| The goals and objectives of the Psy.D. program exist within the larger context of professional psychology, the principles of the American Psychological Association, and the mission of Loyola College. The development of these goals and objectives 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 recently adopted diversity competency (NCSPP, 2002 Chicago Conference); the Jesuit tradition of leadership and service;and the departments own mission and philosophy of training. The NCSPP competencies of relationship, assessment, and intervention form the basis for the first three goals. The NCSPP competency of research, the "scholar" dimension of the "scholar-professional" model of training, and the department's own commitment to scholarly inquiry across all activities in professional psychology form the basis for the fourth goal. Finally, the NCSPP competencies of diversity, management/education, and consultation/supervision guided the development of the last goal. This goal is also based on the department's commitment to training students to adapt to the diverse and changing needs in professional psychology, its recognition that psychologists will increasingly function outside of their traditional roles, and its model of training in which students are encouraged to develop unique professional identities. The program's philosophy, educational model, and curriculum plan are consistent with the mission of Loyola College and the graduate division. They are also consistent with the following principles of the discipline: Psychological practice is based on the science of psychology which, in turn, is influenced by the practice of professional psychology. Training is sequential, cumulative, graded in complexity, and designed to prepare students for further organized training. A. Philosophy of training The members of the Psychology Department are committed to providing students with a strong background in clinical psychology and to training students to understand and adapt to the diverse and changing needs in professional psychology. Training will combine 1) a foundation of knowledge of the field with 2) the skills necessary for a systematic approach to answering questions, resolving problems, and enhancing the development of individuals and groups, as well as promotion of 3) the values and attitudes consistent with the practice of professional psychology. This training is built upon excellence in didactic and experiential methods of teaching and supportive mentoring relationships. B. Model of professional training The Psy.D. program endorses the “scholar-professional model” which is designed to train autonomous practitioners of professional psychology who will deliver mental health services and lead others in service to the general public in diverse settings. The Psy.D. program is committed to a professional development model of training in which each student is encouraged to develop a unique professional identity consistent with his or her own values, style, and philosophy. Within this framework, the program promotes the integration of theoretical and empirical literature in all types of professional decision-making. Investigation of varying theoretical models, interaction with diverse role models within the profession, and supervised experience in a broad range of models are encouraged. C. Goals and objectives The goals and objectives that specify the competencies expected of graduates of the Psy.D. program are as follows: Goal 1: Students will form and maintain professional relationships as service providers, colleagues and leaders with individuals with diverse identities and backgrounds (i.e., race, ethnicity, sexual identity, gender, age, socioeconomic status). Objective 1: Students will relate to others in accordance with the ethics and values of the profession, the APA Ethical Standards for Psychologists, and the Ignatian tradition (i.e., guided by care for the person: "cura personalis"). Objective 2: Students will behave in a manner that demonstrates consideration of and respect for the diversity of human experience. Objective 3: Students will use relationship skills to effectively perform in other professional competency areas.
Goal 2: Students will competently utilize a variety of professional assessment strategies. Competent use of these strategies will include an understanding of their value, psychometric properties, and limitations, as well as an appreciation for the role of individual diversity in the assessment process. Objective 4: Students will effectively utilize interview methods for assessment. Objective 5: Students will effectively utilize cognitive assessment strategies. Objective 6: Students will effectively utilize projective assessment strategies. Objective 7: Students will effectively utilize objective, standardized assessment strategies. Objective 8: Students will effectively integrate information from a variety of assessment sources in developing case conceptualizations. Objective 9: Students will effectively communicate assessment information in oral and written form.
Goal 3: Students will effectively use a variety of intervention strategies. Objective 10: Students will apply theory and empirically generated knowledge to systematically formulate a plan for resolving a problem or enhancing the development of individuals or groups. Objective 11: Students will effectively utilize at least two theoretical approaches (e.g., psychodynamic, behavioral, etc.) in their use of interventions strategies. Objective 12: Students will effectively apply intervention strategies that have been empirically validated.
Goal 4: Students will employ a scholarly, scientific approach to generating knowledge, resolving problems, and enhancing the development of individuals and groups. Objective 13: As scholars, students will behave in a manner that demonstrates a commitment to life-long learning. Objective 14: Students will understand and effectively use the scientific method to generate knowledge, while demonstrating an appreciation for multiple ways of knowing. Objective 15: Students will base their decisions on the broad knowledge base within psychology that informs professional work, including the following areas: a. Biological, cognitive, social and cultural bases of behavior and development. b. Theories of individual and system function, dysfunction and change. c. Historical context of clinical psychology.
Objective 16: Students will critically evaluate and utilize scholarly literature.
Goal 5: In response to the diverse and changing needs in professional psychology, students will effectively perform in emerging and/or nontraditional roles in clinical psychology. Objective 17: Students will demonstrate an understanding of the nature and requirements of each of the following roles: a. consultant (i.e., providing professional feedback, training, guidance to other professionals, groups, organizations) b. supervisor. c. manager (i.e., oversight and coordination of a professional activity) d. educator (i.e., providing formal instruction)
Objective 18: Students will effectively perform in one or more of the following roles (see Objective 17): a. consultant b. supervisor c. manager d. educator
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