Ph.D. Clinical Psychology

Consciousness, Spirituality, and Integrative Health Specialization (15 semester credits)

Complex Trauma and the Healing Process Specialization (15 semester credits)

Description 

The impact of trauma on psychological and social wellbeing, while always having been a core aspect of psychology practice, has developed in its sophistication in the last two decades. There is now a recognition that chronic exposure to trauma-be it from combat, domestic violence, or other sources-can have a devastating effect on a person’s sense of self. As the leading academic institution for humanistic, existential, and transpersonal studies, Saybrook is the perfect stage for providing a unique program to meet the rising need for humanistic and integrative education in dealing with trauma-related issues. While the courses in the specialization program will review traditional conceptualizations and approaches to complex trauma, it will emphasize alternative and creative understandings, including spiritual, somatic, and cultural perspectives. This is what makes Saybrook’s Complex Trauma and Healing Processes Specialization program unique. Each course will provide a whole person-based, multicultural-sensitive training to practitioner-learners across the globe interested in a humanistic-existential-transpersonal perspective of trauma.

The Specialization is designed to address the gap in education surrounding traumatic stress and effective, innovative healing processes by offering a program for emerging scholars and practitioners. Our program integrates crucial humanistic understandings of the human condition while providing basic knowledge about the established foundations of trauma, and its intricate, complex, and often tragic impacts upon mind, body, spirit, and culture, with special attention to exploring both conventional and non- conventional healing processes. The curriculum and training also meets the growing interest among practitioners, students, and community members to learn more about the fundamentals of trauma integrated with the humanistic implications it has raised for research and practice in the United States and internationally. The curriculum and training provide students with a broad and rich understanding of trauma history, theory, research, practice, and cultural implications allowing for a pursuit of a specific area of interest. In addition, students are invited to collaborate with instructors in developing practical opportunities for unique field and research experiences and for scholarly publications, nationally and internationally.  Individuals not matriculating as a student in the Clinical Psychology PhD. program may enroll in the specialization.  However, they must have a master’s degree in a human service disciple.  Upon completion of the courses, they will receive a certification.

Learning Outcomes:

Upon completion of the Specialization, students will be able to…

1. Understand the foundational, historical, cultural, and humanistic perspectives of trauma; Evaluate established and emerging global and cultural theories of traumatic stress;
2. Gain skills and knowledge about empirically supported, evidence-based, practical, and humanistic approaches and non-conventional approaches to healing individuals and groups;
3. Recognize the empirical and subjective experiences of traumatic stress and expressions of trauma throughout the lifespan;
4. Understand the diversity and related implications of group and individual stress reactions to trauma across cultures;
5. Develop an understanding of the assessment process, ethics, and risk management of traumatic stress in practice.
6. Integrate concepts into practice for healing, research, and transformative social change

Requirements: 

The Trauma Specialization requires a total of 15 credits

Creativity, Innovation, and Leadership Specialization (15 semester credits)

Existential and Humanistic Psychology Specialization (15 semester credits)

The EHP Specialization carries and embodies the legacy of the Old Saybrook Conference, attended by luminaries such as Carl Rogers, Charlotte Buhler, James Bugental, and Rollo May, which took place in 1964 in Old Saybrook, Connecticut, inspiring the founding and identity of what is now Saybrook University. This specialization honors the spirit of that conference by training psychologists, clinicians, researchers, scholars, teachers, healers, and social change advocates who are deeply grounded in an expansive vision of the whole human being searching for meaning and freedom and facing life directly in the context of global social justice.   

Learning Outcomes

1. Critical Thinking: Graduates will demonstrate advanced critical thinking skills, utilizing a humanistic lens to analyze complex psychological phenomena and apply theoretical frameworks to real-world contexts.    
2. Cultural Competence: Graduates will possess cultural competence, display an understanding and appreciation of diverse cultures, experiences, and worldviews, and integrate this awareness into their professional practice.    
3. Ethical Awareness: Graduates will exhibit a strong ethical awareness, adhering to ethical guidelines in their research, teaching, and practice, and demonstrating a commitment to the well-being and autonomy of individuals and communities.    
4. Research Proficiency: Graduates will develop proficiency in conducting rigorous research informed by humanistic, existential, transpersonal, and phenomenological perspectives, employing qualitative and quantitative methodologies to advance the field of humanistic psychology.   
5. Social Justice Advocacy: Graduates will engage in social justice advocacy, actively promoting equity, inclusivity, and social change by addressing systemic disparities, advocating for marginalized populations, and contributing to the creation of a just and sustainable society.   
6. Applied Skills: Graduates will possess practical skills and interventions grounded in humanistic psychology, enabling them to facilitate personal growth, foster resilience, and promote well-being in various settings, including research, educational, community, and organizational contexts. 

Jungian Studies Specialization (15 semester credits)

Description

What is Analytical psychology, why and how is the work of C. G. Jung relevant today?

Carl Gustav Jung (1875-1961) was one of the seminal European theorists, researchers and practitioners of psychiatry and psychology during the 20th century. He produced an expansive body of knowledge through self-reflection, research and clinical practice involving mental health, mental illness and exceptional states of consciousness. This body of work is commonly referred to as Jungian psychology. Jung himself found the terminology to be too self-referential and during the period from (1912-1913) began to refer to the corpus of his work as Analytical psychology. This was to accommodate the emerging psychoanalytic theories of his predecessor Sigmund Freud and contemporaries Alfred Adler, among others. Jung’s work presaged and served as a bridge to later developments in cultural and multicultural psychologies, neuroscience, eco-psychology and the interdisciplinary study of human psyche and behavior. His work was foundational to Transpersonal psychology with inquiries into occult phenomena, the paranormal and integration of the spiritual dimension into his metaphysical constructs of psyche and models of consciousness. He was very interested in psychology and religion west and east, ethnology and ethnography, comparative mythologies, the visual arts, literature, European philosophy and alchemical studies. The curriculum for this specialization is developed from primary sources of his translated writings from German to English.
The Jungian studies specialization offers the opportunity to read selections from Jung’s extensive writings contained in the twenty volumes of the Collected Works of C.G. Jung. The curriculum is designed to include Jung’s original essays in historical and cultural contexts, post Jungian scholarly extensions of these classic works, and a post -modern critique of his ideas that include intersectional and relational analysis of: cultural context, ethnicity, class, gender and sex orientations among others. 
 ”Today, scholarship based on Jung’s insights is increasingly embraced as essential by those who chart a unique path of individuation while engaging life and the collective issues of our time. Jung’s insights into the human condition, the conscious and unconscious operations of the psyche, and its implications for cultural expression are timeless and in many respects, yet to be fully discovered and appreciated” (James Hollis, 2008)

Learning Outcomes:

By the end of these courses, progressively, the student will be able to:

1.  Describe the autobiographical and/or biographical narrative of the life of Carl Jung in historical and cultural context.
2. Integrate and explain core concepts in the theory of personality from the perspective of Analytical psychology.
3. Integrate and explain core concepts in the theory and practice of psychotherapy, and psychoanalysis in Analytical psychology.
4. Critique theories in Analytical psychology from the intersectional and relational perspectives of: cultural context, ethnicity, gender, and sexual orientation.
5. Evaluate and integrate post Jungian and postmodern perspective in Analytical psychology.   

Requirements

The Jungian Studies Specialization requires a total of 15 credits.

• PSY 8803 - Introduction to Analytical Psychology and the Collected Works of Carl Jung 3 credit(s)
• PSY 8802 - The Archetypes, the Collective Unconscious and Symbols of Transformation 3 credit(s)
• PSY 8806 - Dreams, Mythology, and Fairy Tales in Theory and Clinical Practice 3.0 credit(s) *
• PSY 8826 - The Practice of Psychotherapy and Alchemical Studies 3.0 credit(s) *
• PSY 8804 - Post Jungian & Post-Modern Perspectives on Analytical Psychology 3 credit(s)

• *For Clinical Psychology students, this course also satisfies Clinical Intervention III/IV if taken after completing Clinical Interventions I and II.

Advanced Psychological Assessment Specialization (15 credits)

Description:

The 15-credits Advanced Psychological Assessment Specialization will provide greater training and experience in child, adolescent, and adult psychological assessment skills. Students will gain additional training with both adult and child cognitive measures, adult and child objective and personality measures, test interpretation, writing integrative psychological testing reports, and ethical/cultural considerations in psychological assessment. It is expected that students receive adjunctive supervised opportunities with real clients during pre- and post-doctoral periods in preparation for independent professional practice.

Students who think they might be interested in pursuing the Advanced Assessment track should take electives only after preliminary assessment courses are taken (typically in third year). Please contact the specialization coordinator with any questions about required coursework and recommendations on how to use electives for this track

Prerequisites:

Students are required to take PSY8230 Cognitive Assessment and Lab (PSY8231) and PSY8250 Personality Assessment and Lab (PSY8251) early in their training; before clinical practicum. Students interested in pursuing this specialization would need to declare their interest by their 4^th semester in the program.

 Given the highly specialized nature of the psychological assessment and emphasis on clinical and writing abilities in clinical practice during assessment training and upon graduation, students requesting to be in this specialization must meet the following requirements:

1. Students should be in good academic standing.
2. All prerequisite coursework must have been successfully completed.

• PSY2050 Psychopathology and Diagnosis
• PSY3025 Biological Bases of Behavior
• PSY3015 Cognition and Affect in Human Behavior
• PSY6060 Ethics and Laws in Psychotherapy and Behavioral Science
• PSY8230/8231 Cognitive Assessment and Lab
• PSY8250/8251Personality Assessment and Lab

3. A clinical writing sample should be submitted for review demonstrating professional writing, logical organization, rigorous conceptualization, and appropriate treatment recommendations. The sample should be submitted prior to the start of the term for enrollment in the specialization and submitted to the Specialization Coordinator: Anne Khalifeh or Michael Sakuma. A decision will be rendered prior to the Add/Drop date of term for enrollment.  A clinical writing sample may comprise of any of the following:

• A deidentified psychological assessment from a training site;
• Work samples from Cognitive Assessment or Personality Assessment;
• A suicide risk assessment;
• A treatment plan;
• A case conceptualization;
• A cognitive screening report.

4. Students should have secured practicum or internship training that offers education and supervision in psychological assessment affording the student to opportunities to perform psychological assessment and offer regular supervision on assessments being conducted at the training site. The DCT may contact the training site to verify this information. The academic segment of this specialization will offer preliminary supportive training and supervision but should not be considered the primary supervision source.   

Learning Outcomes:

Upon completion of the Specialization, students will be able to… 

1. Gain skills and knowledge about empirically supported, evidence-based, practical, and humanistic approaches and non- conventional approaches to psychological assessment of children and adults.
2. Understand ethical principles related to psychological assessment including ethical use of tests, test selection, test security, and application to a range of population groups.
3. Understand the diversity and related implications of psychological assessment across cultures. 
4. Gain skills and knowledge about how to write comprehensive integrated reports that are both ethically and culturally sensitive. 

Requirements 

This Advanced Assessment Specialization requires a total of 15 credits.

• PSY 8240 - Advanced Cognitive Assessment 3 credit(s)
• PSY 8241 - Advanced Cognitive Assessment Lab 1 credit(s)
• PSY 8242 - Advanced Personality Assessment 3 credit(s)
• PSY 8243 - Advanced Personality Assessment Lab 1 credit(s)
• PSY 8244 - Integrated Advanced Assessment I 3 credit(s)
• PSY 8245 - Integrated Advanced Assessment I Lab
• PSY 8246 - Integrated Advanced Assessment II 3 credit(s)
• PSY 8247 - Integrated Advanced Assessment II Lab 1 credit(s)

Applied Psychophysiology Specialization (15 semester credits)

• All of these basic courses:

• APH 5622 - Basic Training and Education in Biofeedback 3 credit(s) (lab during RLE)
• APH 5101 - Intermediate Biofeedback and Psychophysiological Recording 3 credit(s) (lab during RLE)

• Three of the following courses:

• APH 5221 - Stimulation Technologies 3 credit(s) (lab during RLE)
• APH 5451 - Optimal Functioning: Psychophysiological Applications in the Community, School, Sports, and Workplace 3 credit(s)
• APH 5571 - Heart Rate Variability Biofeedback 3 credit(s)
• APH 5271 - EEG Biofeedback: Assessment and Intervention 3 credit(s) (lab during RLE)
• APH 5201 - Principles and Theories of Stress Management 3 credit(s)
• APH 5620 - Basic Training and Education in Hypnosis 3 credit(s) (lab during RLE)

Admissions Requirements

Persons applying to the Ph.D. Clinical Psychology program may apply with a completed B.A., B.S., M.A. or M.S. from a regionally accredited college or university. A bachelor’s or master’s degree in Psychology or a related discipline is recommended; however, non-Psychology majors will be considered for admission.   

Transfer Credits

Transfer credits based on equivalent graduate courses taken at another regionally accredited institution in the same or similar discipline where the student received a grade of B or better may be transferred and will reduce the number of course credits required to be completed at Saybrook. Allowable transfer credits must be suitable for transfer to the intended degree as determined by the Department Chair or Associate Chair. Transfer course credits do not affect or replace specific program requirements, or the minimum number of credits required for the degree. Transfer credits from an institution that uses the quarter system will be converted to semester credits. Transfer credits appear on the Saybrook transcript as a single block of credits, not as specific course titles. While matriculating at Saybrook University, students may not receive academic credit or credits for coursework to apply to their Saybrook degree in progress from another institution. 
 
Students entering the program with an M.A. or M.S. degree in Psychology or a related field, or prior to graduate work in psychology or a related field, may be eligible to transfer up to 15 credits applied toward electives. Previous graduate coursework must have been completed within the past 5 years.  Additionally, up to 9 credits of Saybrook non-degree graded coursework will be considered for application toward degree matriculation.  Courses will be reviewed for applicability to the degree.  Consult the Institutional Transfer Credit Guidelines for additional policy on transfer credit. 
 
Students should be sure to review their Transfer Credit Evaluation once it has been sent to them by the Registrar’s Office and should contact the Registrar if they have questions. Students have the option to request removal of any transferred credits prior to the end of their second semester at Saybrook University if they intend to take Saybrook elective courses as part of their degree program.  We recommend that students check with their Department Chair prior to requesting credit be removed. Once removed, the update is permanent and transfer credits may not be reinstated.

University Learning Experience

Residential Learning Experience (RLE) - Required, Community Learning Experience (CLE) - Required

Residential Learning Experiences in the Context of Clinical Psychology Training  

The Residential Learning Experiences (RLEs) are an important component of the clinical psychology doctoral program. RLEs are comprised of a series of structured synchronous events.  These include trainings, seminars, and workshops that promote active engagement through group discussions, experiential learning exercises, and professional networking. In addition, there are several online core courses that have an in-person required class session that complements online learning. 

RLEs also provide a platform for students to disseminate their research, deliver structured presentations, and participate in community-wide conversations. RLEs support socialization into the profession by fostering identity formation, facilitating mentorship, offering hands-on experience with diverse clinical approaches, and encouraging the integration of scientific thinking into practice. 

Attendance is required for all matriculated students for each semester enrolled. Students are expected to record a minimum of 600 hours through the RLE app, be in attendance for the full duration of each RLE, and practice active engagement in all activities.  

Fieldwork

Professional Licensure

In order to become a licensed psychologist, candidates must complete the degree, program, and/or coursework required by their chosen state. States also have licensing requirements beyond a program’s graduation requirements which may, depending on the state, include post-doctoral supervised experience, continuing education credits, examination(s), background check, and application for license.  
 
For information on where Saybrook University meets, does not meet, or has not determined if the program meets licensure eligibility requirements for the state in which you wish to be licensed, please visit: https://www.saybrook.edu/admissions/professional-licensure-and-certification-disclosures/ 
 
The Ph.D. Clinical Psychology hybrid online program is aligned with the degree and pre-doctoral supervised professional experience requirements of the California Board of Psychology for registration and examination eligibility as a Licensed Psychologist (sections 1386 and 1387 of the California Code of Regulations).  The program also offers students the opportunity to complete California Board of Psychology licensure-required coursework as specified in sections 1382, 1382.3, 1382.4, 1382.5, and 1382.6 of the California Code of Regulations. 
 
Candidates for licensure in California must pass the Examination for Professional Practice in Psychology (EPPP) examination and the California Psychology Law and Ethics examination (CPLEE) and complete any remaining licensure-required coursework specified in sections 1382, 1382.3, 1382.4, 1382.5, and 1382.6 of the California Code of Regulations. Additional post-doctoral supervised experience is required in adherence to section 1387 of the California Code of Regulations. All candidates are also required to complete the application process, which includes fees and a background check. For further information about licensure in California, please visit the Board of Psychology. 
 
There is more information on Professional Licensure and Certification Disclosures webpage: https://www.saybrook.edu/admissions/professional-licensure-and-certification-disclosures/
 
Clinical Practicum

Clinical practicum is the first supervised practical training experience in the sequence of professional training in psychology conducted in settings providing professional psychological services. The practicum promotes the integration of academic knowledge with practical clinical experience, and prepares the student for future training, particularly for the pre-doctoral internship that follows. During practicum, students apply and extend the knowledge, skills, and attitudes learned in the program’s didactic and classroom-based experiential components to develop increasingly sophisticated clinical skills and levels of understanding. The practicum assists students in integrating academic knowledge with applied experience in settings providing professional psychological services, contributes to the development of competence in the basic skills of professional psychological practice, and enhances the effective use of training experiences. Saybrook does not have an on-site practicum program.  Support for the process of selecting, applying for, and completing the practicum is offered by the Director of Clinical Training (DCT) through the RLE workshops, Graduate Colloquium course, Tevera platform, and individual meetings. The clinical training experience requires a minimum of 900 clinical hours to be completed over two semesters. Students must be enrolled in the clinical practicum course PSY 8145A or PSY 8145B for their practicum hours to count towards the degree requirement. Students can consult the Clinical Training Handbook for additional information. 
 
Clinical Internship

The internship is an intermediate to advanced supervised clinical experience that follows the completion of the practicum and specific coursework.  Internship is the hallmark of the clinical psychology training, and it is an essential component of our Clinical Psychology program in which students integrate academic knowledge with practical clinical skills and integrate humanistic principles and perspectives into their practice.  Saybrook does not have an on-site internship program. Students locate appropriate internships and supervision in their geographic area, working in conjunction with Saybrook’s Director of Clinical Training (DCT). While adhering to state specific licensure requirements, students choose to work in settings conducting individual and group psychotherapy, on multidisciplinary hospital-based teams, in community mental health, or in schools and college counseling centers. The clinical internship experience requires a minimum of 2000 clinical hours of training over 12-24 months (full or part time, respectively) period. Students are required to register for Internship during each semester they are completing clinical hours.

Program Specific Requirements

Graduate Colloquium and Faculty Advisors

The Graduate Colloquium (GC) is designed as a ‘virtual classroom’ to support the student throughout their studies, with specific attention to fostering a community of learners, sharing opportunities for professional presentations and conference attendance in the field, and socializing the student to the diverse roles a clinical psychologist. As a degree requirement, students are expected to participate in a GC shell (PSY 7500A, B, C, and D) throughout matriculation. 
 
The faculty members that monitor the GC shells are the Faculty Advisors (FA), who work closely with the Department Chair, Associate Chair, Academic Advisor and other university representatives in support of student matriculation.  Students will consult with their FM in designing/monitoring the program planning guide and course registration. Faculty mentorship is an integral part of a successful doctoral program, helping to improve student self-esteem, competence, and psychosocial health, as well as improving retention, program completion, and career efficacy (Carpenter et al., 2015).  The GC shell affords students opportunities to work directly with their Faculty Advisors, and with student Peer Leads, as well as the Director of Clinical Training (DCT).  
 
Academic Progression

Clinical psychology (CP) students are expected to maintain an average of nine credits per semester. Consultation with the Faculty Advisor (FA) and approval from the Program Chair is required to enroll in less than nine or more than twelve credits per semester.   
 
Course Satisfaction

When clinical psychology (CP) students withdraw from a course or receive a grade of “NC” or a letter grade of “C” or below, they are expected to reenroll in that course in the following semester in which the course is offered (summer term optional). Subsequent withdrawals and/or failures may warrant remediation and/or dismissal for a lack of academic progression.   
 
Dismissal Policy

The dismissal of a student is a serious matter and, in general, denotes unresolved issues related to inadequate academic progression and/or professional impairment. Students may be dismissed for: 

1. Receipt of three grades of “No Credit” or letter grades of “C” or below in a single semester or same course or cumulatively, 
2. Failure to meet the minimum cumulative GPA requirement of 3.00 for three consecutive semesters, 
3. Pattern of unethical or unprofessional behavior (see Saybrook Student Code of Conduct, CP Student Handbook, APA Principles of Psychologists and Code of Conduct, or state guidelines), 
4. Persistent (2+ terms) unsatisfactory performance in the clinical practicum and/or internship courses, and/or 
5. Significant impairment (cognitive, behavioral, emotional) that adversely impacts training and/or the welfare of clients (e.g., dismissed from training sites). 

 
Comprehensive Exam

The Comprehensive Exam (PSY 4000) is an academic credit bearing course and includes a written and multiple-choice exam that affords the student the opportunity to demonstrate skills and knowledge related to clinical conceptualization, theory, research, and ethics, as well as competency in practice and cultural sensitivity. Students are eligible for enrollment upon satisfactory completion of all core degree required courses, including clinical practicum hours (PSY 8145A & B). In the course, students will be coached in building upon their collective learning experiences across curriculum, Residential Learning Experiences (RLE), professional events, and clinical practicum and internship experiences in preparation for the exam. Students will take the exam in the middle of the term and are required to pass the Comprehensive Exam to advance to candidacy. See the course description for more details.
 
Clinical Psychology Student Development Assessment Process (SDAP) 

 
Policy on Student Progression within the Clinical Psychology Program 
 
I. Introduction
 
This policy addresses satisfactory student progression in the Clinical Psychology (CP) program. The CP faculty are committed to approaching student assessment and evaluation from a strengths-based perspective with the goal of promoting growth, fostering professional development, and facilitating successful progression within the program. This policy is deemed necessary to both support the professional development of students and to address any concerns that compromise the achievement of professional standards required for the practice of clinical psychology. In the humanistic tradition of Saybrook University, this policy incorporates collaboration and due process among students, faculty, and leadership administration. 
 
This policy is guided by the specific principles and standards outlined in the Ethical Principles of Psychologists and Code of Conduct (APA, 2017). The American Psychological Association (APA), empirical literature, and many states regulatory bodies use the term impairment to describe graduate student behaviors that compromise a student’s ability to meet training competencies (APA, Committee on Accreditation, 2005; APA, Ethical Principles of Psychologists and Code of Conduct, 2017; Barnett & Hillard, 2001; Lamb et al., 1987; Schwartz-Mette, 2009; Wolf et al., 2014). Such impairment may cause harm, or have the potential to cause harm, to current and future clients. The concept of problems of professional competence has been suggested to replace the term impairment, as it conceptualizes the problem as separate from the personhood of the student (Forrest et al., 2008). The CP faculty have collectively decided that the term problems of competence is better aligned with Saybrook University’s humanistic tradition. Problems of competence specifically encompass concerns within the following domains: academic performance, ethical conduct, clinical readiness/performance, and/or professionalism (described in greater detail in Section III). Thus, the term problems of competence will be utilized throughout the remainder of this policy. It is the goal of the faculty and administration to proactively discuss any concerns regarding problems of competence in order to partner with students to facilitate their growth and development. The CP faculty serve as gatekeepers of the professional practice of psychology, and the CP department accepts the ethical responsibility of monitoring and managing problems of competence when the need arises (Schwartz-Mette, 2009).
 
Clinical Psychology Degree Expectation of Students

The expectations for CP students as clinicians-in-training fall under three broad competencies categories: 

• Demonstrated knowledge of and adherence to professional standards, 
• Demonstrated application of professional skills, and 
• Effective functioning through self-management and balance of personal experiences and professional demands. 
• Professional Standards. 

In addition to adherence to Saybrook University policies and procedures, clinical students are expected to: 
 
Demonstrate professionalism in adherence to the American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct, Specialty Guidelines, and other relevant professional of psychologists.   
Abide by any laws and regulation governing the practice of psychology, including any local, state, or federal regulations about the practice of psychology. More specifically, students are expected to integrate/adopt proper professional standards or best practices into their personal and professional development as clinicians-in-training.  
 
It is the responsibility of the clinical psychology degree faculty, in collaboration with Saybrook faculty and staff, to expose clinical psychology students to the knowledge, guidelines and standards that are necessary to effectively socialize them into the field of psychology. Thereby supporting and monitoring the professional development of the student body. 
 
Personal Functioning.  It is the responsibility of any psychology professional, including to balance their personal functioning and effectiveness. This is most pertinent for CP students during degree matriculation and clinical training. Conceivably, physical, emotional, and/or educational problems may adversely impact the students’ clinical skills/knowledge acquisition, professional performance, and academic progression. These challenges may include yet not limited to the following: 
 

• Problematic academic performance and matriculation, 
• Poor psychological adjustment and/or inappropriate emotional regulation, 
• Significant inappropriate self-care and stress management, 
• Lack of capacity for self-directed professional development, 
• Ineffective use of and response to supervision, and/or 
• Violation of APA Principles of Psychologists and Code of Conduct, Saybrook Student Code of Conduct, and/or other local, state, federal regulatory bodies. 

 
II. Student Development Assessment Process (SDAP) 

 
SDAP Process 
 

The SDAP is a method of facilitating and promoting professional development among student trainees. Specifically, the SDAP is a standardized approach to providing feedback to students about their development as clinicians-in-training. Students are asked to actively engage in self-reflection regarding their strengths, areas for growth, and professional goals during the SDAP. As part of the process, students will complete a self-assessment form. Faculty will partner with students by also assessing their development in the following areas: academic performance, ethical conduct, clinical readiness/performance, and professionalism. The student’s formal academic record, narrative evaluations, clinical evaluations (if applicable), previous coursework, written correspondence, and other formal documents will be reviewed in order to assess the student’s progression in the program. It is the program’s goal that students participate in the SDAP review annually.

To engage in professional growth, it is crucial that students receive and integrate constructive feedback from faculty, clinical supervisors, and administration. As part of their development, students should demonstrate the following: 
 

• Openness to receive feedback 
• Awareness of the impact of their behavior on others 
• Ability to integrate feedback 
• Acceptance of personal responsibility and agency 
• Ability to professionally express their point of view with scientific and cultural humility 
• Ability to exercise professional and ethical judgment in decision-making 

 
SDAP Procedure  

Students will engage in the self-assessment portion of the SDAP through the Tevera platform.  

If a student does not complete the self-assessment form by the submission date, their progress will be evaluated without the form; late or incomplete self-assessment may be an indicator of lack of engagement. It is to the students’ benefit to complete the form so that they have a voice in the process.  

Once students submit their form, faculty will review the following: Student self-assessment form; the formal academic record/transcript; narrative evaluations; clinical evaluations (if applicable); previous coursework; direct observation; written correspondence; potential faculty discussions and interactions with the student; and other formal documents.  

The SRC will notify each student in an annual feedback letter identifying 1) satisfactory progress or 2) a referral to a faculty advisor or dissertation chair to support progress.

Student Review Committee (SRC) 
 
In an effort to support student academic progress, the Student Review Committee (SRC) oversees the Student Development Assessment Process (SDAP) and remediates problems of competence in the areas of academic performance, ethical conduct, clinical readiness/performance, and/or professionalism.   

 
III. Definitions of Problems of Competence 
 
A student may have problems of competence in one or more of the following domains: academic performance, ethical conduct, clinical readiness/performance, and/or professionalism. Any personal issues that adversely impact performance in the above-mentioned domains are within the purview of the program to evaluate and intervene. The SRC’s judgment regarding suitability for program progression includes, yet is not limited to, the above-mentioned domains. In addition to this program policy, students are expected to be adherent to all university-wide policies (e.g., Student Code of Conduct; Student Academic Progress). This policy is independent from other university-wide policies, yet such policies can be engaged concurrently. See the catalog for a full review of Saybrook University policies.  
 
Academic Performance 
 
A student may exhibit problems of competence within the domain of academic performance if one or more of the following have occurred. This list is not exhaustive, and the SRC retains the responsibility to determine if there are significant concerns regarding academic performance.  

1. Failed course(s)  
2. Failed coursework across multiple courses or within a single course  
3. Failed milestone(s) (e.g., dissertation orals and/or final defense; comprehensive exam)  
4. Significant deviations in progressing within the CP program plan (e.g., enrolling for courses outside of CP program plan that significantly delays program completion)  
5. Low student engagement (e.g., not participating regularly in discussion boards)  
6. Timeliness concerns regarding submitted coursework and/or repeated submissions not in alignment with the CP department’s late policy  
7. Incomplete attendance at a Residential Learning Experience (e.g., arriving late and/or departing early from the RLE without permission; arriving late and/or departing early from lectures during the conference)  
8. Plagiarism and/or significant difficulties with authentic writing as outlined in Saybrook University’s Policy on Academic Honesty (Plagiarism) and Authorship (e.g., copying someone’s work; sabotaging someone’s work; not paraphrasing sufficiently in one’s own words; taking credit for others’ ideas; copying and pasting from other sources; improper or lack of use of APA in-text citations and references; etc.)  
9. Self-plagiarism (e.g., submitting coursework from a previous course without instructor pre-approval)  
10. Enrollment in the CP program for more than 8+ years may also trigger a review as it’s important that the degree reflects recent knowledge and advances in the field.  
11. Failure to meet academic standards/expectations as outlined in a remediation plan.  

 
Ethical Conduct 
 
A student may exhibit problems of competence within the domain of ethical conduct if one or more of the following have occurred. This list is not exhaustive and the SRC retains the right to determine if there are significant concerns regarding:  

1. Violation of any of the enforceable standards outlined in the APA ethics code during performance of academic, clinical, and/or professional tasks  
2. Inappropriate ethical decision-making methods or outcomes (e.g., not seeking consultation for an ethical dilemma; not recognizing an ethical dilemma when it occurs)  
3. Behavior that is in violation of applicable state or federal law(s)  

 
Clinical Readiness/Performance 
 
A student may exhibit problems of competence within the domain of clinical readiness/performance if one or more of the following have occurred. This list is not exhaustive, and the SRC retains the responsibility to determine if there are significant concerns regarding clinical performance.  

1. Dismissal from a practicum or internship training site  
2. Deficient’ ratings from a clinical supervisor (e.g., receiving lower than a “3” on the Student Performance Evaluation form)  
3. Providing clinical services without proper licensure, supervision, and/or informed consent  
4. Formal concerns reported by the Director of Clinical Training (DCT)  
5. Difficulties establishing rapport with clients  
6. Concerns with readiness to provide clinical services  
7. Practicing significantly outside of one’s area of competence  
8. Providing treatments that are known to cause harm (e.g., conversion therapy)  
9. Engaging in a romantic and/or sexual relationship with a client or former client  
10. Violations of the Health Insurance Portability and Accountability Act (HIPPA)  
11. Violations of client confidentiality (e.g., failure to de-identify client identifying information for presentations; inappropriate social media use regarding client material; gossiping about clients)  
12. Causing harm to a client (e.g., emotional harm, physical harm, or negligence that resulted in harm)  
13. Failing to comply as a mandated reporter (e.g., state laws regarding child abuse, abuse of a vulnerable adult, etc.)  
14. Sub-standard clinical documentation (e.g., incomplete, inadequate, fraudulent, or delayed)  
15. Inappropriate or excessive personal self-disclosures  
16. Difficulties in either behavioral or emotional self-regulation that the faculty deem could adversely impact clinical care  
17. Misrepresentation of credential(s)  
18. Failure to notify clients of role as a student in training  
19. Failure to meet clinical standards/expectations as outlined in a remediation plan  
     

Professionalism 
 
A student may exhibit problems of competence within the domain of professionalism if one or more of the following have occurred. This list is not exhaustive, and the SRC retains the responsibility to determine if there are significant concerns regarding professionalism.  

1. Inability or unwillingness to incorporate feedback  
2. Difficulties regarding interpersonal communication, such as:   
   1. Use of insults  
   2. Repeated conflict with peers, faculty, staff and/or leadership administration  
   3. Poor or hostile communication  
   4. Difficulties working as part of a team  
   5. Threats of retaliation  
   6. Threats of violence  
   7. Demonstrations of hate speech, prejudice, and/or bigotry  
   8. Disrespectful written correspondence and/or phone etiquette  
3. Demonstration of harmful personal biases  
4. Inability or unwillingness to engage in self-reflection and/or acknowledge personal responsibility  
5. Inappropriate professional dress or attire  
6. Inappropriate and/or unprofessional behavior in a Residential Learning Experience (RLE). This may include, but is not limited to, the following:   
   1. Hostile communication  
   2. Bizarre or inappropriate behavior  
   3. Attending lectures under the influence of substances and/or in a compromised state (e.g., alcohol, illicit drugs, prescribed drugs, etc.)  
   4. Disrespect toward hotel staff, catering staff, and/or Saybrook University community members (e.g., students, faculty, employees, administration, University guests, invited speakers, significant others also in attendance, etc.)  
7. Violations of Saybrook University’s Student Code of Conduct and/or Title IX  
8. Failure to meet professionalism standards/expectations as outlined in a remediation plan  

 
IV. Identification of Students with Problems of Competence 
 
It is important to identify students with potential problems of competence as early as possible in order to protect the public (e.g., clients and future clients), as well as to facilitate student success. The Department Chair should be first notified of potential problems of competence, and the Department Chair or faculty may then request a SDAP review if indicated. The identification can happen via multiple channels and at any time:  

1. The SRC may identify potential problems of competence during the SDAP review  
2. A student may self-disclose or self-identify potential problems of competence  
3. A student may observe potential problems of competence in a peer  
4. A faculty member may observe and report potential problems of competence in a student  
5. A clinical supervisor may observe and report potential problems of competence in a student  
6. A staff person may observe and report potential problems of competence in a student  
7. Failed coursework, failed milestones, and/or unsatisfactory progression may trigger a formal review  

 
V. Procedures for Addressing Problems of Competence 
 
A student’s program progression can be reviewed by the SRC at any time. There are two routes in which the SRC may evaluate a student’s progression in the program: 1) as part of the standardized SDAP review; and 2) when specifically referred by a faculty member.  
 
The SRC will meet at least once per semester and at the SRC Chair’s discretion. The SRC will review SDAP materials after students have completed their self-assessment forms, and a representative of the committee will meet with any students recommended to receive a remediation plan. Faculty Referral forms will be reviewed concurrently with Student Self-Assessment Forms. The SRC committee will meet during the semester to assess student remediation plans.  
 
Informal Resolutions 
 
The SRC first recommends that minor issues regarding problems of competence be resolved in an informal manner when appropriate. This may involve peer-to-peer discussions, feedback from a faculty member/chair/DCT/supervisor, or other dialogues intended to provide an opportunity for resolution. Faculty assume their role in providing initial feedback and mentorship when a concern first arises. Faculty should only refer students to the SRC after they have already provided feedback regarding a concern and the student has had an opportunity to demonstrate growth, or if there is sufficient concern that a referral to SRC would be deemed best in supporting the student’s development. If the concern remains and suggests a potential pattern, it would then be appropriate to refer the student to the SRC so that the SRC can support the student in their development. Repeated patterns of behavior should be brought to the SRC for formal review whereas urgent concerns should be brought to the Department Chair. If an individual does not feel comfortable seeking informal resolution, if it would be inappropriate to do so, or in such instances in which a student, faculty member, and/or staff member is unsure if informal resolution is indicated, they should consult with the Department Chair or Associate Chair for guidance. It is the responsibility of the faculty on record to inform the student of the referral process ahead of time in accordance with the guidelines posted in the Department Faculty Handbook. 
 
Formal Review Procedures 
 
Step 1: Students are embedded in the Saybrook community, which includes clinical site supervisors.  Issues or concerns regarding student performance or presentation can be observed by representatives outside the department. Therefore, the SRC is notified that there is a concern regarding a student with potential problems of professional competence. The SRC will discern if it something that is best managed by the Department Chair or if it meets the criteria of an ongoing pattern warranting an SRC review.
 
Step 2: Members of the SRC will begin an information-gathering phase in which they may consult the formal academic record, narrative evaluations, clinical evaluations (if applicable), previous coursework, written correspondence, observations, faculty discussions, and other formal documents. The timeframe to accomplish this task will vary depending on each unique scenario, yet it is the SRC’s goal to complete the information-gathering phase within 30 days. This timeframe, however, depends on the unique circumstances of each referral (e.g., information-gathering may take longer if there are significant delays receiving a report from a clinical supervisor, etc.). 

Step 3: The SRC will meet with the student to discuss the potential problem of competence. This will be a required meeting, and it is in the student’s best interest to attend (e.g., to have a voice in the process; receive valuable feedback related to development and progression in the program). If a student does not reply to the email and/or does not attend the meeting, the SRC will move forward in the process with the information that they have already obtained. During the feedback meeting, the student may not bring anyone to the meeting (e.g., peers, family members, legal representation, etc.).  In adherence with university policy, the meeting cannot be recorded. During the feedback meeting, the SRC will provide the purpose of the meeting and present formal feedback. This may include any concerns related to problems of competence (academic performance, ethical conduct, clinical readiness/performance, and/or professionalism), as well as expectations regarding competencies, performance, and benchmarks.  
 
Step 4: The SRC will convene to discuss the concern and respond according to one of the following levels:  
 
- Level I: Minor Issues Involving Lack of Progression and/or Lack of Competency.   

This level includes less serious issues that can potentially be resolved in the course of one semester. Examples may include but are not limited to multiple single instances of concern, such as a one-time offense regarding authentic writing; clinical evaluation with only one or two areas evaluated as below “clearly adequate”; a single instance of interpersonal conflict that reflects poor communication skills; consultation with faculty; etc.. For Level I issues, the SRC will provide a letter highlighting targeted areas for growth. If the student later struggles to integrate the SRC’s feedback in future semesters, the concerns may be elevated to Level II or Level III at any future review. 
 
-Level II: Moderate Issues Involving Lack of Progression and/or Repeated Limited Competency and/or Lack of Competency 

This level includes more serious issues that require careful planning and collaboration with the student to address the problem. Examples may include but are not limited to: Repeated instances of difficulties with authentic writing; repeated hostile communication and/or interpersonal conflict with a single individual; difficulty establishing therapeutic rapport. The SRC will provide a remediation plan and inform the student, the Department Chair, the student’s Faculty Advisor, and a copy is placed in the student’s academic record. Failure to sufficiently complete remediation or instances of repeated remediation of the same competence may elevate the concern to a level III.  
 
-Level III: Serious Problems of Lack of Progress or Lack of Competency 

This level includes much more serious issues that are threats to program completion and/or the professional practice of clinical psychology. Examples may include but are not limited to: Severe academic dishonesty; serious ethical violations; harm to clients; multiple failed courses; unresponsiveness to a previously constructed remediation plan; repeated hostile communication and/or interpersonal conflict among multiple Saybrook University community members; dismissal from a clinical training site. The SRC informs the Department Chair immediately and will recommend a remediation plan if indicated; in severe cases, Level III concerns may result in dismissal from the CP program.  
 
Step 5: After meeting with the student, the SRC will then send a formal letter to the student regarding the committee’s disposition. The disposition may include one of the following:  

1. Formal feedback: The feedback provided to the student is deemed sufficient by the SRC. The student is seen in good standing, and formal feedback has been documented. Any future concerns may put the student at greater risk for a remediation plan and/or dismissal from the program. The student’s Faculty Advisor and the Department Chair will receive a copy of the notification so that they can support the student accordingly. A copy is also placed in the student’s academic record.  
2. Remediation plan: The SRC has determined that a remediation plan should be implemented with clear objectives and a timeframe. The SRC will work collaboratively with the student to create a remediation plan. (See Section VI below. The student’s Faculty Advisor and Department Chair are included on the disposition notification to ensure the student is supported in meeting remediation requirements so that academic progression is not impacted. A copy is also placed in the student’s academic record. 
3. Dismissal: The SRC has determined that dismissal from the university is the most appropriate response. (See Section VI below. The student’s Faculty Advisor and Department Chair are included in the disposition notification. A copy is also placed in the student’s academic record, and the registrar will implement the dismissal process. 

 
Step 6 (as indicated): After the student has submitted all required remediation components, the SRC will notify the student of the committee’s disposition. If the student is considered to be in good standing, the process will conclude, and the student will be notified via email. If the SRC’s disposition is for dismissal, the SRC will invite the student to a scheduled meeting to discuss the disposition. (See Section VI for further details.  
 
The privilege of working with clients can be withdrawn at any time and is at the discretion of the SRC and/or the DCT given the unique circumstances of each situation. Regarding timeframes, it is the SRC’s goal to review, assess, and provide recommendations in an efficient manner. Given the unique context of each situation, some reviews may necessitate a longer timeframe. In general, the SRC’s goal is to complete a review within the scope of 30 days. This timeframe may be extended given scheduled breaks in the academic calendar, summer session, personal circumstances (e.g., family emergency), and/or the obtainment of new or relevant information that would require further review.  
 
VI. Remediation Plans and Dismissal 
 
Remediation Plans 
 
If the SRC determines a remediation plan is necessary, they will strive to work with the student to collaboratively create a remediation plan that will help to facilitate the student’s development. The SRC will ultimately decide on the final required components of a remediation plan. There is no appeal process for the remediation plan.  
 
A remediation plan may include but is not limited to additional coursework; adjustment of academic workload; enrollment in a writing course; essays; suggested participation in individual therapy; group growth work experiences; self-structured behavior change; and new learning experiences. Any monetary costs to fulfill the remediation plan’s objectives (e.g., enrollment in a workshop or course) will be at the student’s expense. The student will have the opportunity to make comments on the remediation plan voicing their perspective. 
 
The SRC will determine if a remediation plan has been successfully completed based on the unique timeframe included in the plan and required tasks for each student. If the SRC determines that the remediation plan has been satisfactorily completed, the student, Faculty Advisor, and Department Chair will be notified indicating that the student is considered to be in good standing. A copy of the disposition notification will be placed in the student’s academic record. 

If a remediation plan has not been successfully completed, the SRC will work with the student to identify obstacles. If there is forward progression and high student engagement, the SRC may recommend further remediation (e.g., additional timeframe; additional requirements). If there is not forward progression, the SRC may recommend dismissal from the university. The SRC may have up to 90 business days past the remediation plan’s end date to evaluate if all objectives were satisfactorily completed. The end date of the remediation plan may need to be adjusted if the student withdraws from a course, if a student requests an incomplete, or if any adjusted deadlines take place when faculty are on paid time off (PTO) or the SRC does not convene. In such instances, the remediation plans will be reviewed at the beginning of the following semester. In general, the SRC does not meet over the summer session.  
 
Dismissal 
 
The dismissal from the university is a serious matter and, in general, denotes unresolved issues related to inadequate academic progression and/or problems of competence. Students may be dismissed for any of the reasons outlined in Section III. The reasons listed below are examples of what may reflect grounds for dismissal from the program:  

1. Receipt of three grades of “No Credit” or letter grades of “C” or below in a single semester or same course or cumulatively  
2. Failure to meet the minimum cumulative GPA requirement of 3.00 for three consecutive semesters  
3. Pattern of unethical or unprofessional behavior (see Saybrook Student Code of Conduct, CP Student Handbook, APA Principles of Psychologists and Code of Conduct, and relevant state and federal guidelines)  
4. Persistent (2+ terms) unsatisfactory performance in the clinical practicum and/or internship courses 
5. Receipt of two consecutive grades of ‘No Pass’ in the same dissertation course.  

 
In some instances, serious and urgent concerns may be grounds for immediate dismissal from the university. Grounds for immediate dismissal may include, but are not limited to: significant inappropriate or egregious, discriminatory, and/or offensive speech; violence or threats of violence; egregious violations of the APA ethics code; violations of federal and/or state laws; dismissal from a clinical training site; repeated difficulties with plagiarism and/or authentic writing; discriminatory or offensive language or behavior; misrepresentation of academic or professional credential(s) before, during, or after the program application process. Repeated offenses at Level II or III (as described in Step 3) could result in immediate dismissal. If immediate dismissal is indicated, the Department Chair will notify the student in writing that they have been dismissed from the program, effective immediately. The student may appeal an immediate dismissal decision, as outlined in Section VII.  
 
The SRC has the responsibility to make a final determination about the reasons for dismissal. If the SRC determines that dismissal from the university is advised, the SRC will send a formal letter to the student, copied to the Department Chair within 10 business days of completing their review. When evaluating the decision to dismiss a student from the program, the faculty may seek professional consultation both within the university and in some instances outside the university to determine the most appropriate course(s) of action (in accordance with FERPA and other relevant laws). The Department Chair notifies the registrar’s office to implement the dismissal process and informs the College Dean and other university leadership as warranted. 

If a student is dismissed from the program or voluntarily chooses to withdraw from the program during this review process, the SRC dispositions will be considered in the student’s application for readmission. Readmittance to the program is not guaranteed.  
 
Notification of Disposition Decisions 
 
All notifications will be sent via email utilizing Saybrook University email addresses. The student and Department Chair will be notified in writing regarding disposition decisions within 14 business days of completion of the review. The Department Chair will also notify the College Dean and university leadership accordingly. If the SRC’s disposition determines that the student is in good standing, the student will be notified in writing, as will the Faculty Advisor and Department Chair. A copy of the notification will be placed in their academic records.  
 
VII. Appeals Procedure 
 
Students who disagree with a disposition decision for dismissal may submit a formal written appeal within 10 business days. Reasons for appeal are limited to 1) a procedural violation of policy and/or 2) information that was unavailable at the time of the SDAP review. There are three levels of appeal, which should be followed in order:  
 
Level 1 (Department Chair): A student should submit their formal written appeal to the Department Chair within 10 business days of their disposition notification. In the written appeal, the student should clearly provide a rationale for their reason. The Department Chair has 10 business days to consider the appeal and provide a formal response to the student.  
 
Level 2 (College Dean): If the student would like to appeal against the determination made by the Department Chair, they may file an appeal with the College Dean for secondary review within 10 business days of receiving the Department Chair’s decision. The College Dean has 10 business days to consider the appeal and provide a formal response to the students.  
 
Level 3 (Vice President of Academic Affairs/Provost): If the student would like to appeal the determination made by the College Dean, they may file an appeal with the Vice President of Academic Affairs/Provost for review within 10 business days of receiving the College Dean’s decision. The Vice President of Academic Affairs/Provost has 10 business days to consider the appeal and provide a formal response to the student. The decision of the Vice President of Academic Affairs/Provost is final.  

Note: If an appeal is approved at any level, the student and the SRC will be notified of the outcome. 

VIII. Conclusions 
 
This policy applies to all current and future CP students. This policy was created with the dual focus of 1) promoting the professional development of CP students, and 2) protecting the public (i.e., current and future clients of clinicians-in-training). This policy was largely based on the recommendations of Wolf, Green, Nochajski, and Host (2014).
 
References

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, Amended June 1, 2010 and January 1, 2017). Retrieved from http://www.apa.org/ethics/code/index.aspx 
 
American Psychological Association, Committee on Accreditation. (2005, July). Guidelines and principles. Washington, DC: Author. 
 
Barnett, J. E., & Hillard, D. (2001). Psychologist distress and impairment: The availability, nature, and use of colleague assistance programs for psychologists. Professional Psychology: Research and Practice, 32, 205-210.
 
Forrest, L., Elman, N., & Miller, D. S. S. (2008). Psychology trainees with competence problems: From individual to ecological conceptualizations. Training & Education in Professional Psychology Journal: Practice & Research, 2(4), 183-192. doi:10.1037/1931-3918.2.4.183
 
Lamb, D.H., Presser, N.R., Pfost, K.S., Baum, M.C., Jackson, V.R., & Jarvis, P.A. (1987). Confronting professional impairment during the internship: Identification, due process, and remediation. Professional Psychology: Research & Practice, 18, 597-603.
 
Schwartz-Mette, R.A. (2009). Challenges in addressing graduate student impairment in academic professional psychology programs. Ethics & Behavior, 19, 91-102.
 
Wolf, M.R., Green, S.A., Nochajski, T.H., & Kost, K.A. (2014). Graduate student impairment: The impact on counselor training programs. Journal for International Counselor Education, 6, 61-74.

Mode of Delivery

​​The Ph.D. Clinical Psychology degree program combines online learning with periodic virtual meetings and required in-person residential learning experiences.​