Procedures and Exam Questions:
Comprehensive Written Exam for the Combined-Integrated Doctoral Program
The Combined-Integrated Doctoral Program requires students to take two separate comprehensive
examinations. One is an Applied Clinical Exam that involves a detailed presentation of both an assessment and
an intervention that the student conducted, and it is completed just prior to the student leaving on internship.
The Written Comprehensive Exam is scheduled annually during a single day in June (retakes are scheduled on
an individual basis for each student). Two-year students must complete the written comprehensive exam at the
end of their first year in the CI Doctoral Program. Three-year students may complete the written
comprehensive exam either at the end of their first year or at the end of their second year in the Combined
Doctoral Program. Students who plan to take the exam will be provided with sample questions in advance of
the exam. Although these questions should help students prepare for the exam, the actual questions that are
asked will be substantially modified for the exam).
Students will be asked to write on three questions in the context of the following three sections (i.e., one
question per section): 1) Intervention/Assessment, 2) Research/Theory, 3) Professional Identity/Professional
Psychology. Students will have two hours to complete each section of the exam (i.e., approximately two hours
per question), according to the following schedule:
9:00-11:00: Intervention/Assessment
12:00-2:00: Research/Theory
3:00-5:00: Professional Identity/Professional Psychology
Students may elect to complete the exam on paper or via word processor. The latter is preferred. In the former
case, students will hand in their written responses immediately following completion of each section of the
exam. A copy will be made of these responses and students will be responsible for handing in a typed verbatim
account of their response. In the latter case, students will complete their exams using computers assigned to
them for the exam. A computer disk will be provided to students the day of the exam, and a hard copy printed
off and handed in at the completion of each exam section. All students will complete the exam at the same
time and in the same room. Students will identify their exams only by the last four digits of their social
security numbers (rather than by name).
The Written Comprehensive Exam is designed to assess knowledge and conceptual ability in a wide range of
areas. In preparing for the exam, students are advised to develop complete responses that are well
supported by appropriate written materials (e.g., books, chapters, and articles that have been assigned
in courses) to each of the attached questions. Whenever appropriate, provide credible examples to make your
points. In short, answers should be grounded in much more than personal opinion and experience, though such
perspectives may be quite important as well. Students are encouraged to work together and to consult with C-I
faculty during their preparation for this exam. Please see the Program Handbook for additional details about
the comprehensive written exam.
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Section I: Intervention/Assessment
1.
Given your current level of knowledge, training and experience in assessment, (a) describe the
techniques and instruments that you would use to evaluate the following child; (b) explain what
information you would be seeking with each technique/instrument; and, (c) what further information, if
any, would you like to have on this child?
Gender: Male
Ethnic Background: Hispanic (2nd Generation)
Age: 6 years, 6 months
Medical: Product of “difficult” birth after long labor; Apgars 6 and 8;
unremarkable medical history
Developmental: Achieved milestones within normal limits except for
language (did not say first words until 3 years of age)
Family: Intact, 2 older sibs (no school problems); mother is a
teacher’s aide; father is a truck driver
School: Currently in kindergarten; teachers report social immaturity
and occasional “spaciness”; being considered for retention
2.
You are a psychologist trained in the C-I Model practicing in a community mental health clinic. For
this question look at the brief presenting problems below and describe: a) your initial conceptual
approach (i.e., what perspective would you bring to bear on understanding the clients?); b) initial
questions that you would ask and assessment information you would gather, and c) possible
intervention pathways you would consider.
(1) CLIENT: Parents with a 5 year old who is having problems adjusting to kindergarten
(2) CLIENT: Couple who is in distress because the wife recently had an affair
(3) CLIENT: 15 year old girl who tried to commit suicide via pill overdoes due to inability to
get along with peers
(4) CLIENT: Thirty year old recently unemployed intelligent male reporting disturbing
thoughts, paranoia and feelings of depression.
3.
Consider Attention-Deficit/Hyperactivity Disorder. How is this disorder commonly assessed? How is
this disorder typically treated? Describe and evaluate the major criticisms of assessment and treatment
for this disorder. In practice, how should an ethical, competent, and informed psychologist respond to
these criticisms?
4.
What is intelligence? How has the concept of intelligence changed over time? How is the concept of
intelligence differed across cultures? Describe how the concept of intelligence has been used to
further particular social, cultural, economic, and/or political objectives? What are the merits and
demerits of intelligence assessment? In practice, how should an ethical, competent, and informed
psychologist assess intelligence and use intellectual assessment data?
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5.
Define resistance and describe what forms it may take, including common behaviors clients exhibit
during resistance. Why do therapists find it difficult to approach their clients’ resistance? What are
good ways to approach resistance?
6.
As clients begin to understand their maladaptive relational patterns, they often become interested in
family-of-origin work. Discuss how gaining this perspective can facilitate improvement in marital
relationships and/or parent/child interactions?
7.
Develop a case formulation of Michael (see Case Study, below) from a 1) psychodynamic, 2)
cognitive-behavioral, and 3) family systemic point of view. What hypotheses might a psychologist
from each of these perspectives entertain about Michael's problem and how it arose (be sure to make
explicit reference to the specific "data" presented in the case)?
A Case Study: Michael
Michael is a 12 year-old boy, referred to a psychology clinic by school authorities for outright defiance of
school rules, disruption of classes, and punching other boys in the hallways. This is his first year in Junior
High. His intellectual level is above average, but his grades are very poor (although they never descend to Fs).
He has always had difficulty with reading. The behavior in question was evident in elementary school, in 1st
grade, 4th grade, and now again in 7th grade. This time the behavior is more frequent and more intense.
Michael is the eldest of 3 children, with 2 younger sisters. His parents are both professionals who have high
standards for themselves as well as for Michael. Both parents have worked full time since Michael was one
year old, and a nanny described as very loving and supportive cared for the children. The parents have been
separated once, for a period of 6 months, when Michael was 10. For the past year, they report they have been
getting along well, with a complete absence of the fighting, which used to fill their nights. However, Michael's
behavior troubles them. They can neither control him, nor help him. And so, their nights at home are
beginning to be filled with a new kind of conflict.
In an interview, Michael's mother expressed particular concern about Michael's behavior because it was so
similar to that of two of Michael's uncles (her brothers) at that age - one of these uncles grew up to be a
successful businessman, while another has had continual brushes with the law. Michael's father also has one
brother who has been involved in a series of violent outbreaks associated with excessive drinking. The father
has never told Michael about any of these episodes, and he believes that Michael has never seen his uncle in
this condition.
In a joint interview, the parents came across as sincerely concerned about their son. They were very polite
with each other, never interrupting, listening carefully, but always managing to convey somehow that their
partner was not entirely correct in his/her recollection of details. Michael's mother seemed to recall a bout of
extremely high fever Michael had when he was age 4, followed by what may have been a convulsion. His
father could recall no such event.
Michael is an interesting young man. He talks insightfully and well about himself and the adults in his world.
He is frustrated because he knows that what he does is wrong, but he gets into rages which he can't quite
control. School is a source of misery to him because it relies so much on reading, which is so difficult for him.
Home used to be stressful because of the fights between his parents, but now it is stressful because of his
conflict with his parents. His sisters are not much help, although they sometimes support his point of view.
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Michael feels that he has changed in the last year, but can't really say how. He spends his time alone or in the
company of one or two other boys. A few of the boys his age are beginning to be involved with girls, but he
finds girls "very silly." He points out that the school he attends is situated in a rough neighborhood. Other kids
are extorting money in the halls. He has decided that he is not going to give in, and so when he fights he is
merely defending himself, as he has been taught to do by his parents.
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Section II:
Research/Theory
1.
Steven Jay Gould (1994) writes that "A good theory is, above all, useful." Contrast three theories of
how change takes place in psychotherapy, and then describe how you would assess whether a client is
amenable to or can benefit from treatment in each of those modalities.
2.
At the recent Visions of Integration Conference, the concepts of attachment and needs emerged rather
quickly as two broad concepts that play a crucial role in human relations and human adjustment.
Describe the basic history of attachment research starting with Bowlby through Mary Ainsworth to
modern day adult attachment perspectives. Then describe some of the major ways theorists like
Rogers, Maslow, and Kohut have described the basic relational needs of children. Where is the
overlap and what are the implications for psychotherapy?
3.
Psychology has historically been fragmented on many different domains. One prominent way in
which psychology has been split has been between bottom-up and top-down approaches to mind.
First, what is meant by “bottom-up” versus “top down”? What are some good examples of “bottomup” approaches? What about top-down? As an integrated psychologist, how do you reconcile these
two perspectives?
4.
The five factor model is perhaps the dominant model in personality psychology. What is it? What is
the empirical support for it? What are some notable critiques of the model?
5.
The concept of developmental pathways suggests that if two children were at risk for developing an
anxiety disorder, one might in fact develop one, while the other might not. Gives examples of specific
1) risk factors, 2) vulnerabilities, 3) protective factors, 4) protective mechanisms, and 5) transactional
processes that would increase the probability of a positive outcome for one child, and a negative
outcome for the other?
6.
The concept of the self has an important place in many personality theories, especially in their
conceptualizations of how people change in psychotherapy. Compare Kohut's, Rogers', and Bandura's
ideas about the role of the self-system in psychotherapy.
7.
The concept of empirically supported therapies and evidence based practice are crucial. Briefly
describe the history of these concepts and some of the controversy surrounding them. Cite some
major arguments in support of their promotion and the concerns that have been raised in relationship
to them.
8.
The psychotherapy integration movement began in the 1980s. What are some of the key ideas that
inform this movement? What is the difference between eclecticism and integration? What are some of
the critiques that have been leveled against theoretically integrative approaches? Do you adopt an
integrative approach to understanding psychology in general and psychotherapy in particular? Why or
why not?
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Section III: Professional Identity/Professional Psychology
1.
Identify one historic figure in the field of psychology with whom you most closely identify. Why did
you choose this person? In your answer, include important aspects of this person’s theoretical
orientation and contributions to the field, and discuss how and why these perspectives influenced you.
2.
Drawing upon readings, class discussions, and your experiences in this program, describe what the
concept of “practitioner-scholar” means to you? What relevance, if any, does this concept have for you
in your work with clients, other colleagues, the mental health field, and the public at large?
3.
The following excerpt from Shealy (2005) is from the Program Handbook for JMU's C-I Doc
Program…
“One of the problems for psychology is that we have yet to figure out how to
integrate "science" and "humanism" in a way that is credible, recognizable, and
compelling. Instead, the scientific theories we create, studies we construct, analyses
we conduct, and findings we report are too often too far removed from whatever
human phenomena they are designed to explain, predict, or control… [W]hen we
subsequently "feed" such theories and findings to our students and trainees, they
often leave the table feeling empty and dissatisfied, because the humanistic "food
group" has been scientifically extruded from the main course; the reason being, if
we put it on the plate along with everything else that our field has neatly prepared,
we're bound to have a mess at the table.”
Describe in your own words what Shealy means? What support is there for this claim that science and
humanism are difficult to integrate? How has our field addressed these issues? How have these issues
been dealt with in the program?
4.
Describe the current and historic relationship between science and practice in the field of psychology.
How do different worldviews, epistemologies, values, and models contribute to this dynamic, and
influence research and practice? How are you resolving these issues for yourself?
5.
Compare and contrast your own professional identity from the time you began this program to where
you are now. How have things changed for you and why? What aspects of your own professional
identity do you most want/need to address in the future? How can you best do that? What resources
(e.g., programs, approaches, models, theories, individuals) can you identify in the field to help you with
this process?
6.
Identify three settings that have most appeal to you professionally (i.e., what would you like to be
doing five years from now?). Why do these settings have appeal to you? Of these settings, which has
greatest appeal? Do you know of other psychologists who are doing what you would like to be doing?
What background and training did such individuals receive to prepare them for this role? What
background and training do you wish to have in order to accomplish your goals?
7.
Self-reflective awareness and identification of and reflection our beliefs and values and the beliefs and
values of others are prominent themes in program. How has the process of intense reflection on your
beliefs and values impacted you as a therapist? How has it impacted your worldview? What do you see
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as the connection between our focus on beliefs and values and the focus on international and
interprofessional domains?
8.
Our program is a Combined-Integrated Doctoral Program. What does that mean? What are the
rationales and principles that inform this approach? What are the strengths and potential limitations of
this education and training model? Imagine that you are going to discuss this program to a prospective
internship training director or employer (i.e., during an interview). How would you explain this
program and the education and training that you received here?
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