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Clinical Psychology Programs

Our Clinical Psychology programs are designed to prepare practitioner-scholars whose scientific, theoretical and practical foundations enable them to meet the challenges of the diverse settings, populations and communities in which they serve.

Personal And Professional Preparation

The Minnesota School of Professional Psychology at Argosy University (MSPP) is located just south of Minneapolis. The strength of our Doctor of Psychology (PsyD) in Clinical Psychology program lies in our commitment to student learning and mentoring, our emphasis on understanding and appreciating diversity, and our focus on clinical practice. We encourage your personal and professional growth through engaging classroom discussions and experiential learning opportunities. We are also closely connected to many local organizations that provide training for our students.

American Psychological Association

The Doctor of Psychology in Clinical Psychology Program at the Minnesota School of Professional Psychology at Argosy University is accredited by the Commission on Accreditation of the American Psychological Association (APA). Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation, American Psychological Association, 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: apaaccred@apa.org Web: www.apa.org/ed/accreditation.

Training Sites

As an MSPP student, you’ll have the opportunity to provide psychological services under the supervision of experienced practitioners. Students have completed training at a range of organizations, including:

  • State Psychiatric Facilities
  • Community Mental Health Clinics
  • VA Hospitals
  • Forensic Sites
  • Schools
  • Child and Adolescent Facilities
  • Group-Based Private Practice Settings

Highlights

Pediatric Neuropsychology Fellow: Assesses Infants, Children, and Adolescents
Pediatric Neuropsychology Fellow: Assesses Infants, Children, and Adolescents

Carly Alexander

2016 Doctor of Psychology in Clinical Psychology 

Minnesota School of Professional Psychology at Argosy University

2011 Master of Arts in Clinical Psychology

Argosy University, Twin Cities

Pediatric Neuropsychology Fellow at the University of Minnesota Medical School


“Argosy University, Twin Cities allowed me the opportunity to initially explore the [master’s degree] path, and then to continue on with the doctoral path. [The school also] had relationships with community providers that facilitated practicum opportunities.”


Dr. Carly Alexander is a pediatric neuropsychology fellow at the University of Minnesota Medical School. She conducts neuropsychological assessments for infants, children, and adolescents who have complex learning and behavioral disorders that are neurological, neurodevelopment, and medical in nature. Dr. Alexander also provides school and community consultation as well as participates in didactic seminars and training experiences. 


She was excited to present research at the 2017 International Neuropsychology Society Conference in New Orleans, Louisiana—a proud moment after years of working in the field. 


Dr. Alexander began her path with a Bachelor of Arts degree in Psychology from the College of Saint Benedict. Following graduation, she supervised group homes, became a regional behavior specialist, and was a certified brain injury specialist through the Academy of Certified Brain Injury Specialists.


Dr. Alexander continued her education by earning a Master of Arts in Clinical Psychology from Argosy University, Twin Cities, in 2011. Her thesis focused on “Theory, Assessment, and Intervention Relative to Conduct Disorder.” After clinical training at the Neighborhood Involvement Program, she started working toward a Doctor of Psychology in Clinical Psychology at Minnesota School of Professional Psychology at Argosy University. She graduated in 2016.


She chose to further her education at Argosy University, Twin Cities and the Minnesota School of Professional Psychology at Argosy University because the university allowed her to continue working in social services and exploring the different ways that she could contribute to the greater good. “Working with children and adolescents has been a passion of mine for years. Argosy University, Twin Cities allowed me the opportunity to initially explore the [master’s degree] path, and then to continue with the doctoral path. [The school also] had relationships with community providers that facilitated practicum opportunities.” Dr. Alexander adds that the clinical training experiences were the most beneficial parts of the Doctor of Psychology in Clinical Psychology program.


“[The program] provided the foundational skills that I use on a daily basis in my current position. The program also fostered a sense of endless curiosity and stressed the important of continued education and learning throughout your lifetime.” She adds that her instructors provided the education, experience, and support that she needed to succeed. “I had several faculty that acted as mentors and supporters. They pushed me to think big and have goals that were just outside of my comfort zone. I’m proud to have them as colleagues now.”


“[I completed my] assessment practicum at the Clinic for Attention, Learning, and Memory (CALM) and my therapy practicum at Headway Emotional Health as a therapist in the day treatment program,” she says. Dr. Alexander’s advanced practicum took place at the University of Minnesota Pediatric Neuropsychology Clinic, where she conducted neuropsychological assessments. She’s also received training in early childhood and parent child interaction therapy.


While in school, Dr. Alexander worked as a psychometrist at the Lorenz Clinic of Family Psychology and at Minnesota Clinical & Neuropsychological Associates. “I [also] had a fellowship working for the department chair of the Master of Arts in Clinical Psychology program and I was a research assistant at the Center for Neurobehavioral Development at the University of Minnesota.”  She began her two-year post-doctoral fellowship at the University of Minnesota, Department of Behavioral Neuroscience in August 2016. 


Dr. Alexander’s long list of accomplishments is the result of finding a balance between school, life and work. She states that without balance, the hectic pace of life can take a toll on relationships. Dr. Alexander recommends that current students think long-term and structure training experiences to best prepare them for a desired career. “Have fun. Enjoy the process. Ask questions. Be challenged. Grow professionally and personally. Take time for yourself and your loved ones.” She also states that balance and patience is needed during the process of completing internship applications, interviews, studying for and taking exams, and waiting for Match Day. 



Programs, credential levels, technology, and scheduling options vary by school and are subject to change. Not all online programs are available to residents of all U.S. states. Argosy University, Twin Cities, 1515 Central Parkway, Eagan, MN 55121. ©2017 Argosy University.  All rights reserved. Our email address is materialsreview@argosy.edu  


See auprograms.info for program duration, tuition, fees and other costs, median debt, salary data, alumni success, and other important info.


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Twin Cities’ Mark Carlson-Ghost Featured in Tonic
Twin Cities’ Mark Carlson-Ghost Featured in Tonic

Mark Carlson-Ghost, Ph.D., associate professor at the Minnesota School of Professional Psychology at Argosy University recently spoke to Tonic regarding the connection between grief and hypochondria.

 

In the article, “Grieving Made Me a Hypochondriac,” Dr. Carlson-Ghost explains that “grief puts us in a vulnerable emotional state and thus we are susceptible to emotional triggers of worry and anxiety that might not typically set us off. Worry can also negatively impact our immune system. And once a person experiences a genuine sense of risk, imagined or real, the adrenaline kicks in and that vulnerability takes on a physical form of sweats, and rapid heartbeat."

 

Read the full article here:

https://tonic.vice.com/en_us/article/grieving-made-me-a-hypochondriac 

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Pre-Doctoral Psychology Internship--What Graduate Students Need to Know
Pre-Doctoral Psychology Internship--What Graduate Students Need to Know

Dr. Raja David, dean of the Minnesota School of Professional Psychology at Argosy University recently presented at the Minnesota Psychological Association annual conference. The presentation, titled “Pre-Doctoral Psychology Internship--What Graduate Students Need to Know” was designed for graduate students who will be applying for internship in the coming years. The current state of internships was reviewed, with a focus on national data as related to the match. The process for selecting and applying to sites was also discussed.

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Yes, No, Maybe: Ethical Decisions in Grey Zone
Yes, No, Maybe: Ethical Decisions in Grey Zone

Dr. Jill Leverone from the Minnesota School of Professional Psychology at Argosy University recently presented at the Minnesota Psychological Association annual conference. The presentation, titled “Yes, No, Maybe: Ethical Decisions in Grey Zone” was given by the following:
•    Signe Nestingen, LMFT, PsyD, LP of  St. Mary’s University
•    Andrea Zuellig, PhD, LP; PhD of the Melrose Center
•    Jil Leverone, PhD, LP – faculty member at the Minnesota School of Professional Psychology at Argosy University

The description of the workshop is as follows:
Some ethical directives are clear-cut (e.g. no sexual contact with clients). However so many other ethical dilemmas fall into the grey zone where we all might have different views. For example, there are different definitions of exploitive multiple relationships or differing views on the practice of accepting gifts from clients. Using a small group format, this presentation will allow participants to wrestle with ethical dilemmas taken from some of the grey, hard to define areas.

Upon completion of this session, participants should be better able to:
1. Demonstrate an understanding of the various ways a single ethical dilemma can be viewed.
2. Articulate a personal approach to ethical decision making.
3. Outline several ethical decision making models and their application to ethical dilemmas.

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