • Competency eval Y1
  • Competency eval Y2
  • Competency eval Y3
  • Competency eval Y4
  • Comps grading form

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Grades of B- or better in all required courses
  • Competency ratings of “meets expectations” in Individual and Cultural Diversity in all courses
  • Competency ratings of “meets expectations” in Individual and Cultural Diversity in practicum and advanced practicum
  • Rating of “competent” in part B of the comprehensive exam

 

 

 

Competency:

(iv) Professional values, attitudes, and behaviors

Elements associated with this competency from IR C-8 D

  • Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
  • Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
  • Actively seek and demonstrate openness and responsiveness to feedback and supervision.
  • Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • All required courses that cover Program-Wide Competencies and that include didactic and practical elements require instructors to consider student’s professional values, attitudes, and behaviors throughout each student’s completion of the courses and cover all 4 of these elements. These include: PSY 6710 (Clinical Psychopathology), PSY 6730 (Fundamentals of Clinical Assessment), PSY 6740 (Fundamentals of Psychotherapy), PSY 6750 (Issues in Professional Psychology), PSY 6760 (Diversity Issues in Research and Clinical Practice), PSY 7730 (Adult Assessment), PSY 7732 (Child and Adolescent Assessment), PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), PSY 7750 (Interventions in Health Psychology), PSY 8920 (Clinical Supervision) 
  • Clinical practicum (four semesters) PSY 7920 (covers all 4 elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all 4 elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • Courses: competency evaluations of instructors
  • Practicum and advanced practicum: competency evaluations of supervisors

Evaluation tool:

  • Competency evals, all years 

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Competency ratings of “meets expectations” in Professional Values, Attitudes, and Behaviors in all courses
  • Competency ratings of “meets expectations” in Professional Values, Attitudes, and Behaviors in practicum and advanced practicum

 

 

Competency:

(v) Communications and interpersonal skills

Elements associated with this competency from IR C-8 D

  • Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
  • Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
  • Demonstrate effective interpersonal skills and the ability to manage difficult communication well.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • All required courses that cover Program-Wide Competencies and that include didactic and practical elements require instructors to consider student’s professional values, attitudes, and behaviors throughout each student’s completion of the courses and cover all 4 of these elements. These include: PSY 6710 (Clinical Psychopathology), PSY 6730 (Fundamentals of Clinical Assessment), PSY 6740 (Fundamentals of Psychotherapy), PSY 6750 (Issues in Professional Psychology), PSY 6760 (Diversity Issues in Research and Clinical Practice), PSY 7730 (Adult Assessment), PSY 7732 (Child and Adolescent Assessment), PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), PSY 7750 (Interventions in Health Psychology), PSY 8920 (Clinical Supervision) 
  • Clinical practicum (four semesters) PSY 7920 (covers all 3 elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all 3 elements)
  • Master’s thesis (covers all 3 elements) 
  • Dissertation (covers all 3 elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • Courses: competency evaluations of instructors
  • Practicum and advanced practicum: competency evaluations of supervisors
  •  Successful thesis defense
  • Successful dissertation defense

Evaluation tool:

  • Competency evals, all years
  • Thesis and dissertation: report of the Oral

Thesis/dissertation Defense form

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Competency ratings of “meets expectations” in Communication and Interpersonal Skills in all courses
  • Competency ratings of “meets expectations” in Communication and Interpersonal Skills in practicum and advanced practicum
  • Students must have their thesis defense signed off by all committee members
  • Students must have their dissertation defense signed off by all committee members

 

 

Competency:

(vi) Assessment

Elements associated with this competency from IR C-8 D

  • Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
  • Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
  • Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
  • Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
  • Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
  • Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

Program-defined elements associated with this competency (if applicable)

  • N/A

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 6710 (Clinical Psychopathology) (covers elements 1 and 2)
  • PSY 6730 (Fundamentals of Clinical Assessment) (covers all elements)
  • One of: PSY 7730 (Adult Assessment) or PSY 7732 (Child and Adolescent Assessment) (covers all elements)
  • Clinical practicum (four semesters) PSY 7920 (covers all elements)
  • Comprehensive exam part 2 (elements 1,2,3,5,6)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 6710: research paper, in class formal debates, final exam, class participation, competency evaluation
  • PSY 6730: participation in class discussion, leading class discussion, clinical performance with simulated clients, evaluation of sample reports, quizzes and exams, competency evaluation
  • PSY 7730: observations of clinical performance with simulated clients and real clients, homework assignments, active participation in class discussions, class presentations, evaluation of clinical reports produced for simulated clients and real clients, competency evaluations
  • PSY 7732: participation in class discussion, article critiques, role plays of practical techniques, case presentations, administration and scoring of test protocols, report writing, exams, completion of case with real client, competency evals
  • Evaluation of comprehensive exam graders
  • Practicum and advanced practicum: competency evaluations of supervisors

Evaluation tool:

  • Course grades
  • Competency evaluations, all years
  • Comprehensive exam grading form

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • B- or better in all courses
  • Competency ratings of “meets expectations” in Psychopathology and Psychological Assessment Skills” in all courses
  • Rating of “competent” in part B of the comprehensive exam
  • Competency ratings of “meets expectations” in Psychopathology and Psychological Assessment Skills” in practicum and advanced practicum

 

 

Competency:

(vii) Intervention

Elements associated with this competency from IR C-8 D

  • Establish and maintain effective relationships with the recipients of psychological services.
  • Develop evidence-based intervention plans specific to the service delivery goals.
  • Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
  • Demonstrate the ability to apply the relevant research literature to clinical decision making.
  • Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
  • Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation.

Program-defined elements associated with this competency (if applicable)

  • NA

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 6740 (Fundamentals of Psychotherapy) (covers element 1,2,4,5,6)
  • One of: PSY 7740 (Adult Psychotherapy), PSY 7742 (Child and Adolescent Therapy), or PSY 7750 (Interventions in Health Psychology) (covers elements 2-6)
  •  Clinical practicum (four semesters) PSY 7920 (covers all 4 elements)
  • Comprehensive exam (elements 2,3,4,5,6)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 6740: participation in class discussion, role plays in class and with simulated clients, reactions of readings, discussions, role play assignments, etc.; review paper, competency evaluations
  • PSY 7740: participation in class discussion and leading class discussion, case conceptualization papers, class presentations, competency evaluations
  • PSY 7742: participation in class discussion, in class skills practice of techniques, application assignments, exams, competency evaluations
  • PSY 7750: participation in class discussions, participation in breakout interactional activities, three application projects, final exam project, competency evaluations
  • Evaluation of comprehensive exam graders
  • Practicum and advanced practicum: competency evaluations

Evaluation tool:

  • Course grades
  • Competency evaluations, all years
  • Comprehensive exam grading form

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • B- or better in all courses
  • Competency ratings of “meets expectations” in Intervention Skills in all courses
  • Competency ratings of “meets expectations” in Intervention Skills in practicum and advanced practicum
  • Rating of “competent” in part B of the comprehensive exam

 

 

Competency:

(viii) Supervision

Elements associated with this competency from IR C-8 D

  • Demonstrate knowledge of supervision models and practices.

Program-defined elements associated with this competency

  • NA

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 8920 (Clinical Supervision) (covers the required element)

 

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 8920: Case conference presentations, participation in class discussion, reflection papers, competency evaluations

Evaluation tool:

  • Course grade
  • Competency evaluations (year 4 and above)

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Grade of B- or better in course
  • Rating of “meets expectations” in Supervisory Skills on competency evaluations in course

 

 

Competency:

(ix) Consultation and interprofessional/interdisciplinary skills

Elements associated with this competency from IR C-8 D

  • Demonstrate knowledge and respect for the roles and perspectives of other professions.
  • Demonstrates knowledge of consultation models and practices.

Program-defined elements associated with this competency (if applicable)

  • NA

Required training/experiential activities to meet each element. If applicable, clarify where activity description (e.g., syllabus) is located.

  • PSY 8920 (Clinical Supervision) (covers element 2)
  • Clinical practicum (four semesters) PSY 7920 (covers all elements)
  • Advanced clinical practicum (covering two traineeships) PSY 7925 (covers all elements)

How outcomes are measured for each training/experiential activity listed above. List where in the self-study all associated evaluation tools are located.

How outcomes are measured:

  • PSY 8920: Case conference presentations, participation in class discussion, reflection papers, competency evaluations, final exam

Evaluation tool:

  • Course grades
  • Competency evaluations all years

 

Minimum levels of achievement (MLAs) for each outcome measure/evaluation tool listed above.

  • Grade of B- or better in course
  • Rating of “meets expectations” in Consultation Skills/Interprofessional and Interdisciplinary Collaborations on competency evaluations in course
  • Rating of “meets expectations” in Consultation Skills/Interprofessional and Interdisciplinary Collaborations in practicum and advanced practicum

 

For copies of the assessment tools referred to in these tables, see accompanying pdf titled “Assessment Plan Evaluation Tools”  which includes the following:

Instructor Rating Form

Comprehensive Exam Form

Thesis/Dissertation Defense Form

Competency Evaluation year 1

Competency Evaluation year 2

Competency Evaluation year 3

Competency Evaluation years 4 and above

Self Evaluation year 1

Self Evaluation year 2

Self Evaluation year 3

Self Evaluation years 4 and above

Experimental Psychology

Goals

Learning Outcomes

Assessment Tool

Knowledge Base in Content Area

Demonstrate a thorough understanding of the major concepts, theoretical perspectives, empirical findings, and historical trends in one of the substantive areas of psychology

  • Earn a grade of B or higher in three of the four Experimental Psychology core courses (PSY 6510: Experimental Social Psychology, PSY 6210/6220: Physiological Psychology/Human Psychophysiology, PSY 6310: Cognitive Processes, PSY 6610: Survey of I/O Psychology)
  • Earn a passing grade on the content section of the Comprehensive Exam in the student’s specialization area

Research Methods in Psychology

Demonstrate strong research skills that will enable students to contribute original and independent insights to the existing psychological literature

  • Defend Master’s thesis
  • Defend dissertation
  • Publish in peer-reviewed journals
  • Give oral and/or poster presentations at conferences, including first-authored presentations

Critical Thinking Skills in Psychology

Demonstrate the ability to critically analyze the body of scholarship comprising psychological science

  • Earn a passing grade on the manuscript review assignment in PSY 5710: First-Year Seminar in Experimental Psychology

Values in Psychology

  • Behave in a manner that reflects appropriate professional values
  • Behave in a manner that reflects appropriate ethical standards
  • Earn a passing score on the CITI training for Institutional Review Board applications
  • Achieve satisfactory ratings on Graduate Assistantship duties in each semester during which such duties are assigned
  • Earn a passing grade of CR in PSY 5710: First-Year Seminar in Experimental Psychology (which covers professional development issues in the field)

Communication Skills

  • Develop excellent written communication skills
  • Develop excellent oral communication skills
  • Achieve a satisfactory rating on at least one brown bag talk given to the department
  • Publish in peer-reviewed journals
  • Give oral and/or poster presentations at conferences

Teaching Skills

  • Demonstrate strong classroom teaching skills
  • Demonstrate strong mentoring skills
  • Earn a passing grade of CR in PSY 7960: Teaching Seminar
  • Serve as the instructor of record for at least two undergraduate courses
  • Supervise undergraduate students in PSY 3940

Evidence of Student Learning

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Use of Student Learning Evidence

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