MANUAL FOR THE GRADUATE PROGRAM IN CLINICAL PSYCHOLOGY

MANUAL FOR THE GRADUATE PROGRAM IN CLINICAL PSYCHOLOGY Department of Psychology UNIVERSITY OF VICTORIA VICTORIA, BC September 2021 Welcome to the Graduate Program in Clinical Psychology! We acknowledge and respect the lək̓ ʷəŋən peoples on whose traditional territory the university stands and the Songhees, Esquimalt and W̱ SÁNEĆ peoples whose historical relationships with the land continue to this day. This document is intended as a guide to assist you in understanding the mission, objectives, various components and requirements of the Graduate Program in Clinical Psychology at the University of Victoria. This manual is updated annually and should be reviewed by continuing graduate students. Students may comply with either the regulations in place at the time of their entry into each degree program (Masters or Doctoral program) or with the regulations currently in place at the time they complete a degree program. Students are advised to review any changes in requirements as they move from one degree program to another. Each September the new clinical manual is posted on our website for easy reference. This manual applies to students who entered the Masters or Ph.D. program in Clinical Psychology between September 1, 2021 and August 31, 2022. This manual should be considered as an adjunct to the “Graduate Program Regulations: A Resource Document for Graduate Students and Faculty,” which is revised annually by the Department of Psychology of the University of Victoria. A link to the most recent version of this document can be found on the departmental webpage under the tabs Graduate  Info for current students  Information documents Table of Contents SECTION 1 GENERAL INFORMATION FOR CLINICAL STUDENTS Mission and Objectives of our Program 1 Important Timelines for Program Completion 4 Table 1: Typical Timeline for Completing Major Milestones in the Program 5 Determiners of Successful Progression in the Program 7 Components of the Graduate Program in Clinical Psychology 8 The Role of Research & Research Scholarships 10 Standing Committee on Clinical Training (SCCT) 13 List of Currently Enrolled Clinical Students (2021 – 2022) 14 List of Students who have completed the Clinical Program 15 Undergraduate Competency Requirements 18 SECTION 2 REQUIREMENTS FOR CLINICAL STUDENTS Scheduling of Coursework in the Clinical Program 1 Course Requirements for All Clinical Students 2 Table 2 is a master list of courses for the clinical program 4 Table 3: Clinical Program Requirements - Lifespan Emphasis 6 Table 4: UVic Clinical Program Requirements - Neuropsychology Emphasis 8 Table 5: Course List for the Clinical Program 10 SECTION 3 PSYCHOLOGY CLINIC POLICY AND PROCEDURE HANDBOOK SECTION 4 PRACTICA CLINICAL PSYCHOLOGY PRACTICUM PLACEMENT GUIDELINES 1 Application Process 3 PRACTICUM PLACEMENT – 12 STEP PROCESS 5 CLINICAL PRACTICA APPLICATION FORM 6 Approval External Practicum 8 Steps for Out-of-Town Practicum Placements 9 “Extra” Practicum Plan & Permission 10 Procedures and Requirements once you have secured a Practicum Placement 11 Practicum Contract 13 Individualized Practicum Goal Setting 14 Practicum Student Evaluation 15 Feedback from Students about Practicum Settings (optional) 21 List of Practicum Settings & Supervising Psychologists in Victoria 22 SECTION 5 CANDIDACY EXAMINATIONS Candidacy Examinations: General Guidelines 1 Candidacy Exam #1: THE CLINICAL CANDIDACY EXAMINATION 1 Format of the Clinical Candidacy Exam 2 Timing of the Clinical Candidacy Exam 4 Evaluating the Clinical Candidacy Exam 4 Study Suggestions from Successful Exam Candidates 5 Background Resources for Clnical Candidacy Examination 6 Candidacy Exam #2: SPECIALITY AREA CANDIDACY EXAM 13 Purpose of the Specialty Area Exam 13 Timing of the Specialty Area Exam 13 Content of the Specialty Area Exam 13 Composition of the Examining Committee 14 Procedures for Completing the Specialty Area Exam 14 Documentation of Completion of the Specialty Area Exam 15 SECTION 6 INTERNSHIP Guidelines for Internship Readiness 1 Recent Student Internship Placements 3 SECTION 7 POLICIES CPA Policy on Clinical Psychology Graduate Students’ 1 Outside Employment 1 Guidelines for Clinical Students Seeking Employment in Clinical Settings 1 Remediation Policies and Procedures 3 Student Concerns, Complaints, and Grievances Policies and Procedures 6 Student Support Services & Self-Care 8 SECTION 8 ETHICAL/PROFESSIONAL STANDARDS OF PSYCHOLOGISTS IN BRITISH COLUMBIA SECTION 1 GENERAL INFORMATION FOR CLINICAL STUDENTS GRADUATE PROGRAM IN CLINICAL PSYCHOLOGY Mission and Objectives of our Program The Graduate Program in Clinical Psychology at the University of Victoria has been developed to provide high quality training in the knowledge base and clinical skills essential to effective psychological research and practice. The program adheres to the Boulder scientist-practitioner model of clinical psychology training. Our program prepares graduate students for clinical practice, academic, and/or research careers. Our goal is to train scientist-practitioner psychologists who contribute to the scientific knowledge base in clinical psychology and who offer evidence-based services to individuals, families, and groups. More specifically, the Graduate Program in Clinical Psychology strives to develop psychologists with sound knowledge and evidenced-based clinical skills in the following areas: 1. Graduates will demonstrate knowledge and ability to build and maintain rapport with clients, colleagues, supervisors, and the public in research and clinical contexts. a. perspective-taking, empathy, compassion, and respect in interaction with others, including clients, peers, supervisors, and supervisees; b. an appreciation and knowledge of individual diversity, self-reflection about one’s own identity, and an awareness of the dynamics of privilege and power in both research and practice; c. a balance of leadership and collaboration in working on teams, including classroom, research, and/or interdisciplinary contexts. 2. Graduates will be able to direct, conduct, disseminate, and use state-of-the-art research in the field of psychology in a manner that advances knowledge and promotes health and well-being to the benefit of individuals and society. 3. Graduates will be able to assess and evaluate (including diagnosis, when appropriate) the cognitive functioning, adjustment challenges, and/or mental health concerns of individuals and families, using evidence-based tools and methods. 4. Graduates will be able to use evidence-based interventions to assist individuals, families, and groups experiencing cognitive, adjustment, and/or mental health concerns. 5. Graduates will demonstrate high ethical and professionals principles, including the following: a. Students will reflect values of caring, social responsibility, respect, and responsiveness to diversity in their research and clinical practice; b. Students will be open in supervision and consultation, engage in personal- professional self-reflection, and be aware of the need to participate in continuing education and respond to the constantly changing professional context throughout their careers. c. Students will adopt advocacy roles to advance the profession and to address systemic inequities for the benefit of individuals and society. All of our students receive core training in the social, developmental, biological, and cognitive bases of human behaviour, psychological assessment, diagnosis, intervention and prevention, psychopathology, ethics and professional issues, cultural diversity, research methods and evaluation, supervision, and consultation. In addition, all of our students become attuned to the unique strengths and conflicts that may arise from specific cultural contexts, such as cultural beliefs and values, sexual orientation, gender identity, socioeconomic status, and level of ability. Students combine their training in core areas of Clinical Psychology with an emphasis in (1) lifespan psychology or (2) neuropsychology. Clinical psychology students in the Lifespan emphasis received specialized training in the conceptualization of multiple and intersecting influences on mental health, including normative and pathological developmental pathways and age-specific risk and protective factors. Students in this emphasis develop expertise in using this knowledge to inform developmentally sensitive and culturally responsive assessment and intervention techniques and recommendations that outline trajectories of potential risks yet also point to specific developmental opportunities for positive growth. Clinical Neuropsychology students are provided with advanced training in the clinical neuropsychological assessment, management, and rehabilitation of cognitive, memory, sensorimotor, attention, executive, social, emotional functioning for clients with neurological and/or neuropsychiatric disorders. We adhere to the Houston Conference Guidelines for clinical training in Neuropsychology, such that our students qualify for accredited internships and post- docs in Clinical Neuropsychology if they wish to pursue further certification with the American boards in Clinical Neuropsychology later in their careers. Regardless of the emphasis chosen, all of our students benefit from the strong developmental and neuropsychological perspectives that are a longstanding and rich scholarly tradition at the University of Victoria. The program combines experiential and didactic approaches to training. Statistical and methods course work provides skills specifically applicable to studying clinical, neuropsychological, and/or lifespan developmental issues. Students are actively involved in research throughout their graduate training. Students are also involved in supervised clinical experience throughout their graduate training in our Psychology Clinic, at approved practicum settings in Victoria and the surrounding communities, and by completing a one-year internship or residency at an APA and/or CPA accredited site. There are currently no accredited internships or residencies in clinical psychology in Victoria or on Vancouver Island. Therefore, graduate students in clinical psychology should plan to complete their internship year outside of Victoria. The University of Victoria and our Graduate Program in Clinical Psychology strives to create an inclusive environment. We welcome individuals from diverse backgrounds in culture, ethnicity, age, gender identity, sexual orientation, and other individual differences, and we welcome the perspectives they bring to our program. Our program operates full-time over the 12 months of the calendar year. With the exceptions of statutory holidays and university closures, observation of religious holidays, attendance at professional conferences and workshops, program approved out-of-town practica, internship, and reasonable vacation time (typically 2 weeks), students are expected to be present during the work week for coursework, supervised practice, research, and other important program- related activities throughout the full calendar year. As a Graduate Program in Clinical Psychology we offer a standard core of training to all of our students, yet we also recognize and value the individual training goals that our students may hold. That is, although we strive to prepare students for professional psychology careers in research and practice, we also attend to the individual career paths they envision as they progress through the program. We try to support these individual career paths with careful guidance in the selection of specialty courses and other learning opportunities and through placements in specific practice opportunities that will help pave the way toward the desired career outcomes within clinical psychology. At the same time, we require all of our students to achieve a broad foundation of training in clinical psychology. Accreditation. The Graduate Program in Clinical Psychology has its roots in the groundbreaking work in human neuropsychology completed during the 1960’s by key figures, such as Dr. Otfried Spreen and Dr. Louis Costa. The Department of Psychology grew through the 1970’s and 1980’s to develop complementary strengths in developmental psychology, clinical and applied psychology, and lifespan and aging. These historical roots shaped and continue to influence our identity as a modern Graduate Program in Clinical Psychology. Our program was awarded provisional accreditation by APA and CPA in 1993 under the leadership of Dr. Otfried Spreen, full accreditation by both organizations in 1997 under the direction of Dr. Catherine Mateer, and joint re-accreditation in 2002 under the direction of Dr. Marion Ehrenberg and Dr. Catherine Mateer. Joint CPA/APA reaccreditation was granted again in 2007 under the leadership of Dr. Marion Ehrenberg for a 7 year term, the longest term that is possible. The APA ceased accrediting programs located outside the United States in 2015, including Canada, which coincided with the end of our program’s APA accreditation term December 31, 2014. APA and CPA have signed the “First Street Accord” which is a mutual recognition agreement of the equivalence of accreditation between APA and CPA. Accreditation Throughout North America – Canadian Psychological Association () Our program maintains CPA accreditation. Our most recent re-accreditation site visit took place in April 2015. In December 2015, we learned that we were once again awarded a 7-year accreditation term. Our next reaccreditation visit will take place in 2021-22. As a fully accredited Graduate Program in Clinical Psychology, we adhere to all standards, guidelines and policies of CPA. The office of accreditation can be contacted as follows: Accreditation Office Canadian Psychological Association 141 Laurier Ave. West, Suite 702 Ottawa, Ontario K1P 5J3 x 328 Professional Registration. All clinical faculty members are Registered Psychologists in the province of British Columbia, or are in application for registration in BC. The College of Psychologists of BC (CPBC) regulates the practice of psychology for the safety of the public. Our Graduate Program in Clinical Psychology adheres to the CPBC’s Code of Conduct, which is included in the final section of this manual. The CPBC can be contacted as follows: Dr. Andrea Kowaz, Registrar, College of Psychologists of BC, 404-1755 West Broadway Vancouver, BC V6J 4S5 Tel Criminal Record Check. Students and clinical faculty providing psychological services to children and other vulnerable individuals at our Psychology Clinic and at practicum settings are required to complete a Criminal Record Check. Students are required to submit a Criminal Record Check at the beginning of their M.Sc. program and one more time at the start of the first practicum (PSYC 503). Important Timelines for Program Completion This section of the manual provides information on the typical timelines for completing program requirements. The timeline provided in Table 1 is intended to help you visualize the sequence and timing for completing major milestones within the program. The graduate training program normally involves a sequence of two degrees, a M.Sc. followed by a Ph.D. The program sequence and structure is individualized for those students entering with a Master’s degree. To ensure a broad foundation in the sciences of psychology, students must complete a set of undergraduate competency requirements (UCRs) within the first two years of program entry. The details of these UCRs appear later in this section. Students are expected to complete the Master’s degree requirements, including thesis defense, within the first two years of program entry. Entry into the doctoral program is not automatic, but it is also not competitive. Admission to the doctoral program following completion of the master’s degree is based on judgments of satisfactory progress in clinical training (based on course work and the development and demonstration of clinical skills) and the recommendation of the student’s M.Sc. Supervisory Committee. Students will not be permitted to take any Ph.D. courses unless they have completed all of their Master’s degree requirements and have been accepted into the Ph.D. program. With the permission of the DCT and written confirmation from the student and their supervisor, students who have completed all requirements with the exception of the M.Sc. oral defense and any required post-defense thesis revisions, may be permitted to enroll in Ph.D. course work if their oral defense is formally scheduled* on or before September 15th for the Ph.D. courses in the fall semester and on or before January 15th for Ph.D. courses in the spring semester. (*This means that the Request for Oral Examination form and the final draft of your thesis must have been submitted to Grad Studies 20 working days (excluding weekends and statutory holidays) prior to the oral defense (scheduled to occur on or before Sept. 15th or Jan. 15th). This option is considered an exception, not the rule. The typical course should be to defend the master’s thesis by August 15th at the latest in order to enter the doctoral program in September. Within the first three years (36 months) of the Ph.D. program the student is expected to pass two Candidacy examinations: a Clinical Candidacy Exam and a Specialty Area Candidacy Exam (Lifespan or Neuropsychology emphasis). All doctoral students must register for PSYC 693 (3.0 units) beginning in the first term in which they are working on the exam (usually 1st year in the doctoral program) and continuing until both exams have been passed. Students are required to write the Clinical Candidacy Exam in the 2nd year of the PhD program. Successful completion of the Clinical Candidacy Exam is a pre-requisite for starting the PSYC 603 practicum. The Specialty Area Candidacy Exam is typically completed in the first year of the PhD program. Graduation from the Ph.D. program also requires completion of a full-time one-year clinical internship or residency at an APA- or CPA-accredited site and successful completion and defense of a doctoral dissertation. Our program is a full-time, year-round training experience. It is typical for our graduate students to be involved in research and clinical experiences not just during the traditional September to April academic year, but also throughout the summer months. In preparation for a career in clinical psychology, graduate students move beyond the traditional undergraduate boundaries of the fall and spring semesters to balancing client loads, academic and research responsibilities year-round. Defend dissertation proposal by June 30 Complete 603 practicum now or in Year 4 Complete clinical candidacy exam in September Complete 505 practicum now or in Year 3 Defend thesis by August 15 Possibly begin 503 practicum around May (after completion of 556), could wait until September depending on thesis progress Complete 502 Complete thesis proposal by end of summer Note A. Throughout graduate training, students provide supervised psychological services to children and other vulnerable clients. As such, students are required to complete a Criminal Record Check in their home jurisdictions and to provide these documents to the DCT. Students are required to submit a Criminal Record Check at the beginning of their M.Sc. program and one more time at the beginning of their 503 practicum. Note B. Graduate students are expected to complete and successfully defend their Master’s thesis by August 15th of their second summer of graduate training in order to be eligible for entry to the doctoral program in September of their 3rd year of studies. The thesis defense must be formally scheduled for an oral exam date that takes place before August 15th in order for the student to be allowed to enroll in PhD level classes in the fall. The Request for Oral Exam (ROE) form containing the agreed upon defense date (and affirming that the thesis is ready to defend) must be signed by the supervisory committee and submitted (along with the approved thesis) to Grad Studies 20 working days (excluding weekends and statutory holidays) prior to the oral defense. If the student has received or expects to receive external doctoral funding, a defense date in June or July should be planned. The final approved revision of the thesis (and accompanying final paperwork) must be submitted to Grad Studies by August 31st (although August 15th is preferred) in order to be eligible to graduate at the fall convocation. In exceptional circumstances, an extension to September 15 may be granted. Approval for this extension must be sought from the DCT by the student and supervisor by August 1. If a student is not defending until September, even though they may be approved to take PhD classes in the fall term, they will not formally be admitted to the PhD program until the following January. Students defending in September will not be eligible to participate in the convocation ceremony until spring. Note C. The candidacy exam (Psyc 693) is not considered complete until both the specialty area exam and the clinical candidacy exam have each been passed. When both are complete, the student’s supervisor must inform the Grad Advisor and complete the appropriate form attesting to the completion of the comprehensive exam. This form can be found on the departmental website, under the tabs Graduate  Info for current students  Forms ( Note D. Internship applications are typically due in early November. Determiners of Successful Progression in the Program Students are expected to successfully complete the course work required for completion of each degree within the appropriate time frame. Extensions may be granted, but only in accordance with policies specified by the Faculty of Graduate Studies. In addition to successful completion of academic aspects of formal course work, the student must demonstrate proficiency in clinical aspects of courses and complete required practica experiences. Students may be asked to withdraw from the program on non-academic grounds if adequate development of clinical skills is not demonstrated. Evaluation of students’ clinical skill development by program faculty is mandated by the CPA ethical principles governing training of clinical students and by legal precedent. Judgments regarding satisfactory progress in clinical training are the responsibility of the clinical faculty through the Director of Clinical Training in consultation with the faculty members on the Standing Committee on Clinical Training (SCCT)*. An annual review of progress in the clinical training program is undertaken each spring and includes the completion of a self-study by all students to communicate their perspectives on their achievements, progress, goals, and needs. All clinical faculty members have input into the review, which includes consideration of progress in and the completion of coursework and research, as well as an evaluation of whether the student is demonstrating clinical skills and judgment to a degree appropriate to the level of clinical training. These judgments, by necessity, have a subjective component. The results and recommendations are shared with the student in writing and kept in the student’s permanent file. The Director of Clinical Training in consultation with the SCCT has the authority to restrict practicum experiences and exit students from the clinical training program if there is a judgment that the student has not made sufficient progress in the training program on any dimension (e.g., clinical development, coursework performance, research development). The program has no requirements that students receive psychotherapy or counseling from an outside agency or professional. However, the faculty believes strongly in the value of doing so and encourages such experiences for students in a clinical training program. Books such as “The Myth of the Untroubled Therapist” (2014) by Marie Adams may be a helpful resource. In addition, faculty may recommend psychological intervention if it appears that a student’s personal attitudes, issues, responses or attitudes are such that they are interfering with their development of acceptable clinical skills. * The Standing Committee on Clinical Training (SCCT) is comprised of the clinical faculty members listed later in this section. Student representatives are also part of the SCCT, but are not involved in discussions involving specific student issues. Components of the Graduate Program in Clinical Psychology 1. Program/CAPP form: Your program should conform to the coursework requirements laid out in Section 2 of this manual. The program should be approved by your supervisor. A formal program form called the CAPP (Curriculum Advising and Program Planning) form is submitted by the Graduate Advisor to the Graduate Studies office at the beginning of your program and is updated regularly. You should review your program each year in consultation with your supervisor to ensure that you are on track toward meeting course requirements. The Graduate Secretary or Grad Advisor can provide you with a copy of your CAPP form; it is a good idea to review it with the Grad Advisor in the term prior to the term in which you plan to defend your thesis or dissertation to ensure that it is up-to-date or to initiate corrections/revisions. You should check your online record/transcript regularly and will be reminded to do so as a part of the annual reviews you will complete within the clinical program as well as Psychology Department. Any anomalies (e.g., missing grades) should be brought to the attention of the Grad Advisor. 2. Code of Conduct. Incoming students should review as soon as possible the “Code of Conduct” (College of Psychologists of British Columbia). A revision of the Code came into effect September 1, 2014. 3. Exit Rules: Students who wish to withdraw from the clinical program must inform the Director of Clinical Training in writing. In such cases, the student may apply for entry into one of the department’s non-clinical degree programs or to the clinical program at a later time, but admission is not guaranteed. The DCT will welcome the opportunity for an exit interview. 4. Practica: The practicum committee has negotiated practicum opportunities with a number of facilities in and out of town. A binder including information about approved practicum settings is available in the Psychology Clinic. If you would like to complete a practicum placement not listed in our binder, some information about the practicum facility and the potential supervisors will have to be gathered and the practicum must be approved by the practicum committee before you can formally apply. All students must be approved for placement prior to applying for and participating in a practicum. The process of reviewing and approving new practicum placements is completed by the Practicum Coordinator in conjunction with the Practicum Committee. 5. Internships: Internships are completed only after successful completion of all coursework, practica, both portions of the doctoral candidacy examination, and successful defense of a dissertation proposal. The internship usually represents the last year of a student’s program. This means that the latest date for defending the dissertation proposal is June 30th of the year of your application for internship. Students should begin to seek out information about accredited internships early in the year of their application. Most internship sites have application deadlines in early- to mid- November of the year prior to the internship. Before applying, the student must inform the Director of Clinical Training in writing of their intention to apply. The readiness and qualification of each student for internship placement is reviewed for approval. The program follows the APPIC internship acceptance guidelines. APPIC uses a computer matching system, with internship placements being announced in February. A meeting for students planning to apply for internship is held annually in the late spring to provide information regarding the application process. Students who defend their completed dissertations during or prior to the internship will formally graduate once the internship is completed. 6. Input from Students to Faculty: The clinical faculty values input and feedback from students. This happens through several avenues. Each year, the student body elects two representatives, one with a clinical neuropsychology emphasis and the other with a clinical lifespan psychology emphasis. These student representatives are invited to all meetings of the Standing Committee on Clinical Training (SCCT) except for portions of meetings where individual students are discussed (e.g., admissions decision). The student representatives are invited to contribute items to the SCCT agenda and they contribute to decision making at the meetings. In addition, as potential changes to the program are being considered by the SCCT, the student representatives are encouraged to solicit feedback from the student body regarding the proposed changes. Students can send feedback, raise concerns, or ask questions of the faculty via the student representatives. In addition, any student in the program may always raise issues individually with the DCT – anonymously if preferred. Furthermore, we annually send out an anonymous survey to all current students in order to gain formal and comprehensive feedback about students’ experiences in the program in a way that protects confidentiality. Finally, students provide formal feedback to course instructors at the end of every course, and to their practicum supervisors and the program at the end of each practicum placement. 7. Funding: An offer of admission to the Graduate Program in Clinical Psychology does not imply ongoing financial support or funding. Incoming eligible students are guaranteed minimum funding of $15,000 in their first year of studies that may be comprised of tricouncil awards (SSHRC, NSERC, or CIHR), other external awards, UVic Fellowship or UVic Grad Award, research assistantship, etc. Students who receive a tricouncil award in their first year of master’s studies will be offered a $15,000 UVic Fellowship in their second year of studies. Applicants will be informed explicitly at the time of admission of the type and amount of funding they are to receive. A number of teaching assistantships are also available. Students are also advised to review section 4 of the “Graduate Training Handbook” (formerly known as the Graduate Program Regulations) found on the departmental website under the tables Graduate  Info for current students - Information documents or at Graduate Training Handbook and the Faculty of Graduate Studies information on funding: The Role of Research & Research Scholarships Context Our program is defined by the scientist-practitioner model of clinical psychology. We endeavor to train to students who are competent researchers and practitioners, and whose research and clinical skills are balanced and well integrated. Our expectations are that students will be actively involved in research and practice throughout their training. As practitioners, clinical psychologists are most effective in their day-to-day contacts with clients when they draw meaningfully from current theories and research findings. As a group, clinical psychologists stand out and are recognized by other health practitioners for their scientist-practitioner skills. As researchers, clinical psychologists are able to draw on their clinical experience and work with clinical populations in ways that enhance the value of their research. Observations arising from clinical experience often provide a basis for the development of testable theories of clinical phenomena. Developing and maintaining an active record of research scholarship is an important goal that will open up the most avenues for funding during graduate school and will keep the largest number of career trajectories open to you following graduation. Timing of Applications for External Scholarships All graduate students are expected to apply for external funding to support their research and their graduate studies. Masters students who do not already hold external scholarships (e.g., NSERC, SSHRC, CIHR) are expected to submit an application for external funding during the fall of their first year of studies. First year Masters students holding UVic fellowships are expected to apply for external funding for their second year of study. Those with UVic fellowships and in their second year of graduate training are expected to apply for external funding for their doctoral studies. External scholarships are highly desirable in terms of providing the best financial situation for graduate students, and will also enhance the individual’s professional record. Applying for external funding can be time-consuming and, at times, disheartening. As is true of research grant funding for faculty, student applicants are often not successful in their first attempts at securing funding. In addition to good grades, ongoing development of research plans, involvement in conference presentations and, especially, publications are the best ways of maximizing one’s chances for external funding. Development of Research Skills at Each Stage of the Program Students’ development of research skills and accomplishments are emphasized at all phases of our graduate training in clinical psychology. In addition to the Master’s thesis and Doctoral dissertation, graduate students are required to complete a 3-unit research experience: PSYC 502: Research Apprenticeship. Students may also wish to complete PSYC 512: Research Practicum and/or PSYC 612: Advanced Research Practicum on an optional basis, particularly if they are orienting toward an academic research career. The following is a summary of the typical sequence of a clinical graduate student’s research training, with the timing and purpose of each of the research experiences highlighted. Masters Level Training Incoming graduate students are required to enroll in Psychology 502 (Research Apprenticeship: 3 units of credit) during their first academic year. The purpose of this research apprenticeship is for the student to become socialized into their supervisor’s lab, to become familiar with current projects and relevant literatures, to develop research skills relevant to the methodologies used in their field, and ideally to spark some specific interests for the Master’s thesis research. The structure, specific goals, and sources of evaluation for the research apprenticeship (e.g., a literature review paper and a final report summarizing research activities/outcomes; a research pilot project) should be discussed by the student and supervisor and formally recorded on a pro forma (which can be obtained online). Upon completion of this first research apprenticeship, the graduate student will be prepared to write and defend a Master’s thesis proposal during their first summer of graduate training. The focus of research training during the second year of Master’s training is to collect and analyze the thesis data, and to write up and defend the Master’s thesis by August 15th of the second year. Through discussions with their supervisor, students should consider opportunities to present their findings at scholarly conferences near the end of Master’s thesis data analysis. An important note about timing of the thesis & entry to the doctoral program: Graduate students are expected to complete and successfully defend their Master’s thesis by August 15th of their second year of graduate training in order to be eligible for entry to the doctoral program in September of their 3rd year of studies. The thesis defense must be formally scheduled for an oral exam date that takes place before August 15th in order for the student to be allowed to enroll in PhD level classes in the fall. This means that the Request for Oral Exam (ROE) form containing the agreed upon defense date must be signed by the supervisory committee (this affirms that the thesis is ready to defend) and submitted (along with the approved thesis) to Grad Studies within the normal time limits (20 working days prior to the oral defense – excluding weekends and statutory holidays). A defense date in June or July is recommended if the student will take up external doctoral funding in September. Ph.D. Level Training First year PhD training. Students are expected to enroll in Psychology 693 (PhD Candidacy Examination: 3 units of credit) during their first year of Ph.D. training, with a focus on the Specialty Candidacy Examination. Enrolling in Psychology 693 at the beginning of their 1st Ph.D. year provides a formal structure to maintain engagement in the research process. The Specialty Candidacy Examination is one of two candidacy exams that students are required to complete as part of 693. Enrollment in 693 continues each term until both exams are completed and the COM grade submitted. The requirements of the specialty candidacy exam are detailed in Section 5 of this manual. Second year PhD training and beyond. By the second year of Ph.D. training, graduate students should be standing out as more senior members of their supervisor’s research lab. They should be regularly involved in conference presentations, publications, community lectures and other communications of their research. With the assistance of their supervisors and other mentors, doctoral level students in their second year should by now be thinking in the terms of their developing “research programs,” rather than completing a series of unrelated research projects. Although much of the student’s research is likely to be completed in the supervisor’s lab and relevant community organizations, opportunities to complete research with other faculty and peers are also desirable. The Institute on Aging and Lifelong Health (IALH), the Centre for Youth and Society (CFYS), and the Canadian Institute for Substance Use Research (CISUR) are interdisciplinary research centres linked to the Psychology Department offering exciting research opportunities. Doctoral students are typically student members of at least 1 or 2 professional organizations (CPA, APA, INS, SRCD, etc.). If not already externally funded, doctoral students should continue to apply for external scholarships as long as they are eligible (consult the tri-council websites for eligibility criteria). Timing of the Dissertation Proposal. Once the clinical and specialty candidacy examinations are complete, the doctoral student is in a position to develop the dissertation proposal, although students may begin working on the proposal concurrent with their candidacy exam. The latest date for defending the dissertation proposal is June 30th of the year of your application for internship. It is strongly recommended – and will undoubtedly enhance the student’s internship marketability and enjoyment – that the dissertation be completed in its entirety prior to beginning the one-year full-time internship. Publication of the dissertation. The internship year is an excellent time to write up the dissertation for publication. A helpful approach may be to create a writing schedule with the research supervisor before leaving for the internship. This schedule should be reasonable, well- paced, and reflect the demands of the internship as the priority. For some students writing even a little on a regular basis helps them to achieve the goal of preparing their dissertation for publication and, more importantly, keeps them connected with the researcher aspect of their professional identities. Doctoral students who have submitted their dissertations for publication by the time they finish their internships are likely to maximize their employment options. In addition, there is likely no better way to bring full closure to their graduate training. Finally, the publication of the dissertation fulfills the ethical responsibility to disseminate our research findings. This is especially important as an acknowledgment of the considerable time and effort given by the human research participants in our studies (many of whom are from vulnerable clinical populations). We would like to see students graduate with a program of research that is reflected in a number of publications, conference presentations, and public lectures. Standing Committee on Clinical Training (SCCT) Chair: Dr. Marsha Runtz, Director of Clinical Training Members: Dr. Ames, Megan Dr. Costigan, Catherine Dr. Garcia-Barrera, Mauricio (on leave Sept. 2021 to Aug. 2022) Dr. Gawryluk, Jodie Dr. Macoun, Sarah Dr. Paterson, Theone Dr. Robinson, Lara (Clinic Director) (on leave until Sept. 2021) Dr. Smart, Colette (on leave Oct. 1, 2021 to June 30, 2022) Dr. Turner, Brianna Dr. Wawrykow, Natasha Dr. Woodin, Erica Madeline Doucette (Student Representative, Clinical Neuropsychology) Emilie Longtin (Student Representative, Clinical Lifespan Psychology) Subcommittees of the Standing Committee: Graduate Admissions Coordinator: Dr. Macoun, Sarah Practicum Committee: Dr. Gawryluk, Jodie (Practicum Placement and Committee Chair) Dr. Woodin, Erica (Practicum Development and Monitoring) Dr. Robinson, Lara or current Clinic Director Dr. Runtz, Marsha (DCT) Social Justice and Human Rights in Clinical Psychology Committee: Dr. Costigan, Catherine (Committee Chair) Dr. Gawryluk, Jodie Student representatives TBD Chair of the Department of Psychology: Dr. Lindsay, Stephen Department of Psychology Graduate Advisor: Dr. Macoun, Sarah Contact Information • Director of Clinical Training: • Psychology Clinic Director: • Practicum Coordinator: • Graduate Advisor: • Graduate Secretary: List of Currently Enrolled Clinical Students (2021 – 2022) Student Supervisor / Co-Sup or Clinical Training Advisor Program Agate, Taylor Garcia-Barrera CN Bedir, Buse Macoun CN Breen, Lorna Woodin CL Collardeau, Fanie Woodin CL Dabrowski, Cian Paterson CN Doucette, Madeline Garcia-Barrera CN Duerksen, Kari Woodin CL Elgharbawy, Heba Ames CL Graves, Abigail Mueller/Costigan CL Gregory, Madeline Paterson CN Guo, Sunny Macoun CN Helps, Carolyn Turner CL Kennedy, Cole Garcia-Barrera CN Kim, Yaewon Macoun CN Lacey, Colleen Gawryluk CN Legg, Nicole Turner CL Lewis, Jessica Macoun CN Li, Jie Costigan CL Light, Erin Mueller CL Longtin, Emilie Costigan CL Matheson, Lauren Woodin CN Menuz, Travis Ames CL Mohun, Hannah Mueller/Smart CL Nicoll, Patrick Smart CL Ohlhauser, Lisa Gawryluk CN Ortiz, Drexler Costigan CL Parker, Ashleigh Gawryluk CN Prud'homme, Julie Turner CL Qualls, Lauren Smart CN Quan, Cindy Costigan CN Quistberg, Kristen Mueller/Woodin CL Robillard, Christina Turner CL Rodd, Keara Runtz CL Saadat, Nazanin Gawryluk CN Scarapicchia, Vanessa Gawryluk CN Schaeffer, Morgan Paterson CN Sheehan, John Macoun CN Silveira, Kristen Smart CN Sturgess, Clea Stinson/Costigan CL Song, Pauline Woodin CL Switzer, Andrew Turner CL Torok, Debra Ball/Costigan CL Vanderzwang, Baeleigh Garcia-Barrera CN Venditelli, Rebecca Piccinin/Smart CN Viczko, Jeremy Smart CN Wong, Ryan Garcia-Barrera CL List of Students who have completed the Clinical Program Name Supervisor Program Year Completed Ali, Jordan Smart CN 2020-21 Mayo, Chantel Gawryluk CN 2020-21 So, Vivien Costigan CL 2020-21 Ali, Sheliza Macoun CN 2019-20 Graham, Raquel Hofer/Ehrenberg CL 2019-20 Halliday, Drew McDonald/Garcia-Barrera CN 2019-20 Mirotchnick, Carolyn Runtz CL 2019-20 Taknint, Joelle Costigan CL 2019-20 Talbot, Karley Mueller/Macoun CN 2019-20 Walker, Hope Runtz CL 2019-20 Gou, Lisa Woodin CL 2018-19 Duggan, Emily Garcia-Barerra CN 2018-19 Roemer, Audra Stockwell CL 2018-19 Galaugher, Tara Woodin CL 2018-19 Brown, Cassandra Piccinin/Tuokko CN 2018-19 Baker, Lesley Mueller/Costigan CL 2017-18 Bodkyn (nee Lukie), Carmen Holroyd/Kerns CN 2017-18 Carey, Tyler Grouzet/Woodin CL 2017-18 Cochrane, Melanie Smart CN 2017-18 Direnfeld, Esther Garcia-Barrera CN 2017-18 Irwin, Julie Christie/Garcia-Barrera CN 2017-18 Jeznach (nee Braslavsky), Anna Tuokko CN 2017-18 Karr, Justin Garcia-Barrera CN 2017-18 Miao, Sheena Costigan CL 2017-18 Rosen, Lianne Runtz CL 2017-18 Ross, Stacey Skelton/Smart CN 2017-18 Crevier-Quintin, Emilie Garcia-Barrera CN 2016-17 Mulligan, Bryce Smart CN 2016-17 Hua, Josphine Costigan CL 2016-17 MacSween, Jennifer Kerns CN 2016-17 Lazinski, Marysia Ehrenberg CL 2016-17 DeCarlo, Correne MacDonald/Tuokko CN 2015-16 Moore, Rylie Garcia-Barrera CN 2015-16 Brewster, Paul MacDonald CN 2014-15 Jouk, Sasha Tuokko CN 2014-15 Regev, Rotem Ehrenberg CL 2014-15 Sotskova, Alina Woodin CL 2014-15 Brache, Kristina Stockwell CL 2014-15 Chance, Lauren Costigan CL 2014-15 Desjardins, Tracy Leadbeater CL 2014-15 Lentz, Tanya Kerns CN 2014-15 Bush, Jacqueline Ehrenberg CL 2013-14 Caines, Megan Tuokko CL 2013-14 Caldeira, Valerie Woodin CL 2013-14 Eadie, Erin Runtz CL 2013-14 Hager, Alanna Leadbeater/Runtz CL 2013-14 Lillie, Rema Mateer CN 2013-14 Bharadia, Vinay Tuokko CN 2012-13 Koryzma, Celine Costigan CL 2012-13 Frazer, Jeff Garcia-Barrera CN 2011-12 Kodalen, Kent Skelton/Ehrenberg CN 2010-11 Randall, Katherine Kerns CN 2010-11 Su, Tina Costigan CL 2010-11 Young, Laura Ehrenberg CL 2010-11 Hrabok, Marianne Kerns CN 2009-10 Kit, Karen Mateer CN 2009-10 Lindstrom-Forneri, Wendy Tuokko CN 2009-10 Perrin, Marei Ehrenberg CL 2009-10 Tan, Jing Ee Strauss/Hultsch CN 2009-10 Van Bruggen, Lisa Runtz CL 2009-10 Dokis, Daphné Costigan CL 2008-09 Engle (née Michel), Jennifer Kerns CN 2008-09 Pringle, Jennifer Ehrenberg CL 2008-09 Ritchie, Lesley Tuokko CN 2008-09 Siklos, Susan Kerns CN 2008-09 Vanderhill, Susan Strauss/Hultsch CN 2008-09 Chia, Ai-lan Graves CL 2007-08 Mish, Sandra Mateer CN 2007-08 O’Connell, Megan Tuokko CN 2007-08 Sira, Claire Mateer CN 2007-08 Burton, Catherine Strauss CN 2006-07 Hesson, Jackie Strauss CN 2006-07 McInerney, Rob Kerns CN 2006-07 Patry, Brigitte Mateer CN 2006-07 Price, John Skelton/Strauss CN 2006-07 Ebert, Patricia Tuokko CN 2005-06 Price, Kelly Kerns/Mateer CN 2005-06 Slatkoff, Joshua Strauss CL 2005-06 Wilde, Nancy Strauss CN 2005-06 Williams, Benjamin Strauss CN 2005-06 Bezeau, Scott Graves CN 2004-05 Bogod, Nicholas Mateer CN 2004-05 Feldman, Rhonda Mateer/Tuokko CN 2002-03 Frerichs, Robert Tuokko CN 2002-03 Johnson, Shannon Bub/Mateer CN 2002-03 Schwartz, Christine Runtz CL 2002-03 Sheer, Jeffrey Mateer CN 2002-03 Archibald, Sarah Kerns CN 2000-01 Brulot, Magali Strauss CN 2000-01 Fuentes, Karina Hultsch/Ehrenberg CL 2000-01 Goranson, Tamara Graves CN 2000-01 Jameson, Barbara Ehrenberg CL 2000-01 Janzen (nee Shepard), Laura Joschko CN 2000-01 Penkman, Louise Mateer CN 2000-01 Saltzman, Jennifer Strauss CN 2000-01 Sawchyn, James Mateer CN 2000-01 Friesen, Ingrid Mateer CN/CL 1999-00 Nicholson (nee Walker), Tavi Ehrenberg CL 1999-00 Roche, Diane Runtz CL 1999-00 Armstrong (nee Stickgold), Kira Kerns CN 1999-00 Carswell, Lisa Graves CN 1998-99 Hopp, Grace Dixon/Strauss CN/CL 1998-99 Stroup, Elizabeth Mateer CN 1998-99 Alyman, Cheryl Joschko CN 1997-98 Christensen, Karin Mateer CN 1997-98 McGuire (nee Fisher), Kim Strauss CN 1997-98 Bailey, Mark Joschko CN 1996-97 Fox, Diane Strauss CN 1996-97 Kirkby, Brenda Graves CN 1996-97 Sherman, Elisabeth Joschko CN 1996-97 Slick, Dan Strauss CN 1996-97 Biggan, Shannah Graves CN 1995-96 Dugbartey, Anthony Spellacy CN 1995-96 Lowick, Brenda Spreen CN 1995-96 Pinch, Diane Strauss CN 1995-96 Pirolli, Ann Strauss CN 1995-96 Townsend, Laurel Mateer CN 1995-96 Meehan, Geraldine Spellacy CN 1994-95 Sears, Heather Galambos CL 1994-95 O’Connor, Shelly Duncan CN 1993-94 Troyer, Angela Graves CN 1993-94 Correa, Denise Graves CN 1992-93 Wishart, Heather Strauss CN 1992-93 Undergraduate Competency Requirements To ensure a broad scientific foundation in general psychology, graduate students must document that they have completed a set of undergraduate competency requirements (UCRs) at the time they enroll in our Graduate Program in Clinical Psychology. If a review of the student’s undergraduate transcript reveals that one or more UCRs are lacking, a plan for coursework to cover the lacking background in the general psychology must be developed and the course(s) must then be completed before graduation at the Master’s degree level. These requirements are prescribed by CPA and APA accreditation standards and play an important role in becoming registered or licensed as professional psychologists following the completion of the Ph.D. The wide range of courses offered within our Graduate Program in Clinical Psychology can easily provide coverage in these general psychology areas at the graduate level, but planning ahead may help you to make the best possible course selections. Whenever possible it is to the student’s advantage to take a graduate course rather than an undergraduate course in order to fulfill a lacking UCR area. Sometimes, however, the graduate course offerings available to fulfill a specific missing UCR requirement for an individual student may be too challenging without the preparation of an upper-level undergraduate course in that area. Consultation with your supervisor and clinical training advisor will help you to decide what options might be best for you. UCRs to be completed prior to completion of Master’s degree: For each UCR, students must have received a first class grade (A- or better) in a 3rd or 4th year level undergraduate courses in each of 4 areas of psychology. Courses can be half or full year courses, but there must be a minimum of 1.5 units in each area, or 6.0 units total. On the actual “Verification of Undergraduate Competency Requirements” form found below, you will need to document the details of courses taken to cover each of these four areas, as well as specific plans for how unmet requirements will be completed. General Psychology Competencies required prior to completion of doctoral degree: CPA accreditation standards (2011) require all graduates of doctoral programs to demonstrate competence in five areas prior to graduation: biological basis of behavior, cognitive-affective basis of behavior, social bases of behavior, individual behavior, and historical and scientific foundations of general psychology. Competence in these areas can be demonstrated by successfully completing at least one graduate course, or two upper-level undergraduate courses. Thus, fulfillment of the UCR requirement may not be sufficient for meeting CPA’s general psychology competency requirement. Each spring, students are required to complete a “self-study” reviewing their training accomplishments to date and their goals for the coming year. As part of this self-study, you will be asked to provide information on how you have met these general psychology competency requirements. As you move through the program, be sure to include courses, in consultation with your supervisor(s), which will ensure coverage of these core areas of psychology. In the course of fulfilling clinical psychology program requirements, students will automatically complete coursework that meets the requirements for the Biological Basis of Behaviour (e.g., PSYC 540) and Individual Differences (e.g., PSYC 581 & 582). Student name and V00#: _ _ GRADUATE PROGRAM IN CLINICAL PSYCHOLOGY Verification of Undergraduate Competency Requirements Graduate students must meet a set of undergraduate competency requirements (UCR) before graduation at the Master’s degree level. Students must have received a first class grade (A- or better) in a 3rd or 4th year level course in each of 4 areas of psychology. Courses can be half or full year courses, but there must be a minimum of 1.5 units in each area, or 6 units total. Indicate below the course work taken in each area and, if lacking, the plan for meeting the UCR. Biological Bases of Behaviour (e.g., physiological psychology, comparative psychology, neuropsychology, psychopharmacology) Courses Taken (Course Title & Number) Year/Semester Taken Institution Where Course Taken Grade (%) Units If UCR not complete, list name, number of U Vic course to be taken and when: Cognitive Bases of Behaviour (e.g., learning, sensation, perception, cognition, thinking, motivation) Courses Taken (Course Title & Number) Year/Semester Taken Institution Where Course Taken Grade (%) Units If UCR not complete, list name, number of U Vic course to be taken and when: Social Bases of Behaviour (social psychology, cultural, ethnic & group processes; sex roles; organizational & systems theory) Courses Taken (Course Title & Number) Year/Semester Taken Institution Where Course Taken Grade (%) Units If UCR not complete, list name, number of U Vic course to be taken and when: Individual Differences (personality, human development, individual differences, abnormal psychology/psychopathology) Courses Taken (Course Title & Number) Year/Semester Taken Institution Where Course Taken Grade (%) Units If UCR not complete, list name, number of U Vic course to be taken and when: STUDENT Name: Signature: _ Date: _ SUPERVISOR Name: Signature: Date: _ CTA * Name: Signature: Date: _ DIR CL TRAINING Name: Signature: Date: _ GRAD ADVISOR Name: Signature: Date: _ * CTA = Clinical Training Advisor: Applicable only if your supervisor is not a clinical faculty member. A copy of the UG transcript with relevant courses highlighted must be attached to this form. SECTION 2 REQUIREMENTS FOR CLINICAL STUDENTS Scheduling of Coursework in the Clinical Program Most students are admitted to the Clinical Program after a bachelor’s degree. They are admitted first into the Master’s degree and then must apply and be admitted to the Doctoral program. Although admission to the Doctoral degree is anticipated for the majority of students, it is not automatic. Students may be prevented from admission to the Doctoral Program if research potential, academic scholarship, and/or clinical skills are not developed to a level necessary for doctoral level training. Normally, the Master’s degree should be completed in the first two years of training. The Doctoral degree usually requires five (sometimes four) additional years (academic and clinical training at UVic, the completion of the doctoral dissertation, and a year of internship training). Students entering with a Master’s degree from another institution must complete the clinical coursework normally done during the Master’s program at UVic and they should anticipate a longer program than a non-clinical doctoral degree as a result. Registration in clinical courses: Please note that many of our courses are tightly linked in a sequence. In addition, most are only open to students enrolled in the clinical program, and must meet minimal enrollment targets (5 students) in order to proceed. Because it can cause challenges in the program as a whole when students take courses “off-time,” we try to minimize deviations from a typical pathway through the clinical course requirements. Note also that a stated intention to enroll in an applied doctoral course (e.g., any 506A) is a professional commitment, as these courses involved recruiting clients from the community. Typically, students may “change their mind” only with permission of the Director of Clinical Training. Master’s-level courses The following clinical courses are required for all clinical students for completion of the Master’s degree and would normally be taken in the first two years of program entry. CN = clinical neuropsychology emphasis; CL = clinical psychology lifespan emphasis 502 540 (CN only must take in Master’s program; CL may take at any time) 543 (Required for CN students, but shared with other psyc grad programs) 561 (CL only) 545 (CN only) (sometimes not offered until year 3) 506B (Neuropsyc Test Mastery; CN only) (sometimes not offered until year 3) 581 & 582 583 584 & 585 556 (test mastery; bridge from 584 to 503) 541 or 578 (research methods; depending on stream) 589 599 NB: Psyc 503 Practicum is often started as a part of the Master’s degree, but this is not a requirement of the M.Sc. program. Doctoral-level courses The following clinical courses are considered doctoral level clinical courses and cannot be taken until the student has been accepted into the doctoral program. o 505 and 603 (clinical practica) o Assessment: 546A (CN); 546B (CN); 586A (all); 586B (CL) o Intervention: 547 (CN); 549 (CN); 588; 593; 594; 595; 596 o 506A (Supervised Practice in Clinic: Advanced Neuropsyc Assessment, Therapy, Rehabilitation, etc.) (may be taken more than once) Course Requirements for All Clinical Students In order to graduate from the Clinical Program, students must meet the following requirements of the Department of Psychology and the Graduate Program in Clinical Psychology. Many internship sites also require these courses to be completed prior to applying to internship. Departmental Requirements Undergraduate Competency Requirements (can be met by these graduate courses, other graduate courses, and/or in some cases by upper-level undergraduate courses when approved by the supervisor, DCT and departmental Graduate Advisor): 540, 543, or 550 Biological bases of behavior 519, 520, 526 or 566 Social bases of behavior 581, 582, 562, 563, or 566 Individual differences 565, 575, or 576 Cognitive/affective bases of behavior Statistics/Methods requirements: Students must complete 6 units of Methods/Statistics courses (typically across 4 semester-length courses). At least half of these units (e.g., two courses) must be taken as a part of the M.Sc. programs and the other units are taken as part of the Ph.D. program. It is required that all clinical students take 532 and 533 at some point during their graduate training, typically the first year. In addition, all students must take a research methods course that is approved by the program. This is also typically taken in the master’s program. Clinical neuropsychology students typically take 541 to fulfill their research methods requirement, but they may also select from the following: 504 (typically including attendance at 577), 574A, or 574B. Clinical lifespan students typically take 578 to fulfill their research methods requirement, but with permission, other courses may be substituted. One additional statistics/methods course is required (e.g., 518) to fulfill the department’s and the clinical program’s statistics/ methods/ test construction requirements. In addition, students must complete the following research requirements: 502 Research apprenticeship 599 Master’s thesis 699 Ph.D. dissertation Clinical Program Requirements In addition to departmental requirements, we require ALL clinical students to complete: 540 History and Theory in Neuropsychology 581 Psychopathology: Childhood and Adolescence 582 Psychopathology: Adulthood 583 Professional & Ethical Issues in Clinical Psychology 584, 585, 586A Clinical Assessment 589 Introduction to Evidenced Based Adult Psychotherapy 556 Applied Clinical Assessment in Cognitive Functioning 503 – 400 hours Practicum in Clinical Psychology (Assessment) 505 – 400 hours Practicum in Clinical Psychology (Intervention) Various One specific intervention course 506A Psychology Clinic Practice: Intervention (concurrent or following an intervention course) 603 – 400 hours Advanced Clinical Practicum 606 – one year Internship at an APA- and/or CPA-accredited site 693 Clinical Candidacy Examination & Specialty Examination Coursework in the Historical and Scientific Foundations of psychology: 540 & 561