Loyola University Maryland

Psychology

Psy. D. Learning Aims / Competencies & Required Academic/ Training Activities

The competencies and required academic/ training activities of the Psy.D. program exist within the larger context of health service psychology, the principles of the American Psychological Association, and the mission of Loyola. Additionally, the development of these competencies and required academic/ training activities was guided by the six competencies adopted by the National Council of Schools and Programs in Professional Psychology (NCSPP; 1986-87 Mission Bay Conference), the NCSPP diversity competency (NCSPP, 2002 Chicago Conference), the Jesuit tradition of leadership and service and the department's own mission and philosophy of training.  Training is sequential, cumulative, graded in complexity, and designed to prepare students for further organized training.

Competencies & Required Academic/ Training Activities

The competencies and required academic/ training activities expected of graduates of the Psy.D. program are as follows:

 

Competency: Research 

Required Academic/Training Elements: 

  • Successfully designs and conducts a scholarly research project
  • Critically evaluates research and its implications based on an understanding of research design, psychometric theory, and ethical standards    
  • Designs, conducts and disseminates research ethically in a manner consistent with APA Ethical Principles of Psychologists and Code of Conduct and relevant laws, regulations, rules and policies (e.g., obtaining informed consent, maintaining confidentiality, and completing activities in a thorough and timely manner)
  • Designs, conducts and disseminates research with sensitivity to issues of diversity (e.g., aware of how own background and attitudes can impact research process, knowledgeable of current literature base on culture and research, skillful in using awareness and knowledge to engage in culturally competent research)

Competency: Ethical and legal standards

Required Academic/Training Elements: 

  • Demonstrates professional responsibilities in response to knowledge and awareness of ethical and legal principles and standards, models of ethical decision making and responds effectively to ethical dilemmas
  • Implements interventions ethically (e.g., obtaining informed consent, awareness of confidentiality and its limitations, maintains boundaries, completes activities in a thorough and timely manner)
  • Conducts assessments in a manner consistent with APA Ethical Principles of Psychologists and Code of Conduct and relevant laws, regulations, rules and policies (e.g., obtains informed consent, maintains confidentiality, and completes activities in a thorough and timely manner)
  • Demonstrates knowledge of the role of ethics in the science and practice of supervision as described in the APA Ethical Principles of Psychologists and Code of Conduct and relevant laws, regulations, rules and policies
  • Demonstrates knowledge of the role of ethics in the science and practice of consultation as is consistent with APA Ethical Principles of Psychologists and Code of Conduct and relevant laws, regulations, rules and policies
  • Designs, conducts and disseminates research ethically in a manner consistent with APA Ethical Principles of Psychologists and Code of Conduct and relevant laws, regulations, rules and policies (e.g., obtaining informed consent, maintaining confidentiality, and completing activities in a thorough and timely manner)

Competency: Individual and cultural diversity

Required Academic/Training Elements: 

  • Displays cultural competence in personal and professional interactions as defined by the APA ethics code
  • Implements interventions with sensitivity to issues of diversity (e.g., aware of how background and attitudes might influence selection of interventions, knowledgeable of the literature base related to culture and intervention, and skillful in using awareness and knowledge to appropriately tailor interventions to respond to the role of culture in therapy)
  • Conducts assessments with sensitivity to issues of diversity (e.g., demonstrates awareness of how own background and attitudes can impact test selection and interpretation, knowledge of current literature base on culture and assessment, and skillfulness in using awareness and knowledge to appropriately tailor assessments and communication of results in ways that respond to clients’ cultural background)
  • Demonstrates knowledge of the role of culture in the science and practice of supervision (e.g., aware of how background and attitudes might influence the supervision relationship, knowledgeable of the literature base related to culture and supervision, and skillful in using awareness and knowledge to appropriate tailor supervision to respond to the role of culture in supervision
  • Demonstrates knowledge of the role of culture in the science and practice of consultation
  • Designs, conducts and disseminates research with sensitivity to issues of diversity (e.g., aware of how own background and attitudes can impact research process, knowledgeable of current literature base on culture and research, skillful in using awareness and knowledge to engage in culturally competent research)

Competency: Professional values, attitudes, and behaviors

Required Academic/Training Elements: 

  • Uses appropriate dress, appearance and language in a clinical setting
  • Demonstrates honesty and integrity, including adherence to Loyola’s Academic Integrity, Standards of Conduct and Jesuit Values
  • Exhibits effective management of the stresses, challenges and demands of graduate school and awareness of self-care needs (e.g., personal psychotherapy, medical care) with a level of independence appropriate for level of training
  • Adheres to workplace procedures and policies
  • Demonstrates an interest in the learning process and in acquisition of new knowledge and skills
  • Demonstrates insight and awareness of attitudes and feelings about the therapeutic process issues
  • Continually assesses competence, limitations, and training needs through self-reflection, consultation, and supervision
  • Receptive to feedback, seeks out feedback when needed, and utilizes feedback effectively

Competency: Communication and interpersonal skills

Required Academic/Training Elements:

  • Demonstrates sensitivity to interpersonal dynamics and differences, including the ability to manage difficult communication
  • Demonstrates appropriate, respectful, and effective interactions with faculty, departmental and college staff/personnel, other students, other professionals, and clients
  • Able to produce and comprehend communications that are informative, well-integrated, and that demonstrate a thorough grasp of professional language and concepts

Competency: Assessment

Required Academic/Training Elements: 

  • Selects and administers appropriate evidence-based assessment measures based on relevant factors including presenting concerns, awareness of tests’ psychometric properties and limitations, and research
  • Records pertinent behavioral observations
  • Scores tests accurately
  • Integrates data from multiple sources in test interpretation (including when deviations from standardized conditions and specialized populations influence interpretation)
  • Demonstrates an ability to recognize decision-making biases, distinguishing the aspects of the assessment that are subjective from those that are objective
  • Properly utilizes DSM criteria in making diagnoses, including differential diagnoses
  • Integrates background information, behavioral observations, test data, and information from the literature and other disciplines for case conceptualizations
  • Writes clear, accurate, and comprehensive assessment reports (e.g., free of grammar and punctuation errors, reports limits to the validity of test data, includes strengths and weaknesses, uses nonjudgmental language, includes appropriate recommendations and referrals, answers referral question) relevant for intended audience
  • Provides clear, accurate, and comprehensive oral feedback to consumer regarding results of assessment (e.g., appropriately answers questions and monitors level of understanding) relevant for intended audience

Competency: Intervention

Required Academic/Training Elements: 

  • Demonstrates knowledge of diagnosis, theories and interventions in formulating treatment
  • Uses knowledge and critical evaluation of current treatment process and outcome literature to formulate treatment
  • Demonstrates knowledge of the ways in which assessment may affect theories and intervention
  • Demonstrates empathy and effective communication skills to establish rapport and maintain an ongoing collaborative therapeutic relationship with clients
  • Demonstrates an ability to conduct an intake interview/take a case history
  • Demonstrates an ability to implement evidence-based treatments
  • Demonstrates an ability to transfer, terminate or refer appropriately
  • Applies knowledge, experience, supervision and feedback to address how one’s limitations may affect intervention
  • Implements theory, method, and research relevant to intervention evaluation to monitor treatment progress and respond appropriately (e.g., use of POAMS data at the Loyola Clinical Center)
  • Assesses and documents treatment progress and outcomes in clinical notes and responds appropriately

Competency: Supervision 

Required Academic/Training Elements: 

  • Demonstrates knowledge of the science and practice of supervision (e.g., models and theories of supervision)
  • Effectively engages in the tasks of supervision in the role of supervisor (e.g., establishment, maintenance, and termination of supervisory relationship; evaluation of supervisee)  

Competency: Consultation and interprofessional/interdisciplinary skills 

Required Academic/Training Elements: 

  • Demonstrates knowledge of the science and practice of consultation (e.g., knowledge of established consultation models)
  • Demonstrates knowledge of and respect for the roles and worldviews of other professionsAble to work collaboratively and effectively in interprofessional settings



*Questions related to the program's accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE
Washington, DC 20002
Phone: (202) 336-5979
Email: apaaccred@apa.org
Web: www.apa.org/ed/accreditation

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