Our program uses a mentor model for research training; applicants are admitted to the program based in part on how closely their research interests are aligned with that of the current faculty. The close working relationship between the faculty mentor and the graduate student is one of the mechanisms integrating theory and research with applied training.
Virtually all clinical graduate students have received financial support while in residence in the graduate program. The coursework typically requires three years to complete. However, it may take six or more years to complete all training in the program e. The program has an additional 5 affiliated faculty who also have admitting privileges Professors Hyde , Koenigs , Piper , Plante , Herringa. Our Research All clinical faculty have very active research laboratories that regularly produce high quality, high impact research publications.
Our clinical faculty as a group are exceptional at securing extramural support to fund their research and have received considerable national and international attention for these accomplishments.
In addition, our clinical faculty have won a disproportionate share of University teaching awards. Environment Our clinical program is situated in a world-class Psychology Department that includes area groups in Biology of Brain and Behavior, Cognition and Cognitive Neuroscience, Developmental, Perception, and Social and Personality. The student must also meet with their mentoring committee to discuss the final portfolio.
This meeting should happen in the summer of the fourth year or within the first 4 weeks of the start of the fall academic semester in their fifth year. This final portfolio will be evaluated as satisfactory or unsatisfactory. An evaluation of satisfactory is required to become obtain dissertator status. If the mentoring committee does not include at least three clinical faculty, the DCT will add additional clinical faculty to attend the meeting where this final evaluation will occur.
Students should provide a brief up to approximately words personal statement. This statement should include a narrative of their career goals to provide a context for the materials provided in their portfolio. All students must include the required research products below. Depending on their career goals and professional aspirations, students should submit additional research products as available. However, this list should not be considered exhaustive. For all published or submitted papers, students should report their relative contributions to the conceptualization, design, analysis, and writing in percentages.
All students must include the required clinical products below. All students must include the required diversity statement described below.
For example, if you develop a case conceptualization and treatment plan for a patient from an under-represented group, it could be cross-listed in both the clinical and DEI categories. All students should include an unofficial copy of their current transcript documenting their coursework and grades. At the time of final evaluation of the portfolio, their transcript must confirm that they have completed all required coursework. There are no required teaching experiences, training, or products.
However, students who plan to pursue a career that involves teaching should consider pursuing formal experiences in teaching during their time in our program. This list should not be considered exhaustive. When preparing a research statement, you should think about conveying the following: What is your research program about? What questions are you addressing and what are you seeking to explain?
Those who seek more detail and more technical language can and will rely on your publications. We strongly encourage you to read and consider the recommendations about writing powerful research statements described in this article by Drs. Gernsbacher and Devine. Dissertation In general, there are no limitations on the sorts of research topics, research designs, or analytic strategies that may be used in dissertation research.
The dissertation proposal should be submitted to the mentoring committee as an NRSA style grant proposal Specific Aims and Research Strategy sections only to provide the student with additional training in grant writing.
Students also prepare a short presentation of the proposal that is delivered to their mentoring committee at the proposal meeting. The completed dissertation is presented to the entire department in a public defense. Professional Ethics The Clinical Psychology Area Group requires that students demonstrate that they comprehend and adhere to the principles of professional conduct as contained in the APA publications, General Guidelines for Providers of Psychological Services, the Ethical Principles of psychologists, and the Casebook on Ethical Principles of Psychologists.
These principles pertain to their conduct as students, teachers, therapists, and researchers. Students must also complete the appropriate Human Subjects Protections Training given the nature of their research program. Further detail is available here. Clinical Program Handbooks and Manuals A complete listing of all policies and procedures for the Clinical Psychology graduate program is available for download.
It contains all information provided on this website as well as additional policies and procedures dictated by the Psychology Department and the UW-Madison Graduate School. The policies and procedures manual for the Psychology Research and Training Clinic is also available please contact the clinic director. U niversity of W isconsin —Madison.
Give Events News Jobs Resources. Coursework Students must obtain a B or better in all required coursework described below. Dissertators must be enrolled in three credits during the summer if they are expecting to successfully defend their dissertation and graduate during the summer session Students holding spring TA, PA, or RA appointments are eligible for summer tuition remission, if necessary Ideal Curriculum Proposals Students are required to complete an ideal curriculum proposal by the end of their first semester in the program.
Self- and Clinical Supervisor Evaluations At the end of each semester of clinical practicum student performance is evaluated by their clinical supervisor s and by themselves. Students are asked to identify their clinical strengths and weaknesses, the training goals that were met during the current semester, and new goals for the upcoming semester. The student self-evaluation is used to stimulate an ongoing discussion with the clinical supervisor to facilitate individual achievement. Areas of competency include: assessment, intervention, consultation, supervision, management, and advocacy.
As part of the initial practicum experience students will be trained to use the Cognitive Therapy Rating Scale CTRS to assess how well student-led therapy sessions exemplify this model. Most research and accrediting bodies use a minimum total score of 40 to represent therapeutic competence in CBT.
It is expected that at least one of these sessions will have a total score of 40 or above before the student applies for off-site clinical practicum experiences applications are typically made in February and March.
Students with CTRS total scores lower than 40 will have a limited choice of practicum experiences and may be required to remain in the training clinic for another year. By the time of internship application, the student is expected to have had three additional psychotherapy sessions representing their current work rated at 40 or higher on the CTRS.
The sessions chosen for rating can be from a client seen in the training clinic or from a client seen at an external practicum site. Applicants interested in a particular program or working with a particular faculty member should reference graduate program on the psychology website or contact individual faculty members to determine if admissions are likely for that year. Each faculty member and area group give preference to applicants who have a high potential for success in graduate school and who also share research interests with the prospective faculty sponsor.
Applicants should consider carefully the description of faculty research interests, read several of their publications, and consult with faculty and advisors at the undergraduate institution before applying to the program. Whereas most applicants have majored in psychology, the department gives full consideration to applicants with undergraduate majors in other relevant areas. Given its commitment to students, the Department of Psychology takes seriously its responsibility when admitting an applicant.
Every piece of information is considered carefully. Students are selected on the basis of record of academic achievement, Graduate Record Exam GRE scores, references, evidence of motivation and ability to do research, and also the fit between faculty and student research interests. Information regarding applications deadlines is on the program website. Applicants should have a completed application in by the deadline to ensure full consideration.
Most students admitted into the program are supported by either a research or project assistantship, teaching assistantship, or fellowship. Although individual faculty members and area groups decide who will be admitted, the psychology department sets certain minimum standards that must be met by those admitted to the graduate program. These are an undergraduate grade point average GPA of at least 3. Consideration for admission is highly competitive.
The department receives approximately applications each year and less than 10 percent are admitted to the program. Applicants who fall below the minimum standards set by the department may still be admitted where there is clear justification e. Undergraduate research experience is highly valued in applicants to the program and greatly enhances their chances of admission. Such research experience provides an opportunity to discover whether research is of interest and provides evidence of motivation and ability to do research.
Three references are required and are read very carefully. Good letters in favor of the applicant are essential and should be provided by faculty who know the applicant fairly well.
The references should provide information that will evaluate potential for graduate work beyond that revealed by GPA and GRE scores. For example, a reference from a professor who writes about a student's unique skills, research abilities, and motivation is more influential than a reference that says the student received an "A" and was "very pleasant. In addition to references, grades, and Graduate Record Exam GRE scores, the faculty also consider carefully the personal statement.
Applicants should describe in the personal statement any prior research experience and their role in that research. Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.
Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding. Many students also receive NSF or NIH predoctoral fellowships and other awards during their course of study within the program. To support professional development, small grants fund student research and travel to present work at national conferences. The department hosts two training grants from NIH, one focused on Emotion and one focused on Language, that each support several predoctoral students.
Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below. Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion.
Students are able to complete a program with minimal disruptions to careers and other commitments. Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments. Hybrid: These programs combine face-to-face and online learning formats. Contact the program for more specific information. Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.
Students must also complete a required First-Year Project. Students are encouraged to continue to register for and attend a proseminar in later years while in residence. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below. Applying prior coursework toward the graduate degree is allowed only in exceptional circumstances. In total, only 6 credits maximum may be applied from prior coursework, including any prior coursework from graduate work from other institutions, from a UW—Madison undergraduate degree or from the UW—Madison University Special career.
Coursework earned ten or more years prior to admission to the program may not be used to satisfy doctoral degree requirements. The Graduate School regularly reviews the record of any student who earned grades of BC, C, D, F, or Incomplete in a graduate course or above , or grade of U in research credits.
This review could result in academic probation with a hold on future enrollment or in being suspended from the Graduate School. Every graduate student is required to have an advisor.
An advisor is a faculty member, or sometimes a committee, from the major department responsible for providing advice regarding graduate studies. An advisor generally serves as the thesis advisor. In many cases, an advisor is assigned to incoming students. Students can be suspended from the Graduate School if they do not have an advisor. To ensure that students are making satisfactory progress toward a degree, the Graduate School expects them to meet with their advisor on a regular basis.
Doctoral degree students who have been absent for ten or more consecutive years lose all credits that they have earned before their absence. Individual programs may count the coursework students completed prior to their absence for meeting program requirements; that coursework may not count toward Graduate School credit requirements.
A candidate for a doctoral degree who fails to take the final oral examination and deposit the dissertation within five years after passing the preliminary examination may by require to take another preliminary examination and to be admitted to candidacy a second time. Students should contact the department chair or program director with questions about grievances.
0コメント