Dyson College of Arts and Sciences

11 professional literature, capacity to develop measurement and evaluation strategies, and an ability to competently carry out applied research. b. Developing an appropriate knowledge of how research methodology and statistics form the basis of evidence-based practice. Goal 2 Ethics and legal standards: Application of ethical concepts and awareness of professional guidelines as well as local, state, and national legal issues regarding professional activities with individuals, groups, and organizations. Goal 3 Individual and cultural diversity: Providing psychological services in a way that includes awareness, sensitivity, and the skills required to work professionally with diverse individuals, groups, and organizations. Goal 4 Professional values, attitudes, and behaviors: Attainment of a stable professional identity marked by concern for others and competencies for reflective practice, self-assessment, and self-care. a. Demonstrates awareness of personal values and assumptions and biases in clinical practice. b. Demonstrates capability for accurate self-assessment and reflective practice as rated by observation of behaviors within group settings. c. Demonstrates personal responsibility and accountability as measured by record-keeping, meeting deadlines. d. Demonstrates adequate levels of objectivity and confidence in clinical work. Goal 5 Communication and interpersonal skills: Students will communicate and relate to others on a professional level. a. Development of effective oral and written communication skills. b. Development of ability to develop effective relationships with a wide range of clients, colleagues, organizations, and communities. Goal 6 Assessment: Students will attain broad range competencies in areas of psychological assessment related to assessment of school difficulties, learning disorders, personality disorders, and mental disorders. a. Students develop assessment skills regarding school difficulties and learning disorders. b. Students develop assessment skills regarding diagnosis of personality and mental disorders. Goal 7 Interventions: Students will select and implement interventions to alleviate suffering and promote health and well-being of individuals, groups, and organizations. a. Interventions aimed at ameliorating adjustment and personality difficulties experienced across the life span, including those related to families. b. Direct and indirect psychoeducational interventions aimed at ameliorating learning difficulties. c. Development and implementation of evidence-based programmatic preventive interventions for learning and mental health problems in childhood. d. Initiating and directing group interventions. e. Initiating and directing family interventions. f. Providing psychotherapeutic services from a variety of theoretical perspectives and within an evidence-based model of practice. Goal 8 Supervision: Provision of evidence-based supervision of psychological services. a. Students will understand the process of supervision from within several evidence-based frameworks. b. Students will be able to provide effective supervision in the area of psychological assessment. c. Students will be able to provide effective supervision in the area of case formulation. Goal 9 Consultation and interprofessional/interdisciplinary skills: Developing consultation and other relevant skills in working with professionals in an interdisciplinary context. a. Developing, implementing, and evaluating effective consultation services. b. Developing and maintaining collaborative relationships, and leadership skills enabling the provision of constructive criticism regarding management and organizational leadership as well as advocacy skills needed to promote prevention programs and appropriate system change. c. Developing skills needed to coordinate inter-disciplinary assessment and intervention strategies, and support effective interdisciplinary team functioning. Students are monitored with respect to attainment of DSK and PWC. At least some portion of the evaluation for each competency area involves direct observation of the student. Some of these competency evaluations are embedded within required clinic practica or coursework. Other evaluations of competency take place through examinations (e.g. qualifying examination, comprehensive examination). Both clinic psychotherapy supervisors and psychology supervisors in students' externship and internship settings also provide ratings of competence across the broad range of professional competencies addressed within the program. Students consistently are provided feedback regarding mastery of competencies. Additionally, each student is provided with at least one annual feedback meeting with faculty members in which all information pertaining to both DSK and PWC in school-clinical child psychology is gathered, strengths noted, suggestions for growth provided, and an overall evaluation determined. Each student also receives a written evaluation on an annual basis. Criteria for admission • Admission to the PsyD program is open to qualified holders of a bachelor's degree from an accredited institution. Applicants must submit all transcripts from prior academic preparation,

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