Policies and Regulations

Students and trainees in professional psychology programs (at the doctoral, internship, or postdoctoral level) should know prior to program entry, and at the outset of training that faculty, training staff, supervisors, and administrators have a professional, ethical, and potentially legal obligation to: (a) establish criteria and methods through which aspects of competence other than, and in addition to, a student-trainee's knowledge or skills may be assessed (including, but not limited to, emotional stability and well-being, interpersonal skills, professional development, and personal fitness for practice); and, (b) ensure insofar as possible that the student-trainees who complete their programs are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, teaching) in an effective and appropriate manner. Because of this commitment, and within the parameters of their administrative authority, professional psychology education and training programs, faculty, training staff, supervisors, and administrators strive not to advance, recommend, or graduate students or trainees with demonstrable problems (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) that may interfere with professional competence to other programs, the profession, employers, or the public at large.

As such, within a developmental framework, students and trainees should know that their faculty, training staff, and supervisors will evaluate their competence in areas other than, and in addition to, coursework, seminars, scholarship, comprehensive examinations, or related program requirements. These evaluative areas include, but are not limited to, demonstration of sufficient: (a) interpersonal and professional competence (e.g., the ways in which student-trainees relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (b) self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one's own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (c) openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and (d) resolution of issues or problems that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by the successful completion of remediation plans; by participating in personal therapy in order to resolve issues or problems).

This policy is applicable to settings and contexts in which evaluation would appropriately occur (e.g., coursework, practica, supervision), rather than settings and contexts that are unrelated to the formal process of education and training (e.g., non-academic, social contexts). However, irrespective of setting or context, when a student-trainee's conduct clearly and demonstrably (a) impacts the performance, development, or functioning of the student-trainee, (b) raises questions of an ethical nature, (c) represents a risk to public safety, or (d) damages the representation of psychology to the profession or public, appropriate representatives of the program may review such conduct within the context of the program's evaluation processes.

(Excerpt from the mandate of the Clinical Program Student Review Committee)

Annual Student Review: Policy and Procedures

Annual Student Review: Criteria

Clinical Program Student Review Committee

Coordinator of Practica and Internships

Criteria and procedures for Approval of External Practicum and Internship Training Settings

Doctoral Thesis: Policies and Procedures

Ethics

Policies and regulations of the University

Master's Level Research Practicum (PSY 5023)

Ph.D. Degree with Recognition of Professional Bilingual Competence

Policy for Directed Reading Courses

Policy for Graduate Course Enrollment for Special Students

Policy for the allocation of Travel Funds for academic purposes (students)

Policy on External Practica (PSY 6008, PSY 6009)

Policy on Internships

Policy on Psychological Services Offered by Students Outside of Practica and Internships

Procedures Governing Requests for Extensions by Graduate Students

Restriction of Access to Courses in Clinical Psychology

Second Language Requirements for Graduate Studies

Standardized Student CV Template

Supplementary Clinical Courses

Teaching Request Approval Form

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