ࡱ>  $&!"#zu- bjbj11 1SSMN N TLr L(((   r r r r r r r$tXwx1r     1r((Fr%%% (( r% r%%c h( !e4q\r0rePw%.wh h hwjl  %     1r1r%   r    w         N n:  Clinical Psychology Handbook Harvard University Department of Psychology Clinical Psychology Program: Philosophy, Structure, & Requirements Updated: August 1, 2016 Purpose of this Document The purpose of this document is to outline and describe the philosophy and structure of Harvard Universitys Clinical Psychology Program and to provide students with information about the courses, research, and clinical training required to earn a Ph.D. degree in clinical psychology. The Department of Psychology provides a Graduate Student Handbook that describes the requirements, structure, student funding, and resources for the Department in general (see http://www.wjh.harvard.edu/psych/gradoff/handbook.html). The current document supplements that Handbook for students in our Clinical Psychology Program. Contents Clinical Psychology Faculty 4Department Structure and Clinical Psychology Training Model 5Curricular Requirements for the PhD in Clinical Psychology5-7  Goals, Objectives, and Expected Competencies 7-8Time Line of Specific Requirements for the Ph.D. in Clinical Psychology 8-9Practical Clinical Training 10-11Student Progress Reviews 11Due Process and Grievance 12-14Student Admissions, Outcomes, and Other Data 14-18Appendix A: List of Potential Practicum Sites 19-27Appendix B: Clinical Skills Evaluation Form 28-30Appendix C: Graduate Student Annual Report Form 31-35Appendix D: Annual Student Evaluation Ratings 36-39 Harvard University Department of Psychology Clinical Psychology Faculty Core Faculty Jill M. Hooley, D.Phil. Richard J. McNally, Ph.D. John R. Weisz, Ph.D. Matthew K. Nock, Ph.D. Joshua W. Buckholtz, Ph.D. Director of Clinical Training: Richard J. McNally, Ph.D. Academic Director of the Clinical Program: Jill M. Hooley, D.Phil. Department Chair: Mahzarin Banaji, Ph.D. Director of Graduate Studies: Jesse Snedeker, Ph.D. Department of Psychology General Organization The Department provides Ph.D. training in the following areas: (1) Clinical Psychology, (2) Experimental Psychopathology, (3) Cognition, Brain, and Behavior, (4) Developmental Psychology, and (5) Social Psychology. The faculty for the Clinical Psychology program is the same as for the Experimental Psychopathology program. Clinical Psychology Training Model and Program The Clinical Psychology program adheres to a clinical science model of training, and is a member of the Academy of Clinical Psychological Science. We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and a clinical internship. The curriculum meets requirements for licensure in Massachusetts, accreditation requirements of the American Psychological Association (APA), and accreditation requirements of the Psychological Clinical Science Accreditation System (PCSAS). Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The program can be completed in five years (including the internship year), and at least two of these years must be in residence in the Department of Psychology at Harvard University. However, students often take five to six years to complete their course work and dissertation and an additional year to complete their clinical internship. Therefore, students take between five and seven years to complete the entire program. Our Ph.D. program in Clinical Psychology is accredited by the American Psychological Association. [Commission on Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242 Tel.: (202) 336-5500], and by the Psychological Clinical Science Accreditation System (PCSAS) [Psychological Clinical Science Accreditation System. 1800 Massachusetts Avenue, NW, Washington, DC 20036-1218 Tel.: (301) 455-8046]. The Director of Clinical Training (DCT) is Professor Richard J. McNally. As DCT, Professor McNally is the person students should contact with any questions about the activities, requirements, and responsibilities relating to the Clinical Psychology Program. Curricular Requirements for the Ph.D. in Clinical Psychology Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts and APA criteria for accreditation of clinical psychology programs. Students in the clinical psychology program are required to take all of the following courses: GENERAL COURSES Psych 2010 [Proseminar] Contemporary Topics in Psychological Research Psych 3200 Research Seminar in Clinical Science (years 1-3) ETHICS Psych 3900 Professional Ethics HISTORY OF PSYCHOLOGY Psych 2050 History of Psychology INDIVIDUAL DIFFERENCES Psych 2040 Contemporary Topics in Psychopathology RACIAL-ETHNIC BASIS OF BEHAVIOR Psych 2430 Cultural and Individual Diversity BEHAVIORAL ASSESSMENT & TREATMENT Psych 3250 Psychological Testing Psych 2460 Diagnostic Interviewing Psych 2420 Cognitive-Behavioral Treatment of Psychological Disorders Psych 2445 Psychological Treatment Research STATISTICS AND PSYCHOMETRICS Psych 1950 Intermediate Statistical Analysis in Psychology Psych 1952 Multivariate Analysis in Psychology Psych 3800 Psychometric Theory RESEARCH DESIGN AND METHODS Psych 1952 Multivariate Analysis in Psychology (meets Department statistics requirement also, as above) Students must take at least one course in each of the following areas. (Note: Affective and Social Neuroscience can fulfill the requirement for either Biological Bases of Behavior or Cognitive-Affective Bases of Behavior, but not both.) BIOLOGICAL BASES OF BEHAVIOR Psych 2480 Human Neuropsychology/Neuroanatomy Psych 2450 Affective and Social Neuroscience Psych 1355 The Adolescent Brain COGNITIVE-AFFECTIVE BASES OF BEHAVIOR Psych 2450 Affective and Social Neuroscience Psych 2400 Cognitive Psychology and Emotional Disorders SOCIAL BASES OF BEHAVIOR Psych 2500 Proseminar in Social Psychology Additional Training Requirements In accordance with APA guidelines for the accreditation of clinical psychology programs, clinical students also receive training in consultation and supervision informally within the context of clinical practica in psychological assessment and treatment (e.g., Psych 3050 Clinical Practicum), and formally in Psych 2445 (Psychological Treatment Research) and Psych 3900 (Professional Ethics). Such training begins in the second semester of the first year and typically continues throughout the students course of study in the program. Students receive broad and general training in cutting-edge developmental psychology during the first-year seminar (Psych 2010, Contemporary Topics in Psychological Research). Students also attend the twice-monthly Clinical Science brown bag speaker series. Finally, students complete a year-long clinical internship. Students are responsible for ensuring that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the Director of Clinical Training prior to registering. During the first two years, students are advised to complete as many curricular and academic requirements as possible. Many requirements can be completed before the deadlines stated below. See page 10 for additional information about Practical Clinical Training. Goals, Objectives, and Expected Competencies The philosophy and training model of the program is the clinical scientist model. Goal #1: To train clinical psychological scientists Objectives for Goal #1: The student will successfully complete the second-year research project and the doctoral dissertation. The student will publish original scholarly work in peer-reviewed scientific journals and in edited books. The student will present research at scientific conferences. The student will secure funding for research. Competencies Expected for these Objectives: The relevant competencies are the ability to design, conduct, and write up ones original research. How Outcomes are Measured and Minimum Levels for Achievement (MLA) for these Objectives/Competencies: The MLA for competency in designing, conducting, and writing up ones original research is successful completion of both the written evaluation of the doctoral dissertation and the oral defense of the dissertation as evinced by all four members of the dissertation committee voting to pass the students written doctoral dissertation and the students oral defense of the dissertation. Measurable outcomes relevant to the objectives for this goal include the number of published peer-reviewed journal articles, chapters, conference presentations, external grants secured, and internal grants/fellowships earned. Goal #2: To train competent clinical practitioners Objectives for Goal #2: The objectives comprise: 1) acquisition of basic clinical skills, 2) ability to diagnose mental disorders, 3) ability to conduct and interpret standardized psychological tests, and 4) acquisition of psychotherapeutic knowledge and expertise. Competencies Expected for these Objectives: 1) Exhibiting basic clinical skills essential for practice and for learning from supervision; 2) diagnostic expertise; 3) testing expertise; and 4) psychotherapeutic expertise. How Outcomes are Measured and Minimum Levels for Achievement for these Objectives/Competencies: The MLA for competency #1 is a score at least a 2 (Adequate) on the 1 through 4-point Clinical Skills Evaluation Form for each of 18 criteria (Appendix C, pp. 30-31). The MLA for competency #2 is a grade of B+ in Psych 2460 (Diagnostic Interviewing). The MLA for competency #3 is a grade of SAT in Psych 3250 (Psychological Testing). The MLA for competency #4 is a grade of B+ in Psych 2420 (Cognitive-Behavioral Treatment of Psychological Disorders). Goal #3: To train scholars knowledgeable in psychopathology and clinical science: Objectives for Goal #3: To master the current literature in psychopathology and clinical science. Competencies Expected for these Objectives: Students will be capable of understanding the literature in psychopathology and clinical science, and to evaluate theoretical, empirical, and clinical claims critically. How Outcomes are Measured and Minimum Levels for Achievement for these Objectives/Competencies: The MLA for the competencies for this goal is a grade of B+ in Psych 2040 (Contemporary Topics in Psychopathology), Psych 2445 (Psychological Treatment Research), and Psych 2420 (Cognitive-Behavioral Treatment of Psychological Disorders), and passing the Generals Exam at the Ph.D. level by achieving a score of Pass Minus on each question of the exam. Time-Line of Specific Departmental Requirements for the Ph.D. in Clinical Psychology First Year Required Courses (B+ or above): Psych 2010, Contemporary Topics in Psychological Research (Proseminar); this is a survey of the several areas of study covered by the department, team-taught by all members of the faculty. Psych 1950, Intermediate Statistical Analysis in Psychology First-year research project. Students in the first year are required to select a faculty mentor who will help the student develop a research project (either part of ongoing faculty research or research initiated by the student and approved by the mentor). A proposal of the project is submitted in late fall for approval by the Committee on Higher Degrees (CHD). A scholarly report is required and will be evaluated by the mentor and completed by May of the first year. Second Year Required Courses (B+ or above): Psych 1952, Multivariate Analysis in Psychology Psych 2040, Contemporary Topics in Psychopathology (by the end of the second year). Second-year project. Students should begin work as early as possible under the supervision of a faculty member and second reader, assigned by the Committee on Higher Degrees, on an empirical research project of their own devising. The project must be completed and written up in the style of a journal article prior to the end of the spring term of the second year. An oral report on the findings is presented at a meeting scheduled late in the spring of the second year, attended by all faculty members and graduate students. General Exam. The General Exam is a six-hour examination covering in considerable depth the fields of clinical psychology and psychopathology. Faculty members in the clinical program develop, administer, and grade the exam. The exam is administered in in August before the start of the third year. Third & Fourth Year Doctoral Dissertation Prospectus. By the end of the first term of the fourth year, students will complete the design for an original project (it often grows out of the second-year research study) that will culminate in the dissertation. The design is submitted to a prospectus committee, appointed by the CHD, consisting of faculty members interested in the topic. That committee must approve the plan, and its members ordinarily continue to work closely with the student. Alternatively, students may choose the three-paper option, consisting of three journal articles (published or submitted) addressing a common theme. Fifth Year Thesis and Oral Defense. The completed dissertation must be prepared as described in  HYPERLINK "http://www.gsas.harvard.edu/academic/thesis.html" \t "_new" The Form of the Doctoral Thesis (http://www.gsas.harvard.edu/academic/thesis.html), defended at an oral examination, and approved by the department faculty. Clinical Internship. Ideally, this would occur in the fifth year. However, conducting research in clinical psychology and psychopathology usually takes more time to complete than research in other areas of psychology. Accordingly, students often do their internship in either the sixth or seventh year in the program. Students are required to complete all course work and practicum training and to defend their dissertation prospectus prior to applying for internship. Students are strongly encouraged to complete all data collection for their dissertation prior to departing for internship. Students in the Clinical Program must successfully complete internship before being granted their doctoral degree. For example, students who complete their internship in June or July will be eligible to receive their doctoral degree the following November (provided they have successfully defended their dissertation and completed all other degree requirements). Master's Degree Students may be recommended for the non-terminal degree of Master of Arts upon completion of the relevant GSAS residence requirements and satisfaction of the degree requirements detailed above for the first two years of graduate study (e.g., completion of the Second-Year Project). Celia Raia typically contacts students when they are eligible to petition for this degree. However, it is the students responsibility to initiate and complete this process. Practical Clinical Training Students in the Clinical Psychology Program are required to register for and complete six semesters of practical clinical training (e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment). This typically begins in the second semester of the first year and continues through the third (and sometimes fourth) year. Most students elect to enroll in practica each semester; however, this is not required. Students may refrain from clinical practica during one or more semesters to focus more intensively on their research. This is not at all discouraged; however, such an arrangement requires permission from ones primary advisor. Clinical practicum placements typically begin each July (or September) and are made in direct consultation with the Director of Clinical Training (DCT). Placements are made based on students clinical training goals, current level of experience, quality of the training site, and students current standing in the program (e.g., students who have failed to satisfy academic requirements will be advised to satisfy them before receiving a practicum placement). Students enroll in the observational practicum in the spring semester of their first year, and this occurs at Cambridge Hospital. Beginning in the summer after their first year, or the fall semester of their second year, students enroll in their first clinical practicum. More advanced clinical practica, including assessment/testing practica, typically occur in the third year and beyond. Students should inform the DCT in writing each February 1st which practicum placement best suits their interests and skill level, plus two others should their first choice be unavailable. The purpose of this process is to ensure that all students receive adequate guidance on obtaining the placement that best matches their qualifications and will best prepare them to meet their intended goals. Clinical practicum placements should meet the following criteria: (1) Provide 4+ hours of direct, practical training in evidence-based assessment and treatment procedures (engagement in more than 8 hours of clinical work per week must be approved by the DCT). This may involve: Observing clinical assessments or treatments Attending case conference and didactic sessions Conducting diagnostic assessments Performing psychological testing and report writing Providing individual, group, or family therapy (2) Provide at least 1 hour of supervision for every 4 hours of direct client contact (a ratio of 1-to-1 is preferred). Sites must agree to provide: At least 1 consistent supervisor to the student for the duration of the placement A written evaluation of the students performance at the conclusion of the placement (3) Provide training for at least one semester (1-year placements are preferred) Please see Appendix A for a list of practicum placements in which our students have trained in previous years. Please see Appendix B for the Clinical Skills Evaluation Form completed by each students practicum supervisor at the end of the practicum. Focus on Clinical Science Given the clinical science orientation of our program, we are committed to ensuring that students receive training in a range of evidence-based assessment and treatment practica. In addition, students are encouraged to seek out and develop opportunities to incorporate research experiences as part of their practicum training. This may take many different forms, depending on the training site, training faculty, and the individual student. Examples include: Participating in program/treatment evaluation (including data analysis, manuscript preparation) Conducting a single-case experimental study of treatment provided (appropriate in all settings) Development of manualized assessment or treatment guidelines Policy on Voluntary Clinical Experiences In addition to the recommended six semesters of practicum training, students may also engage in short-term voluntary clinical experiences as they arise (e.g., conducting assessments or interventions on a time-limited project). Students should receive DCT consultation and approval before engaging in such experiences. Clinical Internship Students in the Clinical Psychology Program must complete a one-year clinical internship. This occurs following the completion of all academic and training requirements, typically during students fifth or sixth year of graduate study. Students must have defended their dissertation proposal successfully prior to applying for internship. Students should endeavor to collect all their dissertation data, if possible, prior to commencing their internship. Clinical internships provide students with an intensive, supervised clinical training experience and always occur outside the Department of Psychology. There is a formal application process (akin to applying to graduate programs) that is managed by the Association of Psychology Postdoctoral and Internship Centers (APPIC). Detailed information about internship programs and the application process can be found at  HYPERLINK "http://www.appic.org" www.appic.org. The DCT and other faculty work closely with students to help prepare for clinical internship. Students are encouraged to speak with the DCT and other clinical faculty if they have any questions about preparing for internship (as well as post-docs and faculty positions). Student Progress Reviews At the end of each academic year, students provide their primary advisor with a review of their progress for that graduate year, including information about academic requirements satisfied, research productivity, teaching, clinical experiences, current and future funding arrangements, and a self-revaluation of basic competencies relevant for clinical practice (see Appendix C). Advisors provide students written feedback on their progress as well as guidance for future advancement in the program (Appendix D). The purpose of this process is to ensure that all students have ongoing feedback about their progress and that they receive continuous guidance regarding satisfaction of program requirements and steady progression of research, academic, and clinical development. Due Process and Grievance Procedure If a graduate student has a grievance with their advisor or other faculty, they should address that grievance as follows. Minor grievances are expected to be discussed maturely, and ideally resolved, with the offending parties. To address a major grievance, which includes sexual harassment and instances of unprofessional conduct (e.g., stealing or fudging data), graduate students should first talk either with the DGS (Head of CHD) [Director of Graduate Studies = Head of the Committee on Higher Degrees] or with one of the GSAS [Graduate School of Arts and Sciences] Deans (Garth McCavana or Margot Gill). These officers will discuss options and procedures with the graduate student. Graduate students will likely be encouraged toward informal discussion and mediation with confidential officers, especially if the complaint is of moderate seriousness and it is believed to be in the best interest of the student to resolve the issue informally. A formal complaint involves signing and filing a petition. This petition will be shown to the accused person who will file a written response, in turn shown to the complainant. FAS [Faculty of Arts and Sciences] states in writing that such an internal hearing procedure does not foreclose subsequent legal action, and that every effort will be made to protect the individual bringing the complaint from reprisals and to protect the respondent from irresponsible complaints. For more information about the time table and specific process for lodging a formal complaint, talk with the DGS or GSAS Deans. Policies regarding continuance and termination Each students advisor provides one-on-one mentoring and guidance regarding research, course work, teaching, and clinical activities throughout the year. At the end of each academic year, the student completes an Annual Report describing his or her achievements and progress in the program. This report provides the basis for a discussion between the student and the advisor with regard to the students progress and plans for the upcoming year. Satisfactory progress enables the student to continue in the program. The report and this discussion also provides the basis for identifying any problems that may have arisen in course work, research progress, or provides the basis for discussion of progress with the students advisor. The advisor, in consultation with the Academic Director of the Clinical Program and the Director of Clinical Training (DCT), will specify in writing a timetable of what the student needs to do to rectify the problem and return to good standing (e.g., retaking a course, finishing course work to remove an Incomplete grade). Written feedback regarding the students success (or lack thereof) in meeting this objectives is provided by the advisor. Practicum supervisors provide written feedback and evaluation of students on practicum and they mail these reports to the Director of Clinical Training (DCT). If problems are identified, the DCT will inform the advisor of these difficulties. The advisor, the DCT, or both will meet to discuss the problem with the student and ascertain what needs to be done to rectify it. A plan to rectify matters will be put in writing, and written feedback regarding whether matters were rectified will be provided to the student. Students who fail to achieve satisfactory grades in courses (UNSAT, B or lower, Incomplete), fail to make progress in research (e.g., not completing the Second-Year Project in a timely manner), fail to pass the Generals Exam at the Ph.D. level, or fail to receive satisfactory practicum evaluations are subject to termination from the program. Termination, however, occurs only after the student has been provided written feedback on what he or she needs to do in order to return to good standing, and has failed to achieve these objectives by the deadlines specified. The Department of Psychologys Committee on Higher Degrees (CHD) is alerted to students who are having academic difficulties, and the Head of the CHD is consulted with regard to plans either to rectify the problem or to terminate the student from the program. Termination must be authorized via the CHD. Assessing Students in the Clinical Science Program I. General Departmental Requirements All students must be in academic good standing, according to the standards applied to all other students in the department. II. Clinical Science Requirements The Clinical Science Program has an obligation to provide society with intellectually, emotionally, socially, and morally aware psychologists who are prepared to serve society by caring for and improving the condition of others. In keeping with the APAs Ethical Principles of Psychologists and Code of Conduct, including the cornerstone principle that psychologists must strive to benefit those with whom they work and take care to do no harm, the program has adopted the following requirements: A. To work effectively with all patient populations, students must be competent in the following foundational capacities (based on those recommended by Kaslow et al., 2007, Journal of Consulting and Clinical Psychology): 1. critical thinking 2. judgment 3. ethical behavior 4. professionalism 5. maintaining appropriate boundaries 6. interacting effectively with others 7. self-awareness regarding areas of weakness 8. ability to respond to feedback 9. ability to work effectively with others 10. citizenship 11. ability to regulate negative emotions (e.g., anger, anxiety) 12. honesty and integrity 13. emotional maturity 14. ability to resolve conflict 15. respect for and tolerance of diversity (racial, ethnic, religious, social or political) 16. willingness to learn and grow as a professional B. In the event that faculty members have serious concerns about deficiencies in a student's foundational competencies, the following procedure will be followed: 1. The faculty member would raise the concerns in a formal meeting with the student. 2. If there is no forthcoming evidence of clear and marked improvement, the faculty member would raise the concerns in a meeting of the clinical science faculty. 3. The clinical science faculty would make suggestions about how to help the student, and the faculty member would try to implement these suggestions. Suggestions may include mentoring, tutoring, referral for counseling, recommendations for a leave of absence, or other forms of assistance designed to remediate difficulties and foster competency. 4. If after a reasonable period of time there is no evidence that the student has improved, the faculty member would report this back to a meeting of the clinical faculty. 5. Two or more of the clinical faculty would discuss the situation with the student, and report this discussion to the clinical science faculty. 6. The clinical faculty will discuss whether the student is likely to be able to improve in the relevant foundational competencies. If they decide that this is not likely, they will formally vote whether to ask the student to leave the clinical program. Prior to a faculty vote on dismissal from the program, it is advisable that the student be notified in writing of the concerns of the clinical faculty and have an opportunity to respond to those concerns. 7. If the majority of the clinical faculty members vote to terminate a student from the clinical program on grounds of inadequate foundational competencies, the student will receive a letter signed by the head of the clinical area and the director of clinical training. The CHD will also be notified of the decision. 8. Termination from the clinical program because of deficiencies in foundational skills does not necessarily mean that the student is terminated from the department; that is up to the CHD. Students who are terminated from the clinical program are free to engage in graduate work in other areas if they are willing and able to do so. Student Admissions, Outcomes, and other data Time to Completion  EMBED Excel.Sheet.12  2. Program Costs Program CostsDescription2016/17 1st-year Cohort CostTuition for full-time students (in-state)$47,038Tuition for full-time students (out-of-state)$47,038 Tuition per credit hour for part-time students (if applicable enter amount; if not applicable enter "NA")N/AUniversity/institution fees or costs Included in tuitionAdditional estimated fees or costs to students (e.g. books, travel, etc.)$300; travel grants to conferences are provided Harvard Psychology Department Standard Financial Aid Award, Students Entering 2016 The financial aid package for Ph.D. students entering in 2016 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Ordinarily students will not be allowed to teach while receiving a stipend in years one and two, although second-year students who have the support of their adviser may petition the dean to do a small amount of teaching. Year 1 (2016/17) and Year 2 (2017/18) Tuition & Health Fees: $47,038 (Paid in Full) Academic Year Stipend: $27,600 (10 months) Summer Research Award: $5,520 (2 months) Year 3 (2018/19) & Year 4 (2019/20) Tuition & Health Fees: Paid in Full Living Expenses: $27,600 (Teaching Fellowship plus supplement, if needed) Summer Research Award: $5,520 (2 months) Year 5 (2020/21) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees: Paid in Full Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees Paid in Full Stipend for Living Expenses $27,600 The academic year stipend is for the ten-month period September through June. The first stipend payment will be issued at registration with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years, and will be disbursed as one lump sum in June of each year. In the third and fourth years, the guaranteed income of $27,600 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching. The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree. Since financial support is the shared responsibility of the Graduate School, the department, and the student, students are be encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. Students who win awards, such as NSF graduate fellowships, are obligated to accept the outside award in place of the Harvard award and are eligible for an incentive award from Harvard of up to $4,000 for each academic year of outside funding. For more information, see Financing Graduate Study at  HYPERLINK "http://www.gsas.harvard.edu/images/stories/pdfs/financing_grad_study.pdf" www.gsas.harvard.edu/images/stories/pdfs/financing_grad_study.pdf Psychology students are eligible to apply for generous research and travel grants from the Department, and are eligible for a one-time professional development fund of up to $2,500 from the Graduate School, to be used for approved expenses in the third year or later. Registration and Financial Aid are always subject to maintaining satisfactory progress toward the degree. The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change. Internships  EMBED Excel.Sheet.12   EMBED Excel.Sheet.12  Attrition  EMBED Excel.Sheet.12  5. Licensure LicensureOutcome2006-2016The total number of program graduates (doctoral degrees conferred on transcript) between 2 and 10 years ago24The number of these graduates (between 2 and 10 years ago) who became licensed psychologists in the past 10 years14Licensure percentage58% Appendix A. List of Potential Practicum Sites Appendix A. List of Potential Practicum Sites SiteSupervisors Hours Training Experiences Notes YearMGHOCD and Related Disorders Clinic Sabine Wilhelm, Ph.D., Wilhelm@psych.mgh.harvard.edu Noah Berman, Ph.D.,  HYPERLINK "mailto:nberman@mgh.harvard.edu" nberman@mgh.harvard.edu- Cognitive-behavioral individual tx of OCD, BDD, trichotillomania, and tic disorders -Supervision and team meetings See:  HYPERLINK "http://www.massgeneral.org/allpsych/PsychNeuro/PsychNeuro_ocd.htm" http://www.massgeneral.org/allpsych/PsychNeuro/PsychNeuro_ocd.htm -Clinical research site2+Center for Anxiety and Traumatic Stress Disorders Massachusetts General Hospital One Bowdoin Square, 6th Floor Boston, MA 02114 Luana Marques, Ph.D. lmarques@partners.org10+ hours per weekBrief Description: This practicum is designed to introduce students to the assessment and empirically supported treatments (ESTs) of patients suffering from various Anxiety Disorders as well as Complicated Grief. Students will be expected to work a minimum of 10 hours per week for one academic year. Students will receive in depth training in administration of various standardized instruments including but not limited to SCID, MINI, LSAS, etc. Additionally, students will be exposed to ESTs and be able to co-lead CBT groups as well as to treat individual patients under the direct supervision of Dr. Marques. Students must be available at least one evening per week to co-lead CBT groups. For students interested in research, opportunities may be available for collaboration on conference presentations and manuscripts. However, these research projects will require an additional time commitment. Advanced students preferred but those with less clinical exposure will also be considered. However, students must have satisfactorily completed their SCID training course prior to beginning practicum. July start would be preferred to allow for orientation to clinical procedures. However, in rare circumstances, September start date would be considered. -Clinical research site2+Bipolar Clinic & Research Program, MGH, 50 Staniford Street, Suite 580, Boston, MA 02114Thilo Deckersbach, Ph.D.  HYPERLINK "mailto:tdeckersbach@partners.org" tdeckersbach@partners.org Louise Sylvia, Ph.D.  HYPERLINK "mailto:lsylvia2@partners.org" lsylvia2@partners.orgSee  HYPERLINK "http://www.manicdepressive.org/" http://www.manicdepressive.org/ for more information.-Clinical research site2+MGH Chelsea HealthCare Clinic 151 Everett Avenue Chelsea, MA 02150 (617) 884-8300CBT: Luana Marques, Ph.D.  HYPERLINK "mailto:lmarques@partners.org" lmarques@partners.org Neuropsychological testing: Nancy Lundy, Ph.D. Lundy.nancy@mgh.harvard.eduEvidenced-based CBT interventions with an ethnically and clinically diverse outpatient population Neuropsychological assessmentCambridge HospitalObservational PracticumKimberlyn Leary, Ph.D., kleary@challiance.org ~2-6/wk-Observe clinical evaluations & interventions, attend seminars1Central Street (Adult Outpatient Clinic)Marla Eby, PhD Deborah Woodford, PhD Deidre Barrett, PhD Patricia Harney, PhD16-20/wk-Conduct intakes (1/wk) -Conduct individual psychotherapy (8/wk) with wide range of adult disorders -Observe and co-lead anxiety management groups -Weekly supervision , seminars, & case conference (3-4 hrs/wk) See:  HYPERLINK "http://www.challiance.org/departments_ii/outptserv.htm" http://www.challiance.org/departments_ii/outptserv.htm -Additional hrs for paperwork -Hours and caseload may be flexible3+Somerville Hospital (Adolescent Inpatient and Assessment Unit)Eric Nass, PhD Sharon Greenwald, PhD 16-20/wk (Sept-May)-Individual (1-2 cases) and group (1/week) psychotherapy -Supervision (1 group), seminars (3hrs), and grand rounds (1hr) -Inpatient assessment and treatment -Individual, family, and group therapy -Coordinate with school and other outside systems including DSS See:  HYPERLINK "http://www.challiance.org/departments_ii/acuteservices.htm" http://www.challiance.org/departments_ii/acuteservices.htm 3+Asian ClinicLisa Desai Xialolu Hsi, PhD Pedro Barbosa, PhD 16-20 hrs (Sept-May)-Individual psychotherapy (8-10hrs) -Supervision (3hrs), seminars, team meetings, case conference See:  HYPERLINK "http://www.challiance.org/departments_ii/outptserv.htm" http://www.challiance.org/departments_ii/outptserv.htm for more information. -February application3+Victims of ViolenceJudith Herman, MD Jayme Shorin, LCSW Barbara Hamm, PsyD20/wk-Individual (8 hrs/wk) and group (1.5 hrs/wk) psychotherapy, including a stress management group -Supervision (1hr), seminars (6hrs), and case conference (2hrs) See:  HYPERLINK "http://www.challiance.org/departments_ii/victimsofviolence.htm" http://www.challiance.org/departments_ii/victimsofviolence.htm 3+McLean HospitalOCD InstituteJason Elias, Ph.D., jelias@mclean.harvard.edu ~10hrs-Individual exposure and response prevention therapy (8hrs) -Group therapy (1hr), supervision (1hr), case conference (1hr) See:  HYPERLINK "http://www.mclean.harvard.edu/patient/adult/ocd.php" http://www.mclean.harvard.edu/patient/adult/ocd.php -20hr minimum if carrying individual cases2+Adult Develop. DisabilitiesKaren Shedlack, MDSee:  HYPERLINK "http://www.mclean.harvard.edu/patient/adult/ddph.php" http://www.mclean.harvard.edu/patient/adult/ddph.php 3+Child/Adolescent ProgramJoseph Gold, MD See:  HYPERLINK "http://www.mclean.harvard.edu/patient/child/" http://www.mclean.harvard.edu/patient/child/ 3+Geriatric Jim Ellison, MDSee:  HYPERLINK "http://www.mclean.harvard.edu/patient/geriatrics/" http://www.mclean.harvard.edu/patient/geriatrics/ 3+3 East Day ProgramMichael Hollander, Ph.D., Dialectical Behavior Therapy with patients with Borderline Personality Disorder and related conditions2+Klarman CenterPatricia Tarbox, LICSW-Co-lead CBT-modeled self-esteem group and perfectionism group for residential eating disorder patients. -Co-lead weekly media culture group for center residents.2+Behavioral Health Partial ProgramThrstur Bjrgvinsson, PhD, ABPP, Director,  HYPERLINK "mailto:tbjorgvinsson@mclean.harvard.edu" tbjorgvinsson@mclean.harvard.eduAt the Behavioral Health Partial Hospital Program (BHPP), we help individuals to develop skills that improve their mood and ability to function in hopes of allowing them to better cope with life circumstances. To achieve this mission, the BHPP utilizes cognitive behavioral therapy (CBT) approaches (including dialectical behavioral therapy [DBT] skills for a wide range of conditions such as mood and anxiety disorders, personality disorders, thought disorders, and substance use disorders.Franciscan Hospital for Children (joint Child & Adolescent training program with McLean)Eric Benson, Ph.D., ebenson@fhfc.orgChildrens HospitalEugene J. DAngelo, Ph.D., ABPP Chief, Division of Psychology Director, Outpatient Psychiatry Service Department of Psychiatry Childrens Hospital Boston 300 Longwood Avenue Boston, MA 02115 Eugene J. DAngelo, Ph.D.Assessment and treatment of children and adolescents with diverse behavioral disordersMassachusetts Mental Health CenterCognitive-Behavioral Therapy Team Robert Goisman, MD Susan Gelfman, OTR/T-Work with patients in the Partial Hospitalization Program for Schizophrenia. -Individual therapy -Group therapy for specific goals, such as to decrease paranoia and delusions, increase self-care, or lessen addictions. 2+Southard Clinic, Massachusetts Mental Health Center, 180 Morton Street, Jamaica Plain, MA 02130June Wolf, PhD, ABPP  HYPERLINK "mailto:June_wolf@hms.harvard.edu" June_wolf@hms.harvard.edu Patients may receive psychodynamic, cognitive-behavioral, psychopharmacologic, or family systems treatment, individually, in couples, or in groups. Southard Clinic clients may be self- referred or by counseling centers, practitioners at other hospital outpatient services, and private practitioners in the community at large. Trainees also have the opportunity to work in sub-specialty areas such as psychological testing, cognitive-behavioral therapy, and psychopharmacology. See  HYPERLINK "http://www.massmentalhealthcenter.org/training/index.htm" http://www.massmentalhealthcenter.org/training/index.htm for more information. Dialectical-Behavioral Therapy Team (Partial Hospitalization Program)Rudolph Blier, PhD Christopher Morse, PhD Elizabeth Simpson, MD-Teach skills, lead addiction groups, do individual therapy with Borderline Personality Disorder and Paranoid Schizophrenic patients3+PREP (Prevention and Recovery in Early Psychosis) Michelle Friedman-Yakoobian, Ph.D. mfriedm3@bidmc.harvard.eduSee  HYPERLINK "http://www.massmentalhealthcenter.org/clinicalservices/programsandservices-prep.htm" http://www.massmentalhealthcenter.org/clinicalservices/programsandservices-prep.htm for more information.2+CEDAR (Center for Early Detection, Assessment, and Response to Risk)Michelle Friedman-Yakoobian, Ph.D. mfriedm3@bidmc.harvard.eduThe CEDAR clinic helps young people and their families Understand recent changes in thoughts, feelings or behavior Consider treatment options Stay on track or get back on track with work, school or self-care Learn strategies for reducing stress and increasing protective factors Who does CEDAR serve? The CEDAR clinic is for young people (ages 14-30) who are experiencing new or worsening symptoms that may be warning signs for psychosis. These can include: Difficulties thinking clearly or concentrating Suspiciousness or uneasiness with others Increased sensitivity to sights or sounds Withdrawing from friends and family Beth Israel Deaconess Medical CenterBehavioral Neurology UnitMargaret OConnor, PhD, ABPP Bonnie Wong, PhD Regina Bower, LCSWSee  HYPERLINK "http://www.bidmc.harvard.edu/display.asp?node_id=6106" http://www.bidmc.harvard.edu/display.asp?node_id=6106 for more information.2+Center for Anxiety and Related Disorders (CARD) CARD is affiliated with Boston University.Child Anxiety Disorders: Rachel Merson, Ph.D.,  HYPERLINK "mailto:rmerson@bu.edu" rmerson@bu.edu Adult Anxiety Disorders: Lisa Smith, Ph.D.,  HYPERLINK "mailto:smithl@bu.edu" smithl@bu.eduSee  HYPERLINK "http://www.bu.edu/anxiety/" http://www.bu.edu/anxiety/ for more information about the center.2+Judge Baker Childrens CenterSarah Kate Bearman, PhD James Slavet, Ph.D. -Group leader for CBT group for depressed adolescents, based on Primary and Secondary Control Education and Treatment (PASCET) -Individual and case management for children and adolescents at the Manville School. -Administer WISC-IV, WJ-III, CBCL, and MMPI-A. -Conduct overall assessment of children and adolescents, including gathering information from parents and teachers -Co-lead groups on anger management, depression, and anxiety See  HYPERLINK "http://www.jbcc.harvard.edu/" http://www.jbcc.harvard.edu/ for more information about the center.2+Center for Effective Child TherapySue Woodward, Ph.D. swoodward@jbcc.harvard.eduMission The Center for Effective Child Therapy promotes the best possible mental health of children by using scientifically proven treatments in the assessment and treatment of children and families of diverse communities. We train mental health professionals in our treatment models to increase the quality of care throughout our communities. We expand public awareness and inform public policy through the use of research, data and advocacy with local youth organizations. Approach The Center for Effective Child Therapy focuses on care that works for children by using evidence-based practices, such as cognitive behavioral therapy (CBT). This means that we help children and families using effective, sustainable treatments that have withstood rigorous clinical testing. We measure and track results to hold ourselves accountable to children and families. Our focus on data and quantifiable measures gives us unique insight into the best ways to help children and families find and stay on the best course for them. Research Judge Baker Children's Center is a national leader in the research of effective and sustainable evidence-based treatments for children and young adolescents, and in the dissemination of these findings through scientific articles, books, news media, and post-doctoral education. Judge Baker Children's Center believes the dissemination of evidence-based treatments is a critical step in narrowing the gap between research and practice. We are working to bring the research into practice by training mental health providers in the New England area. Metrowest NeuropsychologyMetrowest Neuropsychology, 1900 West Park Drive, Suite 280, Westborough, MA 01581Jeffrey Gaines, Ph.D., ABPP-CN, j.gaines@metrowestneuropsych.comChild, adolescent, adult, and geriatric neuropsychological assessmentNote: Students interested in learning more about each of these sites should contact the Harvard faculty person listed above each site. Harvard faculty will then work with the student and the practicum site to negotiate placement, hours, responsibilities, etc. Appendix B. Clinical Skills Evaluation Form Harvard University, Department of Psychology Clinical Skills Evaluation Form Name of Student: Date: Name of Evaluator: Training Site: Please rate the students competence in each of the following areas of clinical skill. 1 2 3 4 Needs attention Adequate Above average Superior ___ 1. Adopts a professional manner when interacting with patients/clients. ___ 2. Adopts a professional manner in interactions with staff and supervisors. ___3. Is willing to learn. ___ 4. Responds appropriately to feedback. ___ 5. Has appropriate boundaries in interactions with patients/clients. ___ 6. Is aware of and sensitive to ethical issues. ___ 7. Demonstrates proficiency in clinical case conceptualization. ___ 8. Works well as a member of a treatment team. ___ 9. Is able to implement a treatment plan in an effective manner. ___ 10. Is able to ask for help when necessary and appropriate. ___ 11. Has good fundamental clinical skills (interviewing, empathic listening, etc.). ___ 12. Is able to consider clinical problems from multiple perspectives. ___ 13. Is able to work well with patients/clients from diverse backgrounds. ___ 14. Is able to handle difficult clinical situations in an effective and sensitive manner. ___ 15. Is a likeable individual to work and interact with. ___16. Demonstrates skill at applying scientific knowledge to clinical practice. ___17. Demonstrates knowledge and proficient use of appropriate assessment methods. ___18. Demonstrates knowledge and proficient use of evidence-based treatment methods (when applicable). Overall Evaluation: Strengths: Areas for Improvement: Supervisors Signature: Please return this form to: Professor Richard J. McNally, Director of Clinical Training Department of Psychology, Harvard University 33 Kirkland Street Cambridge, MA 02138 Thank you! Appendix C. Graduate Student Annual Report Form Student name: __________________ Year: _______ Date: _________ Annual Report: 2015-2016 Academic Year 1. Please list the courses that you have taken this year: 2. Please describe the progress you have made with your research this year. Please include papers published, presentations made, projects and collaborations with other labs, and grants and grant applications, as well as progress made regarding your own research. 3. Please describe the clinical practica (if required) that you have been involved with this year. Include site, type of population served, type of clinical contact and supervision, as well as time commitment devoted to practicum activities. 4. Please describe the progress you have made toward meeting the relevant departmental requirements for your program this year (e.g., completed first or second year project, finished all required coursework, received approval for dissertation research (i.e., passed prospectus) etc., etc. 5. Please describe your plans and goals for academic work (including work over the summer) and for the 2012-2013 academic year. Please be specific about what you intend to accomplish. Clinical Competence Self-Rating Recent developments in the assessment of professional competence (see Kaslow et al., 2007) have identified the following areas as important. Please rate your competencies in these domains using the scale below. 1= deficient in a major way 2 = needs some work/improvement 3 = average 4 = good 5 = excellent ------------------------------------------------------------------------------------------------------------ 1. critical thinking 2. judgment 3. ethical behavior 4. professionalism 5. maintaining appropriate boundaries 6. interacting effectively with others 7. self-awareness regarding areas of weakness 8. ability to respond to feedback 9. working with others 10. citizenship 11. ability to regulate negative emotions (e.g., anger, anxiety) 12. honesty and integrity 13. emotional maturity 14. ability to resolve conflict 15. respect for and tolerance of diversity (racial, ethnic, religious, social or political) 16. willingness to learn and grow as a professional 17. overall knowledge about psychopathology 18. overall knowledge about assessment and diagnosis 19. overall knowledge about clinical treatment 20. familiarity and knowledge of APA ethical guidelines Areas of Strength and Weakness What do you consider to be your greatest strengths as a clinical psychologist? What areas still present challenges for you? What are you currently doing to address these issues? Appendix D. Annual Student Evaluation Ratings Clinical Program ANNUAL STUDENT EVALUATION RATINGS STUDENT NAME:______________________________ Academic Year Began Program________________ Years in Program________________________________ Academic Advisor _______________________________ Research Advisor___________________________________ The faculty will rate and briefly summarize the student's performance in each of the following areas using the ratings categories described below. Evaluations will be followed with a written evaluation letter to each student. A remediation plan, if needed, will be outlined in the letter. (5) Excellent: reserved for the unusual student who is making exceptional progress for his/her level of training (4) Good: given to students who are making good progress for his/her level of training and seem to be on target for successful completion of the program (3) Satisfactory: students who are making adequate progress. (2) Fair: given to students who are making less than expected progress and have problems that need to be addressed (1) Poor: given to students who are showing significant problems that must be addressed, or have failed one or more parts of the program, or have one or more academic classes that must be repeated in order to obtain the minimal acceptable grade. (0) Not Applicable: given to students who may not have had the opportunity to obtain experience in the area, have been on internship or who have completed their academic coursework but have not yet obtained their degrees. ACADEMIC PERFORMANCE: (overall academic coursework, completion of courses, grades, performance on exams, quality of writing, critical-analytic skills, written communication skills, class participation; intellectual engagement; teaching and/or scholarly activity) 0 (N/A)....1(poor).2(fair)..3(satisfactory).4 (good)5(excellent) CLINICAL PERFORMANCE: (performance in assessment and psychotherapy sequence; performance in clinical comprehensive exam; Practicum competencies as defined by CCTC as evaluated by in-house and externship clinical supervisors) 0 (N/A)....1(poor).2(fair)..3(satisfactory).4 (good)5(excellent) RESEARCH PERFORMANCE (performance in research sequence courses, progress and quality of doctoral projects, critical thinking, writing skills, research sophistication; active participation/leadership in mentors research projects, ability to use and interpret quantitative and qualitative strategies and methodologies; independence and competence of ideas, collection of data) 0 (N/A)....1(poor).2(fair)..3(satisfactory).4 (good)5(excellent) GRADUATE STUDENT ROLE (evidence of substantive theoretical, clinical, academic, research interest in clinical psychology; colloquia attendance; motivation; class attendance, timely work, class attendance, and class progression; collegiality and good citizenship with faculty and students; attendance and presentations in conferences; leadership and/or service to department and/or school [teaching assistantships, volunteering time, mentoring role, participating in school-wide, clinical program and OPS activities, extra-curricular activities, coverage and support of other students. 0 (N/A)....1(poor).2(fair)..3(satisfactory).4 (good)5(excellent) PROFESSIONAL BEHAVIOR/ ATTRIBUTES: (evidence of ethical, legal, and professional knowledge and behavior that could impact on role as clinical psychologist; interpersonal skills in professional settings; professional responsibility; ability to maintain appropriate boundaries and conduct with patients, students, staff and faculty; respect for cultural, racial, gender, age, sexual orientation, and theoretical diversity, etc.) 0 (N/A)....1(poor).2(fair)..3(satisfactory).4 (good)5(excellent) OTHER (define: ) 0 (N/A)....1(poor).2(fair)..3(satisfactory).4 (good)5(excellent) OVERALL RATING: 0 (N/A)....1(poor).2(fair)..3(satisfactory).4 (good)5(excellent) Additional Comments by Faculty in Annual Review Meeting: Research Progress: Teaching: Generals Exam Clinical work: Summarized Feedback: Plan and Timeline for Remediation (if needed) Date and Type of Student Response to Feedback: Advisors Signature: ______________________ Date: _________________ Students Signature: ______________________ Date: _________________     PAGE  PAGE 1 PAGE  PAGE  PAGE 31  j N _ + , - 6 U W ׫{mbVK?ho~hQ?5CJaJho~hQ?CJaJht8hQ?:CJaJhQ?5:CJaJht8hD5:CJaJhT5CJaJhx5CJaJhD5CJaJht8hD:CJaJh:Ui:CJaJhD5:CJaJhJn5:CJaJhnv5:CJaJhoN-5:CJaJht@5:CJaJhJhD5: hdk-5: hD5: hD5 !4Mj * + - 6 U W $$Ifa$gdo~ 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