Program Outcome Goals, Objectives, and Benchmarks

Mission 

The Ph.D. Program in Clinical-Community Psychology is designed to create scientist- practitioners who join theory, practice, and research to meet the behavioral health needs and to improve the wellbeing of Alaskan, rural, circumpolar, and culturally diverse peoples and communities. The program integrates clinical and community psychology and focuses on applications of rural, Indigenous, and cultural psychology for the benefit of all people. 

Preamble

The Ph.D. Program in Clinical-Community Psychology mission, goals, and objectives are embedded in a larger context of student professional development that is measured and supported by several important program milestones.  These milestones are designed to assist students with realistic self-appraisal of the progress through the program and adherence to a reasonable and appropriate developmental trajectory toward becoming a clinical-community psychologist.  The milestones are above and beyond the completion of required coursework.  

Milestones and Associated Student and Faculty Responsibilities:

Milestone and Timing

Student Action and Paperwork

Faculty Action and Paperwork

Initial Advising Meeting

(before first-year classes)

Student meets with Program Coordinator (PC) and goes over the Program Requirements Worksheet.  Student then meets with their mentor and discuss the current level of professional development and educational needs

The PC prepares the Program Requirements Worksheet and meets with the student; the student sets up a meeting meets with their mentor for advising meeting and revises as necessary.   

Annual Development Review

(yearly in spring)

OPTIONAL: students may submit supporting paperwork to show the progress over the course of the prior academic year

NOTE: annual submission of the Ph.D. Program Disclosure Form is required
1st year students receive first year mid-year review.

Faculty discuss student progress; the student advisor completes the Annual Student Professional Development Review and provides feedback to the student in a face-to-face advising session

 

Clinical Practicum I and II (typically in year 2 of the program)

Students complete at least the End-of-Semester Practicum Hours Log and submit it to their supervisor for signature; students retain the original log and a copy is placed in the student file; students obtain a minimum grade of B in PSY 652 and 653

Supervisors complete the Clinical Practicum Evaluation Form twice per semester (mid- and end-of-semester evaluations) and discuss the completed form with the student in a face-to-face supervision meeting

Research Competency Portfolio (at the end of the second or third year in the program)

Students complete the Research Competency Portfolio as directed in the Student Handbook and submit it electronically to the PC.

The PD convenes the Competency Committee and all committee members complete the Research Competency Portfolio Rating Sheet; collecting all rating sheets, the PD summarizes findings and sends a letter with detailed feedback to the student; rating sheets and letter are placed in student files

Community Practicum I (typically in year 3 of the program)

Students complete the weekly Community Practicum Hours Log and submit it regularly to their community site supervisor for signature; students retain the original log and a copy is placed in the student file; students obtain a minimum grade of B in PSY 672

Site supervisors complete the Community Practicum Evaluation Form twice per semester (mid-and end-of-semester evaluations) and discuss the completed form with the student in a face-to-face supervision meeting

Clinical Competency  Portfolio

(at the end of the third or fourth year in the program)

Students complete the Clinical Competency Portfolio as directed in the Student Handbook and submit it electronically to the PC

The local PD convenes the Competency Committee; all committee members complete the Clinical Competency Portfolio Rating Sheet. The PD summarizes findings and sends a letter with detailed feedback to the student; rating sheets and feedback letter are filed in the student file

Community Competency Portfolio

(at the end of the third or fourth year in the program)

Students complete the Community Competency Portfolio as directed in the Student Handbook and submit it electronically to the PC

The local PD convenes the Competency Committee; all committee members complete the Community Competency Portfolio Rating Sheet. The PD summarizes findings and sends a letter with detailed feedback to the student; rating sheets and feedback letter are filed in the student file

Comprehensive Exam

Completion and passing of all portfolios functions as the comprehensive exam (passing of one portfolio results in a conditional pass of the comprehensive exam)

After one portfolio has been passed by the student, the PC initiates the Report on Comprehensive Exam form, assuring that the student’s committee signs the form; and processes the paperwork

Advancement to Candidacy

(after passing the Comprehensive Exam)

Students complete the Application for Advancement to Candidacy for Ph.D. Degree form and submit it to the advisor

Application for Advancement to Candidacy for Ph.D. Degree form is signed by the student’s committee and processed by the  PC

Dissertation Proposal Defense (by beginning of the fourth year); AFTER advancement to candidacy)

Students follow procedures outlined in handbook to identify a dissertation chair, develop a dissertation committee, and outline a topic; students file an Appointment of Graduate Advisory Committee form, student initiates Dissertation Proposal Defense Checklist

Appointment of Graduate Advisory Committee form is signed by the student’s chair and committee and processed by the PC.  The dissertation chair guides the student through the dissertation process as outlined in the Student Handbook; the committee discusses and approves the dissertation proposal.   The chair and student complete the Dissertation Proposal Defense Checklist.  The chair and the committee complete the Report on Dissertation Proposal Defense and processed by the PC.

Dissertation

(typically during the fourth year; AFTER advancement to candidacy)

Students obtain a minimum grade of B in PSY 699D; once dissertation is complete and approved by committee

The dissertation chair guides the student through the dissertation process as outlined in the Student Handbook; the committee discusses and approves the final dissertation; once the dissertation is complete and approved, the chair submits a final grade for PSY 699D and submits Report on Dissertation Defense and the Dissertation Approval Form

Advancement to Internship

(typically in fall of the fourth year in the program)

Students request permission to apply for internship via memo to the PD no later than September prior to the summer when they want to start internship; OPTIONAL: students include relevant paperwork to document readiness

The PD presents the student request to the faculty for discussion and approval completion of the Student Advancement to Internship Review Form; if the student is approved, the PD prepares a letter to the student approving the application process for internship to commence

Internship

Students complete any required agency paperwork; student obtains a minimum grade of P in PSY 686

Supervisors complete a mid- and end-year evaluation form and discuss the completed form with the student in a face-to-face supervision meeting

Alumni Surveys

Program graduates will be surveyed 2, 5, and 10 years post graduation to assess satisfaction with program and professional accomplishments after graduation

Maintain ongoing contact with program graduates and send surveys to graduates on a regular basis


These milestones serve to assure that students progress towards competency in several core areas of the Ph.D. program.  These core competencies, summarized below, and expressed in detail in the program goals and objectives derive from the program mission and are used to measure the program’s success in meeting its desired outcomes for student education.  Annual review of all goals and objectives, via assessment of compliance with associated benchmarks, assures ongoing formative program evaluation that will lead to enhanced program outcomes across time. 

Summary of Core Competencies as Reflected in Program Goals and Objectives:

Core Competency

Definition

Associated Outcome Goals and Objectives

Research Competence

culturally grounded knowledge and skills in scientific inquiry that translate into competency in using research and evaluation skills to disseminate new knowledge and inform clinical and community practice

Goal #1 with all associated objectives

Clinical Competence

culturally grounded knowledge and skills in rural clinical practice that translate into competence in developing and implementing culturally relevant prevention and intervention efforts and programs

Goals #2 and #3 with all associated objectives

Community Competence

culturally grounded knowledge and skills in rural community practice that translate into competence in developing and implementing culturally relevant prevention and intervention efforts and programs

Goal #2 and #3 with all associated objectives

Cultural Competence

integration of cultural and indigenous knowledge, skills, and competence in all aspects of clinical practice, community practice, and research

All goals and objectives

Rural Competence

integration of rural knowledge, skills, and competence in all aspects of clinical practice, community practice, and research

All goals and objectives


Additional Data Sources:

In addition to data obtained through the milestones, several outcomes actions engaged in by the program on an annual basis provide data that will be useful to the outcomes assessment.  These data include, but may not be limited to the following:

  • Annual Student Survey
  • Alumni Survey

Recruitment and Retention Goals and Objectives

Goal #1: The Ph.D. Program will Recruit and Retain Qualified and Capable students.

The Ph.D. program will recruit qualified and capable students who are committed and prepared to complete program requirements in a timely manner

Students demonstrate preparation for the doctoral training program through:

Objectives

Benchmarks

Objective 1a: successfully attract and recruit graduate students each year

  • Minimum of four applicants for each available slot
  • Minimum of four graduate students will be recruited each year

Objective 1b: students recruited into program will be academically qualified

  • Minimum undergraduate and graduate grade point average of 3.0
  • Completed all prerequisite courses

Objective 1c: students recruited into program will be culturally diverse

  • Total percentage of student body that is culturally diverse will meet or exceed the total percentage of persons in the United States and in Alaska that are culturally diverse

Objective 1d: students will progress through program requirements in a timely manner

  • Median length of time to completion of degree will be 6 years or fewer

Objective 1e: students will be successful in obtaining predoctoral internships

  • All eligible students will obtain predoctoral internships that qualify them for licensure as a psychologist

Objective 1f: admitted students will have high commitment to completion of program

  • Maximum attrition rate of 15%


Student Outcomes Goals and Objectives

Goal #1: The Ph.D. Program Will Prepare Culturally Competent Scientists.

Program graduates will demonstrate culturally grounded knowledge and skills in scientific inquiry. They will value research and evaluation as important components of the professional identity. They will demonstrate competency in using the research and evaluation skills to disseminate new knowledge and inform clinical and community practice. 

Graduates demonstrate and value culturally competent knowledge and skills in:

Objectives

Benchmarks

Objective 1a: the broad domains of psychology from a cultural perspective integrating Western scientific and indigenous knowledge systems

  • Passing grade on PSY 602 Native Ways of Knowing
  • Passing grade on PSY 604 Biological and Pharmacological Bases of Behavior
  • Passing grade on PSY 607 Cognition, Affect, and Culture
  • Passing grade on PSY 612 Human Development in a Cultural Context
  • Minimum rating of 3 on the integration paper item evaluated on the Community Competency Portfolio Rating Sheet
  • Minimum average rating of 3 overall on the Research Competency Portfolio Rating Sheet
  • Minimum average rating of 3 overall on the Clinical Competency Portfolio Rating Sheet
  • Minimum average rating of 3 overall on the Community Competency Portfolio Rating Sheet
  • Inclusion in Research, Clinical, or Community Competency Portfolio of at least one professional paper, technical report, or professional or community presentation that demonstrates the integration of Western scientific knowledge with non-Western or indigenous knowledge systems

Objective 1b: critical analysis and application of empirical research and technical material in psychology and related disciplines.

  • Minimum rating of 3 on all sub-items of the case conceptualization item of the Clinical Competency Portfolio Rating Sheet
  • Passing grade on PSY 639 Research Methods
  • Passing grade on PSY 657 Quantitative Analysis
  • Passing grade on PSY 658 Qualitative Analysis
  • Minimum rating of 3 on research competence on the Annual Student Professional Development Review in the third year
  • Successful defense of a dissertation proposal by the end of the fourth year
  • Passing grade on PSY 699D Dissertation

Objective 1c: conceptualization, planning, and implementation of quantitative and qualitative research and evaluation methods in culturally distinct settings, including participatory approaches.

  • Minimum average rating of 3 on items 4 and 9 of the Research Competency Portfolio Rating Sheet
  • Passing grade on PSY 639 Research Methods
  • Passing grade on PSY 657 Quantitative Analysis
  • Passing grade on PSY 658 Qualitative Analysis
  • Minimum rating of 3 on research competence on the Annual Student Professional Development Review in the third year

Objective 1d: planning, conducting, and interpretation of quantitative and qualitative data analysis.

  • Passing grade on PSY 639 Research Methods
  • Passing grade on PSY 657 Quantitative Analysis
  • Passing grade on PSY 658 Qualitative Analysis
  • Successful defense of a dissertation proposal by the end of the fourth year
  • Passing grade on PSY 699D Dissertation

Objective 1e: presentation of technical and/or scientific information in a coherent and accessible manner for professional and community audiences.

  • Research presentation at either a local, regional, national, or international conference
  • Minimum rating of 3 on communication skills in the Annual Student Professional Development Review in the third year
  • Minimum average rating of 3 on ALL items of Section Three: Presentation Documents and Section Four: Journal Manuscript of the Research Competency Portfolio Rating Sheet
  • Minimum rating of 4 on items 16 and 17 on the end-of-semester Community Practicum Evaluation Form

Objective 1f: preparation of research and evaluation manuscripts and reports for submission to peer reviewed journals.

  • Student is noted by the faculty as achieving APA mastery during the Annual Student Professional Development Review in the third year
  • Passing grade on PSY 639 Research Methods
  • Experience with disseminating research via conference presentation or submission process for publication in peer reviewed journals as noted in the Annual Student Professional Development Review in the third year

Objective 1g: conducting research consistent with ethical and multicultural guidelines, principles for research in the Arctic, and local community standards.

  • Preparation, submission and approval of at least one IRB application as noted in the Annual Student Professional Development Review in the third year
  • Passing grade on PSY 611 Ethics and Professional Practice
  • Successful completion of the CITI program as evidenced via a copy in the student file


Goal #2
: The Ph.D. Program Will Prepare Culturally Competent Clinical-Community Practitioners. Program graduates will demonstrate culturally grounded knowledge and skills in rural clinical-community practice. They will value integrated clinical-community psychology as an important component of the professional identity. They will demonstrate competence in developing and implementing culturally relevant prevention and intervention efforts and programs. 

Graduates demonstrate and value culturally competent knowledge and skills in: 

Objectives

Benchmarks

Objective 2a: integrating clinical and community psychological theories, research and practice in diverse and rural settings

  • Minimum rating of 4 on item 5, 14, 15, and 16 on the end-of-semester Clinical Practicum Evaluation Form for the 2nd semester of PSY 653
  • Minimum rating of 4 on item 9 on the end-of-semester Community Practicum Evaluation Form
  • Successful acceptance into and completion of an internship, passing 18 credits of PSY 686 Predoctoral Internship
  • Minimum average rating of 3 on the integration paper evaluated on the Community Competency Portfolio Rating Sheet

Objective 2b: rural professional practice in culturally distinct contexts, and skills in effective work in these rural settings

  • Minimum average rating of 3 on the geographic diversity items 7 and 8 of the Clinical Competency Portfolio Rating Sheet
  • Passing grade on PSY 603 Alaskan and Rural Psychology  (will not be required for cohorts admitted in or after 2017)
  • Passing grade on PSY 653 Clinical Practicum II
  • Passing grade on PSY 672 Community Practicum I
  • Minimum rating of 4 on item 1, 2, 6, 8, 15, and 16 on the end-of-semester Clinical Practicum Evaluation Form for the 2nd semester of PSY 653
  • Minimum rating of 3 on rural competence on the Annual Student Professional Development Review in the third year

Objective 2c; theory and research on community and individual level change, and implementation of research-informed activities 

  • Passing grade on PSY 652 Clinical Practicum I
  • Passing grade on PSY 653 Clinical Practicum II
  • Passing grade on PSY 672 Community Practicum I
  • Minimum rating of 4 on item 1, 2, 6, 8 and 16 on the end-of-semester Clinical Practicum Evaluation Form for the 2nd semester of PSY 653
  • Minimum rating of 4 on item 10 on the end-of-semester Community Practicum Evaluation Form

Objective 2d: theory and research on culture and community development, capacity building and change

  • Passing grade on PSY 607 Cognition, Affect, & Culture
  • Passing grade on PSY 632 Community Psychology
  • Minimum rating of 4 on items 10, 11, and 12 on the end-of-semester Community Practicum Evaluation Form
  • Minimum rating of 4 on item 20 and 21 on the end-of-semester Clinical Practicum Evaluation Form for the 2nd semester of PSY 653

Objective 2e: implementation of community-based interventions, including activities such as health promotion, prevention, psychotherapy, and community development

  • Passing grade on PSY 672 Community Practicum I
  • Minimum rating of 4 on items 6, 7, 20 and 21 on the end-of-semester Clinical Practicum Evaluation Form for the 2nd semester of PSY 653
  • Minimum rating of 4 on items 2, 3, 4, 5, and 11 on the end-of-semester Community Practicum Evaluation Form
  • Minimum rating of 3 on community competence on the Annual Student Professional Development Review in the third year
  • Minimum rating of 3 on cultural competence on the Annual Student Professional Development Review  the third year

Objective 2f: multicultural assessment theories, approaches, and research for individuals, groups, and communities

  • Passing grade on PSY 633 Tests & Measurement
  • Passing grade on PSY 679 Multicultural Assessment I
  • Minimum assessments, including 2 integrated assessments on the Clinical Competency Portfolio Rating Sheet
  • Minimum rating of 4 on item 3 on the end-of-semester Clinical Practicum Evaluation Form for the 2nd semester of PSY 653

Objective 2g: theories of psychopathology, including cultural and indigenous formulations, case conceptualizations, and treatment planning

  • Passing grade on PSY 622 Multicultural Psychopathology
  • Passing grade on PSY 629 Intervention Skills II
  • Passing grade on PSY 640 Substance Abuse: Etiology, Treatment, and Assessment (or PSY 681 Substances of Abuse in Alaska; PSY 682 Substance Abuse Assessment and Treatment Planning; and PSY 682 Clinical Interventions in Substance Abuse)
  • Minimum rating of 4 on items 3, 4, 5, and 6 on the end-of-semester Clinical Practicum Evaluation Form for the 2nd semester of PSY 653
  • Minimum average rating of 3 on all case conceptualization sub-items of the Clinical Competency Portfolio Rating Sheet

Objective 2h: appropriate receipt and use of supervision and consultation at the individual and community level

  • Minimum rating of 4 on items 17, 18, 19 and 21 on the end-of-semester Clinical Practicum Evaluation Form for the 2nd semester of PSY 653
  • Minimum rating of 4 on item 13 on the end-of-semester Community Practicum Evaluation Form

Objective 2i: practice in rural and culturally distinct settings consistent with APA ethical guidelines and multicultural practice guidelines, congruent with self-knowledge and self-care

  • Passing grade on PSY 611 Ethics and Professional Practice
  • Minimum rating of 4 on items 9, 10, 11, 12, and 13 on the end-of-semester Clinical Practicum Evaluation Form for the 2nd semester of PSY 653
  • Minimum rating of 4 on items 9 and 14 on the end-of-semester Community Practicum Evaluation Form
  • Minimum rating of 3 on Ethics competence (compliance with APA Ethical Guidelines) on the Annual Student Professional Development Review in the third year

Goal #3: The Ph.D. Program Will Prepare Culturally Competent Community and Social Change Facilitators.  

Program graduates will demonstrate culturally grounded knowledge and skills relevant to social and healthcare solutions. They will value social justice as an important component of the professional identity.  They will have the competency to facilitate policy and social change.

Graduates demonstrate and value culturally competent knowledge and skills in: 

Objectives

Benchmarks

Objective 3a: identification of social justice issues.

  • Passing grade on PSY 602, Native Ways of Knowing
  • Passing grade on PSY 603, Alaskan and Rural Psychology (will not be required for cohorts admitted in or after 2017)
  • Passing grade on PSY 632, Community Psychology
  • Minimum rating of 4 on items 6, 12 and 15 on the end-of-semester Community Practicum Evaluation Form

Objective 3b: understanding rural, Alaska, circumpolar, and indigenous organizations and social policies, and the associated systems of care.

  • Passing grade on PSY 603 Alaskan and Rural Psychology (will not be required for cohorts admitted in or after 2017)
  • Passing grade on PSY 616 Program Evaluation and Community Consultation I
  • Passing grade on PSY 617 Program Evaluation and Community Consultation II
  • Minimum rating of 3 on rural competence on the Annual Student Professional Development Review in the third year

Objective 3c: theory and research base on culture, empowerment, and advocacy, specifically in relation to ethnic minority and indigenous considerations and human rights

  • Passing grade on PSY 602 Native Ways of Knowing
  • Passing grade on PSY 632 Community Psychology
  • Minimum rating of 4 on items 9, 10, and 15 on the end-of-semester Community Practicum Evaluation Form

Objective 3d: development and effective application of programmatic and policy level solutions to address social problems.

  • Passing grade on PSY 672 Community Practicum I
  • Minimum rating of 4 on item 12 on the end-of-semester Community Practicum Evaluation Form

Objective 3e: advocacy and policy work in rural and/or culturally distinct settings consistent with ethical and multicultural practice guidelines.

  • Passing grade on PSY 672 Community Practicum I
  • Passing grade on PSY 611 Ethics and Professional Practice
  • Minimum rating of 4 on item 14 on the end-of-semester Community Practicum Evaluation Form
  • Minimum rating of 3 on ethics and professionalism, cultural competence, and community competence on the Annual Student Professional Development Review in the third year


Goal #4
: Graduates of the Ph.D. Program Will Make Significant Contributions to the Field of Psychology

Program graduates will be satisfied with the training received during doctoral program and after graduation will be actively involved in the professional field of psychology, making contributions through gaining licensure, maintaining membership in relevant professional organizations, and securing employment as psychologists, all in the context of the program’s mission as related to the integration of clinical, community, and cultural psychology with rural indigenous emphasis and grounded in a scientist-practitioner model.

Graduates of the training program demonstrate significant contributions to the field of psychology through: 

Objectives

Benchmarks

Objective 4a graduates are satisfied with the education they received during their doctoral studies and are qualified to engage in the profession of psychology

  • Minimum of 80% of graduates will provide an average score of 5 on the Alumni Survey satisfaction with quality items
  • Minimum of 80% of graduates will provide an average score of 5 on the Alumni Survey items regarding the degree to which they believe the doctoral program prepared them

Objective 4b: graduates will successfully complete the national licensing exam for psychologists

  • Percentage of graduates taking the national licensing exam will meet or exceed the national average on the first attempt

Objective 4c: EPPP scores for graduates will approximate national average

  • Average EPPP global and subscale scores of graduates will be meet or exceed the national average

Objective 4d:  graduates will update regularly their knowledge and will be involved in the profession of psychology

  • Average of 20 hours in continuing education activities every two years
  • Percentage of graduates maintaining membership in professional organizations will approximate national average

Objective 4e: graduates will be successful in securing employment as a psychologist

  • Minimum of 90% of graduates will obtain first position in the field of psychology within six months of graduation
  • A minimum of 90% of graduates are employed in the field of clinical-community psychology

Document adopted on 9/28/2007; document revised and adopted on 04/03/09, 03/22/13, and on 10/1/17

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