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Clinical Psychology in Downers Grove

College of Health Sciences

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 Degrees

General Requirements

Please see Admissions Requirements for more details.

Length of Program

Class Size for Individuals Matriculating in 2013

2018 Class Profile

Practicum Placements

Student Admissions, Outcomes, and Other Data

Time to Completion for all Students Entering the Program

OutcomeYear in which Degrees were Conferred
2006-20072007-20082008-20092009-20102010-20112011-20122012-2013Total
Total number of students with doctoral degree conferred on transcript81251026191797
Mean number of years to complete the program4.03.94.24.74.95.15.14.7
Median number of years to complete the program4.04.04.05.05.05.05.05.0
Time to Degree RangesN%N%N%N%N%N%N%N%
Students in less than 5 years8100%12100%480.0%440.0%934.6%631.6%423.5%4748.5%
Students in 5 years00.0%00.0%120.0%550.0%1142.3%947.4%847.1%3435.1%
Students in 6 years00.0%00.0%00.0%110.0%415.4%15.3%423.5%1010.3%
Students in 7 years00.0%00.0%00.0%00.0%27.7%315.8%15.9%66.2%
Students in more than 7 years00.0%00.0%00.0%00.0%00.0%00.0%00.0%00.0%

For information regarding admissions policies that allow students to enter with credit for prior graduate work, please see the Transfer of Credit section of the Midwestern University Catalog, Clinical Psychology Program.

 

Estimated Cost of Attendance

Description2013-2014 1st-year Cohort Cost
Tuition for full-time students (in-state)$24,656
Tuition for full-time students (out-of-state)$24,656
Tuition per credit hour for part-time students (if applicable)N/A
University/institution fees or costs$855
Additional estimated fees or costs to students (e.g. books, travel, etc.)$2,353

 

Internship Placement

Internship Placement - Table 1

OutcomeYear Applied for Internship
2006-20072007-20082008-20092009-20102010-20112011-20122012-2013
N%N%N%N%N%N%N%
Students who sought or applied for internships*15-17-14-19-21-16-12-
Students who obtained internships15100%1694.1%1392.9%19100%2095.2%16100%1191.7%
Students who obtained APA/CPA-accredited internships0015.9%214.3%315.8%00.0%16.3%18.3%
Students who obtained APPIC member internships that were not APA/CPA-accredited (if applicable)1493.3%1164.7%1071.4%1473.7%1781.0%212.5%650.0%
Students who obtained other membership organization internships (e.g., CAPIC) that were not APA/CPA-accredited (if applicable)00.0%00.0%00.0%00.0%00.0%00.0%00.0%
Students who obtained internships conforming to CDSPP guidelines that were not APA/CPA-accredited (if applicable)00.0%00.0%00.0%00.0%00.0%00.0%00.0%
Students who obtained other internships that were not APA/CPA-accredited (if applicable)16.7%423.5%17.1%210.5%314.2%1381.3%433.3%

 

Internship Placement - Table 2

OutcomeYear Applied for Internship
2006-20072007-20082008-20092009-20102010-20112011-20122012-2013
N%N%N%N%N%N%N%
Students who obtained internships15100%1694.1%1392.9%19100%2095.2%16100%1191.7%
Students who obtained paid internships1493.0%1588.2%1392.9%1894.7%2095.2%16100%1191.7%
Students who obtained half-time internships (if applicable)00.0%00.0%00.0%15.3%00.0%00.0%00.0%

 

Attrition

VariableYear of First Enrollment
2006-20072007-20082008-20092009-20102010-20112011-20122012-20132013-2014
N%N%N%N%N%N%N%N%
Students for whom this is the year of first enrollment (i.e. new students)22-24-26-15-12-21-20-18-
Students whose doctoral degrees were conferred on their transcripts1777.3%2187.5%1557.7%426.7%00.0%00.0%00.0%00.0%
Students still enrolled in program00.0%312.5%415.4%960.0%1191.7%1781.0%1995.0%18100%
Students no longer enrolled for any reason other than conferral of doctoral degree522.7%00.0%726.9%213.3%18.3%419.0%15.0%00.0%

 

Graduation Rate

Of those students who matriculated in 2006, 77.3% (17 of 22) have graduated with the doctoral degree.  Of those students who matriculated in 2007, 87.5% (21 of 24) have graduated with the doctoral degree.  Of those students who matriculated in 2008, 57.7% (15 of 26) have graduated with the doctoral degree.  Of those students who matriculated in 2009, 26.7% (4 of 15) have graduated with the doctoral degree.

Details ››

Licensure

Outcome2003-2004 to 2010-2011
Total number of students with doctoral degrees conferred on transcript in time period34
Number of students with doctoral degrees conferred on transcripts who became licensed doctoral psychologists in time period26
Licensure percentage76.5%

 Per recommendation of the American Psychological Association (APA), licensure information is calculated and presented for students 2 or more years post graduation. Information regarding licensure rates is collected using the following methodologies:

Career Opportunities

US Employment Projections through 2020

Above average growth (22 percent) for psychologists, especially for those holding doctorates and those working in school settings

(Source: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Psychologists, on the Internet at http://www.bls.gov/ooh/life-physical-and-social-science/psychologists.htm (visited October 4, 2013))

Median Salary (2009)

(Source: Center for Workforce Studies, American Psychological Association, Report of the 2009 APA Salary Survey, 2009 Salaries in Psychology, on the Internet at http://www.apa.org/workforce/publications/09-salaries/index.aspx (visited October 4, 2013))

Admission Requirements

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To be considered for admission within our competitive selection process, applicants must submit the following documented evidence: 

  1. Completion of a bachelor’s degree from a regionally accredited college or university.
  2. A minimum cumulative grade point average (GPA) of 3.00 on a 4.00 scale.
    • If the applicant has graduate courses, but no degree granted, this will be viewed as an extension of the undergraduate work and will be evaluated as part of a cumulative GPA.
    • If the applicant has a conferred graduate degree in psychology or a related mental health field from a regionally accredited university, the GPA from that graduate program will be weighted more heavily than the undergraduate GPA.
  3. Completion of 18 semester hours or equivalent of prerequisite coursework in psychology with a grade of C or better including: Introduction to General Psychology, Human Growth & Development or Personality Theory, Abnormal Psychology, Statistics or Tests and Measurements. 
  4. Graduate Records Examination (GRE) general test scores using the Midwestern University institution code of 1769:
    • Scores will be accepted from tests taken no earlier than January 1, 2009 
    • For more information about the GRE, contact Educational Testing Services (ETS) at 610/290-8975  or visit www.ets.org/gre.
  5. Demonstration of a people or service orientation through community service or extracurricular activities
  6. Motivation for and commitment to healthcare as demonstrated by previous work, volunteer work, or other life experiences.
  7. Oral and written communication skills necessary to interact with patients and colleagues.
  8. Commitment to abide by Midwestern University’s Drug-Free Workplace and Substance Abuse Policy.
  9. Passage of the Midwestern University criminal background check.

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Program Description

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Mission

The Midwestern University Doctor of Psychology (Psy.D.) in Clinical Psychology Program educates students in the general practice of evidence-based clinical psychology serving a diverse population.

Program Goals

The Program's training model recognizes the ongoing need in society for competently trained practitioners with strong foundational knowledge of psychological theories, the scientific bases of behavior, and evidence-based clinical practice, as well as the ability to utilize this knowledge in specific clinical situations. The Program is committed to achieving three major educational goals congruent with its training model:

  1. To teach students how to apply theoretical and scientific knowledge in the entry-level practice of professional clinical psychology working with diverse individuals and groups.
  2. To teach students how to develop and utilize a strong set of clinical skills, behaviors, and attitudes that reflect the highest ethical and professional standards in the entry-level practice of professional clinical psychology working with diverse individuals and groups.
  3. To teach students how to research, evaluate, use, and contribute to the scientific record and how to evaluate clinical outcomes using empirically-based information and methods.

Consistent with the Program's mission, educational and training philosophy, and goals, the faculty emphasizes in its didactic and clinical curricula that science informs practice as practice informs science. The Program demonstrates their interdependency by integrating theory with research as both apply to clinical situations and experiences to help students understand bidirectional influences of science and practice.

Degree Description

The Doctor of Psychology degree is designed to be a professional degree similar to the doctoral degrees provided in medicine, law, pharmacy, physical therapy, and dentistry. The Psy.D. is considered the degree of choice for persons interested in becoming a practitioner scholar when pursuing a career in clinical psychology. The program emphasis is on the development of the essential diagnostic, therapeutic, and consultative skills for the practice of clinical psychology.

The program of study follows the objectives of the training models endorsed by the American Psychological Association (APA) and the National Council of Schools and Programs of Professional Psychology (NCSPP). Students are educated and trained in the core competency areas related to the current body of knowledge on the biological aspects of behavior, cognitive and affective aspects of behavior, social aspects of behavior, history and systems of psychology, psychological measurement, research methodology, techniques of data analysis, individual differences, human development, dysfunctional behavior and psychopathology, professional standards and ethics, theories and methods of assessment and diagnosis, effective interventions, consultation, supervision, efficacy of interventions, issues of cultural and individual diversity, and attitudes essential for lifelong learning, scholarly inquiry, and professional problem-solving. The program centers on the development of appropriate attitudes, knowledge, and skills reflected in the training competencies of relationship, assessment, intervention, research/evaluation, consultation/education, management/supervision, diversity, and professionalism.

The overall goal is to prepare students for careers in the practice of professional psychology. There are eight specific goals defined as competencies, and the program has key points in the curriculum target to assess progress in attaining competencies. These competencies are:

  1. Relationship Competency: The relationship competency requires a demonstration of interpersonal skills. This includes the capacity to develop and maintain a constructive working alliance with clients. The ability to consult and collaborate with others, such as peers, colleagues, students, supervisors, and members of other disciplines, consumers of services and community organizations is considered part of relationship skills. The knowledge, skills, and attitudes related to this competency are: open-mindedness, belief in the capacity for change in human attitudes and behavior, appreciation of individual and cultural diversity, personal integrity and honesty, and belief in the value of self-awareness.
  2.  Assessment Competency: The assessment competency is grounded in the foundation of knowledge, skills, and professional attitudes in the areas of human development and psychopathology. The assessment competency requires an ability to acquire and synthesize multiple sources of data to develop appropriate diagnoses and treatment plans and to communicate that information in an effective manner. Students learn the importance of cultural factors in the assessment process. Competence in assessment is identified through the development of proficiency in the administration, scoring and interpretation of standard assessment instruments.
  3. Intervention Competency: This intervention competency requires students to demonstrate an ability to intervene with clients from an identified theoretical perspective. Intervention is the ability to develop realistic formulations for understanding psychological issues using relevant theory and research while effectively implementing and revising treatment strategies; to evaluate the effectiveness of chosen intervention approaches; to recognize the limitations of different perspectives; and to adjust traditional models of treatment and intervention planning to effectively meet the needs of diverse populations. Students demonstrate knowledge, skills, and attitudes congruent with evidence-based practice rationales and can articulate them.
  4. Research and Evaluation Competency: This research and evaluation competency rests on the student’s foundation of knowledge, skills, and professional attitudes in the areas of tests and measurements, statistics, and research design. This competency is the ability to organize, synthesize and interpret scholarly information; to integrate scholarly findings into clinical practice; to expand awareness of the limitations of clinical and scientific inquiry; to design and critique approaches of inquiry; to expand understanding of the foundations of scientific psychology; and to recognize the social, cultural, and political process in the production of scientific knowledge.
  5. Consultation and Education Competency: This consultation and education competency is the ability and skill needed to teach others through oral and written presentations, to provide feedback regarding an individual or system to multiple sources; to facilitate and evaluate growth of knowledge, skills, and attitudes in a learner; to effectively provide peer consultation and constructive feedback; and to develop a productive relationship with service providers.
  6. Management and Supervision Competency: This management and supervision competency relates to the ability to show an understanding of the business aspects of psychological practice; an awareness of the relevant laws and standards of practice; to effectively use supervision and professional review; to develop supervisory skills toward use in administration; to effectively manage cases; to have an awareness of contemporary issues related to the regulation and practice of psychology; and to integrate outcomes from scholarship to maintain quality control.
  7. Diversity Competency: This diversity competency is the ability to articulate one’s own cultural impact on values and world view; to understand the psychological impact of privilege, prejudice, cultural and sociopolitical structures; to identify individual variation across cultures and pathology; and to appreciate the impact of culture on the historical and philosophical foundations of psychology.
  8. Professionalism Competency: This professionalism competency is defined by the ability to apply ethical and professional standards to interactions with clients and with others including peers, supervisors, faculty, and other professionals; to become acclimated to the profession through advisement, modeling and education; to engage in quality control; to be effective in various professional roles; and to have a commitment to life-long learning. Professionalism also includes the ability to maintain self-care, the ability to demonstrate self-reflection, the maintenance of appropriate boundaries, and a willingness to recognize errors and respond appropriately. Students must demonstrate a professional manner and follow the professional and university codes of ethics and conduct.

Program Philosophy

The Doctor of Psychology in Clinical Psychology Program follows the practitioner scholar model of preparation that was accepted by the American Psychological Association at the Vail Conference. This model recognizes the ongoing need in society for expertly trained practitioners in the field of clinical psychology. The practitioner scholar philosophy dictates that competent practitioners are required to have an extensive understanding of the theoretical principles in the clinical practice of psychology and the ability to utilize the knowledge in specific clinical situations. This program philosophy is to educate and train individuals to enter careers emphasizing the delivery of direct psychological services and consultation. Relevant theory, research, and field experiences are integrated toward the development of competent and ethical practitioners who are respectful of individual and cultural differences in the provision of psychological services.

Administrative Policies and Procedures

Information pertaining to the administrative policies and procedures of both the department and the university can be found in the current Midwestern University catalog.

Estimated Cost of Attendance

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Estimated Program Costs

Description2013-2014 1st-year Cohort Cost
Tuition for full-time students (in-state)$24,656
Tuition for full-time students (out-of-state)$24,656
Tuition per credit hour for part-time students (if applicable)N/A
University/institution fees or costs$855
Additional estimated fees or costs to students (e.g. books, travel, etc.)$2,353

 Tuition rates are subject to change each academic year. Historically, tuition has increased between 2% and 7% annually.

Accreditation

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Midwestern University is accredited by The Higher Learning Commission, A Commission of the North Central Association of Colleges and Schools (HLC/NCA), 230 South LaSalle Street, Suite 7-500, Chicago, IL 60604-1413; 800/621-7440. The Clinical Psychology Program in Downers Grove is accredited by the Commission on Accreditation of the American Psychological Association (APA). Accreditation information can be obtained from the Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE; Washington, DC 20002-4242. Phone: 202/336-5979; TDD/TTY: 202/336-6123. Website: http://www.apa.org/ed/accreditation/index.aspx

National Register Status

This program meets the "Guidelines for Defining 'Doctoral Degree in Psychology'" as implemented by the ASPPB/National Register Designation Project. Therefore, a graduate of this designated program who decides to apply for licensure as a psychologist will meet the jurisdictional educational requirements for licensing. However, individual circumstances vary, and, there are additional requirements that must be satisfied prior to being licensed as a psychologist. Please contact the state / provincial / territorial licensing board in the jurisdiction in which you plan to apply for exact information. Additional information including links to jurisdictions is available on the ASPPB's web site: www.asppb.org.

Once licensed, a graduate of a designated program is eligible to apply for credentialing as a Health Service Psychologist by the National Register of Health Service Psychologists. Graduation from a designated program ensures that the program completed meets the educational requirements for the National Register credential. However, individual circumstances vary, and, there are additional requirements that must be satisfied prior to being credentialed by the National Register of Health Service Psychologists and listed on the FindaPsychologist.org database. Doctoral students may apply to have their credentials banked and reviewed prior to licensure. For further information about the National Psychologist's Trainee Register and the National Register application process, consult the National Register's web site: www.nationalregister.org.

Related Links

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MWU Clinical Psychology Program in Glendale

Clinical Psychology as a Career

American Academy of Clinical Psychology

American Board of Professional Psychology (ABPP)

American Psychological Association (APA)

American Psychological Society (APS)

Association of Psychology Postdoctoral and Internship Centers (APPIC)

National Council of Schools and Programs of Professional Psychology (NCSPP)

National Institute of Mental Health (NIMH)

Psychology Links from APS


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