APUs School of Nursing was named a top nursing school in California for 2023 by College Factual and Niche. This course provides an overview of postmodern theories that are prominent in the field of clinical psychology. Azusa Pacific University hiring Adjunct Faculty - LinkedIn This course will address the cultural dimensions of race/ethnicity, socioeconomic status, gender, sexual orientation, age, mental/physical disabilities, and religion/spirituality. Demonstrate the ability to apply the relevant research literature to clinical decision making. Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services. Admission to the University < Azusa Pacific University program and is foundational to the curriculum; as such, subsequent coursework builds upon the knowledge, concepts, and skills introduced in this course. School of Behavioral and Applied Sciences, Department of Marriage and Family Therapy, SchoolofBehavioralandAppliedSciences, WASC Senior College and University Commission (WSCUC), Doctor of Psychology (PsyD) in Clinical Psychology, All Azusa Pacific University programs are accredited by the, The APU PsyD program is accredited by the. This course provides an overview of interventions related to cognitive behavioral therapy (CBT). Jessica Younger, PsyD | Mountain Park Health Central to this consideration is clinical practice as vocation and the inherently sacred nature of work. This course is taken during the first year of the doctoral program and is foundational to the curriculum. Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables. Students seeking licensure in another state should contact the appropriate examining board in that state. This course focuses heavily on experimental learning, with active engagement with core material. Assessment is a fundamental process that is interwoven with all other aspects of professional practice. Feedback | Privacy | RSS. Service systems reflect diversity. The department chair (or designee) determines the roles and responsibilities of the TRAs. Additionally, the clinical training required by the PsyD program is consistent with APA ethical and professional standards and training guidelines. Models of psychological development are presented, and the processes of change and adaptation are examined, including clinical issues such as grief and loss. Modifications in state law shall be reflected in program changes to ensure training consistent with the current practice of psychology. Engage in self-reflection regarding ones personal and professional functioning, and engage in activities to maintain and improve performance, well-being, and professional effectiveness. An in-depth analysis of the tenets of systems theory and their application to psychotherapy is provided. With an intentional focus on scholarship, faith integration, diversity, and internationalization, APU provides high-quality academic programs within a tight-knit community of disciples and scholars. School of Behavioral and Applied Sciences, Integration of Faith/Spirituality into Clinical Practice (Interdisciplinary Integration), The Seven Core Objectives/Competencies of the PsyD Program, Student Admissions, Outcomes, and Other Data, Student Admissions, Outcomes, and Other Data(PDF), Yellow Ribbon and Military Friendly School, Competency/student learning objective 1a: Ability to form therapeutic relationships with client, Competency/student learning objective 1b: Ability to demonstrate empathy, genuineness, and non-possessive warmth, Competency/student learning objective 1c: Ability to maintain appropriate boundaries and awareness of countertransference, Competency/student learning objective 2a: Knowledge of standardized psychological tests, Competency/student learning outcome 2b: Knowledge of legal and ethical principles and guidelines involved in assessment and knowledge of potential courses of action, Competency/student learning outcome 2c: Ability to write an integrated report and give feedback, Competency/student learning outcome 3a: Knowledge of theory and its application in personality, psychopathology, change processes, and the interaction and influences of social, environmental, cultural, and physiological factors, Competency/student learning outcome 3b: Awareness of and compliance with legal requirements of practice (e.g., mandated reporting, confidentiality rules) and the APA Ethical Principles of Psychologists and Code of Conduct, Competency/student learning outcome 3c: Ability to use diagnostic nomenclature in diagnosis and formulation of treatment plans, Competency/student learning outcome 3d: Ability to relate to clients of different ethnic, racial, cultural, religious, or sexual orientations from him/herself, Competency/student learning outcome 3e: Understanding of the therapeutic process within a given theoretical orientation, Competency/student learning outcome 3f: Flexibility in the use of intervention techniques appropriate to needs of client, Competency/student learning objective 4a: Ability to critically evaluate clinical research, Competency/student learning objective 4b: Evaluate, conduct, and use clinical research in compliance with ethics guidelines, Competency/student learning outcome 5a: Knowledge of theory and its application of the following concepts: multiple identities; power, oppression and privilege; and individual and cultural differences, Competency/student learning outcome 5b: Provide culturally competent services, and understand and implement ethical issues pertinent to individual and cultural differences, Competency/student learning outcome 5c: Knowledge and awareness of self with respect to personal cultural identity and impact of this on clinical practice, Competency/student learning outcome 6a: Knowledge of evidence-based theories, models, and interventions related to consultation and education, Competency/student learning outcome 6b: Ability to develop consultative and educational relationships, Adapted from Bent, R. (1992).
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