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Doctor Of Psychology Curriculum

At the Illinois School of Professional Psychology (ISPP) at Argosy University, Schaumburg, the Doctor of Psychology (PsyD) in Clinical Psychology program emphasizes the theoretical and scientific foundations of clinical psychology as well as enables students to develop specific skills in assessment and intervention. Our curriculum is designed to lay the foundation for students to deliver high-quality services to individuals, couples and families, while acknowledging and addressing the importance of contextual and cultural factors.

We adhere to a practitioner-scholar model aligned with the competencies set forth by the National Council of Schools and Programs in Professional Psychology (NCSPP), as well as the core content areas established by the Commission on Accreditation of the American Psychological Association.

Course Listing

The Doctor of Psychology in Clinical Psychology degree program requires the satisfactory completion of 98 semester credit hours distributed as follows: assessment requirements, 12 credit hours; clinical intervention and psychotherapy requirements, 22.5 credit hours; consultation and supervision requirements, 3 credit hours; elective requirements, 10.5 credit hours; ethics and professional conduct requirements, 5 credit hours; human development requirements, 6 credit hours; psychology foundations: basic science/psychology requirements, 12 credit hours; psychopathology requirements, 6 credit hours; statistics and research methods requirements, 6 credit hours; clinical research project requirements, 3 credit hours; and practicum and practicum seminar requirements, 12 credit hours.

Students who register for Personality Assessment I: Objectives (PP 7371), Personality Assessment: Projectives and Integrated Battery (PP 7372), or Cognitive Assessment (PP 7370) must have completed an undergraduate course in psychological assessment or tests and measurements or be enrolled concurrently in this course. Students enrolling in Statistics and Research I (PP 7200) must have the necessary undergraduate background in statistics or research methods.

Full Course Sequence

Assessment Requirements

Students Are Required to Take the Following

  • PP7370 - Cognitive Assessment (3)
  • PP7371 - Objective Personality Assessment (3)
  • PP7372 - Projective Personality Assessment (3)
  • PP7373 - Integrative Assessment (1.5)
  • PP7230 - Psychometric Theory (1.5)

Assessment Requirements - 12 Credit Hours

Clinical Interventions and Psychotherapy Requirements

Students Are Required to Take the Following:

  • PP7340 - Issues in the Assessment and Treatment of Diverse Populations (3)
  • PP7368 - Initial Interviewing Skills (1.5)
  • PP7369 - Basic Intervention Skills and Models (1.5)
  • Students choose three from the following:

  • PP8010 - Cognitive Behavioral Theory and Therapy (3)
  • PP8020 - Person-Centered and Experiential Theory and Therapy (3)
  • PP8040 - Psychoanalytic Theory and Therapy (3)
  • PP8050 - Family and Couples Therapy (3)
  • PP8060 - Group Psychotherapy (3)
  • PP8650 - Assessment and Treatment of Substance Use Disorder (3)

Clinical Interventions and Psychotherapy Requirements — 15 Credit Hours

Consultation and Supervision Requirements

Students Are Required to Take the Following

  • PP7350 - Consultation and Supervision (3)

Ethics and Professional Conduct Requirements

Students Are Required to Take the Following

  • PP7100 - Professional Issues: Ethics, Conduct, and Law (3)
  • PP7110 - Professionalization Group I (1)
  • PP7111 - Professionalization Group II (1)

Ethics and Professional Conduct Requirements - 5 Credit Hours

Human Development Requirements

Students Are Required to Take the Following

  • PP7020 - Child and Adolescent Development (3)
  • PP8470 - Adult Development and Aging (3)

Human Development Requirements - 6 Credit Hours

Psychology Foundations: Basic Science/Psychology Requirements

Students Are Required to Take the Following

  • PP7000 - History and Systems (3)
  • PP7040 - Cognition and Affective Processes (3)
  • PP7051 - Biological Bases of Behavior (3)
  • PP7060 - Social Psychology (3)

Psychology Foundations: Basic Science/Psychology Requirements - 12 Credit Hours

Psychopathology Requirements

Students Are Required to Take the Following

  • PP7310 - Theories of Psychopathology (3)
  • PP7311 - Diagnostic Psychopathology (3)

Psychopathology Requirements - 6 Credit Hours

Statistics and Research Methods Requirements

Students Are Required to Take the Following

  • PP7200 - Statistics and Research I (3)
  • PP7201 - Statistics and Research II (3)

Statistics and Research Methods Requirements - 6 Credit Hours

Clinical Research Project Requirements

Students Are Required to Take the Following

  • PP8501 - Clinical Research Project I (3)

Clinical Research Project Requirements - 3 Credit Hours

Practicum and Practicum Seminar Requirements

Students Are Required to Take the Following

  • PP8201 - Practicum I (3)
  • PP8202 - Practicum II (3)
  • PP8203 - Practicum III (3)
  • PP8204 - Practicum IV (3)

Practicum and Practicum Seminar Requirements - 12 Credit Hours

Graduation Requirements

To be eligible for graduation, students must meet the following requirements:

  • 98 semester credit hours which must be completed by the end of the sixth year of matriculation. The total hours must include:
    • 72 credit hours of required classes (includes Professionalization Group)
    • 10.5 credit hours of electives
    • 12 credit hours (two years) of practicum and practicum seminar
    • 3 credit hours of Clinical Research Project
  • Successful completion of the two Clinical Competency Examinations (CCE – Diagnostic and CCE – Psychotherapy)
  • Successful completion of the Clinical Research Project (completion required prior to beginning the internship)
  • Successful completion of a one-year, full-time internship or its equivalent
  • A completed Petition to Graduate submitted to campus administration

Research Training

Consistent with our practitioner-scholar model and the goals of our program, students learn the knowledge and skills to critically evaluate the professional literature to inform their professional practice as well as engage in research consistent with their career objectives. Specifically, embedded across the curriculum students’ learning is informed by the current empirical research and they are taught to critically evaluate the literature and to assess outcomes in a manner consistent with the model of the local clinical scientist. Formal training in research methods and statistical analysis occurs in two required semester-long courses, and with this knowledge and experience students begin work on their Clinical Research Project (CRP).

The CRP is designed to develop and refine the skills necessary to integrate one’s clinical knowledge with the research literature in order to produce an original, scholarly research contribution in an area of clinical psychology. In conducting the project, students are expected to significantly deepen their knowledge about a particular area (or areas) of clinical psychology, enhance and sharpen their critical thinking and writing skills, and develop and apply skills in research methodology.

The CRP requires students to analyze and synthesize the psychological literature and to develop original research questions that they can then investigate in order to draw conclusions based on the results of their study. CRPs may involve original empirical research using quantitative, qualitative or mixed-methodologies, or a theoretically based comprehensive literature review with an original contribution, such as a proposal for program development, evaluation, or a novel treatment approach.

The Clinical Research Project can serve as a launching point for students and alumni to pursue further scholarship such as publications and presentations, often in collaboration with program faculty. Recent examples of such collaboration include:

Dr. Mudita Rastogi presented with students and alumni at the International Family Therapy Association (IFTA), March 5-8, 2014 at Panama City, Panama

  • Rastogi, M & Massey-Hastings, N. (2014) On-line interventions for couples regarding reproductive decisions.
  • Rastogi, M. & Basov, A. (2014) Pre-adolescents perspectives of communications patterns with adults about social networking.

Students presented their research under the mentorship of Drs. Juzwin, Lilie and Tews-Kozlowski at the Society of Police and Criminal Psychology, September 18-21, 2014, in Las Vegas, Nevada.

  • Miller, G., Juzwin, K., Lilie, J., Lapacka, S., Lyden, A., Wright, H, & Stubenrauch, S. (2014) The differences between special police unit personality factors as measured by the PsychEval Personality Questionnaire.
  • Dubois, A., Tews-Kozlowski, Juzwin, K., Hendrickson, M, Cunningham, R. Hoover, T., Andrews, E. Veach, E., & Murray, B. The comprehensive options for police selection (COPS).

Drs. James Dugo and Sandra Lema-Stern presented with their research with students at the Society for the Exploration of Psychotherapy Integration (SEPI), April 11-13, 2014, Montreal, Canada

  • Dugo, J. & Allen, Thaddeus (2014) Leadership roles and perceptions of goal achievement.
  • Breese, J & Lema-Stern, S. (2014) Alliance and group leadership roles.

Several students also recently presented their research at the Illinois Association for Marriage and Family Therapy, March 6-8, 2014 in Chicago, IL.

  • Poonati, S., & Welker, J. (2014) Therapeutic Interventions: Intersectionality of Chinese-American LGBT.
  • Todd, C., & Ryan, B. (2014) Child Terminal Illness.
  • Noren, M., & Carter, S. Religious considerations when working with families of LGBT clients.