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.