CLINICAL STUDIES PROGRAM (CSP)

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CLINICAL STUDIES PROGRAM
2007-08

University of Hawai‘i at Mānoa
Department of Psychology
2430 Campus Road • Gartley Hall, Room 110
Honolulu, HI 96822-2216
Phone: (808) 956-7644 • Fax: (808) 956-4700
www.psychology.hawaii.edu

August 2007
UNIVERSITY OF HAWAI‗I AT MĀNOA
DEPARTMENT OF PSYCHOLOGY

CLINICAL STUDIES PROGRAM
2007-08

1 OVERVIEW ........................................................................................................................................... 5
Training Philosophy ............................................................................................................ 5
Training Goals ..................................................................................................................... 6
Accreditation ....................................................................................................................... 7
Admissions Procedures and Criteria ................................................................................... 7
Affirmative Action .............................................................................................................. 8
Enhancement Program for Underrepresented Minorities ................................................... 8
Facilities and Resources ...................................................................................................... 9
A Multiethnic Environment ................................................................................................ 9

2 DUAL-SPECIALTY TRAINING OPTION .......................................................................................... 9
Examples of Dual-specialty Options................................................................................. 10

3 COURSE REQUIREMENTS .............................................................................................................. 13
Clinical Core Courses ....................................................................................................... 13
Statistics and Methodology ............................................................................................... 14
History and Systems .......................................................................................................... 14
Basic Psychology (Four Corners) ..................................................................................... 15
Clinical Electives .............................................................................................................. 15
Course Requirements for Licensure .................................................................................. 15
Enrollment Requirements.................................................................................................. 15

4 LIABILITY INSURANCE ................................................................................................................... 16

5 CLINICAL PRACTICUM TRAINING ............................................................................................... 16
Goals ................................................................................................................................. 16
Practicum Site Approval ................................................................................................... 17
CSP Supervision of Practicum Experience ....................................................................... 18
Trainee Evaluations........................................................................................................... 19
Practicum Site Evaluations ............................................................................................... 19
Program-Sanctioned Practicum Experience (designation of clinical hours as
"practicum" versus "clinical work experience") ........................................................... 19
Outside Activities Related to Clinical Psychology ........................................................... 20

6 LEVEL OF TRAINING INVOLVEMENT ......................................................................................... 20

7 STUDENT FUNDING ......................................................................................................................... 21

8 WAIVING AND SUBSTITUTING COURSES .................................................................................. 22

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9 ACADEMIC ADVISING..................................................................................................................... 23

10 RESEARCH TRAINING ..................................................................................................................... 24

11 MASTER'S DEGREE .......................................................................................................................... 25

12 DOCTORAL DEGREE........................................................................................................................ 26
Dissertation ....................................................................................................................... 27
Other Requirements for Thesis and Dissertations ............................................................ 28

13 INTERNSHIP ....................................................................................................................................... 29
Applying for a Non-APA-accredited Internship ............................................................... 29

14 TIME LIMITATIONS AND ATTRITION .......................................................................................... 34

15 CLINICAL COMPREHENSIVE EXAMINATION ............................................................................ 35
Purpose .............................................................................................................................. 35
Dossier Format .................................................................................................................. 35
- Examples of Proposed Behavioral Objectives ............................................................ 37
Procedures, Timelines, and Policies ................................................................................. 38
Grading .............................................................................................................................. 38
Grading Guidelines ........................................................................................................... 39

16 STUDENT EVALUATIONS............................................................................................................... 45
 Student Evaluation Criteria ............................................................................................... 45

17 STUDENT REPRESENTATION ........................................................................................................ 47

18 A POSITIVE INTERPERSONAL AMBIENCE AND GRIEVANCE PROCEDURES ..................... 48

19 CLINICAL RESPECIALIZATION PROGRAM................................................................................. 48
General Description .......................................................................................................... 48
Clinical Training ............................................................................................................... 49
Admission Procedures ....................................................................................................... 49

20 CLINICAL STUDIES PROGRAM FACULTY .................................................................................. 50
Department of Psychology Faculty ................................................................................... 51
Cooperating Graduate Faculty .......................................................................................... 52
Affiliate Graduate Faculty................................................................................................. 52
Clinical Affiliates .............................................................................................................. 53

21 CLINICAL STUDENTS (2007-08) ..................................................................................................... 54

3
APPENDICES .......................................................................................................................................... 56
APPENDIX A Clinical Studies Program Basic Training and Professional Socialization Topics .. 56
APPENDIX B Approximate Clinical Program Course Schedule (Without a Dual-Specialty) ...... 61
APPENDIX C Clinical Practicum Experience Log ........................................................................ 63
APPENDIX D Proposed Clinical Position Form ............................................................................ 75
APPENDIX E Evaluation of Practicum Student Form ................................................................... 76
APPENDIX F Practicum Site Evaluation ....................................................................................... 83
APPENDIX G Sample Letter for Waiving Courses ........................................................................ 85
APPENDIX H Clinical Studies Research Evaluation Form ........................................................... 86
APPENDIX I Sample Petition for Doctoral Candidacy ................................................................ 87
APPENDIX J CSP Student Progress Form .................................................................................... 88
APPENDIX K Clinical Comprehensive Examination - Proposal of Behavioral Objectives ........ 101
APPENDIX L Clinical Comprehensive Examination - Evaluation Form .................................... 102
APPENDIX M Clinical Comprehensive Examination - Oral Presentation Evaluation Form ....... 104

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UNIVERSITY OF HAWAI„I AT MĀNOA
DEPARTMENT OF PSYCHOLOGY

CLINICAL STUDIES PROGRAM
2007-08

1
OVERVIEW

 Training Philosophy

The Clinical Studies Program at the University of Hawaii is based on a scientist-practitioner
(Boulder) model of training, as outlined in Belar and Nathan (1992). (see also Hayes, Barlow,
Nelson-Gray, l999; Haynes, Lemsky, & Sexton-Radek, l987; Raimy, 1950; Spengler, Strohmer,
Dixon, & Shivy, 1995, for discussions of scientist-practitioner models of training and practice).
Within this model, we seek to train culturally competent psychologists who function at the highest
standards in psychology in public service institutions, such as hospitals, mental health centers,
colleges, and universities. Graduates from our program should be able to function as culturally
competent clinical scholars in administrative, supervisory, research, and teaching roles in public
service institutions.

Within the scientist-practitioner model, the Clinical Studies Program‘s specific goals are:

1. To Integrate Science and Practice throughout all aspects of our didactic, clinical assessment,
therapy, and research training and activities.

a. All Clinical Studies Program faculty are scientist-practitioners.
b. All clinical practicum experiences involve an emphasis on science-based best-practices.
c. Science-based practice is emphasized in our core clinical coursework.
d. Masters theses and Doctoral dissertations must be empirically based and address important
clinical issues from a science-based perspective.
e. Our Comprehensive Examination requires the submission of a theoretical or empirical article
to a peer-reviewed journal. The Comprehensive Examination Dossier also requires a
science-based case formulation and treatment plan. Optional activities involve the
preparation of a grant application and evidence of teaching.
f. Student participation in clinical research. All students are expected to be actively engaged in
clinical research and many students publish and present at scientific conventions.

2. To train Culturally Competent Scientist-Practitioners. An important goal of the CSP is to
strengthen cultural competence throughout students‘ didactic, clinical assessment, treatment, and
research training. Culturally competent science practitioner model training is advanced in many
settings and in many ways. Training in cultural competence is integral to clinical experiences in
Hawai‗i because of our multiethnic society. Associated with a multiethnic society is acceptance
of multiple sources of individual differences, such as age, sexual orientation, and physical
abilities. Specific training foci where cultural competence is stressed and specific training
methods include:

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a. Psychological assessment training. Students are provided with readings and discuss sources
of individual differences, particularly cross-cultural and ethnic factors in psychological
assessment.
b. Intervention/treatment/consultation training and practice. Students are provided with
readings and discuss sources of individual differences, particularly cross-cultural and ethnic
factors in adult, child, and family treatment.
c. Consultation and Program Evaluation.
d. Research training and practice. Research in Hawai‗i necessarily involves a sensitivity to
ethnic and cultural issues. Many publications have cultural factors as a main focus and
cultural and ethnic variables are included in most of our research.
e. Content of Clinical Core Courses. All clinical core courses (our three assessment courses,
child and adult psychopathology, adult intervention, introduction to clinical psychology)
address ethnic and cross-cultural issues.
f. Specialized Cross-Cultural courses. The program and department offer specially designed
courses in cross cultural psychology.

3. To Encourage Dual-Specialty Training. The science and practice of clinical psychology is
advanced by persons with broad training in clinical psychology who also acquire specialized
training in a related field. We encourage students to acquire specialized areas of knowledge and
competence through a Dual-Specialty program.

 Training Goals

Consistent with the scientist-practitioner model of training outlined above, the Clinical Studies
Program aims to produce entry level clinical psychologists who are knowledgeable about and
competent in:

1. The history and social and professional context of clinical psychology

2 Ethics and quality assurance in research, assessment and treatment

3. Research development (e.g., rationale, integrative literature review, specifying research goals)

4. Research design (e.g., factorial, qualitative, longitudinal, and time-series designs)

5. Research methods (including subject, behavior, and time sampling; recruitment, informed
consent, running and debriefing participants)

6. The integration and presentation of research findings

7. Statistical analysis (principles, general linear models, analyses of variance, multivariate analyses
including multiple regression)

8. The principles and scientific basis of measurement and cognitive, personality, and behavioral
assessment

9. The scientific basis of clinical interventions

10. Basic clinical skills (e.g., interviewing, client-therapist/assessor interactions)

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11. Skills in empirically supported clinical assessment, diagnosis, and treatments

12. Strategies for a science-based integration of evaluation, quality assurance, assessment, and
treatment (e.g., methods of quantitative process and outcome evaluation; assessment for
accountability, clinical case formulation)

13. The role of cultural, ethnic, and other sources of individual differences (e.g., age, sex) in
assessment, treatment, and psychopathology, as well as in the core areas of psychology (e.g.,
developmental/individual differences, cognitive, social psychology, and learning)

14. The core areas of psychological knowledge that provide the foundations of clinical psychology
(e.g., psychobiology and behavioral neuroscience, developmental psychology/individual
differences, social psychology, learning)

15. An area of specialized knowledge and skills (e.g., learning, serious mental illness, health
psychology, quantitative methods)

16. A scholarly and ―critical-thinking‖ approach to clinical psychology

 Accreditation

American Psychological Association - The doctoral program in clinical psychology at the
University of Hawai‗i has been accredited by the American Psychological Association since 1972.
Questions can be addressed to the Committee on Accreditation, American Psychological Association,
750 First Street NE, Washington, DC 20002-4242, or (202) 336-5979. A list of APA-accredited
doctoral programs in psychology can be found at www.apa.org/ed/accreditation/doctoral.html.

Academy of Psychological Clinical Science - The doctoral program in clinical psychology became
a member of the Academy of Psychological Clinical Science in 2001. The Academy is an alliance of
leading, scientifically oriented, doctoral training programs in clinical and health psychology in the
United States and Canada. Academy membership is open to doctoral programs with strong
commitments to, and established records of, successful clinical science training. While there are
nearly 200 APA accredited clinical programs, less than 50 become members of the Academy. More
information on the Academy may be found at http://psych.arizona.edu/apcs/index.php.

 Admissions Procedures and Criteria

In 2007, out of a total of 117 applicants, 6 were accepted for admission to the Program. In 2006, out
of a total of 119 applicants, 9 were accepted for admission. The average GRE scores of applicants
admitted over the last two years were 630 (verbal), 710 (quantitative), and 5.5 (analytical writing).
The average undergraduate GPA was 3.6. Most students accepted into the Clinical Studies Program
had between 1 to 2 years of research experience at the undergraduate level.

Information on application for admission can be obtained via the Psychology Department and
Graduate Division websites:

www.psychology.hawaii.edu -and- www.hawaii.edu/graduate

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 Affirmative Action

The University of Hawai‗i is an equal opportunity/affirmative action institution and does not
discriminate on the basis of race, color, national origin, gender, sexual orientation, religion,
handicap, or age in any of its programs, policies, procedures, or practices.

 Enhancement Program for Underrepresented Minorities

The goal of the program is to facilitate entry into the Clinical Psychology graduate program for
students from targeted underrepresented minority groups (e.g., Native Hawaiian, Pacific Islander)
whose standardized test scores and academic GPAs may not accurately reflect their potential. The
program is designed to expose these prospective graduate students to the scholarly and interpersonal
ambience of the Clinical Studies Program and to allow faculty to more closely evaluate the students'
suitability for graduate work.

The program involves four aspects:

(a) Graduate course work in basic psychology content areas. This would normally include a course
in basic research methodology and at least one other basic psychology content area (e.g.,
learning, developmental, social) each semester.
(b) Frequent contact with Clinical Studies Program faculty members. This contact could involve
frequent meetings and discussions with one or more clinical faculty members regarding course
work, progress, interest areas and research.
(c) An active involvement in ongoing research in the Department. This involvement would normally
involve research programs in any area in psychology and at least 8 hours of research per week.
Current research programs focus on eating disorders, depression, marital distress, hypertension,
post traumatic stress disorders, biofeedback, behavioral psychology, attention deficit disorders in
children, chronic mental illness, medication compliance, chronic pain, and cross-cultural
psychology.
(d) Assistance in improving performance on the Graduate Record Examination.

No separate application process is necessary. Students from underrepresented groups who apply for
admission to the Clinical Studies Program and who do not have competitive applications are singled
out for the Enhancement Program during the yearly admissions meeting.

Students admitted into the Enhancement program who are interested in formal admission into the
Clinical Studies Program in subsequent years should reapply. Decisions regarding admission into the
Clinical Studies Program are usually made after a student has completed two, three or four regular
academic semesters of involvement in the Enhancement Program. Formal admission decisions are
based upon merit and are highly competitive.

Students will be admitted as unclassified graduate students. Financial assistance is sometimes
available.

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 Facilities and Resources

The Department of Psychology, University of Hawai‗i and the city of Honolulu offer multiple
opportunities for clinical and research activities. The Department of Psychology maintains computer
link-up with the well-equipped University Computing Center. There is also an extensive library
system and computerized abstract services on campus, and office or desk space is provided for most
students in the Program except during the internship year. Specialized clinical/research facilities are
available in the Department Clinic as well as in local hospitals and medical centers, schools, and
clinics.

 A Multiethnic Environment

The University is also one of the most interculturally mixed educational settings in the United States.
Almost three-quarters of the students at the University are from ethnically diverse backgrounds such
as Hawaiian, Japanese, Chinese, Korean, Filipino, Samoan, and Vietnamese. The University offers
more than 50 courses on various cross-cultural topics and the federally funded East-West Center is an
international center for cross-cultural research and training. The Clinical Program reflects this
diversity: About 40% of our students are from ethnic groups traditionally underrepresented in
clinical psychology. This cultural diversity, along with the extensive cultural, recreational,
entertainment, and professional resources of Hawai‗i ensure an exciting and intensive educational
environment.

2
DUAL-SPECIALTY TRAINING OPTION

In addition to their clinical, methodology, and psychology core courses, some students elect to specialize
in another area of study. The concept of a dual specialty is based on the idea that top-flight clinicians
and clinical researchers will benefit from the advances in allied specialties in psychology. Significant
advances have occurred in many basic areas of psychology and many of these advances are applicable to
the prevention, program development and outcome evaluation, policy development, and assessment and
treatment of behavior disorders.

All dual specialties are research oriented and emphasize the application of scientific principles to
important clinical issues. Dual specialties involve additional courses and research with an appropriate
dual specialty focus, and often, clinical experiences consistent with the dual specialty focus.
Requirements for the Dual-Specialty Training Program include a minimum of three content courses (9
hours) and two research courses (6 hours).

Students electing the dual-specialty option should submit a written proposal including: (a) goals of the
program, and (b) three didactic courses (in addition to those required by CSP), (c) two research courses
relevant to the dual specialty, and (d) the endorsement of a dual-specialty adviser. The proposal is
submitted to the Director of the CSP, who presents it to the clinical faculty for approval.

Because course offerings in the dual-specialty areas are dependent upon Departmental faculty resources
and may be variable, students should work closely with their dual-specialty and CSP advisors in planning
or revising their proposal.

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All changes in a student's dual-specialty program must be approved by the dual-specialty advisor, the
clinical advisor, and the Director of the CSP.

 Examples of Dual-specialty Options

1. Serious Mental Illness/Psychosocial Rehabilitation Specialty

The dual specialty in Serious Mental Illness (SMI) is in collaboration with the Adult Mental
Health Division of the Hawai‗i Department of Health. The Division operates Hawai‗i State
Hospital and several community mental health centers throughout the State. The specialty
focuses on serious mental illness, with an emphasis on schizophrenia and related psychotic
disorders. Students receive training and practicum experience in empirically-derived assessment
& treatment of SMI, managed health care, consumer and family advocacy, and quality assurance.

The Department of Health often provides a stipend and tuition waiver to students in this dual-
specialty.

Courses for the specialty in SMI consist of a variety of seminars in the area. Three seminars, six
credits of directed research, and two years practicum experience in Adult Mental Health Division
placements are required for the specialty. Advisors for the program are Keith Claypoole, John
Steffen, Deborah Altschul, Stephen Haynes, and Elaine Heiby.

Courses may include:

PSY 773 Seminar in Psychopathology
a. Schizophrenia
b. Affective Disorders
c. Other Seminars
PSY 774 Seminar in Clinical Psychology
a. Public Mental Health Service Delivery Systems
b. Epidemiology of Mental Illness
c. Other Seminars
PSY 775 Seminar in Psychological Therapies
a. Innovations in the Psychological Management of Schizophrenia
b. Assessment and Treatment of Depression
c. Other Seminars
PSY 731 Seminar in Physiological Psychology
a. Psychopharmacology
SW 725 Social Work Practice in Mental Health

2. Behavioral-Clinical Specialty

The Behavioral-Clinical dual specialty trains students for research careers in basic behavioral
research, applied clinical research and for clinical work in behavior therapy, cognitive-behavior
therapy, behavior modification, other empirically supported treatments based on behavioral
principles (e.g., self-reinforcement training), and behavioral assessment.

10
Courses may include:

PSY 621 Behavioral Psychology PSY 702 Seminar in History and Theory of Psychology
PSY 622 Animal Learning PSY 722 Seminar in Learning

3. Behavioral Neuroscience Specialty

The Behavioral Neuroscience-Clinical dual specialty option focuses on the connection of the
biological bases of behavior with clinical psychology. Biological bases of aggression, movement
disorders, intelligence, anxiety, and other complex behaviors as well as the role of
psychopharmacology in the cause and treatment of problematic behaviors are potential topics of
study.

Courses may include:

PSY 634 Physiological Psychology
PSY 622 Animal Learning
PSY 731 Seminar in Physiological Psychology
a. Psychopharmacology
b. Psychobiology
c. Psychophysiology
PSY 775 Seminar in Psychological Therapies
a. Behavioral Medicine

4. Ethnocultural Psychology Specialty

The Ethno-Cultural/Ethnic-Minorities Clinical Dual Specialty (ECEM) is based on the idea that
among the many challenges facing contemporary psychology is the ethnocentricity of its
assumptions, theories, and applications, and the implications that it has for our nation's racial and
ethnocultural minority populations. Increasingly, America's ethnocultural minorities have joined
with cross-cultural researchers and practitioners in calling attention to the racial and cultural
biases inherent in much of the psychological and behavioral knowledge that constitutes the
accepted body of psychological theory and research.

The ECEM option provides training in research, assessment, and clinical services that are
relevant and valid for American ethnic minorities and international non-Western populations.
The ECEM Dual Specialty emphasizes the importance of ethnicity, culture, race, and class in the
conduct of research, assessment, and counseling and therapy. Attention is given to
conceptualizing, planning and implementing culturally sensitive and appropriate mental health
services and intervention strategies.

In addition to completing a requirement of twelve hours in core courses, students are expected to
demonstrate competence in at least one national or ethnocultural population through
familiarization with that group's history, cultural traditions, and behavioral determinants.
Multidisciplinary studies, linguistic/foreign language studies, and the completion of related non-
psychology courses are encouraged, but not required, to demonstrate this competency.

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Required courses:

PSY 653 Cross-cultural Psychology
PSY 774 Seminar in Clinical Psychology
a. Cross-cultural Psychopathology and Psychotherapy
b. Other Seminars
PSY 699 Directed Readings in Cross-cultural and Ethnic Minority Studies (minimum of two
courses)

Optional courses:

To encourage multidisciplinary breadth, students are encouraged to enroll in supplementary
courses in the following fields and disciplines. Enrollment in all courses require prior
ECEM faculty consultation and approval: Anthropology, Asian/Pacific Island Studies,
Ethnic Studies, Philosophy, Public Health, Religion, and Social Work. These courses cannot
replace the required core courses.

5. Health Psychology Specialty

The Health-Clinical dual specialty option focuses on the understanding of behavioral lifespan
factors, personality variables, and psychophysiological factors in health promotion and disease
prevention. It is the philosophy of this dual specialty that the study of health psychology is best
approached within the field of clinical psychology so that the methods and knowledge of this
field can be applied to problems in the development and maintenance of physical well-being.

Courses may include:

PSY 776 Health Psychology
PH 663 Principles of Epidemiology
SW 662 HIV and the Human Condition
SOC 616 Seminar in Stress and Health

12
3
COURSE REQUIREMENTS

 Clinical Core Courses

The clinical core courses are designed to provide the student with a strong background in the basic
concepts, methods, current issues, and skills of clinical psychology. During their first year, students
learn basic interviewing skills; intellectual/cognitive and personality assessment; clinical report
writing and case conceptualization; psychopathology, ethics of clinical practice, and an
empirical/scientific orientation toward clinical practice. During their second year, students take
courses in adult and child therapy, and begin a minimum of 15 hours per week of clinical practicum
training at a mental health agency in the community or in the Department's clinic, the Center for
Cognitive Behavior Therapy.

The amount of clinical training at UH provides students with a strong clinical and conceptual
foundation for additional training during their internship.

Core clinical courses must be taken in the sequence outlined in Approximate Clinical Program
Course Schedule (Without a Dual-Specialty) (Appendix B). Exceptions to this policy will be
made only in the following circumstances: a) Students may petition to take courses in a non-
standard sequence, for reasons such as health problems; such petitions should be submitted
and accepted prior to the beginning of the semester in which the course would ordinarily be
taken; b) by default, the expected timing of courses by year in the program is obviously waived
when classes are not offered during the specified year. Students who have not conformed to
the expected core clinical course sequence or timing will not be allowed to begin practicum
placements.

All clinical students are required to complete the following core courses:

670 Introduction to Clinical Psychology*
671 Introduction to Assessment I*
672 Introduction to Assessment II*
673 Introduction to Assessment III: Behavioral Assessment**
674 Child Psychopathology***
675 Treatment Research**
676 Adult Psychopathology***
677 Child Practicum and/or 678 Adult Practicum (total of four semesters)
771 Child Treatment/or 772 Adult Treatment: Cognitive-Behavioral Therapy
778 Internship in Clinical Psychology

*These courses must be completed prior to Practicum and must be taken in the first year
**These courses must be taken during the second year
***One of these courses must be taken in the first and the other in the second year

In addition, clinical students are expected to enroll in PSY 779 (Research in Clinical Psychology) for
variable credits every semester except when enrolled in PSY 700 (thesis) or PSY 800 (dissertation)
or when anticipating enrollment in thesis or dissertation credits, at which time students should enroll
in PSY 699 which can be changed to PSY 700 or PSY 800 once proposals have been approved.

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Note: Introduction to Assessment I, II, & III; and Child and Adult Practicum courses are open only
to students enrolled in the Clinical Studies Program.

 Statistics and Methodology

Courses in statistics and methodology are designed to provide students with skills to conduct basic
and applied research and to critically evaluate published research studies. Clinical students are
required to take the following four courses in statistics and methodology:

600 Methodological Foundations of Psychology (This course is offered in the Spring, and must
be completed during the first year)
610 Introduction to Quantitative Methods*
611 Design and Analysis of Psychological Experiments (ANOVA) (This course is offered in the
Fall, and must be completed during the first year)
- and -
At least one additional advanced course:
612 Multiple Regression in Beh Res 616 Measurement and Evaluation
613 Factor Analysis 617 Scaling: Meas. of Attitude & Perception
614 Multivariate Methods 701 Seminar in General Psychology
615 Nonparametric Methods for Beh Science a. Structural Equation Modeling

Note: As stated in the UH General and Graduate Information Catalog, several statistics courses have
prerequisites (or consent of instructor). Unfortunately, these pre-reqs are not enforced during
registration and some students have enrolled in advanced statistics courses without the expected
background. Therefore, students, advisors, and the Graduate Chair are responsible for monitoring
whether the pre-reqs have been met prior to enrollment.

*PSY 610 may be waived by petition to Instructor and Chair of Graduate Studies

 History and Systems

Students are required to demonstrate competency in the history and systems of psychology. This
requirement may be met in any of the following ways:

1. Submit to the CSP faculty a written essay on the history and systems of psychology
2. Complete a course in History and Systems of psychology offered by the Department (PSY 702)
or via distance learning
3. Complete a Psy 699 directed reading in History and Systems of psychology. (Examples of
resources that provide access to historical documents in psychology are):

http://psychclassics.asu.edu/author.htm
http://psychclassics.yorku.ca/

4. Teach Psy 402, the Department's undergraduate course in History and Systems

Please note that Psy 702 is not offered on a regular basis.

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 Basic Psychology (Four Corners)

All clinical students must also take at least one 3-credit graduate course in each of the following four
major areas of psychology:

Biological Bases of Behavior: Physiological Psychology (PSY 634)
Cognitive-affective Bases of Behavior: Cognitive Psychology (PSY 626) or Behavioral Psychology
(PSY 621) or Animal Learning (PSY 622)
Social Bases of Behavior: Social Psychology (PSY 650) or Personality Theory & Research (PSY
660) or Intro to Community Psychology (PSY 680)
Individual Differences/Developmental Psychology: Developmental Foundations (PSY 640) or
Personality Theory and Research (PSY 660) or Cognitive Development (PSY 642)

Two of the four required courses must be completed prior to the Master's Degree; the remaining two
can be taken before the Ph.D. is granted. Students may petition to substitute courses.

 Clinical Electives

Clinical courses in consultation, supervision, psychotherapy, forensic psychology, substance use,
program evaluation, trauma management, neuropsychology, multi-cultural issues, and other applied
areas are offered on a regular basis. Students are encouraged to take these courses to supplement and
enhance their clinical and research skills.

 Course Requirements for Licensure

CSP students intending to seek licensure should familiarize themselves with licensing requirements
in each state. Requirements vary by state and change over time. In the State of Hawai‗i, the
licensing board currently requires that the Ph.D. in clinical psychology be granted from an APA-
approved program.

Students should retain a library of all course syllabi because they may be needed for licensure
applications and membership to various professional organizations and registers.

 Enrollment Requirements

University requirements specify that all graduate students must be enrolled every semester in order to
preserve their status. Students who fail to register will be placed on inactive status, and must reapply
for admission to the program. The only exceptions to this policy involve formal requests for Leaves
of Absence, submitted in writing and approved in advance of the semester or year of intended
absence. During LOAs, it is assumed that students are planning to be absent from UH, versus simply
not taking classes. Students who intend to make use of University resources or faculty consultation
should remain enrolled for credit.

It should be noted that all CSP requirements are subject to modification.

15
4
LIABILITY INSURANCE

As of 2007, all clinical students are required to purchase liability insurance through the Program
regardless of whether they are involved in clinical activities or have insurance coverage from another
provider (e.g., APA). This insurance must be purchased prior to participation in CSP-related classes,
assessment, therapy, or consultation activities in the community or on-site practicum positions. At
the beginning of each academic year (usually in August), the Program will notify students via e-mail
when payment for insurance is due. (Any student who fails to purchase insurance through the
Program will be required to submit a written statement that they will not engage in any consulting or
clinical practice, or clinical research activities associated with the Program. Such notification must
be received by the date set for receipt of liability insurance payment.)

It should be noted that the insurance policy that is coordinated by CSP does not cover clinical
activities or jobs other than those associated with practicum training or the fulfillment of other
program requirements. Many outside positions related to clinical psychology require employees to
obtain and verify separate liability insurance; other jobs leave coverage to employees‘ discretion.
The Clinical Studies Program strongly advises students to obtain independent insurance coverage in
addition to that through the Program for work they undertake in any non-program related clinical
capacity.

5
CLINICAL PRACTICUM TRAINING

All clinical students are required to take at least four semesters of therapy practicum training, beginning
by the second year of study (PSY 677 and/or PSY 678). Practicum training can start earlier for students
who have taken the required prerequisite courses and with the permission of the Director of the CSP.
Each practicum placement involves a minimum of 15 hours per week. Some students elect to complete
additional practica by enrolling in PSY 679 for variable credit and with instructor's consent. PSY 679
credits do not substitute for required PSY 677 and PSY 678 credits.

 Goals

Clinical practicum experiences are designed to strengthen a science-based approach to clinical
practice in a closely-supervised and supportive training environment. Clinical practicum experiences
must include:

1. Ongoing therapy contact with clients from diverse ethnic backgrounds

2. An integration of assessment, treatment, program development, evaluation, and case formulation

3. Regular (e.g., at least weekly) supervision from on-site and Clinical Studies Program supervisors

4. On-site case conferences and seminars to discuss issues relevant to clinical assessment and
treatment

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5. The integration of science and clinical practice. Students are expected to monitor the effects of
their interventions using the most valid measures and measurement strategies available, to use
empirically supported interventions when possible, and to use the most valid pretreatment
assessment strategies

6. Review and discussion of the current literature relevant to their clinical activities (e.g., research
on psychopathology, assessment, clinical judgment, sources of individual differences, and
therapy)

7. Consideration of ethnic and cultural factors in clinical assessment and treatment

8. A positive, collegial, and supportive relationship between students and supervisors

9. A systematic and sequential training strategy to help students develop clinical skills

Students in practicum sign up for 3 hours of PSY 677 or 678, each semester for four semesters.
Many students elect to receive additional practicum experiences, although they are not counted for
graduation, by enrolling in PSY 679.

Students must complete PSY 670, 671, 672, and 674 or 676 (or their equivalent) prior to beginning
practicum training. All students taking practicum are required to follow the Clinical Studies Program
Practicum Handbook and complete the Clinical Practicum Experience Log (Appendix C).

Practicum assignments are made by the Director and Associate Director/Practicum Coordinator, in
consultation with students and practicum agencies. Each Spring, the Associate Director circulates a
list of available practicum sites for the upcoming academic year. Students are then free to visit the
practicum sites, consult with previous trainees and then provide the Associate Director with a
hierarchy of choices. Within administrative constraints (e.g., the number of trainee slots at a
particular agency, funding), agencies may then select the trainees of their choice, in consultation with
the Director and Associate Director.

Practicum training sites include community sites and the Department's Center for Cognitive Behavior
Therapy's Child and Adolescent Stress and Anxiety Program and Eating Disorders Program. Many
sites provide a stipend for practicum students, although the CSP has no direct control over funding
and cannot guarantee stipends or the timely distribution of payments.

Second year, third year, and advanced students have priority in practicum assignments, in that order.
We recognize that other variables may be operational (e.g., requests from privately-funded agencies)
but attempts will be made to respect this sequence.

 Practicum Site Approval

All practicum training sites must be approved by the clinical faculty. The approval process involves:
(a) a site visit by the Associate Director and/or Clinical Training Director, and (b) approval of the
site as a practicum training site by the Clinical Faculty.

Criteria for approval of a practicum site include: (a) Regular supervision by on-site Ph.D.
psychologists or an equivalently trained professional, (b) for second year students especially, and

17
third year students preferably, a diversity of clinical experiences provided at the site (to avoid
excessive specialization in early clinical training); specialized training (e.g., neuropsychology,
behavioral medicine, forensic psychology) is appropriate for advanced assignments, and (c) type and
adequacy of overall training experience (e.g., seminars, amount of assessment versus therapy,
continuing contact with clients, professional ambience). It is expected that all practicum training will
be congruent with the Goals outlined above.

If a student develops a reason to change practicum sites, the student should petition the Director of
Clinical Studies or the Associate Director, who serves as the Practicum Coordinator. Under no
circumstances may a student withdraw from a practicum without approval from the Director and
Associate Director. If a student is not comfortable speaking about practicum problems with the
Director or Associate Director, then the reasons may be discussed with either the Chair of Graduate
Studies or the Department Chair.

 CSP Supervision of Practicum Experience

All practicum students receive regular and direct supervision from CSP faculty members.
Supervision will formally occur through courses 677 and 678. The format of the supervision will
vary somewhat across supervisors but one-hour/week contact with each student through weekly
individual meetings with students and/or weekly small-group meetings are representative of the
formats that are used. The purposes of this supervision are to maintain close contact between
program faculty and students in a clinical context, to encourage the adoption of a scientist-
practitioner model in clinical practice, and to facilitate the development of clinical skills. All
practicum students and supervisors agree to follow the CSP Practicum Handbook to maintain
consistency across sites.

The purpose of practicum supervision is to encourage the development of clinically skilled,
conceptually knowledgeable, empirically focused, diversity-sensitive, accountable, socially aware,
highly ethical clinician-scholars and scientist-practitioners.
Supervision encourages:

1. The integration of assessment and therapy: Using data from pretreatment psychological
assessments to conceptualize clients, plan intervention strategies and evaluate therapy outcome.

2. Ongoing evaluation of therapy: Systematically and frequently collecting process and outcome
data, in a time-series format, before, during and after therapy.

3. Knowledge of literature base: Students are encouraged to have an up-to-date knowledge of the
literature regarding their client populations, behavior problems, assessment instruments, sources
of individual differences, therapy procedures, etc.

4. Skills acquisition: The therapy practicum courses are a major source of therapy skills acquisition
in our program (e.g., cognitive therapies, family interventions, relaxation, social-skills training,
contingency management).

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 Trainee Evaluations

Once at the end of each semester, each trainee is evaluated by program and on-site practicum
supervisors, using the Evaluation of Practicum Student Form (Appendix E). These forms provide
feedback to students about their progress in the program and are used in yearly faculty evaluations.
Each student should review the ratings and comments of their supervisors before submitting their
form to the Program.

 Practicum Site Evaluations

At the end of each academic year, students evaluate their respective practicum training site using the
Practicum Site Evaluation form (Appendix F). This information is used to monitor the type and
quality of practicum training experiences and to aid in the future placement of students.

 Program-Sanctioned Practicum Experience (designation of clinical hours as "practicum"
versus "clinical work experience")

Applications for internship require candidates to divide hours into ―practicum‖ and ―clinical work
experience.‖ The former must be subdivided into defined categories, and are considered (at least by
some internship programs) to carry more weight in the calculation of applicants‘ training experience.
Obviously, all of the hours accumulated in formal practica for which students are enrolled fit this
designation. In addition, APPIC specifies that students may count supervised experience that is
―program sanctioned‖ as equivalent to practicum training.

CSP policy is that students may petition to have additional training experiences (outside the two
required years of enrollment at official practicum sites) counted in the ―practicum‖ category. The
petition should outline the nature of the position (hours, activities, population) and the type and
amount of supervision received, as well as additional relevant information (such as previous
experience at the same or similar sites and whether the site has served as a formal practicum in the
past). A number of indicators will contribute to the decision to recognize activities as ―program
sanctioned‖ practicum experience. In general, it should be evident that the position is not solely
service-oriented, but involves substantial components of training and supervision. Activities that are
particularly likely to qualify as practica include: experience accrued in the same setting after an
official practicum has ended; experience comparable to that obtained at the same site by other
enrolled students (past or present); formal traineeships that have not sought ongoing affiliation with
CSP as official practicum sites; unique training opportunities that are comparable to those available
at established practicum sites.

In some instances, paid clinical work may qualify for the practicum designation; however, it should
be clear that the position sought is not ―merely‖ a clinical job more appropriately noted under the
―clinical work experience‖ category on internship applications. (As noted below, program approval
must also be sought before taking any psychology-related position outside the Department of
Psychology or official practicum sites; approval of such employment does not constitute program
sanctioning of these jobs as ―practica.‖)

Petitions should be developed through consultation with the student‘s advisor and should include his
or her signed endorsement. Petitions are then submitted to the Associate Director; after initial
review, they will be approved or rejected by the Director. Applicants will be informed of the
outcome, which will also be recorded in students‘ files for reference at the time of internship

19
application. Appeals of the decision can be brought to the CSP faculty as a whole for
reconsideration.

 Outside Activities Related to Clinical Psychology

The Clinical Studies Program has an ethical responsibility to monitor the activities of its graduate
students in domains related to clinical psychology. The purpose of monitoring is not to inhibit
outside activities but to ensure that these conform to APA guidelines and are congruent with the
student‘s abilities.

The Clinical Studies Program must give approval for outside jobs that students wish to take in
areas connected to the practice of clinical psychology. Before accepting any outside positions
related to professional activities (including therapy, assessment, evaluation, consultation,
supervision, teaching, training, or research), students must secure approval from their advisor
and then submit the Proposed Clinical Position Form (Appendix D) to the Director of Clinical
Training. The form asks students to specify the nature of the position, to describe the
supervision

they will be receiving, and to outline their own relevant background experience and training.
Proposed positions must be reviewed and approved before the position is accepted.

The only positions for which students need not submit the form are those directly connected to the
Department (e.g., practicum placements, internships, teaching within the Department or through UH-
Mānoa Outreach/Continuing Education, or research positions with Department faculty) or those jobs
that are manifestly unrelated to the profession of clinical psychology.

Again, it is not our intent to make it difficult for students to help support themselves through
graduate training by depriving them of the opportunity to take related positions. Indeed, the Clinical
Studies Program strongly endorses the view that it is desirable to combine the requisite income-
producing activities with the opportunity for additional experience within the field. The Program
simply wants to guard against students‘ direct participation and the program‘s indirect participation
in those activities that are inconsistent with professional guidelines and ethical responsibilities.

6
LEVEL OF TRAINING INVOLVEMENT

Doctoral training in clinical psychology involves an intensive investment of time and energy. Students
are expected to devote full time to their graduate studies until they obtain their Ph.D. During the first 3-4
years, this involves enrolling for at least 10 credit hours during each regular academic semester. Students
are also expected to devote full time to the completion of their Theses and Dissertations. A sequence of
courses is presented in Appendix B. This sequence does not include Dual-specialty options. While the
program can be completed in 5 years including internship, the average number of years to the Ph.D. for
students who entered the program between Fall 1995 and Spring 2005 was 8.6 years. More recently, the
program has instituted policies designed to reduce the length of the program, including making the dual-
specialty an option.

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7
STUDENT FUNDING

The program strives to ensure funding for all students and we attempt to distribute funding across
students in an equitable manner. However, all students should plan according to the high cost of living in
Honolulu, the limited number of stipends and tuition waivers, and stipend rates that are not adjusted to
the cost of living. The following policies guide funding allocation decisions.

1. A student cannot receive two separate stipends that are administered by the University of Hawai‗i
(e.g., TA, RA, practicum stipends).

2. If joint administration of a student's funding by the University of Hawai‗i is not an issue but the
funded positions involve our Program (e.g., TA plus practicum position), the criterion of "equitable
distribution of resources" is invoked—a student should not receive two Program-controlled stipends

when another eligible student is receiving none. Thus, a student may receive funding from two
sources controlled by our Program only when no other eligible student is unfunded.

3. If a student receives funding from the University Program or Department, he or she may also receive
funding from outside sources (e.g., part-time clinical work, consultation). It should be noted that it
is against University policy for RAs and TAs to receive additional work-contingent funding.

Intrinsic to these criterion are several assumptions: (a) Students can make their own choices about
reimbursed activities within the constraints of our Program's commitment to equitable distribution of
resources (and constraints enforced by the University); (b) We will continue to expect high-quality, full-
time progress through the program and a second job will not be considered as a valid rationale for poor
performance or progress in the Program; and (c) Students are required to inform the Clinical faculty
about all clinical activities outside of our regular program offerings.

Most students receive a TA, RA, and/or tuition waiver during the first year. Many students receive a
practicum stipend during the second and third years. Advanced students obtain RAs, lectureships,
consultancies, and clinical jobs.

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8
WAIVING AND SUBSTITUTING COURSES

Sometimes, courses taken at other universities may substitute for Departmental and Program
requirements. At other times, a student may wish to substitute one course for another required course. In
each case, the following procedure should be followed:

l. The student should type a letter in the form of Sample Letter for Waiving Courses (Appendix G).

2. A course syllabus, grade, reading material, textbook, etc. should be submitted to the instructor of the
course that is to be waived.

3. A signature must be obtained from the course instructor.

4. The materials are submitted to the Clinical Training Director for signature; the letter will be placed in
the student's file, and the student should keep a copy.

5. The same materials, along with the signed letter, are finally submitted to the Chair of Graduate
Studies and his or her signature is obtained.

For those students entering the CSP with a Master's degree in psychology from another institution (or
department within the University of Hawai‗i), the clinical faculty will review the requirements that were
met in fulfillment of the degree and assess the student's competence in research related skills. If there are
deficiencies in comparison to our own Master's students, the faculty will require a research project to be
completed under PSY 779. Except under rare circumstances, no more than three core courses will be
exempted. For those students entering with a Ph.D. outside psychology, each case will be determined on
an individual basis.

Substitutions likely to be accepted will be courses that (a) thoroughly survey broad areas of behavioral
science (e.g., theories of personality, social psychology, physiology, child development), (b) are at an
intense, graduate level, and (c) expose the student to current journal literature and research such that (d)
the student may eventually draw upon the material in an applied and/or academic setting. Because the
data and methods of many areas are evolving, courses taken five years prior to petition are reviewed with
particular caution.

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9
ACADEMIC ADVISING

Students are assigned to an advisor at the time of admission. This will normally be the faculty member
with whom the student is most strongly affiliated through a research association or through proposed
work on a Thesis or Dissertation. Students are free to change advisors if their research and clinical
interests change to resemble more closely those of another faculty member. Students may affiliate with
more than one faculty member. Each student should keep his or her advisor informed about progress
through the program and other training-relevant activities. In addition, if a student's adviser leaves the
Program, then the student is required to find a new CSP adviser.

With reference to working with more than one faculty member simultaneously, it should be noted that
individual faculty members have the right to expect a reasonable ongoing time commitment from all
students remaining involved in research groups or on particular projects; the definition of ―reasonable‖
will obviously vary from project to project and role to role. A faculty member may inform a student that
if she or he is unable to maintain that reasonable commitment of time and effort for any reason (because
of competing demands from practicum training, coursework, outside job, personal life, or work with
another faculty member), she or he should readjust commitments so that the work does not suffer, or
should withdraw from the project. However, it would not be appropriate for a faculty member to assume
in advance that involvement with other research activities would impair the student‘s ability to contribute
to ongoing projects or to prohibit such involvement on that basis; it would not be appropriate for a
faculty member to treat competing demands from other research activities differently from competing
demands from other activities in making assessments of the ―reasonable commitment‖ expected for
continued participation.

It is generally desirable for students to inform both (or all) faculty members with whom they are working
about their involvement in multiple projects; it is basic courtesy for students to inform their current
advisers about an intended switch to a different adviser prior to making that change.

It should be noted that different conditions do apply to changing advisors or committee members once a
formal Thesis and Dissertation proposal meeting has been held. In such circumstances, there must be
compelling reason(s) for making the change; however, it is recognized that these do exist in specific
instances, and can be examined through petition to the Graduate Chair and Graduate Division.

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10
RESEARCH TRAINING

As indicated in the list of CSP publications, all students are expected to be actively engaged in clinical
research and many students publish and present at scientific conventions. Between 1998 and 2003, 46
students were co-authors in 84 publications, of which 26 students were first author. Clinical Studies
faculty published about 229 articles and served on 26 editorial boards.

Students are expected to begin research activities early in their graduate training and to continue a
research involvement throughout their graduate career. Incoming students use their first semester to
become acquainted with the research and scholarly interests of the clinical (and optional dual-specialty)
faculty members. Often during the first semester and certainly by the end of the second semester, each
student will affiliate with at least one faculty member and begin research/scholarly activities. Although
the type and structure of scholarly involvement will vary across students and faculty, each student can
expect to spend at least eight hours per week in scholarly affiliation every semester throughout his or her
graduate career and are encouraged to enroll in PSY 779.

Students may choose to maintain an affiliation with one faculty member throughout their graduate
training, to change research affiliation across years or to affiliate with more than one faculty member in
any given semester. Each student is free to make a choice of scholarly affiliation based upon his or her
perceived training needs.

In addition to this ongoing scholarly work, each student completes a Master's Thesis and a Dissertation.
Masters theses and Doctoral dissertations must be empirically based and address important issues from a
science-based perspective.

The Thesis is proposed to and reviewed by at least three members of the Psychology Department faculty
and the Dissertation is proposed to and evaluated by five members of the Psychology Department faculty
and a member from outside the Department who is not a psychologist. Theses and Dissertations must
present a publishable quality integration of research, rationale, measurement, procedures, data analysis,
and discussion.

At the end of each year, each student is evaluated on the quality of his or her research involvement by all
his or her research supervisors using the Clinical Studies Research Evaluation Form (Appendix H).
Students are also evaluated on their overall productivity (e.g., presentations, publications, etc.) by their
completion of the CSP Student Progress Form (Appendix I).

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11
MASTER'S DEGREE

Although it is assumed that students accepted in the clinical program will be working towards their
doctorates, it is a University of Hawai‗i requirement that the Master's degree be obtained as a step toward
the doctorate. Once the Master's thesis is successfully defended, all departmental students must apply to
the departmental faculty for doctoral candidacy. CSP students apply via the Clinical Director. Students
are expected to have made major progress toward the completion of the thesis by the end of the second
year of study and to have defended the thesis by the end of the third year. However, the CSP recognizes
some thesis projects may involve time-series and longitudinal data and require more time for completion.
However, if the thesis is not defended in five years, the CSP will not recommend doctoral candidacy to
the Department.

The requirements for the M.A. include the following:

l. Formal application for candidacy on Masters Plan A Student Progress Form I. This should be
completed in the first term of admission with the assistance of the Psychology Graduate Studies
Chair. (The psychology graduate chair usually assists students with this form at the new graduate
student orientation about one week before the Fall semester begins.)

2. The accumulation of a minimum of 30 credit hours, including a minimum of 18 credits of course
work in courses numbered 600-790 including at least one graduate seminar in clinical or a related
field (excluding PSY 699 AND 7X9) and between 6-12 credits of thesis research (See Graduate
Information Bulletin and Departmental requirements for further details) and two of the four required
four-corner courses.

3. Declaration of the intent to obtain the degree at the completion of the term at the time the registration
package for that term is obtained, at which point the student will be given instructions including
deadlines for completing the steps toward the degree.

4. Thesis research and writing, the steps for which are the following:

a. Enrollment in PSY 779 (or 699; consult with advisor).
b. Writing of a thesis proposal by the student in consultation with the advisor/thesis supervisor.
c. Selection of a 3-member thesis committee from the graduate faculty, including the thesis
supervisor to act as chair, one other member in the student's area, and a third member from that
area or from another related to the thesis topic. At least one committee member must be from the
CSP; however, students are encouraged to include two members from the CSP. For the purposes
of committee composition, a ―member from the Clinical Studies Program‖ is defined as a full-
time member of the core clinical faculty or a clinical faculty member holding a joint
appointment.
d. Report of the selection of this committee by the student on Student Progress Form II, and
approval of the selection.
e. An oral defense of the thesis topic by the student before the thesis committee, and the obtaining
of the committee's approval on Masters Plan A Student Progress Form II.
f. Submission of the title of the thesis proposal by the student on Student Progress Form II.

25
g. Registration in PSY 700, usually at the beginning of the term following the approval of the thesis
proposal; students must be enrolled in at least 1 credit of PSY 700 during the semester of
graduation. Students must have 6 credit hours of Psy 700 to graduate. Five credit hours of Psy
699 may be converted to Psy 700.
h. Research and writing of the thesis under the direction of the supervisor and according to
instructions for thesis preparation available at the Graduate Division, with progress reports to the
other members of the thesis committee.
i. Filing of application for a diploma at the Graduate Division, and payment of graduation and
thesis-binding fees at the time of registration for the term in which work for the degree is to be
completed.
j. Notification of the final oral examination to the Department Chair of Graduate Studies for
announcement within the department, including the following information: Name of candidate,
advisor and committee members; degree sought; title of thesis; location, date, and time of
examination.
k. Taking the final oral examination including defense of the thesis, after which members of the
thesis committee confer and either accept and sign the copies of the thesis or request the student
to make revisions/additions before final approval is granted.
l. Depositing the signed original and first copies of the thesis with the Graduate Division, in
conjunction with a report of the results of the final oral examination by the committee and of the
judgment of the thesis on Masters Plan A Student Progress Form III.

Form numbers and types can change; consult with Chair of Graduate Studies and Graduate
Division. Forms can be downloaded at: www.hawaii.edu/graduate.

12
DOCTORAL DEGREE

Specific requirements for the Ph.D. in general are analogous to those listed above as required for the
M.A., with the following exceptions:

l. Petition for doctoral candidacy and approval of the petition usually take place during the term in
which the work for the Master's degree is completed, and must be approved by the entire Department
faculty, following a recommendation by the Clinical faculty. (See Appendix I for a sample petition
cover letter). Students defending their MA should immediately submit their petition for candidacy
(so that it can be reviewed the same semester) or they should delay submitting their paperwork for
MA graduation until the following semester. On rare occasions, students will be allowed to apply for
PhD admission without also applying for PhD candidacy. As noted earlier, the clinical faculty will
not recommend doctoral candidacy if the Masters thesis is not successfully defended within 5 years
of entering the program. Students who enter with a master's degree from another institution must
also petition for doctoral candidacy. This normally occurs during the student's third semester. The
petition should include a letter addressed to the Clinical Studies Director requesting to be considered
for doctoral candidacy and outlining any accomplishments that might not be listed on the Progress
Report (see "a" below) as well as training and professional goals.

a. An updated CSP Student Progress Form (Appendix J)
b. An updated curriculum vitae

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c. When relevant, letters of support from faculty or outside professionals who are not part of the
CSP (e.g., nonclinical research supervisors).

2. There are no specific course requirements except those described earlier; as noted, clinical students
must complete all four of the specified four-corner courses for the doctoral degree. The student's
advisor or program faculty, however, may recommend additional courses in accordance with the
student's particular interests and needs. As outlined in Appendix B, the student will normally have
completed 94-110 credit hours.

3. Although most students present an excellent scholarly and clinical record when petitioning for
doctoral candidacy and receive a positive recommendation, approval of Ph.D. candidacy is not
automatic and is based on academic, research, and clinical performance at the Master's level. A
student must have completed and successfully defended and turned in to the Graduate School the
M.A. thesis before applying for doctoral status. Application to candidacy should occur in the same
semester as submission of Masters Plan A Student Progress Form III. Advancement to Ph.D.
candidacy is documented by submission of Doctorate Student Progress Form I to the Chair of
Graduate Studies and Graduate Division. Students must also complete an application to the Ph.D.
program available from the Graduate Division.

4. Completion of a 2,000 hour APA-approved internship or approved equivalent is required.

 Dissertation

Dissertation research and writing is accomplished by the same steps as those for thesis research and
writing, except for the following items:

1. Enrollment in PSY 800 rather than PSY 700.

2. Selection of a five-member dissertation committee, three from the Psychology Department and
one from another field of study. All committee members must have Graduate Faculty status. At
least two committee members must be from the CSP. For the purposes of committee
composition, a ―member from the Clinical Studies Program‖ is defined as a full-time member of
the core clinical faculty or a clinical faculty member holding a joint appointment; on dissertation
committees, at least one of these must be from the former category. ―Outside‖ committee
members must be based outside the Department of Psychology, and may not hold a Ph.D. in
psychology.

3. Defense of the dissertation proposal as well as its title must be filed with the Chair of Graduate
Studies and Graduate Division on Doctorate Student Progress Form II.

4. Notice of the final oral examination must be announced in the University Calendar via the UH
website:

http://www.hawaii.edu/site/calendar/index.php

Results of the dissertation defense are reported on Doctorate Student Progress Form III.

Form numbers and types can change; consult with Chair of Graduate Studies and Graduate
Division.

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 Other Requirements for Thesis and Dissertations

1. All dissertation committees must include two clinical faculty members, as defined above;
however, students are encouraged to include three members from the Clinical Studies Program.

2. Theses and Dissertations are normally chaired by CSP or Psychology Department faculty
members. Persons outside the CSP or Psychology Department who have graduate faculty status
can co-direct theses and dissertations with permission of the CSP faculty. When a CSP faculty
member leaves the Program (e.g., through retirement, relocation) prior to completion of the
student's Proposal Defense, that faculty member can co-direct the dissertation along with a CSP
faculty member.

3. Data Collection and Analysis: Theoretical manuscripts, literature reviews, metaanalyses,
research proposals, and grant proposals are valuable scholarly activities; however, they do not
satisfy the goals of the Master‘s Thesis or Doctoral Dissertation. Theses and dissertations are
designed to promote the integration of conceptual issues, research design, and knowledge of
basic psychology, and to provide students with the basic skills required in empirical research.
Consequently, all theses and dissertations must involve the collection and analysis of original
data. In exceptional circumstances, the use of an archival data set may be accepted through
petition to the CSP. Petitions for approval of projects using archival data must be submitted to
the Clinical Studies Program in writing. The petition should (a) briefly outline the nature of the
proposed research and the source of the data, (b) indicate whether the student participated in any
aspects of the study design or data collection in the project from which archival data sets might
be drawn, (c) outline the student‘s prior experience with all phases of the research enterprise in
other projects, and d) be reviewed and signed by the student's advisor before submission to the
CSP faculty.

If there is any doubt on the part of either the student or his/her adviser or any committee member
that a proposed research project involves the use of an archival data set, a petition to consider the
use of such data should be submitted to the CSP faculty as a whole prior to the student‘s proposal
meeting. CSP faculty approval to use archival data is not an approval of the project as a whole.
This responsibility is maintained by the thesis or dissertation committee.

APA publication guidelines should be followed in the preparation of thesis and dissertation
manuscripts.

4. Proposal Meeting: Data for theses and dissertations can be collected only after the proposal has
been approved by the thesis or dissertation committee and the Committee on Human Subjects.
CHS approval must be attached to Masters and Doctorate Student Progress Form II.

These policies are designed to increase the involvement by Program faculty with students during
their dissertation, to enhance our ability to monitor student progress, and to maintain the scholarly
quality of dissertations.

In recognition of the fact that some students may pursue dissertation topics in which nonclinical
faculty are better qualified than clinical faculty to serve as committee members and that scholars
outside of Psychology may be better qualified than Department member to serve as dissertation
committee chairs, a student may petition the Clinical Studies Faculty to waive these rules.

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13
INTERNSHIP

Beyond practicum training, the major clinical training of all clinical students is a 2,000-hour APA-
approved internship, which may be taken after successfully passing the comprehensive examination.
Notices of available internships and deadlines for applications are available in the Clinical Studies
Office. All APA-approved internships are listed in the December issue of the American Psychologist and
at www.apa.org/ed/accreditation/intern.html. The number of APA-approved internships in Hawai‗i is
limited, and students should be prepared to go elsewhere for this part of their clinical training. Students
may apply to non-APA approved internships only after successfully petitioning the Clinical Studies
faculty.

Internships require a "letter of readiness" from the Director of CSP certifying that an applicant has
completed all Program requirements and is ready to leave for an internship. A student must finish all
Program and Department requirements, up to and including the dissertation proposal, before this letter is
written and students can apply for internship. Therefore, all of these requirements must be completed by
November 1st preceding the internship year. Exceptions to this will be considered on rare occasions
(e.g. in meeting a comprehensive exam requirement, a manuscript was submitted well in advance of the
deadline but the journal has been unusually slow in providing a review).

Each semester (Spring and Fall), there will be a meeting of all students planning to apply for internship
during the upcoming year. The meeting will focus on Program requirements, procedures for applying,
criteria used by internship facilities, methods of enhancing your opportunities for selection, etc.

Students on internship must sign up for 1 credit of (PSY 778 – Internship in Clinical Psy) in the Fall and
Spring semesters while on internship.

Students are expected to relinquish their offices while on internship.

 Applying for a Non-APA-accredited Internship

The CSP strongly encourages students to attend APA-accredited internships. This policy is to insure
a high-quality training experience. The CSP faculty approves non-accredited internships only when
the student demonstrates that the quality of the training is similar to that associated with accredited
internships and there is an exceptionally strong reason for not attending an APA-accredited
internship. Plans for attending a non-accredited internship should be made in consultation with the
student‘s academic advisor.

Petitions for approval of non-accredited internships should address each of the criteria listed in the
APA accreditation Guidelines listed below.

Domain A: Eligibility

The proposed internship must be consistent with the goals and principles of APA accreditation
guidelines. The internship must be pursued in institutional settings appropriate for the education and
training of professional psychologists. The following guidelines

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1. The program offers internship education and training in psychology, one goal of which is to
prepare students for the practice of professional psychology.

2. The program is sponsored by an institution or agency, which has among its primary functions the
provision of service to a population of recipients sufficient in number and variability to provide
interns with adequate experiential exposure to meet its training purposes, goals, and objectives.

3. The program is an integral part of the mission of the institution in which it resides and is
represented in the institution‘s operating budget and plans in a manner that enables the program
to achieve its goals and objectives.

4. The program requires of each intern the equivalent of 1 year full-time training to be completed in
no less than 12 months (10 months for school psychology internships) and no more than 24
months.

5. The program engages in actions that indicate respect for and understanding of cultural and
individual diversity. This is reflected in the programs policies for the recruitment, retention, and
development of staff and interns and in didactic and experiential training that fosters an
understanding of cultural and individual diversity as they relate to professional psychology.

Domain B: Program Philosophy, Objectives, and Training Plan

The program has a clearly specified philosophy of training, compatible with the mission of
Its sponsor institution and appropriate to the practice of professional psychology. The internship is an
organized professional training program with the goal of providing high quality training in
professional psychology. The training model and goals are consistent with its philosophy and
objectives. The program has a logical training sequence that builds upon the skills and competencies
acquired during doctoral training.

1. The program‘s philosophy must also be consistent with the following two principles of the
discipline:

(a) Psychological practice is based on the science of psychology which, in turn, is influenced by
the professional practice of psychology; and
(b) Training for practice is sequential, cumulative, and graded in complexity.

2. The program specifies education and training objectives in terms of the competencies expects of
its graduates. Those competencies must be consistent with:

(a) The program‘s philosophy and training model; and

(b) The substantive area(s) of professional psychology for which the program prepares its interns
for the entry level of practice.

3. The internship is an organized program. It consists of a properly administered, planned,
structured, and programmed sequence of professionally supervised training experiences that are
characterized by greater depth, breadth, duration, frequency, and intensity than practicum
training. The training program includes the following:

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(a) The program‘s training activities are structured in terms of their sequence, intensity,
duration, and frequency as well as planned and programmed in the modality of the training
activities and their content;

(b) The primary training method is experiential (i.e., service delivery in direct contact with
service recipients). The experiential training component includes socialization into the
profession of psychology and is augmented by other appropriately integrated modalities,
such as mentoring, didactic exposure, role modeling and enactment, observational/vicarious
learning, supervisory or consultative guidance;

(c) Intern supervision is regularly scheduled and sufficient relative to the intern‘s professional
responsibility assuring at a minimum that a full-time intern will receive 4 hours of
supervision per week, at least 2 hours of which will include individual supervision;

(d) The content of internship training activities addresses the application of psychological
concepts and current scientific knowledge, principles, and theories to the professional
delivery of psychological services to the consumer public; professional conduct and ethics;
and standards for providers of psychological services;

(e) The program has an administrative structure and process which systematically coordinates,
controls, directs, and organizes the training activity and resources; and

(f) The program has a designated leader who is a doctoral psychologist, appropriately
credentialed (i.e., licensed, registered, or certified) to practice psychology in the jurisdiction
in which the internship is located and who is primarily responsible for directing the training
program.

4. In achieving its objectives, the program requires that all interns demonstrate an intermediate to
advanced level of professional psychological skills, abilities, proficiencies, competencies, and
knowledge in the areas of:

(a) Theories and methods of assessment and diagnosis and effective intervention (including
empirically supported treatments);

(b) Theories and/or methods of consultation, evaluation, and supervision;

(d) Issues of cultural and individual diversity that are relevant to all of the above.

5. The program has the responsibility to further the training experiences of its interns and to
promote the integration of practice and scholarly inquiry. Consistent with these responsibilities,
the program should:

(a) Demonstrate that intern‘s service delivery tasks and duties are primarily learning oriented
and that training considerations take precedence over service delivery and revenue
generation; and

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(b) Ensure that the intern‘s educational and practicum experiences are consistent with the
program‘s model, philosophy, and training goals and are appropriate for doctoral training in
professional psychology.

Furthermore, given its stated goals and expected competencies, the program is expected to
provide information regarding the minimal level of achievement it requires for interns to
satisfactorily progress through and complete the internship program, as well as evidence that it
adheres to the minimum levels it has set.

Domain C: Program Resources

The program demonstrates that it possesses resources of appropriate quality and sufficiency to
achieve its training goals and objectives.

1. The program has formally designated intern training supervisors who:

(a) Function as an integral part of the site where the program is housed and have primary
responsibility for professional service delivery;

(b) Are sufficient in number to accomplish the program‘s service delivery and supervision of
training activities and goals;

(c) Are doctoral-level psychologists who have primary professional (clinical) responsibility for
the cases on which they provide supervision, and are appropriately credentialed (i.e.,
licensed, registered or certified) to practice psychology in the jurisdiction in which the
internship is located;

(d) Are responsible for reviewing with the interns the relevant scientific and empirical bases for
the professional services delivered by the interns;

(e) Are of appropriate quality for the program‘s philosophy or training model and goals;

(f) Participate actively in the program‘s planning, its implementation, and its evaluation; and

(g) Serve as professional role models to the interns consistent with the training goals and
objectives.

In addition to the designated intern training staff, the program may include appropriately
qualified adjunct staff/supervisors to augment and expand intern‘s training experiences, provided
these adjuncts are integrated into the program and are held to standards of competence
appropriate to their role/contribution within the program (as in 1 d, e & g above).

2. The program has the necessary additional resources required to achieve its training goals and
objectives. The program works with the administration of the sponsor institution to develop a
plan for the acquisition of those additional resources that may be necessary for program
development. These should include:

(a) Financial support for its intern stipends, staff, and training activities;

(b) Clerical and technical support;

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(c) Training materials and equipment;

(d) Physical facilities and training settings; and

(e) Training settings appropriate to the program‘s training model

3. An internship program may consist of, or be located under, a single administrative entity
(institution, agency, school, department, etc.) or may take the form of a consortium. A
consortium is comprised of multiple independently administered entities that have, in writing,
formally agreed to pool resources to conduct a training or education program. Written consortia
agreements should articulate the specific role of each participating agency/institution in the
internship.

Domain D: Cultural and Individual Differences and Diversity

The program recognizes the importance of cultural and individual differences and diversity in the
training of psychologists.

1. The program has a thoughtful and coherent plan to provide interns with relevant knowledge and
experiences about the role of cultural and individual diversity in psychological phenomena and
professional practice. It engages in positive efforts designed to ensure that interns will have
opportunities to learn about cultural and individual diversity as they relate to the practice of
psychology. The avenues by which these goals are achieved are to be developed by the program.

Domain E: Intern-Staff Relations

The program demonstrates that its education, training, and socialization experiences are
characterized by mutual respect and courtesy between interns and training staff and that it operates in
a manner that facilitates intern‘s training and educational experiences.

1. The program recognizes the rights of interns and staff to be treated with courtesy and respect. In
order to maximize the quality and effectiveness of the interns‘ learning experiences, all
interactions among interns, training supervisors, and staff should be collegial and conducted in a
manner that reflects the highest standards of the profession (see APA "Ethical Principles of
Psychologists and Code of Conduct" American Psychologist, December 1992). The program has
an obligation to inform interns of these principles and of their avenues of recourse should
problems arise.

2. Program staff is accessible to the interns and provide them with a level of guidance and
supervision that encourages successful completion of the internship. The staff provides
appropriate professional role models and engages in actions that promote the intern‘s acquisition
of knowledge, skills, and competencies consistent with the program‘s training goals.

3. The program shows respect for cultural and individual diversity among their interns by treating
them in accord with the principles contained in Domain A, Section 5 of this document.

4. At the time of admission, the program provides interns with written policies and procedures
regarding program requirements and expectations for interns‘ performance and continuance in
the program and procedures for the termination of students. Interns receive, at least

33
semiannually, written feedback on the extent to which they are meeting these requirements and
performance expectations. The feedback should address the interns‘ performance and progress in
terms of professional conduct and psychological knowledge, skills and competencies in the areas
of psychological assessment, intervention, and consultation. Such feedback should include:

(a) Timely written notification of all problems that have been noted and the opportunity to
discuss them;

(b) Guidance regarding steps to remediate all problems (if remediable); and

(c) Substantive written feedback on the extent to which corrective actions are or are not
successful in addressing the issues of concern.

The student should supply to the CSP Director a letter from the sponsoring agency/institution
outlining important commitments encoded in the above guidelines: e.g., type and extent of client
contact, hours of training and service, hours of supervision per week, resources and facilities
made available to the intern, personnel, orientation. Vitae from supervisors should be supplied.

14
TIME LIMITATIONS AND ATTRITION

The CSP encourages students to complete the Master's degree within three years. The Graduate Division
of the University of Hawai‗i requires all students to complete the Master‘s degree within seven years of
admission, and the doctoral degree within seven years of admission to the doctoral program. Failure to
do so requires application for readmission. However, the clinical faculty requires successful defense of
the Masters thesis within 5 years in order to be recommended for doctoral candidacy. Exceptional
circumstances (such as serious health problems) may be considered a basis for extending this five-year
period in rare cases. Students requesting such consideration must present written petitions to the Clinical
Studies Program well before the five-year period has ended; however, it should be emphasized that in
most cases the policy of not advocating candidacy for students who exceed the five-year period will
stand. It should be stressed that the five-year period is a cut-off rather than an expectation; completion of
the master‘s degree by the third or fourth year of training is strongly encouraged. The average time for
completion of both the MA and Ph.D. has been 8 years. The program has had a 6% attrition rate due to
termination. An additional 6% elect to leave the program for personal reasons.

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15
CLINICAL COMPREHENSIVE EXAMINATION

 Purpose

All clinical doctoral students must complete a Comprehensive Examination Dossier before proposing
their dissertation. The purpose is to promote the professional activities consistent with the scientist-
practitioner model of the CSP and it‘s goals of training scholars (researchers and academics) and
scholar-clinicians. Students who wish to propose their dissertation prior to completion and approval
of the Comprehensive Examination Dossier must petition CSP faculty via the CSP Director after
gaining approval from their advisor. Guidelines provided below are subject to change.

 Dossier Format

The dossier involves successful completion one of the two behavioral objective options (work
products) for three of four Professional Activity Domains (PADs). The PADs are: A) Research; B)
Government Proposals and Policy; C) Teaching; and D) Clinical Practice and Consultation. One
PAD of the dossier must include the Research Domain. To propose the dossier, see Clinical
Comprehensive Examination – Proposal of Behavioral Objectives (Appendix K – see examples listed
at the end of this section). Approval must first be obtained from the student's advisor, then from the
CSP faculty.

The PADs and the two behavioral objective options (work products) for each are as follows:

Professional Activity Domain A: Research (required)

A1: Submit a review or theoretical article, to a peer-reviewed journal in psychology or related
discipline and obtain editorial and reviewers‘ feedback. Submit manuscript and feedback from
the journal editor and reviewers. If there is more than one author, indicate the percent of
contribution of each author.

– or –

A2: Submit an empirical article to a peer-reviewed journal in psychology or related discipline and
obtain editorial and reviewers‘ feedback. Submission based on an empirical Masters thesis is one
option, including a thesis in psychology completed at another university. The submission may
not derive from work done as an unclassified graduate student. For students entering the CSP
with a Masters degree in psychology, a previously published empirical article completed while a
graduate student may fulfill this requirement upon approval by the clinical members of the
doctoral committee and CSP faculty. Submit manuscript and feedback from the journal editor
and reviewers. If there is more than one author, indicate the percent of contribution of each
author.

Professional Activity Domain B: Government Proposals and Policy

B1: Write a grant proposal that conforms to federal guidelines. The grant proposal may include a
Co-PI. The proposal may be designed for a private funding agency as long as the proposal is

35
comparable to the standards required by federal agencies (e.g., PHS 398). Submit grant proposal
to clinical members of the doctoral committee and indicate percent of contribution of each PI.

– or –

B2: Track a mental health related bill at the Hawai‗i State Legislature, attend hearings, submit and
present testimony, and provide an analysis of the bill‘s impact and progress. Submit written
testimony presented to the appropriate committees, demonstrating a scholarly approach to mental
health legislation, and documentation of the tracking and analysis process.

Professional Activity Domain C: Teaching

C1: Teach one undergraduate psychology course or an undergraduate course in a related discipline.
Submit a syllabus, lecture notes, examinations, course evaluations, and written feedback from a
clinical member(s) of the doctoral committee who has (have) directly observed at least two
lectures (a third lecture will be at the observer's discretion). Mid-year course evaluations must be
completed using the Oral Presentation Evaluation Form (Appendix M) or some other suitable
mid-term evaluation tool. End-year course evaluations must be completed using the University
of Hawaii CAFÉ system or a suitable substitute if the course is taught elsewhere. (see later
section on "Grading Guidelines").
– or –

C2: Prepare and give 10 presentations; these can include guest lectures in the UH Department of
Psychology or a related discipline, psychology conference papers or posters, and psychology
workshops. Submit lecture notes of each presentation, a copy of conference presentation(s),
workshop announcement and handouts, a modified course evaluation form for each oral
presentation, and written feedback from a clinical member(s) of the doctoral committee who has
(have) directly observed at least two presentations.

Professional Activity Domain D: Clinical Practice and Consultation

D1: Prepare a written and oral clinical case conceptualization that includes a literature review
relevant to the presenting problems and measurement devices and interventions used, assessment
results and interpretation, case formulation, treatment design, and outcome evaluation design. It
is preferred to also include an audiotape, videotape, or results of direct observation of clinical
work with the case by a supervising faculty. The case should be an individual for whom the
student is the primary therapist. The case also should involve a client with multiple problems
and systems issues (e.g., family, school, staff). Submit a written case conceptualization, a
videotape or audiotape or direct observation results of at least one session if consent permits, and
the assessment data. Present the case conceptualization to the doctoral committee.

– or –

D2: Prepare a proposal to develop and evaluate a treatment/prevention program. Submit a written
proposal with citation of relevant literature, assessment procedures, treatment or prevention
strategies, cost analysis, and outcome evaluation procedures.

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Clinical Comprehensive Examination
EXAMPLES OF PROPOSED BEHAVIORAL OBJECTIVES

Domain A: Research
(A2) I plan to submit for publication to the Journal of _______ ____ a portion of my Master's Thesis
entitled: "_______." The Journal of _____________ is a bimonthly international peer-reviewed journal
featuring research on the paradigm, practice, and policy of non-Western therapies. Its primary goal is to
establish rigorous and appropriate research methodologies, including reliable measurement, data
collection, analysis, and interpretation.

Domain B: Government Proposals and Policy
(B1) I plan to write and submit a SAMHSA grant proposal to seek funding for the AMHD conference
with primary focus on evidenced based practices for dual-diagnoses. I will be the primary author of the
entire proposal, responsible for constructing the program narrative and gathering supporting
documentation (i.e., literature necessary for establishing the potential significance of the project,
description of its merit and appropriateness, delineation of the management of resources, etc.).

Domain C: Teaching
(C1) I intend to teach an undergraduate psychology course (e.g., Introduction to Clinical Psychology) to
fufill the requirements of the clinical comprehensive examination. I will elicit feedback from my
committee members based on direct observation of a portion of lectures, and I will submit all of the
necessary documents (i.e., lecture notes, syllabus, exams, and evaluations).

Domain D: Clinical Practice and Consultation
(D1) Project Title: "Functional analysis of…" Assessor: (Name). Assessment: Conducted and
completed a functional analysis of a child referred for serious behavioral problems. Presentation: Case
conceptualization presented at child's Individualized Educational Planning meeting. Written Case
Formulation: Revised 00/00/00

37
 Procedures, Timelines, and Policies

After obtaining doctoral candidacy, students submit a proposal for their comprehensive examination
dossiers to their clinical faculty advisor for initial approval. Upon receiving the clinical advisor‘s
approval, the comprehensive examination dossier proposal is then submitted to the CSP Director for
CSP faculty's review and approval. The completed comprehensive examination is graded by the
clinical faculty members of the doctoral committee. Approval (or not) is recorded on the Clinical
Comprehensive Examination – Evaluation Form (Appendix L). The completed form should be
placed with the dossier and submitted to the CSP Director, who will review and place in the student‘s
file.

Upon approval of the dossier proposal by the CSP faculty, students must successfully complete the
dossier within two years. If this time limitation is not met, those incomplete PADs of the
comprehensive examination will be graded as failed.

Each PAD is graded pass or fail. All three PADs must be passed in order to pass the comprehensive
examination. When any PAD is failed, students must complete the failed PAD(s) within one year. If
the time limitation of one year for passing failed PAD(s) is not met, those incomplete PADs of the
comprehensive examination will be graded as failed.

Two failures of any PAD will result in termination from the CSP.

When a behavioral objective involves a work product with more than one author (e.g., an article or
grant proposal), the CSP student must serve as either the first or second author. The percent of
contribution of each author must be noted.

If the work product involves a case conceptualization, only one CSP student may submit the product
for the comprehensive examination dossier.

For behavioral objectives not requiring direct observation for grading, the student may propose to
submit work that was completed at UH since beginning the CSP but prior to admission to doctoral
candidacy. For the Research PAD, publications prior to doctoral candidacy may also be proposed if
they meet the guidelines described above.

 Grading

The clinical faculty members of the doctoral committee grades as pass or fail each behavioral
objective in the dossier according to guidelines provided below. Upon completion and grading of all
comprehensive examination PADs, the doctoral committee submits the dossier, documentation, and
grades to the CSP Director.

A majority of the clinical faculty members of the doctoral committee must provide a passing grade
for each PAD for the comprehensive examination to be considered successfully completed.

38
 Grading Guidelines

Professional Activity Domain A: Research (required)

A1: Submit as senior or second author a review or theoretical article to a peer-reviewed journal in
psychology or a related discipline, such as Psychological Bulletin or Psychological Review. The
paper may not derive from work done as an unclassified graduate student. For students entering
the CSP with a Masters degree in psychology, a reprint of a previously published review or
theoretical article completed while a graduate student may fulfill this requirement upon approval
by the clinical faculty members of the doctoral committee and CSP faculty. For other students,
submit manuscript and feedback from the journal editor and reviewers. If there is more than one
author, indicate the percent of contribution of each author. Evaluation of the paper is conducted
by the clinical faculty members of the doctoral committee.

– or –

A2: Submit as senior or second author an empirical article in a peer-reviewed journal in psychology
or related discipline journal. Submission of an article based on the Masters thesis is one option,
including a thesis in psychology completed at another university. The submission may not derive
from work done as an unclassified graduate student. For students entering the CSP with a
Masters degree in psychology, a previously published empirical article completed while a
graduate student may fulfill this requirement upon approval by the clinical faculty members of
the doctoral committee and CSP faculty.

Empirical manuscripts must be written in APA or journal specific format and submitted to a
peer-reviewed psychology journal, or other appropriate psychologically oriented discipline
journal (e.g., psychiatry, educational psychology, mental health, cross-cultural). Fulfillment of
the research PAD criteria is evidenced by submitting to the clinical faculty members of their
doctoral committee. either (a) a reprint or a preprint and a letter from the journal's editor (or
associate editor when appropriate) indicating that the manuscript has been accepted for
publication and will appear in a future volume of the journal; or (b) a copy of the submitted
manuscript, the editor's letter, and reviewers feedback. If there is more than one author, indicate
the percent of contribution of each author. Evaluation of the paper is conducted by the clinical
faculty members of the doctoral committee.

Students are strongly encouraged to discuss fulfillment of the research component of the
comprehensive examination with their major professor, and when possible, all doctoral
committee members prior to beginning the project. In instances in which the student wishes to
fulfill the research component prior to forming a doctoral committee (e.g., by submitting their
masters thesis or some other manuscript accepted for publication and completed while a graduate
student), a majority vote by the student‘s clinical faculty members of the doctoral committee and
the CSP faculty determines whether the published article fulfills the research component of the
comprehensive examination.

39
Professional Activity Domain B: Government Proposals and Policy

B1: Write a grant proposal that conforms to federal guidelines. The grant proposal may include a Co-
PI. The proposal may be written for a private funding agency as long as the proposal is
comparable to the standards required by federal agencies (e.g., PHS 398). Submit to the clinical
members of the doctoral committee the grant proposal and percent of contribution of each PI.
Students are strongly encouraged to work closely with their research advisors and, if possible,
their doctoral committee in selecting an appropriate granting agency , particularly if the grant is
actually submitted for funding. Because NIMH is the largest federal granting agency providing
extramural support exclusively for mental health research, examples of NIMH research grants are
listed below.

The Investigator Initiated Research Grant (R01) is the award received by most investigators
(there is no specific program announcement). This type of grant currently is open to applicants
throughout their research careers, including those applying for the first time.

The NIMH Small Grant Program (R03) provides research support of up to $50,000 per year for
up to two years for new research projects relevant to the mission of the Institute. This program
currently provides support in any of the following four categories: (1) Newer, less experienced
investigators; (2) Investigators at institutions without well developed research traditions and
resources; (3) More experienced investigators, for exploratory studies that represent significant
change in research direction for them; and (4) More experienced investigators, for testing new
methods or techniques.

The Behavioral Science Track Award for Rapid Transition (B/START) (R03) is designed to
facilitate the entry of newly independent investigators into behavioral sciences research by
providing support for up to one year for small scale, exploratory or pilot projects or for a project
that entails relatively novel research approaches.

A limited number of grants to support Dissertation research Grants (R03) are available to
students to encourage them to pursue mental health research careers. Minority Dissertation
Research Grants in Mental Health are designed to support racial/ethnic minority students in their
dissertation work in any area of research relevant to NIMH. The Dissertation Research Grants
involving Child and Adolescent Developmental Psychopathology; HIV/AIDS Research; and
Mental Health Services Research are available to any graduate student working in one of these
substantive areas of research.

The first three types of NIMH grants listed above would require a faculty member to be PI and
the student a Co-PI if the proposal is actually submitted for funding. Regardless of whether the
proposal is submitted for funding, the student must provide a significant proportion of the
preparation and effort in planning, designing, and writing, and the proposal. The student must
indicate the percent of contribution to the proposal. In the fourth category, the student would
need to be the PI.

Both the R03 and R01 grant mechanisms currently use the same application packet, with the only
difference being that there are much greater page limits on the R03 awards (e.g., the narrative
cannot exceed 5 pages). The applications can be downloaded from the following site:
http://grants.nih.gov/grants/funding/phs398/phs398.html

40
– or –

A student who successfully demonstrates competency in this area will provide a written summary
of legislative activities with supporting documentation. The legislative session typically runs
from Mid-January through April in Hawai‗i and students must be prepared to spend considerable
time at the legislature to fulfill the requirements of this objective. It is the responsibility of each
student completing this objective to develop this document independently of other students who
may be completing this objective during a given legislative session. In addition to items
discussed below, the written summary should discuss and demonstrate access and use of web-
resources of the Hawai‗i State Legislature and include a timeline of legislative events (the
legislative calendar). In addition, a compilation or listing of key state legislators with contact
information and committee assignments should be provided. Students should interact with
committee clerks and legislative aides of key legislators to obtain legislative information, provide
the names and contact information for these committee clerks and/or legislative aides in the final
written summary, and describe and evaluate the nature of interactions.

The primary focus of the objective is to become familiar with all mental health legislation being
proposed during a legislative session and track at least one piece of legislation through the entire
legislative process. In order to successfully track one piece of legislation through the entire
legislative process, it will be necessary to track a number of pieces of legislation during the
session because most will not successfully pass all stages of the process. In tracking legislation,
students should demonstrate the ability to obtain copies of mental health legislation and
committee reports, including the ability to obtain information from the legislative print shop.
Legislation will likely undergo considerable revision during the legislative session and hearings
will occur on numerous revisions of a piece of legislation. Students should obtain and retain
copies of each revision of the primary mental health bill(s) that they are tracking during the
session. In addition, students must demonstrate the ability to identify the committee assignments
for mental health legislation and identify mental health bills which "cross over" during the
session. Students should also explain legislative processes and concepts like "1st, 2nd, and 3rd
reading" and "decking."

In addition, students should identify one or more pieces of legislation of which they will provide
detailed analysis. For this legislation, they should attend all committee hearings and develop
testimony, submit testimony and present testimony at all committee hearings relative to the
identified legislation. They should obtain all committee reports and revisions of the identified
legislation. In addition, for the identified legislation, students should obtain copies of testimony
of other individuals testifying at hearings and include an issues statement when documenting
completion of this objective which outlines the perspectives of various groups (obtained through
personnel contact with those testifying and/or from testimony). Minimally, information from the
public policy director of the Mental Health Association in Hawai‗i, the National Alliance for the
Mentally Ill – Oahu, the legislative liaison of the Adult and/or Child and Adolescent Mental
Health Divisions of the Hawai‗i Department of Health and the legislative liaison of the Hawai‗i
Psychological Association should be obtained.

41
Legislation passed by the House of Representatives and the Senate goes to "conference
committee" for final revision and action. Students should attend scheduled conference
committee meetings pertaining to identified legislation. Students should obtain a final copy of
legislation and report on action by the Governor. Bills passing the legislature which are signed
into law become "Acts" which are published in the Session Laws of Hawai‗i and eventually
codified in the Hawai‗i Revised Statutes (e.g., see mental health code at Chapter 334, HRS or
forensic mental health code at Chapter 404, HRS). In demonstrating competency in this area,
students should obtain copies of mental health legislation as codified in the Session Laws of
Hawai‗i (may be from previous session laws) and the Hawai‗i Revised Statutes (may be from
existing Statutes) and discuss the relationship between Bills, Acts, Sessions Laws and Statutes.

The materials documenting the above process are submitted to the clinical members of the
doctoral committee.

Professional Activity Domain C: Teaching

C1: Teach one undergraduate psychology course or an undergraduate course in a related discipline.
Submit a syllabus, lecture notes, examinations, a mid-year course evaluation using the Oral
Presentation Form (Appendix M) or a suitable substitute, an end-year CAFE course evaluation,
and written feedback from a member(s) of the doctoral committee who has (have) directly
observed at least two lectures.

CAFE course evaluation forms should be developed under the guidance of the doctoral
committee. CAFE forms can be obtained from:

http://www.cafe.hawaii.edu/

C2: Prepare and give 10 presentations; these can include guest lectures in the UH Department of
Psychology or a related discipline, psychology conference papers or posters, and psychology
workshops. Submit lecture notes of each presentation, a copy of conference presentation(s),
workshop announcement and handouts, a modified course evaluation form for each oral
presentation, and written feedback from a member(s) of the doctoral who has (have) directly
observed three presentations.

Oral presentations should be evaluated using the Clinical Comprehensive Examination – Oral
Presentation Evaluation Form (Appendix M) or a comparable form approved by the clinical
members of the doctoral committee.

Professional Activity Domain D: Clinical Practice and Consultation

D1: Prepare as the sole author a written and oral clinical case conceptualization that includes a
literature review relevant to the presenting problems and measurement devices and interventions
used, assessment results and interpretation, case formulation, treatment design, and outcome
evaluation design. It is preferred to also include an audiotape, videotape, or results of direct
observation of clinical work with the case by a supervising faculty. The case should be an
individual seen by the student as the primary therapist. The case also should involve a client with
multiple problems and systems issues (e.g., family, school, staff). Submit a written case
conceptualization, a videotape or audiotape or direct observation results of at least one session if
consent permits, and the assessment data. Present the case conceptualization to the clinical

42
members of the doctoral committee. The case should be prepared with the following format and
guidelines:

I. Overall goals and structure
A. Goals
1. Illustrate abilities and a scholarly approach to
a. clinical assessment
b. case formulation
c. treatment design
d. outcome evaluation design
B. Type of case—child or adult client, assessment issues involving multiple persons (e.g.,
child and family; marital; inpatient child/adult and staff)

II. Assessment strategies
A. Multiple assessment sessions
B. Multiple methods
1. Required: analogue and natural environment observation; multiple client and
informant interviews (parents, teachers, staff, psychologists); questionnaires; self
and participant monitoring
2. When appropriate: personality and psychophysiological; medical, school, psychiatric
records review; cognitive/intellectual/neuropsych

III. Product
A. Write up (e.g., 35 page write up of case and relevant literature)
B. Video and/or audio tape recorded interview/observation sessions (when possible)
C. 1.5 hr. presentation to committee

IV. Contents of paper
A. Usual information (background, referral, descriptors, overview of methods/strategies)
B. Review of research relevant to all assessment strategies used in case
1. E.g., 2 page overview of research on criterion/convergent validity, reliability, sources
of measurement and inferential error in analogue observation of parent-child
interactions for case of family with child with oppositional behaviors.
2. E.g., 2 page overview of validity, sources of error in interviews with young child
with social anxiety, or inpatient with diagnosis of schizophrenia
C. Description of rationale for selecting assessment strategies
D. Results of assessment strategies, organized by foci (e.g., results of assessment on parent-
child interactions, which could involve multiple methods; results of assessment on social
anxiety/skills which could involve multiple methods)
E. Overview of research relevant to important behavior problems presented in case – e.g.,
with a case of child with ODD involving depressed married parent, paper would review
literature on relationship between marital distress and depression, effects on parental
depression on parent-child interactions, research on causal factors associated with
ODD—all tied into assessment strategies and treatment decisions (e.g., 5 pages)
F. Formal clinical case formulation; integration of assessment data (including relevant
literature, limitations, sources of error (e.g., 3-5 pages)
G. Design of treatment strategies (e.g., 2-3 pages)
1. Tie into results of assessment
2. Review of relevant treatment outcome/process research
H. Ethical/professional issues raised in the case (citing relevant publications)

43
I. Appendix – with all obtained measures (e.g., WISC/WAIS scale scores; data from
observation sessions)

V. Presentation---organized presentation, with overheads and recordings, of paper with
sufficient time allotted for discussion

VI. Graded variables
A. Assessment strategies (methods, scholarly basis)
B. Clinical case formulation
C. Treatment design and outcome evaluation
D. Paper write up (as with theses)
E. Oral presentation (scholarly, organized)

– or –

D2: Prepare proposal to develop and evaluate a treatment/prevention program. Submit a written
proposal with citation of relevant literature, assessment procedures, treatment or prevention
strategies, cost analysis, and outcome evaluation procedures to the clinical members of the
doctoral committee. The proposal should be prepared with the following format and guidelines:

A. Description of target problem or disorder
1. Brief history of problem or disorder including theories of etiology
2. Personal and social impact of problem or disorder
3. Previous treatments or interventions and their effectiveness
B. Assessment procedure that will be used to identify the target problem or disorder (i.e.,
identifying the "experimental" group)
1. Evidence for reliability of assessment procedure
2. Evidence for validity of assessment procedure
3. Evidence for sensitivity of assessment procedure
C. Identification of other, potentially relevant subject characteristics, such as demographic and
"clinical" variables, and exclusion criteria
D. Recruitment procedure for "experimental" group
E. Rationale for control group or "condition"
1. Control group
a. Strategies and rationale for equivalence of experimental and control groups
b. Recruitment procedure for control group
2. Control "condition"
a. Baseline comparisons with explicit consideration of the course of the target problem
or disorder
b. Quasi-experimental designs with description of the strategies and rationale to ensure
equivalence of "experimental" and "control" groups.
F. (If applicable) Recruitment procedure for control group or "condition"
G. Description and history of, and rationale for, treatment or intervention protocol
1. Major human subjects concerns (i.e., risk/benefits)
2. Procedures to ensure "Treatment Integrity"
3. Procedures to handle "dropouts" and missing data.
4. Procedure for maintenance of treatment gains

44
H. Rationale for outcome measures
1. Evidence for reliability of outcome measures
2. Evidence for validity of outcome measures
3. Evidence for sensitivity of outcome measures
4. Identification of primary and secondary outcome measures
I. Research personnel
1. Rationale for qualifications
2. Major responsibilities
3. Recruitment procedure
J. Rationale for statistical analysis of outcome data
K. Procedure and rationale for follow-up evaluation
L. Summary statement with supporting evidence
1. What works (or does not work)?
2. For Whom?
3. Under what conditions?

16
STUDENT EVALUATIONS

Each student's progress is evaluated each year by the entire clinical faculty. Evaluations are based on
academic grades, progress through the program, ethics, research, clinical skills, professional
responsibility, and extracurricular activities such as attendance at colloquia, conferences and publication
of research papers. Evaluations by the advisor, practicum supervisors, and research supervisors are
particularly important. To facilitate student evaluations, students must update their CSP Student
Progress Form (Appendix J) by April 15th of each year.

Whenever a student earns a grade of 'C+' or lower in any graduate course, he/she will be placed on
probationary status. A grade of 'B-' or better is necessary for a course to fulfill a requirement.

The following criteria were approved by faculty and students in Spring, 1994, and serve as operational
guidelines for evaluations.

 Student Evaluation Criteria

1. Certificate of Commendation

This status is the highest evaluative rating that can be assigned by the CSP faculty. It is assigned
to students who meet the following performance standards. It will be awarded only in those rare
instances in which student performance is truly exceptional:

A. Academics: Uniformly outstanding academic achievement in coursework;
B. Progress: Timely progress toward the completion of a degree;
C. Research: Excellence in research and scholarly skills and abilities as reflected through high
quality work and participation in research activities beyond those needed for degree;
D. Presentations: Presentations at scientific and professional meetings;
E. Publications: Publications in scientific and professional outlets and forums;

45
F. Clinical Work: Excellence in clinical skills in assessment, diagnosis, therapy and/or
consultation as reflected through practicum and internship experiences;
G. Professional: Positive professional demeanor and presentation in interpersonal relations and
professional activities with faculty, peers, and colleagues;
H. Adjustment: Positive personal and professional behaviors such as self-confidence, maturity,
sensitivity, responsibility, cooperation, etc.
I. Ethics: Personal behaviors that reflect adherence to APA Code of Ethics.

2. Outstanding

This status is assigned to those students whose performance is clearly above average, but which
has not yet achieved the level and breadth of excellence to warrant criteria used in the certificate
of commendation section.

3. Satisfactory

This status is assigned to those students whose performance is clearly adequate, but not yet
distinguished in its levels and productivity and/or achievement. It is however, an acceptable
evaluation level and is the most typical evaluation given to students in the CSP. It reflects timely
progress toward completion of degree and the maintenance of expected academic and
professional standards.

4. Satisfactory with Concerns

This status is assigned to those students whose performance is clearly adequate, but whose
achievements are more limited and, in some cases, problematical, because of either personal,
professional, and/or academic difficulties. Recommendations for addressing and resolving the
problematical areas will be made by CSP faculty. Failure to meet recommendations in a timely
manner may result in the student being assigned unsatisfactory or probationary status. One of the
most common reasons for assignment to this status is lack of timely progress toward completion
of degree.

5. Unsatisfactory

This status is assigned to those students whose performance is inadequate and unacceptable in
either academic, personal, and/or professional areas of functioning. The assignment of this status
may or may not be followed by the recommendation of probation and/or dismissal. This status is
often assigned to students who have failed to demonstrate timely progress toward completion of
a degree. This status is often given prior to probation. It signals the presence of a serious
problem that must be resolved.

6. Probation

This status is assigned to those students whose performance has failed to meet expectations and
standards for performance in either academic, personal, and/or professional areas of functioning.
In all instances, when this status is assigned, the CSP faculty will offer guidelines and
recommendations for its removal through effective and positive student action. Students failing
to meet faculty guidelines and recommendations in a prompt and judicious manner will be
recommended for termination from the program.

46
It is the intention of the current standards to inform students that the issuing of probation letter is
a serious matter and that every effort should be made to meet the conditions for its removal. The
presence of a probationary letter in the pre-doctoral candidacy phase of the student's career could
lead to rejection of applications for doctoral candidacy.

7. Dismissal Letter

A letter recommending dismissal from the program is made by CSP faculty to those students who
have failed to meet the minimally acceptable standards of performance in either academic,
professional, and/or personal areas of functioning. Students may appeal this decision to the CSP
faculty. Formal dismissal is made through the graduate school.

All students receiving either "satisfactory with concerns", "unsatisfactory" or "probation" status letters
are required to meet with their advisor to develop a plan for the improvement of their performance. In
general, no student will be placed on probation without adequate warning through the issuance of
"satisfactory with concerns" or "unsatisfactory" status letters or other written documentation. Students
who have been placed in any of these categories during the annual evaluation meeting during the Spring
semester are reviewed again at the mid-year evaluation meeting (usually held in January), and receive an
updated letter at that time.

For confidentiality purposes, student evaluation letters will not be sent via e-mail. Instead, an e-mail
notification will be sent to students to alert them that an evaluation letter has been placed in their
mailbox. As such, it is the student's' responsibility to check e-mail on a regular basis.

17
STUDENT REPRESENTATION

Students are encouraged to be involved actively in the decision-making of the Clinical Studies Program.
The Director of Clinical Training meets periodically with students; students are invited to some CSP
meetings; students are encouraged to initiate meetings with the CSP faculty to discuss any issues of
interest or concern; student input is sought on all program policy changes and personnel matters.

The students also elect representatives to attend CSP meetings when student or personnel evaluations are
not discussed. Students [may elect one representative per cohort for years 1-5. Two additional
representatives may be elected for advanced students] elect seven representatives, one per cohort for
years 1 – 5 plus 2 advanced students. Cohorts determine the selection process. Representatives can be
removed by a 2/3rds vote of cohorts. Representatives are encouraged to meet monthly to determine who
will attend the CSP meeting and what issues to raise or questions to ask. The CSP Director will notify
students of upcoming meetings.

Student representatives are encouraged to organize monthly meetings for CSP faculty and students. The
purpose of the meetings is to encourage timely completion of the Masters thesis and Doctoral
dissertation. However, the forum of each meeting will depend upon student needs. Some students might
use the meetings to consult on research ideas while others might elect to present research findings.

47
18
A POSITIVE INTERPERSONAL AMBIENCE AND GRIEVANCE PROCEDURES

It is the policy of the CSP to provide safe, comfortable and positive learning and working environment
for students, faculty, and staff. Any discrimination or harassment based on gender, race, ethnicity, sexual
orientation, religious preference, disability or age will not be tolerated. Additionally, interactions
between and about students, faculty and staff should occur in a professionally responsible manner and be
consistent with APA ethical guidelines.

The faculty recognizes that in spite of our attempts to maintain a positive interpersonal ambience in the
CSP, conflicts between students and faculty can occur on a variety of dimensions. We encourage both
students and faculty to attempt to resolve these conflicts quickly and in a responsible manner.

A variety of options are available to students who believe that a conflict cannot be resolved through
discussions with the faculty member involved. We recommend that concerns be expressed to faculty in
the following order: (a) the student's advisor, (b) the Clinical Studies Director, (c) the Chair of Graduate
Studies and (d) the Department Chair. However, this logical hierarchical order may not be appropriate in
all cases and students may express their concerns to any faculty member.

The Clinical Studies Faculty will initiate procedures to address the issues raised. In addition, formal
grievance procedures are available through the Department Governance Guidelines and University
Sexual Harassment Policy and Procedural Guidelines, Student Handbook, and the Academic Grievance
Procedures in the Office of Student Affairs. In line with clearly established University policy, retribution
based on student complaints or grievances will not be tolerated.

Students are responsible for checking their e-mail on a regular basis, as this is the Program's primary
means of communication.

19
CLINICAL RESPECIALIZATION PROGRAM

 General Description

The Clinical Studies Respecialization Program provides clinical training for individuals holding a
Ph.D. in a basic area of psychology from a regionally accredited university (or foreign equivalent).
Individuals who are already licensed in psychology or who hold an applied degree (e.g., Ed.D.,
Psy.D.) are not appropriate for this program. Upon satisfactory completion of core clinical courses,
practica, and internship, the Respecialization student receives a certificate from the University of
Hawai‗i Graduate Division and is competitive for clinical research and teaching positions as well as
eligible to sit for licensure in most states. CSP is APA-approved and is a member of the Academy of
Psychological Clinical Science. The CSP follows a scientist-practitioner, broadly-behavioral, dual
specialty approach to training, in which it is encouraged of all graduate and respecialization students
to integrate the literatures of a basic area of psychology with related clinical phenomena.

48
 Clinical Training

Respecialization Students are enrolled in practicum courses in their first year whenever feasible.
Students receive training offered at a variety of settings in Honolulu, such as the Department's Center
for Cognitive Behavior Therapy, the state hospital, mental health centers, schools, hospitals and
medical centers, a veterans outpatient clinic, the Department of Corrections, the Department of
Health, and Mental Health Clinics. Each student will be affiliated with a clinical training center for
10-20 hours per week for at least two academic years, although extensive summer training is
sometimes possible. These centers provide experiences with a variety of populations and behavior
problems such as children, families, veterans, outpatient and inpatient adults, substance abuse, eating
disorders, medical/psychological disorders (e.g., pain, headaches, hypertension, smoking), school
behavior problems, depression, and marital and family distress.

The required clinical core courses are as follows and typically require two years of on-campus
training in the conceptual, practical and empirical bases of clinical psychology:

670 Introduction to Clinical Psychology
671 Introduction to Assessment I
672 Introduction to Assessment II
673 Introduction to Assessment III: Behavioral Assessment
674 Child Psychopathology
675 Treatment Research
676 Adult Psychopathology
677 Child Practicum and/or 678 Adult Practicum (total of four semesters)
771 Child Treatment/or 772 Adult Treatment: Cognitive-Behavioral Therapy
778 Internship in Clinical Psychology

The Respecialization student is required to complete a 2000-hour APA-approved internship in
clinical psychology (PSY 778). The number of APA-approved internships in Hawai‗i is extremely
limited and individuals should be prepared to go elsewhere for this aspect of training. Students may
apply for a non-APA approved internship only after successfully petitioning the CSP faculty.

 Admission Procedures

Admission to the Clinical Studies Respecialization program is competitive. Application forms and
related information may be accessed via the Psychology Department and Graduate Division websites:

www.psychology.hawaii.edu
www.hawaii.edu/graduate

Individuals should apply as a Special Nondegree Student. Application deadlines are the same as
those for graduate student application.

49
20
CLINICAL STUDIES PROGRAM FACULTY

Clinical Studies Program (CSP) faculty members have diverse academic backgrounds and research
interests and provide theoretically integrative training with applied-empirical, modern behavioral and
biopsychosocial orientations. In addition to teaching and research, the clinical faculty provides service to
the community, including assessment and therapy, program evaluation, external grant activity and agency
consultation. Many also serve on editorial boards and are active in professional organizations.

Bruce F. Chorpita (Ph.D., SUNY-Albany): Anxiety disorders in children and adolescents, behavior
therapy, development and structure of anxiety and depression, actuarial approaches to clinical
decision-making.
Keith H. J. Claypoole (Ph.D., Wyoming): DOH-UH Joint Appointment; Empirical determinants of
improved mental health service and outcome evaluation, jail diversion program development for
mentally ill offenders; neuropsychological assessment of diffuse cognitive disorders; treatment of
depression; pharmacological and repetitive transcranial magnetic stimulation (rTMS); telepsychiatry,
brief psychiatric screening and evaluation measures.
Stephen N. Haynes (Ph.D., Colorado): Psychopathology, behavioral medicine, assessment.
Elaine M. Heiby (Ph.D., Illinois at Chicago): Depression, compliance to health-related regimens,
measurement of self-control, assessment, integrated behavioral theory chaos theory.
Velma A. Kameoka (Ph.D., Hawai‗i): Cross-cultural, assessment, statistics and methodology, program
evaluation, substance abuse prevention.
Janet D. Latner (Ph.D., Rutgers University): Obesity and eating disorders; stigmatization, self-help
treatments.
Charles W. Mueller (Ph.D., Iowa State University): Director, Clinical Studies Program; Psychological
adjustment to life threatening events or illness; health promotion and illness prevention; disruptive
behavior disorders; family violence; mental health service delivery and social support and social
burden networks.
Jason Schiffman (Ph.D., University of Southern California): Associate Director, Clinical Studies
Program; The impact of biological and environmental factors influencing development in children
who developed schizophrenia in adulthood; connecting theoretical aspects of research with practical
applications of therapy by applying knowledge of early signs of pathology towards primary
prevention in children.
John J. Steffen (Ph.D., Rutgers): DOH-UH Joint Appointment; Mental health service delivery,
schizophrenia, eating disorders.
Kelly M. Vitousek (Ph.D., Minnesota): Eating and anxiety disorders, cognitive-behavioral treatments.
Emertus Faculty (Clinical)
Anthony J. Marsella (Ph.D., Penn State)
Walter Nunokawa (Ph.D., Oregon)
Arthur W. Staats (Ph.D., UCLA)

50
 Department of Psychology Faculty

Charlene K. Baker (Ph.D., Georgia State University): Community and culture, violence and PTSD.
Robert J. Blanchard (Ph.D., Iowa): Behavioral neuroscience; psychobiology of emotion,
specifically fear, anxiety and aggression, and neural and pharmacological control of emotion-
based behaviors.
Bruce F. Chorpita (Ph.D., SUNY-Albany): Anxiety disorders in children and adolescents, behavior
therapy, development and structure of anxiety and depression, actuarial approaches to clinical
decision-making.
Keith H. J. Claypoole (Ph.D., Wyoming): DOH-UH Joint Appointment; Empirical determinants of
improved mental health service and outcome evaluation, jail diversion program development for
mentally ill offenders; neuropsychological assessment of diffuse cognitive disorders; treatment of
depression; pharmacological and repetitive transcranial magnetic stimulation (rTMS);
telepsychiatry, brief psychiatric screening and evaluation measures.
Patricia A. Couvillon (Ph.D., Hawai‗i): Behavioral neuroscience; comparative analysis of learning.
Richard Dubanoski (Ph.D., Minnesota): Dean, College of Social Sciences; developmental
psychology; child maltreatment, behavioral toxicology and behavioral effects of food sensitivity.
Adrian Dunn (Ph.D., Cambridge): Behavioral neuroscience; neurochemistry and endocrinology of
stress, especially the roles of norepinephrine and of the corticotropin-releasing factor (CRF)
family of peptides (CRF and urocortins 1, 2 and 3); interactions between the nervous system and
the immune system, especially the role of cytokines as 'immunotransmitters' to the brain.
Kentaro Hayashi (Ph.D., North Carolina at Chapel Hill): Quantitative psychology (psychometrics);
biostatistics.
Stephen N. Haynes (Ph.D., Colorado): Psychopathology, behavioral medicine, assessment.
Elaine C. Hatfield (Ph.D., Stanford): Social-personality; emotions, close relationships.
Elaine M. Heiby (Ph.D., Illinois at Chicago): Depression, compliance to health-related regimens,
measurement of self-control, assessment, integrated behavioral theory chaos theory.
Leon A. James (Ph.D., McGill): Social-personality; language analysis, driving behavior, health
psychology, information seeking and religious behavior.
Velma A. Kameoka (Ph.D., Hawai‗i): Cross-cultural, assessment, statistics and methodology,
program evaluation, substance abuse prevention.
Janet D. Latner (Ph.D., Rutgers University): Obesity and eating disorders; stigmatization, self-help
treatments.
Debra Lieberman (Ph.D., UC-Santa Barbara): Cognitive development; social development;
evolutionary approaches to cognition; evolutionary psychology; cognitive neuroscience of
emotions.
Ashley E. Maynard (Ph.D., UCLA): Chair, Department of Psychology; Developmental psychology.
Karl A. Minke (Ph.D., Wisconsin): Basic and applied learning, complex human learning and
statistics.
Charles W. Mueller (Ph.D., Iowa State University): Director, Clinical Studies Program;
Psychological adjustment to life threatening events or illness; health promotion and illness
prevention; disruptive behavior disorders; family violence; child and family mental health service
delivery.
Clifford O'Donnell (Ph.D., Kentucky): Community and culture, crime, behavior ecology and
community-based intervention and prevention.
Jason Schiffman (Ph.D., University of Southern California): Associate Director, Clinical Studies
Program; The impact of biological and environmental factors influencing development in
children who developed schizophrenia in adulthood; connecting theoretical aspects of research

51
with practical applications of therapy by applying knowledge of early signs of pathology towards
primary prevention in children.
Samuel I. Shapiro (Ph.D., Pennsylvania State): Social-personality, Asian psychology, the
psychology of knowledge and wisdom, transpersonal psychology, and the advancement of
teaching in higher education.
Catherine Sophian (Ph.D., Michigan): Chair, Psychology Graduate Studies; Developmental
psychology; with research interests in early cognitive development, especially young children's
understanding of numbers.
John J. Steffen (Ph.D., Rutgers): DOH-UH Joint Appointment; Mental health service delivery,
schizophrenia, eating disorders.
Lorey K. Takahashi (Ph.D., Rutgers): Chair, Psychology Undergraduate Studies; Behavioral
neuroscience, experimental psychopathology.
Kelly M. Vitousek (Ph.D., Minnesota): Eating and anxiety disorders, cognitive-behavioral
treatments.
Yiyuan Xu (Ph.D., University of Southern California): Developmental psychology.

Emeritus Faculty (Department)

Abe Arkoff (Ph.D., Iowa) Louis M. Herman (Ph.D., Penn State)
M. E. Bitterman (Ph.D., Cornell) Anthony J. Marsella (Ph.D., Penn State)
John G. Carlson (Ph.D., Minnesota) Walter Nunokawa (Ph.D., Oregon)
Robert E. Cole (Ph.D., Hawai‗i) Arthur W. Staats (Ph.D., UCLA)
David H. Crowell (Ph.D., Iowa) David L. Watson (Ph.D., Yale)

 Cooperating Graduate Faculty

D. Bhawuk, Ph.D. - culture and community E. S. Hishinuma - health, cross-cultural
R. W. Brislin, Ph.D. - social-personality M. L. Martini, Ph.D. - developmental
A. Crisanti, Ph.D. - clinical P. E. Nachtigall, Ph.D. - marine mammal beh
B. D. DeBaryshe, Ph.D. - social development K. A. Tokuno, Ph.D. - developmental
P. W. Dowrick, Ph.D. - video research A. M. Wylie, Ph.D. - clinical
C. C. Gotay, Ph.D. - gerontology, cancer res. L. A. Yamauchi, Ph.D. - educational
psychology
M. T. Hanson - social cognition

 Affiliate Graduate Faculty

H. S. Bracha, M.D. - schizophrenia C. W. Stephan, Ph.D. - social psychology
E. Kubany, Ph.D. - clinical W. G. Stephan, Ph.D. - social psychology
D. Landis, Ph.D. – psychology W. T. Tsushima, Ph.D. - neuropsychology
A. Pack, Ph.D. - marine mammal behavior

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 Clinical Affiliates

Rosemary Adam-Terem, Ph.D. Private practice; Honolulu, HI
Kathleen S. Brown, Ph.D. Health Psychology Associates, Inc.; Honolulu, HI
June W. J. Ching, Ph.D. Private practice; Honolulu, HI
Patrick H. DeLeon, Ph.D. Ofc. of Senator Daniel K. Inouye, U.S. Senate; Washington, DC
Joan P. Dubanoski, Ph.D. Personality, Culture & Health Project, UH-Mānoa; Honolulu, HI
Raymond A. Folen, Ph.D. Behavioral Medicine & Hlth. Psy. Srvc., TAMC; Honolulu, HI
Daryl E. M. Fujii, Ph.D. Dept. of Neuropsychology, Hawai‗i State Hospital; Kaneohe, HI
Leigh W. Jerome, Ph.D. Pacific Telehealth & Technology Hui, TAMC; Honolulu, HI
Aaron Kaplan, Ph.D. Waikiki Health Center; Honolulu, HI
Michael A. Kellar, Psy.D. Dept. of Psychology, TAMC; Honolulu, HI
Melinda Kohr, Ph.D. CARE-Hawai‗i, Inc.; Honolulu, HI
Frederic Manke, Ph.D. Psychosocial Rehab. Prog., Hawai‗i State Hospital; Kaneohe, HI
Kim Meyer, Ph.D. Psychosocial Rehab. Prog., Hawai‗i State Hospital; Kaneohe, HI
Steven M. Miyake, Ph.D. Psychology Training Program, VAMC; Honolulu, HI
Allyson M. Tanouye, Ph.D. UH Counseling & Student Development Center; Honolulu, HI
David Weiss, Ph.D. Dept. of Psychology, TAMC; Honolulu, HI

53
21
CLINICAL STUDENTS
(2007-08)

Below is the list of current CSP students and their educational background at the time of admission.

ANDERSON, Monty (4) – BA, University of Phoenix; BA, University of Hawai‗i
ARMSTRONG, Nikki (Adv) – BA, University of Pittsburgh, Johnson; MA, California Lutheran Univ.
BARGER, Carrie (Adv) – BA, San Diego State University
BELLO, Iruma (4) – BA, University of Miami
BERNSTEIN, Adam (2) – BS, Stanford University; MA, Stanford University
BURY, Marcin (2) – M.D., University of Warsaw; Ph.D., University of Warsaw
CHANG, Jamie (1) – BA, University of San Diego
CHAO, Puihan (3) – BA, University of Hawai‗i
CHO, Sungkun (3) – BA, Seoul Theological U.; BA, Chung Ang University; MS, Illinois Inst. of Tech.
CIAO, Anna (2) – BA, Trinity University
COLE, Emily (2) – BA, University of California-Santa Barbara
DODGE, Stephanie (5) – BS, Massachusetts Institute of Technology; BA, University of Hawai‗i
DURSO, Laura (3) – BA, Harvard University
EBESUTANI, Chad (3) – BS, Brown University
FANG, Qijuan (1) – BA, Shenzhen University; MA, Washington University; MA, U. of Northern Iowa
FAST, Kathrine (Adv) – BA, University of Hawai‗i
FO, Melody (Adv) – AB, Washington University
GOLEMBO, Shana (2) – BA, George Washington University; MA, New School University
GRAY, Jennifer (Adv) – BA, San Diego State University; MS, San Diego State University
GRENNE, Farrah (Adv) – BA, Johns Hopkins University
GRUBBS, Kathleen (Adv) – BA, Yale University
HU, Allison (Adv) – BA, University of Hawai‗i; MA, University of Hawai‗i
ISAACS, Patti (Adv) – BA, University of Hawai‗i
J'ANTHONY, Cynthia (Adv) – BA, University of Hawai‗i
JACOBS, Elizabeth (Adv) – BA, University of Texas-Austin
KLOEZEMAN, Karen (Adv) – BS, University of California-San Diego
KNOCK, Jane (3) – BS, Louisiana State University
LAM, Cecilia (4) – BA, University of Hawai‗i
LI, Chun-I (Jeanie) (4) – BA, National Tsing-Hua University-Taiwan; MA, University of Hawai‗i
LIN, Susan (2) – BA, University of British Columbia
LOPEZ, Michelle (3) – BA, Trinity University; MA, Argosy University
LOVE, Allison (2) – BA, College of Charleston
LUKENS, Carrie (Adv) – BA, University of Wisconsin-Stevens Point
MAEDA, Justin (4) – BA, Washington University
MATHIS, Gloria (5) – BS, Florida State University

54
MOFFITT, Catherine (Adv) – BA, New York University; MS, Southern Connecticut State University
NACAPOY, Andrea (5) – BA, University of Hawai‗i
NAKAMURA, Brad (Adv) – BA, University of Hawai‗i
PALMER, Cale (Adv) – BA, Duke University
PESTLE, Sarah (5) – AB, Harvard University
PHILLIPS, Lisa (4) – BA, San Diego State University; MS, California State University, Fullerton.
PINSON, Catherine (5) – BA, University of Texas-Austin
RAAB, Phillip (Drew) (2) – BA, Williams College
SCHAPER, Kim (Adv) – BA, Indiana University
SMITH, Rita (5) – BA, University of California-Irvine; MA, New York University
STARACE, Nicole (2) – BA, University of Pennsylvania
STEWART, Maria-Christina (5) – BA, Wellesley College
STUMPF, Roxanna (Adv) – BA, Yale University
SUBICA, Andrew (4) – BA, Pomona College
TAKISHIMA, Yurie (Julie) (1) – BA, Santa Clara University
TOMEI, Tiffany (3) – BA, University of Hawai‗i
TSUJI, Thomas (1) – BA, University of Hawai‗i
TSUNEMOTO, Michelle (Adv) – BA, University of Hawai‗i
WILSON, Diane (Adv) – BA, Skidmore College
WILSON, Rebecca (1) – BA, Pomona College
YIM, Letty (R) (1) – BA, University of Hawai‗i; MA, University of Hawai‗i; PhD, Univ. of Hawai‗i
YOUNG, John (Adv) – BA, University of North Carolina-Chapel Hill
ZHANG, Yiling (3) – BA, Nankai University; M.Ed., Peking University

(1) = First year student
(2) = Second year student
(3) = Third year student
(4) = Fourth year student
(5) = Fifth year student
(Adv) = Advanced student
(R) = Respecialization student

55
APPENDIX A

CLINICAL STUDIES PROGRAM BASIC TRAINING
AND PROFESSIONAL SOCIALIZATION TOPICS

The following are major topics covered in our Clinical Studies Program or courses and resources
available to students.

TOPIC AREAS, COVERAGE, AND COMMENTS

1) Adult Behavior Therapy
Coverage: 675, 678, 679, 673
Comments: Integrated in appropriate areas.
2) AIDS Issues
Coverage: 670
Comments:
3) Analysis of Variance
Coverage: 611
Comments:
4) Assessment Interviewing
 Intake Assessment
Coverage: 670, 672, 677, 678, 679, 673
Comments:
Personality Interview
Coverage: 671, 672, 677, 678, 679, 673
Comments:
Diagnostic (DSM)
Coverage: 671, 672, 676
Comments:
Child/Family
Coverage: 674, 774
Comments:
5) Assessment Report Writing
Coverage: 672, 677, 678, 679, 673
Comments:
6) Assessment/Treatment Integration
Coverage: 677, 678, 679; practicum supervision
Comments:
7) Behavioral Assessment
Coverage: 673
Comments:
8) Behavioral Medicine
Coverage: 774
Comments: Several research programs; optional Health Dual-specialty
9) Behavioral Psychology
Coverage: 621; 62X
Comments: Optional Behavioral Dual-specialty

56
10) Biopsychology
Coverage: 634; 63X
Comments: Optional Behavioral Neuroscience Dual-specialty
11) Child Behavior Therapy
Coverage: 674; 774
Comments: Optional Child Dual-specialty
12) Child Psychopathology
Coverage: 674; 774
Comments: Optional Child Dual-specialty
13) Chronic Mental Illness
Coverage: 677, 678, 679, 676, 774
Comments: Clinical and research supervision by CSP and Joint DOH faculty; optional severe
mental illness Dual-specialty
14) Clinical Case Conceptualization
Coverage: 672, 674, 677, 678, 679, 774
Comments: Severe mental illness Dual-specialty
15) Clinical Skills (not clearly specified elsewhere)
Client-centered Skills
Coverage: 670; 672; 675; 677; 678; 679; 673
Comments:
Behavioral Marital Therapy
Coverage: 675; 677; 678; 774*
Comments: *Irregular elective
Behavioral Family Therapy
Coverage: 675; 677; 678; 774*
Comments: *Irregular elective
Classroom Management
Coverage: 677, 774
Comments:
Contingency Management
Coverage: 675; 677, 678, 679
Comments:
Cognitive Therapies
Coverage: 675; 774
Comments:
Behavioral Medicine Therapies
Coverage: 675; 772; 779
Comments: Optional Behavioral Health, & Behavioral Neuroscience Dual-
specialties
Behavioral Anxiety Reduction Therapies
Coverage: 675; 774
Comments:
Crisis Intervention
Coverage: 774
Comments: Irregular elective
Interpersonal Therapies; Social Skills Training
Coverage: 774
Comments: Irregular elective

57
Treatment Planning
Coverage: 672, 674, 675, 677, 678, 679
Comments:
16) Clinical-research Integration
Coverage:
Comments: Conceptually stressed throughout coursework; emphasized in practicum courses;
reflected in research activities.
17) Cognitive/Affective Psychology
Coverage: 621, 626, 627, 722
Comments:
18) Community Psychology
Coverage: 772, 680
Comments: (optional)
19) Conceptual Integration Across Areas
Coverage:
Comments: Comps, thesis, dissertation; optional dual-specialty work.
20) Clinical Consultation
Coverage:
Comments: Practicum-site training; supervision of assessment courses.
21) Cross-cultural Psychology
Coverage: 774
Comments: Integrated in all clinical courses; special seminars; optional Ethno-cultural Dual-
specialty
22) Current Issues/Trends in Clinical Psychology
Coverage: 670; 774
Comments: Integrated in all courses
23) Dual Specialty Expertise
Coverage:
Comments: Various courses (optional)
24) Dual Specialty/Clinical Integration
Coverage:
Comments: Comps; thesis; dissertation (optional)
25) DSM-IV
Coverage: 677, 678, 679, 676
Comments: Major focus in 676; Introduction in 670; some focus in 671, 672, 674, and 675
26) Ethical Principles
Coverage: 670
Comments: Integrated into all courses.
 Practice
Coverage: 671; 672, 674, 677, 678, 679, 771, 774
Comments: Integrated into all courses.
Research
Coverage: 600; 675, 699, 779
Comments: Integrated into all courses.
27) Ethnic Minority and Diversity Issues
Coverage: 653; 670; 774
Comments: Integrated into all courses; optional Ethno-cultural Dual-specialty

58
28) Exposure to Community Treatment Facilities
Coverage: 603, 604, 670; 677, 678, 679
Comments: Includes visits to agencies, talks by community professionals; community
practicum placements
29) Health Psychology
Coverage: 776; 779
Comments: Optional Health Dual-specialty
30) History of Psychology
Coverage: 702, 774, 779
Comments: Integrated in all courses; special course is optional; 702 offered irregularly.
31) Individual Differences
Coverage: 640, 65X
Comments: Focus of all courses.
32) Intellectual/Cognitive Assessment
Coverage: 671, 672
Comments: Practicum
33) Learning Principles
Coverage: 621, 62X, 72X
Comments: Optional Behavioral Dual-specialty
34) Minority Health Psychology
Coverage: 774
Comments: Ethno-cultural Dual-specialty
35) MMPI
Coverage: 671; 672
Comments: Practicum
36) Multiple Regression
Coverage: 612, 613, 614
Comments: 779
37) Multivariate Statistics
Coverage: 614; others are optional
Comments: 779
38) Neuropsychological Assessment
Coverage: 671, 672, 774
Comments: Basic Introduction in 671; continued minor treatment in 677, 678, or 679 along
with integration with other assessments.
39) Personality Assessment
Coverage: 671; 672
Comments: Practicum
40) Professional Issues/APA
Coverage: 670
Comments: All clinical courses
41) Psychometric Principles
Coverage: 616, 617, 671; 719, 774
Comments:
42) Psychopharmacology
Coverage: Introduced in 634; optional seminar 731
Comments: Some focus in 674, 675, 676

59
43) Research Design
Coverage: 600
Comments:
Traditional
Coverage: 600; 610; 611, 671
Comments:
Single Subject
Coverage: 600; 670, 774
Comments:
Psychotherapy
Coverage: 674, 675, 774
Comments:
44) Scientist-practitioner Model
Coverage: Major introduction in 670; 671; 675
Comments: Integrated into all courses and into practicum experiences and supervision.
45) Scientific Writing Skills
Coverage:
Comments: All courses; stressed in thesis and dissertation.
46) Social Psych
Coverage: 650
Comments:

60
APPENDIX B

APPROXIMATE CLINICAL PROGRAM COURSE SCHEDULE
(WITHOUT A DUAL-SPECIALTY)

FIRST SEMESTER
Course Credit Cumulative
Number Semester and Course Title Hours Credit Hours
670 Introduction to Clinical Psychology 3*
671 Introduction to Assessment I 3*
610 Introduction to Quantitative Methods 3
600 Methodological Foundations of Psychology 3
779 Research in Clinical Psychology** 1-3
Total semester credit hours; Cumulative credit hours: 13-15 13-15

SECOND SEMESTER
Course Credit Cumulative
Number Semester and Course Title Hours Credit Hours
672 Introduction to Assessment II 3*
674/676 Child Psychopathology/or Adult Psychopathology 3*
611/612 Design & Analysis of Psychological Experiments 3
(ANOVA)/Multiple Regression in Beh Res
779 Research in Clinical Psychology 1-3
4-Corner Course 3
Total semester credit hours; Cumulative credit hours: 13-15 26-30

THIRD SEMESTER
Course Credit Cumulative
Number Semester and Course Title Hours Credit Hours
675 Treatment Research 3
677/678 Child Practicum/or Adult Practicum 3
673 Introduction to Assessment III: Behavioral Assessment 3
699/779 Directed Research/or Research in Clinical Psychology 1-3
4-Corner course 3
Total semester credit hours; Cumulative credit hours: 13-15 39-45

FOURTH SEMESTER
Course Credit Cumulative
Number Semester and Course Title Hours Credit Hours
674/676 Child Psychopathology/or Adult Psychopathology 3
677/678 Child Practicum/or Adult Practicum 3
61X/701 Statistics course 3
699/779 Directed Research/or Research in Clinical Psychology 1-3
4-Corner course 3
Total semester credit hours; Cumulative credit hours: 13-15 52-60

61
FIFTH SEMESTER
Course Credit Cumulative
Number Semester and Course Title Hours Credit Hours
677/678 Child Practicum/or Adult Practicum 3
699/779 Directed Research/or Research in Clinical Psychology 1-3
700** Thesis 3
Statistics course/4-Corner course 3
Total semester credit hours; Cumulative credit hours: 10-12 62-72

SIXTH SEMESTER
Course Credit Cumulative
Number Semester and Course Title Hours Credit Hours
771/772 Child Treatment/Adult Treatment: Cognitive Behavioral Therapy 3
699/779 Directed Research/or Research in Clinical Psychology 1-3
700** Thesis 3
Statistics course/4-Corner course/Elective 3
Total semester credit hours; Cumulative credit hours: 10-12 72-84

SEVENTH SEMESTER
Course Credit Cumulative
Number. Semester and Course Title Hours Credit Hours
800** Dissertation 3
699/779 Directed Research/or Research in Clinical Psychology 1-3
4-Corner/Elective/Statistics 6
Total semester credit hours; Cumulative credit hours: 10-12 82-96

EIGHTH SEMESTER
Course Credit Cumulative
Number Semester and Course Title Hours Credit Hours
800** Dissertation 3
699/779 Directed Research/or Research in Clinical Psychology 1-3
Electives 6
Total semester credit hours; Cumulative credit hours: 10-12 92-108

INTERNSHIP (1 YEAR)
Course Credit Cumulative
Number Semester and Course Title Hours Credit Hours
778 Internship in Clinical Psychology 2
Total credit hours; Cumulative credit hours: 2 94-110***
*Required before practicum placement (except Respecialization students)
**Students should register for 700 and 800 in the semesters they complete their thesis and dissertation,
respectively.
***Dual-specialty optional courses are not included and are scheduled following consultation with CSP
and specialty advisors.

62
APPENDIX C

CLINICAL PRACTICUM EXPERIENCE LOG

Student‘s name _____________________________________________________

Semester ______________________________________________________

Practicum site(s) ______________________________________________________

Approved clinical job site(s)______________________________________________________

CSP supervisor(s) ______________________________________________________

Site supervisor(s) ______________________________________________________

Date of log submission ______________________________________________________

All CSP students are required to maintain this Log documenting experience in therapy and other
psychological interventions. Because this Log is a general form, it lists a large number of experiences
one might have had. No student is expected to have experience in all or even most of these areas. See
the last two pages for definitions of terms.

63
1. Therapy Experience: See Definition Page to complete.

Total # of hours # different individuals,
a. Individual Therapy face-to-face couples, families, or groups

1. Adults
2. Adolescents
3. School-Age
4. Pre-School Age
5. Infants/Toddlers

b. Group Therapy: Provide number of groups conducted with each of the following populations
(Count each group as one unit. For example a group with 12 adults is counted as 1 in #1. Adults,
below.)

1. Adults
2. Adolescents
3. School-Age
4. Pre-School Age
5. Infants/Toddlers

c. Family Therapy (Count each family as one unit---see explanation in group therapy above.)

d. Couples Therapy (Count each couple as one unit---see explanation in group therapy above.)

TOTAL of Therapy Hours (a-d): ____________

e. List types of therapy provided (e.g., systematic desensitization, behavior rehearsal, problem-
solving, cognitive behavioral therapy)

64
2. Other Experience
Total # of hours for each activity
a. Psychodiagnostic Testing** ____________
b. Interview/observation-based assessment ____________
c. Sports Psychology/Performance Enhancement ____________
d. Career counseling ____________
e. Medical/Health-related interventions ____________
f. Supervision of other students ____________
g. Teaching ____________
h. Experience with Manage Care Providers (yes/no) ____________
i. Consultation* ____________
j. Presentations/Programming* ____________
k. Program Development ____________
l. Outcome Assessment ____________
m. Systems Intervention ____________
n. Performance Improvement/Quality Improvement ____________
o. Other (specify) ______________________________________
p. List types of groups led or co-led:

q. List specialized practicum experiences (e.g., neuropsychological assessment, sports
psychology, behavioral medicine, career counseling, etc.):

*Describe psychoeducational programs, consultation activity, and supervision of practicum fully in your
vita.

**See Test Administration Forms (both Adult and Child/Adolescent) for documentation of number of
tests administered.

65
3. Support Activities:

a. Number of practicum hours spent in activities supporting direct intervention (e.g., chart review,
literature review, consulting with other professionals about cases, video/audio tape review of
your own cases, etc.):

b. Number of practicum hours spent reviewing charts, scoring, interpreting, and writing reports for
psychological assessment purposes:

TOTAL OF SUPPORTING HOURS (a-b): ____________

4. Treatment Setting:

a. Please indicate the number of the following types of therapy clients seen in each of the following
settings:

TYPE OF SETTING

University Dept/School
Hospital Hospital Counseling Psychology
Type of Client CMHC Inpatient Outpatient Center Clinic Other
Individuals
Couples
Families
Groups
Elderly (65+)
Adults (18-64)
Adolescents (13-17)
Children
Infants/Toddlers
Men
Women

5. Supervision you received:

a. Number of hours spent in one-on-one, face-to-face supervision:
b. Number of hours of group/class supervision:
c. Number of hours of peer supervision and case discussion on specific cases:

Check if you have audio or videotaped clients and reviewed these tapes with your clinical supervisor:
Audiotape review Videotape review

TOTAL SUPERVISION HOURS: ____________.
TOTAL THERAPY HOURS: ____________.
TOTAL SUPPORT HOURS: ____________.
TOTAL SUPERVISION HOURS: ____________.
TOTAL PRACTICUM HOURS AS OF (GIVE DATE) ________________________.
TOTAL PRACTICUM HOURS AS OF (GIVE DATE) ________________________.

66
6. Diversity Experience:

a. Languages spoken in addition to English (including American Sign Language):

b. Level of fluency: (Are you fluent enough to conduct psychotherapy/assessment in this
language?)

c. Please describe (within 100 words) your experience and training in work with diverse
populations.
Please include in your discussion the way an awareness of multicultural/diversity issues
influences your clinical practice and case conceptualization:

d. Indicate your degree of clinical experience with the following diverse populations:

0 = (None) 1 = (1 to 5) patients seen 2 = (6 to 20) patients seen 3 = (20+) patients seen

African-American 0 1 2 3
Asian-American (total) 0 1 2 3
Japanese-American 0 1 2 3
Chinese-American 0 1 2 3
Korean-American 0 1 2 3
Vietnamese-American 0 1 2 3
Singapore-American 0 1 2 3
Thai-American 0 1 2 3
Cambodian-American 0 1 2 3
Clients with Disabilities 0 1 2 3
Gay/Lesbian/Bisexual 0 1 2 3
Latino-a/Hispanic 0 1 2 3
Hawaiian/Part Hawaiian 0 1 2 3
Other Pacific Islander 0 1 2 3
Native American 0 1 2 3
Mixed 0 1 2 3
Other (specify) 0 1 2 3

7. Other Clinical Experiences: (Please describe settings and activities)
This includes professional work experience separate from practica. Identify using
the same criteria for therapy hours, support hours, and supervision hours. This form may be
duplicated to provide that information.

67
ADULT TEST ADMINISTRATION
(Indicate all instruments used by you in your assessment experience, excluding “practice
administration.” To indicate that you administered, scored, interpreted, and wrote a report for a
test, count in both columns.)

# Administered # Reports
Instruments & Scored Written
16 PF
Aphasia Screening Exam
Basic Personality Inventory
BASIS
Beck Depression Inventory
Bender Gestalt
Benton Facial Recognition
Benton Judgment of Line Orientation
Benton Visual Retention Test
Boston Diagnostic Aphasia Examination (BDAE)
CAI
Campbell Interest and Skill Survey
Category Test (Short or Halstead)
Controlled Oral Word Association Test
CPI-R
Draw-A-Person/H-T-P
Edwards Personal Preference
GATB
Gorham‘s Proverbs
Halstead-Reitan Neuropsychology Battery (#Brief, #Full)
Jackson Personality Inventory
Luria Nebraska Neuropsychology Battery
Mattis Dementia Rating Scale
MicroCog (Computer Battery)
Millon Behavioral Health Inventory
Millon Clinical Multi-Axial Inventory (Any version)
MMPI-2 (MMPI)
Myers-Briggs Type Indicator
NEO-PI-R
Norris Educational Achievement Test (NEAT)
Personality Assessment Inventory (PAI)
POI
PRF (Personality Research Form-E)
Rey Osterrieth Complex Figure
Rorschach (indicate scoring system used)
Rotter Incomplete Sentences Blank
Self-Directed Search (SDS)
Shipley-Institute of Living Scale

68
# Administered # Reports
Instruments (continued) & Scored Written
Strong Interest Inventory
TAT
Trail-Making Test
Vocational Card Sorts (e.g., Missouri, etc.)
WAIS-R or III
Wechsler Memory Scale (Revised)
Wide Range Achievement Test III
Wisconsin Card Sorting Test
Word Association Test
Other:

69
How many carefully supervised integrated psychological reports have you written? These would
include: 1) history; 2) interview; 3) objective personality tests; 4) possibly projective personality
tests, and 5) intellectual/cognitive/neuro-screening tests:

Total # Adult Integrated Reports: ____________

CHILDREN AND ADOLESCENT TEST ADMINISTRATION (Indicate all instruments used by
you in your assessment experience, excluding “practice administration.” To indicate that you
administered, scored, interpreted, and wrote a report for a test, count in both columns.)

# Administered # Reports
Instrument & Scored Written
Adaptive Behavior Scales
Batelle Developmental Inventory
Bayley Infant Neurodevelopmental Screener (BINS)
Bayley Scales of Infant Development – Second Edition (BSID-II)
Behavioral Assessment Scale for Children (BASC)
Benton Tests of Neuropsychological Abilities
California Verbal Learning Test (CVLT)
CAT
Childhood Autism Rating Scale – Revised
Children‘s Behavior Checklist (CBCL)
Children‘s Category Test (CCT)
Children‘s Depression Inventory
Children‘s Problem Checklist
Clinical Evaluation of Language Functions (CELF)
Cognitive Functions Checklist
Connors Scales (ADD Assessment)
Continuous Performance Tests (Indicate scoring system used)
Curriculum-Based Mathematics Assessment
Curriculum-Based Reading Assessment
Curriculum-Based Writing Assessment
Denver Developmental Inventory
Developmental Test of Visual-Motor Integration
Diagnostic Interview for Children and Adolescents (DICA)
Diagnostic Interview Schedule for Children (DISC)
Differential Ability Scales (DAS)
Direct Observation Scale
Expressive One Word Picture Vocabulary Test-Revised
Finger Tapping Test
Goodman Lock Box
Grip Strength Test
Halstead-Reitan

70
# Administered # Reports
Instrument (continued) & Scored Written
Kaufman Assessment Battery for Children (K-ABC)
Kaufman Brief Intelligence Test (K-BIT)
Kaufman Test of Educational Achievement (K-TEA)
Kinetic Family Drawing
Learning Disabilities Evaluation Scale
Leiter International Performance Scale – Revised
Luria Nebraska Children's Revision
Matching Familiar Figures
McCarthy Scales
Millon Adolescent Personality Inventory
Minnesota Child Development Inventory
MMPI-A
Parenting Stress Index
Peabody Picture Vocabulary Test-Revised
Personality Inventory for Children-Revised
Purdue Pegboard
Raven‘s Matrices
Reitan-Indiana
Revised Children‘s Manifest Anxiety Scales (RCMAS)
Rey Auditory Verbal Learning
Reynolds Adolescent Depression Scale (RADS)
Roberts Apperception Test for Children
Rorschach (indicate scoring system used)
School Consultation
School Observation
SCL-90
Seashore Rhythm Test
Sentence Completion Instruments
Social Skills Rating System
Speech-Sounds Perception Test
Stanford Binet Intelligence Scale IV
Stroop Color-Word Test
Structured Behavioral Assessment
Symbol Digit Modalities Test
Symbolic Play Test
Tell Me A Story (TEMAS)
Vineland Adaptive Behavior Scales
Visual Motor Integration Test
WAIS-R
Wechsler Individual Achievement Test (WIAT)
Wide Range Assessment of Memory and Learning (WRAML)
WISC-III
WISC-R

71
# Administered # Reports
Instrument (continued) & Scored Written
Woodcock Johnson Revised Cognitive Scales (WJ-R Cognitive)
Woodcock Reading Mastery Tests-Revised (WRMT-R)
Woodcock-Johnson Revised Tests of Achievement (WJ-R
Achievement)
WPPSI-R
Other:

72
How many carefully supervised integrated psychological reports have you written? These would
include: 1) history; 2) interview; 3) objective personality tests; 4) possibly projective personality
tests, and 5) intellectual/cognitive/neuro-screening tests:

Total # Child/Adolescent Integrated Reports: ____________

DEFINITION OF TERMS FOR DOCUMENTING PRACTICUM EXPERIENCE. Only count
hours for which you received formal academic training and credit or program-sanctioned training
experience (e.g., VA summer traineeship).

Practicum hour - A practicum hour is a clock hour. This may actually be a 50-minute client/patient
hour, but is calculated by actual hours, not quarter hours, or semester hours.

1. Therapy Experience – These are actual clock hours in direct service to clients/patients. Hours
should not be counted in more than one category. These divisions are meant to be mutually exclusive
and hours should not be double counted across sections. The sum of all the subdivisions should
equal the Subtotal of Direct Service Hours. Time spent gathering information about the client/patient
but not in the actual presence of the client/patient is recorded as Supporting Activities (3).

This section is subdivided by:

1a-d) Direct face-to-face intervention by number of client(s) (i.e., individuals, couples, families, or
group units). Count a couple, family, or group as one (1) unit, rather than counting a couple as two
or a group as six.

2. Other Experience – Formal consultation and primary prevention services rendered which includes
outreach and psychoeducational activities.

3. Supporting Activities – For students in training, the time spent outside the counseling/therapy hour
focused on the client/patient is vital learning time. Whether the activity is chart review, process
notes or video/audio tape review, the time spent contemplating the client and planning interventions
is necessary for a rich learning process.

3a) Document the more quantifiable activities of informal consultation with other professionals on
specific cases and video/audio tape review.

4. Treatment Setting – This section delineates types of treatment modalities (e.g., individual/group
and setting in which they were seen.

5. Supervision – Supervision is broken into one-to-one, group, and peer supervision.

5a) Hours are defined as regularly scheduled, face-to-face individual supervision with specific intent
of dealing with psychological services rendered by the student.

5b-c) The hours recorded in the group supervision category should be actual hours of group focus on
specific cases. Many excellent practicum courses incorporate both didactic and experiential

73
components in the course activity. While the didactic portion is excellent training, it should not be
recorded as supervision activity. This may necessitate breaking the hours spent in a practicum course
into intervention, supervision, and didactic activities by actual course hours. For example, if you
present on the ―Psychosocial Issues of HIV Infection‖ using examples of cases, it is didactic activity.
Grand Rounds that consists of in-service education on specific topics would not be considered
supervision for the purposes of documenting practicum hours. These are highly valued activities, but
will not count as supervision.

Supervision is one of the common activities for psychologists regardless of setting. Training in
supervision is becoming a more common practicum experience. Count the hours of supervised
supervision rendered by the applicant to less advanced students in the context of teaching supervision
skills. Time spent in supervision of other students should be counted in the section ―Other
experience 2f‖

Total Practicum Hours should be the sum of the three subtotals listed that section (1, 3 and 5). These
will be the total practicum completed for the semester indicated.

74
APPENDIX D

PROPOSED CLINICAL POSITION FORM

This form must be completed by all CSP graduate students prior to beginning an outside (non-practicum)
job related to the professional activities of clinical psychology (therapy, assessment, evaluation,
supervision, teaching, training, research). CSP students should not accept such positions without
obtaining program approval. Completed forms should be turned into the Director of Clinical Training.

Student Name: Date:
Proposed Position Title:
Agency or Employer:

Duties involved (please be specific – e.g., population with which you will be working, measures you will
be administering, type of therapy/training you will be providing, evaluations/reports you will be
producing, etc.):

Supervision you will be receiving (please specify names, degrees, and license status of supervisors, and
note approximate structure/extent of supervisory oversight):

Approximate hours you will be working:

Training/experience (through CSP or elsewhere) that you consider relevant background toward your
qualification for this position:

75
APPENDIX E

EVALUATION OF PRACTICUM STUDENT FORM

Name of Student _______________________ Name of Supervisor _________________________

Agency _______________________________ Evaluation Period: F Sp Su 20____

Two copies of this form should be filled out separately, one by the student and one by the supervisor.
They should then be discussed jointly by both parties at the end of each semester. The supervisor's
evaluation should be sent to the Associate Director of Clinical Studies following this meeting.

CHECK APPROPRIATE BOX:
[ ] Student's Own Evaluation
[ ] Supervisor's Evaluation of Student

Supervisor's Context for Evaluation (CHECK ALL THAT APPLY)
____ Supervision ____ Audiotape ____ Group Therapy Supervisor
____ Co-therapy ____ Observation ____ Other ____________________
____ Videotape ____ Seminar

There are four sections to this evaluation form: I. Professional and Ethical Conduct,
II. Clinical Competence and Performance, III. Use of Supervision, and IV. Open-ended Comments for
Student's Strengths and Recommendations for Professional Growth.

CIRCLE THE MOST APPROPRIATE RATING, using as your reference group pre-doctoral graduate
students in training.

1= UNSATISFACTORY - behavior that is either consistently problematic or of serious nature. If
circled, elaborate under "Comments/Recommendations" at end of section, noting behavioral
changes needed to warrant future satisfactory performance.

2= MARGINAL - behavior that is problematic but not consistently demonstrated or behavior
needing improvement but not of serious nature. If circled, elaborate under
"Comments/Recommendations" at end of section, noting behavioral changes needed to warrant
satisfactory performance.

3= SATISFACTORY - refers to behavior considered average or expected for practicum students at
this level of training

4= GOOD - refers to behavior that is better than average to very good

5= EXCELLENT - refers to behavior that is outstanding

NA = Refers to "Not Ascertained"

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I. PROFESSIONAL AND ETHICAL CONDUCT

Unsatisfact. Marginal Satisfact. Good Excellent

1. Shows sensitivity to ethical 1 2 3 4 5 NA
issues and knowledge of APA
ethical guidelines.

2. Demonstrates professional 1 2 3 4 5 NA
demeanor, behavior, and attire.

3. Shows appropriate role 1 2 3 4 5 NA
differentiation. Does not engage
in activities with client that are
inappropriate to therapist-client
relationship.

4. Completes commitments in 1 2 3 4 5 NA
prompt and professional manner.

5. Shows no impairment in 1 2 3 4 5 NA
professional functioning as a
result of emotional interference
or personal problems (or if
impaired, seeks professional
help).

COMMENTS/RECOMMENDATIONS:

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II. CLINICAL COMPETENCE AND PERFORMANCE

A. ASSESSMENT Unsatisfact. Marginal Satisfact. Good Excellent

1. Able to identify and classify 1 2 3 4 5 NA
(DSMIV) nature of disorder or
problem using all DSMIV Axes.

2. Appropriately assesses danger of 1 2 3 4 5 NA
client's behavior to self or others.

3. Knows when and how to consult 1 2 3 4 5 NA
with others and refer.

4. Able to apply cognitive and/or 1 2 3 4 5 NA
behavioral assessment methods.

5. Demonstrates knowledge and 1 2 3 4 5 NA
skill in administering and
interpreting psychometric tests
and/or other assessment measures
used at this training site.

6. Engages in ongoing assessment 1 2 3 4 5 NA
of problems and treatment
effectiveness throughout therapy.

B. INTERPERSONAL THERAPY
SKILLS Unsatisfact. Marginal Satisfact. Good Excellent

1. In regard to agency, has smooth 1 2 3 4 5 NA
working relationship with other
treatment team members and is
aware of agency dynamics.

2. In regard to clients, conveys 1 2 3 4 5 NA
empathy and acceptance.

3. Uses questions, reflection, and 1 2 3 4 5 NA
summarizing statements
effectively when working with
clients.

78
C. GENERAL THERAPEUTIC
SKILLS & CONCEPTUAL
INTEGRATION Unsatisfact. Marginal Satisfact. Good Excellent

1. Shows evidence of an organized 1 2 3 4 5 NA
conceptual understanding of
client's problem and uses this
conceptualization to guide
assessment and/or treatment.

2. Shows knowledge of empirical 1 2 3 4 5 NA
literature and theories relevant to
problem/behavior disorders and
uses this to guide assessment
and/or treatment.

3. Able to respond sensitively and 1 2 3 4 5 NA
effectively to client resistance or
negative affect.

4. Able to summarize and analyze 1 2 3 4 5 NA
therapy process or important
aspects of a therapy session.

5. Keeps regular, clear progress 1 2 3 4 5 NA
notes containing relevant data
regarding problem, issues,
changes, treatment, and goals.

6. Acknowledges limitations. 1 2 3 4 5 NA

7. Acknowledges professional 1 2 3 4 5 NA
strengths.

D. SPECIFIC THERAPEUTIC
SKILLS Unsatisfact. Marginal Satisfact. Good Excellent

1. Demonstrates skill in cognitive 1 2 3 4 5 NA
interventions.

2. Demonstrates skill in behavioral 1 2 3 4 5 NA
interventions.

3. Demonstrates skill in crisis 1 2 3 4 5 NA
intervention and suicide
management.

79
Unsatisfact. Marginal Satisfact. Good Excellent

4. Demonstrates skill in other
therapeutic techniques/modalities
used at this practicum training
site (please list and rate)

___________________________ 1 2 3 4 5 NA

E. ABILITY TO WORK WITH
DIVERSE POPULATIONS Unsatisfact. Marginal Satisfact. Good Excellent

1. Able to work effectively with 1 2 3 4 5 NA
persons of both genders; is aware
of own sex role attitudes and
impact on others.

2. Able to work effectively with 1 2 3 4 5 NA
persons of different racial, ethnic,
and cultural backgrounds.

3. Demonstrates respect for clients 1 2 3 4 5 NA
of differing sexual orientation,
political or religious values.

4. Able to work effectively with 1 2 3 4 5 NA
persons of different age groups.

COMMENTS/RECOMMENDATIONS:

80
III. USE OF SUPERVISION OR BEHAVIOR IN PRACTICUM

Unsatisfact. Marginal Satisfact. Good Excellent

1. Consistent and punctual in 1 2 3 4 5 NA
attendance.

2. Comes prepared with appropriate 1 2 3 4 5 NA
materials.

3. Open and responsive to feedback 1 2 3 4 5 NA
and suggestions from supervisor.

4. Actively participates, raises 1 2 3 4 5 NA
questions or issues to expand
knowledge and skills of self (or
others).

5. Accepts responsibility for 1 2 3 4 5 NA
learning and enlarging body of
knowledge and experiences.

6. Consults supervisor when unsure. 1 2 3 4 5 NA

7. Overall quality of work 1 2 3 4 5 NA
produced.

COMMENTS/RECOMMENDATIONS:

81
IV. ADDITIONAL COMMENTS:

A. STUDENT'S STRENGTHS

B. RECOMMENDATIONS FOR STUDENT'S PROFESSIONAL GROWTH

__________________________________________________ _____________________
Signature of Practicum Student Date

__________________________________________________ _____________________
Signature of Practicum Supervisor Date

Rev. 05/03/05

82
APPENDIX F

PRACTICUM SITE EVALUATION

Please fill out this form and return to the Associate Director. The purpose of this form is to monitor
practicum experiences of students and to aid the Clinical Studies Program in future practicum placement
decisions. This form will be turned in only to the Associate Director and no copy will be given to your
site supervisor.

Name ___ Practicum Site ________________________________

1. Total client contact hours in individual/couples/family therapy __________

2. Total contact hours in group therapy (including psychoeducational) __________

3. Total client contact hours in assessment __________

4. Total hours of on-site supervision (include group supervision, but not hours
noted below for case conferences) __________

5. Total research hours __________

6. Total hours in on-site seminars/workshops __________

7. Total hours in case conference/staffings __________

8. Percent of time devoted to specific populations (can be overlapping %):

a) Single adult outpatient __________
b) Group __________
c) Family __________
d) Marital __________
e) Adult inpatient __________
f) Child/adolescent inpatient __________
g) Community consultation __________
h) Individual child outpatient __________
i) Severely mentally ill __________
j) Ethnic/racial minorities __________

9. Mean number of sessions per client __________

10. Total number of different individuals/families/couples/groups seen in therapy __________

11. Theoretical orientation of supervision _____________________________________________

(OVER)

83
Please use the following scale in answering questions 12-15

1 2 3 4 5
not at all adequately thoroughly

12. To what degree were the science and practice of clinical psychology integrated at this practicum site?

1 2 3 4 5

13. To what degree were assessment and treatment integrated at this practicum site?

1 2 3 4 5

14. To what extent was this training experience consistent with an emphasis on sensitivity to gender,
ethnic, and other individual differences?

1 2 3 4 5

15. If any difficult ethical issues concerning either clients or staff arose during the course of your
practicum, to what extent do you feel that they were satisfactorily resolved? (If you did have a
problem in this area, please describe on an additional page).

1 2 3 4 5 NA

16. If any problems or conflicts arose during the course of your on-site supervision, to what extent do
you feel that they were satisfactorily resolved? (If you did have a problem in this area, please
describe on an additional page).

1 2 3 4 5 NA

17. What do you wish you had known before beginning your training on this practicum site that might
have made your experience more beneficial? (Please answer on an additional sheet.)

18. Overall rating of the training experience at this practicum site:

1 2 3 4 5
poor adequate excellent

19. Did you get what you hoped you would from this training experience? What, if anything, was
lacking? What, if anything, exceeded your expectations? Please use an additional sheet.

84
APPENDIX G

SAMPLE LETTER FOR WAIVING COURSES

Date ________________

Dr. ________________________
Director, Clinical Studies Program

Re: Name petition for waiving course ___________________________________

I have examined the materials provided me by ___________________ regarding (course and institution)
and have found that this course satisfies the requirements for ________________________ offered at the
University of Hawai‗i.

Sincerely,

_____________________________
(Name of instructor)

_____________________________
(Director, Clinical Studies Program)

_____________________________
(Chair, Graduate Studies)

85
APPENDIX H

Clinical StudiesProgram
RESEARCH EVALUATION FORM

Semester/Year: ______________________

Student: __________________________________________________

Evaluator: __________________________________________________

Context of Evaluation:

_____ Masters Thesis _____ Dissertation
_____ Research Assistant _____ Independent Research Project

Please rate the student using the following scale:

1 = Unsatisfactory
2 = Satisfactory
3 = Good
4 = Excellent
NA = Not Applicable (e.g., no information, not relevant)

DIMENSION RATING
1. Ability to function independently
2. Knowledge of research designs
3. Research supervisory abilities
4. Amenability to supervision
5. Competence in data reduction and analysis
6. Timely progress (thesis, dissertation)
7. Degree of research interest, enthusiasm
8. Writing skills
9. Collegiality
10. Reliability, responsibility
11. Knowledge of content area
12. Takes initiative
13. Knowledge of specific methods used (e.g., measures, procedures)

Comments
(Please use back of this page)

(Rev. 06/03)

86
APPENDIX I

Sample Petition for Doctoral Candidacy

Date

Dear Dr _________ (CSP-D):

I am writing to petition the Clinical Studies Program Faculty and the Department Faculty for
advancement to doctoral candidacy. Attached is a copy of my curriculum vitae and my current
Student Progress Form for review.

I entered the Clinical Studies Program in ______ (semester and year). I have now completed all
requirements for my Master‘s Degree, including course work, practica and my thesis _______
(title and defense date, supervisor). Add a brief statement of your accomplishments while
earning the master‟s degree (e.g. publications, professional presentations, GPA, awards,
positive evaluations)

To date, I have completed all required course work for the PhD other than______________. I
have also completed other elective courses, including_________________. Mention any other
experiences that have prepared you for doctoral work.

My major area of interest, and one I hope to pursue during doctoral candidacy, is
_____________. I am particularly interested in _______________ and I plan to make this a part
of my dissertation studies. Briefly describe your plans for doctoral studies including
dissertation, advanced training, developing professional competencies, etc. Describe a
timeline you intend to follow, including comprehensive exams, dissertation and internship.

In summary, I think my prior accomplishments and my plans for doctoral study prepare me well
for success as a doctoral student. Thank you for your consideration and review of this petition
for doctoral candidacy.

Sincerely,

Student Name

87
APPENDIX J

CSP STUDENT PROGRESS FORM

Academic Year: 2007-08 Date:

Name:

Address:

City, State, Zipcode:

Home Phone:

Work Phone:

Cell Phone/Other:

E-mail Address:

Year Admitted to CSP

Clinical Advisor:

Optn'l. Dual-specialty:

Dual-specialty Advisor:

 Graduate Status (please "X" one):

1) Regular

2) Respecialization

 University Status (please "X" one):

1) Enrolled

2) Leave of Absence (Dates):

3) Graduated M.A. (Date):

4) Graduated Ph.D. (Date):

 Do you consider yourself subject to the American Disabilities Act? Yes No

 What is your ethnic identity?:

88
A

COURSES TAKEN

F = Fall CE = Currently Enrolled
S = Spring TR = Transfer Credit
Su = Summer W = Waived

1. CLINICAL COURSES
Course Number & Title Semester/Year Professor Grade

670 Introduction to Clinical Psychology

671 Introduction to Assessment I

672 Introduction to Assessment II

673 Introduction to Assessment III: Beh'l Asst

674 Child Psychopathology

675 Treatment Research

676 Adult Psychopathology

677 Child Practicum/678 Adult Practicum

771 Child Treatment/772 Adult Treatment: CBT

778 Internship in Clinical Psychology

2. METHODOLOGY & STATISTICS COURSES - 600 and 611 required during first year,
610 required for MA, one additional for Ph.D., NA = Not Applicable
Course Number & Title Semester/Year Professor Grade

600 Methodological Foundations of Psychology

610 Introduction to Quantitative Methods

611 Design & Analysis of Psy Experiments

89
612 Multiple Regression in Behavior Res

613 Factor Analysis

614 Multivariate Methods

615 Nonparametric Methods for Beh Sciences

616 Measurement & Evaluation

617 Scaling

719/701 Structural Equation Modeling

3. DUAL-SPECIALTY REQUIRED COURSES (if applicable)
Course Number & Title Semester/Year Professor Grade

4. FOUR CORNERS - One 3-hour semester course in 1) biological, 2) social, 3) learning-
cognitive, and 4) individual (2 required for MA, 2 additional for Ph.D.)
Course Number & Title Semester/Year Professor Grade

90
5. ADDITIONAL COURSES
Course Number & Title Semester/Year Professor Grade

6. LIST INCOMPLETES AND EXPECTED COMPLETION DATES
Course Number & Title Semester/Year Professor Grade

7. RESEARCH

Psy
699/779 Study
Yr. Supervisor Focus Cr Hrs. Grade Funded?

91
(CONTINUED - 7. RESEARCH)

8. HISTORY & SYSTEMS (NA = Not Applicable)

Written essay; date passed:
- or -
Course (No. & Title):

Sem/Yr: Grade:
- or -
PSY 699 (Sem/Yr): Grade:
- or -
Taught PSY 402 (Sem./Yr.):

THESIS & DISSERTATION PROGRESS

1. MASTERS THESIS

Level of Progress Date

Preliminary Conference (Advisor)

Admission to Candidacy (M.A.)

Appointment of Committee

Approval of Topic

Completion of Proposal Meeting

Final Oral Examination

Judgment of Thesis
(continued on next page)

92
(CONTINUED - 1. MASTER'S THESIS)

Thesis Advisor
Thesis Title:

2. DOCTORAL DISSERTATION

Level of Progress Date

Preliminary Conference (Advisor)

Admission to Candidacy (Ph.D.)

Appointment of Committee

Approval of Topic

Completion of Proposal Meeting

Final Oral Examination

Judgment of Dissertation

Dissertation Advisor
Dissertation Title:

93
C

PRACTICUM PLACEMENTS

NOTE: For Setting Codes, please refer to chart below
Setting
Yr. Placement Supervisor(s) Code

Setting Codes for Practicum and Internship:

1 = Community Mental Health Center 10 = Correctional Facility
2 = Health Maintenance Organization 11 = School District/System
3 = Medical Center 12 = University Counseling Center/Clinic
4 = Military Medical Center 13 = University Teaching Facility
5 = Private General Hospital 14 = Independent Practice
6 = General Hospital 15 = Consortium
7 = Veterans Affairs Medical Center 16 = State DOH-AMHD special programs*
8 = Private Psychiatric Hospital 17 = State DOE/DOH-AMHD/subcontracts*
9 = State/County Hospital 18 = Other (e.g., consulting); please specify

*For practicum placements only

94
D

COMPREHENSIVE EXAMINATION DATES

Dates written essay exam was taken and passed:
- OR -

Date dossier proposal was approved by doctoral committee:

Date dossier proposal was approved by clinical faculty:

List members of doctoral committee:

Indicate the date each Behavioral Objective was passed by the doctoral committee for 3 of the 4
Professional Activity Domains:
Domain A - Research (Required)
Behavioral Objective Date Passed

Domain B - Government Proposals & Policy
Behavioral Objective Date Passed

Domain C - Teaching
Behavioral Objective Date Passed

Domain D - Clinical Practice & Consultation
Behavioral Objective Date Passed

95
E

INTERNSHIP LOCATION AND INFORMATION

Internship Name:

Internship Address:

City, State, Zipcode:

Phone:

E-mail:

Dates of Internship:

1. Was internship APA-approved?

2. Did you receive a stipend?

3. Facilities' funding (e.g., private-for-profit, private-not-for-profit, state/county, VA, military, other

federal):

4. Did you receive training in empirically-based services?

5. Were you involved in research?

6. Type (e.g., CMHC, HMO, hospital, correctional school, university, independent practice,

consortium):

7. Setting code (please refer to page 7):

8. How many times did you have to apply for an internship before being placed?

PH.D. CANDIDACY

Date Ph.D. candidacy was approved:

96
G

PROFESSIONAL ACTIVITIES

1. PUBLICATIONS & GRANTS (Provide complete references on an attached cv)
Number Published or Funded Cumulative Number Published
Type This Academic Year or Funded

Books

Book Chapters

Journal Articles

Technical Reports

Grants (give agency and amount):

Other (please specify):

2. TEACHING EXPERIENCE
Dates (or Terms) of Instruction
(e.g., Fall, 1999) Course Number & Title

97
3. COLLOQUIA, WORKSHOPS, TALKS, CONFERENCE PRESENTATIONS, ETC-
ATTENDED
Date Attended Title

4. COLLOQUIA, WORKSHOPS, TALKS, CONFERENCE PRESENTATIONS, ETC. -
GIVEN
Number Given This
Type Academic Year Cumulative Number Given

Colloquia

Workshops

Talks

Conference Presentations

Other (please specify):

5. MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS
List Professional Organizations with Which You
Are a Member or Student Member Indicate Honors or Awards

98
6. FINANCIAL ASSISTANCE
Type of Funding Received Year(s) Received

Grant (please specify):
:
Scholarship (please specify):

Teaching Assistant (TA)

Tuition Waiver (Merit)

Tuition Waiver (PAS)

Lectureship

Graduate Assistant (GA)

Research Assistant (RA)

Practicum Stipend

Other (please specify):

7. CLINICAL SERVICE ACTIVITIES
Please provide a brief description and indicate the year(s) of
Types involvement

Community

University/Department/Program

Consultancies

Clinical Job

Clinical Supervision

Other (Please specify):

99
8. HONORS/AWARDS/GRANTS
Type Date

PLEASE ATTACH A CURRENT CV.
REVIEW WITH YOUR ADVISOR & SUBMIT TO DIRECTOR OF CLINICAL STUDIES.

MAHALO!!!

(Rev. April, 2001)

100
APPENDIX K

Clinical Comprehensive Examination
PROPOSAL OF BEHAVIORAL OBJECTIVES

Prof'l
Activity Brief Description of the
Domain Professional Activity Domain Proposed Behavioral Objective

DOMAIN A: RESEARCH (REQUIRED)
A1 Write a review or a theoretical article

A2 Submit for publication an empirical article to a peer-reviewed
journal

DOMAIN B: GOVERNMENT PROPOSALS AND POLICY
B1 Write and submit a grant proposal that conforms to federal
guidelines

B2 Track a mental health related bill at the Hawai‗i State
Legislature – attend hearings, submit and present testimony,
and provide an analysis of the bills impact and progress

DOMAIN C: TEACHING
C1 Teach one undergraduate course in psychology or a related
discipline

C2 Prepare and give 10 presentations; can include guest lectures,
conference posters or presentations, and psychology
workshops

DOMAIN D: CLINICAL PRACTICE AND CONSULTATION
D1 Prepare a written and oral clinical case conceptualization that
includes a relevant literature review and measurement devices

D2 Prepare a written proposal to develop and evaluate a
treatment/prevention program

Student Name: ___________________________________

I approve the above proposal of the three Professional Activity Domain behavioral objectives for fulfillment of the
clinical comprehensive dossier requirements.

Print Name ________________________________ Signature ________________________________________
Date ___________________________________

101
APPENDIX L

Clinical Comprehensive Examination
EVALUATION FORM

For each Professional Activity Domain (PAD), please: 1) Specify the PAD and Behavior Objective
Option that was met (see next page for a summarized list of options); 2) Have committee members
indicate rating, followed by their signature and date; 3) Make one copy to keep for your own records; and
4) Submit the original form to the Director of Clinical Studies. (Note: The comps committee should
consist of at least two clinical faculty members, preferably those who will serve on the dissertation
committee.)

Name of Student: Date:

1) Professional Activity Domain:
- Behavioral Objective Option:
Typed or Printed (Check one):
Name of Committee Member Pass Fail Signature of Committee Member Date

2) Professional Activity Domain:
- Behavioral Objective Option:
Typed or Printed (Check one):
Name of Committee Member Pass Fail Signature of Committee Member Date

3) Professional Activity Domain:
- Behavioral Objective Option:
Typed or Printed (Check one):
Name of Committee Member Pass Fail Signature of Committee Member Date

102
Summary Listing of Dossier Format Options

The dossier involves successful completion one of the two Behavioral Objective Options (work products) for three
of four Professional Activity Domains (PADs). The PADs are: A) Research; B) Government Proposals and Policy;
C) Teaching; and D) Clinical Practice and Consultation. One PAD of the dossier must include the Research
Domain.

The PADs and the two Behavioral Objective Options (work products) for each are as follows:

Professional Activity Domain (PAD): Behavioral Objective Option:

A. Research (required) A1: Review/Theoretical Article-Submitted
A2: Empirical Article - Submitted

B. Government Proposals and Policy B1: Grant Proposal
B2: MH Legislation Bill

C. Teaching C1: Undergrad Course
C2: (10) Presentations

D. Clinical Practice and Consultation D1: Clinical Case Conceptualization
D2: Treatment/Prevention Program Proposal

103
APPENDIX M

Clinical Comprehensive Examination
ORAL PRESENTATION EVALUATION FORM

(Professional Activity Domain C: Teaching; Behavioral Objective C2: Prepare and Give 10
Presentations)

Course/Conference/Agency:
Location:
Date:
Speaker:

Please rate the speaker for each of the statements on the following rating scale:

Very Strongly Agree 5
Strongly Agree 4
Agree 3
Disagree 2
Strongly Disagree 1
Very Strongly Disagree 0