Graduate Student Handbook for Clinical Psychology, Department of Psychology (2025-2026)

Section 9: Appendixes

Department of PsychologyPhD in Clinical PsychologyGraduate Student Handbook (Clinical Psychology)Handbook, Clinical Psychology (2025-2026)Appendixes (2025-2026)

Appendix List

Appendix A. WSU Clinical Psychology Doctoral Program Student Learning Outcomes

Competencies, Outcome Measurement, and Minimum Level of Achievement (MLA) Expected

Aim #1: To produce graduates who have a broad knowledge of scientific psychology.

Student Learning Outcome 1.1:

Students will acquire discipline specific knowledge of the core domains.

Competencies:
  • Students will master academic material concerning the biological bases of behavior.
  • Students will master academic material concerning the cognitive bases of behavior.
  • Students will master academic material concerning the affective bases of behavior.
  • Students will master academic material concerning social bases of behavior.
  • Students will master academic material concerning human development.
  • Students will master academic material concerning history and systems of psychology.
  • Students will demonstrate the ability to integrate knowledge across two or more basic discipline-specific content areas in an advanced way.
Measurement of Outcomes and Minimum Level of Achievement (MLA) for Competency:
  • Students must earn a minimum of a B- in each of the following core courses to demonstrate minimum level of achievement (MLA) for the competencies. Competency is assessed in a variety of ways in these courses, with most courses using some combination of tests, term papers, and class projects/presentations. The courses that fulfill each respective area are as follows:
    • Biological bases of behavior: PSYCH 575: Foundations of Neuropsychology;
    • Cognitive bases of behavior: PSYCH 592: Cognition and Affective Basis of Behavior;
    • Affective bases of behavior: PSYCH 592: Cognition and Affective Basis of Behavior;
    • Social bases of behavior: PSYCH 550: Social Psychology;
    • Human development: PSYCH 518: Lifespan Developmental Psychology;
    • History and systems: PSYCH 504: History of Psychology: Theoretical and Scientific Foundations;
    • Advanced Integrative Knowledge of Basic Discipline-Specific Content Areas: PSYCH 575: Foundations of Neuropsychology.
  • Students must earn an “Acceptable” rating on their annual evaluation for “quality of academic work” prior to leaving for the pre-doctoral clinical internship. If “quality of academic work” is rated as “unacceptable” for any annual evaluation before that year, a remediation plan will be implemented.

Aim #2: To produce graduates who can provide evidence-based clinical services that are consistent with ethical and professional standards, including knowledge of and sensitivity to issues of diversity.

Student Learning Outcome 2.1:

Students will acquire profession-wide competencies related to assessment and intervention services, starting with detailed knowledge about psychopathology.

Competencies:
  1. Students will master academic material on adult psychopathology.
  2. Students will master academic material on child and adolescent psychopathology.
Measurement of Outcomes and MLA for Competency:
  • Students must earn at least a B- in each:
    • PSYCH 533: Adult Psychopathology;
    • PSYCH 543: Developmental Psychopathology and Evidence-Based Assessment for Children.
  • Students must earn an “Acceptable” rating on their annual evaluation for “quality of academic work” prior to leaving for the pre-doctoral clinical internship. If “quality of academic work” is rated as “unacceptable” for any annual evaluation before that year, a remediation plan will be implemented.

Student Learning Outcome 2.2:

Students will acquire profession-wide competencies related to assessment and intervention services, including detailed knowledge about evidence-based psychological interventions.

Competencies:
  1. Students will master academic material on adult psychotherapy.
  2. Students will master academic material on clinical health and primary care psychology.
Measurement of Outcomes and MLA for Competency:
  • Students must earn at least a B- in each:
    • PSYCH 520: Adult Psychotherapy
  • Students must earn an “Acceptable” rating on their annual evaluation for “quality of academic work” prior to leaving for the pre-doctoral clinical internship. If “quality of academic work” is rated as “unacceptable” for any annual evaluation before that year, a remediation plan will be implemented.

Student Learning Outcome 2.3:

Students will acquire profession-wide competencies related to assessment and intervention services, including detailed knowledge about psychological assessment.

Competencies:
  1. Students will master academic material on psychometrics.
  2. Students will master academic material on personality assessment and diagnosis.
  3. Students will master academic material on intellectual and neuropsychological assessment.
  4. Students will master academic material on child and adolescent assessment.
Measurement of Outcomes and MLA for Competency:
  • Students must earn an “Acceptable” rating on their annual evaluation for “quality of academic work” prior to leaving for the pre-doctoral clinical internship. If “quality of academic work” is rated as “unacceptable” for any annual evaluation before that year, a remediation plan will be implemented.
  • Students must earn at least a B- in each:
    • PSYCH 514: Psychometrics
    • PSYCH 535: Personality Assessment and Diagnosis;
    • PSYCH 539: Cognitive and Neuropsychological Assessment;
    • PSYCH 543: Developmental Psychopathology and Evidence-Based Assessment for Children.

Student Learning Outcome 2.4:

Competencies:
  1. Students will master academic material addressing consultation.
  2. Students will master academic material addressing supervision.
Measurement of Outcomes and MLA for Competency:

(Students must meet each)

  • Students must score 80% or higher on average on the series of quizzes following consultation didactics;
  • Students must score 80% or higher on average on the series of quizzes following supervision didactics.

Student Learning Outcome 2.5:

Students will acquire and demonstrate profession-wide competencies related to individual and cultural diversity, including sensitivity, knowledge, and skills in regard to the role of human diversity in clinical psychology.

Competencies:
  1. Students will master academic material on human diversity.
  2. Students will successfully handle diversity issues throughout their practicum placements.
Measurement of Outcomes and MLA for Competency:

(Students must meet each)

  • Students must earn at least a B- in PSYCH 552: Diversity Issues in Psychology.
  • Students must receive a rating of at least “Meets Expectations” on the diversity-specific item(s) on evaluations from their practicum supervisor(s).
  • Students must earn an “Acceptable” rating on their annual evaluation for “quality of academic work” prior to leaving for the pre-doctoral clinical internship. If “quality of academic work” is rated as “unacceptable” for any annual evaluation before that year, a remediation plan will be implemented.
  • Students must earn at least a “Meets Expectations” rating on their annual evaluation for “overall clinical skills” prior to leaving for the pre-doctoral clinical internship. If “overall clinical skills” is rated as “fails to meet expectations” for any annual evaluation before that year, a remediation plan will be implemented.

Student Learning Outcome 2.6:

Students will acquire and demonstrate the profession-wide competencies related to ethical and legal standards, demonstrating knowledge necessary to engage in ethical practice.

Competencies:
  1. Students will master academic material on professional, ethical, and legal issues.
  2. Students will demonstrate successful handling of ethical and professional issues throughout their practicum placements.
Measurement of Outcomes and MLA for Competency:
  • Students must earn at least a B- in PSYCH 530: Professional, Ethical, and Legal Issues.
  • Students must receive ratings of at least “Meets Expectations” on the on the items addressing clinic policies/procedures, HIPAA, and the APA Ethics Code from their practicum supervisor(s).
  • Students must earn an “Acceptable” rating on their annual evaluation for “quality of academic work” prior to leaving for the pre-doctoral clinical internship. If “quality of academic work” is rated as “unacceptable” for any annual evaluation before that year, a remediation plan will be implemented.
  • Students must earn at least a “Meets Expectations” rating on their annual evaluation for “overall clinical skills” prior to leaving for the pre-doctoral clinical internship. If “overall clinical skills” is rated as “fails to meet expectations” for any annual evaluation before that year, a remediation plan will be implemented.

Student Learning Outcome 2.7:

Students will develop and demonstrate profession-wide competencies related to:

  • Professional values, attitudes, and behaviors;
  • Communication and interpersonal skills;
  • Interprofessional/interdisciplinary skills providing a range of clinical services, including both therapy and assessment.
Competencies:
  1. Students will demonstrate professional values, attitudes, and behavior (e.g., prepared/on time for clients and supervision) across practicum experiences.
  2. Students will demonstrate communication and interpersonal skills (e.g., collaboration with colleagues; feedback to clients) across practicum experiences.
  3. Students will demonstrate basic psychotherapy skills in two semesters of beginning practicum at WSU Counseling and Psychological Services.
  4. Students will demonstrate interprofessional/interdisciplinary skills (e.g., collaboration with other health professionals) at more advanced practicum sites/externship placements (e.g., Marimn Health Center, Cougar Health Services – Behavioral Health).
  5. Students will demonstrate the competent practice of psychotherapy at the WSU Psychology Clinic and various externship placements, including successful implementation of empirically supported interventions.
  6. Students will demonstrate competent psychological assessment skills at the WSU Psychology Clinic and various externship placements, including the ability to administer, score, and interpret a range of personality and cognitive measures as well as integrate these findings into an assessment report that clearly addresses the referral question(s).
  7. Students will demonstrate the competent practice of psychotherapy and psychological assessment during internship.
Measurement of Outcomes and MLA for Competency:

(Students must meet each.)

  • Satisfactory ratings in (a) professional values, attitudes, and behavior; and (b) communication and interpersonal skills across practica, starting with the Counseling and Psychological Services practicum (defined as 80% or more items on the practicum evaluation rated as at least “Meets Expectations”) and earning a Satisfactory (S) grade in all enrolled practicum courses each semester (i.e., PSYCH 545: Psychology Clinic Assessment and Psychotherapy Practicum, PSYCH 537: Psychology Clinic Assessment Practicum, PSYCH 546: Counseling and Psychological Services Practicum, and/or PSYCH 548: Clinical Externship).
  • Satisfactory ratings in basic psychotherapy skills during the Counseling and Psychological Services practicum (defined as 80% or more items on the practicum evaluation rated as at least “Meets Expectations”) and earning a Satisfactory (S) grade in PSYCH 546: Counseling and Psychological Services Practicum.
  • Satisfactory ratings of advanced level psychotherapy skills, including the implementation of empirically-supported interventions across practicum sites (defined as 80% or more items on the practicum evaluation rated as at least “Meets Expectations”) and earning a Satisfactory (S) grade in all enrolled practicum courses each semester (i.e., PSYCH 545: Psychology Clinic Assessment and Psychotherapy Practicum, PSYCH 546: Counseling and Psychological Services Practicum, and/or PSYCH 548: Clinical Externship).
  • Satisfactory ratings of diagnosis and assessment skills (defined as 80% or more items on the practicum evaluation rated as at least “Meets Expectations”) and earning a Satisfactory (S) grade in all enrolled practicum or practica each semester (i.e., PSYCH 545: Psychology Clinic Assessment and Psychotherapy Practicum, PSYCH 537: Psychology Clinic Assessment Practicum, and/or PSYCH 548: Clinical Externship).
  • Satisfactory ratings in interprofessional/interdisciplinary skills during more advanced practica, such as Marimn Health or Cougar Health Services – Behavioral Health (defined as 80% or more items on the practicum evaluation rated as at least “Meets Expectations”) and earning a Satisfactory (S) grade in all enrolled practicum or practica each semester (i.e., PSYCH 545: Psychology Clinic Assessment and Psychotherapy Practicum and/or PSYCH 548: Clinical Externship).
  • Successful completion of a year-long (or equivalent) APA-accredited predoctoral internship, including a satisfactory final evaluation (based on the site-specific format) from the Director of Training at the internship site and earning a Satisfactory (S) grade in PSYCH 595: Clinical Internship in Psychology.
  • Students must earn at least a “Meets Expectations” rating on their annual evaluation for “overall clinical skills” prior to leaving for the pre-doctoral clinical internship. If “overall clinical skills” is rated as “fails to meet expectations” for any annual evaluation before that year, a remediation plan will be implemented.

Aim #3: To produce graduates who are capable of contributing to current knowledge in clinical psychology.

Student Learning Outcome 3.1:

Students will acquire discipline specific knowledge of research methodology and statistical analysis.

Competency:
  1. Students will master academic material on research methodology and techniques of data analysis.
Measurement of Outcomes and MLA for Competency:
  • Students must earn at least a B- in each:
    • PSYCH 511: Analysis of Variance and Experimental Design;
    • PSYCH 512: Correlation, Regression, and Quasi-Experimental Design.
  • Students must earn at least a “Meets Expectations” rating on their annual evaluation for “overall research skills” prior to leaving for the pre-doctoral clinical internship. If “overall clinical skills” is rated as “fails to meet expectations” for any annual evaluation before that year, a remediation plan will be implemented.

Student Learning Outcome 3.2:

Students will demonstrate the ability to produce original scholarship by executing an empirical study and communicating the findings in both written and oral format.

Competency:
  1. Students will successfully complete an empirical master’s thesis.
  2. Students will successfully complete an empirical doctoral dissertation.
Measurement of Outcomes and MLA for Competency:

(Students must complete each.)

  • Evaluation by the 3-faculty-member thesis committee and a successful public defense. At a minimum, the thesis must be clearly written, correctly follow APA style, provide an adequate review of the relevant literature, report appropriate statistical analyses, and reach reasonable conclusions. To pass the defense, the student must be able to communicate an adequate understanding of the project and answer relevant questions. The MLA is achieved with a passing thesis defense (master’s final exam) and earning a final Satisfactory (S) grade in PSYCH 700 – Master’s Research, Thesis, and/or Examination.
  • Evaluation by the 3-faculty-member dissertation committee and a successful public defense. At a minimum, the dissertation must be clearly written, correctly follow APA style, provide an adequate review of the relevant literature, report appropriate statistical analyses, and reach reasonable conclusions. To pass the defense, the student must be able to communicate an adequate understanding of the project and answer relevant questions. The MLA is achieved with a passing dissertation defense (doctoral final exam) and earning a final Satisfactory (S) grade in PSYCH 800 – Doctoral Research, Dissertation, and/or Examination.

Student Learning Outcome 3.3:

Students will demonstrate the ability to produce a collection of research and clinical products and to disseminate them to the scholarly community.

Competency:
  1. Students will successfully complete a preliminary examination portfolio demonstrating breadth and depth of knowledge in scientific psychology.
Measurement of Outcomes and MLA for Competency:
  • A 3-faculty-member committee evaluates the preliminary portfolio. The preliminary portfolio includes 6 written elements (First-Authored Professional Conference Presentation; First-Authored Manuscript of an Empirical Study; Additional Co-Authored Manuscript or F31 Grant Application; Research Executive Summary; Curriculum Vita; and Clinical Case Conference Overview) and an oral exam, evaluated by the committee members. The student must provide an oral summary of the portfolio to the committee and adequately answer questions about the components during the preliminary exam. The MLA is achieved with a passing preliminary examination.

Student Learning Outcome 3.4:

Students will demonstrate the ability to contribute to a research team.

Competency:
  1. Students will contribute to ongoing research in the laboratories of their mentors.
Measurement of Outcomes and MLA for Competency:
  • Students’ research contribution is assessed as a part of their annual evaluation (“Overall research skills”). Ideally, the student’s contribution results in presentations or publications, but the MLA is making a contribution to the research team.
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Appendix B: Clinical Psychology Doctoral Program Sample PSYCH 700/800 Contracts

Sample PSYCH 700 Contract

To: Pre-Master’s Student

From: Major Professor

Date: August 15, 2021

Subject: Psych 700 course requirements for Fall 2021

The WSU Graduate School has requested that all PhD programs clarify expectations for student performance in regard to earning research course credits such as Psych 700 and 800.  Minimum requirements for successful completion (passing with an “S”) for your Psych 700 course for Fall 2021 are:

  • Completion of the following tasks related to the T1 requirement:
    • Proposal submission to and final proposal approval by advisor
    • Dissemination of written proposal to thesis committee at least two weeks prior to scheduled T1 meeting
    • T1 meeting with the committee
    • Modifications to research plan, if recommended by committee
  • Tasks related to laboratory assistantship/data collection:
    • Participation in data collection
    • Assisting with training and supervision of undergraduate RAs
    • Assisting with recruitment and scheduling of lab visits
    • Assisting with data management activities (e.g., checking/downloading Qualtrics survey data, backing up EEG and video recordings)
    • Participating in our lab and coordinator meetings, as well as collaborative meetings with collaborator research teams
  • Contribution warranting co-authorship to submission(s)/presentation(s) prepared for scientific conferences (e.g., ICIS)
  • Contribution warranting co-authorship to manuscript(s) prepared for peer-reviewed publication:
    • Completion of manuscript components for which student has primary responsibility (e.g., designated intro paragraphs, results)

Failure to complete all requirements for Psych 700 by December 15, 2021, will result in a grade of “U”; two semesters of “U” grades in Psych 700 may result in termination from the program.

Sample PSYCH 800 Contract

To: Post Master’s Student

From: Major Professor

Date: August 15, 2021

Subject: Psych 800 course requirements for Fall 2021

The WSU Graduate School has requested that all PhD programs clarify expectations for student performance in regard to earning research course credits such as Psych 700 and 800.  Minimum requirements for successful completion (passing with an “S”) for your Psych 800 course for Fall 2021 are:

  • Completion of the following tasks related to the D1/D2 requirement:
    • Proposal submission to and final proposal approval by advisor
    • Dissemination of written proposal to dissertation committee at least two weeks prior to scheduled D1 meeting
    • D1 meeting with the committee
    • Modifications to research plan, if recommended by committee
    • Completion of dissertation analyses, consistent with D1 framework
    • Finalizing the dissertation document, including results and discussion
    • Dissemination of written proposal to dissertation committee at least two weeks prior to the graduate school (GS) D2 scheduling form
    • Submitting the scheduling form with required signatures to Stacy Gessler, who will forward it to GS
    • D2 meeting with the committee
    • Making any changes to the document recommended by the committee
  • Tasks related to laboratory assistantship/data collection:
    • Participation in data collection
    • Providing training and supervising undergraduate RAs and more junior graduate students
    • Coordinating recruitment and scheduling of lab visits
    • Data management activities (e.g., checking/downloading Qualtrics survey data, backing up EEG and video recordings)
    • Participating in our lab and coordinator meetings, as well as collaborative meetings with collaborator research teams
  • Contribution warranting co-authorship to submission(s)/presentation(s) prepared for scientific conferences (e.g., ICIS)
  • Contribution warranting co-authorship to manuscript(s) prepared for peer-reviewed publication:
    • Completion of manuscript components for which student has primary responsibility (e.g., designated intro paragraphs, results)

Failure to complete all requirements for Psych 800 by December 15, 2021, will result in a grade of “U”; two semesters of “U” grades in Psych 800 may result in termination from the program.

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Appendix C: Clinical Psychology Doctoral Program General Five-Year Course Plan

Important Notes

  • Regardless of classes, each in-residence student must be registered for a minimum of 10 hours during each regular academic semester (fall and spring). Students should enroll in 18 hours maximum.
    • Necessary to ensure tuition waiver and stipend.
  • Each student currently seeking the master’s en route to the doctoral degree should be enrolled in a minimum of 1 hour of PSYCH 700 with the major professor during each regular academic semester (fall and spring).
  • After the master’s degree is awarded, each student should be enrolled in a minimum of 1 hour of PSYCH 800 with the major professor during each regular academic semester (fall and spring).
  • Each student must be enrolled for a minimum of 2 hours of PSYCH 700 during the semester the thesis is defended; each student must be enrolled in a minimum of 2 hours of PSYCH 800 during the semester the dissertation is defended.
  • The sample course sequencing below assumes students will take content courses as quickly as possible.
    • Any student may have modifications to the sample course sequencing based on course offerings or otherwise delaying course content to a later semester or adding an elective after consultation with the DCT and major professor.
  • Each off-site student (but not yet on internship) must register for a minimum of 2 hours for fall semester and 2 hours for spring semester to maintain continuous enrollment.
  • Each intern must enroll for 2 hours of PSYCH 595 in the summer semester that they leave for internship.
    • The intern must complete the internship leave form to avoid registration during the academic year of internship and to avoid paying fees.

The following information shows the courses that students typically take each year in the clinical program. The specific sequence may vary because certain courses rotate from one year to the next. Students who enter the program with a master’s degree should consult with the DCT in regard to which of their previous non-clinical courses (e.g., social, developmental, history, cognitive/affective) will transfer into their Program of Study. To be evaluated as equivalent, a syllabus is required for each non-clinical course that you may transfer. Students entering with a clinical master’s degree are required to retake all clinical psychology courses.

Sample Year-by-Year Course Guide (All courses are 3 hours unless otherwise noted.)

Year 1: Fall Semester

  • PSYCH 511: Analysis of Variance and Experimental Design PSYCH 530: Professional, Ethical, and Legal Issues
  • PSYCH 533: Adult Psychopathology
  • PSYCH 535: Personality Assessment and Diagnosis
  • PSYCH 700: Master’s Research, Thesis, and/or Examination (1 hour) [or PSYCH 800: Doctoral Research, Dissertation, and/or Examination (1 hour)]
  • PSYCH 517: Clinical Skills (1 hour)

Year 1: Spring Semester

  • PSYCH 512: Correlation, Regression, and Quasi-Experimental Design PSYCH 520: Adult Psychotherapy
  • PSYCH 539: Cognitive and Neuropsychological Assessment
  • PSYCH 505: Teaching Introductory Psychology (3 hours)
  • PSYCH 510: Introduction to Online Instruction (1 hour)
  • PSYCH 700: Master’s Research, Thesis, and/or Examination (1 hour) [or PSYCH 800: Doctoral Research, Dissertation, and/or Examination (1 hour)]
  • PSYCH 517: Clinical Skills (1 hour)

Summer:

  • Research on Thesis

Year 2: Fall Semester

  • PSYCH 575: Foundations of Neuropsychology and/or PSYCH 514: Psychometrics
  • PSYCH 552: Diversity Issues in Psychology
  • or PSYCH 530: Professional, Ethical, and Legal Issues (whichever was not taken the year before)
  • PSYCH 546: Counseling and Psychological Services Practicum
  • PSYCH 537: Psychology Clinic Assessment Practicum
  • PSYCH 700: Master’s Thesis (3 hours, or 2 hours with another course)

Note: PSYCH 530: Professional, Ethical, and Legal Issues and PSYCH 552: Diversity Issues in Psychology alternate, with each offered every other year. PSYCH 520: Adult Psychotherapy also alternates, offered every other year.

Year 2: Spring Semester

  • PSYCH 520: Adult Psychotherapy (if not taken the year before)
  • PSYCH 543: Developmental Psychopathology and Evidence-Based Assessment for Children
  • PSYCH 537: Psychology Clinic Assessment Practicum
  • PSYCH 546: Counseling and Psychological Services Practicum
  • PSYCH 700: Master’s Thesis (2 hours)

Summer:

  • Practicum at one of the Clinics

Minimum Hours for those with Assistantships:

For the 3rd year and beyond, please use electives, dissertation, or independent study hours to ensure that you are enrolled in at least 10 hours each semester that you are supported by an assistantship.

Notes:

The following four bases’ courses listed below are usually taken in the third and fourth years of study as they are offered and fit best in the student’s schedule:

  • PSYCH 504: History of Psychology: Theoretical and Scientific Foundations
  • PSYCH 550: Social Psychology
  • PSYCH 592: Cognition and Affective Basis of Behavior
  • PSYCH 518: Lifespan Developmental Psychology

The following two elective courses listed below are usually taken in the third and fourth years of study as they are offered and fit best in the student’s schedule:

  • PSYCH 542: Evidence-Based Therapy for Children and Adolescents – Elective (expected for students interested in clinical child and adolescent psychology)
  • PSYCH 544: Clinical Health and Primary Care Psychology – Elective (expected for students interested in clinical health/primary care psychology)

Year 3: Fall Semester

  • PSYCH 575: Foundations of Neuropsychology
  • or PSYCH 514: Psychometrics (whichever was not taken the year before) PSYCH 700 or 800: Master’s Thesis or Dissertation
  • Potential bases course (see note above)
  • PSYCH 545: Psychology Clinic Assessment and Therapy Practicum

Year 3: Spring Semester

PSYCH 543: Developmental Psychopathology and Evidence-Based Assessment for Children (if not taken the year before)
PSYCH 800: Dissertation
Potential bases course (see note above)
PSYCH 545: Practicum Psychology Clinic Assessment and Therapy Practicum

Summer:

  • Practicum at one of the Clinics

Year 4: Fall Semester

  • PSYCH 800: Dissertation
  • Potential bases course (see note above)
  • PSYCH 545 and/or 548: Practicum and/or Externship

Year 4: Spring Semester

  • PSYCH 800: Dissertation
  • Potential bases course (see note above)
  • PSYCH 545 and/or 548: Practicum and/or Externship

Summer:

  • Practicum at one of the Clinics

Year 5/6:

  • Twelve-month APA accredited clinical internship

Spring prior to Pre-Doctoral Internship

  • PSYCH 595: Clinical Internship in Psychology (2 hours)
    • Students enroll in PSYCH 595 for 2 hours in the spring immediately prior to the pre-doctoral internship. Students should file the internship leave approval form the semester before leaving for internship. See Graduate School forms.
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Appendix D: Thesis Prospectus

Instructions (delete these from your prospectus): A total of 2 pages maximum; single-spaced; 1- inch margins; 12 point font; you must include the section headers but not the additional instructional details; you must include the signature line with date; any figure or table counts in the 2-page limit; citations should be made in the text but a reference list is not required; include your name and project title at the top.

  1. Aims/Goals
    • Briefly describe the aim/goals of the project. What question(s) will this study help to answer? [One paragraph]
  2. Rationale
    • Provide a brief rationale for the proposed study. Why is the study worth pursuing? How will it contribute to the literature? You will probably want to cite some relevant studies here, but this should not be an exhaustive literature review. [Two paragraphs]
  3. Hypotheses
    • What do you expect to find? [One paragraph]
  4. Method
    • Briefly discuss the design of the study. Detail your methods and procedures (including the types of measures you plan to use, even if you have not yet selected specific instruments). Identify the source of your data: Who will the participants be, from where will they be sampled, and how many participants will you need? How will the design of the study allow you to answer the question(s) from Part I? [Two paragraphs]
  5. Proposed Analyses
    • How will you analyze the data? What statistics do you anticipate using? [One paragraph]

_________________________________________ (signature line)

Approved: Director of Clinical Training

_________________________________________ (line for date)

Date

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Appendix E: Thesis Proposal (T1) Approval Form

(Please submit this form to the Graduate Coordinator or their mailbox within 5 business days of your successful T1. Below is only a sample of what information is on the actual form. Please download the actual form from Sharepoint.)

For office use only.

Program Director Initials: ___________

Appendix E: Thesis Proposal (T1) Approval Form

Title of Thesis Proposal:

Name of Student:

We have approved the student’s thesis proposal.

Chair Signature:

Print Name:

Date:

Member 1:

Print Name:

Date:

Member 2:

Print Name:

Date:

Member 3:

Print Name:

Date:

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Appendix F: Preliminary Examination Proposal (P1) Form

(Please submit this form to the Graduate Coordinator or their mailbox within 5 business days of your successful P1. Below is only a sample of what information is on the actual form. Please download the actual form from Sharepoint.)

For office use only.

Program Director Initials: ___________

Appendix F: Preliminary Examination Proposal (P1) Form

Title of Thesis Proposal:

Name of Student:

Date of P1:

Estimated semester of Preliminary Exam: Fall /  Spring  / Summer (circle one)

Year:

(Each Committee Member will write “Pass” or “Fail”)

Chair Signature:

Print Name:

Pass or Fail:

Member 1 Signature:

Print Name:

Pass or Fail:

Member 2 Signature:

Print Name:

Pass or Fail:

Member 3 Signature:

Print Name:

Pass or Fail:

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Appendix G: Dissertation Proposal (D1) Approval Form

For office use only.

Program Director Initials: ___________

Appendix G: Dissertation Proposal (P1) Approval Form

Title of Dissertation Proposal:

Name of Student:

Date of D1:

We have approved the student’s dissertation proposal.

Chair Signature:

Print Name:

Date:

Member 1 Signature:

Print Name:

Date:

Member 2 Signature:

Print Name:

Date:

Member 3 Signature:

Print Name:

Date:

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Appendix H: Clinical Psychology Doctoral Program Milestone Timeline

Requirement: Thesis Prospectus Approved

Deadlines and Consequence if Missed

  1. May 2 of first year
    • Warning: The student will receive a letter that documents that he/she did not meet the expected deadline for the thesis prospectus, which also will be reflected in the student’s annual evaluation.
  2. September 1 of second year
    • Fails to meet expectations: The student will receive a letter that documents that he/she failed to meet expectations for research for the year, which will be documented in the student’s annual evaluation for the research category. A written remediation plan will be developed in collaboration with the student, the major professor, and the DCT.

Requirement: Thesis Proposal Approved (T1)

Deadlines and Consequence if Missed

  1. May 2 of first year
    • Suggested Guideline: Guideline for the student, but no consequence if not met.
  2. January 31 of second year
    • Warning: The student will receive a letter that documents that he/she did not meet the expected deadline for the thesis proposal, which also will be reflected in the student’s annual evaluation for the research category.
  3. May 1 of second year
    • Fails to meet expectations: The student will receive a letter that documents that he/she failed to meet expectations for research for the year, which will be documented in the student’s annual evaluation for the research category. A written remediation plan will be developed in collaboration with the student, the major professor, and the DCT.
  4. September 1 of third year
    • Termination Review: Depending on the circumstances, the CTC will
      1. develop another remediation plan,
      2. counsel the student from the program, or
      3. terminate the student from the program.

Requirement: Thesis Final Defense Approved (T2)

Deadlines and Consequence if Missed

Note: With respect to the thesis deadlines, if the major professor indicates that there is a special justification for the delay and that the student is making good progress, these deadlines may be pushed back while the student remains in good standing.

  • August 1 of second year
    • Suggested Guideline: Guideline for the student, but no consequence if not met.
  • October 15 of third year
    • Warning: The student will receive a letter that documents that he/she did not meet the expected deadline for thesis defense, which will be reflected in the student’s annual evaluation for the research category.
  • January 31 of third year
    • Fails to Meet Expectations: The student will receive a letter that documents that he/she failed to meet expectations for research for the year, which will be documented in the student’s annual evaluation for the research category. A written remediation plan will be developed in collaboration with the student, the major professor, and the DCT. The CTC may modify the student’s schedule (e.g., no practicum or reduced client load) to free up time to complete the thesis.
  • May 1 of third year
    • Termination Review: Depending on the circumstances, the CTC will (a) develop another remediation plan, (b) counsel the student from the program, or (c) terminate the student from the program.
  • August 1 of fourth year
    • Termination Review/Funding Withdrawn/No Class Registration: Unless the thesis defense is imminent, the student will be (a) counseled from the program, (b) terminated from the program, or (c) allowed to continue in the program but only allowed to register for 1 hr. The student will not be allowed to participate in practicum or externship and will receive no funding. Another remediation plan will be developed in collaboration with the student, the major professor, and the DCT.
  • December 15 of fourth year
    • Termination: Barring extraordinary circumstances, the student will be terminated from the program at this time.

Requirement: Preliminary Exam (P1)

Deadlines and Consequence if Missed

  • May 1 of third year
    • Suggested Guideline: Guideline for the student, but no consequence if not met.
  • September 1 of fourth year
    • Warning: The student will receive a letter that documents that he/she did not meet the expected deadline for the initial preliminary examination meeting, which will be reflected in the student’s annual evaluation.
  • May 1 of fourth year
    • Fails to Meet Expectations: The student will receive a letter that documents that he/she failed to meet expectations for the initial preliminary exam meeting, which will be documented in the student’s annual evaluation. A written remediation plan will be developed in collaboration with the student, the major professor, and the DCT.
  • September 1 of fifth year
    • Termination Review: Depending on the circumstances, the CTC will (a) develop another remediation plan, (b) counsel the student from the program, or (c) terminate the student from the program.

Requirement: Preliminary Exam (P2)

Deadlines and Consequence if Missed

  • September 1 of fourth year
    • Suggested Guideline: Guideline for the student, but no consequence if not met. This is the earliest the P2 is expected due to Graduate School timelines for graduation. (See notes below.) Note that the student cannot apply for internship until the preliminary exam is passed. The student must pass the preliminary exam by September 1st of the internship application year to be eligible to apply for internship.
  • May 1 of fourth year
    • Warning: The student will receive a letter that documents that he/she did not meet the expected deadline for the preliminary exam, which will be reflected in the student’s annual evaluation.
  • September 1 of fifth year OR if the P2 is failed after the first administration (regardless of timeline)
    • Fails to Meet Expectations: The student will receive a letter that documents that he/she failed to meet expectations for the preliminary exam, which will be documented in the student’s annual evaluation. A written remediation plan will be developed in collaboration with the student, the major professor, and the DCT. The CTC may modify the student’s schedule (e.g., no practicum or reduced client load) to free up time to complete the preliminary exam.
    • Note that the student cannot apply for internship until the preliminary exam is passed. The student must pass the preliminary exam by September 1st of the internship application year to be eligible to apply for internship.
  • September 1 of sixth year
    • Termination Review: Depending on the circumstances, the CTC will do one of the following:
      • develop another remediation plan,
      • counsel the student from the program, or
      • terminate the student from the program.

Notes About P2

The dissertation proposal (D1) can proceed the preliminary exam (P2). These meetings must be held on separate dates.

Per the Graduate School, the student must graduate within three years of the semester in which they pass their preliminary examination, or an extension request will need to be filed. Keep this rule in mind when scheduling your P2. Extensions can be granted, so do not delay the P2 if you are ready and it will impede your progress.

Requirement: Dissertation Proposal (D1)

Deadlines and Consequence if Missed

  • October 1 of fourth year
    • Suggested Guideline: Guideline for the student, but no consequence if not met. Note that the student cannot apply for internship until the dissertation is successfully proposed. The student must pass the dissertation proposal by October 1st of the internship application year to be eligible to apply for internship.
  • May 15 of fourth year
    • Warning: The student will receive a letter that documents that he/she did not meet the expected deadline for the dissertation proposal, which also will be reflected in the student’s annual evaluation for the research category.
  • October 1 of fifth year
    • Fails to Meet Expectations: The student will receive a letter that documents that he/she failed to meet expectations for the dissertation proposal, which will be documented in the student’s annual evaluation for the research category. A written remediation plan will be developed in collaboration with the student, the major professor, and the DCT. The CTC may modify the student’s schedule (e.g., no practicum or reduced client load) to free up time to complete the preliminary exam. Note that the student cannot apply for internship until the dissertation is successfully proposed. The student must pass the dissertation proposal by October 1st of the internship application year to be eligible to apply for internship.
  • October 1 of sixth year
    • Termination Review: Depending on the circumstances, the CTC will do one of the following:
      • develop a remediation plan,
      • counsel the student from the program, or
      • terminate the student from the program.

Requirement: Dissertation Final Defense (D2)

Deadlines and Consequence if Missed

  • August 1 of internship year
    • Suggested Guideline (to graduate following internship): Guideline for the student, but no consequence if not met (other than ABD status).
  • One year post- internship
    • Fails to Meet Expectations: The student will receive a letter that documents that he/she failed to meet expectations for research for the year. A written remediation plan will be developed in collaboration with the student, the major professor, and the DCT.
  • Two years post- Internship
    • Termination Review: Depending on the circumstances, the CTC will do one of the following:
      • develop a remediation plan,
      • counsel the student from the program, Or
      • terminate the student from the program.

Note: Students will complete another program milestone, the Clinical Case Conference, in their fourth year of the program. The date of each student’s case conference will be scheduled through consultation with the DCT.

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Appendix I: Supervisor’s Evaluation of Student Practicum Performance

(Below is the information and questions contained on the evaluation form.)

WSU Clinical Psychology Doctoral Program
Supervisor’s Evaluation of Student Practicum Performance

Name of Student:

Practicum Supervisor:

Practicum Site:

Semester/Academic Year:

Practicum Goals and Objectives:

(To be completed at beginning of practicum, in collaboration with the student)
List specific goals and objectives re: competencies to be developed, case load, types of clients, frequency and style of supervision, criteria for evaluation.

Final Evaluation of Goals and Objectives:

Indicate goals and objectives achieved by completion of semester 

Evaluation rating scale:
  1. Development required: Further development and supervision needed in order to meet expectations
  2. Meets expectations: Functions adequately for level of training
  3. Exceeds expectations: Functions at above average level for training

“NA” = Not applicable to current practicum placement

Please circle the rating for each objective within each category.

Note that for advanced practicum students (i.e., those planning to apply for internship in the next 9 months), a rating of 2 (Meets expectations) indicates that the student is ready to start internship and therefore has met the minimum level of achievement for that element.

  1. Applied research skills
    • Applies research knowledge to case conceptualization and treatment planning. Rating: 1 2 3 NA
  2. Ethical and legal standards
    1. Is knowledgeable of and act in accordance with the APA Ethical Principles of Psychologists and Code of Conduct; relevant laws, regulations, rules; professional standards and guidelines. Rating: 1 2 3 NA
    2. Recognizes ethical dilemmas as they arise, and applies ethical decision-making processes in order to resolve dilemmas. Rating: 1 2 3 NA
    3. Conducts self in an ethical manner in all professional activities. Rating: 1 2 3 NA
  3. Individual and cultural diversity
    1. Understands how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with clients different from themselves. Rating: 1 2 3 NA
    2. Knows the relevant knowledge base as it relates to addressing diversity in supervision/consultation and service. Rating: 1 2 3 NA
    3. c. Works effectively with individuals whose group membership, demographic characteristics, or worldviews conflict with their own. Rating: 1 2 3 NA
  4. Professional values, attitudes, and behaviors
    1. Behaves in ways consistent with the values of integrity, accountability, and concern for the welfare of others. Rating: 1 2 3 NA
    2. Engage in self-reflection regarding their personal and professional functioning; engages in activities to maintain and improve performance, well-being, and professional effectiveness. Rating: 1 2 3 NA
    3. Actively seeks and demonstrates openness and responsiveness to feedback and supervision. Rating: 1 2 3 NA
    4. Responds professionally with a greater degree of independence as they progress during the practicum. Rating: 1 2 3 NA
    5. Knows & adheres to policies and procedures of the practicum site. Rating: 1 2 3 NA
    6. Timely completion of assessment reports, session notes, etc. Rating: 1 2 3 NA
  5. Communications and interpersonal skills
    1. Develops and maintains effective relationships with supervisor and those receiving professional services. Rating: 1 2 3 NA
    2. Clinical writing (e.g., intakes, progress notes, assessment reports) is informative and well-integrated; demonstrates an appropriate grasp of professional language and concepts. Rating: 1 2 3 NA
    3. Demonstrates effective interpersonal skills and manages difficult communication well. Rating: 1 2 3 NA
  6. Assessment
    1. Demonstrates knowledge of diagnostic classification systems, and considers client strengths and psychopathology. Rating: 1 2 3 NA
    2. Demonstrates understanding of human behavior within its context. Rating: 1 2 3 NA
    3. Demonstrates the ability to apply the knowledge of functional and dysfunctional behaviors to the assessment and/or diagnostic process. Rating: 1 2 3 NA
    4. Selects and applies assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics. Rating: 1 2 3 NA
    5. Administers assessment measures in accordance with standardization procedures Rating: 1 2 3 NA
    6. Collects relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient. Rating: 1 2 3 NA
    7. Interprets assessment results, following current research and professional standards, to inform case conceptualization, diagnosis, and recommendations, while guarding against decision-making biases. Rating: 1 2 3 NA
    8. Communicate orally and in reports the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences. Rating: 1 2 3 NA
  7. Intervention
    1. Establishes and maintains effective relationships with clients. Rating: 1 2 3 NA
    2. Develops evidence-based intervention plans specific to the therapy goals. Rating: 1 2 3 NA
    3. Implements interventions informed by the current research literature, assessment findings, diversity characteristics, and contextual variables. Rating: 1 2 3 NA
    4. Applies the relevant research literature to clinical decision making. Rating: 1 2 3 NA
    5. Modifies and adapts evidence-based approaches effectively when a clear evidence-base is lacking. Rating: 1 2 3 NA
    6. Evaluates intervention effectiveness, and adapts intervention methods consistent with ongoing evaluation. Rating: 1 2 3 NA
  8. Consultation and interprofessional/interdisciplinary skills
    1. Demonstrates knowledge and respect for the roles and perspectives of other professions. Rating: 1 2 3 NA
  9. Supervision
    1. Provides peer supervision that is developmentally-appropriate when given the opportunity. Rating: 1 2 3 NA
Comments:  

(Examples: strengths, areas for growth, suggested experiences for future growth): Attach additional sheets if necessary.

(space for leaving comments)

By checking here, I attest that this evaluation is based in part on direct observation of the student’s practicum performance. The type of direct observation was (check one or both below):

_ Direct observation _ Videotape review

_________________ (Supervisor’s signature attesting to direct observation)

Final Practicum Grade (choose Satisfactory, Fail, or Incomplete)

Supervisor’s Signature:

Date:

I have read this evaluation, spoke in-person with my supervisor, and had the opportunity to ask any questions that I had.

Student’s Signature:

Date:

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Appendix J: Doctoral Comprehensive Exam: Clinical Case Conference Written Evaluation Form

(Information requested on the form is detailed below.)

Student’s Name:

Rater’s Name:

Supervisor (if known:

Date of Case Conference:

For each of the 11 items, please select the rating (1, 2, or 3). Provide qualitative feedback for strengths, areas to target for improvement, and overall assessment of case conference performance. (Ratings legend: 1 = Fails to Meet Expectations; 2 = Meets Expectations; 3 = Exceeds Expectations)

  1. The student’s theoretical orientation was clearly presented and integrated well into the case presentation. (Rating: 1, 2, 3)
  2. The visual presentation of client information was clear. (Rating: 1, 2, 3)
  3. Student was prepared and able to discuss the case with ease (e.g., not just read from slides/notes). (Rating: 1, 2, 3)
  4. Only relevant background information was presented. (Rating: 1, 2, 3)
  5. Assessment information was summarized clearly and integrated into the case conceptualization. (Rating: 1, 2, 3)
  6. Case conceptualization was clear and communicated precipitating factors as well as factors contributing to the maintenance of symptoms. (Rating: 1, 2, 3)
  7. Treatment (or assessment recommendations) followed directly from the assessment information and case conceptualization. (Rating: 1, 2, 3)
  8. Student described the outcome goals (and client’s response to treatment if applicable). (Rating: 1, 2, 3)
  9. Student described anticipated or encountered barriers to treatment (or implementation of assessment recommendations) and plans to overcome them. (Rating: 1, 2, 3)
  10. Student fielded questions from the faculty well. (Rating: 1, 2, 3)
  11. Student fielded questions from their peers well (if applicable). Circle here if N/A. (Rating: 1, 2, 3)

Qualitative Feedback

Strengths:

Areas to target for improvements:

Overall assessment of case conference performance:

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Appendix K: CUDCP Internship Eligibility

Council of University Directors of Clinical Psychology Expectation for Internship Eligibility

  1. Trainee meets or exceeds foundational and functional competencies as outlined by the Assessment of Competency Benchmarks Work Group.
  2. Trainee successfully completed a master’s thesis (or equivalent).
  3. Trainee passed program’s comprehensive or qualifying exams (or equivalent).
  4. Trainee’s dissertation proposal has been accepted at the time of application to the internship.
  5. Trainee successfully completed all required course work for the doctoral degree prior to starting the internship (except hours for dissertation and internship).
  6. Trainee completed an organized, sequential series of practicum experiences supervised by at least two different clinical psychologists that involve formalized practicum experience in evidence-based assessment and therapy. The Trainee completed at least 450 face-to-face hours of assessment/intervention and at least 150 hours of supervision by a clinical psychologist who routinely employed individual and/or group supervision models and at least one or more of the following intensive supervision methods (e.g., direct observation, co- therapy, audio/videotape review). During early formative years, the ratio of face-to-face hours to supervision hours approximated 1:1 and increased to around 4:1 as the Trainee developed intermediate to advanced clinical skills.
  7. Trainee has contributed to the scientific knowledge within psychology, as evidenced by:
    1. Publishing an article in a refereed journal or a book chapter as an author or co- author, or
    2. Presenting at least three papers/posters/workshops at regional, national, or international professional conferences or meetings.
  8. Trainee was enrolled in a program that conducts formal annual evaluations of each student for purposes of monitoring trainees’ developing competencies and assuring that only students making satisfactory progress are retained and recommended for doctoral candidacy and entry into the profession. This annual program review of each student utilizes evaluations obtained from different faculty and supervisors and covers the full range of competencies including academic, research, clinical skills, and ethical professional behavior. Trainee has been rated as meeting expectations and possessing the required competencies at the time of applying for internship.

Adopted January 22, 2011

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Appendix L: Annual Evaluation Form

Washington State University Clinical Psychology Doctoral Program

Graduate Student Evaluation Form, Annual Evaluation by Clinical Training Committee (CTC)

(Following are the areas and questions that committee members will be asked concerning each student.)

Name of Student:

Date of Evaluation:

Major Professor:

Student Year in Program:

  1. Quality of academic work (Responses: Acceptable, Unacceptable, or N/A for current interns)
    • Comments:
  2. Overall clinical skills (Choose ranking: 1= Fails to Meet Expectations; 2 = Meets Expectations; 3 = Exceeds Expectations)
    • Comments:
  3. Overall research skills (Choose ranking: 1= Fails to Meet Expectations; 2 = Meets Expectations; 3 = Exceeds Expectations)
    • Comments:
  4. Progress through the program (timeliness on milestones); (Choose ranking: Acceptable or Unacceptable)
    • Comments:
  5. Openness to supervision and responsiveness to feedback (Choose ranking: Acceptable or Unacceptable)
    • Comments:
  6. Interpersonal and professional competence (Choose ranking: Acceptable or Unacceptable)
    • Comments:
  7. Self-awareness (Choose ranking: Acceptable or Unacceptable)
    • Comments:
  8. Manifestation of appropriate professional and ethical behavior (Choose ranking: Acceptable or Unacceptable)
    • Comments:
  9. Involvement in service/advocacy/leadership activities
    • Comments:
  10. Problem areas, if any, and plans for remediation: (if N/A check here ___)
    1. Problem 1:
    2. Problem 2:
    3. Problem 3:
    4. Problem 4:
  11. Comments on self-evaluation and/or goals for next academic year
    • Comments:
  12. Student annual Evaluation Summary: Evaluation of overall performance and progress (Choose ranking: 1= Fails to Meet Expectations; 2 = Meets Expectations; 3 = Exceeds Expectations)
    • Comments:

Review of Professional-Wide Competencies

Rating scale
  • 1 = Fails to meet expectations
  • 2 = Meets expectations
  • 3 = Ready to apply for internship–use for students who are planning to apply for internship in the coming year.  The only other option is 1 “fails to meet expectations.”
  • 4 =  Ready to start internship–use for students who have matched for internship. The only other option is 1
  • 5 = Ready for entry-level practice, pending successful completion of internship—use for student currently on internship.  The only other option is 1.

(Rate skills below from 1 to 5.)

  1. Applies research skills ____
  2. Ethical and legal standards ____
  3. Individual and cultural diversity ____
  4. Professional values, attitudes, and behaviors  ____
  5. Communications and interpersonal skills   ____
  6. Assessment  ____
  7. Intervention ____
  8. Consultation and interprofessional/interdisciplinary skills ____
  9. Supervision ____

I have read this evaluation:

Student Advisor’s Signature:                                                              

Student Signature:

(Director of Clinical Training’s signature, if advisor is unavailable to sign)

Director of Clinical Training Signature:

Routing: 

  1. Advisor signs
  2. Student signs
  3. Submit to Director of Clinical Training
  4. Copy will be made and given to student
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Appendix M: Scheduling Priorities

The aim of this document is to make explicit what may have been implicit expectations when students set their weekly schedules at the beginning of the semester.  There may be exceptions in rare or complicated cases, in which case please consult with the DCT and your major professor.

Here are the activities in order of priority:

  1. Do not schedule anything to conflict with the Wednesday 5-6 program meetings. We selected this time because we know that there are no other department activities occurring at this time.  Unfortunately, this means that students may not be able to take electives in other departments that have classes at this time.  Also, students are expected to be fully present during these meetings, so please do not schedule for times that you would be multi-tasking (e.g., driving).  Barring extenuating circumstances, students should have their cameras on whenever the presenter is not sharing their screen.
  2. Your classes that have scheduled meeting times (i.e., the time is set on the registrar website). 
  3. Your assistantship (total 20 hours/week): 
    1. Graduate instructors:  You must be available at the time that your class meets. You will not be assigned a class that conflicts with your course schedule. 
    2. Teaching assistants: You should meet with the professor(s) that you are assigned to assist before the start of the semester to find out the times that they will need you to be available for their classes (attending, proctoring, guest lecturing). If you are taking a scheduled class that conflicts with the time that your TA class meets, that is an acceptable reason to not be available for your TA, but practica, lab meetings, supervision times (that are not formal class meetings) etc. should be scheduled around the times that you are needed to TA.
    3. Research or Clinic Assistantships:  You should schedule your times with your supervisors with only the Wednesday 5-6 meetings and your classes having priority.
  4. Lab meetings/research time (if not an RA) and prac times (if not a CA):  These should be negotiated with your major professor and prac supervisors but are lower scheduling priority than 1-3. 
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