CLAYTON COLLEGE & STATE UNIVERSITY Office of the Provost and Vice President for Academic Affairs October 20, 2009 Dr. Marci M. Middleton Director of Academic Program Coordination Office of Academic Affairs Board of Regents ofthe University System of Georgia 270 Washington Street SW Atlanta, Georgia 30334 Dear Dr. Middleton: Clayton State University is pleased to submit the formal proposal for the MS degree with major in Psychology. This degree is unique within the USG as a professional master's degree in applied psychology. Please note that we are asking an exception in the 36-hour rule. This exception is necessary for a professional degree and particularly one in applied psychology. Clayton State is adequately staffed with faculty resources to deliver this program and also has the other necessary facility and support resources in existence or planned. The program was approved by the graduate council on October 2,2009. The attached Formal Proposal provides information for review and approval at the System level. Please do not hesitate to call if there are questions you have as you make your review. Sincerely, Dr. Thomas Eaves Associate Provost cc: Dr. Melinda G. Spencer, Chief of Staff, USG Dr. Tim Hynes, Interim President, Clayton State University Dr. Michael Crafton, Interim Provost, Clayton State University CLAYTON ST;\TF': .. . 'your ullivm'it.y 5900 North Lee Street, Morrow, Georgia 30260 PH (770) 961-3485 FX (770) 961-3700 WWlN.c1aytoo,edu An Affirmative Action/Equal Access/Equal Opportunity Institution Clayton State University Program Proposal, M.S. in Psychology Page I NEW PROGRAM PROPOSAL MASTER OF SCIENCE IN PSYCHOLOGY October, 2009 Institution: Clayton State University Institutional Contact: Date: October, 2009 College: Arts and Sciences Department: Ps ychology Name of Proposed Program: Master of Science in Psychology Degree: Master of Science Major: Psychology Degree Inscription: Master of Science CIP Code: 42.0101 Program Classification: Graduate Anticipated Starting Date: Fa1l20l0 1. Curriculum: The entire course of study required to complete the degree program as well as a sample program of study that might be followed by a representative student in either the Applied Developmental or Clinical Tracks are detailed on the following pages. All courses listed and described are new courses and are not currently part of any degree program at Clayton State University. This curriculum is designed so that it can be implemented one track at a time or in two phases depending upon the resources that are available at the time of implementation. The degree program can be implemented initially with the resources of the University and the Department of Psychology. The administration and departmental faculty are attuned to the importance of providing appropriate faculty resources for a quality program with appropriately rigorous supervision and a faculty/student ratio that is conducive to the intensive training required for professional masters degree programs. Clayton State University Program Proposal, M.S. in Psychology Page 2 NEW PROGRAM PROPOSAL COLLEGE OF ARTS & SCIENCES MASTER OF SCIENCE IN PSYCHOLOGY Core: Required of all students PSYC 5000, Advanced Development (3-0-3) PSYC 5010, Ethics and Professional Identity (3-0-3) PSYC 5020, Cultural Issues in Applied Settings (3-0-3) PSYC 6100, Psychological Assessment I (Intelligence) (2-3-3) Research Core: Required ofAll Students PSYC 5040, Advanced Research Methods and Statistics I: Parametric Approaches and Experimental Designs (3-0-3) PSYC 5050, Advanced Research Methods and Statistics II: Nonparametric Approaches and Quasi Experimental Designs (3 -0-3) The Professional Concentration Applied Developmental Clinical PSYC 5210, Cognitive Development PSYC 5350, Advanced Psychopathology & (3-0-3) Diagnosis PSYC 5220, Social and Emotional Development (3-0-3) (3-0-3) PSYC 5160, The Helping Relationship PSYC 5230, Biological Foundations of Behavior (3-0-3) (3-0-3) PSYC 5170, Therapeutic Interventions I *PSYC 5240, Agencies that Serve Children (3-0-3) (3-0-3) PSYC 5180, Therapeutic Interventions II *PSYC 5250, Children and the Courts (3-0-3) (3-0-3) PSYC 6590, Clinical Practicum I PSYC 5260, The Family System and the Child (0-V-3) (3-0-3) PSYC 5200, Family & Couples Therapy *PSYC 5270, The Educational System and the Child (3-0-3) (3-0-3) PSYC 6520, Psychological Assessment II PSYC 5280, Developmental Disorders and (Personality) Psychopathology (2-1-3) (3-0-3) PSYC 5150, Group Therapy PSYC 6490, Internship in Applied Development I (3-0-3) (0-V-3) PSYC 6599, Clinical Practicum II PSYC 6500, Internship in Applied Development II (0-V-3) (0-V-3) *NOTE: Students will choose 2 out of 3 of these courses Clayton State University Program Proposal, M.S. in Psychology Page 3 The Capstone Experience Candidates for the M.S. in Psycholo~ have two options for de2ree completion: Non-Thesis (6 hrs) Thesis (6 hrs maximum) Working with an advisor, the student identifies an The student develops, writes, and defends a area of study and prepares a professional paper. research proposal, and then completes a research study, writes, and defends a thesis. A faculty advisor is assigned to supervise the student. PSYC 6890, Professional Paper (3-0-3) PSYC 6995, Thesis (3-0-3) PSYC 6899, Professional Paper Completion (1-0-1) PSYC 6999, Thesis Completion (may be repeated for up to 3 hours credit) (1-0-1) Comprehensive Examination (written and oral) is Defense of Thesis is required required , Sample Curriculum for Master of Science in Psychology The following presents a suggested model for progression through the Applied Developmental (ADP) and Clinical tracks. The first charts present a program model for full-time ADP and Clinical track students and will allow students to matriculate through the program after two years of full-time study. A second, part-time model is presented for the Applied Developmental Program; this option will allow a student to complete the program in a three-year time period. Students choosing to pursue the ADP degree on a part-time basis will be responsible for fulfilling all course prerequisites as listed in the full course descriptions. Clayton State University Program Proposal, M.S. in Psychology Page 4 Proposed Curriculum Masters of Science in Psychology - Applied Developmental Psychology Required Courses (aU students) Course Title Hours PSYC 5000 Advanced· Development 3 PSYC 5010 Ethics and Professional Identity 3 PSYC 5020 Cultural Issues in Applied Settings 3 PSYC 5040 Advanced Research Methods and Statistics I: 3 Parametric Approaches and Experimental Designs PSYC 5050 Advanced Research Methods and Statistics II: 3 Nonparametric Approaches and Quasi-Experimental Designs PSYC 6100 Psychological Assessment I (Intelligence) 3 18 Applied Development Track Course Title Hours PSYC 5210 Cognitive Development 3 PSYC 5220 Social and Emotional Development 3 PSYC 5230 Biological Foundations of Behavior 3 PSYC 5260 The Family System and the Child 3 PSYC 5280 Developmental Disorders and Psychopathology 3 PSYC 6490 Internship in Applied Development I 3 PSYC 6500 Internship in Applied Development II 3 PSYC 5270* The Educational System and the Child 3 PSYC 5240* Agencies that Serve Children 3 PSYC 5250* Children and the Courts 3 *NOTE: Students will choose 2 out of 3 of these courses 27 Research/Capstone Non-Thesis - Comprehensive Examination (written and oral) is required Course Title Hours PSYC 6890 Professional Paper 3 PSYC 6899 Professional Paper Completion (may be repeated for 1-3 up to 3 hours credit) 4-6 Total Hours 49-51 OR Thesis - Defense of Thesis is required Course Title Hours PSYC 6995 Thesis 3 PSYC 6999 Thesis Completion (may be repeated for up to 3 1-3 hours credit) 4-6 Total Hours 49-51 Clayton State University Program Proposal, M.S. in Psychology Page 5 Applied Developmental Psychology: Provided is a sample program of study that might be followed by a representative student YEARl Term' 1 (Fall) PSYC 5000 Advanced Development 3 PSYC 5040 Advanced Research Methods and Statistics I: 3 Parametric Approaches and Experimental Designs PSYC 5210 Cognitive Development 3 Term 2 (Spring) PSYC 5050 Advanced Research Methods and Statistics II: 3 Nonparametric Approaches and Quasi-Experimental Designs PSYC 5240 Agencies that Serve Children 3 PSYC 6100 Psychological Assessment I (Intelligence) 3 Term 3 (Summer) PSYC 5010 Ethics and Professional Identity 3 PSYC 5220 Social and Emotional Development 3 YEAR 2 Term 1 (Fall) PSYC 5230 Biological Foundations of Behavior 3 PSYC 5250 Children and the Courts 3 PSYC 6490 Internship in Applied Development I 3 Term 2 (Spring) PSYC 5020 Cultural Issues in Applied Settings 3 PSYC 5260 or 5270 The Family System and the Child or Educational 3 System... PSYC 6500 Internship in Applied Development II 3 PSYC 6890 or 6995 Professional Paper or Thesis 3 Term 3 (Summer) PSYC 6899 or 6999 Professional Paper Completion or Thesis Completion 1 PSYC 5280 Developmental Disorders and Psychopathology 3 Proposed Curriculum Masters of Science in Psychology - Clinical Psychology Required Core Courses (both tracks) Course Title Hours PSYC 5000 Advanced Development 3 PSYC 5010 Ethics and Professional Identity 3 PSYC 5020 Cultural Issues in Applied Settings 3 Clayton State University Program Proposal, M.S. in Psychology Page 6 PSYC 5040 Advanced Research Methods and Statistics I: 3 Parametric Approaches and Experimental Designs PSYC 5050 Advanced Research Methods and Statistics II: 3 Nonparametric Approaches and Quasi-Experimental Designs PSYC 6100 Psychological Assessment I (Intelligence) 3 18 Clinical Track Course Title Hours PSYC 5350 Advanced Psychopathology & Diagnosis 3 PSYC 5160 The Helping Relationship 3 PSYC 5170 Therapeutic Interventions I 3 PSYC 5180 Therapeutic Interventions II 3 PSYC 6590 Clinical Practicum I 3 PSYC 5200 Family & Couples Therapy 3 PSYC 6520 Psychological Assessment II (Personality) 3 PSYC 5150 Group Therapy 3 PSYC 6599 Clinical Practicum II 3 27 Research/Capstone Non-Thesis - Comprehensive Examination (written and oral) is required Course Title Hours PSYC 6890 Professional Paper 3 PSYC 6899 Professional Paper Completion (may be repeated for 1-3 up to 3 hours credit) 4-6 Total Hours (Non-Thesis) 49-51 OR Thesis - Defense of Thesis is required Course Title Hours PSYC 6995 Thesis 3 PSYC 6999 Thesis Completion (may be repeated for up to 3 1-3 hours credit) 4-6 Total Hours (Thesis) 49-51 Clinical Psychology: Provided is a sample program of study that might be followed by a representative student YEAR 1 Term 1 (Fall) PSYC 5000 Advanced Development 3 PSYC 5040 Advanced Research Methods and Statistics I: 3 Parametric Approaches and Experimental Designs PSYC 5350 Advanced Psychopathology & Diagnosis 3 Clayton State University Program Proposal, M.S. in Psychology Page 7 Term 2 (Spring) PSYC 5050 Advanced Research Methods and Statistics II: 3 Nonparametric Approaches and Quasi-Experimental Designs PSYC 5160 The Helping Relationship 3 PSYC 6100 Psychological Assessment I (Intelligence) 3 Term 3 (Summer) PSYC 5010 Ethics and Professional Identity 3 PSYC 5170 Therapeutic Interventions I 3 YEAR 2 Term 1 (Fall) PSYC 5180 Therapeutic Interventions II 3 PSYC 6520 Psychological Assessment II (Personality) 3 PSYC 6590 Clinical Practicum I 3 Term 2 (Spring) PSYC 5020 Cultural Issues in Applied Settings 3 PSYC 6599 Clinical Practicum II 3 PSYC 5150 Group Therapy 3 PSYC 6890 or 6995 Professional Paper or Thesis 3 Term 3 (Summer) PSYC 6899 or 6999 Professional Paper Completion or Thesis Completion 1 PSYC 5200 Family & Couples Therapy 3 Clayton State University Program Proposal, M.S. in Psychology Page 8 Of the eight institutions in the University System of Georgia that offer a Master's degree in Psychology, none offers a Master's in Applied Developmental Psychology. The University of Georgia offers a Masters of Art in Educational Psychology with an emphasis in Applied Cognition and Development. This degree appears, however, to emphasize traditional research training, stating that the goal of the program is for graduates "to contribute to research and scholarship on schooling and student learning using psychological principles of human development and learning." In contrast, the proposed program is designed to provide students with strong research skills, but largely by teaching students how to effectively use data to guide programmatic and/or policy decisions. Moreover, the proposed program focuses on critical developmental contexts beyond that of the educational sphere. It is one of the organizing principals of this program that the graduates will have a deep understanding of the multitude of contexts that impact child and adolescent development. It is anticipated that, if approved, this new Master's of Applied Developmental Psychology will be unique within the University System of Georgia; furthermore, it will be one of only a handful of graduate programs across the nation with this targeted emphasis on providing strong training in both the foundations of development and the translation of basic knowledge to real world contexts. The two programs that most closely mirror the proposed program are the Masters of Arts in Applied Developmental and Educational Psychology from the Lynch School of Education at Boston College (http://www.bc.edu/schools/lsoe/academics/graduate/map/master arts/madevelop.html) and the Masters of Science in Applied Developmental Psychology from the School of Education at the University of Pittsburg (http://www.education.pitt.edu/adp/dindex.aspx?did=107). Both of these programs reflect a strong commitment to serving children, families, and communities and utilizing scientific knowledge as a tool to better the lives of children, perspectives strongly endorsed by and pursued within the Department of Psychology at Clayton State University. The proposed program, however, offers a somewhat more rigorous course of academic preparation (i.e. 50 versus 30 and 36 hours at Boston College and Pittsburg University, respectively). These differences reflect first and foremost our commitment to meticulous training of our students, and second our adherence to standards established by the Council of Applied Master's Programs in Psychology. As mentioned previously, eight programs in the USG offer a masters degree in psychology; at present, five of them have a clinical or counseling track. Two of the programs, those at UGA and Georgia State University, only offer admission to students seeking to earn a Ph.D. The University of West Georgia offers a Master of Arts in Psychology with a specific focus on the humanistic and transpersonal theories applied to counseling. Augusta State University and Valdosta State University offer Masters of Science degrees with clinical/counseling tracks. Their programs are somewhat similar to the proposed program; however they do not require specific courses in Cultural Issues, Couples and Family Therapy, and Group Therapy. The remaining program most similar to the proposed program in the University System of Georgia is the Master of Science in Community Counseling at North Georgia College & State University. This North Clayton State University Program Proposal, M.S. in Psychology Page 9 Georgia program, like the one proposed in this document, requires courses in Multicultural Counseling, Family Counseling, and Group Therapy. The proposed Clayton State program is unique in that it is designed as a terminal or professional masters degree with research preparation while also providing a heavily applied emphasis. The mission, like that of the program at North Georgia College & State University, is to meet community needs for mental health intervention in a multicultural environment. The Department of Psychology at Clayton State University is uniquely prepared to provide the proposed program because of the highly diverse, multicultural faculty and student body (among the most diverse in the Southeastern United States). Both of the proposed tracks include field experiences, either in the form of internships or clinical supervision. The Department of Psychology has a proven track record with student internships since all students in the Baccalaureate program are required to complete at least one senior internship of 150 supervised hours in the field. During Spring Semester, 2009, for example, a total of 64 interns have been placed throughout Clayton State's service area in a wide variety of sites including mental health and counseling centers, educational institutions, hospitals, and non-profit organizations.. Community support for our program and our interns has been strong and will provide an excellent foundation as we implement graduate programming. 2. Course Descriptions for CSU's M.S. in Psychology PSYC 5000, Advanced Development (3-0-3) The exploration of seminal theories of human development, including Freud, Erikson, Piaget, Gibson, and the Information Processing perspective. Students will learn the distinguishing features ofthe different theoretical perspectives and evaluate how these theories influence practice in applied settings. Pre-requisite: Admission to M.S. program. PSYC 5010, Ethics and Professional Identity (3-0-3) This course is designed to teach students to evaluate ethical issues related to applied professional practice in human services in a systematic way. Students will become familiar with professional ethics codes and develop an ability to apply these codes to a variety of specific problem situations. The course also examines ethical and legal standards, risk management, and professional credentialing. Pre-requisite: Admission to M.S. program. PSYC 5020, Cultural Issues in Applied Settings (3-0-3) A focus on multicultural trends and characteristics of diverse groups, including how attitudes and behaviors are influenced by factors such as gender, race, sexual orientation, ethnicity, and disability. Students are encouraged to explore personal attitudes, stereotypes, biases, myths, and misconceptions about culturally diverse people and how these may impact therapeutic relationships. Pre-requisite: Admission to M.S. program. PSYC 5040, Advanced Research Methods and Statistics I: Parametric Approaches and Experimental Designs (3-0-3) The first of a two-course sequence, this course Clayton State University Program Proposal, M.S. in Psychology Page 10 focuses on the major methodological approaches utilized in clinical and developmental research settings. Emphasis will be placed on the common parametric approaches for evaluating group differences. Emphasis is also placed on understanding the fundamentals of the research process including how to design, conduct, analyze, report, and critically evaluate psychological research. Statistical computer packages will be integrated in order to learn how to practically apply descriptive and inferential statistics to the design and interpretation of experimental research methods. Pre-requisite: Admission to M.S. program and, PSYC 2105 and PSYC 3560 or equivalent. PSYC 5050, Advanced Research Methods and Statistics II: Nonparametric Approaches and Quasi-Experimental Designs (3-0-3) The second of a two-course sequence, this course focuses on methodological strategies appropriate for use with small sample sizes, such as permutation testing, and nested data structures such as hierarchical linear modeling, commonly encountered in clinical and developmental settings. Statistical computer packages will be further integrated in order to learn how to practically apply correlation and regression statistics to the design and interpretation of quasi-experimental and non-experimental research methods. Emphasis is placed on students learning how to apply their mastery of research methods and statistics to generate a formal research proposal. Pre-requisite: PSYC 5040 Advanced Research Methods and Statistics I: Parametric Approaches and Experimental Designs. PSYC 5350, Advanced Psychopathology and Diagnosis (3-0~3) This course is designed to instruct students in the phenomenon of adult psychopathology and the present diagnostic system used by the majority of mental health professionals (DSM-IV-TR). The course will consider psychopathology from a descriptive and etiological perspective, as well as review theoretical and research contributions to our understanding of the etiology and maintenance of psychopathology. Pre-requisite: Admission to M.S. program PSYC 6100, Psychological Assessment I (Intelligence) (2-3-3) This didactic/experiential course will review and explore various theories and procedures in the measurement of cognitive and intellectual functioning, including I) identification of various assessment methods and their potential use, 2) administration, scoring and interpretation of assessment data, 3) synthesis of assessment data for the purpose of creating a written report, and 4) ethical and legal concerns regarding assessment procedures and report writing. Pre-requisite: Admission to M.S. program PSYC 6520, Psychological Assessment II (Personality) (2-3-3) This didactic/experiential course will review and explore various theories and procedures in the administration, scoring, interpretation, synthesis and report writing for various projective, diagnostic, career, and personality assessments. Ethical and legal ramifications of assessment will also be explored. Pre-requisite: PSYC 6100 Psychological Assessment I (Intelligence) and PSYC 5350 Advanced Psychopathology and Diagnosis. PSYC 5160, The Helping Relationship (3-0-3) A practical introduction to the skills needed to establish and maintain a successful therapeutic relationship, as well as an Clayton State University Program Proposal, M.S. in Psychology Page 11 exploration of the various interpersonal and intrapersonal issues that may need to be addressed in such relationships. The course will include role-playing and other experiential exercises as part of the learning process. Pre-requisite: Admission to M.S. program PSYC 5170, Therapeutic Interventions I (3-0-3) A study of theories and techniques of individual psychotherapy using a variety of models, including psychodynamic, behavioral, cognitive, humanistic, and integrative approaches. Emphasis is placed on learning to discern which approaches are best suited to individual clients and problems. PSYC 5180, Therapeutic Interventions II (3-0-3) A continuation of Therapeutic Intervention I which presents theories and techniques of individual psychotherapy using a variety of models, including psychodynamic, behavioral, cognitive, humanistic, and integrative approaches. Emphasis is placed on learning to discern which approaches are best suited to individual clients and problems. Prerequisite: PSYC 5170 Therapeutic Interventions 1. PSYC 5150, Group Therapy (3-0-3) An exploration of the theory and practice of group psychotherapy. Emphasis is on learning how to develop and lead therapy groups. Experiential exercises will be included. Pre-requisite: Admission to M.S. program PSYC 5200, Family and Couples Therapy (3-0-3) A focused examination of assessment and psychotherapy with couples and families. Students will learn a variety of theories and approaches to working with the family system. Pre-requisite: Admission to M.S. program PSYC 6590, Clinical Practicum I: (0-V-3) Supervised practice in psychotherapy in mental health settings. Pre-Requisites: PSYC 5370 Therapeutic Interventions I, PSYC 5350, Advanced Psychopathology and Diagnosis, and PSYC 5160, The Helping Relationship. PSYC 6599, Clinical Practicum II (0-V-3) Supervised practice in psychotherapy in a different setting or with a different client population from that experienced in PSYC 6590, Clinical Practicum 1. Pre-requisite: PSYC 6590, Clinical Practicum 1. PSYC 5210, Cognitive Development (3-0-3) A review of theory and recent empirical findings pertaining to cognitive and linguistic development from infancy to adolescence. Students will review both normative and atypical patterns of development and evaluate the relative role of genetics and environmental settings on the development of these domains. Pre-requisite: Admission to M.S. program. PSYC 5220, Social and Emotional Development (3-0-3) An overview of theory and recent empirical findings pertaining to social and emotional development from infancy to adolescence. Students will review both normative and atypical patterns of development and evaluate the relative role of genetics and environmental settings on the development of these domains. In particular, students will evaluate literature focusing on important Clayton State University Program Proposal, M.S. in Psychology Page 12 contexts of social and emotional development, including family, peers, and schools. Pre requisite: Admission to M.S. program. PSYC 5230 Biological Foundations of Behavior (3-0-3) An advanced overview of the neural systems involved in the regulation of human behavior, focusing on the interactions between the cortical, limbic, and hypothalamic systems. Topics may include developmental neuroscience, learning and memory, behavioral disorders, stress, aggression, and common central nervous system disorders in both children and adults. A previous neuroscience course or courses is strongly encouraged. Pre-requisite: Admission to M.S. program. PSYC 5240, Agencies That Serve Children (3-0-3) An introduction to the methods and management of public and private agencies working with children and youth. Populations will include but not be limited to children in foster care, private group homes, juvenile justice facilities, special education settings, and programs for speakers of other languages. Emphasis will be on agencies and organizations in the metro Atlanta region. Pre requisite: Admission to M.S. program. PSYC 5250, Children and the Courts (3-0-3) An examination of legal issues that affect the lives of children and places them within a developmental context. The student will be introduced to Georgia law on such issues as the role ofjuvenile court, the treatment under law of the delinquent child, the "unruly" child (including those categorized as truants and runaways), and the neglected or abused child. Pre-requisite: Admission to M.S. program. PSYC 5260, The Family System and the Child (3-0-3) An exploration of child development within the context of the family system. Theories and research in family studies will be explored, including family structure, dynamics, and psychopathology. Skills in family assessment, interviewing, intervention, and parent training will be taught. Pre-requisite: Admission to M.S. program. PSYC 5270, The Educational System and the Child (3-0-3) An ecological approach will be used to examine the impact of educational systems on the child. The course explores mechanisms of development based on the theories of Bronfenbrenner, Vygotsky and Erikson to shed light on how the educational system interacts with the child's risk factors, resilience, family environment, and early childhood experiences. Pre-requisite: Admission to M.S. program. PSYC 5280, Developmental Disorders and Psychopathology (3-0-3) The focus of this course will be to explore common developmental disorders and major forms of child and adolescent psychopathology, to evaluate current etiological models and diagnostic standards, and to review empirical evidence on current treatment approaches. Pre requisite: Admission to M.S. program. PSYC 6490, Internship in Applied Development I (1-V-3) Supervised field experience in an agency that provides services to children and families. Students must have Clayton State University Program Proposal, M.S. in Psychology Page 13 completed a minimum of 15 hours of course work within the Applied Developmental Psychology Master's with a minimum GPA of 3.0 prior to enrolling in internship. PSYC 6500, Internship in Applied Development II (l-V-3) Supervised field experience in an educational setting with children. Students must have completed a minimum of 15 hours of course work within the Applied Developmental Psychology Master's with a minimum GPA of 3.0 prior to enrolling in internship. PSYC 6890, Professional Paper (3-0-3) Working with a faculty advisor, the student identifies an area of study, prepares a reading list, and writes a professional paper. Pre requisite: Completion of30 hours of course work with a GPA of3.0. PSYC 6899, Professional Paper Completion (l-0~1) Working with a faculty advisor, the student completes the masters non-thesis project. May be repeated for a total of 3 credits. Prerequisite: PSYC 6890, Professional Paper. PSYC 6995, Thesis (3-0-3) Working with a faculty advisor, the student develops and defends a research proposal and begins conducting the research. Pre-requisite: PSYC 5040, PSYC 5050 and completion of a minimum of 30 hours of course work with a GPA of3.0. PSYC 6999, Thesis Completion (1-0-1) Working with an advisor, the student completes a research study, writes a thesis, and defends the thesis. Pre-requisite: PSYC 6995. May be repeated for up to 3 credits. PSYC 6990, Masters Research (1-0-1) Guided research in psychology. May be repeated for up to 3 credits. 3. Admissions Criteria Admission requirements to the School of Graduate Studies at Clayton State University can be found at http://graduate.clayton.edulreqdoc.htm. Additional information can be found in the Graduate Catalog beginning on page 27. (http://publications.clayton.edu/GradCatalog09-l 0-62309.pdf) Admission to the Master of Science in Psychology program will be based upon the following: a completed undergraduate degree from an accredited institution with undergraduate grade point average of 3.0 or better; a completed program application form; a statement of approximately 200 words describing the candidate's career goals and purpose for application to the program and track; combined scores on the Graduate Record Examination General Test (950 total with at least 475 on each of the Verbal and Quantitative Reasoning sections); three letters of recommendation; a sufficient undergraduate background in psychology; and, an interview with the Program Director. Provisional admissions status may be granted for those candidates whose grade point average and/or GRE scores do not meet the minimum standards for regular admission. Clayton State University Program Proposal, M.S. in Psychology Page 14 The primary semester for admission will be Fall with a limited number of admissions being considered in the Spring when spaces are available. 4. Availability of Assistantships A limited number of assistantships will be available for students in the M.S. program. Tuition waivers and stipends are among the options under consideration. 5. Student Learning Outcomes for the proposed program tracks: Mission Statement and Learning Outcomes For the Master's of Science in Psychology: Applied Developmental Track The Mission of the Master's program in Applied Developmental Psychology is to provide students with advanced knowledge in normative and atypical patterns of development and the critical contexts of development. Moreover, students will develop skills for assessing and monitoring development and devising, implementing, and evaluating programs that serve increasingly diverse populations of children and adolescents. The program offers a unique emphasis on the application of knowledge in community settings and prepares students for immediate employment in a range of settings including government and non-profit agencies, research centers, and parent education programs. The program will also prepare students who wish to pursue doctoral training in applied developmental psychology, developmental psychology, clinical psychology, and educational psychology. Graduates of the program will: • demonstrate an understanding of the major theoretical perspectives on child and adolescent development and how these differing perspectives can be used to develop and guide interventions and services for diverse populations of children and adolescents. • understand and apply the ethical standards set forth by the American Psychological Association, especially those ethical guidelines pertaining to mmors. • demonstrate knowledge of the major domains of development and both the biological foundations for and environmental influences on development within these domains • demonstrate knowledge of the major contexts for development (e.g. family, educational, community, and legal systems) as well as how programmatic and policy decisions can both favorably and adversely impact the functioning of these systems and the children within them • apply knowledge of methodological strategies for assessing child and adolescent development and the programs that serve them • demonstrate proficiency in both written and oral communication, particularly regarding the implications of research findings to relevant audiences. Clayton State University Program Proposal, M.S. in Psychology Page 15 Mission Statement Masters of Science in Psychology: Clinical Track The Mission of the Masters program in Clinical Psychology is to prepare students to be competent, ethical practitioners of psychological services in the community. Students will develop skills in psychological assessment, and in a variety of therapeutic modalities, including individual, family, couples, and group therapy. Students will be able to apply knowledge from various theoretical frameworks (e.g., cognitive, behavioral, psychodynamic, humanistic) to intervene effectively with a wide variety of psychological problems. The program emphasizes learning to consider the uniqueness of each individual and the influence of culture and ethnicity when providing services to people from diverse backgrounds. Students will be expected to develop self-awareness, empathy, and compassion for the people struggling with mental health problems. This program will prepare graduates to work in a broad range of mental health settings. The program will also prepare students who wish to pursue doctoral training in clinical or counseling psychology. Graduates ofthis program will be able to: • use critical thinking skills to assess mental health and implement effective interventions using a variety of therapeutic modalities and theoretical approaches (e.g., cognitive, behavioral, psychodynamic, humanistic). • understand and apply ethical standards to the provision of psychological services in the community. • demonstrate knowledge and skills to intervene effectively with individuals from varying cultural backgrounds. • interpret and apply research methods and statistical techniques to advance the study and practice of clinical psychology. • use interpersonal and written communication effectively and professionally. 6. Administration of the Program: Graduate programs are administered through the School of Graduate Studies. The program will be housed in the Department of Psychology in the College of Arts and Sciences. It will be managed by a Coordinator through the Chair of the Department of Psychology. The Coordinator will hold graduate faculty status and be a member of the Graduate Council. 7. Waiver to Degree-Credit Hour: N/A 8. Accreditation: While the American Psychological Association accredits applied doctoral programs, they do not accredit programs at the masters level. Therefore, The Masters in Psychology Accreditation Council (MPAC) was formed for the purpose of accrediting applied masters programs. Information about MPAC can be obtained by visiting the Council website at http://www.mpacsite.org/home. Once it is fully implemented, the Clinical Track of the Master of Science in Psychology program will be submitted for accreditation Clayton State University Program Proposal, M.S. in Psychology Page 16 with MPAC and departmental faculty will be active members of the Council of Applied Masters Programs in Psychology (CAMPP). An overview of the accreditation standards can be viewed at http://www.camppsite.org/about.htm. and these standards are also appended to this document (See Appendix A). Currently, two institutions in Georgia are MPAC accredited: Augusta State University and Brenau University. This accreditation is important for the health and credibility of the program and will provide an extra measure of assurance to applicants, graduates, and employers alike. In addition to MPAC accreditation, the program has been designed to contain all of the required course elements for licensure by the Composite Board (Professional Counselors, Social Workers, and Marriage and Family Therapists) of the State of Georgia. These program and courses will be submitted for Composite Board approval so that students completing the Clinical Track will be eligible for licensure as a professional counselor in Georgia. The State University of West Georgia is an example of an institution which has obtained Composite Board permission for its students to sit for licensure. Required course elements include: Counseling Theory; Counseling Practicum/Internship; Human Growth and Development, Social and Cultural Foundations, The Helping Relationship; Group Dynamics, Processing, and Counseling; Appraisal/Evaluation of Individuals; Research and Evaluation; and Professional Orientation. All ofthese elements have been included in the curriculum for the Clinical Track of the M.S. in Psychology at Clayton State University. 9. Projected Enrollment for the Program: Demand is expected to be strong for both of these tracks. It is most likely that the initial emollment will be 20 for the Applied Developmental Track and 10-15 for the Clinical Track. Admission for the Clinical Track will be strictly limited by the number of Licensed Clinical faculty to provide supervision for the students in the program; we currently have 2 full-time Licensed Clinical faculty and one affiliated Licensed Clinical faculty member. The B.S. program in Psychology & Human Services is characterized by an innovative blend of theory, research, and application; this program has become the largest single major on campus and has enjoyed steady, strong growth since its implementation in 2002. Since its inception in Fall, 2002, approximately 424 students have graduated with the Bachelor of Science degree in Psychology and Human Services. As of Spring Semester 2009, there were over 500 Psychology & Human Services majors at Clayton State University and the growth trajectory for the program has been strong and steady despite the addition of other majors at the University. The present annual graduation rate is over 100 students, and so there is a significant population of CSU graduates who have expressed interest. Appendix B illustrates the growth pattern for the baccalaureate pro gram. Each semester, student satisfaction surveys are given to the graduating seniors; these surveys reveal an extremely high satisfaction rate with the quality of the program with an overall satisfaction rating during Spring Semester, 2008 for the experience in the department at 4.73 out of 5.0 and the satisfaction with instruction in the program at 4.93. This survey data also reveals that approximately 87% of graduating seniors are interested Clayton State University Program Proposal, M.S. in Psychology Page 17 in pursuing a Masters degree, although relatively few students express a desire to enter a doctoral program. A Fall, 2008 poll ofjunior and senior Psychology and Human Services majors provided evidence for the viewpoint that current students eagerly support the possibility of Masters level programming in psychology at Clayton State University. Out of 191 Psychology majors polled, 177 (93%) expressed interest in a Masters in Psychology from CSU with 137 (72%) indicating interest in a Clinical/Counseling program and 91 (48%) indicating interest in the Developmental option. [Note: Students could express interest on either program option or both]. Finally, data provided by the Atlanta Regional Commission documents continued growth for the counties in the University's service area. Appendix C provides data on the growth experienced in the Metropolitan Atlanta Area through 2007.Strong demand is expected because of the size of the Baccalaureate program (See Appendix B) and the projected growth in the service area (See Appendix C). Enrollment in the Bachelor of Science in Psychology and Human Services program is 540 for Spring Semester 2009 and a survey conducted during Fall, 2008 indicated that over 80 percent of current students are interested in pursuing a masters degree at Clayton State University. The maximum enrollment the program (both tracks) could be expected to reach is approximately 60 students in the next four years, but this number will be dependent upon the faculty resources available. 9. Faculty: The Department of Psychology is comprised of a highly qualified, diverse, and dedicated group of faculty, each of whom is an excellent teacher and professionally active scholar. Student evaluations of the faculty in the Department of Psychology consistently rank among the highest for faculty in the College of Arts and Sciences. Summary credentials for eleven full-time faculty in the Department of Psychology and three affiliated faculty are provided below. It should be noted that many of the members of the faculty have significant graduate hours in areas within psychology besides those of their specialization, including cognitive, developmental, counseling, research methods, and statistics. The depth of these faculty members' preparation will allow many of them to teach courses other than those for which they are specifically listed. The accompanying chart and biographical sketches provide information relative to the credentials, specialty and subspecialty areas, and research interests of the faculty in the Department of Psychology as well as the affiliated faculty. The University load equivalent is 12 instructional unitslhours per semester. Graduate courses are weighted 1.5 times undergraduate for instructional load considerations; six graduate hours carries a load equivalent of nine undergraduate hours. Each faculty member will be expected to teach two to three courses in the masters curriculum each academic year. Clayton State University Program Proposal, M.S. in Psychology Page 18 The Department Chair currently teaches one lecture-based course each fall/spring term and supervises undergraduate students in practicum/intemship settings. The load differential is expected to remain 50% administrative and 50% instruction (classroom/practicum). A faculty member will be named as graduate program Coordinator. The Coordinator will have a reduced course assignment. Faculty Rank Highest Degrees Academic Discipline(s) Current Name Degree Earned for Doctoral Degree Workload Bridges, Assistant Ph.D. BA,MS, PhD Educational Psychology 4/4 Eric Professor Daddona, Assistant Ph.D. BA, M.Ed. Counseling Psychology 1/1 Mark Professor PhD Director, CAS Deckner, Assistant Ph.D. BS,Med,MA, Developmental 4/4 Deborah Professor PhD Psychology Deering, Professor Ph.D. BSN,MSN *Clinical Psychology 4/4 Catherine Georgia Lie. (Child #PSYOO1607 Psychiatric) , PhD Gannon, Associate Ph.D. BA,PhD Counseling Psychology 4/4 Erica Professor Goldman, Assistant Ph.D, BA,MS,PhD Social Psychology 4/4 Brian Professor Harrison, Professor Ph.D. BA,MA, Psychotherapy/ 4/4 Sandra PhD Interdisciplinary Maddox, Assistant Ph.D. BA,PhD *Clinical-Community 4/4 Samuel Professor Psychology Georgia Lie. #PSYOO2983 McCarty, Professor, Ph.D, BA, M.Ed. Educational Psychology: 2/2 Donna (Counseling) CognitivelDevelop- Dept. Head PhD mental focus Miller, Associate Ph.D. BS,BA Psychobiology 3/3 Antoinette Professor Equivalent, MS, PhD Norman, Associate Ph.D. BS,MS,PhD Counseling Psychology 4/4 Mario Professor Walley- Assistant Ph.D. BA,MA,PhD Clinical Psychology 4/4 Jean, Professor Celeste Affiliated Faculty Smith, Georgia Lie. Ph.D. BA,MA,PhD *Clinical Psychology Christine #PSYOO3l84 Dean, Nationally Ph.D. BS,MS, PhD Counseling Psychology - .. Jennifer Certified Hayes, Ph.D. BA, M.Ed. Counseling Angelyn PhD * Currently a Licensed Clinical Psychologist in the State a/Georgia Clayton State University Program Proposal, M.S. in Psychology Page 19 Biographical Sketches Primary Masters' Faculty Eric M. Bridges, Assistant Professor of Psychology (BA, Georgia State University, 1993; MS, Georgia State University, 1997; PhD, University of Georgia, 2004). Dr. Bridges teaches classes in educational psychology, psychology ofthe African American experience, human development, social psychology and general psychology. His research interests include coping strategies of African Americans, multicultural education, gifted education and health psychology. Dr. Bridges is a member of the American Psychological Society and the National Association of African American Studies. Deborah F. Deckner, Assistant Professor of Psychology (BS, Vanderbilt University, 1991; MEd, Vanderbilt University, 1995 MA, Georgia State University, 2000; PhD, Georgia State University, 2002). Currently, Dr. Deckner teaches a range of introductory and upper division undergraduate courses including Introduction to Human Development, Infancy, Adolescent Psychology, and Psychology Research Methods and anticipates rotating the responsibility for teaching several ofthe new graduate courses, including Advanced Development, Cognitive Development, Social and Emotional Development, Developmental Disorders and Psychopathology, and Advanced Research Methods I and II. She has numerous publications including peer reviewed journal articles and book chapters on typical and atypical patterns of communication development in young children and actively mentors student research through the use of public release data sets. Dr. Deckner is also an active member of the International Society for Infant Studies and the Society for Research in Child Development. Dr. Deckner recently served as a reviewer for the Developmental Disabilities: Biological, Cognitive, Social, Emotional, and Personality Processes panel for the Spring 2009 biennial conference of the Society for Research in Child Development and has recent publications in Journal ofAutism and Developmental Disorders, Journal ofApplied Developmental Psychology, Merrill Palmer Quarterly, and Child Development. Catherine Gray Deering, Professor of Psychology (BSN, Duke University, 1978; MSN, Yale University, 1980; PhD University of Rhode Island, 1991). Dr. Deering has 30 years of clinical experience working with children, adolescents, and adults in a wide variety of mental health settings. She has taught graduate courses in child and adolescent psychopathology, child psychotherapy, and family therapy in the Masters Degree Program in Child Psychiatric Nursing at Yale University. At Clayton State, she teaches developmental psychology, abnormal psychology, theories of personality, health psychology, and crisis intervention. She has over 30 publications, including many journal articles and book chapters on child and adolescent psychiatric disorders, psychotherapy, therapeutic communication, clinical supervision, and teaching. She is also an Adjunct Associate Professor of Psychiatry and Behavioral Sciences at the Emory University School of Medicine, providing psychotherapy supervision for psychiatry residents, pre-doctoral interns, and postdoctoral fellows in clinical psychology. Clayton State University Program Proposal, M.S. in Psychology Page 20 Erica J. Gannon, Associate Professor of Psychology (BA, University of Georgia, 1996; PhD, Auburn University, 2002). Dr. Gannon teaches a variety of both lower- and upper division courses including applied psychology, therapeutic interventions, group dynamics, and advanced psychoanalytic theories. Her research interests are in the area of teaching of psychology, including an interest in active learning and in teaching writing in the psychology curriculum. Brian M. Goldman, Assistant Professor of Psychology (BA State University of New York, College at Oneonta, 1995; MS, University of Georgia, 2001; PhD, University of Georgia, 2004). Dr. Goldman teaches various lower and upper division courses, including introduction to human development, psychology of adjustment, statistics for psychology, research methods- psychology, social psychology, and special topics in psychology. His research focuses on authenticity, self-esteem, interpersonal relationships, and well-being. In addition to published empirical research journal articles in Psychological Science, Personality and Social Psychology Bulletin, Selfand Identity, Aggressive Behavior, and Annals ofthe American Psychotherapy Association, he has published multiple book chapters in works such as Advances in Experimental Social Psychology, Self-Esteem: h'iUes and Answers, and Handbook ofSelfand Identity. He has presented his research regularly at a number of national and regional conferences and is an active member of the Society for Personality and Social Psychology. Sandra M. Harrison, Professor of Psychology (BA, Mercer University, 1968; MA, Indiana University, 1974; PhD, Emory University, 1987). Dr. Harrison teaches courses addressing human services in the United States, in international/multicultural contexts, and related to asset-based community development. She is currently on the Advisory Board of United Way Clayton, the Executive Board of the Clayton Collaborative Authority, and the Executive Committee of the Archway Clayton Project. She is a graduate of the Leadership Clayton program and has long-standing relationships with the Clayton County Juvenile Court, the Clayton County Department of Family and Children Services, and the Clayton County Public Schools. Dr. Harrison is a member of the National Organization for Human Services and the Southeastern Psychological Association. Samuel J. Maddox, Assistant Professor of Psychology (BA, Morehouse, 1997; PhD, University of South Carolina, 2005) Through internships with the Marcus Institute, post doctoral training with Emory University School of Medicine and independent private practice as a licensed psychologist, Dr. Maddox has extensive experience working with families of children with a variety of developmental, behavioral, emotional and academic difficulties. Dr. Maddox teaches courses ranging from introductory psychology to abnormal child psychology, testing and measurement, program evaluation, and forensic psychology. Consistent with his publication of the journal article of School Bonding in Children and Adolescents, Dr. Maddox's research interest focuses upon contextual factors that impact children's development. Donna Wood McCarty, Professor of Psychology (BA, University of Georgia, 1976; M.Ed., University of Georgia, 1978; Ph.D. Educational Psychology, Georgia State Clayton State University Program Proposal, M.S. in Psychology Page 21 University, 1990). Dr. McCarty has taught a variety of courses including general psychology and human development, learning and behavior, applied psychology, educational psychology, and conflict resolution/mediation. She is a certified mediator and has taught the required diversity maturity component of mediation certification training. With a particular interest in cognition and memory, her research interests include the impact of belief systems on retention and retrieval processes in memory. She has also become interested in the use of qualitative research methodologies to guide planning and decision-making in areas such as faculty development, the impact of instructional technology on the teaching/learning process, and the use of conflict resolution strategies to enhance academic leadership effectiveness. Dr. McCarty has authored articles and book chapters, and has presented nationally and internationally on these, and related, topics. She serves as Chair of the Department of Psychology at Clayton State University. Antoinette R. Miller, Associate Professor of Psychology (BS, BA Equivalent, Duke University, 1994; MS, Northwestern University, 1996, PhD, Northwestern University, 1999). Dr. Miller teaches a variety of courses, including introductory courses in general psychology and human growth and development, and upper-division courses in abnormal, cognitive, and physiological psychology, and cognitive neuroscience. She has published several research articles in psychophysiology and a variety of case-based instructional materials. She is an avid practitioner of problem-based learning, and her research interests include problem-based learning's effectiveness, universal design for instruction, and memory distortion. Dr. Miller currently serves as Coordinator for Clayton State's Department of Psychology. Mario V. Norman, Associate Professor of Psychology (BS, University of Mississippi, 1994; MS, Tennessee State University, 1997; PhD, Tennessee State University, 2001). Dr. Norman currently teaches a variety of courses, including introductory courses in general psychology and psychology of adjustment, and upper-division courses in social psychology, cross-cultural psychology, and applied ethics for the helping profession. He has prior experience of teaching primarily in a graduate program where he taught an array of classes, such as counseling theories, human development, social and diversity, and ethics. He perceives professorship in a multicultural context, which is important in his research interests and his style of teaching. His research interests include racial identity, resilience, stress, and multiculturalism. Dr. J. Celeste Walley-Jean, Assistant Professor of Psychology (BA Spelman College, 1995;MA University of Southern Mississippi, 1998; PhD University of Southern Mississippi, 2002) Dr. Walley-Jean has clinical experience working with women, men, and adolescents who have experienced violence in their relationships. Dr. Walley-Jean teaches courses in abnormal psychology/psychopathology, social psychology, psychology and gender, and research design and implementation Her area of research investigates women's use and experience of violence in their relationships, especially African American college women's interpersonal aggression. She has had two manuscripts recently accepted concerning African American college women's use of interpersonal aggression and perceptions of African American women's anger. Clayton State University Program Proposal, M.S. in Psychology Page 22 10. Fiscal, Facilities, Enrollment Impact, and Estimated Budget As mentioned previously, enrollment projections are based upon three primary factors: the success of the Bachelor of Science program in Psychology & Human Services, survey results indicating a strong interest in masters programs in psychology at Clayton State University, and the growth of the counties in the service area. Based upon all of these data, it is anticipated that demand for the program will be strong. The B.S. in Psychology & Human Services has typically maintained a part-time faculty usage rate of approximately 14% each semester; while it is clear that this percentage will increase as a result of the implementation ofthe M.S. in Psychology program, the initial implementation has been planned to use existing institutional resources for start-up and can be implemented by the current, highly qualified faculty members of the Department of Psychology and the affiliated faculty. The faculty and administration at Clayton State are committed to maintaining the quality of the both the current undergraduate program and the proposed graduate program. The institution will not submit a request for new funds as part of this budget request. Clayton State is also fortunate to have a group of administrative staff on campus with appropriate graduate preparation in psychology to assist in teaching lower division courses in the baccalaureate curriculum as well as a licensed, doctoral level clinician on the Counseling Center staff. In addition to the existing full-time psychology faculty and administrative staff with appropriate credentials, Clayton State's proximity to Atlanta and the networks established by the faculty ensure that excellent adjunct faculty can be identified to supplement instruction during the initial semesters of implementation. Additional faculty will be needed and added as the program grows. Program revenues are anticipated to be sufficient to fund additional faculty positions by the beginning of the third year. Existing facilities will be adequate for the early implementation of this degree. A laboratory facility is needed for full support of both programs. The University is committed to providing functional and well-equipped laboratory space for this program. Space in the former Business and Health Sciences building has been made available through the movement of faculty and administration into the new School of Business Building and the Technology Building. A design for renovation of the space is in the final phases of development and will include sound-proofed, secure spaces for child observations, clinical interviews, group supervision, offices, data entry and analysis, and dedicated storage of client files/testing materials. One-way mirrors, recording/playback equipment, and other features essential to the teaching, supervision, and research activities of students and faculty will be provided in this laboratory space. In summary, an examination of data on the growth ofthe baccalaureate program, surveys· of student interest in graduate programs at CSU, and the growth of the counties in the Metropolitan Area suggest that there will be a strong response to the proposed graduate Clayton State University Program Proposal, M.S. in Psychology Page 23 program. It is anticipated that there will be a larger number of applicants for the first years of implementation than can be accommodated given the existing faculty and resources. The proposed budget reflects a careful analysis of the number of students who can be admitted if we are to foster an academically excellent terminal masters program while maintaining the quality of the highly successful bachelor's degree program. Clayton State University Program Proposal, M.S. in Psychology Page 24 First Year Second Year Third Year Fourth Year FY 2009 FY 2010 FY 2011 FY 2012 I. ENROLLMENT PROJECTIONS ..........',. .... .............,......... . ...,. .... j .., \ .... .. Student Majors Shifted from other programs 5 10 15 20 New to the institution 20 30 45 50 Total Majors 25 40 60 70 Course Sections Satisfying Program Requirements 1"/.,.\",., """,'" I"".";'. ""':"" •• ,""""".'j " ',.","'",.,j 1/ . . , " ' : ' Previously existing 3 11 24 31 New 8 9 7 0 Total Program Course Sections 11 20 31 31 Credit Hours Generated by Those Courses I , ':"'... / ' / ' ....... :., .. ':, ,', ., .."". " "".', .' ..... • Existing enrollments 0 600 1100 1300 New enrollments 600 600 630 840 Total Credit Hours 600 1200 1730 2140 DEGREES AWARDED 1 18 25 Year 2 Year 3 Year 4 Year 5 II. EXPENDITURES EFT Dollars EFT Dollars EFT Dollars EFT Dollars Personnel- reassigned or existing positions "",,", ." "'\ ..., " : ..)/ ,,',,/,: ;.,\, ""." ... Faculty $65,000 $65,000 $67,000 $68,000 Part-time Faculty $0 $0 $0 $0 Graduate Assistants $0 $0 $0 $0 Administrators $0 $30,000 $30,000 $30,000 Support Staff $10,000 $10,000 $10,000 $10,000 Fringe Benefits $21,000 $29,400 $29,960 $30,240 Other Personnel Costs Total Existing Personnel Costs $96,000 $134,400 $136,960 $138,240 EXPENDITURES (Continued) Personnel- new positions ; '., .• ..."."",." .... 1··••• '.• ' . \ " . ' ,... ",'. , ...' ,.,.",. ) \) '."".,,: .'.,., "", .... j",.i ', '.". , ..• '. ..''',') ',: '. ., ' .... ' Faculty (1 3ra yr; 14th yr) $0 $0 $60,000 $120,000 Part-time Faculty (replacement sections for graduate $27,500 $30,000 $40,000 $40,000 assignment) Graduate Assistants $0 $10,000 $15,000 $20,000 Administrators $0 $25,000 $28,000 $30,000 Support Staff $0 $12,000 $13,000 $15,000 Fringe Benefits $2,750 $13,360 $32,280 $50,200 Other personnel costs $0 $0 Total New Personnel Costs $30,250 $90,360 $188,280 $275,200 Start-up Costs (one-time expenses) Library/learning resources ,ii.;.; ••' $5,000 ."..... $0 .. .: $0 ,)' i $0 .'.,.' .. Equipment $0 $0 $0 $0 Assessment/Testing Materials $15,000 $0 $0 $0 Physical Facilities: construction or major renovation $10,000 Total One-time Costs $30,000 Clayton State University Program Proposal, M.S. in Psychology Page 25 Operating Costs (recurring costs - base budget) , .... ',':".: ....... : " .:' ... ".' . " ,':' ./ ,1/......,.. Supp1ies/Expenses $15,000 $10,000 $15,000 $15,000 Travel $1,000 $2,000 $4,000 $5,000 Equipment $4,000 $0 $0 $0 - Library/1eaming resources $2,000 $2,000 $4,000 $4,000 Liability Insurance $4,000 $4,000 $4,000 $5,000 Total Recurring Costs $26,000 $18,000 $27,000 $29,000 GRAND TOTAL COSTS $182,250 $242,760 $352,240 $442,440 I : ' i . ':' I . , . ~ i··'.···.,' ..."....:...... i"· . . ,. .' ..... .....:, .:: . \ "':"ii":i:i~i'\ii' " ."', ,..'.'" ',....: . ' : ' , · · i " " i i i : : i ' \ ' . , i I:'i,' ,':: . , ' ..... ::,.: ........ III. REVENUE SOURCES :":' ...... .. ' ,.,:' , ·.......... i . Source of Funds : : , i \ i · : · i i . . i ' \ ' , ...... ·::·'·i·.:··· i: ... Reallocation of existing funds New student workload $0 $0 New Tuition - ($170/SCH; $175/SCH) $102,000 $204,000 $302,750 $374,500 Federal funds Other grants Student fees $30,000 $60,000 $90,000 $90,000 Other $0 New state allocation requested for budget hearing $0 Nature of Funds Base budget $112,000 $264,000 $317,500 $376,000 One-time funds $71,000 GRAND TOTAL REVENUES $183,000 $264,000 $392,750 $464,500 Clayton State University Program Proposal, M.S. in Psychology Page 26 Facilities Information for New Academic Programs Proposed Location for the Program: _ Floor area required for the program (gross and net square feet): 500 s9 ft Type of spaces required: • No. of classrooms • No. oflabs I (Includes a child observation room, a group supervision room, a data entry/analysis room, a clinical interview office, 2 secure storage areas and office spaces) • No. of offices _ _.:=.2 _ • Other spaces Place an "X" beside the appropriate selection: Existing facility will be used as is (Area s.f.): X Existing facility will require modification (Area s.f.): Projected renovation cost: $ I0,000 Estimated relocation cost: Total funding required: $ I0,000 Source of Funding: Base Budget Construction of new facilities will be required (Area s.f.): Estimated construction cost: Estimated total project cost: Proposed source of funding: List any infrastructure impacts that the program will have (i.e., parking, power, HVAC, etc.) and indicated estimated cost and source of funding. Other comments: Note: A system Facilities Project Manager may contact you with further questions separate from the review ofthe new academic program. Clayton State University Program Proposal, M.S. in Psychology Page 27 Appendix A CAMPP Standards ( I)) General Standards of Education and Training CURRICULUM STANDARDS FOR APPLIED MASTER'S PROGRAMS Council of Applied Master's Applied master's degree programs in psychology Programs in Psychology should meet the following minimum standards: www.camppsite.org I. The program should be identifiable as a psychology program. This is to be defined primarily in terms of • Mission Statement the disciplinary affiliations of those who teach in and • Request Membership administer the program. Information II. The program must have a mission statement which • General Standards of guides the structure and content of the curriculum. Education and Training The mission statement should reflect a commitment • By-Laws to the CAMPP model of practitioners who bring • Members of the Executive scholarship and reflection to their work, and an Committee understanding of diversity in clientele, methodology • How to register for the and application. CAMP Listserv III. The program and its curriculum should have a • CAMPP Newsletter coherent organization and structure that reflects its • Annual Report mission statement. • National Conferences IV. The program should be the equivalent of two • Update Program Listing academic years of full time study. This would normally include 40-50 semester hours, or the equivalent, of program requirements. V. Typically, the program will include evidence of graduate level education and training in the following areas: A. A base of general/theoretical psychology to include the following: 1) Biological bases of behavior to the degree that it is appropriate for the sub-discipline. 2) Acquired or learned bases of behavior 3) Social!cultural/systemic bases of behavior 4) Individual or unique bases of behavior B. Understanding of methodology used to investigate questions and acquire knowledge in the discipline. This could include study in research design and/or methodology, statistics or critical thinking and scientific inquiry. At a minimum, there should be one course in research methods and/or statistics as applied to psychological questions. Clayton State University Program Proposal, M.S. in Psychology Page 28 C. APPLIED PSYCHOLOGY 1) Coursework in the theory, history, and applications of psychological principles and theories appropriate to the sub-discipline. 2) Significant supervised experience appropriate to the discipline -For clinical/counseling programs, it is recommended that a program require a minimum of 700 hours supervised experiences of which 40% is direct client contact. Programs not meeting this recommendation need to provide additional documentation of significant supervised experience. - Appropriate onsite supervisor: For clinical/counseling programs, on site supervisors should have at least a master's degree in a mental health field (i.e., psychology, mental health counseling, social work, marriage and family therapy) and at least two years post-masters experience. They should possess credentials appropriate to state requirements (licensure or certification) where required. -Supervision ratios and faculty compensation: When individual supervision is provided by program faculty, supervision of five students is considered equivalent to the teaching of one 3-student hour course. Group supervision should be considered a teaching activity and receive teaching credit equivalent to a didactic course. 3) Ethical and professional standards 4) Sensitivity to social and cultural diversity, resulting in appropriate assessment and intervention strategies and other professional behaviors 5) Teaching of assessment relevant to goals of the training program (e.g., interviewing techniques, program evaluation) VI. Entrance requirements for the applied master s program in psychology should reflect the responsibility that the program has to the public. Efforts should be made to ensure that students have the intellectual and personal capabilities required to perform as competent professionals in the sub discipline. VII. Programs will demonstrate that appropriate procedures are used to assess student competencies and professional behavior consistent with each programs mission statement and goals prior to the Clayton State University Program Proposal, M.S. in Psychology Page 29 Completion of the program. VIII. The program will have a sufficient number of appropriately trained faculty to accommodate the labor-intensive nature ofteaching the Skills of applied psychology. Clayton State University Program Proposal, M.S. in Psychology Page 30 Appendix B B.S. Degree Growth at CSU Psychology Majors Fall 2002 • 2008 600 500 400 300 200 100 o ---,----,----,-----( Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 -------------------- Psychology Graduates FY 2004 ·2008 /1----------------------,.-'---.---'---'----, 120[;/I 100 l ! /-i--,---- 80 Y I ! )---- I 60 40 1 ! 20 2003 • 04 2004 - 05 2005 - 06 2006 - 07 2007 - 08 L Clayton State University Program Proposal, M.S. in Psychology Page 31 Appendix C Growth Statistics for Service Area 2007 Population by County and the City of Atlanta 2003 2007 1980 1990 2000 ARC ARC Census Census Census Estimate Estimate Atlanta Region 1,896,182 2,557,800 3,429,379 3,669,300 4.,029,400 Cherokee 51,699 91,000 141,903 164,100 204,363 Clayton 150,357 184,100 236,517 253,500 272,217 Cobb 297,718 453,400 607,751 630,600 691,905 DeKalb 483,024 553,800 665,865 691,300 737J)93 Douglas 54,573 71,700 92,174 101,900 124,495 Fayette 29,043 62,800 91,263 98,400 106,144 Fulton 589,904 670,800 816,006 850,200 992,137 Gwinnett 166,808 356,500 588,448 658,200 776,380 Henry 36,309 59,200 119,341 146,400 186.1)37 Rockdale 36,747 54,500 70,111 74,700 82,052 City of Atlanta 424,922 415,200 416,474 432,900 464.200 in DeKalb 37,183 35,300 29,775 31,900 in Fulton 387,739 379,900 386,699 401,000 Marci M. Middleton From: Tom Eaves [TomEaves@mail.clayton.edu] Sent: Tuesday, October 20,20099:52 AM To: Marci M. Middleton Subject: Psychology questions Attachments: Response to the Office of Academic Programs July 9 Draft DWM.doc Marci, I am attaching responses to those "lingering" questions regarding the psychology proposal. We believe that our responses will meet concerns. Dr. Tom Eaves Associate Provost Clayton State University 678-466-4100 215 University Center TomEaves@claytonstate.edu 1 Response to the Office of Academic Programs· Master of Science in Psychology Clayton State University July 9, 2009 Issue 1: In terms of the licensure of students, please describe requisite postgraduate training and/or experience that will be required for students to sit for the licensed practical counselor exam. What timeframe is required for supervised practice? Although requirements vary somewhat from state to state, in Georgia the licensure of professional counselors is governed by the Composite Board, which is comprised of Professional Counselors, Social Workers, and Marriage and Family Therapists. The rules can be viewed at http://rules.sos.state.ga.us/docs/135/5/02.pdf and are also attached as a Word document for convenience. In essence, the rules state that an applicant for licensure who holds a master's degree in psychology must meet the following requirements for licensure as a Licensed Professional Counselor: • A master's degree in a program of applied psychology from an accredited institution • At least three years of post master's directed experience under supervision in the practice of Professional Counseling plus at least 300 hours in a supervised counseling or applied psychology practicum or internship site. The Clinical track of Clayton State University's proposed Master of Science in Psychology will provide the appropriate master's degree for licensure. Furthermore, the graduate degree program will require 300 hours of supervised counseling experience as a key component of the program. This requirement is also consistent with those of the Masters in Psychology Accreditation Council (MPAC), the accreditation the program faculty intend to pursue. The M.S. in Psychology has been carefully designed to fulfill all requirements for licensure by the Composite Board of the State of Georgia as well as accreditation by MPAC. Issue 2: What agencies has Clayton State University approached concerning opportunities for supervised practice and the possible employment of graduates? The existing Bachelor of Science in Psychology and Human Services program requires at least one internship and allows for a second optional internship (each requiring 150 hours in the field). As a result of this history of experience with internships, the program faculty have already established numerous contacts and relationships for site supervision in the Metropolitan Atlanta Area. Between 30 and 60 B.S. interns currently gain experience in the field each semester in mental health facilities (public and private), community organizations, and governmental agencies. These Bachelor's level internship students have received consistently positive evaluations from their site supervisors and have been quite successful in securing employment; in fact, on several occasions our B.S. . . students have been accepted as interns in settings that normally only take Master's level students. Based on their previous experiences with our Bachelor's level students, the community agencies and organizations we have approached have reacted very positively to the prospect of Master of Science interns from Clayton State University. For example, the Youth Empowerment Project, the Frazer Center, the Clayton County Mental Health Center, the Marcus Autism Center, Riverwoods Psychiatric Center, and the Clayton State University Office of Counseling Services have all indicated a willingness to provide field settings and/or supervise students from a Master of Science in Psychology program at CSU. In addition to the Licensed Counselors, Social Workers, and Marriage and Family Therapists in these field settings, the Clinical Psychology faculty and Professional Counseling staff from Clayton State University will also be able to provide appropriate supervision. We are fortunate that our long-established relationships with organizations across our community have made identifying and securing practicum sites for potential Master's students a natural progression rather than a new endeavor.
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