To receive the Doctor of Psychology in Clinical Psychology degree, the student must fulfill the degree requirements of their campus. To be eligible for graduation, students must meet the following requirements:
- Successful completion of 98 semester credit hours, including practicum
- Successful completion of the Comprehensive Examination
- Successful completion of all sections of the Comprehensive Clinical Evaluation (CCE) – Diagnostic and Intervention
- Successful completion of a one-year, 2000 hour, full-time predoctoral internship
- Successful completion of the Clinical Research Project
- GPA of at least “B” (3.0 on a scale of 4.0) with no grades below “B-” in required coursework
- Completion of these requirements within seven years of matriculation into the program
- A completed Petition to Graduate submitted to campus administration
Consistent with our practitioner-scholar model and goals, this program can help you learn the knowledge and skills needed to critically evaluate professional literature, use this literature to inform your professional practice, and engage in research that aligns with your career objectives. Across the curriculum, your studies will be informed by current empirical research, and you will be taught to critically evaluate the literature and assess outcomes in a manner consistent with the model of the local clinical scientist.
The Clinical Research Project (CRP)
As a student, you’ll begin work on your Clinical Research Project (CRP) following formal training in research methods and statistical analysis, provided through a required semester-long course as well as a seminar designed to help you develop a CRP proposal. While working on your CRP, you’ll also be taking another required semester-long course in statistical analysis.
The CRP is designed to develop and refine the skills necessary to integrate your clinical knowledge with research literature to produce original, scholarly research in clinical psychology. During this project, you will be expected to:
- Significantly deepen your knowledge about a particular area (or areas) of clinical psychology
- Sharpen your critical thinking and writing skills
- Develop and apply skills in research methodology
The CRP requires you to analyze and synthesize the psychological literature and to develop original research questions. To successfully complete this project, you must investigate these questions and draw conclusions based on your study results. CRPs may involve original empirical research using quantitative, qualitative, or mixed methodologies, or a 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:
- Bates, K., Scally, M., & Heneka, E. (2011, May). Interpersonal indicators on the Rorschach: Areas of assessment and implications for treatment of couples & families. Paper presented at the Families and Couples: Facets, Facts, and Function Conference, Tampa, FL.
- Bates, K., Scally, M., Griffith, B., & Crawford, V. (2012, July). Identifying strengths, vulnerabilities, and areas for intervention in Couples: An integrated assessment approach. Paper presented at the Second Annual Families and Couples Conference: Contemporary Perspectives. Tampa, FL.
- Bates, K., Monteverde, A., & NeJame, J. (2013, June). The influence of individual, peer, and family factors on child adjustment: An integrated case study. Paper presented at the Third Annual Families and Couples Conference: Understanding the Modern Family. Tampa, FL.
- Costas, L. & Torres, E. (2009) Participants in a basic microskills training video in Spanish (Las habilidades atencionales básicas: Pilares fundamentales de la comunicación efectiva, Part 1.) Published training video. Written by Allen E. Ivey, Mary Bradford Ivey, Norma B. Gluckstern-Packard & Carlos Zalaquett.
- Elsayed, S., & Lengnick, T. (2011, March). Rorschach multimedia scoring trainer. Provided content review and consultation on the Scoring Trainer program, which was presented at the Society for Personality Assessment Annual Meeting, Boston, MA (FSPP Alumni)
- Howell, G., Kazmerski, C., & Martin, S. (January 2015). Liberty and justice for some: Addressing the need for advocacy and better treatment for transgender and gender nonconforming inmates. Symposium accepted for the 2015 National Multicultural Conference and Summit. Atlanta, Georgia.
- Howell, G., Dixon, P., & Durban, H. (January 2015). Reflecting inward: Increasing our cultural competence to better serve others. Skill building workshop accepted for the 2015 National Multicultural Conference and Summit. Atlanta, Georgia.
- Howell, G., Dixon, P., Beegen, T., Bowman, L., & Gonsiorek, J. (August 2014). LGBTQ Youth and the Foster Care System. Provided a 2 CE symposium at the Annual American Psychological Association 2014 Convention. Washington, DC.
- Howell, G., Martin, S., & Eichsteadt, K. (August 2014). Standard Practice Guidelines Needed for Normative Sample Selection for Gender Variant Populations. Poster presentation at the annual convention American Psychological Association. Washington, DC.
- O’Brien, S., & Zucchi, J. (2014, June). Dissecting defiance: Etiologies and interventions. Presented at the 4th Annual Families and Couples Conference, Florida School of Professional Psychology at Argosy University, Tampa, FL.
- Rotondo, T., & Bates, K. (2014, June). The neuropsychological correlates of bipolar disorder and implications for family treatment. Paper presented at the Fourth Annual Families and Couples Conference: The Systemic Perspective: Creative Approaches in the 21st Century. Tampa, FL.