GUIDELINES AND POLICIES GOVERNING THE OPERATION OF THE FLORIDA STATE UNIVERSITY CLINICAL PSYCHOLOGY PROGRAM

 

January 27, 2009

 

The requirements for the Master's and Doctoral degrees in Clinical Psychology at Florida State University are currently governed by three nested sets of guidelines and regulations: (a) the University's requirements as published in the current General Bulletin: Graduate Edition, (b) the Psychology Department's requirements in the current Psychology Department's Guidelines for the Operation of the Graduate Program, and (c) the Clinical Psychology Program requirements in this document. The Clinical curriculum was adopted by the Clinical Area in April, 1988, and amended periodically in subsequent years.  In addition to establishing formal amendments to the clinical curriculum, the Clinical Training Committee (comprised of all clinical faculty members and two clinical graduate student representatives) from time to time adopts policies that influence the curriculum and other requirements.

 

Your curriculum and requirements are ordinarily determined by the rules in effect in the semester in which you are first enrolled in the graduate program (i.e., by the University rules, the Departmental Guidelines, the Clinical Curriculum and the Clinical Policies in effect at that time).  If you enrolled in an earlier year, your course of study is probably determined by the rules in effect at that time (see exceptions below).  Thus, you should keep a copy of all relevant rules from the year you entered so that when you file your Master's and/or Doctoral Programs of Study you can document their propriety with reference to the rules applicable to your cohort. 

 

Although the vast majority of students subscribe to the rules that were in effect when they entered the program, there is a long standing University policy stipulating that, if the rules change, students may choose to abandon old rules in favor of the current ones.  This change must be documented, by a letter or by filing a modified Program of Study with the Director of Graduate Studies in Psychology.  If you exercise this option, the decision is irrevocable (i.e., you cannot revert back to the old rules later).  However, if subsequent revisions to the rules occur, you can elect to adopt the latest version.  Thus, you always have two choices: the package you are currently under (either by virtue of your admission date or a subsequent formal election to change), or the one currently in effect.  It should be emphasized that you cannot combine elements of two or more sets of rules to customize a program for yourself, nor can you ever switch to a set of rules other than the one currently in force.

 

 

General principles and policies

 

There are certain general principles and policies that underlie or otherwise govern the operation of all the specific rules and regulations:

 

1. Each set of requirements is regarded as minimal in that the next level is free to adopt more stringent requirements.  Thus, the Department can and does have additional requirements beyond those stipulated by the University, and the Area can and does impose additional requirements beyond those adopted by the Department.

 

2. The ultimate authority is the student’s Committee (Master’s or Doctoral, depending upon a student’s status in the program).  The Committee can always impose additional requirements beyond those of the University, Department, and Area.  This is typically done in connection with its consideration of the student's Programs of Study.  However, in the Clinical Area, recommendations and requirements may include mandatory experiences designed to develop or demonstrate proficiency as a practitioner as well as the need to complete formal academic coursework.  Note that the Master's/Doctoral Committees, Area, or Department cannot decrease or waive requirements set by other levels.

 

3. It is expected that a student who receives a doctoral degree from the Florida State University will complete the majority of his or her graduate education at the Florida State University.  Students who have previous graduate training should expect to take graduate courses from FSU faculty in addition to completion of required examinations and research projects.

 

4. Although most of the content of the documents in the governing documents available to you deal with academic requirements such as courses, grades and the like, it should be understood that the Ph.D. in clinical psychology is a professional as well as an academic degree.  Accordingly, student behavior must conform to high standards in areas beyond simple academic performance.  This includes, but is not limited to, professional ethics as well as personal integrity, responsibility, maturity, stability, and appropriate psychosocial functioning.  Students whose behavior indicates any problems liable to interfere with their clinical effectiveness may be advised to seek help to overcome these difficulties and must resolve them or face the possibility that they may be asked to leave the program. Violation of professional ethical standards is grounds for dismissal from the program.

 

5. The Clinical Program incorporates all University policies on equal opportunity, non-discrimination, academic honor, academic appeals and grievances, due process and all other academic regulations and procedures as detailed in the FSU Bulletin: Graduate Edition. Please see the University Notices and Academic Regulations and Procedures sections of that document (also available on line at http://registrar.fsu.edu/bulletin/grad/default.htm) for specifics.

 

 

 

CLINICAL CURRICULUM

 

The following is a summary of the curriculum currently required by the Clinical Training Committee.  Date of formal adoption is indicated in parentheses if it is later than 1988.

 

I.          General Core

 

The following Departmental core courses must be taken.  These will satisfy both the Departmental core requirements and APA requirements for bases of behavior.

 

a. PSB 5056 - Biological Psychology

 

b. DEP 5165 - Developmental Psychology

 

c. SOP 5053 - Social Psychology and PPE 5055 - Personality Theory

 

                                                            or

 

                        (new course) Personality and Social Psychology

 

            d. EXP 5406 - Conditioning and Learning

 

                                                or

 

               EXP 5508 - Cognition and Perception

 

II.         Research Methodology

 

a. CLP 5375 – Concepts and Methods of Clinical Psychology

 

b. PSY 6919-Design and Analysis in Psychology or EDF 5401 - General Linear Model, or an equivalent course subject to approval of  one’s committee (Fall, 2002)

 

c. One additional graduate statistics course of the student's choice, subject to approval of one’s committee.

 

III.       Determinants of Abnormal Behavior

 

a. CLP 6169 - Adult Psychopathology+

 

b. CLP 5475 - Child Psychopathology and Intervention*

 

+ Students must enroll in the section taught by psychology department faculty.

*Also listed under section V. below.

 

IV.       Assessment

 

a. PSY 5325 - Assessment:  Theory and techniques in construction, use, and evaluation of psychological assessment procedures, academic and intelligence testing, objective approaches in the assessment of personality. (revised Summer, 2003)

 

b. CLP 5624 – Ethics and Fundamentals of Professional Practice+ (Fall, 1998; revised Summer 2003)

 

+ Also listed under VI and VIII below.

 

 

V.        Behavior Change

           

a. CLP 5196 – Techniques of Behavior Change

 

b. CLP 5475 - Child Psychopathology and Intervention*

 

*Also listed under Section III. above.

 

VI.       Background

 

a. CLP 5624 – Ethics and Fundamentals of Professional Practice+ (Fall, 1998; revised Summer 2003)

 

b. PSY 5605 - History and Systems (changed to an independent readings course beginning Fall, 2006)*

 

+ Also listed under VI and VIII below.

 

VII.      Proseminar

 

PSY 6920r – Current Issues in Clinical Psychology (DCT Proseminar)*   

 

*This is a one credit course to be taken every fall and spring semester by all clinical students in residence. It can be audited if taking it will put one's schedule over 9 hours, but attendance is still mandatory. 

 

VIII.     Supervised Clinical Preparation and Experience

 

a. CLP 5624 – Ethics and Fundamentals of Professional Practice*: This course is taught to all first year students during their first summer in residence. Its primary goals are to prepare trainees for their first clinical practicum placement by examining and reviewing standards of ethical practice and by providing a systematic foundation in skills important for communication, interviewing, assessment, report writing, assessing dangerousness, differential diagnosis, and treatment delivery. It also will provide an orientation to the FSU Psychology Clinic. (Fall, 1998; revised Summer 2003

 

b. CLP 5941/42 - Clinical Practicum:  A minimum of 550 hours of supervised practicum experience must be completed in the Department's Psychology Clinic.  Students are required to enroll in practicum at the Psychology Clinic for a minimum of twelve consecutive months.  This is normally begun in the second year in the program.  Prerequisites for this course are: CLP 6944, CLP 6169, CLP 5325.

 

c, PSY 6948 - Psychological Internship:  Completion of a 2,000 hour APA-approved internship.+

 

*Also listed under VI and VIII below.

 

+It is up to the Student's Committee to determine whether the student should sign up for Internship hours.

 

No student can be cleared to receive the Ph.D. degree in Clinical Psychology until after the internship facility has certified to the Director of Clinical Training that the student has satisfactorily completed the internship.

 

IX.       Elective Courses/Seminars (requirement revised Fall 2006)

 

Graduate students in clinical psychology are required to take at least three graduate courses beyond those used to fulfill other requirements of the Clinical Program. These electives must be graded (i.e., not pass/fail) content seminars or courses (not practica) in which at least three-quarters of those enrolled for credit are graduate students (for classes that include students from both graduate and undergraduate course numbers, this refers to three-quarters of the total student enrollment across course numbers).  These electives are subject to approval by the student's Doctoral Committee. It is preferable that these electives are taken in the Psychology Department. A maximum of one of the three courses may be taken outside of the Psychology Department. However, students must obtain approval of the clinical faculty to allow outside courses to count toward the elective requirement. Students should provide the faculty with syllabi, credentials of the instructor, and provide a rationale for why the course is important for their training.

 

 

INITIAL TWO-YEAR SEQUENCE OF REQUIRED COURSES FOR STUDENTS IN THE CLINICAL PROGRAM*

 

 

FALL

SPRING

SUMMER

 

 

 

Year 1

Year 1

Year 1

Adult Psychopathology

Assessment

Ethics & Standards Professional Practice

Concepts and Methods

Techniques of Behavior Change

General core, statistics, or elective *

General core, statistics, or elective*

General core, statistics, or elective *

General core, statistics, or elective *

Research Apprenticeship

Research Apprenticeship

Research Apprenticeship

Proseminar

Proseminar

 

 

 

 

Year 2

Year 2

Year 2

Master’s Thesis

Master’s Thesis

Master’s Thesis

Child Psychopathology & Intervention

General core, statistics, or elective *

General core, statistics, or elective*

General core, statistics, or elective*

Clinical Practicum

General core, statistics, or elective*

Clinical Practicum

Proseminar

Clincal Practicum

Proseminar

 

 

 

*You should consult your major professor and DCT when selecting what course to take.

 

 

Additional Course Requirements to be completed in the 3rd & 4th years:

History & Systems of Psychology

Remaining General Core and Elective Courses/Seminars

 

 

 

 

 

 

OTHER POLICIES GOVERNING THE CLINICAL PROGRAM

 

In addition to required coursework, the Clinical Training Committee has from time to time adopted other policies pertinent to program requirements. The following collection of relevant policies has been extracted from previous clinical guidelines, minutes of clinical faculty meetings, and archival records of past clinical meetings and passed on to the present DCT by his/her predecessors.  They are roughly organized according to the stage of the student's academic career to which they apply.

 

1. Apprenticeships.  Whether or not one receives course credit for it, during the first three semesters (Fall, Spring, & Summer) every student is expected to spend up to 10 hours per week in research and related activity under the supervision of an assigned apprenticeship supervisor.  Department policy dictates that these apprenticeship hours be in addition to time put in for financial support.  For example, a student hired as an RA or a DA for 16 hours a week would still be expected to devote 10 hours to apprenticeship activities for a total of 26 hours a week.  RAs may be assigned to someone other than their RA supervisor, and DAs will typically be assigned to work on tasks for persons other than their apprenticeship supervisor.  (From Fall, 1983 through Fall, 1986 compilations).

 

2. Criterion for passing required courses.  All academic courses required by the program must be passed by a grade of B- or better. The overall average in these courses must be B or better. (Passed March 3, 1987).

 

3. Failure in courses.

 

            (a) Retaking required courses. A student failing to meet the requirement of B- or better in a required course must retake the course (or, at the option of the instructor, the part of the course that was failed) the next time the course is offered.  Students will be allowed to retake each course only once, and, according to University policy, no more than two failed graduate courses can be retaken (See Bulletin).  If the student fails a second time to achieve a B- or better, the student may file an appeal requesting that he or she be allowed to stay in the program.  The Clinical faculty as a whole will consider that appeal. (Passed March 31, 1987).

 

            (b) Failing grades:  If a grade lower than "B-" is given in a required clinical course, instructors are asked to submit a memo to the student's file to provide more precise information on the nature of the individual's poor performance. (Approved 3/30/99).

 

4. Completion of a data-based master’s thesis.  The intended goal of the master’s thesis is to provide students with a set of experiences that will enhance their ability to produce high quality research independently. That is, in the process of completing a master’s thesis, students obtain guidance and experience in summarizing existing scientific knowledge, generating questions of interest to the research community, designing research that can address those questions, conducting the research, and summarizing the resultant findings in the context of existing scientific knowledge. Therefore, although the Departmental Guidelines (Section II C 2. - 3.) are quite flexible where the requirement of an empirical master’s thesis and awarding of a master’s degree are concerned, the Clinical program has adopted the following requirements. All students seeking a master’s degree within the clinical program must complete a data-based master’s thesis and must follow the formal process of:

 

            (a) Establishing a master’s committee.

 

            (b) Preparing a document in which the work to be completed for the thesis is proposed.

 

            (c) Completing an oral defense and obtaining committee approval of the proposal.

 

            (d) Producing a written document that comprises the master’s thesis.

 

            (e) Completing an oral defense of the thesis.

 

The written proposal and thesis should be modeled on publication quality research reports. Although the student should review and obtain mastery of a large body of literature in preparation of the proposal and thesis, a written summary of this entire body of background knowledge is neither necessary nor desired in publication quality written products. Therefore, the introduction to the proposal and thesis should not exceed 10 pages, but should be able to stand on its own in the manner that the introduction to a grant application or journal manuscript provides sufficient information to contextualize and justify the study. One purpose of the oral defense is to allow students to demonstrate their mastery of the broader literature.

 

Steps (a), (b), and (c) above must be completed prior to conducting the proposed study. In most cases, this will mean that the oral defense of the proposal must occur prior to data (other than pilot data) being collected. The use of previously collected (archival) data may be proposed (see policy on data collection in #5, below). However, since the committee could decide that the data are insufficient to address the questions(s) posed in the study, the committee review and oral defense of the proposal (in which the committee can evaluate the goals of the study in the context of the available data) must occur prior to the student investing significant time and effort in data analysis.

 

Students who enter the clinical program having already been awarded a master’s degree from another institution can elect to have the master’s thesis reviewed by a committee that will determine if it meets the requirements for being granted a master’s degree from this program.

 

[This policy replaces the previous policy on “Alternatives to a data-based master’s thesis” and was approved 11/18/03.]

 

5. Data collection. Except with approval from all committee members, no data collected before defense of a thesis or dissertation prospectus may be used in that project. (Pilot testing is, of course, permitted and encouraged.)  This restric­tion is somewhat flexible for master's theses, but should be rigidly employed for dissertations.  (From Fall, 1983, compilation).

 

6. Completion of the Master's degree by the end of the third year.  Any student who has not successfully defended a Master's thesis by the end of the summer semester of the third year is expected to devote full attention to completion of the thesis until it is successfully defended.  The student should not enroll in practica or substantive courses, unless such courses further the thesis research and are approved by the student's Master's committee. (September, 1984 policy statement, revised September, 1988.) 

 

[Note: This policy supplements the financial support provisions in the Departmental Guidelines (Section IV-B-2).]

 

7. Independent project. Prior to defense of a dissertation prospectus, all students must complete an acceptable independent project in addition to the master’s thesis. This project may take a variety of forms including but not limited: 1) an empirical study; 2) a clinical case report; 3) a review of a research area; or 4) a grant proposal.  The nature of the project is to be decided by the student in conjunction with his or her master’s or doctoral committee. The project must be based on work done while a graduate student in this program. It may involve collaboration with faculty and peers, however, the student must be the principal author of the written product. The project must be separate from the student’s thesis (e.g., it cannot be the publication version of student’s thesis) or dissertation prospectus.  Regardless of the type of project selected by the student, the written product must be of the length and format appropriate for submission to a peer-reviewed professional journal or granting agency.  The written description of the project will be reviewed and approved by the student’s committee.

 

(Note: This section was adopted in Spring, 1998).

 

8. Clinical Practicum.  As indicated in the Clinical Curriculum summary, all clinical students are required to complete a 12-month practicum in the Psychology Clinic, usually during the second year in the program.  Students are also required to complete a minimum of 550 hours of supervised practicum experience in the Psychology Clinic.  As part of this practicum, students are required to attend a series of clinic orientation sessions, which typically occur during the second six-week term in the summer session preceding practicum enrollment.

 

9. Practicum log and summaries.  Students are required to keep a log of the number of client contact hours, supervision hours, and time spent on administrative tasks.  In addition the number of hours spent at staffing and case conferences should be kept.  These logs should be reviewed by supervisors on a monthly basis.  At the end of each semester, a "Practicum Summary Sheet" should be filled out and filed with the Graduate Secretary in the Main Office (not the DCT) where it will be filed in the student's Graduate folder. (Went into effect in August, l985 and applies to all students entering program after August, 1984.)

 

10.  Qualifying Exam for the Clinical Area (revision approved 8/2008).  All students must pass a qualifying exam to advance to doctoral candidacy. Students are eligible to take the preliminary doctoral exam after defense of their master’s thesis and completion of coursework for a master’s degree as well as completion of one year at the psychology clinic.  Students who enter the graduate program in Clinical Psychology without an approved master’s thesis must successfully complete the qualifying exam by the fall semester of the 6th year in the program.  Students who enter the graduate program with a master’s thesis that is approved by our faculty must successfully complete the qualifying exam by the fall semester of the 4th year in the program. It is expected, and strongly recommended, that students take the qualifying exam at least one year prior to these deadlines.  Extensions of the deadline for completing the qualifying exam will occur only in unusual and compelling circumstances.  Requests for extensions will be reviewed by the entire clinical faculty. Students must provide justification for the request and propose a timeline for completion of their graduate studies. Requests for extensions must be approved by a two-thirds vote of the clinical faculty.  Students who are not granted an extension and fail to pass the preliminary doctoral exam by the stated deadline will not be admitted to doctoral candidacy.

 

The qualifying evaluation involves the student developing a binder that contains 3 elements: course work, scholarly/research activity, and clinical activity. The purpose of the binder is to show the readiness of the student to conduct the doctoral dissertation. The student should discuss his/her readiness to submit the qualifying binder with his/her major professor. A student's program of research and future plans for courses, research, and clinical work should be informed by discussions that have occurred with the major professor prior to the development of the binder. The student is responsible for initially preparing the binder for review by the major professor without aid from faculty, fellow students, or anyone else.  When the binder is complete, it should be submitted to the major professor, who will then write a letter of support. At that time, the major professor may also offer the student general tips for revising items in the binder.

 

        (1) The course work section is comprised of the Ph.D. Program of Studies (completed with grades) to show adequate progress through the curriculum; future courses should be listed to indicate what course requirements of the program have not yet been met; and any other training activities (e.g., statistics workshops) undertaken during graduate school may be listed to further indicate relevant training experiences
        (2) The scholarly section is comprised of a research statement and an overview of research accomplishments during graduate school and is intended to show evidence of competence in research. The research statement should describe the student’s program of research including the master’s thesis and any other research activities of the student during graduate school. Future research directions (including the dissertation) should also be indicated. The research statement should not exceed 8 double spaced pages (12 pt. font; 1 in. margins). (Students are encouraged to review on Psynet sample research statements for tips on format and style.) The overview of research accomplishments can take the form of the Grants/Publications/Presentations sections of a vita. However, only research accomplishments stemming from work done during graduate school may be included. The independent project will be phased in as a requirement for the binder beginning in fall 2009 at which time a copy of the completed document must be included in the binder1. (Note that submission of the independent project in the qualifying binder will satisfy the program requirement of having the project approved by a faculty committee2.) The committee will look for evidence of research achievement, which can be demonstrated in a number of ways. The student should be as inclusive as possible when compiling the research accomplishments section of the binder. For instance, list Graduate Research Day presentations along with presentations at national/international/regional conferences. The student should also be as specific as possible when compiling the list of accomplishments. For instance, for conference presentations, indicate whether it was oral or poster; for grants, indicate the date it was submitted and provide the score and whether it was funded (if known); for journal articles, indicate the decision (e.g., revise and resubmit) if it is known.

        (3) The clinical section is comprised of a summary of the student’s clinical work during graduate school which describes current and past clinical placements, number of clients seen, and types of clinical work completed at each placement. Future plans for clinical placements should also be indicated (to give a sense of what additional clinical experiences the student might pursue). The chair of the qualifying exam committee will solicit a letter from the Clinic supervisor that supervised the student during the semester just prior to binder submission. Supervisors’ semester evaluations of work done at community placements may also be included in the binder. Finally, the student will provide a case conceptualization/treatment plan for one patient they have treated (with all identifying information removed). The clinical case conceptualization/treatment plan should not exceed 8 double-spaced pages (12 pt. font; 1 in. margins). (Students are encouraged to review on Psynet sample case conceptualization examples for tips on format and style.)
        (4) A letter of support should be submitted electronically by the major professor directly to the DCT for posting on Psynet (see Submission of the Binder section for details). The deadline for submission of the letter is the same as for the submission of the binder (see Eligibility, Evaluation Dates, and Evaluation Timeline section).

Submission of the Binder

The student should create an electronic version of the binder and send it via e-mail to the DCT who will forward it to be posted to a secure section of Psynet. The file name should include the student’s name and semester/year of submission (e.g., John Doe Qualifying Binder Fall2008). All members of the clinical training faculty will have access to the binders, but no one else will. As such, a student must submit only the final version of his/her binder to the DCT.

Evaluation/ Exam Committee
The qualifying binder will be reviewed by 3 randomly selected clinical training faculty members (not the major professor). One of the 3 committee members will be randomly assigned as the chair of the committee. The committee will evaluate the qualifying binder and then meet. At the committee’s discretion, a meeting can be called with the student to probe for more information if clarification is needed for the committee to come to a decision. The committee will then provide a brief report outlining strengths and weaknesses of the candidate as well as any recommendations for their continued professional development. The committee must unanimously decide the student is ready to move on to the dissertation OR make recommendations for continued work to remediate any deficiencies. When remedial recommendations are made, the chair of the committee will jointly notify the student and his/her major professor and schedule a meeting (which the major professor can opt to attend) to discuss them with the student, but the student has the option to meet with the committee regardless. In all cases, a copy of the committee's report will be sent to the student, his/her major professor, and the DCT by the chair of the committee. The DCT will notify the student, clinical training faculty, and the department’s Graduate Studies office once the student’s binder has been approved and he/she has been recommended for doctoral candidacy.

Eligibility, Evaluation Dates, and Evaluation Timeline
Students are minimally eligible for consideration for promotion to doctoral candidacy once they have been admitted to the doctoral program (typically upon successful defense of the master’s thesis) and have completed at least 1 year of service in the Psychology Clinic. Eligible students can submit a completed binder for consideration to the clinical training faculty via the DCT only during the first week of classes in the fall or spring semester. Formation of the Evaluation Committee, review process, and feedback to student with final decision will occur within 6 weeks after the submission period ends (i.e., by the end of the seventh week of classes).

 

 

 

1Students submitting the qualifying binder prior to fall 2009 are encouraged to include a copy of the independent project in the binder if it has been completed.

 

2Students submitting the qualifying binder prior to fall 2009 who do not include their independent project will need to submit their independent project to their thesis or dissertation committee for approval.

 

11.  Eligibility to apply for internship. To be eligible to apply for internship, students must have: (a) successfully passed their Preliminary Doctoral Examination including the oral defense, in its entirety by October 1st*; (b) successfully defended a dissertation prospectus; (c) satisfactorily completed 550 hours of practicum in the Psychology Clinic; and (d) their readiness for internship approved by a majority vote of the Clinical faculty at the Fall evaluation meeting.

 

(Note:  Section "a" was adopted in May, 1983, and modified in 2006 to specify the October 1st date. This date effects all students enrolling in or after Fall, 2006.  Section "b" was adopted in the Spring of 1998 and went into effect in the Fall of 1998. Section "c" was adopted in the Fall of 1988 and went into effect in the Fall of 1989.  Section “d” has existed continuously since the program's inception.)

 

12.    Completion of dissertation.  The university requires that students complete all requirements for the doctoral degree

within five years of completion of the Preliminary Doctoral Examination. Requests to extend time (beyond 5 years) to complete the requirements of the doctoral degree must be approved by a majority vote of the clinical area faculty.  Faculty will respond to a student’s request with one of the following options: a) refuse to grant the request (student will be dropped from the doctoral program); b) refuse to grant the extension but the student is allowed to retake the preliminary doctoral exam (the only option will be to take the regularly administered preliminary doctoral exam); if the student passes the exam, a timeline for completion of all requirements of the doctoral degree will be specified by the faculty; c) grant the extension with specified conditions (i.e., anything less than retaking the preliminary doctoral exam); or d) grant the extension with no specified conditions.

 

(Note: The limitations on requests to extend time to complete requirements of the doctoral degree were adopted in Fall, 2000.  These limitations apply to all students in the program).

 

13. Support. Except in extraordinary circumstances, students will receive stipends, departmentally governed placements, orother support beyond their fourth year (excluding internships) only after all eligible students in years one to four have re­ceived such appointments. (From Fall, 1983 compilation). Students who are not making adequate progress in the program and who wish to be employed for more than 20 hours per week must: a) have permission of the clinical faculty (majority vote); or b) request a leave of absence from the program (must be approved by the clinical faculty by a majority vote); or c) terminate their enrollment in the program (readmission can only be granted through formal reapplication).

 

(Note: Limitations on employment of students who are not making adequate progress in the doctoral program were adopted in Fall, 2000; these limitations apply to all students enrolled in the program). 

 

14.  Major Professors/Research Advisors.  Students in the doctoral program in clinical psychology are encouraged to work collaboratively with faculty and graduate students in the psychology department.  However, all students must upon entry to the program or at the point of formation of any committee have a designated and accountable major professor who is a full-time member of the clinical area of the psychology department. In the first year of the program, the supervisor for the research apprenticeship is the designated major professor.  In advance of any change in designation of major professor, the student must notify the Director of the Clinical Psychology Program of their intent. 

 

(Note: This rule was adopted in Fall, 2000; it applies to students who enter the program in or after Fall, 2001).