byu phd in clinical psychology

Department of Psychology

Administration

Chair : Gary Michael Burlingame

Department Information: 

801-422-6357

[email protected]

Advisement Center: 

801-422-3541

[email protected]

Admission to Degree Program

All undergraduate degree programs in the Department of Psychology are open enrollment.

The Discipline

Psychology is a traditional discipline in the liberal arts and sciences and is rooted in the Western intellectual tradition. Since its founding in the late nineteenth century, psychology has distinguished itself primarily as a science with a wide scope of interests. Many psychologists also provide treatment for a broad range of disorders, and others work to solve pressing social issues. The diverse world community of academic and professional psychologists is devoted to expanding our understanding of individual and collective behavior and applying that understanding toward improving the human condition.

The department joins students and faculty together to make a scientific and applied contribution to the discipline of psychology. Its faculty members and administrators are committed to an educational experience that excites learning and understanding in personal and collaborative settings. At the same time the department honors the restored gospel as vital for psychological theory, as a guide for professional conduct, and as a source of unique insight. Aware of the history of psychology and as active participants therein, faculty members hold students to high standards of individual and collective performance and understanding. Students are expected to respond to multiple styles of teaching and broad opportunities for engagement in research and application with serious and sustained interest and effort. In this way the department distinguishes itself as a community of scholarship, moral principle, and devotion to the elevation of humankind.

Career Opportunities

The psychology major is a gateway to professional employment and to advanced study in psychology. Psychologists engage in a variety of academic roles as teachers, researchers, and administrators and also provide counseling, clinical, and consulting services to individuals and organizations. Psychologists are employed by colleges and universities, public and private schools, clinics, and hospitals. They work in private practice and for corporations and government entities. The study of psychology has particular value for family life and for civic and cultural roles generally. The psychology major provides a well-informed perspective on human and organizational behavior in preparation for occupations in law enforcement, law, or business.

Most professional positions require a master's or doctoral degree, although a bachelor's degree may be sufficient to gain employment in mental health care, detention and probation services, auxiliary social work, personnel, or human resources. Further, the psychology major gives students a particularly strong background leading to graduate study in business, law, or medicine.

Graduation Requirements

To receive a BYU bachelor's degree a student must complete, in addition to all requirements for a specific major, the following university requirements:

The University Core, consisting of requirements in general and religious education.

At least 30 credit hours must be earned in residence on the BYU campus in Provo as an admitted day student

A minimum of 120 credit hours

A cumulative GPA of at least 2.0

Be in good standing with the Honor Code Office

Students should see their college advisement center for help or information concerning the undergraduate programs.

Graduate Programs Available

This department also offers graduate degree programs. For more information, see  Graduate Studies .

Clinical Neuropsychology

Prerequisites, 1. identify all major neuropsychological syndromes.

Students will identify all major neuropsychological syndromes.

Measurement: A series of exams, including a final exam on the assigned textbook reading. The final exam will require analysis of specific cases. In-class presentation of an assigned chapter from the textbook, as well as an updated bibliography for the chapter.

2. Describe how each syndrome should be assessed

Students will describe how each syndrome should be assessed properly, including the use of appropriate neuropsychological measures.

3. Describe the proper interpretation of each measure

Students will describe the proper interpretation of each measure.

Measurement:  A series of exams, including a final exam on the assigned textbook reading. The final exam will require analysis of specific cases.  In-class presentation of an assigned chapter from the textbook, as well as an updated bibliography for the chapter.

Doctoral Program

Curriculum for the ph.d. degree (post-master's option).

Brigham Young University offers a Doctor of Philosophy (Ph.D.) in Marriage and Family Therapy . Administratively this degree is housed in the School of Family Life . Students admitted to this program will have completed the Master's degree in Marriage and Family Therapy or equivalent at another accredited institution. The Ph.D. degree program is accredited by the Commission on Accreditation for Marriage and Family Therapy Education of the American Association for Marriage and Family Therapy.

Eleven full-time faculty have primary instructional responsibility for the graduate program with support from the School of Family Life faculty. Major courses and clinical practice are conducted in the BYU Comprehensive Clinic which houses clinical psychology, speech and language disorders, audiology, and social work in addition to the marriage and family therapy program.

Students are required to complete a minimum of 63 credit hours (listed below). In addition, a minimum of 500 hours of direct client contact (with at least 251 being relational) are required for the Doctoral degree. Additional practicum experience is also available in various inpatient and outpatient medical and mental health facilities in the community once 200 clinical hours are completed in the Comprehensive Clinic. An internship experience is required during the third year of the program while students prepare for their final dissertation defense.

Eligibility for admission to the Ph.D. (post-master's) program is based upon the applicant having an earned master's degree in MFT from a regionally accredited college or university. Some exceptions may be made for individuals who have graduated from a non-accredited program, but this is determined on a case-by-case basis under the direction of BYU's Graduate Studies, the MFT advisor, MFT Program & Clinical Directors. The Graduate School requires an undergraduate GPA of 3.0 or above for the last sixty hours for admission. Competitive applicants typically have a 3.75 GPA or higher, a combined score near 300 on the verbal and quantitative tests of the Graduate Record Examination (GRE) and a score of 4.0 or higher on the written portion of the GRE. For now the GRE is recommended, but not required for applicants.

Financial assistance is offered to those in the PhD program. Full tuition & fees will be paid for at the LDS rate for all students. All PhD students will also be offered a research stipend of 20 hours a week, amounting to roughly $22,500 a year .

In addition to course work and supervised clinical practicum, each student is required to complete a Doctoral Dissertation as well as a Doctoral Portfolio . More information regarding what is included in the portfolio will be given after admission to the program.

Ph.D. Program Goals . As a program, we aim for the following goals:

• Be an international leader in conducting and publishing research, with an emphasis on process research that informs how change in relational therapy occurs.
• Focus education on the integration of theory, science, and the practice of systemic and relational healing.
• Develop professionals with effective teaching skills
• Foster an environment of compassion, inclusion, and diversity.

Students are expected to demonstrate the following student learning outcomes :

• Graduating students will be competent in research skills
• Graduating students will have submitted for publication at least 2 papers as a primary author
• Graduating students will be competent in designing and carrying out research related methodology
• Graduating students will be clinically prepared
• Graduating students will be ethically prepared
• Graduating students will be prepared to be licensed in the state of Utah
• Student teachers will receive positive evaluations from their students and observing faculty
• Graduating students will be competent in designing and implementing effective teaching strategies
• Graduating students will be competent in relating to clients with regards to gender diversity
• Graduating students will be competent in relating to clients with regards to cultural diversity

Demographics for the Ph.D. Degree

The following areas of study correspond to the curriculum prescribed by the Commission on Accreditation for Marriage and Family Therapy Education of the AAMFT.

BYU DOCTORAL CURRICULUM REQUIREMENTS*

(“Areas” of study refer to COAMFTE required areas of study.)

TOTAL CREDIT HOURS, AREAS VII THROUGH XII

TOTAL CREDIT HOURS FOR PhD=63 Hours* *Plus 500 direct face-to-face clinical hours (with at least 251 being relational)

Mark E. Beecher

Mark E. Beecher is a licensed psychologist and clinical professor, board certified in counseling psychology (ABPP) and endorsed as a certified group psychotherapist (CGP). He is currently a clinical faculty member in Brigham Young University's (BYU) Counseling and Psychological Services. He has led therapy groups since 1995 and has been actively involved in group psychotherapy research since 2007. He typically runs two or three therapy groups at any given time. He has taught the introductory and advanced group psychotherapy classes in BYU's Counseling Psychology and Special Education doctoral and masters programs.

• Internship: BYU University Accessibilty Center/ Counseling & Career Center
• Dissertation: High School Courses and Scores as Predictors of College Success
• M.S.W., 1995, University of Utah Social Work
• B.S., 1993, Brigham Young University, Provo Psychology, Magna Cum Laude

Awards/Leadership: Mark is a member of the American Group Psychotherapy Association (AGPA) and the American Psychological Association's Division 49 (Society of Group Psychology and Group Psychotherapy). He served as co-chair of AGPA's Groups in College Counseling Centers Special Interest Group for four years. He currently serves on BYU CAPS' training committee, helping to supervise the training of interns, externs, and practicum students in individual and group psychotherapy. He also has supervised the group psychotherapy rotation of CAPS's psychology internship and co-leads nearly all of his groups with trainees.

Research Interests: Mark's research interests include individual and group psychotherapy (emphasizing practice-based evidence), multiculturalism, disability issues, and psychological and psycho-educational assessment.

Contact me directly at: [email protected]

RD Boardman

RD Boardman was recently hired as a clinical faculty member of the Counseling and Psychological Services at Brigham Young University. He is currently involved in a number of research groups, including the C-GRP. He provides individual, couples and group psychotherapy. He graduated from Brigham Young University's Counseling Psychology doctoral program and attended Colorado State University's doctoral internship to further his group psychotherapy training. He then took a job with the Southeast Alaska Health Consortium (SEARHC) in Sitka, AK where he became the group coordinator and created their group psychotherapy program. He was the associate training director for their APA accredited doctoral internship site and trained both faculty and doctoral students in group facilitation. After 3 years in Alaska, RD took a job with Boise State University as their Assessment and Testing Coordinator, providing group psychotherapy and group training to interns of various professional levels. After 3 years at Boise State, RD accepted an Assistant Clinical Professor position here at Brigham Young University, his Alma Mater. RD has had experience developing culturally-sensitive group programs geared towards underserved populations. His interests include group research with an emphasis on empirically based practices, as well as the implementation of telehealth to facilitate group therapy among geographically diverse clinical settings. RD enjoys spending time with his wife and children camping, fishing, hiking and playing board games.

• Internship: Colorado State University
• BS, 2004, Brigham Young University Psychology

Research Interests: RD's research interests involve both individual and group psychotherapy, as well as multicultural/diversity issues, depression, anxiety, psychological assessment, and supervision/training.

Currently working on a chapter entitled Assessment and Outcome Research for the book, The College Counselor's Guide to Group Psychotherapy with other C-GRP members.

Contact directly at: [email protected]

Gary M. Burlingame

Gary Burlingame completed his doctoral work in Counseling Psychology at the University of Utah in 1983 and joined BYU's faculty the same year. He is a professor of Psychology and has been affiliated with clinical psychology doctoral program since 1983. Dr. Burlingame's scholarly work is focused in two areas: factors that lead to effective small group treatments in the treatment of mental and medical illness and measurement. He has contributed over 50 books and book chapters along with over 140 peer reviewed articles to the literature. One third of these publications focusing on the Outcome Questionnaire (OQ 45) and Youth Outcome Questionnaire and other measures with the rest addressing group treatment. Dr. Burlingame's undergraduate and graduate teaching interests include measurement, research methodology, statistics and training in individual and group psychotherapy.

Dr. Burlingame has served as a consultant to over 20 federal, state and private entities including the White House, Department of Labor, Food & Drug Administration. He has served as a consultant to private and state agencies in implementing changes in practice patterns to increase the use of group and outcomes-informed treatment. His direct training has been received by thousands of consumers, clinicians, line administrators and executive staff. He has received a number career awards including national (American Psychological Association; American Group Psychotherapy Association) and international (German College of Psychosomatic Medicine) recognition. He is a fellow of the American Group Psychotherapy Association and the American Psychological Association (APA) where he served as President of APA's Society of Group Psychology and Group Psychotherapy (2009-2011). Notable university awards for excellence in scholarship, teaching and citizenship include a University Professorship (2011-2016), the Wells & Myrle Cloward Teaching and Learning Fellowship (207-2010) and the Abraham O. Smoot Citizenship Award (2005), respectively.

Dr. Burlingame and his colleague Michael Lambert co-developed OQ Measures which disseminates outcome instruments (e.g., OQ 45, YOQ, etc.) on five continents and over 40 languages. His most recent efforts have focused on training and implementation protocols that integrate outcome instruments into daily clinical practice supporting treatment planning and progress notes using evidence-based outcome instruments. Clinical settings that he's worked with include private practice, statewide community mental health systems, state psychiatric hospitals, child/youth treatments (out/inpatient, day-treatment, residential, in-home, wilderness, etc.), military (e.g., VA and active duty), faith-based and neighborhood partnerships, consumer advocacy and federal agencies.

• PhD, University of Utah, 1983
• MS, University of Utah, 1981
• BS, Andrews University 1978

Research Interests: I have been interested in small group treatments for over 30 years. For instance, for the past several decades my students and I have been testing which group treatment protocols produce the best outcomes with different patient populations, and which member characteristics predict greater improvement while in group. We've also developed international collaborations devoted to identifying common mechanisms of change and leader interventions that are linked to more successful groups. This research has led to the development of a selection (GRQ; Group Readiness Questionnaire), leader intervention (GPIRS; Group Psychotherapy Intervention Rating Scale), and group mechanism of change (GQ; Group Questionnaire) measures, which have been linked to process, outcome, and member attrition in studies from three countries and several clinical populations. We just finished a three-site, randomized clinical trial to test the effect of providing leaders with feedback on the GQ and OQ. As a co-developer of the OQ and YOQ, my lab also has a small number of studies that focus on outcome with particular emphasis in the severely mentally ill and children or youth. We typically cooperate with the Utah State Hospital and Professor Jared Warren's lab to support these studies.

• Fellow, American Group Psychotherapy Association
• Fellow, American Psychological Association
• University Professorship, BYU, 2016
• Presidential Citation for Outstanding Contributions, American Psychological Association, 2014
• Hickman Scholar, Family, Home and Social Science College, 2012
• President, American Psychological Association Division 49, 2011
• Wells & Myrle Cloward Teaching & Learning Fellowship, Brigham Young University, 2010
• Adolf-Ernst-Meyer-Award for Psychotherapy Research, German College of Psychosomatic Medicine, 2007
• Centennial Global Service Award, Loma Linda University, 2006
• Group Psychologist of the Year, American Psychological Association, 2006
• Abraham O. Smoot Citizenship, Brigham Young University, 2005
• Outstanding Contributions in Education & Training in Group Psychotherapy, American Group Psychotherapy Association, 2003
• Anne Alonso Award for Best Group Psychotherapy Paper, 2002

Contact directly at: [email protected]

Kara Cattani

Dr. Kara Cattani earned her B.S. in Psychology with a Business Management minor from Brigham Young University, and went on to earn her Ph.D., in Clinical Psychology from Florida State University, researching methods to evaluate psychotherapy outcomes and predict/prevent psychotherapy treatment failures. She has a strong interest in psychotherapy outcome research. She has worked on projects including the development of a psychotherapy outcome measure (the OQ-45), development of recovery curves for tracking patient improvement on the short version of the OQ, and studies assessing the impact of therapist training on outcomes.

In her spare time, she operates a taxi service for her kids (usually to tennis courts and soccer fields); enjoys hiking, biking and travelling with family, and spoiling her English Golden Retriever.

• PhD in Clinical Psychology, The Florida State University
• M.S. in Clinical Psychology, The Florida State University
• B.S. in Psychology, Minor in Business Management, Brigham Young University

Awards/Leadership: Dr. Cattani is an Associate Clinical Professor and Associate Director of Counseling & Psychological Services at Brigham Young University. She divides her time between administrative work, clinical practice, training of graduate students, consulting, and clinical research. Her clinical interests are in adult outpatient counseling with individuals exhibiting a wide range of difficulties including anxiety (particularly generalized anxiety and trauma), depression and identity development challenges or conflicts. She uses evidenced based interventions; particularly interpersonal and mindfulness based cognitive-behavioral models, such as Compassion Focused Therapy.

Research Interests: Dr. Cattani’s current research focus is group treatment for Compassion Focused Therapy (CFT). She has a personal and professional commitment to meditation/mindfulness practices. Her training as a “teacher trainer” in mindful self-compassion (with Drs Christopher Germer and Kristin Neff), led her to explore more in depth ways to integrate compassion into the heart of psychotherapy. She was thrilled to learn of Dr. Paul Gilbert’s CFT model, a comprehensive biopsychosocial model of psychotherapy oriented around the concept of compassion. Dr. Cattani spent time in England studying CFT and completed advanced training in Compassion Focused Therapy with Dr. Gilbert in 2016. Dr. Cattani collaborated with Dr. Gilbert and an international team of researchers to develop and test a group model for CFT.

Contact directly at: [email protected]

Davey Erekson

Davey Erekson is a licensed clinical psychologist and practice-based researcher. He has been an Assistant Clinical Professor in Brigham Young University's Counseling and Psychological Services (BYU CAPS) since 2014, and is board certified in counseling psychology with the American Board of Professional Psychology. He has led or co-led groups since 2011 and has been involved with CGRP since 2013.

• APA Accredited Internship at Eastern Virginia Medical School, 2014
• MS in Psychology in Education, Teachers College, Columbia, 2007
• BS in Psychology (Double minor in Media Arts and Scandinavian Studies), Brigham Young University, 2004

Awards/Leadership: Davey is currently the Assistant Director of Research and Technology at BYU CAPS. He has presented research and clinical approaches at local, national, and international conferences, and often consults on mental health issues in his local community. He regularly sits on doctoral dissertation and masters thesis committees, and supervises graduate students in their clinical training. He is open to receiving awards, and if you are an interested award-conferrer, please contact him directly at the email below for consideration.

Research Interests: Davey's research interests are focused on practice-based evidence and bridging the gap between clinical practice and psychotherapy research. He is currently measuring the clinical effects of a Compassion Focused Therapy course he taught and developed, and is involved in BYU's randomized clinical trial for Compassion Focused Therapy groups. He is also leading projects focusing on therapist effects in psychotherapy, naturalistic trajectories of client change in college counseling centers, and the clinical and non-clinical experiences of minority groups on campus.

Contact directly at: [email protected]

Derek Griner

Derek Griner is a licensed psychologist and holds a joint faculty appointment with Counseling and Psychological Services (CAPS; 60%) and the Counseling Psychology and Special Education doctoral program (CPSE; 40%) at Brigham Young University (BYU). He is board certified in counseling psychology (ABPP) and endorsed as a certified group psychotherapist (CGP). He has worked in several settings including the University of Utah's Neuropsychiatric Institute, BYU- Hawaii, Arizona State University's Counseling and Consultation and BYU's Accessibility Center. Derek has co-led groups since 2004 and joined CGRP in 2011.

• Internship: Arizona State University, 2007 - 2008
• BS, 2001, Psychology

Awards/Leadership: Derek is committed to furthering knowledge surrounding diversity, has conducted research in this domain, and received APA's Division 17 Outstanding Contribution to Scholarship on Race & Ethnicity Award as well as APA's Jeffrey S. Tanaka Memorial Dissertation Award in Psychology. He is on CAPS' training committee and helps facilitate trainings regarding multicultural counseling, assessment, and group work for Ph.D. pre-doctoral interns, externs, and practicum students. Derek is committed to training up and coming psychologists and has co-led numerous groups with doctoral students in training. He also sits on dissertation committees and helps graduate students on various research projects.

Research Interests: Derek's research interests include culturally modified and culturally sensitive treatments, multicultural populations, individual and group psychotherapy, evidence and practice-based therapy, and disability issues in college settings. He has been a member of the C-GRP since 2011.

Contact directly at: [email protected]

Kristina Hansen

Kristina Hansen is a licensed psychologist and Certified Group Psychotherapist. She holds a joint appointment faculty position at Brigham Young University (BYU) with Counseling and Psychological Services (CAPS) and the Counseling Psychology and Special Education Department (CPSE). Kristina completed her doctoral training at BYU and predoctoral internship at Texas A&M University Student Counseling Service in 2012 with training emphases in existential psychotherapy, individual identity development, LGBT issues, and group psychotherapy. Her experience in group psychotherapy facilitation includes children and young adult populations in public schools and university settings, respectively. She currently facilitates at CAPS each academic year several general process groups and groups for students with specific life experiences and concerns.

• Internship: Texas A&M Student Counseling Service, 2011 - 2012
• EdS, 2008, Brigham Young University, School Psychology,
• BA, 2001, Brigham Young University, English

Awards/Leadership: Kristina is a member of the American Group Psychotherapy Association (AGPA) and has worked with the AGPA Membership Committee and as AGPA Principles Course faculty for several years. She enjoys training new psychologists in group and individual clinical work through her appointment with CPSE and supervising the clinical work of interns, externs, and practicum students at CAPS. Through CAPS, Kristina works as a liaison to other campus offices in an effort to increase awareness of mental health issues and to destigmatize help seeking.

Research Interests: Kristina's research interests include individual and group psychotherapy, experiences of minority populations in majority cultures, and women's issues. She has participated with the C-GRP since her hire as clinical faculty at BYU in 2012.

Contact directly at: [email protected]

Vaughn E. Worthen

Dr. Vaughn E. Worthen completed his doctoral work in Counseling Psychology at the University of Kansas, joined the faculty in Counseling and Psychological Services (CAPS) in 1991. He is currently serving as a clinical professor and psychologist, with 60% of his time devoted to CAPS and 40% of his time with the Counseling Psychology and Special Education doctoral program (CPSE). Dr. Worthen's scholarly work has focused on clinical supervision, therapy outcomes, and positive psychology. Dr. Worthen has authored and coauthored, chapters and peer reviewed articles in over 20 publications. Dr. Worthen's undergraduate and graduate teaching focus has been career exploration and decision making, career development and assessment, and clinical supervision. During his career he has spent his time as well as a psychologist in CAPS, working with individuals and couples.

• PhD, University of Kansas, 1993
• M.Ed., Brigham Young University, 1985
• BS, Brigham Young University, 1983

Awards/Leadership: Dr. Worthen spent 6 years as the director of the Brigham Young University Career Services and 5 years supervising the Career and Academic Success Center. He has held other administrative assignments.

Research Interests: I have an interest in exploring what makes for good psychotherapy supervision, exploring the contributions of positive psychology to treatment and outcomes in psychotherapy, and more recently to issues in the group treatment of addictions, and Compassion-Focused Therapy.

Contact directly at: [email protected]

Yoko Caldwell

Yoko Caldwell is a licensed psychologist and board certified in Biofeedback (BCB). She joined BYU Counseling and Psychological Services as an Assistant Clinical Professor in 2019. She has co-led groups since 2013 and has been involved with CGRP since 2018.

• Internship: BYU Counseling and Psychological Services, 2017-2018
• BS, 2010 Brigham Young University Hawaii, Psychology

Research Interests: Yoko’s research interests include individual and group psychotherapy, impact of mindfulness and stress management skills on college population, experiences of minority groups in majority cultures, and using neuroimaging measurement on aging populations.

Contact directly at: [email protected]

Klint Hobbs

Klint Hobbs is a licensed psychologist, assistant professor and assistant director for outreach at Brigham Young University's Counseling and Psychological Service center. His primary theoretical orientations include relational, constructivist, and cognitive-behaivoral theory. He often coordinates and provides presentations and training to administration, faculty, staff, and student groups at BYU. He currently provides both brief individual, group, and couples therapy to university students. He is involved with walk-in/crisis intervention coverage, as well as other after-hour crisis coverage at the Counseling and Psychological Service Center.

• Internship: Texas Tech University Student Counseling Center
• BS, 2003 Utah State University, Psychology

Awards/Leadership: Klint is a member of the American Group Psychotherapy Association (AGPA) and a QPR gatekeeper trainer. He has served as the Assistant Director for Outreach at BYU for the last 4 years. He has overseen outreach initiatives involving Racism Awareness Week, Campus Suicide Prevention Coordination, You are Loved Campaign, Feed Your Body and Soul Week, and Title IX Town Hall Panel.

Research Interests: Klint's research interests include grief and loss, suicide prevention, substance use and recovery, and men's issues.

Contact directly at: [email protected]

Corinne Hannan

Corinne Hannan is a licensed psychologist with professional involvement in the American Group Psychotherapy Association, International Association of Eating Disorder Professionals, and Utah psychological Association. She is currently an assistant professor at Brigham Young University and has served as a clinical faculty member.

• Internship: University of Washington Counseling Center, 2005-2006
• BA, 1999, University of Utah

Research Interests: Corinne's research interests involve eating disorders and body image, women's issues, marital/couples therapy, as well as individual and group psychotherapy.

Contact directly at: [email protected]

Tricia Merkley

293 TLRB - Brigham Young University Provo, UT 84602

Dr. Merkley is a board certified neuropsychologist. She previously was employed as a faculty neuropsychologist at Barrow Neurological Institute, where she performed inpatient and outpatient neuropsychological assessment.

Research Interests

Teaching interests.

• Postdoctoral Fellowship in Clinical Neuropsychology, , The Institute of Rehabilitation and Research (TIRR) Memorial Hermann/Baylor College of Medicine (2014)
• Clinical Psychology Predoctoral Internship, Geriatric Neuropsychology and Health Psychology , VA Ann Arbor Healthcare System (2012)
• PhD in Clinical Psychology, Dual emphases in Clinical Neuropsychology and Child, Adolescent, and Family Psychology , Brigham Young University (2012)
• Neuroscience, , Brigham Young University (2003)

Licenses and Certifications

• State of Utah Division of Occupational and Professional Licensing, Psychologist (2019 - Present)
• American Board of Professional Psychology, Board Certification in Clinical Neuropsychology (2016 - Present)
• State of Arizona Board of Psychologist Examiners, Psychologist (2013 - Present)

Memberships

• Society for Neuroscience (2019 - Present)
• Society for Clinical Neuropsychology (2015 - Present)
• American Academy of Clinical Neuropsychology (2013 - Present)
• American Psychological Association (2011 - Present)
• International Neuropsychological Society (2011 - Present)

Courses Taught

Publications.

Brigham Young University

Journal of undergraduate research, faith-related prejudice in admission to clinical psychology graduate school programs.

April 19, 2013 by admin

Elizabeth Hoose and Dr. Jeffrey Reber, Department of Psychology

Little research has been done on prejudice against people of faith. Several studies indicate that fundamental or evangelical Christians face the effects of prejudice especially in educational settings (Ressler & Hodge, 2006). In particular, two surveys of Christian social workers inquiring about their professional experience in regards to their religion, found that the respondents felt ridiculed, degraded and demeaned by their colleagues because of their beliefs (Ressler & Hodge, 2006; Ressler & Hodge, 2003). Recently, researchers have begun to explore the potential implicit prejudices towards faith and people of faith in psychology (Slife & Reber, 2009). Likewise, it has also been found that religious people are vastly underrepresented in psychological professions (Gartner, 1986). A positive relationship between antireligious prejudice and educational level has been suggested (Bolce & De Maio, 1999). In other words, as the population becomes more educated, prejudice against religious individuals increases.

A study done in 1986 on antireligious prejudice in clinical psychology graduate school admission decisions found that applicants who indicated in their personal statement that their religion (evangelical Christian) was important and would influence the way they practiced psychology were less likely to be admitted compared to applicants of lesser religious conviction or applicants who made no mention of religion at all (Gartner, 1986). We sought to reexamine this study from the perspective that prejudice is directed at people of faith in general not just evangelical Christians.

The format of the study was as follows. Participants were chosen using random sampling of APA accredited schools. Clinical psychology professors from each of the selected schools were contacted through email. The email included a consent form and a Qualtrics link to one of four mock applications and a survey. Participants were randomly assigned one of four applications. The applications consist of a GPA, a GRE score and a personal statement. All the applications were the same except for 1) a stated religious belief and 2) the place of undergraduate study. Application 1 had no stated religious beliefs and was affiliated with a secular university. Application 2 had no stated religious beliefs and was affiliated with a known religious university. Application 3 had stated religious beliefs and was affiliated with a secular university. Application 4 had stated religious beliefs and was affiliated with a known religious university. The survey consisted of the following: 1) four items rated on a Likert scale addressing participants’ feelings toward the mock applicant and if they would admit them to their clinical psychology PhD program, 2) two qualitative items asking why they would or would not admit the mock applicant and asking how face valid the survey was and 3) five demographic items. We hypothesized the following: 1) applicant 4 will be admitted least out of the four applicants, 2) applicant 3 will be admitted more often than applicant 4 but less often than applicants 1 and 2, 3) applicant 2 will be admitted more often than applicants 3 and 4 but less often than applicant 1 and 4) applicant 1 will be admitted most often out of the four.

Over 1500 professors were contacted via email and 194 responded to the survey giving us a response rate of 13%. The data was analyzed using a MANOVA statistic. Over all, there were no significant differences between the four mock applicants on any of the Likert scale questions. Though we did not find any significant results in the quantitative portion of the questionnaire, there were several interesting factors in the qualitative portion. On the question addressing why the participants would or would not admit the applicant, 6.2% cited the religion of the applicant as a concern, 28% said the applicant did not fit with their research interests, 22% said they did not have enough information to make a decision. On the face validity question, 28.8% guessed the variable being manipulated. Of those who received applications with any faith-related content 39% knew what we were studying and commented on the religious element.

There were several limitations in the way we conducted this study. The difference between the admissions process to graduate school programs now compared to 1986 is significant and contributed to the participants’ undifferentiated responses. Other limitations include the relatively small sample size and low response rate which raises questions of how the rest of the population would respond. Many of the participants were also able to identify religion as the variable being measured and because the survey came from a known religious university, it is possible any bias or prejudice against the applicant’s expression of faith was denied rather than expressed. Even with the obviousness of the variable being studied, several participants noted that the applicant’s faith was a concern of theirs. For example, one participant said, “I have concerns about the possibility of narrow-minded view of religion to be imposed on others in clinical work.” Other participants had similar responses illustrating that though this particular study did not find significant results, it is probable this bias does exist. Future research should focus on designing a method to uncover the implicit biases that were apparent in the qualitative portion, instead of explicit ones which will most likely not be found.

The results of this study were presented at the AABSS conference in Las Vegas, Nevada February 2012. The presentation provided us with valuable feedback on the results and procedure of our study that will be used to further investigate the phenomenon of faithism particularly in academia.

A special thank you is extended to Dr. Jeffrey Reber for his support on this project, for the idea behind it, and for making its subsequent presentation possible.

• Bolce, L., & De Maio, G. (1999). Religious outlook, culture war politics and antipathy toward christian fundamentalists. Public Opinion Quarterly , 63, 29-61.
• Gartner, J. D. (1986). Antireligious prejudice in admission to doctoral programs in clinical psychology. Professional Psychology Research and Practice, 17(5), 473-475.
• Hodge, D. R., Baughman, L. M., & Cummings, J. A. (2006). Moving toward spiritual competency. Journal of Social Service Research, 32(4), 211-231.
• Ressler, L. E., & Hodge, D. R. (2006). Religious discrimination in social work. Journal of Religion & Spirituality in Social Work: Social Thought, 24(4), 55-74.
• Ressler, L. E., & Hodge, D. R. (2003). Silenced voices. Social Thought, 22(1), 125-142.
• Slife, B. D., & Reber , J. S. (2009). Is there a pervasive implicit bias against theism in psychology?.Journal of Theoretical and Philosophical Psychology, 29(2), 63-79

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Psy.D. In Clinical Psychology

Welcome to the Clinical Psychology Psy.D. Program at Florida Institute of Technology. The program at Florida Tech that leads to a Psy.D. in clinical psychology is accredited by the American Psychological Association* and offers students training based on a practitioner-scholar model that prepares students for entry-level positions as clinical psychologists.  To achieve that goal, we are committed to training students with strong and continually developing clinical competencies, whose clinical work is informed by the scientific and theoretical knowledge base of the discipline of psychology, and whose graduates respect and value cultural and individual difference, and who maintain the highest professional principles and standards.

What Makes Florida Tech's Psy.D. in Clinical Psychology Stand Out?

• Accredited by the American Psychological Association* since 1983
• Opportunities for advanced coursework and practica in emphasis areas: Neuropsychology, Child/Family, Integrated Behavioral Health, and Forensic.
• In-depth training in psychological assessment and integrated psychodiagnostics
• Curriculum that addresses current trends in psychology including Integrated Behavioral Health Care, Clinical Neuropsychology, Assessment, Trauma and Child Psychology
• On-site practicum training facility
• A large network of community-based practicum sites offering many different training opportunities
• Good student-to-faculty ratio, with annual cohorts of approximately 20
• Colleague-in-training atmosphere
• Excellent internship match rate
• Flat-rate tuition program
• Warm climate, great location, close to beaches
• Relatively low cost of living, ample and reasonably priced housing available off campus

Our program leading to a Psy.D in Clinical Psychology trains students to become practicing clinical psychologists with core competencies in relational/clinical skills, comprehensive psychological assessment, clinical treatment interventions, research and evaluation skills, consultation and education, management and supervision, and diversity issues.

We have several opportunities for advanced course work. These areas are:  

• Family/Child Psychology
• Forensic Psychology
• Clinical Neuropsychology
• Integrated Behavioral Healthcare/Health Psychology  

Admission Requirements

An applicant must possess a bachelor's degree from an accredited institution of higher learning. Although it is not necessary for the major area to have been psychology, it is required that those entering without a previous degree in psychology will have completed at least 18 credit hours of psychology coursework at the time of application. These courses must have been taken in a department of psychology, and should include statistics, personality theory, abnormal psychology, learning, physiological psychology and social psychology.

All application materials must be received by December 1 of each year.

Visit the graduate admissions information page for all the information you need to apply to the program. Admissions applications must include transcripts, GRE general test scores, a personal statement, two letters of recommendation, and a resume or CV.

Students we will consider for admission will receive an invitation approximately two weeks prior to our Interview Day, typically held in February. Attendance at Interview Day is VERY strongly recommended.

*Questions related to the program's accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002

Phone: (202) 336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation

Clinical Program

Clinical Psychology, Psy.D

APA Student Data

Student Admissions, Outcomes, and Other Data

Clinical Psychology Information

Info Session: Funding a Clinical Doctoral Degree

2023-2024 PsyD Program Addendum

2023-2024 SOP Grad Handbook

by Heather Riske | Apr 25, 2024

Monica Treviño, a PhD clinical psychology student, has been strengthening her linguistic and clinical skills to better serve the Latinx community. (Photo by Derik Holtmann)

Monica Treviño was born in Mexico and grew up speaking Spanish conversationally with her family in Texas, but she wasn’t quite as comfortable providing mental health services in the language. Hoping to strengthen her linguistic and clinical skills to better serve the Latinx community – which has grown by more than 40% in St. Louis over the past decade – she spent six weeks last summer in Huanchaco, Peru, completing PASEO’s immersion and practicum experience . In October, she attended the National Latinx Psychological Association conference. Now, she’s using what she learned from both experiences to help make the services at UMSL’s Community Psychological Service culturally and linguistically accessible to Spanish speakers.

1. How do conversational and clinical Spanish differ?

It’s a very different type of Spanish. There’s so much niche terminology that we don’t even realize that we’re learning. I’ve been studying psychology for 10 years now. That’s a decade of pretty specialized language in English that I had limited exposure to in Spanish. Prior to this program, I would have struggled to speak about fairly basic therapeutic assessment concepts with a client.

2. What are you taking away from these experiences?

My clinical vocabulary in Spanish has grown tremendously and I’ve gained the confidence I needed to actually do this type of clinical work effectively. It’s one thing to have the knowledge, but it’s easy to feel imposter syndrome when you haven’t had any opportunities to use it and prove to yourself that you can do it well. I also have a better understanding of how I can hopefully supervise bilingual trainees effectively some day in the near future.

3. What have you been able to implement so far?

To start, we wanted to at least have some translated psychoeducational materials that we could share with families as they’re waiting for their next treatment touchpoint. We’re getting all of the paperwork, resource packets and referrals ready, making sure that all of our consent forms and HIPAA forms are translated and implementing more standard tools for measuring competency in this area for any future bilingual trainees.

4. Why is it so important to measure competency?

In the field of psychology, there are core competencies for specialized areas of training. We don’t have the same for bilingual psychologists. Having standard competencies and measurement tools is important because it allows us to create effective training programs, empowers people who are able to provide the services and ensures that clients are receiving high-quality care.

5. How would you like to see these services continue to grow?

Being able to have that infrastructure where we already have everything translated and ready to go will make it easier for us to start providing services in Spanish. I am hopeful that we will continue to have new cohorts coming into the program with interest and experience in providing services in Spanish, and it can just keep growing from there.

This story was originally published in the spring 2024 issue of UMSL Magazine . If you have a story idea for UMSL Magazine, email  [email protected] .

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Jack N. Averitt College of Graduate Studies

Doctor of Clinical Psychology, Psy.D.

About the program.

Format : In person on the Statesboro Campus Credit Hours : 114-124 Entry Term : Fall

The APA-accredited doctorate program in clinical psychology at Georgia Southern University (GS) is a full time, day program offering a course of study leading to the Doctor of Clinical Psychology degree. The program’s curriculum prepares graduates for the practice of psychology with a special focus on practice in rural areas. Coursework and training prepare students for licensure as a psychologist, with an emphasis on educating emerging psychologists for the underserved areas in the state of Georgia and adjacent regions in the Southeast.

The Psy.D. program originated from a longstanding and dire need for licensed psychologists in rural, underserved areas of the United States, most specifically in the rural south. This mission is consistent with Georgia Southern University’s commitment to serve the needs of the southeastern region of the country. The program trains students according to the practitioner-scholar model. Students are taught to become generalists who will be effective in the delivery of psychotherapy, psychological assessment, and psychological consultation services in rural areas. Consistent with the framework of a generalist approach, the curriculum, beginning with foundational courses, strives to create and maintain a dynamic and integrative program, emphasizing behavioral, cognitive, existential, family systems, humanistic, and psychodynamic orientations.

The program is designed to foster the intrapersonal and professional development of students. This process is aimed at helping the students cultivate balance within their personal and professional growth. In addition to academic requirements, students are encouraged to take initiative and responsibility for personal and professional growth through independent readings, interaction with fellow students and faculty, attendance at colloquia, and additional elective research and practica opportunities. The PsyD is a professional degree, and focuses on the development of applied practice skills. Because the program is an integral part of the College of Behavioral and Social Sciences in a regional university, doctoral students engage in all aspects of scholarly inquiry, including substantive qualitative and quantitative research, and professional membership and discourse in state, regional, and national organizations.

Ready to Apply?

Request information, visit campus, or, you can :, regular admission requirements.

A committee of faculty will determine admission based on the following:

• Grade Point Average (GPA): A minimum undergraduate GPA of 3.30 is required for consideration. The average undergraduate GPA of successful applicants for the Fall 2022 class was 3.76 (on a 4.0 scale).
• A minimum grade of B in the following undergraduate courses: Psychological Statistics, Research Design, Abnormal Psychology
• Record of having taken at least two of the following courses: Personality, Social Psychology, Developmental Psychology, Learning and/or Cognition, Health Psychology, Tests and Measurement, Theories of Psychotherapy, Psychology of Substance Abuse.
• Three letters of recommendation from former professors or appropriate employers/advisors.
• A written statement of professional goals. Please describe why you want to pursue doctoral training in clinical psychology. Also, describe how Georgia Southern University’s program is a good fit. Finally, please list three (3) Statesboro campus psychology faculty whose research interests are a match to your own. Of these three, please include at least one clinical faculty member and one faculty member who is not clinical.  This statement should be 500 words or less in length.
• A current Curriculum Vitae or Resume.
• Optional: Submission of a writing sample of past work provides an opportunity to showcase your writing skills, tone, and style. The sample should be no longer than two double-spaced pages. Consider submitting an excerpt or passage from a research paper or writing assignment for class, a manuscript, or other relevant works.

Based on a review of the application materials, the Admissions Committee will select top candidates for an on-campus interview. Interviews are mandatory for admission into the program. The Admissions Committee will contact top candidates with details regarding on-campus interview dates and procedures.

The PsyD program seeks a diverse applicant pool. We welcome applications from under-represented ethnic minorities, women, applicants with disabilities, first-generation college graduates, and non-traditional students.

*International transcripts must be evaluated by a NACES accredited evaluation service  and must be a course by course evaluation and include a GPA. ( www.naces.org )

December 15 *

Does not admit

*The application and all ​​required documents listed on the “admissions requirements” tab​ for the program must be received by the deadline.  If all required documents are not received by the deadline your application will not be considered for admission.

Program Contact Information

C. Thresa Yancey, Ph.D. Director of Clinical Training, Professor of Psychology [email protected] 912-478-5704

Questions related to the program’s accreditation status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st St., NE, Washington, DC 20002 202-336-5979 [email protected] APA Accreditation Site

Last updated: 2/9/2024

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Contact Information

Office of Graduate Admissions Physical Address: 261 Forest Drive PO Box 8113 Statesboro, GA 30460 Georgia Southern University Phone: 912-478-5384 Fax: 912-478-0740 gradadmissions @georgiasouthern.edu

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Georgia Southern University College of Graduate Studies

Office of Graduate Admissions • P.O. Box 8113 Statesboro, GA 30460 • 912-478-5384 • [email protected]

Privacy Overview

Dr. Traci Perry

Clinical social work/therapist , phd , mssw , lcsw (she, her).

My Practice at a Glance

Plano, TX 75074

Arlington, TX 76016

• Individual Sessions $140
• Pay by American Express, Discover, Mastercard, Visa
• BlueCross and BlueShield
• Cigna and Evernorth
• Oscar Health
• UnitedHealthcare UHC | UBH

Qualifications

• Verified by Psychology Today Licensed by State of Texas / 32738 Dr. Traci Perry
• In Practice for 13 Years
• Degree/Diploma from Cleveland State University MBA / 2003
• Degree/Diploma from University of Texas at Arlington MSSW / 1997
• Attended University of Texas at Arlington , PhD in Social Work

Specialties and Expertise

• Bipolar Disorder
• Career Counseling
• Chronic Illness
• Coping Skills
• Life Coaching
• Life Transitions
• Mood Disorders
• Pregnancy, Prenatal, Postpartum
• Relationship Issues
• School Issues
• Sleep or Insomnia
• Spirituality
• Women's Issues

Client Focus

Participants, communities, treatment approach, types of therapy.

• Acceptance and Commitment (ACT)
• Christian Counseling
• Clinical Supervision and Licensed Supervisors
• Cognitive Behavioral (CBT)
• Compassion Focused
• Culturally Sensitive
• Mindfulness-Based (MBCT)
• Motivational Interviewing
• Person-Centered
• Positive Psychology
• Psychodynamic
• Reality Therapy
• Solution Focused Brief (SFBT)
• Strength-Based

Primary Location

Additional location, nearby areas.

• Arlington, TX

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