PSYCHOLOGY

NEW PHD IN CLINICAL PSYCHOLOGY
with Curricular Emphasis in Geropsychology

Ph.D. in Clinical Psychology with Curricular Emphasis in Geropsychology
Department of Psychology
College of Letters, Arts, and Sciences

How Do I Apply?

The first PhD getting hooded...

Program Mission:

Produces psychologists trained to address the normal and abnormal psychological processes that accompany aging.

National projections of demand for psychologists to work with aging populations cite a growing public crisis that will only be alleviated by additional training programs. The CU-Colorado Springs Clinical Psychology doctoral program trains students in mental health assessment and intervention for older adults, and basic and applied research on the psychological functioning of aging individuals. Upon completion of the program, students will be trained to work in a range of settings, including mental health clinics and clinical practices, hospitals, nursing homes, colleges and universities, state offices, research institutes, and as consultants to a wide variety of housing and social service providers to older adults.

Background

The dramatic demographic shifts our country, state, and region are experiencing suggest that the need for psychologists knowledgeable about aging processes will be growing over the next several decades. Since 1900, the percentage of Americans over age 65 has grown from 5% to 13%, and is projected to climb to 20% of the U.S. population by 2030.

Nationally, between 200-700 of the 76,000 active clinical psychologists devote even half time in their practices to older adults (Gatz & Finkel, 1995). Of that small number, fewer than one-fourth have training to work with older adults. The typical practicing psychologist provides services to fewer than 2 older adults per week with a combined ability to meet less than 60% of current demand (Qualls, et al., 2002). The American Psychological Association estimates a need for 5,000 full-time doctoral level geropsychology practitioners by 2020. Their estimate is based on the assumption that only 10% of the elderly population will receive services (as opposed to the estimated 28% who need them, which would require 14,000 full-time equivalent psychologists by 2020) (Halpain, et al., 1999). A recent evaluation of the geriatric mental health professional workforce by leaders in the main disciplines (psychiatry, psychology, social work) recommended strongly that incentives be increased to draw people into training in geriatric mental health because of the projected crisis (Halpain, et al., 1999).

Many other areas of psychological and social functioning of older adults also pose serious problems and significant opportunities to society. The need to assess accurately the risk of accidents while driving, risks of safety in independent living environments, and decision-making capacity are just a few of the problems that researchers must address. Other important topics include adaptations of work environments for older workers, long-term effects of disability and caregiving on family members, risk factors for elder abuse and exploitation, and efforts to promote early detection of mental health and cognitive disabilities.  Lifelong health behaviors are the primary cause of the major chronic illnesses of later life, factors that are amenable to interventions that can save lives and reduce disability. Older adults also represent a rich resource for the workforce, social programs, intergenerational mentoring, and other meaningful contributions to society.  Thus, psychologists knowledgeable about aging need to make contributions to many sectors of our aging society (e.g., policy, housing, social services, promotion of positive health behaviors, basic research).

Program Requirements

2008 National Clinical Geropsychology Conference

Knowledge and skills in clinical psychology and basic scientific psychology are the foundations on which the geropsychology focus is built.  Students in this program are preparing to be clinical psychologists first and foremost, with a focus on geropsychology as their curricular emphasis.  Students entering this program are essentially agreeing to focus their work on aging rather than sampling the variety of populations and problems that might form the elective offerings in another program.

This program adheres to the scientist-practitioner model of training in clinical psychology, commonly referred to as the Boulder model. Under this model, professional psychologists are trained to be both scientists and practitioners with the goal of enhancing the interplay between science and practice. In an emerging field, such as geropsychology, it is of utmost importance that practitioners add to the existing knowledge base regarding application strategies that are effective, and that scientists be informed of applied issues in shaping their pursuit of knowledge. For a more detailed discussion of these issues, see our "Statement of Scope of Training and Standards of Behavior" which can be found here.

The curriculum will require at least five years of post-baccalaureate work to accomplish requirements of the doctoral degree. Students complete 131 hours of required and elective courses, a comprehensive exam, a dissertation of original scholarship, clinical practica, and a clinical internship (off site). The clinical curriculum requires specific coursework, required for licensure and accreditation, and an off site internship year. Students who enter the program with a B.A. or B.S. degree will earn an M.A. en route to the doctoral degree through the mechanism of the existing M.A. program.

Timeline for program completion: Completion of the Clinical Psychology Ph.D. program from the BA or BS starting point will typically take 5 years of residence on campus with the 6th year allocated for internship (Students should expect this time frame as the general rule pending unusual exceptions).

The first entering PhD class...

Doctoral students are also advised that this is a 12 month program with clinical Practicum obligations during the summers and the Psychotherapy course during the Winterim semester of the 1st year.  Clinical and research work are continuous without regard to the semester structures and students are funded to participate year round.

This program values and promotes self-awareness as a significant component of training in clinical psychology. Students in this program engage in self-awareness exercises within their courses and practicum training. They are also strongly encouraged to engage in their own psychotherapy during their training.

Accreditation

The Ph.D. program is accredited by the American Psychological Association through 2012.

Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, N.E.
Washington, DC 20002-4242
Tel: (202) 336-5979 Email: APAAccred@apa.org

Program Objectives

Students will develop foundational skills in the science and practice of clinical psychology with emphasis on aging. They will be prepared to provide services, conduct research, educate, and provide leadership.  Specifically, program graduates will

• Identify with psychology as an integrated basic and applied science by demonstrating broad knowledge of psychology; understanding the scientific methodological and theoretical foundations of clinical practice; and demonstrating integration of science and practice.
• Have the requisite knowledge and skills for entry into the practice of professional psychology by demonstrating knowledge and increasing competency in clinical assessment; demonstrating knowledge and skill in the practice of psychological interventions; demonstrating competence in the ethics and professional standards of clinical practice; and demonstrating clinical supervision and consultation skills commensurate with level of training.
• Contribute to knowledge and practice in psychology by developing attitudes and skills essential for life-long learning, scholarly inquiry, and professional problem-solving as well as developing a professional identity as a psychologist and acquire the knowledge and skills to participate actively in the profession.
• Demonstrate competence in knowledge and skills of geropsychology by developing attitudes appropriate to the practice of geropsychology; demonstrating knowledge and skills in professional practice consistent with competencies associated with graduate training within the Pikes Peak Model of Training in Geropsychology; and demonstrating knowledge and skills needed to conduct applied and basic research in geropsychology.

CU Aging Center (visit their site)

A significant resource for training and research is the CU Aging Center (hereafter referred to as the Clinic), a community-based psychological services training and research center. Since opening in January 1999, the CU Aging Center has provided mental health services to hundreds of older individuals and families. The CU Aging Center is recognized in the community as a primary resource for outpatient and home-based mental health services for older adults and their families.

The Center also provides highly accessible research space that is used regularly by faculty and graduate students. Faculty conduct research on normal aging processes such as memory, decision-making, caregiving, personality, and bereavement, as well as abnormal processes characteristic of age-related illness (e.g., dementia, stroke, medical illness). Located in a senior services complex that houses the city’s Senior Center with easily accessible parking and full handicap accessibility, the CU Aging Center is an excellent site for recruitment of research participants.

Dr. Michael A. Kenny, Director.

Admission Requirements

Applicants should have the following credentials:
1. A B.S. or B.A. degree or its equivalent from an accredited college or university.
2. An overall average of 3.0 ("A" is equivalent to 4.0) or above in all undergraduate courses, and 3.5 or better on graduate coursework.
3. Graduate Record Exam scores of at least 1200 cumulative on the verbal and quantitative sections. The advanced psychology test is strongly recommended
4. An adequate undergraduate program in psychology including college-level mathematics, statistics, experimental psychology, and some background in the biological, physical, and social sciences.
5. Applicants should have career goals consistent with the program emphasis in geropsychology.
Promising students who do not meet all of the requirements may be considered as applicants.

Graduate level courses completed prior to admission may be transferable into the program. Applicants with previous graduate coursework or degree may request a review of their transcript and related materials to determine whether specific courses or thesis requirements may be waived.

Program Statistics

Enrollment

Although not set as a firm limit (exceptions may arise), a typical cohort will consist of three to five students. Students may expect to be funded by research, teaching, or clinical assistantships and fellowships.

Faculty

For more information on our faculty, see the faculty listing.

Faculty quality in aging is strong. Currently, 7 psychology faculty do research primarily focused on aging, with 4 additional faculty whose secondary focus is in aging. Additional tenure-track appointments will be made in the next few years. Faculty productivity in aging research is high. Several million external dollars have been generated by the faculty, including grants from the National Science Foundation, the National Institute on Aging, and the National Institute of Justice.

Graduate psychology courses are taught by faculty who are actively involved in nationally recognized research programs. Most faculty are also engaged in community involvement and/or clinical service delivery. Clinical students also benefit from placements under local experts whose services exemplify the training goals of the program. A listing of tenure-track faculty, along with information about where they trained and the focus of their current research follows:

Charles C. Benight, Ph.D., Professor, Stanford University, 1992. Counseling Psychology; Health Psychology. Therapy orientation: Multimodal.

Frederick L. Coolidge, Ph.D., Professor, University of Florida, 1974. Clinical Psychology; Personality Theory and Disorders. Therapy orientation: Jungian.

Hasker P. Davis, Ph.D., Director of Graduate Training, Professor, University of California-Berkeley, 1980. Biopsychology; Experimental Neuropsychology.

Robert L. Durham, Ph.D., Associate Professor, Vanderbilt University, 1973. Psychometrics; Statistics; Differential Attitudes Toward and Etiology of Sexual Abusers.

Leilani Feliciano, Ph.D., Assistant Professor, Western Michigan University, 2005. Late-life Depression, Anxiety, and Behavioral Problems Associated with Dementia. Therapy orientation: Behavioral.

Livia L. Gilstrap, Ph.D., Assistant Professor, Cornell University, 2002. Developmental Psychology; Psychology and the Law.

Edith L. Greene, Ph.D., Professor, University of Washington, 1983. Social Psychology; Psychology and the Law.

Lori E. James, Ph.D., Assistant Professor, Claremont Graduate School, 1997. Cognitive Psychology; Cognitive Aging.

Michael A. Kisley, Ph.D., Assistant Professor, University of Pennsylvania, 2000. Cognitive Neuroscience; Aging.

Kelli J. Klebe, Ph.D., Associate Professor and Chair, University of Minnesota, 1990. Psychometrics; Program Evaluation.

Thomas A. Pyszczynski, Ph.D., Professor, University of Kansas, 1980. Social Psychology; Clinical Applications.

Sara H. Qualls, Ph.D., Professor, The Pennsylvania State University, 1983. Clinical Psychology; Adult Development and Aging. Therapy orientation: Developmental Interpersonal.

Daniel L. Segal, Ph.D., Director of Clinical Training, Professor, University of Miami, 1992. Clinical Psychology; Mental Health and Aging. Therapy orientation: Cognitive-Behavioral.

Sandy K. Wurtele, Ph.D., Professor, University of Alabama, 1983. Child Clinical Psychology Therapy orientation: Behavioral.

Brian Yochim, Ph.D., Assistant Professor, Wayne State University, 2003. Clinical Neuropsychology. Therapy orientation: Neuropsychology.

Housing

There are two forms of housing available for graduate students, off-campus housing in apartments and houses and, for the first time, on-campus dormitories.

Off-campus housing
A recently completed housing survey of graduate and undergraduate honors students in psychology found that 50% of the students lived within 5 miles of campus (range = 1-12 miles) and that it took them 10 minutes or less to commute to campus (range 3 to 25 minutes). The mean rent was $750/month for a one-bedroom apartment and $800/month for a 2-bedroom apartment, not including utilities.

On-campus housing
On-campus housing is available. See the Housing Village page for more information including information on the new apartment-style dorms.

Application Materials and Deadlines

The application deadline for Fall admission each year is January 1st.  Ph.D. applicant interview days is tentatively scheduled for Friday of the first full week in February.

Application Materials and Procedures

Questions concerning the doctoral program can also be addressed by calling 719-262-4500 or emailing ddubois@uccs.edu.

All written correspondence and credentials should be mailed to:

Clinical Psychology Doctoral Program
Department of Psychology
University of Colorado at Colorado Springs
1420 Austin Bluffs Parkway
Colorado Springs, CO? 80933-7150

Model Curriculum