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The University of Kentucky Counseling Psychology Doctoral Handbook
2016
Dr. Sharon Rostosky, Director of Counseling Psychology Training
University of Kentucky
TABLE OF CONTENTS
Overview of the Doctoral Program in Counseling Psychology…………………………..… / 5
Program Philosophy and Social Justice Statement…………………………………...... / 5
Training Model…………………………………………………...... / 5
Mission and Goals……………………………………………………………………..... / 6
Goal 1: Professional Identity as a Counseling Psychologist……………………..….. / 6
Goal 2: Skilled Scientist-Practitioner …………………………………...... / 7
Goal 3: Engaged and Effective Leadership and Professional Deportment……..…… / 7
Overview of the Doctoral Program of Study…………………………………………..... / 7
Professionalism and Collegiality…………………………………………………..… / 8
Proximal Program Outcomes……………………………………………………..…. / 8
Distal Program Outcomes……………………………………………………...... / 8
Ethical Principles, Rights, and Responsibilities…………………………………………..... / 8
Departmental Structure…………………………………………………………………..…. / 9
Director of Graduate Study…………………………………………………………..….. / 9
Director of Counseling Psychology Training………………………………………..….. / 9
Program, Departmental, and Adjunct faculty………………………………………….... / 9
Student Representatives…………………………………………………………………. / 9
Program of Study………………………………………………………………......
Entering the Program with a Master’s Degree in a Psychology Related Field...……..…
Entering the Program without a Master’s Degree in Counseling……...…………….…..
Doctoral of Program Study Schedule…………………………………………………… / 10
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Advisory Committee……………………………………………………………………..… / 11
Major professor/advisory committee chair………………………………………..…. / 11
Advisory Committee members……………………………………………………..... / 11
Communicating with Advisory Committee Members………………………………..…. / 12
Scheduling the first meeting………………………………………………………..... / 12
Preparing for the first meeting……………………………………………………..… / 13
Subsequent advisory committee meetings………………………………………..…..
Typical sequence of AC meetings………………………………………………….... / 13
13
Changing Your Appointed Advisory Committee……………………………………..… / 13
Changing the Advisory Committee Chair……………………………………..…...... / 13
Changing Advisory Committee members…………...…………………………..…... / 14
Registration and Advance Registration Procedures………...…………………………...…. / 14
Academic Requirements and Important Policies………………………………………...…. / 14
APA style…………………………………………………………………………..… / 15
The Ally Workshop and additional training experiences………………………..…... / 15
Grade Requirements…………………………………………………………………..… / 16
"I" grades…………………………………………………………………………..… / 16
"C" grades…………………………………………………………………….….…... / 16
"E" grades…………………………………………………………………….…….... / 16
Developmental sequence on training……..………………………………….…..…..
Withdrawal from classes…………………………………………………….……….. / 16
16
Practicum Guidelines and Application
Research…………………………………………………………………………….………. / 17
Faculty Research Mentoring……………………………………………………..……… / 17
Departmental Colloquia…………………………………………………………..……...
Time to Degree…………...……………………………………………………….………... / 17
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Evaluating Student Progress through the Program………………………………………
Criteria for adequate progress ………………………………………………………..
Progress through the Program……………...……………………………………...…
Leaves of absence……………………………………………………………….……
The Annual Review of Student Progress Procedure………………………………………..
Termination from the Graduate School………………………………...……………..…
Appeals and Grievances………………………………………………...………………..…
Appealing a Grade…………………………………………………………………………
Appealing Dismissal from a Program………………………………………………….…..
Appealing an Academic Offense…………………………………………………………..
Academic Integrity……………………………………...……………………………..……
Plagiarism……………………………………………………………………………...
Milestones and Time Limits for Degree……………………………………………………. / 18
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Research portfolio requirement………………..………………………...…………… / 24
Qualifying Examination………………………………………………………..………... / 24
Qualifying Exam Procedure…………………………………………………..…...… / 24
Scheduling the QE……………………………………………………………...…..... / 25
Oral examination and evaluation………….…………………………………..……... / 25
Dissertations……………………………………………………………………..……… / 25
Post-Qualifying residency requirements……………………………………….……. / 26
Proposal………………………………………………………………………..…….. / 26
Dissertation defense deadlines………………………………………………..………
Graduate School Requirements to Defend Dissertation…………………………… / 26
27
Preparation and Submission of Dissertation to Graduate School…………...………..
Dissertation-based publication……………………………………………………..… / 28
28
Internship……………………………………………………………………………..…. / 28
Entrance into the internship application process…………………………………..… / 29
Application procedures…………………………………………………………...….. / 29
Internship selection criteria………………………………………………………...… / 29
Documentation that must be submitted to DCT for internship……………………….
Internship Progress……………………………………………………………...….
Graduation……………………………………………………………………………... / 29
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29
Alumni Advisory Board…………………………………………………………….... / 30
Respecialization…………………………………………………………………..……. / 30
Student Support Services…………………………………………………………..…… / 30
Housing……………………………………………………………………………….…… / 30
Financial Assistance………..…………………………………………………………….. / 31
Scholarships and Fellowships………………………………………………………...…. / 31
Assistantships……………………………………………………………………………. / 31
Campus employment caveat…………………………………………………………...... / 31
Support for Students with Diverse Backgrounds………..…………………………..….… / 31
Office for Institutional Diversity……………………………………...... / 31
Office of International Affairs……………………………………………………..… / 32
Students with disabilities……...…………………………………………………...… / 32
Family friendly Program structure…………..…………………………………….…. / 32
Graduate Student Lounge…...…………………………………………………………… / 32
Mail…………………….……………………………………………………………. / 32
Libraries…………………………………………………………………………………... / 32
ID/Library cards…………………………………………………………………..….. / 33
Computer Facilities…………………………………………………………………..….. / 33
Research Consultation and Assistance…………………………………………...…… / 33
Technology Support…………..……………………………………………………...….. / 33
James W. Stuckert Career Center…………………………………………………….…. / 34
Robert E. Hemenway Writing Center………………………………………………...…. / 34
Student Legal Service………………………………………………………………...…. / 34
Campus Recreation…………………………………………………………….……...… / 34
Tuition and Fees…………………………………………………………….……...……. / 34
Finding Healthcare…………………………………………………………….……...… / 34
Graduate Assistantships…………………………………………………….……...… / 34
Parking at UK…………………………………………………………….……...… / 35
The University of Kentucky Counseling Psychology Doctoral Handbook
This handbook is designed to familiarize you with the Counseling Psychology Doctoral Program. This document contains descriptions, policies, procedures, and guidelines related to your training in this program. The Handbook has two parts: (1) General Information on the Program and (2) Specific Information on policies and procedures related to successful completion of the Doctoral Program in Counseling Psychology. In addition to the materials contained in this handbook, as a student in the Graduate School, you are responsible for standards and policies set forth in the University of Kentucky Bulletin (see http://www.research.uky.edu/gs/CurrentStudents/bulletin.html)
The University, Graduate School (GS), and Counseling Psychology (CP) program are continually modifying graduation requirements, policies, and procedures to clarify and improve our programs. Graduation requirements upon admission remain in effect for the duration of students’ programs, although students may elect to satisfy graduation requirements using any changes that occur during their programs. In this situation, students must choose either the past or changed graduation requirement in their entirety (i.e., students may not pick portions of both the old and the new requirement). However, changes to university, departmental, and program policies and procedures apply to all students at the point that the change occurs. Thus, the policies and procedures in this handbook are subject to change as necessary and apply to all students. The doctoral program in Counseling Psychology is a full-time program that takes an average of five to six years of full-time study to complete. The program does not accept part-time students.
At least once a year, the Director of Training will make changes to the Doctoral Student Handbook to reflect changes in policies, procedures, and graduation requirements during the current academic year. These changes will be highlighted in yellow. The revised handbook will be placed on the counseling psychology website, and students will be reminded via email to review and consult it.
Overview of the Doctoral Program in Counseling Psychology
In consideration of the range of professional settings and roles in which counseling psychologists may function, the training Program must provide a philosophy that reflects both substance and flexibility.
Program Philosophy and Social Justice Statement
The philosophy of the Counseling Psychology Program is rooted in the values and goals of a socially just society. A socially just society is contingent on the optimal health and well-being of all persons in that society. The health and well-being of persons is contingent on access to healthy environments that support healthy development and functioning. Our goal is to train counseling psychologists who are competent Health Service Psychologists that facilitate optimal well-being and the transformation of unhealthy and oppressive societal structures through engagement with research and practice.
Training-Model
We use a competency-based approach to training based on the benchmark competencies developed and endorsed by the Council of Chairs of Training Councils (see http://www.apa.org/ed/graduate/competency.html). To further guide our training, we have endorsed the pedagogical principles for Preparing Professional Psychologists to Serve a Diverse Public (see http://www.apa.org/ed/graduate/diversity-preparation.aspx) and the Counseling Psychology Model Training Values Statement Addressing Diversity (http://www.ccptp.org/ccptp-model-training-vales-statement-addressing-diversity ). We also embrace the following APA aspirational Practice guidelines: Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists; Guidelines for Psychological Practice with Girls and Women; Guidelines for Psychological Practice with Older Adults; and Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients.
Mission and Goals
Our mission is to prepare and equip Counseling Psychologists to use their core values, scientist-practitioner skills, and leadership skills to competently address the ever-changing needs of a diverse society. Our program focuses on providing competency-based training in counseling interventions, in the scientific skills needed to create and evaluate new knowledge, and in the ethical and professional attitudes that promote excellence and leadership in the field of health service psychology (HSP).
The three goals that we have for each and every graduate from our program are:
1. Professional identity as a counseling psychologist that is grounded in a holistic, systemic, strengths-based, culturally informed perspective on research and practice.
2. Skilled and ethical scientist-practitioners who reflexively use skills in both domains to generate new knowledge and to evaluate the effectiveness of prevention and intervention efforts to create healthy environments and optimize the well-being of individuals, families, and communities.
3. Effective and engaged leadership across professional roles and activities.
Goal 1: Professional Identity as a Counseling Psychologist
The person-environment interaction perspective. The systems perspective of person-environment interaction emphasizes the interdependence of individuals' personal history and current health status with their ecology: family, work, school, friends, colleagues, peers, and the cultural, community, and social forces in which people's lives are embedded. We attend to the psychosocial influence of gender, gender identity and expression, ethnicity, race, socioeconomic level, sexual orientation, age, and ableness in the context of their community meanings and effective support systems. In addition, the Program is focused on exposing students to the skills and knowledge needed to become agents of social change within the various contexts of human development. From these perspectives, the emphasis is less on individual pathology, focusing instead on the ways in which individuals, families, and communities cope with and change the personal and environmental situations in which they find themselves. Since the Program is located in the College of Education, and education is a critical focal point for socialization, the program is committed to fostering healthy development within educational institutions and using psycho-social-educational interventions to effect social change.
The social justice/social advocacy perspective. The social advocacy view encourages a constructive approach to individual and community change and emphasizes movement toward healthy and productive modes of living, as well as adaptive and nurturing societal structures. The Program emphasis on the positive aspects of human development is focused on exploring and promoting the strengths and assets of individuals, groups, and organizational units. In practice, the counseling psychologist encourages the development of self-direction, life-stage coping skills, and educational strategies for change. Attention to issues of equity and social justice become a logical companion to the person-environment approach, emphasizing the integration of mutual respect and inclusiveness across the curriculum and within interpersonal interactions. The Program’s social justice focus is founded on the American Psychological Association’s Society for Counseling Psychology’s (Division 17) Model Training Values Statement Addressing Diversity
Goal 2: Skilled Scientist-Practitioner
The scientist-practitioner is trained in the broad range of scientific methods to provide a foundation for systematic and creative inquiry. The scientist-practitioner is capable of using these skills in research or practice settings to generate research questions and test hypotheses using reliable and valid techniques for data collection and analysis. The emphasis within the Program is on a recursive relationship between science and practice in which each perspective is integrated by providing background, information, and data to ensure effective outcomes. This integrated perspective requires the ability to question, to assess, and to critically evaluate beliefs, practices, observations, techniques, and results in a continuing pursuit of knowledge that is useful in its implications and applications.
Goal 3: Engaged and Effective Leadership and Professional Deportment
Winterowd, Adams, Milville, and Mintz’ (2009) lists nine virtues: (a) Respectful, (b) Inclusive, (c) Collaborative and cooperative, (d) Open, (e) Inquisitive, (f) Self-aware and introspective, (g) Culturally aware, (h) Socially just, and (i) Engaged in professional growth and self-improvement (see http://tcp.sagepub.com/content/37/5/676.abstract). These professional attitudes and behaviors are important to effective leadership across all professional activities and roles.
Overview of the Doctoral Program of Study
Specific competencies related to each of the three goals for each level of training is found on the departmental website under forms (see https://2b.education.uky.edu/edp/new/counseling-psychology-overview/counseling-psychology-handbooks-and-forms/). The course sequence provides a foundation of basic knowledge and applied skills in Health Service psychology (HSP) that will facilitate the development of this broad range of professional identity, science-practitioner, and leadership competencies. The Program of Study for the doctorate in Counseling Psychology is designed to: (1) meet the criteria for HSP training developed by the American Psychological Association, (2) offer a developmental, sequential curriculum that enables the student to develop research and practice skills, (3) foster a professional identity within the specialty of Counseling Psychology, (4) ensure that graduates are prepared and qualified for licensing as a psychologist in most states, (5) promote reflective ethical decision-making and engagement in social justice-related efforts, and (6) prepare students to function effectively as psychologists in a broad range of roles in various work settings that require sound training experiences, professional and ethical competence, interpersonal skills, and leadership abilities.
Professionalism and Collegiality
To attain the Program’s pedagogical goals, we encourage a collegial working relationship between faculty and graduate students in which both groups are engaged in a common pursuit. The faculty-student ratio is maintained at 1:6 (approximately), which enables professors to provide individualized contact time with all their advisees. The Doctoral Research Seminar (EDP 765) provides extended contact between the Major Professor (i.e., Advisory Committee Chair or Chairs) and doctoral students and provides a structure for developing a research portfolio and other research projects. Students are expected to be active members of research teams supervised by the Major Professor and/or other EDP faculty.
The Professional Issues in Counseling Psychology course (EDP 606) and the multiple practicum experiences (EDP 665) provide a forum for faculty-student contact and dialogue, so that professional and personal interchange is facilitated and encouraged. In these forums, Program faculty provide mentoring, role-modeling, and training opportunities related to professional identity and professionalism.
All policies and procedures within the program are designed to meet the standards developed by APA. Students are strongly encouraged to join professional organizations such as APA and Division 17: Society of Counseling Psychology. Refer to the Division 17 website for a definition of Counseling Psychology and membership information (see http://www.div17.org/). Students are also encouraged to become affiliates of the Kentucky Psychological Association (KPA) (see http://www.kpa.org).