; Graduate Programs in Psychology
Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out
Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

Graduate Programs in Psychology

VIEWS: 3 PAGES: 36

  • pg 1
									Gr a duat e P ro gr a m s i n Ps yc hol o g y

M a s t e r’ s a n d d o c tor a l Pro g r a M s
         i n c l i n ic a l P s yc hol o g y
                                                                                    Contents

                                                                               T h e S ch o ol of Ps y ch ol og i ca l S c i e n ce s   3
                                                                                    Mission                                              3
                                                                                    The University of Indianapolis                       3
                                                                                    City of Indianapolis                                 3
                                                                                    University of Indianapolis                           4
      The School of Psychological Sciences at the                                   Letter from the Dean                                 5
                                                                                    Facilities and Resources                             6
      University of Indianapolis offers two graduate
                                                                                    Applied Training Experience                          7
      program degrees and a general undergraduate
                                                                                    Practicum Sites                                      7
      psychology major. The graduate programs are                                   Faculty                                              8
      designed to meet the criteria of professional                                 Academic Progress & Professional Competence 8
                                                                                    Prior Study & Transfer of Credit                     8
      organizations and accrediting bodies such as
                                                                                    Shared Values of the Graduate Programs               9
      the American Psychological Association (APA),                                 Program Goals                                       10
      the National Council of Schools and Programs                                  Master’s & PsyD Comparison                          10

      of Professional Psychology (NCSPP), the Council                          T h e Ma st e r’ s P r og r a m                          11
      of Applied Master’s Programs in Psychology                                    MA Options and Requirements                         12
                                                                                    Clinical Psychology Track                           13
      (CAMPP), and the Association of State and
                                                                                    Mental Health Counseling Track                      14
      Provincial Psychology Boards (ASPPB). The
                                                                               The Doctoral Program                                     15
      University is accredited by the North Central
                                                                                    Competency Areas                                    15
      Association of Colleges and Schools to offer                                  Concentration Areas                                 17
      advanced graduate studies leading to a master’s                               Doctoral Program Options & Requirements             18
                                                                                    Course Sequence                                     21
      (MA) in clinical psychology (with an optional men-

      tal health counseling track) and an APA-accredited                       G r a d u a t e C o u r s e D e s c r ipt i on s         23

      doctoral degree (PsyD) in clinical psychology.                           A ppl i ca t i on Info r m a t i on                      28

                                                                               Ps y ch ol o g y G r a d u a t e A ssi st a n t ship     29

                                                                               C a m p u s Ma p & D r iv in g D i r e c t i on s        30

                                                                               En cl os u r e s , in si d e ba ck co v e r




      Clinical Psycholog y focuses on the intellectual, emotional, biological,
      psychological, social, and behavioral aspects of human functioning
      across the life span, in varying cultures, and at all socioeconomic levels.




2   Graduate Programs in Psychology
T he Sc hool of Ps yc holog ic a l Scienc e s
                    Indianapolis—a premier urban setting
                 The city of Indianapolis is the twelfth-largest city in the nation and provides diverse
                 cultural opportunities and experiences. A thriving, progressive metropolis of more than
                 800,000 people, Indianapolis has burgeoned with corporate growth, cultural expansion,
                 and civic pride. The University is just minutes from the central business district.

                 Indianapolis is home to Fortune 500 companies and the Big Four accounting firms. It is
                 one of the top 25 media markets in the nation, with major television network affiliates,
                 radio stations, magazines, and one of the largest metropolitan newspapers in the country.
                 The city also boasts some of the most renowned medical centers, and specialists through-
                 out the world look to these centers of exceptional research and practice for the latest
                 expertise available in health care.

                 Indianapolis is a professional sports hotbed and is home to the Indianapolis Colts, Indiana
                 Pacers, Indiana Ice, and Indianapolis Indians, among others. The city is a frequent host
                 of the NCAA Final Four in basketball, world-class track and field events, Olympic trials,
                 swimming and diving competitions, PGA, Senior PGA and LPGA events, tennis cham-
                 pionships, and such renowned racing events as the Indianapolis 500, Brickyard 400, the
                 MotoGP international motorcycle race, and the Red Bull Indianapolis Grand Prix.

                 Indianapolis offers rich cultural and entertainment opportunities. For example, among its
                 world-class museums are the Indianapolis Museum of Art, with an impressive and diverse
                 collection; the Children’s Museum (the world’s largest); and the Eiteljorg Museum, which
                 celebrates Native American and Western art and culture. The city boasts numerous profes-
                 sional and civic theatre groups and venues as well as film festivals. The Indianapolis Opera
                 and the Indianapolis Symphony are staples of the city’s rich cultural offerings. The city has
                 venues for major concert tours and boasts an impressive array of clubs, restaurants serving
                 diverse international cuisine, and cafés. The University of Indianapolis itself has a fine
                 Baroque ensemble, art galleries, and a radio station dedicated to jazz and classical music.
                 All of these elements add to the vibrancy of this spectacular capital city by providing a
                 unique range of educational and recreational opportunities. Be sure to visit Broad Ripple
                 Village, Massachusetts Avenue, and the Circle Centre areas to experience the cafes, night-
                 life, restaurants, and energy you would expect from a major urban center.




                                                                             “There’s only one corner of the universe
                                                                             you can be certain of improving and
                                                                             that’s your own self.” —Aldous Huxley




                                                                                              h t t p://ps ych.u i n dy.e du   3
          T he Sc hool of Ps yc holog ic a l Scienc e s c on t in u e d
            Graduate Educational                                          The faculty believe that graduate education is most effec-
            a nd Tr a i n i ng Model                                      tive when the relationship between students and faculty is
                                                                          characterized by mutual respect, responsibility, and dedi-
          The School of Psychological Sciences resides as one entity      cation to excellence. The graduate programs are founded
          within the University of Indianapolis Graduate School,          on a deep and abiding respect for diversity in individuals,
          which in turn forms a part of the larger University struc-      the ethical practice of psychology, and a commitment to
          ture. For this reason, we have developed and implemented        service to others. These foundation themes are reflected
          our training model in keeping with the motto of the             in the selection of students, the coursework and train-
          University of Indianapolis, “Education for Service.” The        ing experiences offered, and the faculty who serve as role
          University’s commitment to service is the foundation from       models and mentors.
          which our master’s and doctoral programs have been built,
          which is also in keeping with the mission of other univer-
          sity doctoral programs in nursing, physical therapy, and           Universit y of Ind ia napolis
          occupational therapy.
                                                                          The School of Psychological Sciences graduate programs
          Our graduate programs are committed to developing high-         reside within the University of Indianapolis, which is
          ly competent and qualified clinicians and psychologists.        accredited by the North Central Association of Colleges
          The doctoral program in clinical psychology is based on a       and Schools (NCA) to offer advanced graduate studies.
          practitioner-scholar model of training and has adopted res-     The University of Indianapolis was ranked in August
          olutions of the National Council of Schools and Programs        2010 by U.S. News & World Report as a Tier One Regional
          of Professional Psychology (NCSPP) (Peterson et al., 1997)      University (Midwest).
          as a foundation for its goals and curriculum plan.
                                                                          The University was founded in 1902 as a coeducational,
                                                                          independent institution to provide preparation for teach-
            Philosophy of Graduate                                        ers. Today the University has more than 5,000 students
            Programs                                                      and offers 82 bachelor’s degrees, 22 master’s degrees, and
                                                                          several doctoral degrees.
          The focus of the program is to train students for the gen-
          eral, integrative practice of clinical psychology. Students     In addition to its main campus in Indianapolis, the
          develop capacities for thinking in a systematic and disci-      University of Indianapolis offers graduate and under-
          plined manner about clinical cases, theories, assessment,       graduate programs at its wholly owned branch campus in
          diagnoses, case conceptualization, intervention, problem        Athens, Greece. Further, the University is in partnership
          solving, and ethics. They learn to translate basic psycho-      with Galen University in San Ignacio, Belize, and the
          logical science into clinical practice, judiciously consider    Ningbo Institute of Technology, Zhejiang University, in
          various sources of data and weigh evidence from multiple        the People’s Republic of China.
          sources, evaluate and modify beliefs based on evidence,
          be outcome-oriented, and consider alternative viewpoints        The academic year is organized in trimesters with a fall,
          and perspectives. Scientific inquiry and research are           winter, and summer schedule. The fall and winter semes-
          viewed as improving critical thinking, and in the doctoral      ters are 15 weeks and the reduced summer schedule spans
          program the foundations of research design and statistics       nine weeks. There is an extended break in late summer.
          are well enough in place to permit professional activity in
          these areas.




                                                           The award-winning Christel DeHaan Fine Arts Center, with its Ruth
                                                           Lilly Performance Hall, of fers students an opportunity to see outstanding
                                                           musical concerts and nationally recognized speakers as well as many other
                                                           professional performances and critically acclaimed art exhibitions.




4   Graduate Programs in Psychology
 Letter from the Dean

                          Dear Applicant,

                          Thank you for your interest in the graduate psychology programs
                          at the University of Indianapolis. The School of Psychological
                          Sciences has developed a national reputation based on its out-
                          standing faculty, successful alumni, and the high quality
                          of education and training we provide.

                          I am very pleased that you are considering applying to our mas-
                          ter’s or doctoral programs in psychology. Clearly, there are many
choices available to you; I know how difficult it can be and how many factors you must
consider when deciding where to apply. This viewbook, combined with our SoPS website
(http://psych.uindy.edu/), should provide you with answers to many of your questions.

To highlight a few of our strengths, I will focus first on our faculty. You will find that
they are committed to providing excellent teaching, research, and service, and many
combine their faculty appointments with clinical activities. As you would expect from
a competitive application process and a rigorous course of study, our students also excel
academically and professionally. Our graduates have gone on to lead and develop clinical
organizations, supervise trainees, and gain employment in all facets of adult- and child-
focused clinical settings, such as VA hospitals, medical centers, university counseling
centers, psychiatric hospitals, residential settings, and correctional facilities. Some students
specialize in one or more of our concentration areas (i.e., child and adolescent, behavioral
medicine/health psychology, or adult psychopathology and psychotherapy), while many
choose to become generalists, working across multiple areas.

While some programs describe themselves as cognitive-behavioral, psychodynamic, or
humanistic, we are committed to offering diverse curricula taught by experts in each of
these modalities. You will find that an emphasis on scientific rigor runs through our pro-
gram with attention to developing strong biopsychosocial conceptualization and clinical
skills in our graduate students. Our program will provide you with the conceptual tools
and competencies relevant to the realities of practicing clinicians who are employed today,
as well as the skills we anticipate you will need in the future.

We promise you a well-planned curriculum that is continually being improved upon with
new elective offerings. Our master’s and doctoral practicum sites are well monitored and
provide remarkable training opportunities, and those in the doctoral program will also
benefit from completing a high-quality dissertation. The two years as a master’s student or
five years as a doctoral student at SoPS will result in a solid professional identity, access to
a network of skilled professionals, and an outstanding repertoire of knowledge and skills
from which to draw upon. I wish you well in your application process.

Sincerely,
Rick Holigrocki, PhD
Dean of the School of Psychological Sciences




                                                       UIndy has the highest percentage of
                                                       international students in the state,
                                                       representing some 60 nations.




                                                                                h t t p://ps ych.u i n dy.e du   5
          T he Sc hool of Ps yc holog ic a l Scienc e s c on t in u e d
                                                                           technology, library, Media services: Computer facili-
             Facilities & Resources
                                                                           ties in Good Hall and throughout the University allow
          The School of Psychological Sciences is located on the           graduate students access to word processing, spreadsheets,
          first, second, and third floors of Good Hall, the landmark       database operations, statistical packages, e-mail, and the
          building of the University. Students are taught in modern        web. Wireless connectivity is available across campus.
          classrooms with the latest technological resources. A variety
          of specialized training facilities are utilized by psychology    The main library is the Krannert Memorial Library
          graduate students at the University of Indianapolis.             (KML). The library has full text of more than 30,000
                                                                           journals, subscriptions to 500 print journals, and 160,000
          labs: Clinical Psychotherapy Laboratories are designated         books. Databases can be accessed on or off campus and
          for the supervised training of individual, couple, and fam-      include the essential databases to psychological study, such
          ily psychotherapy. They are equipped with video cameras          as PsycINFO, PsycARTICLES, PsycBOOKS, Medline,
          and high-quality microphones to allow for video recording        PEP Archive, and Academic Search Complete. Free interli-
          of sessions and feedback and instruction. The rooms are          brary loan services are available to acquire journal articles
          linked to a separate observation room to allow for live su-      or books that are not part of the digital or print collec-
          pervision, hands-on training, and education. These labora-       tions. A substantial collection of digital video resources
          tory rooms are available for use by the training clinic and      is available for on- or off-campus use (streaming video of
          all assessment and therapy classes.                              some 7,000 films available 24/7 via Films on Demand).

          The Psychological Assessment Laboratory is equipped with         The library provides students with excellent access to tech-
          mirrored windows for observation and video recording             nology. Twenty-two “scholar workstations” offer online
          of student psychodiagnostic testing and other assessment         access for research and software tools for organizing and
          skills. A full complement of current psychological assess-       presenting information (MS Word, Excel, Powerpoint,
          ment materials is maintained by the SoPS. The Human              etc.). Large-screen group workstations allow small groups
          Development and Family Studies Laboratory offers a more          to collaborate. Research-only stations can be used to look
          spacious area for the observation and video recording of         up materials quickly in the online catalog or databases.
          larger family sessions, sibling studies, and small-group         One workstation includes scanning software for visually
          experiences. The large Group Laboratory includes inter-          impaired individuals. Laptops are available to students on
          connected classrooms and allows for video recording and          a two-hour basis.
          monitoring of experiential group or class exercises, psycho-
          educational programs, and other large group activities.          Media Services is located just off the main lobby of the
                                                                           Krannert Memorial Library and is the resource center for
          Psc: The Psychological Services Center (PSC) at the              instructional technology support on campus. The depart-
          University of Indianapolis is dedicated to providing             ment manages an inventory of audiovisual and computer
          psychological services to both the local and the University      hardware for use in classroom instruction and presenta-
          communities. The goals of the PSC are fivefold, provid-          tions. In-house, self-service Creation Stations are provided
          ing: (1) psychological services to members of the com-           for the development of electronic media at computer-
          munity; (2) exposure for graduate psychology students to         based workstations. Software and hardware resources
          current techniques in a community-oriented setting; (3)          are available for students to scan documents and photos,
          opportunities for professionals practicing in the com-           edit and burn audio/video, edit and print photographs,
          munity to obtain continuing education; (4) opportunities         duplicate media of various formats, and develop podcasts.
          for research with client populations; (5) clinical faculty       Media Services also oversees the University’s technology-
          with an opportunity for clinical practice that is within the     equipped iClassrooms, distance learning rooms, satellite
          University setting.                                              downlink facilities, and campus-wide video distribution
                                                                           hub. A fully equipped Learning Support Center is pro-
                                                                           vided for on-site media usage.




                                                                  The field of Clinical Psycholog y integrates science, theory, and
                                                                  practice to understand, predict, and alleviate dysfunction,
                                                                  disability, and discomfort, as well as to promote human
                                                                  adaptation and personal development.




6   Graduate Programs in Psychology
student space: A special area has been reserved as a psy-
chology graduate study area where students meet for social        Sites where UIndy students have completed their practica:
and academic purposes. Student mailboxes and computers
also are located in this area, which serves as an important       C o m m u n i t y Me n t a l               St. Francis Hospital Adult
communication center.                                             He a l t h C e n t e r s                   Behavioral Health
                                                                      Catholic Charities                     St. Vincent Hospital and
The Graduate Psychology Association (GPA) provides                    Adult and Child Mental                 Primary Care
support to students through mentoring programs, social                Health Center                          VA Medical Center Day
activities, volunteer opportunities, and orientation sessions.
                                                                      Behavior Corp                          Hospital and Domiciliary
The GPA also works to enhance communication through
                                                                      Lutheran Child and
various information and planning meetings, and by elect-                                                 Specialty or
ing student representatives to serve on faculty committees.           Family Services
                                                                      People’s Health Center             R e si d e n t i a l S e t t in g s
GPAs regularly scheduled meetings provide students with a
                                                                      Volunteers of America                  Charis Center for
direct way to provide feedback to SoPS administration.
                                                                      University of Indianapolis             Eating Disorders
The School of Psychological Sciences is also an APA-                  Psychological Services                 Damar Homes
approved continuing education sponsor and offers col-                 Center                                 Fairbanks Hospital
loquia and workshops throughout the year free of charge                                                      Julian Center (Domestic
to students. Media services, writing labs, career placement       S c h o ol S e t t in g s                  Violence Shelter)
services, a health center, physical fitness center, and coun-          Belzer Middle School                  Kelly O’Leary Center for
seling services all contribute to the abundance of resources           Pike Township Schools                 Autism
available to University of Indianapolis students.                                                            Opportunities for
                                                                  Un i v e r si t y C o u n s e l in g       Positive Growth
                                                                  Centers                                    Tara Treatment Center
   A ppl ie d Tr a i n i ng E x per ienc e                          Butler University Counseling
Practicum experiences are an integral part of the train-            and Consultation Services            O u t pa t i e n t G r o u p
ing sequence in clinical psychology at the University of            Indiana State University             Practices
Indianapolis. Practicum placements include a variety of             IUPUI Counseling Center                 Christopher and Associates
sites such as inpatient mental health units, partial hospital-      Marian University Learning              Community Psychological
ization programs, community mental health centers, cor-             and Counseling Center                   Consultants
rectional facilities, outpatient clinics, residential treatment     Purdue University                       Indianapolis Christian
programs, and private practice. In these placements, stu-
                                                                    University of Indianapolis              Psychological Services
dents gain supervised experience in clinical assessment and
                                                                    Counseling Center                       Meridian Health Group
testing, psychotherapy with various types of patients, col-
laboration and consultation with interdisciplinary teams,         Ho s pi t a l s                           Meridian Psychological
program development and evaluation, treatment planning              Columbus Regional                       Associates
and case management, and other aspects of professional              Hospital                                Shelby Psychological Services
psychology. Clinical practicum placements and training              Community Hospital                      Woodview Psychology
are coordinated through the Director of Clinical Train-             Health Network                          Group
ing. To encourage depth of training, year-long placements
                                                                    IU Medical Center
are provided that allow students to integrate assessment,                                                C o r r e c t i on a l S e t t in g s
                                                                    Larue Carter Psychiatric
diagnosis, and treatment in a single setting. The program                                                    Correctional Industrial
has more than 50 practicum sites available to select from,          Hospital
                                                                                                             Facility
or students may work to develop another site and submit             Methodist Hospital
                                                                                                             Indiana Women’s Prison
it for approval. All students in training at a practicum site       Northern Indiana VA
                                                                                                             Pendleton Juvenile
participate concurrently in a weekly Professional Practice          Riley Hospital Child
                                                                                                             Correctional Facility
Seminar group at the University.                                    Development Center
                                                                                                             Youth Opportunity Center
                                                                    St. Francis Hospital
                                                                    Child & Adolescent Services



                                                                                     “To be what we are, and to become what we
                                                                                     are capable of becoming, is the only end of
                                                                                     life.” —Robert Louis Stevenson




                                                                                                             h t t p://ps ych.u i n dy.e du    7
          T he Sc hool of Ps yc holog ic a l Scienc e s c on t in u e d
          To ensure high-quality training and supervision, practi-          Academic Progress &
          cum sites and supervisors are evaluated regularly and             Professional Competence
          approved by the School of Psychological Sciences. Practi-
          cum supervisors are granted clinical faculty status in         Each semester, students’ competency and progress are
          the program in order to emphasize their critical role and      reviewed with respect to standards considered essential for
          responsibility in the training process.                        competent professional practice of psychology. These stan-
                                                                         dards, specified in detail in the student handbook, include
                                                                         expectations regarding knowledge, technical and inter-
            Faculty                                                      personal skills, professional attitudes, and ethical conduct
          The School of Psychological Sciences at the University         of the clinical psychologist. Students must demonstrate
          of Indianapolis takes pride in its dedicated, nationally       satisfactory professional comportment in order to remain
          recognized teaching faculty. All faculty members have          in good standing. Students complete their own self-eval-
          excellent academic credentials in their specialty areas        uations as part of this process, reflecting upon their own
          as well as many years of teaching experience. They also        professional development across time.
          maintain their own research, consulting, and/or clinical
          practices in order to improve and enrich their teaching.       This commitment to regular, comprehensive assessments,
          This ensures the quality of instruction and is indicative of   documented for the student’s benefit, ensures timely feed-
          the commitment to excellence of the full-time, adjunct,        back and contributes to the overall quality and success
          and clinical faculty members. It further ensures that stu-     of the program.
          dents will receive the most current information in the field
          of psychology as applied in real-world situations.                Pr ior St udy & Tr a n sfer
                                                                            of Credit
          The faculty maintain regular office hours and are available
          to discuss curriculum, career plans, or academic issues,       Students who already have obtained a graduate degree or
          or to become better acquainted with students’ interests.       completed graduate coursework in psychology or a related
          The psychology faculty members are dedicated to assisting      area may apply to the graduate program at the University
          students in realizing career goals and becoming leaders in     of Indianapolis. Students with previously obtained gradu-
          their communities and profession.                              ate degrees or coursework who are accepted into the MA
                                                                         or PsyD program may be granted advanced standing.
          Find more detailed information on individual faculty mem-
          bers on a separate handout in the back cover pocket.           A maximum of 15 graduate credit hours may be trans-
                                                                         ferred from another institution. Credit can be granted
                                                                         only for coursework that is judged to be equivalent to
                                                                         courses offered in the graduate psychology program at the
                                                                         University of Indianapolis. Transfer of credit is not given
                                                                         for prior clinical practica, internships, thesis, or disserta-
                                                                         tion work; PSY 520 Ethics, Professional Standards and
                                                                         Legal Issues; or for courses in which a grade lower than
                                                                         a “B” was obtained. All transferred work must have been
                                                                         completed within the five years prior to application for
                                                                         admission. The courses and exact number of credit hours
                                                                         that will be accepted for transfer from another institution
                                                                         will be determined by the graduate program after exami-
                                                                         nation of course syllabi and transcripts.

                                                                         The graduate program in psychology reserves the right to
                                                                         require that students evidence satisfactory performance
                                                                         on a competency examination before it grants transfer of
                                                                         credit for a course.




                                                                                                 “Intelligence plus character —
                                                                                                 that is the goal of a true education.”
                                                                                                 —Dr. Martin Luther King Jr.




8   Graduate Programs in Psychology
   School of Psychological                                         We endorse continuous quality improvement as an
   S c ie nc e s C or e Va lu e s                                  essential doctrine and means of improving organi-
                                                                   zational and student performance. We believe that
The School of Psychological Sciences has adopted a set             quality assurance is predicated on the continual need
of core values that are integrated into the programs and           to ask difficult but meaningful questions, collect
curricula. These values represent strongly held beliefs and        pertinent yet sensitive information, reach conclusions
aspirations of psychology faculty members. As such they            that may require us to change, and implement solu-
represent a set of shared ideals that the faculty strive to        tions and improvements that challenge us to demon-
embody in their activities and in the learning environment         strate our commitment to excellence.
of the programs. The values are as follows:
                                                               Service to Others
Mutual Respect and Responsibility                                  We strive to foster a sense of responsibility for improv-
    We believe that students and faculty deserve to be             ing the human condition, contributing to the welfare
    treated with respect and dignity, and that fundamen-           of others, and providing creative leadership in the
    tal rights of privacy should be honored within the             professional community and society at large.
    limitations of providing responsible training in the           We believe that it is our duty to benefit the students,
    field of psychology.                                           our patients, the profession, and society through our
    We believe it is important to recognize and respect            training program, and minimize the potential for
    the personal goals and varying needs of students and           risks and harm. We believe that a commitment to
    faculty while ensuring that we provide a high-quality          service involves taking a stand on important issues
    education and educational experiences needed by                and taking action in specific directions.
    professionals in the field of clinical psychology.             We believe that it is incumbent on us to be responsi-
                                                                   ble stewards in overseeing the utilization and man-
Integrity                                                          agement of department, University, and community
    We believe in the importance of accurately and hon-            resources. We are committed to the conscientious
    estly representing the program to students, the public,        use of human and financial resources as part of our
    and the profession, and to follow through on promises          service to society and the profession.
    and obligations we have made.
    We believe in the importance of open and honest            Professionalism and Ethics
    communication of viewpoints, careful and non-                  We believe that faculty should demonstrate profes-
    judgmental listening to others, and constructively             sionalism and ethical behaviors in their positions as
    responding to questions.                                       role models, mentors, and educators. We also believe
                                                                   that it is equally important for students to act in a
Flexibility and Innovation                                         professional and ethical manner in their dealings with
    We embrace flexibility, innovation, and change as basic        peers, professors, and the public.
    requisites of creativity, productivity, and success. We
    believe in fostering an environment where students and
    faculty can explore new ways of being and doing.

Dedication to Excellence and Continuous
Quality Improvement
    We strive to create an environment in which we foster
    critical thinking, the synthesis of knowledge, a reflec-
    tive capacity, and a commitment to lifelong learning.
    We believe in the importance of continuously striving
    for excellence in courses, educational programs, and
    training experiences that we develop and offer.




                                                               “Our aspirations are our possibilities.”— Samuel Johnson




                                                                                                           h t t p://ps ych.u i n dy.e du   9
          T he Ma ster of A r t s Prog r a m
            Graduate Program                                              D iv e r sit y
            Goals and Objectives                                               To foster an understanding and appreciation for the
                                                                               wide diversity represented by individuals of different
          E t hi cs a n d P r ofe ssi on a l C om pe t e n c y                 cultures, genders, ethnicities, races, religions, ages,
               To foster the development of high ethical standards,            physical/mental status, and other groups. Objective:
               professional role functioning, and adherence to                 Students will be able to demonstrate an understand-
               standards of practice in clinical psychology. Objective:        ing and appreciation for how diversity impacts their
               Students will demonstrate skills related to ethics and          clinical activities.
               each student will develop a professional identity as a
               clinical psychologist.
          S c i e n t if i c Ps y ch ol og y                                Relationship between
                                                                            MA and PsyD Programs
               To expose students to the basic tenets of major theo-
               retical and scientific perspectives regarding biological   The MA program at the University of Indianapolis is
               aspects of behavior, cognitive and affective aspects       designed to provide training for individuals who wish to
               of behavior, social aspects of behavior, history and       obtain graduate education but do not desire the doctor-
               systems of psychology, and developmental processes         ate, are not able to pursue the doctorate currently but may
               across the lifespan. Objective: To provide students        do so later, or are pursuing graduate studies at one of our
               with a graduate-level understanding of the science of      international program sites. The MA is intended to stand
               psychology and to assist with translation of material to   on its own as a separate degree program.
               the clinical realm.
                                                                          However, the MA and PsyD programs are related in
          In t e r v e n t i on                                           several areas. A number of the MA courses are the same
                To provide training in therapeutic relationship           as doctoral core courses. This occurs because individu-
                skills as well as a variety of intervention approaches    als preparing for both master’s and doctoral practice in
                and modalities. Objective: Students will demonstrate      psychology share a common ground of basic knowledge
                skills related to therapy and gain experience with        and skills. Therefore, students from both programs may
                outcome evaluation.                                       be combined in some classes. These courses are limited
          A ss e ss m e n t a n d D i a g n osi s                         to classes that are primarily lecture in content and would
                                                                          thus lend themselves to a broader audience. Courses
               To provide training in the selection, application, and
                                                                          that require more individualized instruction, emphasize
               zinterpretation of clinical assessment techniques and
                                                                          applied clinical training, or differ between the programs
               methods. Objective: Students will demonstrate skills
                                                                          are taught in separate sections.
               related to psychological assessment and diagnosis.
                                                                          Students who complete the MA in clinical psychology
          R e s e a r ch a n d E va l u a t i on                          may apply for admission into the PsyD program, just as
               To ground students in research methodology and             any student with a master’s degree may apply for doctoral
               statistics and provide doctoral students with the skills   study. Admission into the MA program in no way guaran-
               to design, evaluate, and/or implement research or          tees future acceptance into the doctoral program. Master’s
               scholarly projects. Objective: Students will develop       students who apply and are accepted into the doctoral
               skills related to research methods and statistics.         program will receive credit for most of their previously
                                                                          completed master’s work, in keeping with the general
          Mu l t ipl e R ol e s
                                                                          philosophy of accepting transfer credit. However, no credit
               To prepare students to function in a variety of roles      is given for the clinical case study or master’s practica.
               performed by psychologists (consultant, educator,
               manager/administrator, supervisor, assessor, and           Students who are accepted into the PsyD program usu-
               program developer/evaluator). Objective: Students will     ally will take two additional years of full-time study to
               be able to understand roles performed by a psycholo-       complete the doctoral coursework, plus a third year spent
               gist apart from that of therapist and assessor to best     on internship.
               prepare them for a complex workplace environment.



          “Never doubt that a small group of thoughtful, committed
          citizens can change the world. Indeed, it is the only thing
          that ever has.” —Margaret Mead




10   Graduate Programs in Psychology
The master’s degree in the Clinical Psychology Program          degree plan in consultation with their faculty advisor
is designed to produce competent professionals who are          to ensure that all required and prerequisite courses are
able to think critically about issues, are wise consumers of    sequenced appropriately.
research, and are able to apply their skills in a variety of
settings. Two tracks have been developed with curricula         Master’s students also may be permitted to take selected
that reflect the goals outlined in the MA mission state-        courses in child, health, or adult concentration areas as
ment. These tracks are the Clinical Psychology (CP) track       part of their elective coursework, allowing for the develop-
and the Mental Health Counselor (MHC) track.                    ment of greater clinical and theoretical focus.

The CP track is based on resolutions and guidelines from        In addition, some MA students apply to the PsyD
the Council of Applied Master’s Programs in Psychology          program at the University of Indianapolis. If selected,
(CAMPP) and the Master’s in Psychology Accreditation            students will qualify for advanced standing, since the
Council (MPAC). The CP track is intended for those              majority of their MA courses will count toward the
students who do not intend to engage in independent             requirements for the doctoral degree.
private practice and obtain third-party reimbursement for
services, or those students who plan to attend a doctoral
program after completion of the master’s degree. The
MHC track curriculum is designed to meet the require-
ments for graduate study specified in Indiana state laws
regulating licensing of Mental Health Counselors.

Although individual MA courses focus on different
aspects of professional training in psychology, recur-
rent themes such as integration of theory and practice,
the interrelationship of assessment and intervention, the
recognition of individual and cultural diversity, scholarly
inquiry, ethical practice, and professional problem solving
cut across coursework in the curriculum in both tracks.

 Options for MA Degree
 Completion
The master’s program has been designed to allow for vari-
ous options to meet the needs of students who are com-
pleting their MA degree. The 48-hour Clinical Psychology
track and the 60-hour Mental Health Counseling track
allow students to select the type of program that most
closely matches their career goals.

Students may wait until the end of their first year before
deciding which track is most appropriate, thus allowing
additional flexibility in degree choice. All master’s courses
are available in an evening format, which allows students
to maintain daytime responsibilities or employment while
attending classes.

To accommodate the needs of students who are employed,
both part-time and full-time degree completion options
are available. Part-time students will need to create a




                                                                          Graduates in both the master’s and doctoral programs
                                                                          consistently report that they have found employment
                                                                          in their area of interest and expertise.




                                                                                                           h t t p://ps ych.u i n dy.e du   11
          T he Ma ster of A r t s Prog r a m c on t in u e d

                                                     Pa rt-time & Full-time Study
                                                    The course sequences outlined in this book are designed
                                                    for full-time students. However, students may petition for
                                                    part-time study. Part-time students must plan their sched-
                                                    ules carefully, since courses may be offered only during
                                                    particular semesters. Regardless of full-time or part-time
                                                    status, students must complete all degree requirements for
                                                    the MA within five years.

                                                     Clinical Case Study
                                                    Every student in the MA program in clinical psychology
                                                    must complete an approved Clinical Case Study. The
                                                    Clinical Case Study is designed to emphasize students’
                                                    future careers as practicing clinicians rather than academic
                                                    researchers. It serves as an extensive case conceptualization
                                                    paper that allows the faculty to evaluate students’ abili-
                                                    ties to critically evaluate and synthesize knowledge gained
                                                    from theory, research, and clinical practice.

                                                    Students select a patient to work with who exhibits dif-
                                                    ficulties in some clinical area, conduct a literature review
                                                    of relevant treatment issues, complete an assessment
                                                    of the patient, provide effective interventions, evaluate
                                                    outcomes, and produce a scholarly case conceptualization
                                                    (case study) that is theoretically and clinically sound. A
                                                    primary goal of the Clinical Case Study is for students to
                                                    demonstrate in-depth mastery of a specific clinical area or
                                                    treatment issue.


                                                     Clinical Practicum/Internship
                                                     for the MA
                                                    Practicum experiences are an essential part of master’s-
                                                    level clinical training. A minimum of 225 hours of
                                                    practicum is required of CP students. These hours are
                                                    accumulated during the second year over the course of
                                                    two semesters, eight to ten hours per week. For the MHC
                                                    track, students complete a total of 1,000 practicum/intern-
                                                    ship hours over three semesters, 17 to 25 hours per week.
                                                    However, other arrangements are possible depending on
                                                    agency and student requirements.




                                                               According to the National Institute of Mental
                                                               Health, more than 30 million Americans need
                                                               help dealing with issues relating to mental health.




12   Graduate Programs in Psychology
 MA Graduation Requirements                                   Licensure & Employment
To earn the MA degree in clinical psychology at the
                                                              of Graduates
University of Indianapolis, students must complete the       Students who graduate from the MHC track are eligible
following requirements within five years of being admitted   to apply for licensure as a Mental Health Counselor in
to the program.                                              Indiana and many other states that adhere to CACREP
                                                             standards. Licensure typically requires students to obtain
    Successful completion of a minimum of 48/60 (CP/         post-master’s supervised experience and pass a national
    MHC) credit hours. Total credit hours must include       licensure exam.
    all required courses specified in the curriculum.
    Successful completion of a Clinical Case Study.          Surveys of our graduates indicate that they have found
    Satisfactory completion of a minimum of 225 practi-      employment in their chosen area and have been well
    cum (CP track) or 1,000 practicum/internship hours       prepared for clinical practice and/or doctoral study.
    (MHC track) at an approved health service training       Graduates of the MA program report working in a wide
    program site.                                            variety of settings, including private practice, managed
    A final cumulative GPA of at least 3.0 (B). No grade     care, psychiatric hospitals, mental health centers, social
    below a 2.7 (B-) will be accepted for graduate credit    service agencies, correctional facilities, group homes, child
    or count toward graduation.                              guidance clinics, state agencies, consulting practices, reha-
    Adherence to all University and SoPS policies and        bilitation agencies, health maintenance organizations, and
    procedures.                                              other related mental health sites.




                                                                                                        h t t p://ps ych.u i n dy.e du   13
          M A Cl i n ic a l Ps yc holog y C ou r se S e quenc e
          (Mental Health Counseling Track)

              Completion of the MHC track requires a minimum of 60 credit hours. The following pattern is recommended
              for full-time students.

              Year One—Semester I (Fall)                                                                                         Credit Hours
              PSY-565 Advanced Psychopathology                                                                                       3
              PSY-541 Foundation Skills for Psychotherapy                                                                            3
              PSY-510 Psychological Assessment                                                                                       3
              PSY-559 Psychological Assessment Lab                                                                                   1
              PSY-501 Professional Development Seminar                                                                               0
              Total Credit Hours                                                                                                     10

              Year One—Semester II (Winter)
              PSY-521 Neuropsychological & Bio. Bases of Behavior                                                                     3
              PSY-542 Cognitive & Cognitive-Behavioral Approaches to Treatment                                                        2
              PSY-560 Cognitive & Cognitive-Behavioral Approaches Lab                                                                 1
              PSY-544 Brief Therapy and Crisis Intervention                                                                           2
              PSY-561 Brief Therapy and Crisis Intervention Lab                                                                       1
              PSY-501 Professional Development Seminar                                                                                0
              Total Credit Hours                                                                                                      9

              Year One—Summer
              PSY-575 Group Therapy                                                                                                   3
              PSY-520 Ethics, Professional Standards, & Legal Issues                                                                  3
              Elective                                                                                                                3
              Total Credit Hours                                                                                                      9

              Year Two—Semester I (Fall)
              PSY-591 Case Conceptualization I                                                                                       3
              PSY-535 Advanced Theories of Personality and Social Psyc                                                               3
              PSY-550 Master’s Practicum                                                                                             2
              PSY-597 Master’s Internship                                                                                            2
              Total Credit Hours                                                                                                     10

              Year Two—Semester II (Winter)
              PSY-505 Statistics and Research Methods I                                                                              3
              PSY-592 Case Conceptualization & Treatment Planning II                                                                 3
              PSY-597 Master’s Internship                                                                                            3
              PSY-524 Lifespan Psychology                                                                                            3
              Total Credit Hours                                                                                                     12

              Year Two—Summer
              PSY-523 Social & Cultural Bases of Behavior                                                                            3
              PSY-596 Advanced Master’s Internship                                                                                   3
              PSY-536 Career Development                                                                                             3
              PSY-537 Contextual Dimensions of Mental Health Counseling                                                              1
              Total Credit Hours                                                                                                     10
              Sample of Electives
              PSY-522 Cognitive and Affective Bases of Behavior
              PSY-543 Learning and Behavioral Approaches to Treatment
              PSY-562 Learning and Behavioral Approaches to Treatment Lab
              PSY-545 Psychoanalytic and Psychodynamic Approaches to Treatment
              PSY-546 Interventions with Couples and Family Systems
              PSY-563 Interventions with Couples and Family Systems Lab
              PSY-547 Humanistic Approaches to Treatment
              PSY-671 Child and Adolescent Psychopathology
              PSY-678 Psychotherapeutic Interventions with Older Adults
              *Electives are offered at different times throughout the academic year and may require permission of instructor.




14   Graduate Programs in Psychology
M A Cl i n ic a l Ps yc holog y C ou r se S e quenc e
(Clinical Psychology Track)

   Completion of the clinical psychology track requires a minimum of 48 credit hours. The following pattern is
   recommended for full-time students.

   Year One—Semester I (Fall)                                                                   Credit Hours
   PSY-565 Advanced Psychopathology                                                                  3
   PSY-541 Foundation Skills for Psychotherapy                                                       3
   PSY-510 Psychological Assessment                                                                  3
   PSY-559 Psychological Assessment Lab                                                              1
   PSY-501 Professional Development Seminar                                                          0
   Total Credit Hours                                                                                10

   Year One— Semester II (Winter)
   PSY-521 Neuropsychological & Biological Bases of Behavior                                          3
   PSY-542 Cognitive & Cognitive-Behavioral Approaches to Treatment                                   2
   PSY-560 Cognitive & Cognitive-Behavioral Approaches Lab                                            1
   PSY-544 Brief Therapy and Crisis Intervention                                                      2
   PSY-561 Brief Therapy and Crisis Intervention Lab                                                  1
   PSY-501 Professional Development Seminar                                                           0
   Total Credit Hours                                                                                 9

   Year One—(Summer)
   PSY-575 Group Therapy                                                                              3
   PSY-520 Ethics, Professional Standards, & Legal Issues                                             3
   Total Credit Hour                                                                                  6

   Year Two— Semester I (Fall)
   PSY-591 Case Conceptualization & Treatment Planning I                                              3
   PSY-535 Advanced Theories of Personality and Social Psyc                                           3
   PSY-550 Master’s Practicum                                                                         2
   Total Credit Hours                                                                                 8

   Year Two— Semester II (Winter)
   PSY-505 Statistics and Research Methods I                                                          3
   PSY-592 Case Conceptualization & Treatment Planning II                                             3
   PSY-555 Advanced Master’s Practicum                                                                2
   Total Credit Hours                                                                                 8


   Year Two—(Summer)
   PSY-523 Social & Cultural Bases of Behavior                                                        3
   PSY-537 Contextual Dimensions of MHC                                                               1
   Elective                                                                                           3
   Total Credit Hours                                                                                 7




                                                                                                      h t t p://ps ych.u i n dy.e du   15
          T he Doc tor of Ps yc holog y Prog r a m
            Doctoral Program in Clinical                                       Competency Areas
            Psychology                                                         Ta u g ht i n t he C u r r ic u lu m
          The Doctor of Psychology program is based on a practi-             Students are systematically exposed to more applied,
          tioner-scholar model of training and has adopted resolu-           broad-based, interrelated, and sophisticated course content
          tions of the National Council of Schools and Programs              as they acquire advanced knowledge and clinical expertise.
          of Professional Psychology (NCSPP) as a foundation for             This developmental approach to learning builds a solid
          its curriculum plan. The curriculum has been designed              foundation in the following areas:
          within the framework of the guidelines for professional
          psychologists established by the American Psychological            Scientific foundation courses cover the breadth of psychol-
          Association. The program educates students in the general,         ogy and provide a basis for scientific, methodological, and
          integrative practice of professional psychology through a          theoretical foundations of professional practice.
          broad-based exposure to a variety of psychological theo-
          retical approaches and treatment modalities.                       Relationship competency is addressed through coursework
                                                                             that helps individuals gain skills needed to establish and
          The PsyD curriculum develops a solid foundation of core            maintain a constructive therapeutic alliance with patients.
          knowledge and assessment, intervention, and research
          skills by means of a structured sequence of classes and            Assessment competency is developed through coursework
          experiences. As students progress through the curriculum,          that provides a multi-method and multi-theoretical frame-
          they are systematically exposed to more applied, broad-            work for describing, evaluating, and predicting various
          based, and sophisticated course content. In the final year         aspects of patient functioning.
          of coursework, students have the opportunity to develop
                                                                             Intervention competency is fostered through courses
          expertise in a concentration area and to select elective
                                                                             that train students to utilize various psychotherapeutic
          courses. Although individual courses focus on different
                                                                             methods to promote, restore, sustain, and enhance patient
          aspects of the professional practice of psychology, recur-
                                                                             functioning. Students are exposed to psychotherapy
          rent themes such as the integration of theory and practice,
                                                                             research literature and taught empirically supported treat-
          the relationship of assessment to intervention, respect for
                                                                             ments as well as preventive strategies to maintain positive
          individual and cultural diversity, scholarly inquiry, ethical
                                                                             mental health and a sense of well-being in patients.
          practice, and professional problem solving are consistent
          across the curriculum.                                             Research and Evaluation competency is addressed
                                                                             through coursework that emphasizes psychological sci-
                                                                             ence as an organized and systematic approach to studying
            Accreditation & Professional
                                                                             psychological phenomena. This includes approaches to
            Membership                                                       problem identification methods of collecting data and
          The doctoral program at the University of Indianapolis             observations, procedures for organizing and analyzing
          is accredited by the American Psychological Association            information, and the process of interpreting and commu-
          (APA), and the University is accredited by the North               nicating findings.
          Central Association of Colleges and Schools (NCA) to
                                                                             Consultation and Education competency is developed
          offer advanced studies leading to the doctoral degree in
                                                                             via coursework and experiences that provide training in
          Pyschology. The School of Psychological Sciences is a
                                                                             the use of planned collaborative relationships with others
          member of the Council of Graduate Departments of
                                                                             (consulting) and the directed facilitation and growth of
          Psychology (COGDOP) and the National Council of
                                                                             knowledge, skills, and attitudes in others (education).
          Schools and Programs in Professional Psychology
          (NCSPP). Program administrators are active participants            Management and Supervision competency is developed
          in NCSPP, which represents professional training pro-              through coursework and experiences that provide training
          grams nationwide, as well as in educational and profes-            in procedures used to direct, organize, or control services
          sional activities within APA.                                      provided by others (management) and to guide, instruct,
                                                                             and enhance the competence of others (supervision).



          The clinical psychologist is educated and trained to generate and integrate
          scientific and professional knowledge and skills so as to further psychological
          science, the professional practice of psycholog y, and human welfare.




16   Graduate Programs in Psychology
Diversity competency is fostered through formal instruc-          The Adult Psychopathology and Psychotherapy concen-
tion and experiences that develop sensitivity, knowledge,         tration area provides students with advanced skills in
and skills in dealing with human differences in all their         evaluation, diagnosis, and treatment of problems of adults.
various forms. Students gain an understanding of and              Students examine both milder stress and adjustment
respect for diversity in such areas as age, gender, color,        problems of individuals, as well as more severe forms of
disability, religion, ethnicity, race, sexual orientation, and    psychopathology, as they gain advanced skills in psychodi-
socioeconomic status throughout their coursework.                 agnosis, psychological assessment, and psychotherapy.

                                                                  Various influences on psychological adaptation and pat-
 Doctoral Concentration Areas                                     terns of coping are examined from individual and systems
                                                                  orientations. Theoretical and applied aspects of the treat-
Students may elect to choose one of three concentration
                                                                  ment of disturbed mental states are explored from
areas that are available: health psychology/behavioral
                                                                  multiple perspectives.
medicine; childhood and adolescent psychology; and
adult psychopathology and psychotherapy. Each of these
areas is composed of a sequence of courses allowing for
development of advanced skills and competencies. The
concentration areas were chosen based on perceived
future needs in the field of psychology as well as faculty
specialization and expertise.

The Child and Adolescent concentration area provides stu-
dents with advanced courses in assessment, diagnosis, and
treatment of disorders of infancy, childhood, and adoles-
cence. Students learn to conceptualize from a perspective
emphasizing developmental psychopathology, whereby
biological, intrapsychic, interpersonal, and sociocultural
levels of analysis inform the students’ understanding of
children’s unfolding adaptive and maladaptive function-
ing. These advanced conceptualization skills provide the
theoretical foundation for the design and implementation
of interventions directed at the assessment and treatment
of children, families, and other related systems.

Clinical child psychology skills acquired through the
concentration sequence are enhanced through supervised
doctoral-level practicum and internship placements in
schools and outpatient, residential, or inpatient child sites.
For example, students have completed APA-accredited and
APPIC member predoctoral internships at sites such as
Children’s Hospital of Orange County, Tulane University
Health Sciences Center, Children’s Hospital of Michigan,
Houston Independent School District, the May Institute,
and the Institute of Living/Hartford Hospital.




The newly renovated student center of fers lounges, a cof fee shop and snack
bar, pool tables, large-screen televisions, meeting rooms, a campus bookstore,
a meditation chapel, and a cafeteria with an international food court.




                                                                                                            h t t p://ps ych.u i n dy.e du   17
          T he Doc tor of Ps yc holog y Prog r a m c on t in u e d
          The concentration draws from the core curriculum and             The Health Psychology and Behavioral Medicine concen-
          requires that students select three or more advanced             tration area provides students with additional expertise
          adult electives. Topics vary yearly and cover areas such as      in working with the psychological aspects of various
          forensic psychology, dialectical behavior therapy, clinical      health-related problems. Students gain training in topics
          hypnosis, eating disorders, treatment of borderline person-      such as psychopharmacology, neuropsychological assess-
          ality disorder, treatment of psychosis, assessment of severe     ment, evaluation and treatment of the behavioral compo-
          mental illness, trauma-related topics, and treating diverse      nents of various medical conditions, and the interactions
          populations. Clinical skills in this area are enhanced           between stress, psychological functioning, medical health,
          further through doctoral-level practicum and internship          pain management, addictions, health maintenance, and
          experiences in mental health centers, outpatient clinics,        prevention. Student expertise in health psychology and
          residential treatment facilities, and group practice settings.   behavioral medicine is augmented by supervised doctoral
                                                                           practicum experiences and internship opportunities in
          For example, students have completed APA-accredited              medical centers, health clinics, hospital settings, and vari-
          and APPIC member predoctoral internships at sites such           ous other health-related practice sites.
          Butler University, University of Massachusetts Medical
          Center, University of Michigan Psychological Clinic, and         For example, students have completed APA-accredited
          the Virginia Tech Counseling Center.                             and APPIC member predoctoral internships at sites such
                                                                           as the Eastern Virginia Medical School, Gulf Coast VA
                                                                           Healthcare System, Henry Ford Health Sciences Center,
                                                                           University of Colorado Health Sciences Center, and the
                                                                           Cincinnati VA Medical Center.




          “The realization of the self is only possible if one
          is productive, if one can give birth to one’s own
          potentialities.” —Johann Wolfgang von Goethe




18   Graduate Programs in Psychology
 Options for Doctoral Degree                                    Dissertation
 Completion
                                                               All students in the doctoral program must complete and
To accommodate the circumstances of students, the PsyD         defend a dissertation, which serves as a scholarly proj-
program has been designed to allow for several degree          ect that allows faculty to evaluate students’ abilities to
completion options. The 4+1 option is the typical option       critically evaluate and synthesize knowledge gained from
for students entering the program without prior graduate       theory, research, and clinical practice. Students select
education. In this option, students complete their doctoral    topics through discussion with their dissertation chair
coursework in a four-year period. This allows students the     and compose a written document that is scholarly, novel,
opportunity to take additional courses of special inter-       academically sound, and contributes to the professional
est, to gain further expertise in specific clinical domains,   literature. A primary goal of the dissertation is for students
to focus more intensively on completing the dissertation       to demonstrate in-depth mastery of a specific clinical or
before the predoctoral internship, or simply to take fewer     applied area. The dissertation requirement follows from
credit hours per semester.                                     the program’s philosophy that it is necessary for students
                                                               to develop skills in scientific inquiry and critical thinking.
The 3+1 option may be feasible for students with prior
graduate education and professional clinical experience.       The dissertation is original work produced by a student
Here, students take all the required doctoral coursework       that contributes something new to our understanding of
over a three-year period. They then complete a one-year        some phenomenon or issue in the field of psychology.
internship as the final requirement in obtaining the           Dissertations often employ quantitative/empirical meth-
degree.                                                        ods; however, students may complete qualitative, case
                                                               study, program development, or theoretical dissertations.
Students in the doctoral program have the option of            The dissertation is proposed and defended before a com-
completing a master’s degree by taking two additional          mittee composed of the chair and two doctorally prepared
courses (Case Conceptualization and Treatment Planning         members with expertise in the area.
I and II) and writing a clinical case study. Obtaining an
MA may enhance students’ chances of obtaining a com-
petitive internship position or postdoctoral position
in some states or locations.

In addition to three- and four-year options and the oppor-
tunity to obtain a master’s degree, students may petition
to complete the doctorate on a part-time basis. Students
who select this option must create a degree plan in consul-
tation with their faculty advisor and the director of Grad-
uate Programs in Psychology to ensure that all required
and prerequisite courses are sequenced appropriately. All
students must complete the doctoral program within the
seven-year time limit specified by the University.


   Clinical Practicum
A minimum of 1,200 hours of practicum is required of
all doctoral students. In order to encourage breadth of
experience and diversity, students must gain experience
at a minimum of two training sites. Practicum training
involves 16 to 20 hours per week for six semesters,
although other arrangements are possible depending
on agency and student needs.



The School of Psychological Sciences collaborates
with local agencies and the University’s Center
for Aging & Community.




                                                                                                           h t t p://ps ych.u i n dy.e du   19
          T he Doc tor of Ps yc holog y Prog r a m c on t in u e d
           Comprehensive Examinations                                         Predoctoral Internship
          Every student in the doctoral program at the University of         The predoctoral internship is a capstone training experi-
          Indianapolis is required to pass a competency examination          ence required of all doctoral students. The internship
          intended to ensure that students have mastered the core            placement provides an integrative experience for students,
          professional knowledge, skills, and attitudes needed to            during which they provide a wide range of psychological
          function as competent clinical psychologists.                      services while receiving supervision in an organized health
          For the first part of the competency examination (the              service training program. Most internships are operated
          Psychotherapy Proficiency Examination) the student sub-            independently of doctoral training programs and provide
          mits an audio- or video-recorded clinical work sample and          students with a training stipend.
          a written clinical document describing the psychotherapy           Students normally complete a one-year, full-time (2,000-
          case. This format is designed to provide an assessment of          hour) internship during the fifth year of study, after all
          the student’s clinical reasoning within diverse conceptual         other program requirements have been met. A half-time
          frames. Formulations must be based on the relevant lit-            internship for two consecutive years also is possible,
          erature and on core psychological knowledge and science.           although these are less commonly offered.
          The case materials must demonstrate the student’s abilities
          to (1) establish and maintain a psychotherapeutic relation-        The director of Clinical Training, the student’s academic
          ship; (2) self-reflect and critically analyze clinical material;   advisor, and members of the Psychological Services and
          (3) gather and use clinical data; (4) devise a treatment           Training Committee assist students in the internship
          plan; and (5) direct interventions appropriately and in            planning and application process. The director of Clinical
          accordance with this plan.                                         Training and the Committee maintain contact with the
                                                                             student during the internship year, monitor progress, and
          The second part of the competency examination (the                 assess the need for any remedial efforts with the student
          Core Curriculum Examination) ensures that students                 while on internship.
          have mastered the breadth of basic knowledge in the field
          of psychology appropriate for doctoral-level practice.             The School of Psychological Sciences has a tradition of
          Mastery of this material is evaluated through a written            placing students at nationally recognized and competi-
          exam modeled after the Examination for the Professional            tive internship sites. Historically, more than 90 percent
          Practice of Psychology (EPPP), which is required for               of our students are accepted at APPIC-member pred-
          licensure in every state.                                          octoral internships, of which more than two-thirds are




20   Graduate Programs in Psychology
APA-accredited. Our students typically receive very high                Doctoral Graduation
ratings from internship directors, and many have accepted               Requirements
postdoctoral positions or employment as a result of their
internship experiences.                                             To receive the PsyD degree in clinical psychology at the
                                                                    University of Indianapolis, students must complete the
                                                                    following requirements within seven years of being admit-
 Pa rt-time & Full-time Study                                       ted to the program:
Students typically are expected to take a full academic                  Successful completion of at least 110 credit hours of
schedule as they complete the doctoral program. However,                 coursework. The total hours must include all required
a limited number of students who would otherwise not                     courses specified in the curriculum.
be able to attend the University of Indianapolis may be                  Demonstrated competence on the comprehensive
admitted to the doctoral program on a part-time basis.                   examination sequence.
                                                                         Successful completion of the clinical dissertation,
If accepted, part-time students must submit a detailed plan
                                                                         including the oral defense.
of study, which includes a semester-by-semester outline of
                                                                         A minimum of 1,200 hours of clinical practicum.
how they intend to complete the degree requirements. This
                                                                         Satisfactory completion of a 2,000-hour internship
outline should include the courses that the student plans
                                                                         at an approved health service training site.
to take, practicum schedule, when the doctoral compre-
                                                                         A final cumulative GPA of at least 3.0.
hensive exams will be taken, and a timeline for completion
                                                                         Adherence to the residency requirement.
of the clinical dissertation. Part-time students are encour-
                                                                         Satisfactory adherence to the School’s published
aged to enroll for a minimum of 18 credit hours per year
                                                                         professional competency standards.
in order to finish the program within the SoPS time limits
and meet the residency requirement.
                                                                        Licensure and Employment
All students, regardless of full-time or part-time status,              of Graduates
must complete the program (including internship) in
seven years. It is recommended that full-time students              The doctoral program in clinical psychology at the Uni-
limit any work outside of the program to fewer than 15              versity of Indianapolis is designed to meet the academic
hours per week, since experience indicates that working             requirements for licensure as a clinical psychologist and
in excess of this will have a detrimental effect on perfor-         will thus qualify graduates to apply for professional prac-
mance in the program.                                               tice as health service practitioners in psychology.

                                                                    Graduates of our program are fully qualified to apply for
 Residency Requirement                                              licensure in every state as well as for membership in the
                                                                    National Register of Health Service Providers in Profes-
In addition to formal coursework and training experiences,          sional Psychology. Our graduates perform exceedingly
a crucial aspect of doctoral study involves close interaction       well on the national licensure examination, the Examina-
with faculty and fellow students over a sustained period of         tion for the Professional Practice of Psychology (EPPP),
time. To ensure sufficient immersion in the professional            which is a requirement for licensure, and are practicing
training experience, every student is required to meet a            psychologists in many states across the U.S.
residency requirement. This requirement stipulates that
at least two academic training years (or the equivalent             Students who have graduated from our program report
thereof) must be at the School of Psychological Sciences,           working in a variety of settings: medical centers, com-
at least one year of which must be in full-time residence           munity mental health centers, private practice, university
(or the equivalent thereof) at SoPS.                                counseling centers and faculty positions, the Veterans
                                                                    Administration, hospitals, state and federal agencies, cor-
                                                                    rectional facilities, child and family clinics, social service
                                                                    agencies, school systems, and numerous other sites offering
                                                                    mental health services.



  The University’s extensive fitness options includes such facilities
  for students as swimming and diving pools, weight training and
  aerobics equipment, indoor racquetball courts, g ymnasiums,
  tennis courts, and much more.




                                                                                                               h t t p://ps ych.u i n dy.e du   21
          Ps yD (4+1 Opt ion) w it h M A C ou r se S e quenc e

              This is the recommended 4+1 curriculum for graduate students completing both a master’s and doctoral degree.

              Year One—Semester I (Fall)                                                        Credit Hours
              PSY-565 Advanced Psychopathology                                                        3
              PSY-523 Social & Cultural Bases of Behavior                                             3
              PSY-511 Fundamentals of Psychological Assessment                                        2
              PSY-556 Fundamentals of Psychological Assessment Lab                                    1
              PSY-541 Foundation Skills of Psychotherapy                                              3
              PSY-501 Professional Development Seminar I                                              0
              Total Credit Hours                                                                     12

              Year One—Semester II (Winter)
              PSY-505 Statistics & Research Methods I                                                  3
              PSY-521 Neuropsychological & Biological Bases of Behavior                                3
              PSY-512 Cognitive & Intellectual Assessment                                              3
              PSY-557 Cognitive & Intellectual Assessment Lab                                          1
              PSY-542 Cognitive & Cognitive-Behavioral Approaches to Treatment                         2
              PSY-560 Cognitive & Cognitive-Behavioral Approaches Lab                                  1
              PSY-627 Clinical Interviewing                                                            1
              PSY-501 Professional Development Seminar I                                               0
              Total Credit Hours                                                                      14

              Year One—Summer
              PSY-520 Ethics, Professional Standards & Legal Issues                                    3
              PSY-506 Statistics & Research Methods II                                                 3
              PSY-513 Comprehensive Personality Assessment                                             2
              PSY-558 Comprehensive Personality Assessment Lab                                         1
              PSY-501 Professional Development Seminar I                                               0
              PSY-690 Dissertation Research                                                            1
              Total Credit Hours                                                                      10

              Year II—Semester I (Fall)
              PSY-535 Advanced Theories of Personality & Social Psyc                                 3
              *PSY-591 Case Conceptualization I (optional, needed for MA)                            3
              PSY-543 Learning & Behavioral Approaches to Treatment                                  2
              PSY-562 Learning & Behavioral Approaches Lab                                           1
              PSY-650 Practicum/Seminar                                                              4
              PSY-690 Dissertation Research                                                          1
              Total Credit Hours                                                                     14

              Year II—Semester II (Winter)
              PSY-524 Lifespan Psychology                                                             3
              *PSY-592 Case Conceptualization II (optional, needed for MA)                            3
              PSY-544 Brief Therapy & Crisis Intervention                                             2
              PSY-561 Brief Therapy & Crisis Intervention Lab                                         1
              PSY-650 Practicum/Seminar                                                               4
              PSY-690 Dissertation Research                                                           1
              Total Credit Hours                                                                     14
              Year II—(Summer)
              PSYCHOTHERAPY PROFICIENCY EXAM
              PSY-522 Cognitive & Affective Bases of Behavior                                        2
              PSY-545 Psychoanalytic & Psychodynamic Approaches                                      3
              PSY-650 Practicum/Seminar                                                              4
              PSY-690 Dissertation Research                                                          1
              Total Credit Hours                                                                     10




22   Graduate Programs in Psychology
Year III—Semester I (Fall)                                                                    Credit Hours
CORE CURRICULUM EXAMINATION
PSY-546 Interventions with Couples & Family Systems                                                  2
PSY-563 Interventions with Couples & Family Sys. Lab                                                 1
PSY-547 Humanistic Approaches to Treatment                                                           3
PSY-650 Practicum/Seminar                                                                            4
PSY-690 Dissertation Research                                                                        1
Total Credit Hours                                                                                  11

Year III—Semester II (Winter)
DISSERTATION PROPOSAL
PSY-626 Management & Supervision                                                                    2
Elective Course(s) total credits                                                                    3
PSY-650 Practicum/Seminar                                                                           4
PSY-690 Dissertation Research                                                                       1
Total Credit Hours                                                                                  10

Year III—(Summer)
PSY-502 Professional Development Seminar II                                                          0
Elective Course(s) total credits                                                                     3
PSY-650 Practicum/Seminar                                                                            4
PSY-690 Dissertation Research                                                                        1
Total Credit Hours                                                                                   8

Year IV—Semester I (Fall)
APPLY FOR INTERNSHIP
PSY-620 History & Systems of Psychology                                                              3
PSY Concentration Seminar(s) total credits                                                           3
*PSY-651 Advanced Prac./Semester (highly recommended)
PSY-690 Dissertation Research                                                                        1
Total Credit Hours                                                                                   7

Year IV—Semester II (Winter)
DISSERTATION DEFENSE
PSY-625 Consultation & Education                                                                     2
PSY Concentration Seminar(s) total credits                                                           3
*PSY-651 Advanced Practicum/Seminar (highly recommended)
PSY-690 Dissertation Research                                                                        1
Total Credit Hours                                                                                   6

Year IV—Summer
PSY Concentration Seminar(s) total credits                                                           3
*PSY-651 Advanced Practicum/Seminar (highly recommended)
**PSY-690 Dissertation Research (if not finished)
Total Credit Hours                                                                                   3

Year V—Semester I, II, and Summer
**PSY-690 Dissertation Research (if not finished)
***PSY-698 Internship (Internship Fee)
PsyD with MA Credit Hours                                                                           119

Notes:
*Optional advanced practica (listed above as highly recommended) require a minimum of 2 credit hours.
** Students enroll in dissertation until it is completed.
***During the predoctoral internship year, students enroll in 6-credit hours of PSY-698 per semester at a reduced rate (1/3
tuition reduction, equivalent to 4-credit hours).




                                                                                                               h t t p://ps ych.u i n dy.e du   23
          Gr adu ate C ou r se De scr ipt ion s

          PSY-501 Professional Development Seminar I                        PSY-511 Fundamentals of Psychological Assessment
          This course provides a broad understanding of the profes-         This course is designed to introduce the student to basic
          sion of psychology, the competencies essential for profes-        concepts in psychological assessment, including the assess-
          sionals in the field, the various requirements of the School      ment of personality. The course will prepare the student
          of Psychological Sciences, and the developmental processes        with beginning skills in the mental status examination;
          through which students move toward becoming profes-               and the administration, scoring, interpretation, and write-
          sional psychologists. Students will be required to engage in      up of several basic psychological assessment instruments.
          critical self-examination and reflection about their own val-     Students must enroll concurrently in the Fundamentals
          ues, assumptions, and beliefs as part of this course. (0 hours)   of Psychological Assessment Laboratory. This course is a
                                                                            co-requisite of PSY-556 Fundamentals of Assessment Lab.
          PSY-502 Professional Development Seminar II                       (2 hours)
          This course addresses more advanced issues in professional
          development within psychology. It focuses on the transition       PSY-512 Cognitive & Intellectual Assessment
          from doctoral student to professional psychologist. This          Covers the development, administration, scoring, and
          course is designed to support students as they matriculate        interpretation of the most commonly used intelligence
          to predoctoral internships, and provide some information          and achievement tests. Includes coverage of the various
          on postdoctoral fellowships and early postgraduate careers.       Wechsler Scales, Stanford-Binet, DAS, WIAT, Woodcock-
          Specific structure and guidance is provided to help students      Johnson Battery, various measures of adaptive behavior,
          successfully obtain clinical positions in an increasingly         and other related tests of interest. Test selection, report
          competitive environment. (0 hours)                                writing, and diversity issues in appropriate test usage are
                                                                            discussed. This course is a co-requisite of PSY-557 Cognitive
          PSY-505 Statistics & Research Methods I                           Assessment Lab. (3 hours)
          This course introduces graduate students to the founda-
          tions of graduate-level research methods, philosophy of           PSY-513 Comprehensive Personality Assessment
          science, and statistics used in the social and behavioral sci-    This course is designed to cover important types of per-
          ences. Students will gain knowledge in the areas of design,       sonality tests not yet covered in the assessment curriculum.
          controlling threats to validity, statistical concepts, research   The course is designed to develop student skills in selection
          ethics, and publishing results. Students will be equipped         of assessment methods, integration of all assessment data,
          with the skills to critically evaluate research and design an     case formulation, diagnosis, and treatment planning based
          empirical study. (3 hours)                                        on assessment findings. Students must enroll concurrently in
                                                                            the Comprehensive Personality Assessment Lab while taking
          PSY-506 Statistics & Research Methods II                          this course. Prerequisites: PSY-511/PSY-556 and PSY-512/
          This course extends the foundational topics covered in PSY-       PSY-557. This course is a co-requisite of PSY-558 (2 hours)
          505, focusing more deeply on statistical methods including
          topics such as parametric/nonparametric statistics, uni-          PSY-520 Ethics, Professional Standards, and Legal Issues
          variate statistics, and multivariate statistics. Students will    Provides a broad understanding of the roles and functions
          develop competencies in choosing appropriate statistical          of professional psychologists. Topics include the ethical
          procedures, testing assumptions, data analyses, interpret-        principles of psychologists, clinical standards of practice,
          ing results, and presenting findings in a manner consistent       legal issues and regulations, licensure, professional organi-
          with publication standards. Prerequisites: PSY-505 (3 hours)      zations, and coverage of issues affecting professional prac-
                                                                            tice and the delivery of services. (3 hours)
          PSY-510 Psychological Assessment
          This course provides a foundation in methods, techniques,         PSY-521 Neuropsycholog y and Biological Bases of Behavior
          and instruments common to counseling and clinical set-            This course explores the relationship between brain func-
          tings today. Students will be familiar with the history,          tions and human behavior. Topics include neuroanatomical
          development, selection and limitations of a sampling of           brain structure and development; neuropsychological func-
          tests in ability, achievement, adjustment, personality,           tioning as it relates to sensory, motor, perceptual, emotion-
          health psychology, geropsychology, and neuropsychology            al, linguistic, and cognitive abilities; organic syndromes
          with emphasis on appropriate uses and psychometric prop-          and impairment; and the assessment and rehabilitation
          erties. Clinical interviewing and issues related to working       of various forms of central nervous system impairment.
          with diverse groups are stressed. This course is a co-requisite   (3 hours)
          of PSY-559 Psychological Assessment Lab (3 hours)




24   Graduate Programs in Psychology
PSY-522 Cognitive & Af fective Bases of Behavior                information resources; computer-based career information
This course covers various topics relating to cognitive and     systems; and career development program planning, orga-
emotional influences on behavior. The focus is on the pro-      nization, implementation, administration, and evaluation.
cess and representations involved in memory, concept for-       This course will address the interrelationships between
mation, speech and language, problem solving, creativity,       work, family, and other roles that relate to career develop-
reasoning, and emotion. Findings from experimental cog-         ment, as well as multicultural and gender issues. Additional
nitive psychology and cognitive neuropsychology will be         issues such as the use of assessment instruments in career
considered. (2 hours)                                           planning and decision making; career placement, follow-
                                                                up, and evaluation; computer-assisted career guidance sys-
PSY-523 Social & Cultural Bases of Behavior
                                                                tems; and career counseling with special populations will
This course provides an understanding of human behavior         be included. (3 hours)
as a function of social and cultural factors. Social psychol-
ogy topics covered include social influence theory, attitude    PSY-537 Contextual Dimensions of Mental Health Counseling
formation and change, social cognition, interpersonal per-      This course covers the roles of mental health counseling
ception, obedience and conformity, altruism, aggression,        within the context of the community and human services
and stereotyping. The influence of factors such as cultural,    systems, functions and relationships among interdisciplinary
racial, gender, and age differences on clinical practice are    treatment teams, legal and fiscal dimensions of public and
discussed. (3 hours)                                            private mental health care systems, strategies for needs
                                                                assessments and methods to design and evaluate mental
PSY-524 Life-Span Psycholog y
                                                                health care programs, theories and practices of community
This course explores the norms, transitions, and crises in      intervention programs, and administrative and financial
the development of individuals from birth to old age. Theo-     issues in public mental health as well as in private practice
ries and research findings involving cognitive, emotional,      settings. (1 hour)
social, and personality development are covered. Emphasis
is given to the interaction of the person and the environ-      PSY-541 Foundation Skills for Psychotherapy
ment while covering topics such as attachment, care giving,     In this course, students refine the fundamental skills of
gender, and cognition. Comparisons across cultures, races,      therapeutic relationships. Covers skills in forming a thera-
and socioeconomic statuses will be included. (3 hours)          peutic alliance; the mastery of empathic listening skills
                                                                such as paraphrasing, reflecting, and the use of probes; the
PSY-535 Advanced Theories of Personality and
                                                                effective use of advanced relationship techniques such as
Social Psycholog y
                                                                confrontation, self-disclosure, and interpretation; the use
This course is a systematic, advanced survey of the major
                                                                of hypothesis testing in formulating treatment goals; and
theories of personality and social psychology. Personality
                                                                termination procedures and issues. Students are involved in
theories from the psychoanalytic, behavioral, phenome-
                                                                role-play situations and submit audiotaped and videotaped
nological-existential, trait-factor, and social learning tra-
                                                                examples demonstrating mastery of skills. Ethical issues
ditions are presented and contrasted. The fundamental
                                                                and the influence of factors such as gender, culture, age,
assumptions, nature of development, and individual vari-
                                                                and race on the therapy relationship are discussed. (3 hours)
ability of personality are presented for each outlook. Appli-
cation of personality research is discussed in a variety of     PSY-542 Cog nitive & Cog nitive-Behavioral Approaches
areas such as the study of aggression, anxiety, altruism, and   to Treatment
locus of control. Concepts from social psychology include       This course covers cognitive and cognitive-behavioral ther-
attitude formation and change, attribution theory, social       apeutics approaches and research. Students explore a broad
persuasion, conformity, and social beliefs. (3 hours)           range of cognitive/cognitive-behavioral assessment and
                                                                intervention strategies, as well as the theoretical founda-
PSY-536 Career Development
                                                                tions of these modalities. Skill development in cognitive/
This course provides a broad understanding of career and        cognitive-behavioral therapy includes demonstrations, role
lifestyle development issues addressed by professional          playing, and videotapes. Ethical and diversity issues are dis-
counselors and psychologists with clients. To understand        cussed. Prerequisite: PSY-541. This course is a co-requisite of
the area of career and lifestyle development, students will     PSY-560. (2 hours)
examine a number of topics including career development
theories and decision-making models; career development




                                                                                                            h t t p://ps ych.u i n dy.e du   25
          Gr adu ate C ou r se De scr ipt ion s c on t in u e d

          PSY-543 Learning & Behavioral Approaches to Treatment            PSY-547 Humanistic Approaches to Treatment
          This course covers the theories and basic principles of          This course is an introduction to the major theories and
          learning and their practical applications. Topics include        practices of humanistic and existential models of psycho-
          classical and operant conditioning, observational learning,      therapy, including Rogerian client-centered psychotherapy,
          behavior modification, and behavioral assessment. Learning       Yalom’s existential psychotherapy, Frankl, Maslow, Perls’s
          approaches are examined for a variety of practical problems,     Gestalt psychotherapy, and others. This course maintains
          settings, and populations. Professional and ethical consid-      a practical focus so as to assist students in developing em-
          erations in the use of learning principles are discussed. Pre-   pathic listening skills and paraphrasing felt meanings, and
          requisite: PSY-541. This course is a co-requisite of PSY-562.    enhances student awareness of their own feelings as they
          (2 hours)                                                        are elicited in the psychotherapy situation while becom-
                                                                           ing attuned to the feelings communicated by their clients.
          PSY-544 Brief Therapy & Crisis Intervention                      Students submit audiotaped or videotaped recordings of
          This course presents the theories and methods of several         practice interviews and engage in role-playing situations
          models of brief therapy, including the crisis intervention       to master important skills and competencies. Prerequisite:
          model. The structure and rationale of brief therapies are        PSY-541. (3 hours)
          examined as applied to a wide range of problems. The
          acquisition of skills essential for practice of short-term       PSY-550 Master’s Practicum/Seminar
          psychotherapy and crisis are covered. This course includes       Involves a supervised field experience at an approved place-
          specialized emergency assessment procedures such as the          ment site. Emphasis is on the refinement of various skills
          mental status examination, evaluation for the potential for      involved in therapy, consultation, diagnosis, assessment,
          suicide and violence, and other topics in crisis intervention.   program management, and supervision. The master’s pract-
          Empirical findings, professional issues, and ethical con-        icum consists of a minimum of 90 hours on site. Students
          cerns are discussed. Prerequisite: PSY-541. This course is a     must concurrently participate in a weekly practicum semi-
          co-requisite of PSY-561. (2 hours)                               nar. The seminar groups provide opportunities for students
                                                                           to address issues related to clinical practice, ethics, case
          PSY-545 Psychoanalytic & Psychodynamic Approaches to             management, diversity, treatment strategies, consultation,
          Treatment
                                                                           supervision, program development, and other aspects of
          Exploration of treatment approaches from different psy-
                                                                           professional psychology. Prerequisite: PSY-510, PSY-520,
          chodynamic perspectives such as ego-psychology, object-
                                                                           PSY-541, PSY-542, PSY-544, PSY-559, PSY-560, PSY-561,
          relations, and self psychology. Perspectives on the thera-
                                                                           PSY-565 (2 hours)
          peutic process are explored from contrasting viewpoints
          with respect to issues such as the nature of transference,       PSY-552: Supplemental Practicum & Internship/Professional
          the operation of defense mechanisms, the role of the             Practice Seminar [Master’s]
          unconscious, the meaning of resistance, and the impor-           The Master’s Supplemental Practicum/Internship and Sem-
          tance of early childhood experiences. Students gain famil-       inar is a supervised field experience that assists the student
          iarity with representative intervention procedures from the      in remediating deficiencies that have emerged in prior field
          different approaches. Empirical findings, professional issues,   placements. The specific nature of the practicum and its
          and ethical concerns are discussed. Prerequisite: PSY-541.       foci vary and are tailored to meet specific training require-
          (3 hours)                                                        ments of the student. It may include a mixture of psycho-
                                                                           therapy and case management responsibilities as well as
          PSY-546 Interventions with Couples & Family Systems              some assessment appropriate to the master’s-level clinician.
          Involves coverage of theories, empirical research, and skill     Specifics of the Supplemental Practicum vary, depending
          training in the assessment and treatment of couples and          on the requirements of the Remediation Plan. Participation
          families. The eclectic intervention model is emphasized          in a Practicum Seminar under the direction of the Master’s
          in addressing issues such as stage in marital and family         Program Coordinator is required. (2-3 hours)
          development; themes and dimensions of marital and fam-
          ily functioning; adaptation processes; social and cultural       PSY-555 Advanced Master’s Practicum/Seminar
          influences; divorce, remarriage, and blended families;           This course is a continuation of the Master’s Practicum
          family of origin; and other major concepts and methods           (PSY-550) and involves advanced field experience under
          involved in the systems approach to intervention. Prereq-        supervision at an approved placement site. Emphasis is on
          uisite: PSY-541. This course is a co-requisite of PSY-563.       continued refinement of various skills involved in therapy,
          (2 hours).                                                       consultation, diagnosis, assessment, program management,
                                                                           and supervision. The master’s practicum consists of a mini-
                                                                           mum of 90 hours on site. Students must participate concur-




26   Graduate Programs in Psychology
rently in a weekly practicum seminar. The seminar groups           PSY-565 Advanced Psychopatholog y
provide opportunities for students to address issues related       This course involves an examination of current issues
to clinical practice, ethics, case management, diversity,          related to classification and diagnosis of abnormal behav-
treatment strategies, consultation, supervision, program           ior and psychological states. Dimensional, descriptive, and
development, and other aspects of professional psychology.         categorical approaches to classification are reviewed, with
Prerequisite: PSY-550 (2 hours)                                    emphasis on the current forms of adult psychopathology
                                                                   found in the DSM. Topics include the symptomatology,
PSY-556 Fundamentals of Psychological Assessment Laboratory        etiology, developmental patterns, and treatment approaches
This course will consist of case discussions and psychologi-       to various diagnostic categories. Empirical findings, meth-
cal assessment reports for which students will be given the        odological concerns, and conceptual issues are discussed.
necessary data. Course meetings will review the previous           (3 hours)
week’s case and present the data for the next report. This
course is a co-requisite of PSY-511. (1 hour)                      PSY-575 Group Therapy
                                                                   This is an advanced-level course covering the principles and
PSY-557 Cognitive & Intellectual Assessment Laboratory             practices of conducting therapeutic groups. Topics include
Students develop competency in use of cognitive assessment         issues related to various types of groups and group inter-
instruments through the administration and interpretation          ventions, management of group process, and resolution
of major intelligence and achievement tests. The course            of typical group issues. Theory and research concerning
requires students to be observed administering selected            group therapy will be reviewed. Students are required to
tests and to submit a number of reports with test protocols        participate in in-class group experiences and analyze group
for critique. This course is a co-requisite of PSY-512. (1 hour)   dynamics in various scenarios and role plays. Prerequisites:
PSY-558 Comprehensive Personality Assessment Laboratory            PSY-541, PSY-542/PSY-560, PSY-544/PSY-561. (3 hours)
This course will consist of case review, psychological assess-     PSY-580 Topical Seminar
ment reports, and discussions and review of examples of            This course involves study of a particular area of psychology
the scoring of personality tests. This course is a co-requisite    not covered comprehensively by one of the other advanced
of PSY-513. (1 hour)                                               graduate courses. Students may receive credit more than
PSY-559 Psychological Assessment Lab                               once for this course if a different topic is covered each time.
The course is a skills-building counterpart to lecture requir-     (1–3 hours)
ing practice in diagnostic interviewing, test administration,      PSY-591 Case Conceptualization & Treatment Planning I
and interpretation of data. This course is a co-requisite of       This course is the first of a two-semester capstone semi-
PSY-510. (1 hour)                                                  nar designed to prepare students to conceptualize, evalu-
PSY-560 Cognitive and Cognitive-Behavioral Approaches to           ate, and present clinical cases and to prepare students for
Treatment Laboratory                                               employment in a health care environment that increasingly
Observation and practice of major techniques in cogni-             emphasizes professional accountability. Topics include case
tive and cognitive-behavioral approaches. This course is a         conceptualization, treatment planning, empirically sup-
co-requisite of PSY-542. (1 hour)                                  ported treatments, researching and writing case-focused
                                                                   literature reviews, single-case and N=1 research methodol-
PSY-561 Brief Therapy and Crisis Intervention Laboratory           ogy, and writing case studies and treatment reports. Stu-
Observation and practice of major techniques in brief              dents are required to be concurrently enrolled in PSY-550.
therapy and crisis intervention approaches. This course is a       (3 hours)
co-requisite of PSY-544. (1 hour)
                                                                   PSY-592 Case Conceptualization & Treatment Planning II
PSY-562 Learning and Behavioral Approaches to Treatment            This course is the second of a two-semester capstone semi-
Laboratory                                                         nar. This course will be organized as a clinical case confer-
Observation and practice of major techniques in learning           ence. During the first part of the semester, students will ob-
and behavioral approaches to treatment. This course is a           serve case presentations and view and discuss clinical cases.
co-requisite of PSY-543. (1 hour)                                  Students may be required to attend external seminars (e.g.,
                                                                   Grand Rounds) when clinical-relevant topics are presented.
PSY-563 Interventions with Couples & Family Systems Laboratory
                                                                   In the second part of the course, students will be respon-
Observation and practice of major techniques in family and
                                                                   sible for presenting cases from their practice. Students are
marital systems approaches. This course is a co-requisite of
                                                                   required to be concurrently enrolled in PSY-555. Prerequi-
PSY-546. (1 hour)
                                                                   site: PSY-591. (3 hours)




                                                                                                               h t t p://ps ych.u i n dy.e du   27
          Gr adu ate C ou r se De scr ipt ion s c on t in u e d

          PSY-596 Master’s Advanced Internship/Seminar                    private practice. Practice-related issues, such as employees,
          This course involves continued supervised clinical expe-        business associates, HIPAA, documentation, overhead, and
          rience in a mental health agency setting. Students will         ethics will be examined. Prerequisites: PSY-520, PSY-523,
          continue to develop more advanced counseling skills and         and PSY-541 (2 hours)
          progress in professional development. Students must par-
          ticipate in a 1½-hour weekly practicum seminar. The didac-      PSY-627 Clinical Interviewing
          tic seminar focuses on more advanced issues and concepts        This course transmits foundational principles and associ-
          related to professional development. Students are expected      ated skills for the assessment of various psychopathologies
          to demonstrate case conceptualization skills, therapy skills,   via dialogical interviews. Various styles of approaching the
          and the ability to engage in more independent treatment         clinical interview will be presented, with a de-emphasis on
          planning and implementation. Students are required to           manualized check-lists. The central role of the importance
          demonstrate knowledge of the psychological literature and       of positive rapport-building and relatedness to the patient
          make both topic and case presentations. Prerequisite: PSY-      to facilitate the gathering of the history, leading to theo-
          550. (2–5 hours)                                                rizing on the origins, meanings, functions, and purposes
                                                                          served by the symptom complex will be articulated. The
          PSY-597 Master’s Internship/Seminar                             symptom complex will be viewed contextually through
          This course involves supervised clinical experience in a        which a broader understanding of the patient may be
          mental health agency setting. Students will develop more        obtained, including personality organization and inter-
          advanced counseling skills and focus on professional devel-     pretation of observed behavioral actions and patterns. The
          opment. Students are required to participate in a 1½-hour       understanding of the clinical interview as a template for,
          weekly practicum seminar. The didactic seminar includes         and not merely a precursor of, the psychotherapy or psycho-
          emphasis on the context of mental health counseling, theo-      diagnostic endeavor to follow, will be presented. Prerequi-
          ries and techniques of counseling approaches, community         sites: PSY-541 (1 hour)
          intervention, and practice issues. Students are expected to
          develop skills in case conceptualization, assessment, and       PSY-640: Etiolog y and Treatment of Addictions
          treatment planning and implementation, and are required         (Special Concentration Seminar: Health Psychology and
          to make case presentations. Prerequisite: PSY-550, PSY-         Behavioral Medicine; also Adult Psychopathology and Psycho-
          596. (2–5 hours)                                                therapy)
                                                                          This course builds on a biopsychosocial model and is a sur-
          PSY- 620 History and Systems of Psycholog y
                                                                          vey of the field of addictions and substance misuse. The
          Historical overview of the major theories and metatheo-
                                                                          course will explore various etiological and explanatory mod-
          retical paradigms in the field of psychology. Surveys the
                                                                          els of this varied spectrum of disorders. Issues pertaining to
          historical and epistemological roots underlying current
                                                                          the treatment setting as well as interventions and treatment
          approaches in professional psychology. Through consider-
                                                                          approaches utilized in the field of addictions will be exam-
          ation of core issues in the philosophy of science, students
                                                                          ined closely. Historical and contemporary perspectives are
          develop ability to evaluate different theoretical approaches
                                                                          examined. Other topics will include mechanisms of action
          in professional psychology. (3 hours)
                                                                          of drugs of abuse; pharmacological adjuncts to treatment;
          PSY- 625 Consultation and Education                             and some of the non-pharmacological “addictions” related
          Students will learn the definition and scope of consultation,   to such issues as gambling and sex. (1–3 hours)
          education, and program evaluation as forms of psychologi-
                                                                          PSY-641: Cognitive-Behavioral Psychotherapy of Schizophrenia
          cal service. They will learn the methods used to conduct a
                                                                          (Special Concentration Seminar: Adult Psychopathology and
          needs assessment, monitor the outcome of programs, and
                                                                          Psychotherapy)
          explore the issues pertaining to cost/benefit decisions. Con-
          tracting, report writing, educational processes and profes-     This course builds on students’ previous academic work in
          sional issues will be examined. Methods of quality assur-       the field of cognitive-behavioral psychotherapy and dis-
          ance and continuous quality improvement are addressed.          cusses how to apply the psychotherapy to individuals with
          Prerequisites: PSY-520, PSY-523, and PSY-541 (2 hours)          psychotic disorders. Specifically, the cognitive approach for
                                                                          working with delusions, hallucinations, and negative symp-
          PSY- 626 Management and Supervision                             toms will be detailed. Prerequisites: PSY-541, PSY-542,
          Students will learn the purpose and methods of con-             PSY-560 (1–2 hours)
          ducting supervision of psychotherapy. Several theories of
          supervision will be presented. Students will learn the neces-
          sary steps to take in opening, managing, and marketing a




28   Graduate Programs in Psychology
P SY- 6 42: Psychoanalytical Psychotherapy of B orderline        risks, prognosis, and co-morbid diagnoses associated with
Personality Organization                                         an ADHD diagnosis. Students will become familiar with
(Special Concentration Seminar: Adult Psychopathology and        and learn how to use, score and interpret screening and
Psychotherapy)                                                   diagnostic measures for ADHD, and understand appropri-
This advanced seminar examines the extension of theoreti-        ate recommendations and accommodations for students
cal and clinical applications of psychoanalysis to patients      with ADHD. In addition, communication of findings to
suffering from severe psychopathology and associated             parents, physicians, and teachers will be discussed. Prereq-
structural, characterological deficits. Special emphasis will    uisites: PSY-511/PSY-556, PSY-512/PSY-557, PSY-513/PSY-
be placed on examining the treatment setting, transfer-          558, PSY-565, PSY-671 (1-3 hours)
ence, counter-transference, and the intersubjective aspects
                                                                 PSY-646: Clinical Hypnosis
of managing the often unique vicissitudes of psychothera-
                                                                 (Special Concentration Seminar: Adult Psychopathology and
peutic work with such patients. Developing the capacity
                                                                 Psychotherapy)
to provide structuralizing, containing, and interpretative
functions as well as managing regressions will be explored.      This course is structured as an applied clinical seminar
Students will deepen their grounding in various psycho-          designed to provide basic knowledge and skills for using
analytical paradigms. Prerequisite: PSY-545. (2-3 hours)         hypnosis in psychotherapy and behavioral medicine. Hyp-
                                                                 notizability, hypnotic phenomena, and all major theoretical
PSY- 643: Etiolog y and Treatment of Eating Disorders            positions, as well as relevant research along with a range
(Special Concentration Seminar: Adult Psychopathology and        of treatment applications, will be transmitted via lecture,
Psychotherapy; also Childhood and Adolescent)                    group discussion, demonstration, videotape case materials,
This course builds upon a biopsychosocial model and is           supervised practice, and case presentation. Prerequisites:
a survey of the field of eating and weight disorders. The        PSY-541,520, PSY-542, PSY-560, PSY-545 (1–3 hours)
course will examine the etiology of eating disorders; the de-
                                                                 PSY-647: Clinical Approaches to Forensic Psychotherapy
velopment of eating behaviors; pediatric feeding disorders;
                                                                 (Special Concentration Seminar: Adult Psychopathology and
anorexia nervosa; bulimia; binge-eating disorder; obesity;
                                                                 Psychotherapy)
risk factors for eating and weight disorders; the assessment
of eating and weight disorders; and the treatment of eating      This course will explore a variety of issues related to the
and weight disorders. Prerequisites: PSY-541, PSY-542/PSY-       clinical, ethical, and theoretical practice of forensic psycho-
560, PSY-545. (2-3 hours)                                        therapy. Included in this study will be a specific emphasis
                                                                 upon psychodynamic, existential-phenomenological, and
PSY- 644: Psychoanalytical Psychotherapy of Psychosis            humanistic approaches to forensic psychotherapy as well as
(Special Concentration Seminar: Adult Psychopathology and        the way in which the “offender” client is socially construct-
Psychotherapy)                                                   ed within the context of clinical, ethical, and theoretical
Psychoanalytical psychotherapy with severely disturbed           practice. PSY-541,PSY-547, PSY-520, PSY-523 (3 hours)
individuals including the more regressed borderline, schizo-
                                                                 PSY- 650 Doctoral Practicum/Seminar
phrenic, and manic-depressive/bi-polar patient will be the
                                                                 Involves a supervised field experience at an approved place-
subject of this course. Contemporary theoretical, scholarly,
                                                                 ment site. Emphasis is on the refinement of various skills
and psychotherapeutic work regarding psychotic processes
                                                                 involved in therapy, consultation, diagnosis, assessment,
will be explored. The psychotherapeutic relationship; the
                                                                 program management, and supervision. The doctoral pract-
management of regression; working clinically with halluci-
                                                                 icum consists of a minimum of 12 hours per week on site.
nations and delusions; crises; rage; the subjective experience
                                                                 Students must participate concurrently in a weekly practi-
of the patient; transference; counter-transference; and the
                                                                 cum seminar. The seminar groups provide opportunities for
phases of treatment are discussed. Prerequisite: PSY-545.
                                                                 students to address issues related to clinical practice, ethics,
(2–3 hours)
                                                                 case management, diversity, treatment strategies, consulta-
PSY- 645: Assessment and Diagnosis of ADHD in Children,          tion, supervision, program development, and other aspects
Adolescents, and Adults                                          of professional psychology. Students are required to make
(Special Concentration Seminar: Childhood and Adolescent;        case presentations in the seminars. Prerequisites: PSY-511,
also Adult Psychopathology and Psychotherapy)                    PSY-512, PSY-513, PSY-520, PSY-541, PSY-542,PSY-556,
                                                                 PSY-557,PSY-558, PSY-560, PSY-565, PSY-627 (4 hours)
Students will learn the prevalence, types, and diagnostic
criteria for ADHD. They will have an understanding of the




                                                                                                              h t t p://ps ych.u i n dy.e du   29
          Gr adu ate C ou r se De scr ipt ion s c on t in u e d

          PSY- 651Advanced Doctoral Practicum/Seminar                        PSY-672 Assessment & Diagnosis in Clinical Neuropsycholog y
          Involves a supervised field experience at an approved place-       & Geropsycholog y
          ment site. Emphasis is on the refinement of various skills         (Special Concentration Seminar: Adult Psychopathology and
          involved in therapy, consultation, diagnosis, assessment,          Psychotherapy)
          program management, and supervision. The doctoral pract-           This course is designed to give students exposure to various
          icum consists of a minimum of 12 hours per week on site.           paradigms of, and hands-on experience with, the process
          Students must participate concurrently in a weekly practi-         of neuropsychological assessment for adult and geriatric
          cum seminar. The seminar groups provide opportunities for          populations. The predominant theories concerned with the
          students to address issues related to clinical practice, ethics,   evaluation of brain and behavior relationships are covered
          case management, diversity, treatment strategies, consulta-        along with assessment techniques that have evolved from
          tion, supervision, program development, and other aspects          these theories. This course examines the current state of
          of professional psychology. Students are required to make          neuropsychological assessment and the role of the neuro-
          case presentations in the seminars. Prerequisite: 24 credit        psychologist in various mental and medical health care set-
          hours of PSY-650 (2 hours)                                         tings. Prerequisites: PSY-511/PSY-556, PSY-512/PSY-557,
                                                                             PSY-513/PSY-558, PSY-521, PSY-524. (3 hours)
          PSY- 652: Supplemental Doctoral Practicum/Seminar:
          The Supplemental Practicum/Seminar is a supervised field           PSY-673 Advanced Assessment and Treatment Techniques in
          experience that assists the student in remediating deficien-       Health Psycholog y
          cies that have emerged in prior field placements and/or as         (Special Concentration Seminar: Health Psychology/Behav-
          assessed in the Psychotherapy Proficiency Examination of           ioral Medicine)
          the Comprehensive Examination sequence. The specific               Provides advanced knowledge of behavioral medicine and
          nature of the practicum and its foci vary and are tailored         health psychology assessment and treatment techniques.
          to meet the specific training requirements of the student.         Students learn about various issues in the field of rehabilita-
          It may include a mixture of psychotherapy and psycho-              tion psychology. The course explores a variety of alternative
          diagnostic assessment responsibilities. Specifics of the Sup-      medicine/complementary medicine treatment techniques.
          plemental Practicum vary, depending on the requirements            Prerequisites: PSY-511/PSY-556, PSY-512/PSY-557, PSY-
          of the Remediation Plan. Participation in a Practicum              513/PSY-558, PSY-521, PSY-541, PSY-558. (3 hours)
          Seminar under the direction of the Director of Clinical
          Training is required. (2-3 hours)                                  PSY- 674 Advanced Treatment Strategies with Children ,
                                                                             Adolescents, and their Families
          PSY- 671 Child & Adolescent Psychopatholog y                       (Special Concentration Seminar: Childhood and Adolescent)
          (Special Concentration Seminar: Childhood and Adolescent)          This course provides an overview of diverse approaches to
          This course involves a detailed study of child and adoles-         therapy with children and adolescents, with an empha-
          cent disorders. Extensive case material, psychological test        sis on individual approaches. The importance of gaining
          data, readings, class discussion, student presentations,           the cooperation of families in all aspects of working with
          and films are used to convey the nature and phenomenol-            children is addressed throughout the course. It focuses
          ogy of the disorders. Students acquire the theoretical and         on the understanding of critical empirical and theoreti-
          practical skills necessary to prepare them for work in child       cal issues related to the various intervention approaches.
          and adolescent assessment and treatment. Disorders will            Prerequisite: PSY-524, PSY-541, PSY-671. (3 hours)
          be discussed in terms of etiology, epidemiology, course,
          phenomenology, diagnostic issues, assessment, and treat-           PSY- 675 Psychopharmacolog y
          ment. Particular attention will be paid to understanding           (Special Concentration Seminar: Health Psychology/Behav-
          the impact of development, family, and culture on child            ioral Medicine)
          and adolescent psychopathology. Emphasis is on concep-             Provides an introduction to basic principles of pharma-
          tualizing disorders from the perspectives of contemporary          cology and psychopharmacology. It covers the history of
          psychological theory and developmental psychopathology.            the development of the major medications and classes of
          Prerequisites: PSY-524, PSY-541, PSY-565. (3 hours)                medicines in use today for the pharmacologic treatment of
                                                                             mental illness. The specific effects of these medications at
                                                                             the molecular level as well as their influence on symptom-
                                                                             atology are examined. Other topics are addressed including
                                                                             rational selection of medication within major classes, poly-
                                                                             pharmacy, and side effects. Prerequisites: PSY-521, PSY-565.
                                                                             (3 hours)




30   Graduate Programs in Psychology
PSY- 677 Child and Adolescent Assessment                         PSY-680 Advanced Adult Assessment
(Special Concentration Seminar: Child and Adolescent)            (Special Concentration Seminar: Adult Psychopathology and
This course covers topics pertaining to the psychological        Psychotherapy)
assessment of children and adolescents. The emphasis will        This course covers topics pertaining to the psychological
be on integration of data gathered from developmental,           assessment of adults. The emphasis will be on integration
cognitive, and personality measures. Topics covered will         of nomothetic/empirical perspectives with idiographic/
be assessments tailored to specific referral questions and       phenomenological/hermeneutic approaches. Topics will
populations (e.g., assessing pervasive developmental disor-      include assessing special populations (e.g., severely mentally
ders, learning disabilities, personality and cognitive func-     ill, trauma, professionals in crisis, forensic, parents), thera-
tioning, school behavior, parent-child interaction, and par-     peutic assessment, person-centered report-writing, provid-
enting). Course activities will include test administration,     ing feedback, theoretical and scientific issues in assessment,
scoring, interpretation and report writing. This class is best   and current controversies. This class is best taken conjointly
taken conjointly with practicum. Prerequisites: PSY-511/         with practicum. Prerequisites: PSY-511/PSY-556, PSY-512/
PSY-556, PSY-512/PSY-557, PSY-513/PSY-558, and PSY-              PSY-557, PSY-513/PSY-558, and PSY-535. Recommended:
671. (3 hours)                                                   PSY-679. (3 hours)
PSY- 678 Psychotherapeutic Interventions with Older Adults       PSY- 690 Dissertation Research
(Special Concentration Seminar: Adult Psychopathology and        This course is required of all PsyD students who are active-
Psychotherapy)                                                   ly involved in the ongoing preparation, literature research,
This course enhances the student’s working knowledge             data collecting, analysis, or writing of a dissertation. Stu-
and clinical skills when working with aging and old-             dents must register with a faculty advisor when enrolling in
er adults. Particular emphasis is placed on the clinical         this course. (1–3 hours)
interview, aging and public policy, behavioral and physi-        PSY-698 Internship in Clinical Psycholog y
cal health care practice, function in long-term care facil-      This involves a 2,000-hour supervised experience in an
ities, and Alzheimer’s disease. It focuses on apprecia-          organized health service training program over a 12- to
tion for the political and health care climate that con-         24-month period. The internship is required for all PsyD
tinues to shape and determine the type of services they          students after successful completion of all doctoral course-
will provide to aging adults during the next decade.             work, comprehensive exam, and residency requirements.
Prerequisites: PSY-524, PSY-541. (3 hours)                       Intern placements must be approved by the School of Psy-
PSY- 679 Advanced Projective Assessment                          chological Sciences. Prerequisites: Completion of coursework,
This course covers topics pertaining to the theory and appli-    comprehensive exams, and dissertation proposal.
cation of projective assessment in clinical psychology. The
emphasis will be on integration of nomothetic/empirical
and idiographic/phenomenological/hermeneutic approach-
es. Students will learn the following methods to Rorschach
and TAT scoring and interpretation: Comprehensive Sys-
tem (Exner), Mutuality of Autonomy Scale (Urist) and
Social Cognition and Object Relations Scale (Westen).
Psychodynamic and phenomenological/constructivist the-
ory will provide the theoretical perspectives that undergird
discussions of projective assessment data collection, report
writing, and the provision of feedback to patients. Prereq-
uisites: PSY-511/PSY-556, PSY-512/PSY-557, PSY-513/PSY-
558, PSY-541, PSY-565, PSY-545. (1–3 hours).




                                                                                                              h t t p://ps ych.u i n dy.e du   31
          A ppl ic at ion I n for m at ion
           Fellowship Opportunities                                        Notice of Nondiscriminatory
                                                                           Policies
          Psychology Diversity Fellowship
          The School of Psychological Sciences offers a Diversity         The University of Indianapolis does not discriminate on
          Fellowship for the PsyD Program in Clinical Psychology,         the basis of race, color, gender, age, religion, ethnic or na-
          which consists of full remission of tuition for all graduate    tional origin, marital status, sexual orientation, or gender
          coursework.                                                     identity and expression irrespective of whether the status is
                                                                          legally protected. The University complies with the Reha-
          The purpose of this Fellowship is to encourage out-
                                                                          bilitation Act of 1973 and the Americans with Disabilities
          standing students from ethically/racially diverse
                                                                          Act. This policy applies to applicants and students and to
          backgrounds to attend the doctoral program at the
                                                                          all other aspects of student life.
          University of Indianapolis.

          Psychology Excellence in Academic Performance                     Admission Requirements
          and Public Service Fellowship
          The University of Indianapolis Psychology Excellence in         Students seeking admission to the PsyD or MA graduate
          Academic Performance and Public Service Fellowship for          degree programs must fulfill the following admission
          the PsyD Program in Clinical Psychology consists of full        requirements:
          remission of tuition for all graduate coursework.               1. Submit the admission application and the nonrefund-
          The purpose of this Fellowship is to allow outstanding             able $55 (USD) application fee online at http://psych.
          students to be recognized and rewarded for academic and            uindy.edu.
          service excellence, in the highest spirit of the University     2. Submit official sealed college transcripts showing
          motto, “Education for Service.”                                    successful completion of a baccalaureate degree from
                                                                             an accredited institution of higher education and any
          Awardees for both fellowships must remain full-time stu-           additional undergraduate and/or graduate college course-
          dents in the program and maintain acceptable academic              work. An overall grade point average of 3.0 or better on
          and professional standing in the program. Recipients also          a 4.0 scale is preferred and is required for the PsyD pro-
          are required to participate in specified school activities as      gram. Applicants should have completed a minimum of
          a condition of their fellowship. If you are interested in          18 hours of undergraduate coursework in psychology or
          either of the fellowships, please visit http://psych.uindy.        equivalent graduate psychology coursework.
          edu/tuifinaidpsyd.php or call (317) 788-3353.                   3. Submit a personal statement of academic objectives
                                                                             and professional goals. The personal statement may be
           Criminal History Check                                            submitted online when the application is submitted or
                                                                             it may be mailed separately.
          To protect the safety of individuals with whom our              4. Submit three letters of recommendation from profes-
          students work, we ask applicants about criminal convic-            sors or clinical supervisors. We prefer that letters are
          tions involving abuse, neglect, or mistreatment of others.         submitted online; however, forms may be printed and
          A “yes” answer does not necessarily disqualify you from the        mailed directly in sealed and signed envelopes.
          program but does require that you submit an explanation         5. The Graduate Record Examination (GRE) verbal,
          of the events, including date, place, judicial findings, and       quantitative, and analytical writing tests are required;
          final disposition of the case.                                     the GRE Psychology Test is strongly recommended
                                                                             (minimum of 50th percentile rank on each section is
          In addition, the University may perform criminal history
                                                                             preferred). The tests must have been taken within the
          checks to verify an applicant’s information. You should be
                                                                             last five years.
          aware that professional licensing agencies and prospective
          employers also might ask you to disclose any criminal his-
          tory. A criminal history does not necessarily prohibit, but      Additional Admission
                                                                           Requirements for
          may impede, your eventual licensure or employment. The
                                                                           International Students
          University cannot predict how criminal convictions will
          affect your licensure or employment potential.                  International students seeking admission to graduate
                                                                          degree programs in the School of Psychological Sciences
                                                                          must fulfill all of the admission requirements listed above
                                                                          and do the following.
                                                                          1. Send results of any standardized examinations that
                                                                               are given in the country of origin; e.g., General
                                                                               Certification of Education (GCE), University of
                                                                               Cambridge Higher School Certification, Senior High
                                                                               School Leaving Certificate, etc.


32   Graduate Programs in Psychology
2.   Submit a course-by-course evaluation of foreign           Graduate Assistantship
     educational credentials from any recognized service,      Opportunities
     such as World Education Services, Inc., International
     Consultants of Delaware, Inc., or Education Creden-      Each year, a number of assistantships are awarded to
     tial Evaluators, Inc. Because universities around the    incoming PsyD students. Assistantships typically are
     world differ, we require this evaluation as an assur-    awarded for a maximum of three academic years. Each
     ance that you have completed the U.S. equivalent         assistantship involves up to 11 hours of work per week in
     of a bachelor’s degree and have taken all appropriate    the School plus other school events, and covers approxi-
     prerequisite courses. Photocopies are not acceptable.    mately one-third of the student’s tuition. Graduate assis-
3.   Complete the Test of English as a Foreign Language       tants must remain full-time students in the program and
     (TOEFL) with a minimum score of 550 on the paper-        maintain acceptable academic and professional standing in
     based test or 220 on the computer-based test.            the program. The Student Selection and Retention Com-
                                                              mittee of the School of Psychological Sciences will award
Admitted students must provide:                               the assistantships at its discretion. Although assistantships
     A Statement of Financial Support, which is required      typically are offered to entering students each year, the
     for a student visa application.                          exact number will depend on availability.
     A photocopy of their passport.
                                                              Eligibility requirements for the assistantships include
                                                              admission to the doctoral program, undergraduate GPA of
 Admission Selection Process                                  at least 3.5 on a 4.0 scale, and any graduate GPA of at least
The School of Psychological Sciences invites any qualified    3.75. GRE verbal, quantitative, and analytic writing scores
applicants to apply for admission. Completed application      will preferably be at or above the 60th percentile rank,
files are evaluated by the Student Selection and Retention    indicating noteworthy academic potential.
Committee (SSRC). The SSRC evaluates applicants in            To apply for a graduate assistantship, submit with the on-
a number of areas, such as background preparation,            line application an essay of 500 words or fewer, describing
breadth of coursework, academic awards and achievement,       your reasons for seeking a graduate assistantship and
standardized test scores, applied professional experience,    articulating specific qualifications that make you an
leadership and service, research experience, quality          especially good candidate for an assistantship. Include a
of the personal statement, and strength of letters of         description of any special interests, talents, and skills that
recommendation.                                               you have that are related to areas of our program and/or
A pool of selected applicants is invited to campus for per-   faculty.
sonal interviews. Interviews typically are held in mid-Feb-   Also, be sure to touch on the following topics in your
ruary for the PsyD program. The SSRC offers admission         essay: experience related to teaching, research, or other
to those applicants they feel have the greatest academic      academic activities; honors, awards, achievements, scholar-
ability, dedication to excellence, emotional and social ma-   ships, and certifications; and involvement in professional
turity, and potential to become effective and contributing    organizations, associations, clubs, or academic societies.
professionals in the field of psychology.                     Also, indicate any office(s) that you hold or have held;
                                                              work and volunteer experience in the mental health field;
Announcement of final admission decisions are made            special technology-related skills, spreadsheet, database
April 15 in accordance with COGDOP guidelines. Appli-         management, SPSS, web or software design, publishing
cants are admitted to begin graduate psychology programs      software, etc.
in Semester I, although non-degree seeking students may
be admitted to take selected graduate courses at any time
during the year, depending on enrollment.                      Financial Aid
                                                              The University’s Financial Aid Office, located in Esch
 Application Deadlines                                        Hall, administers all financial aid programs, including
                                                              subsidized and unsubsidized Federal Stafford Loans.
Completed applications and all supporting documents           Questions regarding financial aid availability, award pack-
for the PsyD program must be submitted online or              ages, renewal procedures, dates, and deadlines may be
postmarked by January 10. Completed application and           answered there.
all supporting documents for either of the MA programs
must be submitted online or postmarked by February 25.        For more details, please call the Financial Aid Office at
These deadlines must be followed to ensure consideration      (317) 788-3217 or call toll-free at 1-800-232-8634.
for admission to Semester I, which begins near the end
of August. Late applications will be reviewed only as
additional class positions are available.


                                                                                                          h t t p://ps ych.u i n dy.e du   33
           A Krannert Memorial Library                                                          K Physical Plant                            U President’s Home
           B Sease Wing (Library)                                                               L Cory Bretz Hall                           V Cravens Hall
           C Christel DeHaan Fine Arts Center                                                  M Central Hall                               W Warren Hall
           D Smith Mall                                                                         N New Hall                                  X Athletic Development
           E Esch Hall (Admissions Office)                                                     O East Hall                                  Y University Apartments
           F Ransburg Auditorium (Esch Hall)                                                    P Ruth Lilly Fitness Center                 Z Music Annex
           G Schwitzer Student Center                                                          Q Nicoson Hall                              AA Athletics & Recreation Center
           H Martin Hall                                                                        R Key Stadium
            I    Lilly Science Hall                                                             S Good Hall                                 P Parking Lots are numbered
           J Zerfas Wing (Lilly Hall)                                                           T Stierwalt Alumni House                        (Visitors: 1–4, 9, 16, 17, 19)



                                                                                                              How to Find Us!                         ExIT 2A
                                                  31                                                         From the North                           Go to 2nd stoplight (Hanna Avenue);
                                                                                                                                                      turn right. Go to 3rd stoplight (Otter-
                865              465                                                                         Take US 31 South or I-69 South to        bein Avenue). Campus is on the left.
                                                                                          69                 I-465. Take I-465 east around India-     See map for visitor parking.
                                                                                                             napolis to Exit 53A (I-65 North).
           65
                                                                                                             Now refer to “Exit 53A.”                 ExIT 53A
                                                                                         465                 From the East                            Take I-65 north one exit to Exit 107
                                                                                                                                                      (Keystone Avenue); turn left. Go to 3rd
      74                                                                                                     Take I-70 or US 40 west to I-465.        stoplight (Hanna Avenue) turn right.
                                 65
                                                                                                             Take I-465 south around Indianapolis     Once you pass the 2nd stoplight (State
                                                                              70                             to Exit 53A (I-65 North). Now refer      Street), campus is on your right. See
                                                                                                    70
     136                                                                                                     to “Exit 53A.”                           campus map for visitor parking.
                                Indianapolis
                                       Downtown
                                                                                                             From the South
                                                              Keystone Ave.




                                                                                                    40

                               70
                                                                                                             Take I-65 north to Exit 107 (Keystone    When planning
           40                                            65                                                  Avenue); turn left. Go to the third      a visit
                                                                                                             stoplight (Hanna Avenue). Turn right.
                                       Hanna Ave.                                              74
                                                                                   465                       Once you pass the second stoplight       Check the enclosed academic calendar
                70
                              465                                                                            (State Street), you have reached the     for the specific dates to avoid:
                     67
                                                        31
                                                                       65
                                                                                                             campus.                                       Fall Break
                                        37                                                                                                                 Thanksgiving Break
                                                  135                                                        From the West                                 Finals Week
                                                                                                             Take I-70 or I-74 east to I-465. Take         Christmas Break
                                                                                                             I-465 south around Indianapolis to            Spring Break
                                                                                                             Exit 2A (U.S. 31 North). Now refer to         Good Friday
                                                                                                             “Exit 2A.”
                                                                                                                                                           Finals Week


30
34     Graduate C u               es
       G r a d u a t e P roo grrs a m s i n P s y c h o l -
For information on education and training outcomes for our PsyD Program in Clinical Psychology, visit:

             http://psych.uindy.edu/psyd/_Education_and_Training_Outcomes.php
The Doctoral Program in Clinical Psychology at the University of Indianapolis is fully accredited by the American Psychological Association.

                                                For questions or information please contact:


                        office of Program consultation and accreditation (american Psychological association)

                                  750 First street, ne, Washington, dc 20002-4242 / (202) 336-5979

                                        http://www.apa.org/ed/accreditation / apaaccred@apa.org




                                             School of Psychological Sciences
                                             1400 East Hanna Avenue / Indianapolis, IN 46227
                                             (317) 788-3353 / 1-800-232-8634
                                             psychology@uindy.edu / http://psych.uindy.edu

								
To top