health psychology & clinical science handbook · hpcs handbook 2016 3 developmental psychology,...

Doctoral Program in Psychology

Handbook

Health Psychology & Clinical Science

Revised 3-15-16

HPCS HANDBOOK 2016 2

Mission Statement & Program Philosophy

Doctoral students in the Health Psychology and Clinical Science program will receive a thorough grounding in an integrated program of psychological science that encompasses both health psychology and clinical science, including current theoretical perspectives, the conduct and evaluation of scientific research methods, and the conduct of prevention and intervention trials across a diverse set of populations.

What sets this program apart from others is a true commitment to the interaction between physical and mental health, a focus on health disparities and the influence of the sociocultural context on health and disease, and the advancement of health equity from a biopsychosocial perspective. The program offers both research-oriented training and the option to complete requisite course work and experience necessary for licensure as a clinical psychologist. Although at this time, students completing the Ph.D. will not be graduating from an APA-accredited program, the programmatic requirements have been developed to comply with APA requirements in anticipation of accreditation, including clinical practica in preparation for a year-long internship and providing the requisite requirements for licensure eligibility.

The program includes core coursework, intensive supervised research, and clinical and health science practica in laboratory, health care, and community settings. The program utilizes a mentorship model in which students will work closely with one or two faculty as their designated faculty advisor(s). The faculty has strong expertise in a number of processes relevant to clinical and health psychological science, including: biopsychosocial determinants of physical and mental health and illness; stress, coping, and adjustment to chronic illness; self and identity in illness; neurobiological bases of emotion function and dysfunction; social-cognitive risk factors for mental disorders and physical illness; adherence to treatment; health communication; and health disparities. Within these areas, research training in our program spans diverse populations with regard to gender, sexual orientation, race/ethnicity, and socioeconomic background.

Beyond a firm foundation in psychology, we offer strong methodological training. These areas of concentration in the program are supplemented by further expertise among the faculty with specific disorders and diseases including cancer, HIV/AIDS, mood, anxiety, and stress disorders; suicidal behavior; and musculoskeletal diseases, with foci on specific populations such as women, GLBTQ individuals, and racial and ethnic minorities.

Goals for Student Training

Graduates of the Health Psychology and Clinical Science training program will display knowledge and skills in four areas:

Knowledge of psychological science. Graduates of the program will be expected to have an in-depth knowledge of health psychology and clinical science. Students will develop expertise in the psychological bases of physical and mental health and illness, including such topics as the biopsychosocial determinants of health and illness, stress and coping processes, and how social, cultural and temporal contexts alter health-behavior processes. They also will gain a broad knowledge of the basic areas of psychology (e.g., social psychology, cognitive psychology,


developmental psychology, neuroscience) and other related areas (e.g., public health), as these areas interface with clinical science and health psychology. In addition to the mechanics of research design, students will develop the ability to conceptualize research problems in terms of broader theoretical descriptions and explanations as a means to understand physical and mental health-relevant phenomena in more meaningful ways. Students will be expected to develop a professional identity as a health psychologist and/or clinical scientist through research experiences, attendance at specialized research conferences, and membership in one or more professional associations of health or clinical psychologists, such as the Society for Health Psychology (SfHP, Division 38 of the American Psychological Association), Society for Behavioral Medicine (SBM), American Psychosomatic Society (APS), Society for a Science of Clinical Psychology, Division 12 (section 3) of the American Psychological Association, and the Association for Psychological Science (APS), among others.

Table I. Knowledge-based Proficiencies.

1. The historical relationship of health psychology to the basic sciences, public health and clinical investigation. 2. Scientific foundations and methods of psychology and exposure to allied health disciplines (e.g. epidemiology, neurobiology, physiology, genomics, bioinformatics) 3. Biobehavioral, social-environmental, and psychological factors associated with mental and physical health behaviors, illness, and disease. 4. Mechanistic and mediational pathways between contextual, psychosocial and biological phenomena as they relate to disease and disorder progression, health promotion and illness prevention. 5. Biological, psychological, behavioral and sociocultural tools (e.g., psychophysiological assessment, interview techniques, assessment development, observational coding, focus groups, web-based informatics tools) relevant to individuals and systems. 6. Dynamic interactions between populations and contextual variations (age, gender, ethnicity, culture, religion, etc.) on mental and physical health behaviors and outcomes. 7. Pathophysiology of disease and the implications for development of biopsychosocial treatments. 8. Appropriate methods and procedures to develop a program of research. 9. Strengths and potential pitfalls of role relationships that characterize interdisciplinary research 10. Regulatory and ethics competence in relation to interdisciplinary research.


Empirical research skills. Studies will develop advanced research skills, including the ability to understand, integrate, and critically evaluate the literature in the breadth of scientific psychology, and the ability to design, conduct, and analyze empirical research. The program emphasizes the development of laboratory, field and translational research skills, including the conduct of randomized clinical trials. Students are expected to maintain an active research program in collaboration with faculty members throughout their doctoral training so as to enhance the breadth and sophistication of their research skills and to produce new knowledge in one or more specialized areas through directed research experiences and the successful completion of a dissertation.

Table II. Empirical Skill base.

1. Evaluate biopsychosocial findings related to mental and physical health or psychopathology/illness/injury/disability. 2. Assess biopsychosocial and behavioral risk factors for the development of mental/physical disorder, illness, injury, or disability. 3. Assist in assessment of new and emerging health-related technologies. 4. Develop health psychology and clinical science research protocols and evaluate their effectiveness and quality. 5. Evaluate biopsychosocial and cognitive assessment tools appropriate to understanding mental and physical disorder, illness, injury, or disability 6. Design and evaluate empirically supported mental and physical health promotion, prevention and other interventions appropriate to target populations in the context of an interdisciplinary team. 7. Apply diverse methodologies to address contextual, psychosocial, and biological processes as they relate to disorder and disease progression, health promotion, and illness prevention. 8. Select, apply, and interpret data analytic strategies that are best suited to the diverse research questions and levels of analysis characteristic of the health psychology and clinical science fields.

Professional skills. Students will develop proficiencies in teaching, writing research grants, presenting their work at research conferences, and publishing in professional journals. Many students choose to enter academia when their graduate work is completed so training includes opportunities to garner teaching experience, including a Teaching of Psychology course, and teaching at one of CUNY’s senior colleges. Students will also develop publication and presentation skills through the foundational courses, professional development seminars, and their individual research experiences.


Table III. Professional skill base. 1. Work toward translation of research findings to applied settings. 2. Translate issues presented by professionals from other disciplines into research questions and appropriate methods for investigation. 3. Integrate the talents and skills of professionals from different disciplines and different levels of training (e.g., masters, doctoral) to optimize research 4. Integrate within and lead in the formulation of interdisciplinary research teams. 5. Accurately and efficiently communicate research findings in a manner that is consistent with the highest standards within the profession in ways that can be understood by fellow psychologists, professionals from other disciplines, and lay audiences alike. 6. Write a research proposal of a quality sufficient to be submitted to a granting agency. 7. Publish in peer reviewed journals in the areas of health psychology and clinical science. 8. Understands the bounds/limits of one's research competence. 9. Obtain proficiency in a traditional area of psychology such as psychophysiology, psychometrics, statistics, affect and cognition or social psychology. 10. Obtain knowledge, exposure and competency outside of an area of traditional psychology (e.g., neuroscience, epidemiology, exercise, sleep). 11. Demonstrate adequate training and evidence of skill as a teacher, with the knowledge to develop and implement an undergraduate health psychology or clinical science course. 12. Understand the role and responsibilities of an effective mentor, and have the ability to promote the development of research and teaching competencies in graduate and undergraduate students.

Appreciation for cultural diversity and the conduct of ethical research. Students will develop the competence to study and interact with individuals from a variety of cultural backgrounds, to conduct research that is culturally sensitive, and to develop skills to work collaboratively. Regardless of setting, clinical and health psychological science researchers need a solid grounding in ethics as they pertain to research and to vulnerable and underserved populations. In addition to a required course in ethics, the ethical conduct of research will be integrated into every course, and will be modeled by faculty.

Table IV. Cultural Diversity and the Conduct of Ethical Research Skills Base 1. Design culturally-sensitive research, including culturally-sensitive measures, and be

aware of the role of culture as it affects your research areas. 2. Design and conduct research according to the Ethical Principles of the American

Psychological Association and the Belmont Report. 3. Follow the principles for Responsible Conduct of Research 4. Treat peers, faculty, colleagues and students in a respectful manner, appreciating

differences.


Curriculum Plan

The Health Psychology and Clinical Science (HPCS) doctoral program is concerned with training students with strong research interests in the biopsychosocial determinants of physical and mental health disorders and how to design and evaluate interventions to improve the physical and mental health of individuals, families, and communities. Training in the HPCS program is centered on development of competency in four primary areas:

1. Knowledge of psychological science in health psychology and clinical psychology. 2. Empirical research skills, including laboratory, field, and intervention research. 3. Professional skills including proficiency in teaching, writing research grants, and

publishing in professional journals. 4. Appreciation for cultural diversity and conduct of ethical research.

To achieve its training goals, the HPCS curriculum stresses the scientific foundations of the discipline, applications of theory to research and research findings to practice and policy, and development of professional skills. Below is a general description of the curriculum structure and requirements. The curriculum is designed to accomplish the HPCS training goals, meet CUNY and Graduate Center standards, and prepare students with the necessary background and skills to achieve professional success. Curriculum and Paths to Degree In concert with the required Graduate Center first and second doctoral examinations, the dissertation, and close faculty mentoring, our plan of study provides a core foundation to the fulfillment of the HPCS training objectives. The HPCS Training Area requires successful completion of 72 credits (as outlined below and in the Paths to Degree chart)1, a first and second doctoral examination, a comprehensive assessment, and the doctoral dissertation. We also include a sample timeline for course of study and course requirements for students in the HPCS training area. This timeline does not include additional requirements and responsibilities (e.g., teaching, research, or grant appointments). Depending on the incoming status of students (B.A. or M.A.), some students may move faster or slower through the program. The 72 credits are divided into three categories: 1. Required Foundational Courses (36 Credits) 2. Breadth Requirements (12 Credits) 3. General Electives and/or Applied Clinical Training Requirements (24 Credits) 1 The Graduate Center allows for a maximum of 30 credits to be transferred that have been taken prior to admission to the doctoral program at the City University may be applied toward the Ph.D. degree provided the courses were completed with a grade of B or higher within an appropriate period preceding the time of application and are equivalent to comparable courses at the City University An evaluation of previously earned credits may be made before the end of the student’s first year in residence by the student’s program. - See more at: http://www.gc.cuny.edu/About-the-GC/Governance,-Policies,-Procedures/Detail?id=4342#sthash.d0FAb7pG.dpuf .

http://www.gc.cuny.edu/About-the-GC/Governance,-Policies,-Procedures/Detail?id=4342#sthash.d0FAb7pG.dpuf


Required Foundational Courses (36 credits). All students are expected to complete the foundational courses by the end of fourth semester of Ph.D. study (even if they matriculate with a master’s degree). Students are expected to enroll in PSYCH 80000 (Seminar in Current Psychological Research) in the fall semester and PSYCH 70330 (Research Practicum) in the spring semester for one semester each, typically in the first year; however, it is expected that students will attend these courses every semester in which they are in residence at CUNY as they involve training in the foundations of health psychology and clinical science.

Foundational Courses (36 credits)

# of Credits

Course Number

Health Psychology 3 85300 Psychopathology 3 75500 Psychosocial Determinants of Health Disparities and Diversity 3 83502 Interventions in Health Psychology & Clinical Science I 3 83900 Research Methods 3 70310 Statistics I 3 70500 Statistics II 3 70600 Research Practicum (repeated for credit) 6 70330 Ethics 3 77100 Seminar in Current Psychological Research 3 80000 Research Practicum 3 70330 Breadth Requirements (12 credits). The effects of biological, psychological, and social forces are critical to understanding the risk and protective processes that underlie physical and mental health. Thus, the breadth requirements are meant to provide the opportunity for exposure to four core primary processes that underlie health and health behavior. Each area should be seen as a category rather than a specific course. Students, with their advisors, can select courses that fulfill these areas that are best matched with their interests and training objectives. The HPCS program will provide specific recommendations for courses that fulfill requirements.

Breadth Requirements (12 credits) # of Credits Course # Biological Bases2 3 Cognitive-Affective Bases3 3 Developmental/Lifespan Bases4 3 Social Systems Bases5 3 2 This elective is satisfied by any elective course designated by the HPCS sub-program as satisfying the biological breadth area (e.g., 75102 Biological Basis of Behavior). 3 This elective is satisfied by any elective course designated by the HPCS sub-program as satisfying the cognitive-affective breadth area (e.g., 71103 Cognitive & Affective Aspects of Behavior). 4 This elective is satisfied by any elective course designated by the HPCS sub-program as satisfying the developmental/lifespan breadth area (e.g., 72000 Developmental Psychology). 5 This elective is satisfied by any elective course designated by the HPCS sub-program as satisfying the social systems breadth area (e.g., 74600 Social Psychology).


General Elective and/or Applied Clinical Training Requirements (24 credits). Some students will wish to complete the clinical training requirements for these 24 credits. This involves the specific courses listed in the bottom half of the table, below. Students who do not wish to complete the clinical training requirements may take eight doctoral-level courses (3 credits each) that cover theory, advanced methods, or statistics in any area of psychology or, with their advisor’s permission, any course in an allied social science or public health.

CU RRICULUM

General Elective and/or Applied Clinical Training Requirements (24 credits)

# of Credits

Course Number

8 General Elective Courses6 24 OR

Assessment I: Intellectual and Cognitive Functioning 3 82700 Assessment II: Personality Functioning 3 82800 Therapeutic Interventions II 3 83902 Personality and Individual Differences 3 74004 History of Psychology 3 70000

Clinical Practicum (can be repeated) 9 84100 84200

A flow chart showing the paths to completing degree requirements is presented on the next page. This timeline is to be used as a framework for planning your progression through your doctoral training. This curriculum applies to students who are preparing for a career in health service delivery and for those who are not. This curriculum adheres to the NY State curriculum requirements for licensure eligibility in New York State. The curriculum for the first two years is designed to prepare students to begin externship training and advanced research engagement. Courses may be taken in a different order, if necessary and approved. Note that students may take advanced elective courses (more than the 72-credit total) until they advance to Level III. The following plan reflects the curriculum with clinical training components.

6 General elective courses are designated as advanced seminars offered by the HPCS sub-program, or approved by the HPCS training coordinator. These would largely be offered on rotating basis as course 80103. Students are highly encouraged to take at least one advanced statistics course. Students may be required to register for up to 12 focused research credits to complete the 72 credit program requirement.


Paths to Degree

Health Psychology & Clinical Science Curriculum 72 credits

Fall Semester Credit Spring Semester Credit

Year 1

75500 Psychopathology I 3 85300 Health Psychology 3

70310 Research Methods and Design 3 83900 Interventions in Health Psychology and Clinical Science

3

70500 Statistical Methods in Psych I 3 70600 Statistical Methods in Psych II 3

80000 Seminar in Current Psychological Research 3 70330 Research Practicum 3

Year 2

82700 Assessment I: Intellectual and Cognitive Functioning

3 82800 Assessment II: Personality Functioning 3

83502 Psychosocial Determinants of Health Disparities and Diversity

3 xxxxx2 Social Systems Bases Requirement 3

83902 Therapeutic Interventions II 3 xxxxx3 Cognitive & Affective Bases Requirement 3

xxxxx1 Biological Bases Requirement 3 77100 Ethics/Legal issues for Psychologists 3

FIRST DOCTORAL EXAM4 ADVANCE TO LEVEL II5

Year 3

74000 Personality & Individual Differences 3 xxxxx6 Developmental/Lifespan Bases

Requirement 3

70000 History of Psychology 3 84100 Clinical Practicum II 3

xxxxx ELECTIVE 3 xxxxx ELECTIVE 3

84100 Clinical Practicum I 3

Year 4

84200 Clinical Practicum III 3 Externship (optional) 0

n/a Registered on Record 0 n/a Registered on Record 0

2nd Doctoral Examination7

Submit Dissertation Topic Proposal ADVANCE TO LEVEL III8

Year 5

90000 Dissertation Research9 0 90000 Dissertation Research9 0

Externship (optional) 0 Externship (optional) 0

Dissertation Proposal Internship Application (APPIC) Dissertation Defense (recommended)

Year 6

90000 Dissertation Research9 0 90000 Dissertation Research9 0

Internship (12 months)10

Deposit Dissertation

Note: The suggested order and timing of coursework, related academic requirements (e.g., doctoral exams, dissertation) and training experiences are detailed above. The course number is followed by the course title and number of credits.


Footnotes for Curriculum Table

1. This requirement is satisfied by any elective course designated by the HPCS training area as satisfying the biological breadth area (e.g., 75102 Biological Basis of Behavior).

2. This requirement is satisfied by any elective course designated by the HPCS training area as satisfying the social systems breadth area (e.g., 74600 Social Psychology).

3. This requirement is satisfied by any elective course designated by the HPCS training area as satisfying the cognitive-affective breadth area (e.g., 71103 Cognitive & Affective Aspects of Behavior).

4. The first doctoral examination must be completed by the end of the student’s fourth semester of enrollment.

5. Advancement to Level II requires 45 credits and successful completion of the first doctoral examination.

6. This requirement is satisfied by any elective course designated by the HPCS training area as satisfying the developmental/lifespan breadth area (e.g., 72000 Developmental Psychology).

7. The second doctoral examination must be successfully completed by the end of the student’s eighth semester in the program.

8. Advancement to Level III occurs with successful completion of the second doctoral examination, submission of topic proposal, and advancement to candidacy.

9. The student should register for PSYC 90000 until the dissertation is deposited, even if the student is on internship. The ‘credits’ documented on the student transcript are not part of the 72 credit curriculum of the program and are therefore listed as ‘0’ on this summary.

10. In order to apply for internship for the December deadline, a student must meet all requirements to be at Level III at the time of the APPIC application preparation (i.e., topic proposal, completed 2nd Doctoral examination) and have an approved dissertation proposal by the time of the application submission.


Program Milestones

First Doctoral Examination

To pass the first doctoral examination, HPCS students must successfully complete a mentored empirical research project. This includes writing an APA-style manuscript/research report of a completed empirical project, and a 15-30 min oral presentation of the completed research as part of the Health Psychology & Clinical Science colloquium series or some other appropriate venue. The research project can be either independent work or work designed in collaboration with a faculty member; it can involve the collection of new data, the analysis of data from a faculty advisors’ pre-existing research, or an extension of a faculty research project, a secondary data analysis on a national set. In all cases, but particularly when using data from existing or ongoing research, students should take significant responsibility in forging the research question. The level of responsibility will be as deemed appropriate by their faculty advisor.

The learning objectives of the first doctoral examination are:

1. To show an understanding of some of the major concepts and theoretical perspectives related to the area of study and how past research has supported these perspectives.

2. To understand and apply basic research methods in psychology, including research design, measurement, data analysis, and interpretation.

3. To use critical and creative thinking, skeptical inquiry, and the scientific approach.

4. To communicate effectively in a variety of formats, including written and oral presentations.

First Doctoral Examination Committee. A two-person committee will supervise and evaluate the students’ first doctoral examination. The committee is chaired by the student’s faculty advisor. The second faculty member must be a member of the HPCS doctoral faculty and is chosen by the student and faculty advisor in concert. The second reader may participate in conducting the study or only read the final document.

Once students have completed their research project, they are expected to write a ready-for-submission APA-style manuscript of their research project (Introduction, Methods, Results, Discussion). The completed manuscript must be approved by the two committee members. Once both committee members have approved the first doctoral examination cover page (attached to this Handbook) should be signed. The cover page and the first doctoral examination paper should be sent to the Training Coordinator(s) as separate pdfs. The signed cover page also should be sent to Ms. Ellen Breheny ([email protected]), who will send an email to the Psychology EO Office, [email protected], stating the student’s name, Banner ID #, and date that she or he successfully

mailto:[email protected]


completed the First Doctoral Exam. The EO Office will notify the Registrar’s Office and the milestone will be noted at the bottom of the student’s transcript. The first doctoral examination must be completed, approved by both committee members, and submitted to the Training Director(s) by the end of the student’s fourth semester of enrollment. According to Graduate Center policies, if students have not successfully completed the first doctoral examination by the time they have completed 45 credits of coursework, they may receive a Satisfactory Progress Report from the Registrar denoting unsatisfactory progress. If this occurs, the student should discuss this with the Training Directors and the Deputy Executive Officer for Student Progress.

Evaluation. The First-Doctoral Examination will be will be graded as pass/fail by the two committee members. A “pass” from both members of the committee indicates that the student has successfully completed the requirement and no revisions to the written work will be required. A “qualified pass” from at least one member of the committee indicates that minor revisions are required that can be approved by the chair (advisor). A “fail” indicates that significant and substantial revisions are required in order to pass the exam, and the revised examination must be re-evaluated by both committee members.

In situations in which a student does not receive a pass from both members of his or her committee, the committee will suggest revisions. These revisions can include additional analyses and/or rewriting. The student can re-submit the project with revisions to the committee for its consideration. Students will be allowed only one resubmission. If the resubmission does not receive a pass or qualified pass grade from both committee members by the first day of the fifth semester of matriculation, a request to the Executive Office will be made by the Training Director(s) to terminate the student from the doctoral program in Psychology. She/he will not be permitted to enroll in courses for the fifth semester.

In the case where a student has entered the program with a Master’s degree in Psychology or a related discipline (e.g., Human Development, Public Health) from CUNY or from another university, a completed thesis from Psychology may be accepted as fulfilling the first doctoral examination requirement if it is deemed appropriate to the level of scholarship of first doctoral exams within the HPCS program. Students should make this request no later than the end of the second semester of study. The student should submit the thesis to their advisor for approval; after receiving the advisor’s approval, the student submits the manuscript to the Training Coordinator(s) who also evaluate the thesis. If unsure, the Training Coordinator may ask another HPCS faculty member to evaluate the thesis. Once approved by HPCS coordinator(s), students will give an oral presentation of the work to the Foundations course. Once this is done, they will have successfully completed the first doctoral examination requirement.


Second Doctoral Examination

The second doctoral exam is designed to ensure that students gain competencies to conduct a systematic literature review of a given topic, conceptually integrate theories from diverse areas that are relevant to the topic chosen, and provide evidence of their potential to develop a rigorous program of research. The second doctoral examination will be comprised of a written product. There are two options: an integrative review paper or meta-analysis or a ready-to-submit grant proposal (in NIH style). Integrative Review Paper or Meta-Analysis. The paper should pose a question that is answerable by reviewing and evaluating the literature in a particular area. Models for such papers can be found in Psychological Bulletin (http://www.apa.org/pubs/journals/bul/index.aspx), Clinical Psychology Review (http://www.journals.elsevier.com/clinical-psychology-review/#), Health Psychology Review (http://www.tandfonline.com/toc/rhpr20/current), the Annual Review of Clinical Psychology (http://www.annualreviews.org/loi/clinpsy) among others. The paper should be substantial and ultimately publishable. The manuscript should be no more than 30 double-spaced pages (excluding references and tables). The chosen topic may be focused on the student’s envisioned dissertation research or a different topic altogether.

Grant Proposal. This option involves the preparation of a ready-to-submit NIH-style grant proposal. Students should discuss with their advisors options for selecting which grant format should be utilized. The advisor must approve the selected format; use of a common NIH grant format would be typical (e.g., R03 or R21 grant mechanism, F31 Ruth L. Kirschstein National Research Service Award, etc.). The grant proposal should give appropriate attention to theoretical, ethical, diversity and methodological issues.

Second Doctoral Examination Committee. A three-person committee will supervise and evaluate the students’ second doctoral examination. The committee is typically chaired by the student’s faculty advisor. The two other faculty members are chosen by the student and faculty advisor in concert and approved by the HPCS Training Coordinator(s). The committee should be composed after the student and faculty advisor have chosen the option and identified a proposed topic; that way the committee members can be chosen because of their expertise. Committee members do not have to be members of the HPCS faculty, but at least one of the Committee members (in addition to the Chair) must be on the doctoral faculty in Psychology.

Evaluation. The written document will be graded on a pass, qualified pass, or fail basis. In order to successfully complete the requirement, the student must earn a “pass” from 2 of the 3 members of the committee and at least a qualified pass from the third. A “pass” indicates that the student has successfully completed the requirement and no revisions to the written work will be required. A “qualified pass” indicates that reasonable and minor revisions are required. In the event that a student receives a “qualified pass” from the majority of the committee, the student can re-submit the revisions for final approval by the second-doctoral committee chair. A “fail” indicates that significant and substantial revisions are required in order to pass the Exam and that the student has

http://www.apa.org/pubs/journals/bul/index.aspx

http://www.journals.elsevier.com/clinical-psychology-review/

http://www.tandfonline.com/toc/rhpr20/current

https://mail.hunter.cuny.edu/owa/redir.aspx?C=F79sMXVeEEqxOLGvOXXRVJ8e_1uZV9EIE2-YmfkA8Ik-5eFtZS6OEjM7KK3SrqgCLyNJdvWnUHk.&URL=http%3a%2f%2fwww.annualreviews.org%2floi%2fclinpsy


failed to meet the minimum requirements of the Exam. Students who fail to meet the requirements of their committee will submit a written remediation plan (which includes criteria for successful versus unsuccessful completion), developed with their second doctoral examination committee. This plan must be approved by the training area coordinator(s). The student has one semester from the failed exam to complete an acceptable second doctoral examination or a recommendation will be made to the Executive Officer to terminate the student from the doctoral program in Psychology.

Once all three committee members have approved the second doctoral examination, the cover page (which can be found at the end of this Handbook) should be signed. The cover page and the second doctoral examination paper should be sent to the Training Coordinator(s) as separate pdfs. The signed cover page should be sent to Ms. Ellen Breheny ([email protected]), who will send an email to the Psychology Assistant Program Officer, [email protected], stating the student’s name, Banner ID #, and date that she or he successfully completed the First Doctoral Exam. The EO Office will notify the Registrar’s Office, and the milestone will be noted at the bottom of the student’s transcript. The second doctoral examination must be completed, approved by all three committee members, and submitted to the Training Director(s) by the end of the student’s eighth semester of enrollment. If student fails to complete this requirement by this time, it will be considered a failed examination. If the examination is failed, the student will not be allowed to participate in externships during their ninth semester. Per the above, the student has one semester calendar year from the failed exam to complete an acceptable second doctoral examination, or a recommendation will be made to the Executive Officer to terminate the student from the doctoral program in Psychology.

Comprehensive Assessment

To complete the requirements of the Comprehensive Assessment, students must engage successfully in a number of professional activities that are intimately associated with the creation, communication, and dissemination of scholarship. Although this milestone is not a requirement of the Graduate Center Psychology doctoral program, all students will be required to complete the Comprehensive Assessment to complete the HPCS program.

To successfully complete this milestone, all students are required to complete all of the following:

1. Attend two national or international conferences, with each conference being hosted by a different organization. The conferences or meetings attended are subject to the approval of the student’s faculty advisor.

2. Present a poster or paper at a national or international conference. The student should be first author on the presentation. The page from the conference program listing the poster or paper will serve as documentation. The conference or meeting to which the presentation is submitted is subject to the approval of the student’s faculty advisor.


3. Submit a first-authored manuscript to a peer-reviewed journal. The journal’s letter of receipt of the manuscript will serve as documentation. The manuscript can be based on the first or second doctoral examination or any research project conducted during doctoral training at the Graduate Center. The peer-reviewed journal to which the article is submitted is subject to the approval of the student’s faculty advisor.

Those students completing clinical training also must complete a fourth requirement, child abuse training.

4. As described in the Graduate Center Bulletin, all students pursuing clinical training are required to complete a two-hour course using the New York State–mandated curriculum in the “Identification and Reporting of Child Abuse” prior to graduation from the program. HPCS students must complete this requirement by the end of the second year, before they commence externships. The course can be taken online at: http://nysmandatedreporter.org/TrainingCourses.aspx.

5. 6. Please email an electronic copy of your Certificate of Completion to the Training

Coordinators and Ms. Ellen Breheny ([email protected]). The documentation should be submitted along with the Comprehensive Assessment Form, signed by the faculty advisor and Training Area Coordinator(s). The Comprehensive Assessment Form must be submitted to the training directors and Ms. Ellen Breheny before the oral dissertation defense. Doctoral Dissertation (Third Doctoral Examination)

The doctoral dissertation is the culmination of the student's research training. The scope of the research is more ambitious than that of the first doctoral examination research project, yet it should not be of such scope as to be incapable of meeting the limit set by the GC for the completion of doctoral training (i.e., all requirements for the degree must be completed no later than eight years after matriculation). The expectation is that the research idea and study design will be developed by the student in consultation with the student’s faculty advisor. Students may, but are not required to, use the research topic from their second doctoral examination as a basis for the dissertation. All HPCS dissertations must be original empirical research, and must clearly demonstrate the candidate’s ability to work at the frontiers of the field.

Note: All required forms can be accessed on the Psychology website at http://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Psychology/Forms-and-Procedures

http://nysmandatedreporter.org/TrainingCourses.aspx

mailto:[email protected]

http://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Psychology/Forms-and-Procedures

http://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Psychology/Forms-and-Procedures


Dissertation Committee. The Dissertation Committee consists of three faculty members: the chair (who is typically the student’s faculty advisor) and two other faculty members selected by the student in consultation with the advisor. At least one of these members (in addition to the Chair) must be a member of the HPCS training area. The third member does not have to be a member of the CUNY Psychology doctoral faculty, but must hold a PhD, Doctor of Science, or equivalent degree. If a committee member that is not a member of the CUNY Psychology faculty is chosen, the student must receive approval from the Executive Office using the Request for Approval of Non-CUNY-Doctoral Faculty Dissertation Committee Member form. The dissertation committee works with the student to help prepare the proposal and troubleshoot as the dissertation is completed. This committee serves as the core of the examining committee at the oral defense.

Once the dissertation is completed, two additional faculty members, called “external reviewers” join the three-person committee for the oral defense. The role of the external reviewers is to read the final document and partake in the oral defense. The student should select these individuals in consultation with the Chair and with the approval of the Training Area Coordinators. The Graduate Center requires that at least three members of the dissertation defense committee be members of the Graduate Center doctoral faculty. If one or more external reviewers is not a member of the CUNY Psychology faculty, the student must receive approval from the Executive Office using the Request for Approval of Non-CUNY-Doctoral Faculty Dissertation Committee Member form http://www.gc.cuny.edu/CUNY_GC/media/CUNY-Graduate-Center/PDF/Psychology/Forms/Request-for-Approval-of-Non-CUNY-Doctoral-Faculty-Dissertation-Member.pdf

Steps to completion of the Doctoral Dissertation:

Topic Proposal. The Graduate Center requires that students submit a brief topic proposal, Dissertation Topic Proposal and Dissertation Committee Selection form before the proposal is written. This form includes the dissertation title, the names of the (3) committee members and a 1-2 page summary of the proposed research, as well as the date the second doctoral exam was passed and the number of credits completed. Students must obtain oral agreement from committee members before designating their committee. The Dissertation Chair must sign this form. The Chair then submits the form to the Training Coordinator(s), who sign(s) it and submits it to the Executive Officer for approval. Because the Topic Proposal is required in order to advance to Level III, we informally encourage students to file it at the same time they submit the form that they have passed their second doctoral examination.

Proposal Defense. The purpose of the dissertation proposal defense meeting is to provide a forum in which a student's dissertation proposal is presented to the dissertation committee in order to obtain informed critique. To achieve this, a written dissertation proposal is prepared in advance and submitted to the dissertation chair and committee members for approval, prior to the dissertation proposal defense meeting. The dissertation proposal should be modeled on an NIH-or NSF-style grant proposal and contain a review of the relevant literature; specific aims; a thesis;

http://www.gc.cuny.edu/CUNY_GC/media/CUNY-Graduate-Center/PDF/Psychology/Forms/Request-for-Approval-of-Non-CUNY-Doctoral-Faculty-Dissertation-Member.pdf




hypotheses; a fully-developed methods section; and a data analysis plan. Once the committee approves the proposal, the student is responsible for coordinating a date for the defense meeting among dissertation committee members.

The dissertation proposal defense meeting, conducted by the Chair of the Dissertation Committee, consists of a 10-15 minute short presentation made by the student regarding the theory, specific aims and research design of the proposed study, followed by questions by the two members of the committee and the Chair. Upon completion of the discussion, the dissertation committee votes on whether to accept or reject the proposal, and whether to request changes. If changes are required, they are to be submitted by the student no later than one month after the proposal defense meeting. Upon completion and approval of the Committee, all members must sign the Dissertation Proposal Approval Form, which can be obtained from the Executive Office or on the Psychology program website. This form indicates that the proposal has been accepted and the research is ready to be started.

If a student changes her or his dissertation topic after the proposal has been defended and approved, the student is required to resubmit and defend the new proposal according to the above guidelines.

Proposal defenses are open to other students and faculty, who are welcome to ask questions of the student, but all individuals not on the committee will leave after the completion oral defense, while the committee deliberates regarding the decision.

Once committee members and the training area program coordinator(s) have signed the Dissertation Proposal Approval Form, the student must obtain written IRB approval to begin data collection.

Writing the Dissertation. After data are collected, the student writes the dissertation in APA-style. Although the student may consult with and obtain feedback from the Chair and committee members throughout the dissertation process, the dissertation is to be the work of the student and not a collaborative project. The Dissertation Manuscript and Oral Defense. After the final written document has been approved by the Chair and two committee members, the student, chair, and other members of the full committee arrange the time and date for the final examination in consultation with the Psychology Program's Assistant Program Officer (APO). At least four weeks must be allowed for the Provost, at the request of the Executive Officer of Psychology, to formally invite all members of the committee to participate in the final Examination. Although all five committee members must approve the dissertation using the Dissertation Evaluation form before the date of the orals, only three members must submit them in order for the orals to be scheduled. Note that committee members sign and submit individual Dissertation Evaluation Forms.


Because of demands on faculty and student time at the end of each semester, students are advised not to schedule a dissertation defense at the end of a semester or during the summer break (June, July and most of August). It is the responsibility of the student to check with the APO Judith Kubran to see that all arrangements for the oral defense have been made, including a reserved room and completion of all paperwork. The dissertation oral defense consists of a 15-20 minute presentation of the completed dissertation research, followed by questions from the committee, often first from the “outside readers”, then the committee members, and then the Chair. Questions from other faculty members may follow if they have read the dissertation. After discussion and questions, all but the dissertation committee will leave the room and the committee will decide on the status of the dissertation. This evaluation is recorded on the Dissertation Evaluation Form, which must be signed by all committee members (original signatures) and submitted to the Executive Officer of Psychology who signs it and sends it on to the Provost’s office for signature. The Graduate Center evaluation permits the following choices: (i) Approved as the Dissertation stands, (ii) Approved, except for minor revisions, (iii) Not approved at this time because the dissertation requires major revisions, and (iv) Dissertation is unacceptable to readers. When revisions are required, the student will receive written notice from his or her dissertation chair describing the changes to be made. If "minor" revisions are necessary, only the chair need approve the revised dissertation and sign the Approval of Revised Dissertation form. If "major" revisions are necessary, all members of the dissertation committee must approve the revised dissertation and sign the form. Upon completion of the revisions, the Approval of Revised Dissertation form is sent to the Executive Officer of Psychology who signs it and informs the Provost and the Registrar. Students must complete the required revisions of their dissertations in a timely manner in consultation with their chair. When the final version of the dissertation has been accepted and all other requirements have been met, please follow the procedures spelled out by the Assistant Program Officer, Judith Kubran for obtaining the degree.


Clinical Internship and Completing the Dissertation For students who are completing clinical training, a one-year clinical internship is required for obtaining the doctoral degree in Psychology. Awarding of the Doctoral Degree In order for the degree to be awarded (and for the dissertation to be deposited), the candidate must a) meet the academic degree requirements in their program of study and b) be enrolled at the Graduate Center as per the Graduate Center Bulletin. In general, the PhD degree is considered completed on the date that the dissertation is accepted for deposit and all program requirements have been completed. Thus, for students completing clinical training, the PhD cannot be awarded until the required one-year clinical internship is completed, even if all other requirements have been met and the dissertation has been approved. Note: Extenuating circumstances will be considered by the Training Director(s) on a case-by-case basis for extension of time to complete each milestone.


Health Psychology & Clinical Science PROGRAM WORKSHEET – ACADEMIC YEAR 201_ -201_

Student’s Name _______________________ Banner # ____________

COMPLETED COURSE WORK

Course Course

# Instructor Grade Semester

Foundational Courses (36 credits)

Health Psychology 85300

Psychopathology 75500

Psychosocial Determinants of Health Disparities and Diversity 83502

Research Methods 70310

Statistics I 70500

Statistics II 70600

Ethics 77100

Research Practicum 70330

Seminar in Current Psychological Research 80000

Breadth Requirement Courses (12 credits)

Biological Bases

Cognitive-Affective Bases

Developmental/Lifespan Bases

Social Systems Bases

Note: PSYC 70330 and PSYC 80000 may be repeated for credit.


General Elective and/or Applied Clinical Training Requirements (24 credits) Complete either the top or bottom half.

Course Course #

Instructor Grade Semester

Clinical Training Requirements (36 credits)

Assessment I: Intellectual and Cognitive Functioning 82700

Assessment II: Personality Functioning 82800

Therapeutic Interventions II 83902

Personality and Individual Differences 74004

History of Psychology 70000

Clinical Practicum 84100



Elective Courses

1.

2.

3.

4.

5.

6.

7.

8.


COMPLETION OF MILESTONES

1. First Doctoral Exam

Title Faculty Chair Other Committee Members

Date Completed

2. Second Doctoral Exam

Title Faculty Chair Other Committee Members

Date Completed

3. Comprehensive Assessment (must be completed by date of oral dissertation defense)

A. 1st Author Manuscript Submission

Journal Date Submitted Disposition Date

Completed

Full Manuscript Citation (APA Style):

B. 1st Author Conference Presentation (poster or talk)

Conference

Date Completed

Full paper citation (APA Style)

C. Conference Attendance (national or international conference)

Conferences Dates

1.

2.

D. If clinical:

Child Abuse Reporting online training


4. Dissertation

Title

Chair

Committee Members

Outside Readers

Date Topic Proposal Approved

Date Proposal Approved

Date of Oral Defense

Date Completed Dissertation Submitted

If clinical, Internship

Internship Site

Dates of Internship

Supervisor


TITLE OF FIRST DOC PAPER

NAME OF STUDENT

BANNER # __________________

Health Psychology & Clinical Science Training Area

First doctoral examination submitted to the Graduate Faculty in Psychology

in partial fulfillment of the requirements for the degree of Doctor of Philosophy The Graduate Center, City University of New York

_________________ _______________________________________ Date Dr. [Advisor’s name goes here] (Chair) _________________ _______________________________________ Date Dr. [2nd reader’s name goes here] _________________ _______________________________________ Date Dr. [one of the training coordinator’s names]


TITLE OF SECOND DOC PAPER

NAME OF STUDENT, M.A.

BANNER # __________________

Health Psychology & Clinical Science Training Area

Second doctoral examination submitted to the Graduate Faculty in Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy

The Graduate Center, City University of New York _________________ _______________________________________ Date Dr. [Advisor’s name goes here] (Chair) _________________ _______________________________________ Date Dr. [committee member’s name goes here] _________________ _______________________________________ Date Dr. [committee member’s name goes here] _________________ _______________________________________ Date Dr. [one of the training coordinator’s names]

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