Clinical Psychology Handbook

Updated August 2011

A. Participation in Program Governance

Elections. Two representatives and one voting alternate will be elected by the clinical graduate students to serve as voting representatives to the clinical program committee. The two representatives will attend all clinical program meetings, with the exception of those concerned with issues involving individual students. Each of the two representatives will be entitled to one vote. The alternate may attend meetings if she or he chooses. If one of the two regular representatives cannot attend a meeting, the alternate should attend as a voting member. Those elected will serve for one term, extending from the beginning of Spring Semester through the end of Fall Semester. Anyone who has served as a representative is eligible for re-election if nominated. The election will be held during the last two weeks of classes of Fall Semester. The incumbent representatives will be responsible for conducting the election according to the principles outlined below (based on a 16-week semester where exam week is the 17th week).

1.) Monday, week 14: A notice will be sent out to all clinical students in residence (those registered for credit hours during the semester in which the election is being held) requesting three nominations. In the request for nominations, the reps should encourage the nomination of third -and later-year students as well as first and second-year students. All nominations must be received by the incumbent representatives by 5:00 pm Friday.

2.) Monday, week 15: A final ballot, consisting of all eligible persons who were nominated (and who chose to run), will be distributed to all clinical students in residence. Students will vote for three individuals and will return their ballots by 5:00 p.m. Friday. The two individuals receiving the highest number of votes will be the student representatives and the individual with the third highest of votes will serve as the alternate. The current reps will contact the newly elected reps and will let all clinical students know who the new reps will be.

In the event of ties, a run-off election will be held during the first week of Winter Semester, thereby delaying the installation of the new representatives and the alternate by one week.

Responsibility.It will be the responsibility of the student reps to communicate and support student opinions and interests to the clinical faculty. The issues that are considered at the clinical program meetings can be put on a continuum of importance. At one end are the major policy decisions, for which it is recommended that the student reps secure student input through a formal ballot or in a formal meeting. At the other are procedural and other immediate issues that the reps can best decide by using their own judgment. For intermediate-level issues, the representatives should solicit student input in order to be able to represent student opinion on the issue. Students can of course, at any time, give their input to the representatives. 

Open Forums.   A majority of clinical students in residence may request an open forum to which all clinical faculty and students will be invited. The purpose of this procedure is to provide an opportunity for input from and discussion by both faculty and students of the matter at hand, prior to decisions being made as usual in the clinical faculty meetings. Unless otherwise decided in advance, these meetings will be limited to one hour. Student(s) who wish to convene an open forum should see their representatives to initiate this process. 

Guidelines for Representatives.  It is the responsibility of the student representatives to solicit student input on substantive issues. The reps will be responsible for communicating information to the students concerning current and upcoming issues that are being discussed in the clinical program meetings, as well as any decisions made at these meetings. Minutes of the meetings as well as the agenda for upcoming meetings are available from the DCT. At points where, in the judgment of the student reps, it is not in the students’ best interest for the committee to arrive at a decision immediately, a request will be made to table the issue at-hand until student input can be solicited. It is emphasized that individual students must make their wishes known to the reps.

Student Meetinqs.   Twenty-five percent of the clinical students in residence may request a meeting with their reps. The purpose of this procedure is to provide an opportunity for student discussion of important issues. Student reps may also convene student meetings.

The reps will keep a record of the issues that have been voted on and the votes cast by them. In addition, a file containing pertinent information on issues that have arisen during their tenure will be kept and given to the incoming reps. A meeting will be held with the incoming reps to provide orientation and facilitate the transition.

Admissions. The clinical students play a major role in hosting applicants during the admissions interview process. The reps try to identify housing for each applicant with current grad students and work with the Clinic secretary to be sure each applicant is contacted about housing. Reps are also responsible for planning and hosting lunch on each interview day and purchasing the food/drinks for the 8-9:00 am reception. (The food/drinks are of course paid for by the program–the reps aren’t expected to pay for all this!) Most years the reps also organize informal social activities for those applicants who arrive the night before their interviews.

In addition, one clinical student acts as a full voting member of the admissions committee. This typically is an advanced student who is nearing completion of the program requirements, such as one who has applied to go on internship the following year.  Candidates are nominated by the clinical student body and one is elected by the faculty and student representative of the clinical program committee.  In addition to the student member of the committee, all students are given the opportunity to view non-confidential information in candidates files and contribute their opinions to the process, and clinical reps have responsibility for gathering and representing the students’ perspective on potential new members of our community. Students should be aware that the faculty had to go to considerable effort to persuade not only the Dean of the Graduate School but also the university attorney to allow current students to have access to applicant’s folders and participate in the selection process. Each of you actually signed an “informed consent” statement granting such access to your materials when you applied to the program. The faculty will continue to defend this process as an integral facet of our efforts to create and sustain a true sense of community within the clinical program. 

B. Evaluations

Evaluations of Student Progress

There is a statement on evaluation of student progress in the Policies and Curriculum for Graduate Students in Psychology document. The following comments are not policy statements. They are intended to clarify certain aspects of current practice that may not be clear from the policy statement.

Whereas the department policy requires students be reviewed by the Department as a whole at least once a year, the practice has been to conduct such evaluations at the end of both the fall and the spring semesters. In the Clinical Program, student progress is first reviewed by the Clinical Faculty. (Note that grad reps and other students do not participate in these evaluation meetings.) In addition, each student’s advisor submits a written progress report to the Department. These reports are discussed by the Department as a whole. Based on the advisor’s report and discussion at this meeting, each student receives a written evaluation. Students are strongly encouraged to discuss these evaluations with their advisors. Students are also free to respond to evaluations. The written evaluations become part of the student’s department file.

Student Participation in Evaluations of Faculty.   At the end of each academic term, graduates are given the opportunity to fill out course/professor evaluations for each of the psychology course that they are enrolled in. It may be a computerized university form or a professor’s own form given at the end of each class.

C. Recommended Credit Hours

The minimum registration for full-time status is 10 credit hours for each academic year semester and 6 hours for each summer term. However, the departmental recommendation is that first and second year students enroll for 12-13 hours for each academic year semester and 6 hours for each summer term. Students in their third year and beyond can register for 10 hours in each academic year semester and 6 hour for each term.

For all graduate students there is a cap of 173 total credit hours for which you can receive tuition waivers. Students entering with a bachelors degree are eligible for funding for no more than six years, and students entering with a Masters degree are eligible for funding for no more than four years. However, the department guarantees only four years of support (assuming adequate progress) for all students.

D. Access to Records

 The following are not policy statements. They are guidelines regarding Psychology Department practice.

Academic records.  A student has the right to access academic records. To see an item held in your file, you may ask the graduate secretary for permission to see the item requested. Records may not be checked out and must be returned to the graduate secretary after viewing the item requested.

Comprehensive Exams.   The graduate secretary keeps a file of all comprehensive questions and answers. Anyone wishing to look at these records may ask the graduate secretary for permission to access these files. These files are for your benefit. They can provide you with an idea of the type of questions asked and how they might be answered.

Theses/Dissertations.  All graduate students have access to any thesis or dissertation kept by the Psychology Department. If you wish to view any of these theses or dissertations, you may obtain a key from the department secretary for access to the cabinet containing the theses and dissertations. A Sign out card will be filled in with your name, the date the thesis or dissertation is checked out, and the date that you expect to return it.

E. Psychotherapy for Graduate Study

 The clinical faculty is supportive of and encourages personal therapy for graduate students.

F. Record Keeping

It is the responsibility of each student to keep accurate and careful records of their academic progress not only for application to Internship sites but also for licensure. Don’t rely solely on the Department to keep these records for you.

Licensure requirements that are recommended by the American Psychological Association will include:

  1. A complete listing of course syllabi: Begin in your first year by keeping course syllabi in a notebook for future reference.
  2. Therapy hours. Keeping careful records of the number of clients you have seen and the number of therapy hours is a must. You may want to break these hours down into categories (i.e., individual therapy, group therapy, assessment, etc.) as some of your internship applications may require specific details. This will include clients that you see in the clinic as well as clients you see while you are on externships.
  3. Supervision hours. Keep track of your hours. Ideally, you should initially have 1 hour of supervision for every hour of therapy you do.  As your skill increases, the ratio of supervision to clinical hours will decrease.

In the Spring of 2007, we developed a new Plan of Study form that closely maps on to the APPIC internship application, and will provide a mechanism for students to keep an ongoing an updated record of much of this information.

In addition, at the end of every semester in which students are on practicum or traineeship, students will submit to the DCT an accounting of their clinical hours that has been “signed off” on by their supervisor.  Excel spreadsheets that are nicely formatted and map onto the APPI are available via links on the website.

G. Comprehensive Examinations

The “Clinical Psychology Curriculum” provides a statement about Comprehensive examinations. The following is intended as elaboration of that policy in an attempt to answer some frequently asked questions about the purpose of Comps and the process of preparing for them. This is not a policy statement but hopefully provides some useful “nuts and bolts” information.

First, a word about terminology: in one old version of doctoral education, there were two big exams, “comprehensive” exams and “qualifying” exams. The former tended to be associated with the Master’s degree and examined the student’s “comprehensive” mastery of the “core content” of the discipline. The latter, usually associated with the doctorate, were less focused on content and more on the student’s ability to address questions or think through problems in a way that indicated to the committee the student’s readiness to begin the dissertation project. Thus the student had to “qualify” to do the doctoral dissertation.

Here we have an examination that serves mainly as a qualifying exam but is called a “comprehensive” exam. These exams follow the Master’s degree. Generally speaking they serve as a jumping of point for the dissertation. They are highly individualized, so how they are designed and how they are taken is up to the student and examining committee. Each student should consult with his/her committee chair and arrive at a plan to suitable for the individual student.

Step 1: Write a statement of professional goals.

Imagine yourself 5 years post-PhD. Where do you want to be professionally, and what steps do you need to take to prepare yourself to achieve those goals? Carefully assess your program of study to date, whatever coursework you have left to complete for program requirements, and your planned area of dissertation research. Think about what reading in what areas will advance you toward your goals, including the reading necessary to write your dissertation proposal. (In other words, doing the literature review for your dissertation should be a major part of your preparation.) Although we do not keep a file of goals statements, many students who have passed comps are willing to share their goals statements with students preparing for comps. It is perfectly appropriate to ask.

Step 2: Define your areas of study.

These should follow from statement of goals. The typical exam has three or perhaps four main areas of study. Keep in mind, however, that you are expected to have developed both a knowledge base and a perspective on psychopathology, diagnostic assessment, and therapeutic intervention–topics addressed in the modules and in the clinical practica. Committee members are also free to examine the student on topics covered in seminars and other clinical courses taken prior to comps. In this sense, our exams retain some of the flavor of the old-style Master’s level comprehensives. 

Step 3: In consultation with your advisor, select your committee.

Your committee will consist of five graduate faculty members, one of whom is outside the department and participates in the oral examination. You’ll want people with expertise relevant to your areas of study and career goals. It is possible to invite someone not on the faculty to serve on your committee if you and your chair agree that that person would be uniquely valuable in terms of your interests. That individual would need to be appointed as an “adjunct” member of the department. It is important that both your chair and the graduate school representative (the “outside the department” member of the committee) have Level A standing in the graduate school.

Step 4: Decide on the format for your comprehensive exam.

In collaboration with your advisor, determine whether it would best meet your professional goals to complete the comps requirement through taking essay exams (the “traditional”) format or whether another format would meet your needs (the “alternative” comps). Whereas it has been traditional in this program for the comprehensive exam to consist of a two-day written exam, the examining committee may approve alternative formats for part or all of the exam. Generally, students opting for an alternative format choose methods of displaying their knowledge that correspond to the kind of work they might go on to do in their professional lives, such as writing syntheses of research, theoretical critiques or grant proposals. For example, students might write a review paper modeled after a Psychological Bulletin or Clinical Psychology Review article. A mock grant proposal might be written, which may be in fact become a draft for a genuine one. Other options may be approved by the examining committee.  As with many things in this program, there is room for flexibility, creativity, and diversity. The most important consideration is whether the format and content of the exam will help to prepare you to meet your scholarly and professional goals.

Step 5: Compile your reading list.

In formulating your goals and identifying your areas of study, you probably already have identified a number of things you need to read. Begin there and then spend some time in a scholarly literature review of each area to identify additional readings. Share your first draft with your advisor, who will make suggestions for additions and deletions. When you and your advisor are satisfied, circulate the list among your committee members for feedback.

Step 6: Approval of the plan of study and exam format.

A preliminary meeting of the committee is typically scheduled to approve the reading list and exam format, incorporating whatever revisions are deemed necessary on the basis of committee feedback.

Step 7: Study, read, and write.

Keep in mind that research indicates studying with others is superior to studying alone. Preparation for comps does not necessarily mean you should disappear into your version of the ivory tower for an extended period of solitary study. (Descartes did that and look what that led to!) In addition to discussion with other students, take advantage of your committee members. Discuss what you are reading with your committee as you go along. If your comps will be in an examination format, some faculty members like to give practice questions and provide feedback on your answers as a part of this dialogue. You are also free to read old exams and review papers, which are available through the sr. program assistant (Pam) in the department office.

Although it is acceptable for committee members to view drafts of your papers and/or practice questions for comps and to give you general feedback about whether you are on the right track, the expectation is that your comps products reflect your own independent work.  Therefore, you should not expect your advisor or other committee members to provide line-by-line edits or extensive editorial comments on your work-in-progress.

Step 8:   The final product.

“Traditional” examinations typically consist of 2 consecutive days of full-time writing. Keep in mind, however, that committees may approve some modifications to this plan. If you have some alternative in mind, be sure to discuss it with your chair prior to the time the committee approves the plan of study. Most students write the exam from 8 to noon and 1 p.m. to 5 p.m. on two consecutive days.  Space is a sometimes a problem in the psychology building, as we all know, so scheduling a space in the building for your exam is a very important detail to attend to well in advance of the exam date. Most students take the exams on a computer. If you choose to do so, it is up to you to provide the computer. If you choose to write the exam on paper, it will be up to you/your chair to arrange a procedure to get your answers typed and distributed in a timely fashion.

Comps that are in the form of a written paper are usually submitted to your committee members 2 weeks prior to the date of the oral defense.  Be sure to confirm with each of your committee members the length of time they require your paper in advance of the defense.

Step 9: The oral defense.

The oral defense must take place no later than 4 weeks after the written exam and your “outside” committee member must be present. Prior to the oral defense, it is generally advisable to meet with individual members of the committee (subject of course to their willingness to do so) to discuss the written exam or papers. Many faculty members are willing at this stage to suggest areas of weakness or vagueness or incompleteness in the written answers. This allows the student to prepare more adequate answers for the oral. In the same vein, you often already will be aware of weaknesses in certain areas of your answers. The time between written and the oral may be spent preparing better answers. In other words, the writtens are not your one and only chance at the questions. The orals provide an opportunity for the committee to ask you to go more deeply into your answers and for you to defend (i.e., elaborate, modify, qualify, or otherwise improve) them. Keep in mind as you prepare that even your best answers may be the focus of committee scrutiny during the oral. If you had that much to say during a 2 hour block of writing, someone on the committee may want you to take the already good answer further. After all, committee members are often learning a lot from your answers to these questions; and they are free to ask for more!

The oral is typically scheduled for a 2 hour time block. For passing the exam, there can be no more than one dissenting vote among your committee members.

Step 10: Post Comps.

Many oral exams include a discussion of the student’s dissertation topic. Whether or not this occurs, it is typical (but not required) for the student to form the dissertation committee from the same group of faculty who have just served as the comps committee. Thus, the two projects typically fold into one.

It is also possible, of course, for a student to fail the exam. This is rare in the clinical program but has happened.  In some instances, the written exam is judged to be of such unacceptable quality that the committee fails the student at that stage and requires remedial study with no oral exam taking place. After completion of additional study, the student again writes the exam. Assuming the written exams are passed, the student moves on to the oral exam. If the student fails the second written exam, however, the student is terminated from the program. In other instances, the written exams may be judged to be problematic but the student is given the opportunity to go forward with the oral examination in order to demonstrate knowledge that was not reflected in the writtens; however, if the student’s performance on the orals is unacceptable, the committee may vote to fail the student and the student would need to take the re-take the entire exam. Finally, in some instances, the committee may judge most of the exam to be of passing quality but require either remedial work or reexamination in a specific area. This technically constitutes a second exam which if failed would result in dismissal from the program. 

H. Study Outside the Department

The Policies and Curriculum for Graduate Students in Psychology notes under requirements for the Ph.D. that courses in departments other than psychology “are not required but are strongly recommended.” In addition to the examples given in the department policy statement, clinical students are encouraged to consider a number of other options for such study. Examples include courses in gerontology (Dept. of Anthropology, Gerontology, and Sociology), courses in public policy (Dept. of Political Science), courses in qualitative research methods (Dept. of Educational Leadership, Dept, of Educational Psychology, Dept. of English technical writing program, others), courses relevant to the child/family focus (Dept. of Family Studies and Social Work), courses relevant to the health psychology focus (Dept. of Kinesiology and Health Sciences among others).

And so on! In other words, you should avail yourself of opportunities to get out of the psychology building at least once in a while during your tenure as a graduate student. Faculty members in other departments are often eager to have clinical graduate students in their graduate courses and seminars because clinical students are, as a group, extremely capable individuals.

I. Internship

In order to be eligible to apply for internship, students must have successfully defended their dissertation proposal by April 1st of the fourth year. Please note, this does not suggest that this is the best week to schedule your defense—you want to give yourself time to make any needed revisions required before the proposal is approved by your committee.

APPIC’s web site (www.appic.org) provides information on internship applications and announcements that may be downloaded onto your computer.

AAPl Forms: The form is available on the web site. It will give you step by step instructions for downloading and the completing the application.

Applicants: APPIC-MATCH-NEWS is an e-mail list that provides up-to-date news and information about computer matching program. This list is open to all interested persons: internship training directors, faculty members, internship applicants, interested students, etc. Subscribing to this list means you will receive occasional e-mail messages containing the latest news about the Matching Program. To subscribe, follow the links at the APPIC website.

Students: The deadline for your registration is December 1st (for the year of internship application). It is strongly suggested that you register early in order to have your Applicant Code Number (assigned by NMS) available to put on your internship applications. However, you may not register for the match until the faculty have voted and approved you as ready for internship. You may download registration and Agreements forms from NMS via their web site at:www.natmatch.com/psychint. Click on “Applicant Registration”.

J. Funding Sources for Research & Travel

 The following is a partial list of support for Graduate Student Professional Activities:

1. The Graduate Student’s Achievement Fund:

A committee chaired by the Associate Dean for Admissions and Minority Student Affairs administers a fund which is used to recognize significant achievement in any research or creative activity which has been recognized by some external (to the home department) organization.

2. Dissertation Research Support:

The Dean of the Graduate School will consider requests for unusual expenses associated with a student’s research for the doctoral dissertation. The Graduate School does not have an application form, but you should include, with your letter of application, a brief description of your dissertation project, a tentative budget and a budget explanation. A supporting letter from your dissertation supervisor should also accompany the request. Awards will not exceed $600, and will often be less, depending on the demand. Requests for this special funding must be made by November 1- (Fall round) and April 1- (Spring round).

3. Graduate Student Association Travel Assistance Fund:

The GSA Travel Assistance Fund is designed to reimburse graduate students for travel, lodging, and conference fees to meetings, conventions, conferences, and workshops sponsored by professional organizations. The fund is administered by the Graduate Student Association. Application forms and guidelines are available in the Graduate School Office, 102 Roudebush Hall. Funding is available each term (fall, spring, summer) and deadlines for each round of funding are two weeks prior to the end of that term. Virtually everyone who applies, and who meets the criteria, will receive some amount of funding. Maximum funding is $300 per year. For further clarification or questions you may contact the GSA at gsa@muohio.edu.

4. Psychology Graduate Enrichment Fund:

The Psychology Graduate Enrichment Fund supports travel to professional conferences and final reproductions of theses and dissertations. See the psychology department’s Administrative Assistant for information about necessary paperwork. Make sure your requests conform with the following guidelines:

Travel: Travel to present at regional, national and international professional conferences. Up to $250 per trip to cover travel, lodging and registration expenses. For joint papers, travel funds will ordinarily be awarded to the presenter only. Maximum per individual is $500 in any one year.

Thesis Dissertations/Copying and Binding:  Cost for copying and binding up to three copies of your thesis or dissertation. Maximum per thesis or dissertation is $75.

5. Small Grants:

The Graduate Enrichment Fund also supports a small grants program. Application for support of research and professional development activities can be made to the Graduate Committee. It is expected that other sources of funding will be actively pursued before requesting a small grant from the department. Application deadlines are in September, November and January and April. See the Graduate secretary for specific deadline dates and application forms.

6. Research on Minorities:

A graduate may apply to the Graduate Achievement Fund administered by the Associate Dean for Admissions and Minority Student Affairs for research done on minority populations. It offers up to $300. Application forms can be obtained through the Graduate School, 102 Roudebush Hall. Deadlines are in October and March (call the Graduate School for specific dates).

7. Professional Development:

Psychology Small Grants supports research for professional development. Applications can be from the Graduate secretary. Applications are reviewed in September, November, January and April. The Department asks that you seek other sources of funding first (and state these sources in your application). Look at the bulletin board in the student lounge for other sources in funding.

8. Teaching:

The College of Arts and Science has University Grants for graduate holders to improve teaching. Proposals are accepted in September, February and April. Contact Milton Cox at 529-6648 for more details and specific dates. Support may be as much as $300.

9. Challenge Grant support:

The Challenge Grant will give $100.00 to any clinical student giving a paper presentation–this includes paper presentations given in the summer. Requests need to come with documentation of expenses and receipts in order to be reimbursed.

10. Miscellaneous:

Psychology Small Grants support financial needs outside the above categories.

11. Outside the department:

Many fellowships, scholarships, grants, and dissertation awards are available to graduate students, and many of these receive few applications and thus are very accessible.  NSF, AAUW, ODMH, the Woodrow Wilson Foundation, and Guggenheim are only a few.  Contact OARS to receive instructions about how to access the COS database in order to receive announcements about all relevant sources of graduate student support.

K. Guideline for Student Petitions

Our pluralistic program encourages and promotes individualization.  Because of that, there are many circumstances under which students might wish to petition the clinical faculty—for example, to allow course credit for work completed in a previous graduate program, or to request permission to meet a program requirement in a non-typical way.  The following provides some guidelines on submitting petitions to the clinical faculty:

  1. Petitions should be submitted in writing.
  2. Given that the clinical program committee does not meet during summer months, petitions should be submitted during the academic year.
  3. After discussing the request with their advisors and enlisting their support, students should submit to their advisors a written explanation and rationale, including back-up documentation if needed (e.g., syllabi for courses completed at another university).
  4. Advisors will write up a summary and statement of their endorsement of the petition, which will be distributed to the members of the clinical program in a faculty-only meeting.  Back-up documentation will be made available for faculty members’ review at that meeting but individual copies need not be distributed.
  5. After discussion, faculty members will vote on the petition and the DCT will inform students in writing as to the results of the vote, with copies of this letter to be distributed to the student, the advisor, and the student’s academic file.

A Note for Students Entering with Master’s Degrees:  One of the most common reasons for petitions involves students entering our program with Master’s degrees who want to request credit for courses taken elsewhere.  The Miami UniversityGraduate Student Handbook  provides guidelines about this that you are encouraged to consult.  Generally, students can expect to receive credit for no more than one year’s worth of prior coursework and only for courses that are equivalent to our own, as determined by an appropriate instructor’s review of the syllabus.  Further, because clinical training is so integral to the program, students can expect to be required to take a minimum of two clinical practica here at Miami regardless of the amount of previous clinical work they might have completed elsewhere.

A Further Note of Caution:  Even if faculty in our program are willing to approve a student’s petition to gain credit for program requirements in a non-standard way, do be aware that state licensing boards may be quite rigid about demanding that your APA requirements be fulfilled in the manner that appears explicitly on your transcript.  Some will allow you to submit explanatory documents and proofs that show how you have met those requirements in an alternative format, especially if they are backed up by a letter from the DCT.  However, some of our graduates have had the experience of being told, for instance, that a 3-credit graduate course in multiculturalism or affective and social bases of behavior is the only way to fulfill that requirement in the eyes of the state’s licensing board.  So do consider the relative benefits of taking courses that fulfill APA requirements here while you are in the graduate program—even if you feel you have done the equivalent through other means—versus scrambling to find a way to do so when you are already in another state ready to start your first job post-internship.

Student Petition

DATE:             April 22, 2010

TO:                  Margaret O’Dougherty Wright, Ph.D., Director of Clinical Training, Clinical Faculty

FROM:             Student:   _____________

Advisor:  _____________

Due to overlap with previous graduate courses previously taken at ______ University, I would like to petition to receive credit for the following Miami University courses.  [Please note: unlike Miami, which assigns one credit for each hour spent weekly in class, Blustery classes (which generally met for eleven three-hour sessions, see descriptions below) are uniformly assigned one credit hour.  In other words, one BU credit = 3 MU credits in terms of class time and course requirements.]

Example
Previously Taken Course Title Dates Grade Course Credits Requested
Intimate Relations (example) 1/06-3/06 A Advanced Seminar in Clinical Psychology (PSY 740) (3 credits)

Course Description

Course consisted of 11 three-hour classes focused on couples therapy as well as three one-hour discussions exploring the clinical implications of the course material in greater depth.

Topics discussed for a minimum of one 3 hr class included: the couple as a system; therapeutic relationships in couples therapy; working with pre-marital couples; the relational lives of gay men & lesbians; infidelity; mental disorders and couples; gender issues in couples and family therapy; working with conflictual couples; working through a separation; and helping a couple divorce.  Grade was based on papers that explored active couples cases in considerable theoretical detail, including case conceptualization, treatment plan, and the rationale for the pursued course of treatment and interventions.

Example
Previously Taken Course Title Dates Grade Course Credits Requested
Methods of Systems Therapy 1/05-3/05 A 1 Intervention (PSY 645) (1 credit)

Course Description

Course met for 11 three-hour classes focused on systems therapy intervention methods.

Topics discussed for a minimum of one 3 hr class included: developing the therapeutic blueprint (hypothesizing, planning, conversing, and reading feedback); action, meaning, and emotion in relational therapy; action techniques (enactments, tasks, directives); strategic interventions; cognitive behavioral therapy; use of self; symptom defocusing; using narrative, meaning, and belief; and termination.  Grade was based on a 13-page paper demanding a detailed analysis of the use of a specific systemic method in the context of an active case and a 36-page line-by line analysis and self-critique of transcribed family therapy role-play employing the methods introduced in class.