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DESIRED OUTCOMES FOR PSYCHOLOGY GRADUATE STUDENT DEVELOPMENT
PSY. D. PROGRAM EVALUATION
The Wheaton College clinical psychology department has identified the following desired outcomes for doctoral graduate student development. Please evaluate the program according to its effectiveness in helping you toward attaining each of these goals. We invite your comments on each of these goals or on the program in general. Give suggestions if you can. Please circle a rating from 1 to 3 for each goal (1=below expectations for meeting this goal,
2= at expectations for meeting this goal, and 3= above expectations for meeting this goal).
KNOWLEDGE THAT WE HOPE TO INSTILL
1. A broad understanding of the evolving discipline of psychology, including the study of biological, cognitiveaffective, and social bases of behavior and the study of individual behavior. This understanding should include a critical appraisal of Eurocentric assumptions in contemporary psychology and a commitment to valuing human diversity as the discipline of psychology progresses.
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2. An extensive understanding of Biblical and theological knowledge related to the Christian faith in general and the student's personal faith in particular. This should include an ability to articulate the primary doctrines of the
Church, and the relation of the student's own faith to the major movements in the history of the Church and to contemporary theological debates. Special attention will be paid to theological anthropology and the implications of theology for modern psychology.
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3. An understanding and appreciation of the history and various systems of psychological inquiry, including an understanding of contemporary views of the history and philosophy of science which illuminate psychology's past and present.
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4. In-depth knowledge of the integration of Christian faith with the discipline of psychology, including an understanding of contemporary views of and issues in the interrelationship between religion and religious belief with science (broadly understood), knowledge of the major "models" for interrelating Christianity and psychology, and an understanding of the limited scope, respectively, of biblical revelation, theological declaration, and of psychological findings and theories.
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5. A thorough understanding of the ethical standards of the profession of clinical psychology as embodied in such documents as the APA Ethical Principles of Psychologists and Code of Conduct, the APA Standards for
Providers of Psychological Services, and the APA Standards for Educational and Psychological Tests. Students should also understand the legal and economic issues that are shaping the mental health field today, and be made aware of policies, standards and regulations promulgated by state licensing boards and state and local psychological associations. Finally, students should grapple with the unique ethical dilemmas faced by psychologists who are explicitly Christian in their approach to the field.
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6. An understanding of the major options in research methodology, including the design and performance of social science research, options in statistical analysis of such research, and issues in the application of research in the applied clinical context.
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7. An understanding of the conceptual foundations of psychological testing and assessment, and a thorough, doctoral-level familiarity with contemporary psychological assessment instruments and approaches.
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8.
A knowledge of psychopathology and psychodiagnostics as understood within the various conceptual models and according to current empirical research.
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9. In-depth understanding of the basic theories which are shaping the mental health field today, including the psychodynamic, humanistic, cognitive behavioral, and family systems approaches. Students should develop an eclectic understanding of these theories, of the implicit and explicit assumptions each model is based upon, and of their relevance to the conceptualization and intervention in the field of clinical psychology. Students should build a broad knowledge of specialized treatment methods based on the above theories
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SKILLS WE HOPE TO DEVELOP
1. Skills related to the Christian distinctives of the program and school, including the skills of developing proper understandings of biblical texts and of thinking theologically about basic conceptual matters.
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2. Skills for recognizing, evaluating and resolving perceived and real tensions between religious and psychological understandings of the person. This will include skills for developing an ever richer understanding of persons which is both consistent with Christian faith and with the best scholarship in the field of psychology.
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3. Skills for critically analyzing knowledge claims and approaches to practice from theological, philosophical, cultural, and psychological perspectives. This will include the development of methodological skills sufficient for the student to become a lifelong consumer of research who is able to think critically in the context of clinical practice and to lay a foundation for possible positive contribution to knowledge and scholarship in the field of psychology. These skills will be facilitated both through didactic and experiential work (especially through the terminal clinical dissertation).
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4. Skills of ethical analysis and decision making as needed in the professional world. These skills include, but are not limited to, a capacity to understand cultural and personal factors when approaching research and clinical interventions.
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5. Skills required for psychological assessment in the areas of intellectual, personality, psychopathology, and neuropsychology; including basic interviewing skills, observation and testing skills, decision making skills for the selection of psychological tests, and diagnostic skills.
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6. Strong interpersonal skills, insightfulness, and self-awareness that are necessary for the effective conduct of mental health interventions.
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7 . Extensive theory/paradigm-based skills and techniques for developing and implementing change plans and overseeing those of others. We hope to encourage development of the skills not just of remedial intervention, but also for prevention of psychopathology and for the encouragement of growth and maturation.
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8 . Skills of supervision, consultation, education, leadership and management of other mental health professionals and mental health facilities or organizations.
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VALUES WHICH WE WANT TO INCULCATE
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1. An ever-deepening love of God, neighbor, and self, of justice, goodness and truth, of worship, prayer, and service.
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2. Respect and appreciation for the ethical standards of the field in both professional and scientific areas.
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3. Empathy and a profound understanding of the nature of human suffering.
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4. A respectful and nonjudgmental attitude toward all persons and valuing of that which brings them health and wholeness.
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5. A valuing of multiple ways of knowing, of the scholarly disciplines beyond psychology among the social sciences, and beyond the social sciences into the humanities and the other sciences, and of life-long learning.
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6 . A valuing of mental health work as an outreach of the individual Christian and of the church.
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