Doctor Of Psychology Curriculum

The PsyD curriculum covers the major theories of modern psychology and their application in current practice; the stages of the development process and the basis for behavior; psychopathology; and the administration and interpretation of various forms of assessment.

Additionally, students are required to participate in two years of practicum field experience and the seminar that accompanies each practicum. Various elective courses cover a range of areas including courses in advanced therapy and the treatment of special populations. A one-year internship or its equivalent is the final stage in the training process. Program specific requirements and options may change from time to time.

Students are generally encouraged to follow a five-year completion plan in their doctoral studies. This program must be completed in seven years.

Course Listing

The PsyD in Clinical Psychology degree program requires the satisfactory completion of 98 semester credit hours, distributed as follows: assessment requirements, 18 credit hours; clinical interventions/psychotherapy requirements, 15 credit hours; diversity requirement, 3 credit hours; elective requirements, 9 credit hours; ethics and professional conduct requirements, 5 credit hours; human development requirement, 3 credit hours; psychological foundations requirements, 12 credit hours; psychopathology requirements, 6 credit hours; scientific inquiry requirements, 6 credit hours; supervision/ consultation requirements, 3 credit hours; practicum and practicum seminar requirements, 14 credit hours; and clinical research project requirements, 4 credit hours.

Matriculated students must complete all course requirements in an in-residence format. In addition, all required coursework must be completed with a final grade of “B-” or better.

Full Course Sequence

Assessment Requirements

Students are required to take the following

  • PP 7365 - Clinical Interviewing (3)
  • PP 7370 - Cognitive Assessment (3)
  • PP 7371 - Objective Personality Assessment (3)
  • PP 7372 - Projective Personality Assessment (3)
  • PP 7373 - Integrative Assessment (3)
  • PP 8701 - Geriatric Assessment/Introduction to Neuropsychological Screening (3)
    – or–
    PP 8705 - Child Assessment (3)

Assessment Requirements —18 Credit Hours

Clinical Interventions/Psychotherapy Requirements

Students are required to take the following

  • PP 7360 - Clinical Psychopharmacology (3)
  • PP 8038 - Interventions I (3)
  • PP 8039 - Interventions II (3)
  • PP 8041 - Integrative Approaches to Therapy (3)
  • PP 8060 - Group Psychotherapy (3)

Clinical Interventions/Psychotherapy Requirements — 15 Credit Hours

Diversity Requirements

Students are required to take the following

  • PP 7340 - Issues in the Assessment and Treatment of Diverse Populations (1.5)
  • PP 7344 - Issues in the Assessment and Treatment of Diverse Populations II (1.5)

Diversity Requirements — 3 Credit Hours

Ethics and Professional Conduct Requirements

Students are required to take the following

  • PP 7110 - Professionalization Group I (1)
  • PP 7111 - Professionalization Group II (1)
  • PP 7100 - Professional Issues: Ethics, Conduct, and Law (3)

Ethics and Professional Conduct Requirements —5 Credit Hours

* This 3 credit hour course is divided into two 1.5 credit hour segments which must be taken consecutively in the fall and spring semesters.

Human Development Requirements

Students are required to take the following

  • PP 7010 - Lifespan Development (3)

Human Development Requirements — 3 Credit Hours

Psychological Foundations Requirements

Students are required to take the following

  • PP 7000 - History and Systems (3)
  • PP 7040 - Cognition and Affective Processes (3)
  • PP 7050 - Physiological Psychology (3)
  • PP 7060 - Social Psychology (3)

Psychological Foundations Requirements — 12 Credit Hours

Psychopathology Requirements

Students are required to take the following

  • PP 7310 - Theories of Psychopathology (3)
  • PP 7311 - Diagnostic Psychopathology (3)

Psychopathology Requirements — 6 Credit Hours

Scientific Inquiry Requirements

Students are required to take the following

  • PP 7200 - Statistics and Research I (3)
  • PP 7206 - Statistics, Research, and Psychometrics (3)

Scientific Inquiry Requirements — 6 Credit Hours

Supervision/Consultation Requirements

Students are required to take the following

  • PP 7350 - Consultation and Supervision (3)

Supervision/Consultation Requirements — 3 Credit Hours

Practicum and Practicum Seminar Requirements

Students are required to take the following

  • PP 8208 - Diagnostic Practicum and Seminar I (3)
  • PP 8209 - Diagnostic Practicum and Seminar II (3)
  • PP 8210 - Diagnostic Practicum and Seminar II — Extended (1)
  • PP 8211 - Intervention Practicum and Seminar I (3)
  • PP 8212 - Intervention Practicum and Seminar II (3)
  • PP 8213 - Intervention Practicum and Seminar — Extended (1)

Practicum and Practicum Seminar Requirements — 14 Credit Hours

Clinical Research Project Requirements

Students are required to take the following

  • PP 8500 - Clinical Research Project Seminar (1)
  • PP 8501 - Clinical Research Project I (1) [for three semesters]

Clinical Research Project Requirements — 4 Credit Hours

Graduation Requirements

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

Research Training

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.