Prospectus by The Chicago School of Professional Psychology

Prepare to make a difference.

Impact. That’s what it’s all about for you. At The Chicago School, you’ll get the experience you need to make a difference that matters—or to deepen the impact you may already be making. No matter what your undergraduate degree, you can start now to prepare for a career in psychology, or to move to the next level in a meaningful profession. You’ll have extensive real-world training opportunities, and you’ll work side-by-side with practitioner faculty who have a wealth of experience. You’ll learn by doing—and from those who already have. Read on to learn about the powerful impact our faculty and alumni are making every day. Your turn is next—prepare to change the world.

Table of Contents Why The Chicago School? 4 Campuses 6 Clinical Psychology 8 Clinical Counseling 16 Marital and Family Therapy 22 Forensic Psychology 28 School Psychology 34 Applied Behavior Analysis 40 Business Psychology 46 International Psychology 52 Organizational Leadership 60 Sport and Exercise Psychology 61 Child and Adolescent Psychology 33, 61 Gerontology 62 General Psychology 62 Admission Information 64

Why The Chicago School?

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With more than 2,500 students, and campuses in Chicago, Southern California, and online, The Chicago School is the nation’s leading nonprofit graduate university dedicated exclusively to psychology and related fields. Our approach focuses on training students to be extraordinary practitioners and is distinctive in several important ways:

You’ll learn by doing and leave with a powerful resume. In addition to a traditional internship, you’ll enjoy a broad range of clinical training, community service, and applied field research opportunities that prepare you to make an impact in a way few other graduates can. There is no better place than The Chicago School to learn to make a difference. We are the only professional psychology school named to the President’s Community Service Honor Roll, the highest federal recognition a school can achieve for its commitment to service learning and civic engagement.

You’ll be trained by leaders in the field. Chicago School faculty members do not focus strictly on theory and research, but are active practitioners in their areas of expertise. They bring their years of professional experience into the classroom, providing you with a rich—yet powerfully practical—educational experience.

You’ll receive intensive personal mentorship and broad professional exposure. As an independent nonprofit graduate school, The Chicago School provides you with the best of both worlds: a close-knit learning environment that allows for frequent interaction and collaboration with faculty and fellow students, and dynamic metropolitan communities that offer a vast range of opportunities for clinical training, community service, field research, professional networking, and fun.

You’ll be ready for the global world. We actively infuse all of our programs with content and projects that build your knowledge of, and competence in, working with people from diverse cultures, backgrounds, and perspectives—preparing you to be a highly effective practitioner in today’s increasingly global world. The Chicago School has been recognized by the National Council of Schools and Programs of Professional Psychology for significant contributions to the area of diversity.

Campuses

Online. The Chicago School’s online programs are designed to make distance learning feel anything but distant. You’ll be able to interact directly with faculty and fellow students and gain realworld experience in a flexible format that suits your lifestyle and needs. Every program requires you to apply what you are learning to your existing work life— resulting in a relevant and immediately impactful educational experience.

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Chicago. Located directly on the Chicago River, our downtown campus is just steps away from Lake Michigan, the theater district, the famed Magnificent Mile, dozens of museums, and some of the world’s top restaurants and clubs. Chicago is often described as a colorful “patchwork quilt” of diverse neighborhoods and provides a true multicultural environment for your educational training. As a convenience to working professionals, and to those in the northern suburbs of Chicago, we also offer flexible evening/weekend programs at the University Center of Lake County in Grayslake, Illinois.

Los Angeles. Perhaps best known for Hollywood celebrities, Universal Studios, world-class shopping, and incredible nightlife, Los Angeles also boasts unmatched ethnic, cultural, political, and social diversity—providing unique opportunities for personal enrichment, professional training, and fun. Our Los Angeles Campus is located in the heart of the downtown business district, just steps from the Metro train station and public parking. It’s also just a short drive from the 110, 101, 5, and 10 freeways.

Westwood. Our Westwood Campus is located in the center of Westwood Village, a lively neighborhood next to the UCLA campus and a short drive from Beverly Hills, Santa Monica, and several public beaches. This “urban yet suburban” neighborhood is filled with eclectic cafes, high-end restaurants, entertainment, shopping, and more. Students of The Chicago School enjoy access to UCLA's libraries and other amenities, ample convenient parking, and easy access to the 405, 101, and 10 freeways.

Irvine. Located in Orange County near the University of California at Irvine, The Chicago School's Irvine Campus offers a college-town atmosphere surrounded by quaint shops, open-air cafes, and a variety of restaurants. Our students enjoy access to the UC Irvine libraries and convenient parking. We’re just a short drive to the 405, 55, and 71 freeways, area beaches, and Disneyland.

Clinical Psychology

The Doctor of Psychology (Psy.D.) is the highest degree for those who wish to apply their knowledge as practicing clinicians. Clinical psychologists are rigorously trained in various theories, tools, and intervention techniques, and often work with clients who have experienced severe trauma or serious mental illness such as schizophrenia, bipolar disorder, or phobias. They conduct clinical interviews and psychological testing, create treatment plans, consult and collaborate with physicians and other professionals, and provide multiple forms of therapy that address mental illness, behavioral problems, and emotional distress. Many clinical psychologists choose to work in private practice, while others work in hospitals, school counseling centers, substance abuse treatment facilities, mental health clinics, or residential centers. Some join comprehensive treatment teams, collaborating with a range of physicians and other specialistsâ&#x20AC;&#x201D;such as those working in rehabilitation settings providing care to patients coping with spinal cord injuries, chronic pain, or various neurological conditions. Some clinical psychologists focus strictly on providing direct client services, while others extend their professional work to become higher education professors and administrators, supervisors and administrators in clinical settings, as well as advocates for mental health and social change. 9

Q. You came to The Chicago School to work with people who don’t typically have access to psychological treatment. Did the school deliver?

A. Absolutely! The Chicago School had well-established relationships with a variety of practicum and internship settings. I was impressed by the many opportunities to work with urban, poor populations in neighborhoods across Chicago. Q.

Can you share specific examples from your days as a student?

A. I can vividly remember one professor’s critique of a widely used measure of intelligence. She challenged me to look at the ways that issues such as poverty, social status, and access to educational and cultural experiences could impact a child’s IQ score. In my psychotherapy classes, we frequently discussed how the concepts of power and privilege impact a client’s psychological health, self-perceptions, and view of others and the world. A.

What was learning like outside of the classroom?

As a student there were many opportunities for me to practice the skills I was developing outside of the classroom. One thing I was really focused on was getting experience with a range of population types. For example, The Chicago School assisted in placing me at Hartgrove Hospital, an inpatient psychiatric facility serving children, adolescents, and adults from poor, urban communities.

Q. What role did diversity play in the classroom? A.

Coursework was designed not only to include traditional models of treatment with “mainstream” populations, but also an integration of various cultural groups and systems issues that impact psychologists’ understanding of human development, growth, and treatment.

Describe the range of experiences available to Chicago School students at Lawrence Hall Youth Services.

Their experiences are rich in so many ways. For example, I remember one student came to Lawrence Hall Youth Services from a university counseling center and said he was so appreciative of the opportunity to have his idea about “what therapy could be” stretched and expanded beyond his former ideal of the traditional 45-minute office-based session.

Q. 95% of Lawrence Hall students graduate from high school. How does it feel to be a part of an organization that has that kind of impact?

A. I have always been impressed by LHYS’ commitment to assist at-risk youth and their families through a seamless delivery of services designed to develop the self-worth, knowledge, and skills they need to lead independent and productive lives. For many of the youth we serve, we are their families, advocates, and primary caretakers. LHYS’ values and mission are quite in line with my own, and the values that are espoused by The Chicago School.

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Clinical Psychology. Alumnus. Dr. Orson Morrison is the vice president of clinical services at Lawrence Hall Youth Services and a Clinical Psy.D. graduate from the class of 2003. Visit thechicagoschool.edu to watch his video and learn about his inspiring work with at-risk youth.

Dr. Orson Morrison

Psy..D. in Clinical Psychology PROGRAM OVERVIEW

COURSEWORK

LOS ANGELES CAMPUS

Offered in Chicago and Los Angeles.

Curriculum integrates the eight core competencies informed by the educational model of the National Council of Schools and Programs of Professional Psychology (NCSPP), and qualifies students to sit for the national licensure exam.

Available in a unique format that requires students to be on campus only two days a week.

Five years full time. The Chicago School’s oldest and most selective program. Our Chicago Campus recently received the maximum possible re-accreditation by the American Psychological Association.

Students choose an area of concentration, depending on campus.

Students choose from one of five concentration areas: Child and Adolescent Psychology, Neuropsychology, Sport Psychology, Geropsychology, and Forensic Psychology.

INTERNSHIPS Internship and practicum placement rates consistently rank among the best in the country, typically approaching 95% for internships and 98% for practica. Approximately 88% of participating students secured internships during the nationwide APPIC (Association of Psychology Postdoctoral and Internship Centers) Match Day process this year (2009), and an additional 11% were placed by the end of the subsequent Clearinghouse phase. A full 81% of those placements were paid internships and 97% were at APPIC-member sites. Chicago School students are placed at hundreds of prestigious sites including Johns Hopkins University Counseling Center, Karen Horney Clinic, University of Notre Dame, La Rabida Hospital, and the Federal Bureau of Prisons in Tallahassee. Los Angeles students are placed at equally high-quality sites including Tarzana Treatment Center, San Fernando Valley Community Mental Health, Harbor View House, and the Downtown Women’s Center.

After completing basic coursework in four intervention tracks (Cognitive/ Behavioral, Psychodynamic, Humanistic/Existential, and Systems), students select one track as a specialty, completing advanced coursework and a Clinical Competency Examination within that track. Students are awarded master’s degrees mid-way through the program, after completing 48 semester hours of required coursework, including three semesters of practicum. Graduates are equipped with expert knowledge in theory, research, and practice in clinical psychology— preparing them to serve as lead practitioners and/or senior administrators in both educational and clinical settings.

Students may fulfill their practicum, traineeship, and internship hours at The Chicago School’s Counseling Centers in Westwood and Irvine. Developed around an innovative apprentice model, the centers offer students the opportunity to work side by side with senior clinicians in the psychology and marital and family therapy fields as they apply classroom theories in a real-world environment. The model is unique in the breadth and depth of experience it offers; students are not limited to a single treatment philosophy and instead are exposed to a wide variety of therapeutic approaches and clinical interventions. They develop a working knowledge in a variety of clinical sub-specialties and benefit from an unusually rich learning experience that includes intensive mentoring by seasoned practitioners, and that prepares them to work in variety of professional environments or to launch private practices of their own. Graduates are qualified to sit for licensure by the California Board of Psychology (BOP.) CHICAGO CAMPUS Students choose from one of seven concentration areas: Child and Adolescent Psychology, Forensic Psychology, Health Psychology, Multicultural/Community Psychology, Organizational Psychology, School Psychology, or Generalist.

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Psy..D. in Clinical Psychology Child & Adolescent Track PROGRAM OVERVIEW

COURSEWORK

Offered in Chicago.

Curriculum is enhanced by expert speakers recognized as regional and national leaders in child and adolescent psychology; students experience practicum and internship training with child and adolescent populations.

Five years full time. A highly selective and specialized track for applicants interested in working with children and families. Equips students with essential diagnostic, assessment, therapeutic, and consultative skills needed to become child and adolescent psychologists—including specialized training in child development; child and adolescent psychopathology; physical and neurological health; and child, adolescent, and family interventions.

Students are awarded master’s degrees mid-way through the program, after completing 48 semester hours of required coursework, including two semesters of practicum. A research clerkship prepares students to use scientific research and theory to inform their practices and engage in scholarly work. The clerkship incorporates a sequence of six courses in research methodology that cover data analysis and research design, with a special emphasis on tools and techniques relevant to addressing developmental and clinical research questions.

Students benefit from four years of Individual faculty mentorship in a specific area of research as well as opportunities to participate in colloquia and poster presentations on Research Clerkship Day and through various other scholarly sources and events. Curriculum integrates the eight core competencies informed by the educational model of the National Council of Schools and Programs of Professional Psychology (NCSPP), and qualifies students to sit for the national licensure exam. Students may complete additional specific coursework to be eligible to sit for the Licensed Professional Counselor (LPC) exam in Illinois and/or to obtain a certificate in Applied Behavior Analysis (ABA).

Psy..D. in Psychology (Post Master’s) PROGRAM OVERVIEW Offered in Westwood and Irvine. An accelerated, post-master’s program that can be completed in three years, including internship. (Program is offered in a flexible format suitable for working professionals.) COURSEWORK Curriculum integrates the eight core competencies informed by the educational model of the National Council of Schools and Programs of Professional Psychology (NCSPP), and qualifies graduates to sit for the national licensure exam and licensure by the California Board of Psychology (BOP).

Students choose one of two concentration areas: Psychodynamic Psychotherapy or Generalist. Students in the Psychodynamic Psychotherapy concentration gain essential diagnostic, therapeutic, and consultative skills as well as in-depth knowledge of psychodynamic theory and exposure to a broad range of dynamically based clinical applications to assist the therapeutic process. Graduates are equipped with expert knowledge in theory, research, and practice in clinical psychology— preparing them to serve as lead practitioners and/or senior administrators in both educational and clinical settings.

Psychopathology I: This course surveys the major theories of the etiology of mental disorders, emphasizing a biopsychosocial approach, and familiarizes students with the DSM-IV-TR approach to diagnosis and classification. Disorders of childhood and adolescence are emphasized, as well as related disorders affecting parents/ caretakers, including dementias, schizophrenia, mood disorders, and substance abuse. Cultural and developmental factors related to mental illness are also emphasized. (2 credits) Personality Assessment: This course introduces models of objective and projective personality assessment and addresses variation in measurement of personality based upon conceptualization of the construct. Emphasis is placed on the administration, scoring, and interpretation of the major personality instruments, including the Millon, PAI, MMPI-2/A, Rorschach (Exner system and content analysis), the Thematic Apperception Tests and other projective techniques. In the lab portion of this course, students will demonstrate their knowledge and skills in administering, scoring, and interpreting these instruments. (4 credits) Biological Bases of Behavior: This course introduces students to the structure and functions of the central nervous system, the autonomic nervous system, and the endocrine system. Areas covered include sensory and perceptual processes, physiological regulation of the sleep and waking cycles, motivation, and affect. The etiology and major focus of psychopathology will be considered from a biological perspective. (3 credits)

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Clinical Psychology Sample Course List Professional Development Group Psychopathology I Intellectual Assessment History and Systems of Psychology Statistics Clinical and Diagnostic Interviewing Psychology of the Life Span Personality Assessment Professional Issues & Ethics Diversity in Clinical Psychology Cognitive-Affective Bases of Behavior Biological Bases of Behavior Social Bases of Behavior Advanced Assessment Research Methods Basic Intervention: Psychodynamic Basic Intervention: Cognitive-Behavioral Basic Intervention: Existential-Humanistic Basic Intervention: Systems Introduction to Neuropsychology Introduction to Clinical Psychopharmacology Seminar in Professional Practice Assessment Practicum Seminar Advanced Intervention: Intra-Psychic Advanced Intervention: Interpersonal Advanced Intervention: Cognitive Advanced Intervention: Behavioral Advanced Intervention: Advanced Existential-Humanistic Advanced Intervention: Group Advanced Intervention: Family Advanced Intervention: Couples Human Sexuality Child Abuse Assessment and Reporting Spouse/Partner Abuse Assessment and Reporting Alcohol and Chemical Substance Abuse and Dependence Therapy Practicum Seminar Advanced Practicum Seminar Proposal Development Seminar Dissertation Maintenance

Visit thechicagoschool.edu/catalogs to view a complete academic catalog.

Clinical Counseling Clinical counselors assist children, adults, and families in overcoming mental health challenges that prevent them from living fully functional and emotionally healthy lives. They work with a myriad of clinical populations, including those with severe or chronic mental illness, although they typically see clients struggling with the more common mental and emotional problems relating to depression, anxiety, grief, unsatisfying interpersonal relationships, personal crises, and other life/developmental challenges. They assist clients by identifying emotional issues and disordered behavioral patterns that may be obstructing meaningful relationships in their families, at work, or in academic areas. Most counseling is conducted within a “safe and protected space” and change occurs through the combination of proven techniques and a trusting, non-judgmental, and supportive therapeutic relationship.

Clinical counselors conduct diagnostic interviews, develop evidence-based treatment plans, provide psychotherapy, and collaborate with an interdisciplinary team of mental health practitioners—including psychiatrists, psychologists, and social workers—to provide a culturally appropriate biopsychosocial approach to care. Clinical counselors work in a variety of clinical settings including private practice, community agencies, public and private schools, colleges and universities, hospitals, and other mental health facilities that care for underserved, diverse populations.

Dr. Hector Torres Clinical Counseling. Faculty. In addition to his role as a faculty member in the Counseling Department, Dr. Hector Torres heads up The Chicago Schoolâ&#x20AC;&#x2122;s Center for Latino Mental Health Studies and teaches in the Latino mental health concentration, one of several that Counseling students may choose. Visit thechicagoschool.edu to watch Dr. Torres video and read more about the critical role that multiculturalism plays in his classroom.

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Q. What are the advantages of studying Latino Mental Health in Chicago? A. Chicago has the third-largest Latino population in the nation and the school has relationships with multiple agencies that provide great services to this community. There are numerous opportunities for students to get diverse real-world experiences. Q. What’s the biggest misconception about Latino assimilation challenges?

A. There are so many that it would be very difficult for me to choose one! To begin with, as Latino people we have undeniable similarities, yet our origin and history makes us very different from each other. We need to learn about the similarities and differences, and how those reflect on our experiences in the United States. Q.

Can you clarify the difference between assimilating and acculturating?

A. We commonly mistake these two terms, but there’s a huge difference between assimilating and acculturating. Assimilation is when I move to a new place, a new culture, and I just want to be part of that culture and forget about mine. I kind of lose myself and become something else. Acculturation, on the other side, is the process of learning about the new culture, adapting to the new culture, but still retaining and keeping my own identity. So a new identity’s formed that is a blend between who I was in my previous culture, work, group and the new place where I’m living. Q. What’s on top of your list of challenges? A. I'd have to say the greatest challenge in this

field is that it’s a very new field. Even though the Latinos have increased and have grown a lot around the United States and we know that it’s a population that will continue growing, we don’t have that much information. We still need more research in the area and we need to learn more about the population in order to better help this population.

M.A. in Clinical Psychology Counseling Specialization PROGRAM OVERVIEW Offered in Chicago and Grayslake, Illinois. Two years full time (six semesters) or four years part time. (Grayslake program is offered as a three-year sequence, in a flexible online and weekend on-ground format convenient for working professionals.) INTERNSHIPS Typically, 100% of actively participating students secure practicum/internship placements by September and at sites that meet LPC (Licensed Professional Counselor) standards. COURSEWORK Curriculum incorporates the eight content areas outlined by the National Board of Certified Counselors, preparing students to sit for Professional Counselor licensure in Illinois (LPC and LCPC). The Program is unique in that students receive a solid foundation in the principles of clinical psychology, in addition to gaining the essential diagnostic, therapeutic, and consultative skills they need to be outstanding clinical counselors working with a range of clinical populations and a variety of emotional and psychological conditions. Students learn the theoretical frameworks and scientific bases of clinical psychology, the ethical and professional guidelines of clinical psychology and the counseling profession, and the impact of diversity and cultural issues in the mental health field. The Clinical Counseling Specialization embraces the integration of multicultural education and diversity throughout its curriculum; successful students demonstrate an appreciation for and competency in this area. Students may choose a concentration that requires field-based clinical training held at participating sites. Concentrations include: • Child and Adolescent Treatment • Health Psychology • Latino Mental Health • Supervision and Leadership in Community Mental Health • Treatment of Addiction Disorders.

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Counseling Sample Course List Theories of Counseling & Psychotherapy Psychopathology Clinical & Diagnostic Interviewing Diversity in Clinical Psychology Professional Ethics and Issues Introduction to Clinical Assessment Research Methods Cognitive-Behavioral Psychotherapy Humanistic-Existential Psychotherapy Family Systems & Family Therapy

Psychology of the Life Span: This course examines normal development from infancy through advanced ages, focusing on the development of perceptual and cognitive processes, psychosocial roles, and familial interpersonal processes. Current clinical approaches are examined from diverse theoretical viewpoints and in view of recent research findings. Cultural diversity and individual differences are integral to this course. (3 credits)

Professional Development I & II Practicum & Seminar Internship & Seminar Psychology of the Life Span Group Processes of Therapy Substance Abuse & Evaluation Treatment Trauma & Crisis Intervention Advanced Family & Couples Therapy Child & Adolescent Psychotherapy

Substance Abuse Evaluation and Treatment: This course explores the fundamentals of substance abuse treatment. Models of addiction are reviewed and students are exposed to issues involved in treatment, including denial, continued use while in treatment, the importance of family functioning and adult/child psychopathology. A survey of the types and classes of addictive substances are covered. (3 credits) Advanced Family and Couples Therapy: This course provides an overview of advanced theory and technique, as well as skills training in family and couples therapy with an emphasis on the development of a personal model of counseling. Diagnostic skills, case analysis, and relationship strategies will be emphasized. The overall orientation follows a family systems perspective, but the course will integrate a variety of approaches and strategies, including cognitive-behavioral and object relations. The course will also explore the impact of macro systems issues such as gender, power, and economics on contemporary relationships. (3 credits)

Visit thechicagoschool.edu/catalogs to view a complete academic catalog.

Marital and Family Therapy Like many mental health practitioners, marital and family therapists (MFTs) provide therapeutic services to help their clients overcome a wide range of mental, emotional, and behavioral issues. MFTs view their clients in the context of relationshipsâ&#x20AC;&#x201D;assuming that every individual influences and is influenced by people in his/her life in a systemic fashion. Marital and family therapists may work with individuals, couples, or families who are coping with problems that include depression, anxiety, marital and relationship problems, child-parent conflict, and more. They assist their clients in better understanding how their personal

behavior patterns may be influencing the behaviors of those around them. MFTs help their clients find new ways of thinking about and interacting with othersâ&#x20AC;&#x201D;and ultimately lead more harmonious, fulfilling lives. As professionals in one of the fastest-growing mental health disciplines, MFTs apply their skills in many different work settings, including private practice, social service agencies, inpatient psychiatric facilities, hospitals, community mental health centers, schools, and even courts and prisons.

Dr. Jack Mayhall Marital and Family Therapy. Faculty. After discovering a fascination for solving family problems as a child, Dr. Jack Mayhall dedicated his life to the study of family dynamics by working as a marital and family therapist. Visit thechicagoschool.edu to watch his video and learn more about the Marital and Family Therapy program and how Dr. Mayhall helps others.

Q. How would you describe marital and family therapy (MFT) to prospective students? A. Jack: MFTs always view humans in the context of the systems in which they live, be it the family, social, work etc. The notion is circular causality not linear. Movement in one piece of the system affects the entire system. Systems thinking can be considered from a historical perspective or a here and now perspective. Q. What kind of clients or family situations are the most challenging for you? A. Sherri: The most challenging cases are working with parents who ask for your help with their teenagers—but do not want to see the role they play in the issues that are brought up.

Q. What are the strengths of the Counseling Center? A. Sherri: On-the-job training. From the first day you can observe how the process works. You learn and practice your knowledge in the same setting. Also, your supervisor is there to help you every step of the way. A.

Jack: I’d say the most important things students take with from their Counseling Center experience are theory application and professionalism.

Can you give an example of the practitioner faculty advantage?

A. Sherri: As clinicians, we work with people. You can teach the theories, but it’s very difficult to know how to apply them unless you’ve done it yourself. If you’re a practitioner, you’ve had experience and even know how to make adjustments to the theory to specific situations. That’s valuable information to pass on to students.

50 24 Office Office of Admission of Admission 800.721.8072 800.721.8072

Q. You both wrote dissertations about relationships with sons. How were your approaches similar? How were they different? A. Jack: Sherri really looked at the positive aspects of the mother’s role in her son’s development. Positive in that it can be “too good of a thing.” I looked at the father’s influence on his son’s intra-psychological development, and how the son relates to others in light of that influence. The common element between our papers was the Jungian framework in viewing these areas of research. Q. Sherri, Jack Mayhall was your mentor when you were a student. What was the best advice he gave you?

A. Sherri: Jack often said, “Know the theory.” Theory creates a frame for your clinical work. If you know your theory, you work with dignity, and at the end you will serve your client.

A. Jack: When I interviewed Sherri as a prospective student, we kind of hit it off right from the beginning. You could see she had a great deal of passion for this field even back then. It’s been a great journey.

Dr. Sherri Mahdavi Marital and Family Therapy. Faculty. Inspired by her own parenting experience, Dr. Sherri Mahdavi wrote her dissertation on mother-son relationships while working toward a doctorate in marital and family therapy. Today she teaches in the program alongside the faculty member who was her mentor. Visit thechicagoschool.edu to watch her video and learn about the MFT program and how a mentor-student relationship evolved into a working relationship between professional colleagues.

Psy..D. in Marital and Family Therapy (Post Master’s) PROGRAM OVERVIEW

COURSEWORK

Offered in Westwood and Irvine.

Graduates are equipped with expert knowledge in theory, research, and practice in marital and family therapy— preparing them to serve as leaders and/or senior administrators in both educational and clinical settings, or to teach in regionally accredited institutions of higher education.

An accelerated, post-master’s program that may be completed in three years. (Program is offered in a flexible format suitable for working professionals.)

Students choose one of two concentrations: • Psychodynamic Psychotherapy • Management Practice Students in the psychodynamic psychotherapy concentration gain essential diagnostic, therapeutic, and consultative skills as well as in-depth knowledge of psychodynamic theory and exposure to a broad range of dynamically based clinical applications to assist the therapeutic process.

M.A. in Clinical Psychology, Marital and Family Therapy Specialization PROGRAM OVERVIEW

INTERNSHIPS

Offered in Los Angeles, Westwood, and Irvine.

MFT students have the opportunity to complete practicum and internship experiences at high-profile sites that include the Julie Ann Singer Clinic, Dee Hirsch Foundation, Brentwood VA Hospital, Maple Counseling CenterBeverly Hills, L.A. County Mental Health Department, and Orange County Mental Health Department.

Completed in two years. At the Los Angeles Campus, the program is offered in a one-day-a-week format (all day Fridays). At the Westwood and Irvine campuses, the program is delivered in a one-weekenda-month format (Friday evenings and all day Saturday and Sunday). Curriculum qualifies graduates to sit for the California Board of Behavioral Sciences (BBS) MFT licensure exam, and prepares them to enter a Psy.D. in Psychology program that can lead to licensure by the California Board of Psychology (BOP).

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COURSEWORK Program is unique in that students receive a solid foundation in the principles of clinical psychology, in addition to gaining the essential diagnostic, therapeutic, and consultative skills they need to be outstanding marital and family therapists working with a range of clinical populations and a variety of emotional, behavioral, and psychological issues.

Students may fulfill their practicum, traineeship, and internship hours at The Chicago School’s Counseling Centers in Westwood and Irvine. Developed around an innovative apprentice model, the centers offer students the opportunity to work side by side with senior clinicians in the psychology and marital and family therapy fields as they apply classroom theories in a real-world environment. The model is unique in the breadth and depth of experience it offers; students are not limited to a single treatment philosophy and instead are exposed to a wide variety of therapeutic approaches and clinical interventions. They develop a working knowledge in a variety of clinical sub-specialties and benefit from an unusually rich learning experience that includes intensive mentoring by seasoned practitioners, and that prepares them to work in a variety of professional environments or to launch private practices of their own.

Marital and Family Therapy Sample Course List History & Systems of Psychology Life Span Development Biological Bases of Behavior Ethics and Laws for Psychotherapy Psychopathology Psychological Assessment: Overview Theories and Systems of Family Therapy Cognitive-Behavioral Therapy Human Sexuality Drug Use and Abuse Child Abuse and Domestic Violence

Theories and Systems of Family Therapy This course discusses relationships, terms, and concepts used to describe problem situations as dysfunction, techniques to achieve success in gathering data, integrating family therapy into social work, and direct and indirect methods for initiating and sustaining change in family systems.

Psychopharmacology Human Diversity Social Bases of Behavior Long-Term Aging and Care Applied Techniques of Family Dynamics Child and Adolescent Psychotherapy Individual Didactic Psychotherapy Clinical Practicum I Professional Development Group I, II and III

Child Abuse and Domestic Violence Topics include childhood, child abuse, and history of abuse, protecting and safeguarding children, consequences of child abuse, research into child protection practices, and current issues in child protection practices. Long-Term Aging and Care Topics include psychological symptomatology among AfricanAmerican, Hispanic and White Frail Elders, and national perspective on nursing home placement among AfricanAmerican and White Elders.

Visit thechicagoschool.edu/catalogs to view a complete academic catalog.

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Forensic Psychology Forensic psychologists apply the art and science of psychology within the legal system and related fields. Many work with individuals residing in correctional institutions, psychiatric facilities, or communitybased agencies, where they conduct diagnostic and risk assessments to determine whether their patients are at risk of reoffending, and provide psychotherapy and other services to help minimize or eliminate the psychiatric symptoms that led to their patientsâ&#x20AC;&#x2122; criminal acts. Other forensic psychologists work in the court system as jury consultants (advising attorneys on jury selection and trial strategy) or as expert witnesses (testifying about defendantsâ&#x20AC;&#x2122; mental states at the time they committed their crimes, as well as their competency to stand trial).

Still other forensic psychologists work primarily with victimized or atrisk populations such as inner-city youth, victims of sexual/domestic abuse, trauma survivors, substance abusers, the chronically mentally ill, and others. They provide assessments, counseling, case management, advocacy, and other services to help their clients cope with the mental and emotional effects of traumatic experiences, overcome addictions, make more positive life choices, and more. Forensic psychology is one of the fastest-growing areas of psychology and practitioners find work in an ever-expanding range of settingsâ&#x20AC;&#x201D; including child welfare agencies, forensic units in state mental health facilities, jails and prisons, community mental health centers, juvenile correctional facilities, government agencies, family courts, and private practice.

To apply online or learn more visit www.thechicagoschool.edu

Dr. Debra Warner Forensic Psychology. Faculty. Dr. Debra Warner is the lead faculty member for the Los Angeles campus Forensic Psychology program—and served as lead psychologist for the Department of Homeland Security. Visit thechicagoschool.edu to read her complete interview and learn why she knows she is doing the work she was meant to do.

Q. You’re based in L.A. What part of “forensic psychology” does Hollywood get right? A.

Forensic psychology is the merger of psychology, law, and the legal system. The show “Law and Order,” with its portrayal of Dr. Huang, is very accurate to what a forensic psychologist can do with certain detainee-centered institutions (police departments, correctional institutions, and federal agencies). “CSI” is the misconception and is actually forensic science, which is usually a scientist or medical examiner.

Tell us about your multi-sensory approach in the classroom.

A. I’m very flexible with things. I’m very visual. Some people are tactile, some people like to do tasks where they listen, others like to see. So I try to tap into all of those. For example, I might have some of my friends who are actors come in to class and be the clients, and the students have to figure out the diagnosis. Q.

What can your students gain through access to L.A.’s Health Court?

A. Los Angeles County is the only county in California using centralized court for cases involving mental health. Students can sit in on adult hearings and the experience provides a great opportunity for exposure to the forensic court arena, as well as future roles as a forensic psychologist.

Q. Can you tell us about a time you felt you had impact? A. Sure. And the impact works both ways. I got this letter from a client … I was leaving this prison I was working at and he was going to be left behind and he wrote me from his cell. He stole a pencil and wrote this letter … this three-page letter about what I did for him. And I almost cried when I got this. I carried that letter in my organizer and whenever I think twice about what I’m doing, I read that thing.

What’s the best part of your job?

The people, without a doubt. Seeing some progress. You might not see progress for years, but when you do get those moments, or you have a student who has been struggling who has an “ah-ha” moment, and you think, maybe I had a little part in that … that’s when I know I’m doing what I’m meant to do … and it’s the best.

Office of Admission 800.721.8072

Psy..D. in Clinical Forensic Psychology PROGRAM OVERVIEW

CHICAGO CAMPUS

LOS ANGELES CAMPUS

Offered in Chicago and Los Angeles.

Students have the unique opportunity to gain hands-on experience at The Chicago School Forensic Center, which provides high-quality forensic psychological services and programming (such as evidence-based interventions, policy advocacy, and program development) to improve the health and well-being of individuals within diverse communities. Through a range of community partnerships, the center provides students powerful opportunities to put classroom learning into practice in real-world settings— including victim-related trauma treatment for women transitioning from correctional facilities into the community; job readiness preparation for adult males transitioning from correctional facilities into the community; psycho-educational training workshops for parents who have abused or neglected their children; and ParentChild Interaction Therapy to help reduce the risk of future incidents of abuse and neglect. Students also benefit from a range of applied learning experiences rarely available at other schools—such as providing expert witness testimony in front of practicing judges and attorneys during a mock trial experience, and participating in a realistic hostage negotiation simulation.

Students benefit from a broad range of applied and real-world learning experiences such as: helping to launch a groundbreaking, citywide Prison ReEntry Project through which Chicago School students conduct staff training, forensic assessment, clinical treatment, and program measurement; providing California bar-approved training to prosecuting and defense attorneys; leading weekly mental heath trainings for LAPD and several community-based agencies; serving as lead presenters at an annual Chicago School crisis intervention conference attended by representatives from the Mayor’s Office, LAPD, Homeland Security, and other local and national government agencies. Students also benefit from countless opportunities to bolster their knowledge and expertise by participating in frequent educational seminars and simulations on topics such as hostage negotiation and police de-escalation techniques.

Four to five years full time. (Offered in a unique every-other-weekend format in Los Angeles.) COURSEWORK Program integrates the eight core competencies informed by the educational model of the National Council of Schools and Programs of Professional Psychology (NCSPP), helping prepare students to sit for the national licensure exam in clinical psychology. Students enjoy opportunities to do empirical and applied research within a range of forensic settings and populations—and may tailor their coursework to meet particular educational and professional goals. Graduates are equipped with the requisite academic foundation to become lead practitioners and senior administrators in both educational and forensic settings, and to conduct criminal competency evaluations, criminal responsibility evaluations, forensic child interviews, fitness for duty evaluations, risk assessments, and clinical interventions for a broad range of disorders and populations.

M.A. in Forensic Psychology PROGRAM OVERVIEW Offered in Chicago. Two years full time or up to four years part time. INTERNSHIP Internship placement rates typically exceed 95% for students enrolled in the licensure track. COURSEWORK The program prepares licensure-track students to sit for the professional counselor licensure exams in Illinois (LPC and LCPC).

Students may tailor their coursework to meet particular educational and professional goals and may choose from concentrations in child protection, sex offenders, or corrections. Students gain hands-on experience at The Chicago School Forensic Center, which provides high-quality forensic psychological services and programming to improve the health and well-being of individuals within diverse communities. Through a range of community partnerships, the center provides students powerful servicelearning opportunities that prepare them to be competent and civically engaged forensic mental health practitioners.

Students benefit from a range of applied learning experiences rarely available at other schoolsâ&#x20AC;&#x201D;such as providing expert witness testimony in front of practicing judges and attorneys during a mock trial experience, participating in a hostage negotiation simulation, or providing Parent-Child Interaction Therapy (PCIT) to families involved with the juvenile court system. Graduates are able to perform assessments, interventions, and treatment planning for various problems and populationsâ&#x20AC;&#x201D;preparing them to work in legal and public policy arenas in an ethical, academically informed, and research-based manner.

M.A. in Applied Forensic Psychology Services PROGRAM OVERVIEW

COURSEWORK

Offered online.

Designed for students who wish to advance their current careers by learning strategies that positively affect human behavior and how to apply those skills within a wide range of contexts, from local police precincts to child welfare agencies.

Completed in as little as 20 months (Offered in a flexible format convenient for working professionals.)

Students enjoy opportunities to do empirical and applied research within forensic settings. They gain knowledge of psychology and mental health, as well as the technical skills to perform interventions and treatment planning within a range of settings and populations.

Certificate in Applied Forensics PROGRAM OVERVIEW

COURSEWORK

Offered online.

Specifically tailored to working professionals who wish to deepen their understanding of forensic psychology and strengthen their ability to apply that knowledge to their current professional challenges.

Completed in as little as five months. (Offered in a flexible format convenient for working professionals.)

Office of Admission 800.721.8072

Students may apply their certificate credits toward earning an M.A. in Applied Forensic Psychology Services.

Forensic Psychology Sample Course List Professional Development Group Introduction to Forensic Psychology Ethics and Professional Issues in Forensic Psychology Psychology of the Life Span Psychopathology Clinical and Diagnostic Interviewing Mental Health Law Forensic Documentation, Report Writing, and Testifying Diversity in Forensic Psychology Social Psychological and Cultural Aspects of Aggression Research Methods Research Methods for Thesis Track Evaluation and Treatment of the Adult Offender Evaluation and Treatment of the Juvenile Offender

Evaluation and Treatment of the Juvenile Offender: This course addresses the classification, assessment, and treatment of the juvenile offender. Various factors contributing to juvenile delinquency and empirically based treatment approaches are discussed. Legal and institutional responses to juvenile crime are analyzed, and the role of the forensic clinician in the juvenile justice system is discussed utilizing case material. Case lectures and discussions, case examples, and video presentations are used to illustrate key concepts. (2 credits)

Objective Methods in Personality Assessment Violence and Risk Assessment Trauma and Crisis Intervention Substance Abuse and Evaluation and Treatment Group Process Therapy Family Systems and Family Therapy Theories of Counseling and Psychotherapy Career Development Counseling Practicum Internship I & II Psychology of Law Enforcement Forensic Psychology in Correctional Settings Evaluating and Treating the Sex Offender

Violence and Risk Assessment: This course provides students with the fundamental aspects of conducting violence and risk assessment evaluations and the manner in which opinions are communicated. Students gain an understanding of empirically based risk factors and assessment tools used to conduct violence and risk evaluations, as well as management strategies employed to ameliorate risk/risk conditions. Practical exercises drawn from actual cases are used to illustrate key concepts. (2 credits)

Objective Methods in Personality Assessment Violence and Risk Assessment Substance Abuse Evaluation and Treatment Group Processes of Therapy Family Systems and Family Therapy Hostage Negotiations Theories of Counseling and Psychotherapy Career Development and Counseling Practicum Theoretical and Clinical Application of Empirically Based Treatment I & II

Hostage Negotiations: This course examines the psychology of perpetrators, strategies for negotiating a critical incident, understanding and managing critical incidents, communication and stress management techniques, and the Stockholm syndrome within a hostage situation. In addition, students gain an understanding of crisis negotiation, debriefing, hostage-taker demands, and the effects of time on a situation. (2 credits)

Visit thechicagoschool.edu/catalogs to view a complete academic catalog.

School Psychology School psychologists are experts in both psychology and education. They apply that knowledge to help children and youth with disabilities and special talents achieve their full potential academically, socially, and emotionally. In addition to functioning as an integral part of a schoolâ&#x20AC;&#x2122;s educational team, school psychologists often work directly with students and their families, assessing academic skills and aptitudes, determining eligibility for special education services, and evaluating socialemotional development and mental health status. They also train parents on approaches that will assist their childrenâ&#x20AC;&#x2122;s learning, and provide individual or family counseling to resolve emotional or interpersonal issues that may interfere with school performance. School psychologists play critical administrative and leadership roles. They spearhead efforts to make schools safer and improve learning outcomes, promote tolerance and appreciation of diversity, improve teacher effectiveness and classroom behavior management skills, address substance abuse issues, prevent and manage crises, and more. The demand for trained, caring school psychologists is at an all-time high and is expected to increase even further. Although a majority of school psychologists choose to work in public schools, a variety of private settings also actively pursue school psychology graduates.

Office of Admission 800.721.8072

Q. How does The Chicago School provide support? Q.

How did you decide The Chicago School was the right fit for you?

I wanted to receive training and experiences across diverse settings. I wanted to build competence working with individuals from various cultural backgrounds as well as experience working with individuals with a range of needs.

Office of Admission 800.721.8072

Q. The goal of the Schweitzer Fellowship is to support students in their work with underserved communities. Was this compatible with your studies?

A. The Chicago School’s philosophy is aligned with the Fellowship’s goals. We’re encouraged to get involved in local communities, especially where there’s a great need for services. The school’s support gave me the confidence to apply.

How did you come up with your proposal?

A. I developed the initial idea for Storyworks through completing a school project in one of my school psychology courses. I decided to create an afterschool program that would consist of weekly shared-book reading sessions, with each week focusing on a theme such as self-esteem or anger management.

School Psychology. Student. Laura Granros is a winner of the Albert Schweitzer Fellowship. Visit thechicagoschool.edu to read about her Storyworks program, and how The Chicago School is helping her launch it in the public schools.

A. The Chicago School has been so supportive! My academic advisor, Dr. Walsh, is available for me to consult with regarding program development and methods and other issues that may arise. The Office of Community Partnerships at The Chicago School is helping me to recruit volunteers for the program. I am going to have a booth at The Chicago Schoolâ&#x20AC;&#x2122;s fall Career Fair advertising the program to grad students who are looking for opportunities to get involved. Also, involvement with Storyworks may potentially contribute to first-year school psych studentsâ&#x20AC;&#x2122; required school shadowing hours.

Laura Granros

To apply online or learn more visit www.thechicagoschool.edu

Ed.S. in School Psychology PROGRAM OVERVIEW Offered in Chicago and Grayslake, Illinois. Three years full time or four years part time. (Grayslake program offered in a flexible format convenient for working professionals.) INTERNSHIPS Last year, 100% of our third-year students secured paid internships in Illinois public schools. COURSEWORK Prepares graduates to earn a Type 73 degree with a specialization in School Psychology in the state of Illinois. Students benefit from superior theoretical preparation, coupled with an unrivaled amount of real-world experience. Students spend almost half their time working in schools over the duration of the program. The full-time group will spend half a day a week in schools during their first year, two days a week during their second-year practice, and full time during their third-year internship. Students learn essential diagnostic, therapeutic, and consultative skills; research and program evaluation methodologies; the impact of diversity and cultural issues in the field; and the legal, ethical, and professional guidelines of school psychology. Students gain in-depth understanding of the impact various mental health treatments have on diverse youth populations, and learn from an integrative systemic-focused model aimed at enhancing educational opportunities for youth.

Office of Admission 800.721.8072

School Psychology Sample Course List Introduction to Applied Behavior Analysis Theories of Counseling & Psychotherapy Analysis and Treatment of Developmental Disabilities Observation and Measurement Consulting in Schools Professional Development Group I & II Best Practices in School Psychology

Intellectual Assessment: This course introduces students to models of intellectual assessment and explains the administration, scoring, and interpretation of the most widely used intellectual assessment instruments. Specific emphasis is placed on interpretation and report writing using the Wechsler scales. (3 credits)

Psychopathology I Intellectual Assessment Clinical and Diagnostic Skills Effective Educational Models and Literacy Psychology of the Child and Adolescent Diversity in Clinical Practice Ethics and Law in School Psychology Biological Bases of Behavior Statistical and Program Evaluation Methods Systems Theory and Practice Practicum and Seminar I & II Group Processes of Therapy Prevention and Crisis Intervention in Schools Infant to Preschool Assessment Assessment of Children and Adolescents Psychotherapy with Children and Adolescents Internship I, II, & III

Diversity in Clinical Practice: This course provides a basic framework to help students understand how individual differences, abilities, and disabilities in development and learning are affected by social, cultural, ethnic, experiential, biological, socioeconomic, gender, and linguistic factors. The framework enables the student to have greater sensitivity in working with diverse students and how intervention strategies can be selected and implemented based on individual characteristics, strengths, and needs. Another equally important focus is an understanding of the mechanisms used to maintain privilege and the balance of power, as well as the methods used to limit, oppress, and restrict members of less privileged groups. (2 credits)

Prevention and Crisis Intervention in Schools: The history and theoretical models of prevention will be examined. Crisis intervention theory and strategies in school settings will be the focus of secondary intervention strategies. Emphasis on a prevention and crisis application to child-centered issues such as abuse, divorce, family violence, loss, school-based violence, and suicide is stressed. (2 credits)

Visit thechicagoschool.edu/catalogs to view a complete academic catalog.

Applied Behavior Analysis Applied behavior analysts use a deliberate system of data collection and analysis to address the needs of their clients窶馬eeds that range from developmental disabilities and traumatic brain injury to the challenges of running an efficient business. Their focus is on bringing about behavioral changes that can dramatically improve lives, enhance performance, and increase academic, physical, and social functioning. Known best as the only treatment proven effective for autism, applied behavior analysis (ABA) is a discipline that has implications in every area of life for all individuals. ABA professionals work in regular education settings, closing the achievement gap that separates historically underserved children from their peers; in hospitals and rehabilitation centers, reteaching functional motor skills to head-injury patients; and in business and industry, where they work with management to increase productivity, improve safety, and enhance job performance. ABA is also applied in fields as disparate as sport psychology, gerontology, early childhood intervention, organizational management, gambling and drug addictions, neuroscience, sex therapy, animal behavior, and health and fitness. It is based on decades of research, and uses a wide range of ethical and evidence-based techniques to teach new behaviors and eliminate those that function as barriers to learning or overall quality of life.

To apply online or learn more visit www.thechicagoschool.edu

Q. What’s the advantage to practicing what you teach?

A. When I’m teaching I can easily see how the stories that mean the most to my students are the ones about what happens at work. It always brings all the material that we are reading about to life. It’s that way for the entire faculty. The importance of working with people who are practicing in the field, while learning and teaching, cannot be stated enough.

Q. Tell us about today’s autism myths. A.

The strongest myths right now have to do with what actually causes autism, but unfortunately we still do not have enough research to answer that question. In the meantime, we do have research to demonstrate that the most powerful intervention is early intensive intervention based on Applied Behavior Analysis. In fact, ABA is the only empirically based intervention for individuals diagnosed with autism that results in an increase in pro-social behaviors.

Q. What’s the first thing you tell parents who’ve just learned they have a child with autism?

A. That it is not a death sentence. That things are going to be OK. That they are already making the correct decisions for their child by seeking help and starting on the path toward designing an educational and home environment that will help everyone in their family achieve maximum success and joy. And most importantly, that the behavior analysts who will be working with their child will love that child as if he or she were their own. Q. What would you want full-time working people who’d like to get a graduate degree to know?

A. I’d want them to know it’s possible to still have your life, your family, your job that you love and you don’t want to leave, and get that extra degree without losing the things in your life that are wonderful to you. You can contribute so much more if you have that extra degree. You really can.

Office of Admission 800.721.8072

Q. Tell us about your commute the past few years.

I’ve been lucky enough to work on both the Chicago Campus and the Los Angeles Campus. I’ve racked up some miles commuting on weekends! My time was split between being a professor and being an administrator. At any other school, being an administrator sounds like a number-crunching thing, but at The Chicago School it’s the chance to recruit students. I’m talking to students every day; talking about how they could go to graduate school and be able to balance their lives.

Q. What are some of your favorite things about the school? A. The innovation, and the flexibility, and the willingness to grow but not lose quality. There are very few schools that are still willing to look at a new idea and say, “all right, here’s a new department that we can have and it’s something that’s going to happen within a reasonable amount of time.” I think that in more ivory-tower-type institutions you have ideas that have been sitting on the table for 15 years. Being a faculty member and knowing that you can put an idea out there and there’s a darn good chance it’s going to happen some time in the near future is more than anyone could ask for.

Dr. Rachel Tarbox Applied Behavior Analysis. Faculty. Dr. Rachel Tarbox is the lead faculty member for the Los Angeles Campus Applied Behavior Analysis program. Visit thechicagoschool.edu to watch her video and read more of her insights about the incredible impact of behavior analysis.

To apply online or learn more visit www.thechicagoschool.edu

Psy..D. in Applied Behavior Analysis PROGRAM OVERVIEW Offered in Chicago and Los Angeles. Five years for students entering postundergraduate education, and three years for students entering with a master’s degree. The Los Angeles program is offered in a flexible format that is convenient for full-time working professionals. Develops expert knowledge in behavior analytic theory, research, and practice— preparing graduates to serve as supervisors and practitioners in both educational and clinical settings, leading efforts to address a range of issues including those related to developmental disabilities and behavioral health. Doctoral graduates will be prepared to contribute to research that further

advances an integrated, scientific understanding of the complexities of human behavior. INTERNSHIPS Internships are tailored to the specific educational goals and concentrations of the students. A variety of placement sites are available, providing services to individuals with and without special needs. In Chicago, field placements are available in ABA-operated elementary and high schools. In Los Angeles, efforts are made to use the student’s current employment as an appropriate ABA placement. COURSEWORK Students benefit from superior

classroom preparation—which is based in the Radical Behaviorism model and includes advanced areas such as precision teaching, instructional design, and verbal behavior—coupled with an unsurpassed range of real-world training that includes four laboratory experiences and two semester-long internships. Students may choose one of four concentrations: instructional design; developmental disabilities; supervision and consulting; or a specialty concentration based on the student’s interest and faculty approval. Students who do not yet have their BCBA certifications will complete a course sequence that prepares them to sit for national certification by the Behavior Analyst Certification Board®.

M.A. in Clinical Psychology Applied Behavior Analysis Specialization PROGRAM OVERVIEW Offered in Chicago and Los Angeles. Two years full time or three years part time. (Los Angeles program offered in a flexible format that is convenient for working professionals.)

placements include, among others, ABA-operated elementary and high schools. In L.A., efforts are made to use the student’s current employment as an appropriate ABA placement. COURSEWORK

PRACTICUM 100% of Chicago School ABA students secure their first practicum by the time the second semester begins. Subsequent practicum placement rates also reach 100%. Placement options include services to people with and without special needs. In Chicago, field

Program is unique in that students receive a solid foundation in basic clinical skills, in addition to thorough training in applied behavior analysis (ABA) techniques—preparing them to work with a range of populations in both clinical and business/industry settings. Graduates have the expertise to determine experimentally the cause(s)

of problem behavior, develop humane and effective interventions, validate their approach to each client, and assess outcomes. Course sequence approval by the Behavior Analyst Certification Board® (BACB) is maintained so that graduates are eligible to sit for national certification as a Board-Certified Behavior Analyst. Students may petition to take an additional 14 semester hours of coursework and three credits of supervised practicum to sit for Licensed Professional Counselor (LPC) licensure in Illinois.

Certificate in Applied Behavior Analysis PROGRAM OVERVIEW

COURSEWORK

Offered online.

Designed to prepare behavior analysts and those working in related fields to qualify for the BCBA credential and further expand their expertise related to developmental disabilities, geriatric conditions, behavioral and learning difficulties, and mental illness.

Completed in less than a year, depending on field supervision availability. Requires a master’s degree in a related field and five years of experience in ABA.

With appropriate supervised practice, students may sit for the examination to become a Board Certified Behavior Analyst (BCBA).

Applied Behavior Analysis Sample Course List Introduction to ABA Analysis and Treatment of Developmental Disabilities Advanced Research Project I & II Professional Development I & II Psychopathology Observation & Measurement Clinical & Diagnostic Skills I & II Diversity in Clinical Psychology Professional Ethics and Issues Research Methods Psychopharmacology Advanced Intervention: Behavioral Psychology of the Life Span

Analysis and Treatment of Developmental Disabilities: The course will offer advanced coverage of special topics, including practicing behavior analysis in applied settings such as schools and hospitals; conducting parent training assessment and treatment procedures for improving communication skills of individuals with developmental disabilities; managing problem behaviors such as self-injury, food refusal, and noncompliance; and for dealing with special populations such as children with autism. (2 credits)

Behavior Analysis of Instruction Conditioning and Learning Practicum I, II, & III Behavioral Consulting in Organizations Intellectual Assessment Radical Behaviorism Performance Management in Human Services Translational Research in ABA Seminar Writings in Behavior Analysis Analysis & Arrangement of Instructional Content Seminal Writings in Behavior Analysis Verbal Behavior Canonical Writings of B.F. Skinner

Observation and Measurement: This course addresses behavior definition, data collection, inter-observer agreement, social validity, treatment integrity, functional assessment, and stimulus preference assessment. The course content is based on current state-of-the-art procedures in applied behavior analysis, and includes methods of classroom data collection such as precision teaching and curriculum-based measures, basic issues in data-driven decision making, and measurement-guided education. (3 credits)

Conditioning and Learning: This course focuses on behavioral principles and their applications to diverse populations. Both classical and operant conditioning are reviewed, with a heavy emphasis on operant. Candidates will learn behavioral principles and procedures to increase, reduce, or promote the generalizations and maintenance of behavior. This is a course that relates to fieldwork and previous courses. (3 credits)

Visit thechicagoschool.edu/catalogs to view a complete academic catalog.

To apply online or learn more visit www.thechicagoschool.edu

36 46 Office of Admission 312.329.6666

Business Psychology Business is one of the fastest-growing areas for the application of professional psychology as organizations increasingly recognize the impact that human factors can have on overall organizational effectiveness. Industrial and organizational (I/O) psychologists and business psychologists apply the principles of both psychology and business to effectively guide organizations and individuals to success. Sometimes described as part scientist, part consultant, and part teacher, I/O and business psychology professionals provide a range of services. They conduct technical job analyses to identify the specific knowledge, skills, abilities, and personal characteristics

necessary for success in particular jobs. They administer psychometric tests to better understand employeesâ&#x20AC;&#x2122; unique attributes and build optimal workforces. And they design performance appraisal and staff training models and provide coaching to managers and executive leadership, to ensure fairness, maximize motivation, and advance organizational priorities. I/O and business psychology professionals work at organizations large and small, both nonprofit and for-profit. They work in human resources, organizational development, management, and consulting, creating more positive work climates and fostering individual and organizational success.

To apply online or learn more visit www.thechicagoschool.edu. 47

Dr. Albert Edwards III Industrial and Organizational Psychology; Faculty. Drawing on his years in corporate America and a first-hand understanding of today’s business culture, Dr. Edwards brings his real-world experience into the classroom in The Chicago School’s Industrial and Organizational Psychology program in Southern California. Visit thechicagoschool.edu to watch his video and learn more about the fastest-growing application of professional psychology.

Can you talk in general terms about the kinds of corporate cultures that lead to success and the types that are likely to lead to problems?

A. Corporate cultures that I find to be highly effective and that lead to success demonstrate a robust confluence of strong leadership and smart strategy. These types of cultures have the right values and vision that inspire workers to commit to and achieve organizational goals. Characteristics you might find in corporate cultures that work will include high levels of collaboration, adaptability, feedback and diversity.

Q. How does The Chicago School give students a Q.

What assimilation advice would you give students switching to a new career in psychology after 10 or 20 years in another field?

Adaptability is the key word to keep in mind. The best advice I can offer someone in a midcareer change is to understand the culture of the industry and the organization. The assimilation issue can’t be understated and working with a mentor in the organization to help with the process will be important. In addition, do an inventory of your current skills and determine which ones will transfer to the new career.

You mentioned you love the show, “The Office.” Who is your favorite character and why? What advice would you give him?

A. My favorite character is Michael. He is the quintessential example of what managers/leaders should not do inside of organizations. I have often used his character in training sessions as examples related to office politics, conflict in the workplace, sexual harassment, and other less-than-optimum leadership skills.

Office of Admission 800.721.8072

jump-start in the workforce?

The Chicago School is noted for training students to become outstanding practitioners. Our students have gained significant practical experience by the time they graduate. Theyâ&#x20AC;&#x2122;re able to apply knowledge and skills based on what theyâ&#x20AC;&#x2122;ve implemented during field placements at training sites, which makes them extremely valuable to prospective employers. This experience translates into more meaningful assignments with employers.

Psy..D. in Business Psychology PROGRAM OVERVIEW

COURSEWORK

Offered in Chicago.

Curriculum integrates industrial and organizational psychology, clinical psychology, and business courses, and prepares graduates to assume high-level responsibilities in the professional world and to help organizations and individuals solve problems and perform more effectively in todayâ&#x20AC;&#x2122;s global, multicultural business environment.

Five years full time. (Offered in a choice of flexible formats suitable for busy working professionals: the executivestyle cohort, which meets four times a year and allows students to complete assignments and projects online, or the on-ground cohort, which includes courses that are fully on ground or blended.) INTERNSHIPS The Business Psychology Department has developed partnerships with more than 40 organizations (a number that continues to grow) to assist students in finding their two required placements.

Students gain advanced knowledge of theory and application to prepare them for practice in rightsizings, mergers and acquisitions, strategic repositioning, project management, change consultation, and executive succession planning.

Exceptional theoretical classroom training is coupled with a broad range of real-world learning opportunities, including two supervised internships and an applied dissertation. The faculty has developed an innovative and uniquely supportive dissertation model ensuring that key milestones are reached in a timely fashion. Students complete three courses (spread over three semesters and entirely one-on-one with their faculty supervisors) during which they complete a dissertation proposal, dissertation draft, and then the final dissertation and oral defense.

M.A. in Industrial and Organizational Psychology PROGRAM OVERVIEW Offered in Chicago and Los Angeles. Two years full time or three years part time. (Both the Chicago and Los Angeles programs offer flexible scheduling options convenient for working professionals.) INTERNSHIPS Partnerships have been developed with more than 40 organizations to assist students in finding their two required

placements. A majority of students have secured internships at sites ranging from large international marketing research companies to small boutique consulting firms and nonprofit social service agencies.

Students gain a foundation in research and statistical methods, enabling them to approach problems critically in an applied setting, develop and implement surveys, design interventions, and create selection and performance management systems.

COURSEWORK Students benefit from exceptional theoretical classroom training coupled with a broad range of real-world learning opportunities.

Through a unique educational alliance with Lake Forest Graduate School of Management, Chicago Campus graduates may also earn an M.B.A. in an accelerated time frame.

M.A. in Applied Industrial and Organizational Psychology COURSEWORK

PROGRAM OVERVIEW Offered online. Completed in as little as 20 months. (Offered in a flexible format convenient for working professionals.)

Designed for students working in fields such as human resources, training and development, consulting, professional administration, or marketing, who wish to advance their current careers by learning strategies for improving individual and group performance.

Students learn techniques for improving personnel selection and development processes, assessing organizational weaknesses and designing appropriate interventions, resolving conflict, and understanding cross-cultural intelligence.

Certificate in Applied I/O Psychology PROGRAM OVERVIEW Offered online. Completed in as little as five months. (Offered in a flexible format).

Appropriate for professionals working in virtually any field who wish to gain practical knowledge about industrial and organizational psychology and learn to apply that knowledge to their current professional challenges.

Students may apply their certificate credits toward earning a masterâ&#x20AC;&#x2122;s degree in industrial and organizational psychology.

Business Psychology Sample Course List Professional Development Seminar

Organizational Consulting Skills: This course provides students with the knowledge and skills to serve as internal and external consultants to business and nonprofit organizations. The class reviews individual, group, and organizational assessment strategies. Through case analysis and experiential exercises, students gain skills in project proposal, problem framing, contract development, client relations, and presentation of findings. Legal and ethical issues specific to the consulting role will also be addressed. (3 credits)

Life Span I & II Cognitive Psychology Social Psychology Research Methods Systems Theory Organizational Behavior Organizational Culture & Design Organizational Consulting Skills Statistics and Statistics Lab Personnel Psychology Performance Appraisal Job Analysis and Employee Selection Training: Theory, Design, and Evaluation Organizational Leadership Advanced Statistics Individual Interviewing and Assessment Organization Attitudes & Survey Development Work and Career Development Business and Financial Literacy Strategic and Organizational Planning Change Management Professional Coaching Work Team Dynamics

Organizational Leadership: This course reviews the principal theories of leadership and how leadership is developed. It examines leadership in the context of managing continuous change, emphasizing the challenges of multinational corporations working across cultures. It supports self-assessment as students gain knowledge in the key theories and principles of the management/leadership continuum. Finally, it reviews practices that I/O psychologists are using to develop organizational leaders. (3 credits)

Managing Organizational Diversity Ethics Internship I & II Career Planning Dissertation Development I, II, and III Competency Examination Compensation and Benefits Administration Legal Issues Data Management Strategic Human Resource Management Negotiation and Conflict Resolution Talent Management and Succession Planning Training and Facilitation and Instructional

Work Team Dynamics: The most productive teams are facilitated by skilled process managers who understand how to build teams and how to keep them productive over their life span, both as informal and formal leaders. Students will learn how to create effective, productive work teams; manage meetings; and get things done while building long-term mutually beneficial relationships. This course is designed to give participants the skills needed to manage team processes in ways that help organizations reach their objectives. (3 credits)

Consumer Psychology/Special Topics

Visit thechicagoschool.edu/catalogs to view a complete academic catalog.

To apply online or learn more visit www.thechicagoschool.edu

International Psychology

Every year, more than 450 million people around the globe suffer from a mental health condition, but in many places less than 10 percent of them have access to mental health services. International psychology professionals seek to bridge that gap through understanding, education, and outreach. International psychologists may work in a variety of organizational environments and cultural settings, conducting research to better understand socio-cultural differences; developing and applying culturally competent organizational practices supporting the delivery of mental health services to underserved populations or those suffering due to cultural crisis or natural disasters; launching grassroots initiatives to improve access to services, advocating and raising awareness about international mental health needs; teaching at the college or university levels, or working with immigrant and refugee populations at home and abroad.

To apply online or learn more visit www.thechicagoschool.edu

Q. What’s it like to be the first to offer a Ph. D. A. There are so many advantages to being the first to offer a Ph.D. in International Psychology. First, we are setting the standard for the discipline. We have the opportunity to define the field from a doctoral level training perspective. And the graduates of our program will likely be the early leaders in the creation of other training programs in international psychology. Q. Can you briefly tell us about the two areas of concentration for international psychology students? A. Organizations and Systems is designed for individuals who are, have been or desire to work with international organizations in the service, policy, program evaluation, and mental health fields. The Trauma Services goal is not to prepare one-to-one therapists, but to prepare them to assist local governments with determining the types of policies that need to be in place. The goal is sustainability. It’s to put in place and initiate programs and service that are sustainable and culturally sensitive and appropriate protocols. Q. Can you give prospective students some idea of how that might play out? A. It might mean working with the World Bank, assisting with culturally appropriate and efficacious intervention programs ineast Africa. It could be advising in and/or designing training forthe Peace Corps. Or conducting research on the best program for the implementation for HIV/AIDs intervention programs. And that’s just the tip of the iceberg. Q. The job market is very good for psychologists these days. Can you discuss growth opportunities for International Psychology careers? A. Since we are the first program of its kind anywhere, I would be speculating to some degree. However, from experience I know that nearly every major international and multinational corporation has psychologists on its staff.

Dr. Robert Clark International Psychology. Faculty. As an Air Force sergeant in Vietnam, Dr. Clark first realized how cultural differences impact the way people cope. Today he is chair of the world’s first Ph.D. in International Psychology and still draws on those early experiences. Visit thechicagoschool.edu to watch his video and learn about the program that is preparing leaders in a growing field of psychology.

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in International Psychology?

Ph..D. in International Psychology (Post Master’s) PROGRAM OVERVIEW Offered in Chicago and online. A three-year, post-master’s program offered in a unique format tailored to the needs of busy working professionals. Students take one course at a time, progressing through the program in a “cohort” fashion (i.e., with the same group of fellow students for the duration of the program). The program does not prepare the individual for licensure or certification as a psychologist.

Students choose one of two concentrations: • Organizations and Systems, which is offered online • Trauma Services, which is offered in a “blended” format that includes both online classes and one weekend in Chicago during each of the four concentration-related courses COURSEWORK Students engage in two nine-day international field experiences (one in year two and another in year three) as well as two required weekend residencies that focus on research and dissertation preparation.

The program is particularly appropriate for professionals who work or wish to work for multinational corporations, international nongovernmental organizations, intergovernmental organizations (e.g., U.N. organizations), governmental agencies, and faith-based organizations with international missions. The program is appropriate for those who wish to conduct research and to teach at the university level.

M.A. in Psychology International Psychology Track PROGRAM OVERVIEW

COURSEWORK

Offered online.

Coursework consists of nine credit hours in foundational psychology, six credit hours in an applied research project, and the remaining 21 credit hours taken within the specialization track.

Completed in less than two years part time or 11 months accelerated.

Equips graduates with a broad, foundational knowledge of psychology as well as a specific specialization in international psychology.

Program is distinctive in that it applies learning directly to the workplace, using assessment, projects, and other measures to ensure practical, application-based learning. Students complete an Applied Research Project, applying program learning to an authentic workplace situation. Program includes a synchronous “virtual residency” component—one or two hours each term in which all students are expected to be online simultaneously.

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International Psychology Sample Course List Ethics and Professional Development A Global Perspective of the Science of Psychology Cross-Cultural Perspective of the Lifespan Psychological, Socio-Cultural, and Political Dimensions of Organizations Humanitarianism Cross-Cultural Communication Cultural Perspectives on Individuals, Families, and Communities Quantitative Methods and Research Qualitative Methods and Research Applications of Methods in International Psychology Research

Humanitarianism This course examines humanitarianism in terms of the universal value of life. Topics include: the value of human life, practices toward benevolent treatment, and provision of assistance to other humans in order to improve moral and ethical levels of humanity.

Field Experience 1 and 2 Research Methods in Organizations and Systems Psychology of Organizations and Systems from a Global Perspective Psychology of Decision-Making in a Global Context Acculturation Psychology Research Methods in International Trauma Assessment of Psychosocial and Mental Health Reactions to Traumatic Stress Mental Health Interventions Self-Care Strategies in Humanitarian Efforts

Cross-Cultural Communication This course provides an overview of contemporary issues across multiple cultures and a dialogue process for group dynamics. Topics include: gender development, identity, stereotypes, dialogue, and ideals in multiple cultures. Emphasis is on case conceptualization.

Acculturation Psychology This course provides students with an opportunity to explore the psychological concepts of acculturation. Topics include: ethnic identity models, adaptation to multiple cultures, and the relationship between acculturation and psychological disorders.

Visit thechicagoschool.edu/catalogs to view a complete academic catalog.

To apply online or learn more visit www.thechicagoschool.edu

Specialty Programs

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Organizational Leadership Businesses large and small increasingly recognize the critical distinction between a manager and a leader—between someone who merely assigns tasks, and someone who paints a vision and then inspires employees to work effectively toward achieving it. Organizational leadership professionals work in both for-profit and nonprofit settings, helping to clearly define and communicate organizational objectives and strategy, ensuring that business processes are as efficient as possible, building trust and bolstering morale, and helping each employee grow professionally and contribute meaningfully to advancing an organization’s mission.

Ph.D. in Organizational Leadership (Post Master’s) PROGRAM OVERVIEW Offered online. Completed in three years. COURSEWORK Curriculum includes coursework in leadership, research, ethics, interpersonal dynamics, and a range of electives to support each student’s unique career goals—preparing graduates to apply the principles of psychology and leadership theory in a broad range of settings, to more effectively lead individuals and organizations to success.

Students engage in two residencies of three or four days each at our Chicago Campus, where they will meet face-toface with fellow students from around the globe, sharing diverse leadership experiences and perspectives. The first residency will pair each student with a personal faculty mentor to formulate a dissertation topic and prepare for the research process. At the second residency, students will focus on completing their dissertations. Graduates may select, implement, and manage appropriate leadership methodologies to meet individual, group, and organizational needs in nonprofit, for-profit, and pastoral settings.

Organizational leadership professionals work in both for-profit and nonprofit settings, helping to clearly define and communicate organizational objectives and strategy, ensuring that business processes are as efficient as possible, building trust and bolstering morale, and helping each employee grow professionally and contribute meaningfully to advancing an organization’s mission.

M.A. in Psychology, Organizational Leadership Track PROGRAM OVERVIEW

COURSEWORK

Offered online.

This 36-credit specialization represents a study of leadership from a psychological and behavioral perspective. Designed for those who are seeking to understand and become effective leaders in a variety of organizations, the specialization examines the techniques of leadership that are expected of effective 21st century organizations.

Completed in less than two years part time or 11 months accelerated.

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The specialization offers a choice of three concentrations: organizational leadership, women’s leadership, and cross-cultural leadership. Emphasis is placed throughout on the valid and reliable assessment of leadership and organizational culture.

Sport and Exercise Psychology As the name would imply, sport psychology practitioners assist amateur and professionals sports participants with preparing psychologically for competition, dealing with the mental demands of training, and coping with the consequences of sustaining an injury. They may also counsel referees on strategies for managing the stressful demands of their jobs, or assist coaches with bolstering cohesion among their team members. Exercise psychology professionals focus not on competitive sports, but on applying the principles of psychology to help individuals set and maintain personal exercise and fitness goals, and increase exercise participation within the public at large.

M.A. in Psychology Sport and Exercise Psychology Track PROGRAM OVERVIEW

COURSEWORK

Offered online.

The 36-credit curriculum includes a foundation in psychology plus specialization courses that prepare graduates to work in a variety of athletic and fitness environments helping clients achieve peak performance goals by managing emotions and behaviors.

Completed in less than two years part time or 11 months accelerated.

Students develop an understanding of how psychological factors affect the performance of an individual or team, as well as how participation in sports and exercise affects a personâ&#x20AC;&#x2122;s psychological development, health and well-being.

Child and Adolescent Psychology Childhood and adolescent psychology specialists assist young people struggling with challenges such as peer pressure, body image, drug or alcohol use, relationships, sexuality, or coping with difficult life changes such as parental death or divorce. Child and adolescent psychology professionals work in a variety of settings, including nonprofit agencies, community centers, public and private schools, and private practice. They conduct formal diagnostic tests, provide counseling and other therapeutic services, develop community-based youth programs, lead prevention initiatives, serve as mentors, and more.

Psy..D. in Clinical Psychology Child and Adolescent Track PROGRAM OVERVIEW Offered in Chicago. Five years full time.

For a more complete description of this highly selective and specialized track, see page 13 of this prospectus.

M.A. in Psychology, Child and Adolescent Track PROGRAM OVERVIEW

COURSEWORK

Offered online.

This program is geared to professionals who work with children and adolescents in a wide variety of educational, human service, or juvenile justice settings. In addition to taking nine credit hours in foundational psychology, students may choose a concentration in juvenile

Completed in less than two years part time or 11 months accelerated

offenders or a concentration in family systems. In both, they are exposed to evidence-based treatments that address the needs of children and adolescents, and complete an applied research project that integrates their coursework directly into their current work.

To apply online or learn more visit www.thechicagoschool.edu

Gerontology As our population ages, the need for caring, trained gerontology specialists has never been greater and is expected to increase even further. Gerontological psychologists assist older adults struggling with cognitive changes, depression, anxiety, bereavement, loss of independence, and other mental and emotional challenges related to aging. They may work with individuals or in group settings, providing counseling, psychoeducational programming, and other therapeutic activities to help seniors adjust to life changes and continue living the happiest, fullest lives possible.

M.A. in Psychology, Gerontology Track PROGRAM OVERVIEW Offered online. Completed in less than two years part time or 11 months accelerated. COURSEWORK This specialization is designed to provide professionals already working with or interested in working with aging populations the knowledge

and skills to serve the population’s psychological needs. The program focuses on the psychological aspects of working with aging populations and the development of services for this population. The 36-credit curriculum includes nine credits in foundational psychology as well as an exploration of

leisure services, physiology, the behavior of aging, educational services, diseases, social gerontology, and counseling. Students complete an applied research project that applies course content directly to their current work.

General Psychology Many individuals choose to gain broad knowledge in all areas of psychology rather than identifying a specialty. Psychology “generalists” study many aspects of human behavior and mental processes—such as emotion, cognition, decision making, consumer behavior, culture, personality development, social relationships, group dynamics, and normal vs. abnormal behavior. The applications for psychology are virtually limitless, and psychology practitioners find work in many areas, including human services, public relations, advertising, market research, sales, and direct care and management positions in the nonprofit sector.

M.A. in Psychology, Generalist Track PROGRAM OVERVIEW

COURSEWORK

Offered online.

This program is for individuals who wish to incorporate an understanding of psychology into their work, but who are more interested in graduating with a broad overview of application possibilities rather than a specialization.

Completed in less than two years part time or 11 months accelerated.

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Students have a great deal of flexibility in completing the 36-credit curriculum and, after completing nine credits in foundational psychology, they may choose from among the electives offered by other online M.A. courses. They also complete an applied research project that gives them the opportunity to apply what they have learned directly to their own work environment.

Psychology Sample Course List Sport and Exercise

Sport and Exercise

Anxiety and Energy Management Motivating Teams Psychological Assessment of Athletes Imagery, Visualization, and Mental Practice Organization and Time Management Theory and Method of Training Capstone in Sport and Exercise Psychology

Motivating Teams This course reviews and applies the psychological strategies for motivating athletic teams. Topics include developing teams that work cohesively to attain a shared goal, motivation strategies, developing team cohesion, trust building, and goal setting.

Organizational Leadership 21st Century Leadership Models Emotional Intelligence and Leadership The New Psychological Science of Leadership Leadership Assessment High-Performance Leadership Organizational Assessment Gender and Leadership Style Leading Through Influence Race, Culture, and Leadership Style Assessing Culture Capstone in Leadership Child and Adolescent Psychology Psychopathology and Behavior Disorders Trauma and Crisis Intervention Introduction to Addictive Disorders Interviewing Skills Mental Health Law Family Systems and Family Therapy Evaluation and Treatment of the Juvenile Offender Children, Adolescents, and the Law Evidence-based Programs for Children and Adolescents Gerontology Psychophysiology, Psycho-sociology, and Behavior of Aging Designing Leisure Services for the Aging The Sociology of Aging Designing Educational Services for the Aging Psychobiology and Diseases of Aging Assessing and Counseling Aging Populations Capstone in Gerontology

Organizational Leadership 21st Century Leadership Models This course presents and analyzes effective leadership models for 21st century organizations. Topics include: conceptual leadership strategies, behavioral leadership strategies, strategic leadership, and visionary/inspirational leadership. Objectives include: integrating conceptual leadership strategies into appropriate situations, integrating behavioral leadership strategies into appropriate situations, integrating strategic leadership strategies into appropriate situations, and integrating visionary/inspirational leadership strategies into appropriate situations. Race, Culture, and Leadership Style This course examines the variations in leadership styles by race and culture. Topics include: race and cultural specific leadership styles, the influence of race and culture on community-building techniques, cross-cultural perspectives on leadership, inclusive leadership, and visionary leadership skills.

Objectives include: differentiating styles of leadership by race and culture, applying community-building techniques that reflect the influence of race and culture, categorizing leadership techniques from a crosscultural perspective, applying inclusive leadership strategies, and creating a culturally shared vision.

Child and Adolescent Children, Adolescents, and the Law This course examines the variety of legal aspects that impact children and adolescents. The issues of custody, wardship, foster care, education, and juvenile justice will be surveyed for the significant role each can have in the development of the individual and family.

Gerontology Psychophysiology, Psycho-sociology, and Behavior of Aging This course examines the principles of psychophysiology and psycho-sociology to the behavior of aging populations. Topics include: psychophysiology and its applications to behavior, psycho-sociology of the aging, analyses of the applications with aging populations, and the interaction between behavior and psychology in the aging.

Visit thechicagoschool.edu/catalogs to view a complete academic catalog. 63

Admission Application to The Chicago School is open to any person who has earned a bachelor’s degree from an accredited institution and who meets other entrance and pre-requisite requirements. Factors that are considered in admission may include GPA from undergraduate institutions and graduate schools, GRE general test scores (optional for some programs), relevant work history, required essay(s), letters of recommendation, and in-person interviews. Please see the application for detailed instructions and information regarding application requirements, deadlines, and letters of recommendation for each specific program. Applications must be submitted with the required processing fee in order to be evaluated.

GPA • Doctoral and Ed.S. programs typically require a 3.2 or higher (4.0 scale). • On-ground master’s programs typically require a 3.0 or higher, while online master’s programs require a 2.5 or higher (4.0 scale). • However, each applicant is reviewed holistically, and factors such as personal and professional experience and accomplishments are taken into consideration. Applicants are encouraged to contact the Office of Admission to discuss their unique qualifications.

GRE/GMAT The Graduate Record Examination (GRE) is required for Psy.D. programs. Submission of the GRE is not required for our Ph.D., Ed.S., or M.A. programs; however, we encourage students to submit their scores to enhance their applications. Students applying to the Psy.D. in Business Psychology program may submit the Graduate Management Admission Test (GMAT) in lieu of the GRE. Students applying into the M.A. in Industrial and Organizational Psychology may also submit the GMAT to enhance their applications. Please note that students must have official scores sent to The Chicago School. • GRE School Code 1119 • GMAT School Code for Business Psychology BLR-4V-87 • GMAT for Industrial and Organizational Psychology BLR-4V-21

Undergraduate Coursework All required undergraduate coursework must be completed prior to enrollment, with a grade earned of “C” or better. Psy.D. in Applied Behavior Analysis program requires one course in psychology and one course in either statistics or research methods. Psy.D. in Business Psychology program requires 12 semester (18 quarter) hours of psychology credit, including two specific courses (statistics and research methods). 66

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Psy.D. in Clinical Psychology program requires 18 semester (27 quarter) hours of psychology credit, including three specific courses (statistics, abnormal psychology, and child/human development). Psy.D. in Clinical Forensic Psychology program requires 18 semester hours of psychology credit including two specific courses (abnormal psychology and statistics). Psy.D. in Psychology and Psy.D. in Marital and Family Therapy (post-master’s) programs require a master’s degree in psychology or a related field. Ph.D. in Organizational Leadership program requires one course each in psychology, statistics, and organizational behavior. Ph.D. in International Psychology program requires a master’s degree and nine semester hours of undergraduate or graduate psychology credit for the Organizations and Systems concentration. For the Trauma Services concentration, a master’s degree in psychology or in a related field such as Counseling, Pastoral Counseling, Social Work, Psychiatric Nursing, Marital and Family Therapy is required. Ed.S. in School Psychology program requires a course in psychology and a course in either statistics or research methods. M.A. in Forensic Psychology or Industrial and Organizational Psychology requires three specific courses (one in general psychology, one in statistics, and one in research methods). M.A. in Clinical Psychology-Applied Behavior Analysis Specialization and Clinical Psychology-Counseling Specialization programs require two courses (one course in general psychology and one course in either statistics or research methods). M.A. in Clinical Psychology-Marital and Family Therapy specialization requires one course in psychology.

Interviews

Transfer of Credit

Based on the evaluation of the application, selected candidates for our doctoral programs may be invited to interview for further consideration of their applications. In some cases students applying to the Ed.S. or M.A. programs may be asked to interview.

Prior graduate coursework, if within the area of study, may be eligible for transfer of credit or course waiver. Students accepted to the program may petition by submitting “Petitions for Transfer/Waiver of Courses” and all required documentation. The decision to accept transfer credit or course waiver is solely that of the school. No credit will be transferred for coursework that is more than 10 years old. Transfers of credit are subject to the following conditions:

TOEFL or IELTS, International Credentials, and International Students TOEFL or IELTS If English is not a student’s primary language, he/she must submit official TOEFL or IELTS scores with his/her application (TOEFL School Code: 7161). International students who received a bachelor’s degree from an accredited United States institution are exempt from this requirement. The minimum scores are: TOEFL – 550 paper based and 79 internet based; IELTS – 6.5. International credentials Applicants with international credentials must obtain and submit official “course-by-course” evaluations through an evaluation agency such as World Education Services (www.wes.org) or Educational Credential Evaluators Inc. (www.ece.org). This requirement applies to all international students, including those from English-speaking countries. In addition to the agency evaluation, all official graduate and undergraduate transcripts must be submitted. International students International students must submit completed applications by the general consideration deadline. This will allow sufficient time to obtain the additional documentation required to study in the United States. In addition, once accepted, international students must submit International Student Information Forms, copies of their passports, and financial documentation showing sufficient funding for at least one year of study and all living expenses. In most cases, this documentation must be submitted at least two months prior to the start of the semester in order to allow sufficient time for the school to issue an I-20 for the student to obtain an F-1 visa, if needed. An I-20 visa will not be issued without this documentation.

Residency Requirements It is expected that students will fulfill all degree requirements through courses offered at The Chicago School. Under unusual circumstances, a student may be permitted to complete certain course requirements at another institution. The Clinical Psychology program has an additional APAmandated residency requirement as a condition for graduation. This requirement may be satisfied in either of the following ways:

• Maximum semester hours of credit that may be transferred: o Clinical Psy.D. program – 21 semester hours o Ph.D. programs – 12 semester hours o M.A. in Industrial and Organizational Psychology – 9 semester hours o M.A. in Psychology (online) – 9 semester hours o All other M.A. programs – 12 semester hours • Transferred course credit is restricted to graduate-level courses from a recognized, regionally accredited, graduate degree – granting institution. • Transfer of credit is awarded only for required courses. • Transfer of credit is not granted for clinical practicum or for internship. • Transfer of credit is granted only for courses in which the grade obtained was a “B” or higher. • The school reserves the right to require satisfactory performance on an examination before awarding a transfer of credit. Satisfactory completion of a competency examination is required before transfer of credit is awarded for required clinical courses. • The school normally may require satisfactory performance on a competency examination when the course in question has been taken more than five years prior to admission. • Each hour of credit accepted for transfer into on-ground programs will be assessed a fee per credit hour. Online students may have the transfer credit fee waived.

Waiver of Courses Any domestic or international student who has completed an undergraduate course(s) that is equivalent to a required course(s) at The Chicago School may apply for the course(s) to be waived. Students with previous graduate coursework who have already received the maximum transfer credit may request a waiver of additional coursework to be completed at The Chicago School. Doctoral students may seek a waiver for a total of 21 credit hours into our Clinical Psychology Psy.D. program. Those seeking both a waiver and transfer of credit hours may not exceed a total of 30 credit hours.

Master of Arts students may seek a waiver for a total of 12 • Completion of two consecutive semesters of full-time study credit hours. Those seeking both a waiver and transfer of credit (11 credit hours or more) excluding summer semester. This hours may not exceed a total of 12 credit hours. The waiver may be either the fall and following spring semesters or the option does not apply to undergraduate courses offered by U.S. spring and following fall semesters. educational institutions. • Completion of 30 credit hours within one 12-month period, including summer semester. To apply online or learn more visit www.thechicagoschool.edu 67

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