Graduate Psychology Program
AULA’s graduate psychology program currently offers two distinct degrees and a growing number of specializations.
The Master of Arts in Clinical Psychology (MAP) degree program prepares students for licensure as California Licensed Marriage and Family Therapists and, with additional coursework, for licensure as California Licensed Professional Clinical Counselors. Within the program, students specialize in their choice of Child Studies, Applied Community Psychology, Spiritual and Depth Psychology, Conflict and Non-Conflict Related Trauma, LGBT Affirmative Psychology, or General Practice. Learners also may design their own specialization, specific to their individual interests and goals.
The Master of Arts in Psychology—Individualized Concentration (MPIC) degree program is an individualized, nonclinical program of study, which prepares students for non-clinical careers in psychology or doctoral work. Information can be found on the MPIC page.
AULA offers a post-BA Certificate in Applied Community Psychology and post-MA certificate programs in Conflict and Non-Conflict Related Trauma Psychology and LGBT Affirmative Psychology. Please contact the admissions office for more details about the certificate programs.
The graduate degrees in psychology combine a commitment to teaching and training in psychology with a dedication to social justice. This is accomplished in a program that emphasizes:
- The Link Between Theory and Practice through Personal, Clinical and Societal Applications of Learning
- The Highest Personal & Professional Ethical Standards
- Experiential Learning, Collaborative Learning and Educational Innovation
- Support for Creativity, Personal Meaning and Pleasure in Learning
- Academic Excellence
At AULA, learning is not confined to the classroom. Numerous noncredit lectures and workshops, along with informal conversations and discussions with instructors and peers offer opportunities for gaining knowledge. Similarly, assessment is not confined to the classroom. From the moment a student is accepted into the psychology program and begins interacting with faculty, staff and peers, that student is being assessed as to demonstrating potential as a therapist, readiness to engage in clinical training and professionalism.
The faculty has organized the curriculum around the following five core areas of competence:
- Theoretical learning: Teaching major theories, both classic and contemporary, in the field of psychology. Conducting an ongoing critique of theories, including consideration of their relevance for all the clinical populations encountered in Southern California today
- Clinical and community application: Introducing students to a broad range of approaches to effective clinical and community work with different clients, and assisting students to develop competence as a clinical and/or community practitioner, including self-awareness and skill development
- Professionalization: Communicating to students an understanding of the professions of psychology, including legal and ethical guidelines. Assisting students in developing the skills and knowledge needed to practice professionally in a wide variety of clinical and community settings
- Social justice: Imparting to students information and awareness about the impact of society on the development of the person, including an understanding of power and status differences in society (gender, sexual orientation, race, class, etc.). Encouraging students to challenge biases in the helping professions, and to contribute to the solution of social problems through idealistic, well-informed clinical and community practice.
- Self Awareness: Sensitizing students to the impact of socio-cultural and other influences on their development, including exploring and acknowledging the students' biases, seeing the potential influence of these biases on their professional work, and expanding students' world view allowing for the development of an affirming and accepting stance toward self and others.
The graduate psychology faculty works in an ongoing way to develop criteria and processes to measure how well the program is able to represent its ideals. At various times in the program, students are asked to participate in this assessment process. For example, students evaluate faculty effectiveness in the classroom at the end of each learning activity. This information helps the program faculty continually revise and improve the program and their own work.
MAP AND MPIC PROGRAM POLICIES
The following are the MAP program policies for which students are held accountable, except under the most extraordinary circumstances.
Quarterly classes are scheduled to meet each week of the 10-week term. Occasionally intervening holidays will result in a 9-week schedule for some classes. If for any reason a class does not meet a minimum of 9 times during a quarter, an additional class will be scheduled during the same day and time during week 11 of the quarter.
Students are expected to attend all scheduled class meetings, arrive on time and stay for the entire class. Students who miss more than 20% of class meetings may not receive credit for the course. Instructors may request appropriate documentation for missed classes and chronic lateness. In some courses, where class participation is a crucial part of the learning process, the instructor may allow only one absence.
Maximum Number of Objective Not Met on Narrative Evaluations
Students receiving more than two "objectives not met" on a narrative evaluation will not receive credit for the course.
Maximum attempts at coursework and clinical training
Students may attempt a course a maximum of three times. If a student receives a no credit for a required course after the third attempt the student will be withdrawn from the program.
Students can receive a no credit for PSY 620 Clinical Training, once. Upon receiving a second no credit evaluation, the student will be withdrawn from the program.
Incomplete and No Credit Narrative Evaluations
Students who receive two or more incompletes during a quarter may be required to register for half time in the next quarters, until they have caught up on their work.
Students who receive no credit evaluations in two or more preclinical courses may be dismissed from the program.
ISSUES FOR BOTH MAP AND MPIC
Some students are admitted to the MAP Program provisionally. The student’s letter of acceptance states the reason(s) for the provision. All provisions must be satisfied by the end of the first quarter in order to receive full acceptance. The provision is cleared when all relevant materials have been submitted to the Office of the Registrar.
Occasionally a student is admitted to the program with the provision that all first quarter work must be completely satisfactory (i.e., no Incompletes and no “Credit not Awarded” for first-quarter classes). A student with this provision cannot register for the second quarter until the faculty advisor has spoken to the student’s instructors and approved the student for Registration. This means that the student must normally wait until Late Registration to enroll.
Evaluation of Potential and Suitability
From the moment students apply to the program they are being evaluated as to their potential for the program and suitability for the profession. This evaluation includes academic, clinical, ethical and interpersonal domains. While only faculty have input on academic and clinical evaluations, Antioch staff and administrators have input on the ethical and interpersonal domains. A pattern that establishes a deficiency in one or more of these domains may result in students being asked to do remedial work, reduce their load to half time (and/or delay taking certain clinical courses) or, in the worst case, leave the program, for a time or permanently.
Declaration of Program Form
On entering the MA in Clinical Psychology Program, students must sign a Declaration of Program Form (available at New Student Orientation and in the Office of the Registrar) confirming the particular program option for which they was admitted: MA in Clinical Psychology or MA in Psychology—Individualized Concentration; Specialization (i.e., Child Studies, Applied Community Psychology, Spiritual and Depth Psychology, Conflict and Non-Conflict Related Trauma, LGBT Affirmative Psychology, or General Practice); and One-Day-a-Week Cohort or Weekend Commuter Cohort.
If students wish to change to a different program option, (e.g., from one specialization to another, from non-clinical to clinical psychology, in or out of a cohort) the advisor and/or other relevant faculty members must be consulted. A personal interview with a faculty member may be required. The student then obtains appropriate permission signatures on the Change of Program Form, which must then be filed with the Registrar.
Each MA Psychology option (described above) has a "Residency Requirement.” This refers to the number of quarters (full, half-time or combination) students must be enrolled, while earning the units required for the degree.
It is important to note that quarters in which students are enrolled less than half time, on Leave of Absence, on Enrollment Maintenance or on Thesis Completion status do not count toward the fulfillment of the residency requirement. Given the potential consequences of these enrollment statuses, please consult with your advisor before committing to them.
The degree must be finished within five calendar years of first admission (unless students withdraw and subsequently re-apply and are re-admitted, in which case the degree must be finished within five years of the second entry into the program unless otherwise specified). Students readmitted on this basis must complete degree requirements in force at the date of readmission.
Transfer of Credit from other Institutions
The MAP Program may accept in transfer up to 18-quarter units of graduate work in psychology from other regionally accredited institutions, if the coursework is equivalent to a comparable AULA core or elective course. Higher limits for transfer work may be allowed for students transferring from other Antioch University campuses (contact Program Chair for further information). Transfer courses must have been completed within five years immediately preceding admission to the AULA MAP Program, and the grade must be B or better.
In order to request transfer credit, students must fill out Form B, Permission to Transfer Units From Another Graduate Program, attaching copies of the relevant transcript(s), course descriptions and/or course syllabi, so that equivalencies to AULA courses can be determined. Form B is submitted to the MAP Program Chair during students' first quarter.
Acceptance of transfer units is at the Program’s discretion.
Students who are granted transfer credit for 4-7 units may reduce their residency by one-half quarter. Students who are granted transfer credit for 8 or more units may reduce residency by a full quarter.
The Personal Psychotherapy Requirement
Students in the MA in Clinical Psychology Program (including all Specializations) are required to participate as clients in personal psychotherapy, once weekly or more, for a minimum period of two academic quarters, registering for Personal Psychotherapy in each quarter of participation. Individual, group, couples or family therapy may be used to meet this requirement. Students are encouraged to begin their personal therapy in advance and/or concurrently with beginning clinical training.
The two quarters of therapy need not be continuous. Students must work with a single therapist, and with a single modality of therapy (individual, group, couples or family therapy) during a quarter of enrollment, but may change therapists or change to a different modality for the second quarter of enrollment. The therapist must be a California licensed MFT, LCSW, LPCC, Psychologist or Board-certified Psychiatrist; interns and trainees are not acceptable as therapists. Telephone therapy and online therapy are not acceptable.
No units of credit are given for psychotherapy. The requirement is met through formally registering for PSY 623 Personal Psychotherapy for 0 units, in each of two quarters of study. Students may choose to register for therapy in additional quarters if they desire, so that ongoing participation in therapy will be recorded on their transcript.
Students may not take a class from someone who has ever been a therapist for them or for a member of their immediate family.
Registering for Psychotherapy – Form C
The course number PSY 623, plus the letter A, B, C, etc. (e.g. PSY 623A Personal Psychotherapy) is used on the registration form. At the time of registration, Form C must also be on file in the Office of the Registrar. Instructions for Form C, available in the Office of the Registrar or on the AULA Email system, will be helpful. The process is as follows:
- Form C must be completed with therapist's signature and business card, and filed with the Office of the Registrar. A single Form C can be used to obtain approval for multiple quarters of therapy
- During the registration period, students register for psychotherapy by listing PSY 623 on the registration form, using the number 623A, initially. PSY 623A is also used in subsequent quarters for therapy continuing with the same therapist, in the same modality. For therapy with a different therapist or for switching to a different modality with the same therapist, 623B, C etc. are used. PSY 623 may be added during the Priority Registration period or during the Add-Drop period, using an Add/Drop Form for Non-Online Courses Requiring Extra Documentation Only.
- On rare occasions with extenuating circumstances, students may be permitted to register for therapy after the end of registration by submitting a Petition for Exceptions to Registrarial Policies and Procedures. (See the Petition for Exceptions to Registrarial Policies in the Registrar Section of the Catalog)
- Although students can use a single Form C for multiple quarters of permission, they must still formally register for therapy each quarter.
- A new Form C is needed if students:
- change therapists
- change the number of sessions per week
- change type of therapy, e.g. individual to group, or
- decide to add additional quarters of therapy that were not included on the original Form C.
Evaluation of Psychotherapy
After students have registered formally for psychotherapy (PSY 623), the Office of the Registrar will send Graduate Learning Assessments to the psychotherapists at the end of the quarter. The therapists provide no information about the therapy, but simply check the "Credit Awarded" box and indicates that the students have attended weekly therapy sessions for the duration of the quarter (12 sessions).
Students are responsible for ensuring that therapists return the completed evaluation to the Office of the Registrar by the stated deadline, however, the evaluation must be mailed to the University Registrar Office.
Guidelines for Psychotherapy with MAP Faculty Members
In conformity with the Antioch University Los Angeles policy on Dual Relationships, students may not be a client in therapy with a Core or Affiliate Faculty Members during students' enrollment in the program. Adjunct Faculty are expected to follow the ethical standards of their professional organization.
Confidentiality in MAP Classes
Because some class discussions at AULA involve disclosure of personal information, it is important to maintain confidentiality, particularly if this has been the agreement in a particular class. If students do not maintain confidentiality when it is appropriate to do so, it will be considered a conduct violation. As a related issue, it may not be appropriate to tape-record classes, even if only for personal review. Instructors should be asked if taping is permissible.
Progress Tracking Sheets
For each specialization the faculty has designed a Progress Tracking Sheet to assist students in keeping track of their progress in meeting their particular degree requirements. Students should work with the appropriate tracking sheet throughout their time in the program, to be sure that requirements for residency, core courses, electives, psychotherapy and clinical training are being met. Progress Tracking Sheets are distributed at New Student Orientation and Registration, and are available in the Student Lounge or on the AULA email system.
Letter of Concern
Faculty utilize a Letter of Concern when a serious problem arises with students' work in a course or conduct. The Letter of Concern is a formal process that instructors use in order to state clearly their concerns and specify what students must do to receive credit for a course (or, in more serious cases, to inform students that credit is not going to be awarded). This letter does not replace a commitment to face-to-face discussions between students and instructors. When a Letter of Concern is written, it is sent to the student, the advisor, and a copy is kept in the student's file in the Office of the Registrar. Instructors are not required to use this Letter, but may do so if they feel that it may be helpful. Staff may also write Letters of Concern regarding students if they have had a significant negative experience with one or more individuals.
A number of core MA Psychology courses have prerequisites as noted in the course descriptions and in the quarterly Schedule of Classes. Some elective courses may have prerequisites as well.
Requests to waive MAP course prerequisites
Occasionally, students wish to enroll in a given course before, or concurrently with, the prerequisite course(s), believing that they already possesses sufficient academic preparation in the area of the prerequisite. In such cases, students may Petition for a Waiver of Academic Requirements (see Academic Policies, Procedures and Services Section of the Catalog). Students will be required to present evidence of earlier learning (e.g. syllabi of past courses at other schools, reading lists, writing in the area, etc.) and have the consent of their academic advisor, who will act in consultation with course instructor. Advisors determine whether the background is sufficient to permit students to enroll directly into the more advanced course. The one exception to this process is that prerequisites for beginning a clinical training placement may not be waived.
If the prerequisite course is part of the required curriculum, students must still take the prerequisite, due to MFT licensing requirements that the entire curriculum be completed. If a student is overqualified for the prerequisite class, it is often possible to work with the instructor to request more advanced assignments.
Independent Studies in MAP
Instructor-student and student-student dialogue is highly valued at AULA. Because of this, taking courses offered by the program (both required and elective) in the classroom setting is the most appropriate and desirable means of completing them.
With the permission of the faculty advisor, MA Psychology students may be allowed to earn elective credit through Independent Studies in areas of special interest. An approved Form A is needed in order to register for any such independent study. Refer to the Instructions for Form A, available in the Office of the Registrar, the Student Lounge or on the AULA email system and to the Academic Policies and Procedures chapter of the Catalog.
Under unusual and extreme circumstances, the faculty may consider allowing a student to complete a required course as an independent study. This would be considered if the student has documented prior knowledge of the subject area and if taking the course via the classroom setting would produce significant hardship to the student. A faculty member (core, affiliate or adjunct) who has taught the course content is the most appropriate choice for evaluator and that faculty member's syllabus may be used The student must complete the requirements of the course and include additional work to account for the usual classroom time. If permission is granted, a Form AA is completed in consultation with the evaluator of the learning activity and filed with the Office of the Registrar.
CLINICAL TRAINING AND LICENSURE (MAP Students Only)
AULA’s MAP degree has been designed to meet and exceed the requirements established by the State of California Board of Behavioral Sciences (BBS) for academic preparation for licensure as a Marriage and Family Therapist (MFT) and/or Licensed Professional Clinical Counselor (LPCC). AULA’s combination of classroom learning, clinical training experience, and personal development provides strong preparation for meeting licensure requirements, and AULA graduates have experienced high pass rates on the licensing examinations. AULA is experienced in helping students move successfully into productive service as qualified professionals.
The path toward licensure begins while the student is in the MA in Clinical Psychology Program. The Clinical Training Orientation (PSY 500), held during the New Student Orientation and Registration meeting, provides detailed information about AULA’s clinical training requirements and the California State licensing process. During this meeting a Clinical Training Handbook is distributed. Although the Clinical Training Director, staff, and faculty advisors can assist students to understand all BBS procedures, students should bear in mind that meeting the BBS requirements for licensure is solely the student’s personal responsibility. Students are responsible for reading the Clinical Training Handbook and adhering to all its procedures.
Students will complete PSY 500AA Clinical Training Readiness as early as (but no sooner than) their third quarter of academic study. The PSY 500AA Clinical Training Readiness course is designed to assist students in learning about and preparing for the various facets of applying to and securing a clinical training placement. This course is designed to assess students readiness to enter clinical training and serve as a bridge between introductory, didactic coursework, and applied experiences in clinical work.
In the quarter prior to registering for clinical training units, students must complete PSY 500A Pre-Enrollment Requirements for Entering Clinical Training (PERFECT). This tutorial teaches students about the paperwork required to contract with a training site, how to register for clinical training academic units and how to track hours for AULA and the BBS. PERFECT is a self-paced, computer-based tutorial available on-line through the AULA Sakai system. Upon successful completion, students must submit a PERFECT Tutorial Proof of Completion form to the Clinical Training Office.
Students may start clinical training after successfully completing four quarters of enrollment, a minimum of 18 units of academic units, PSY 500 Clinical Training Orientation, PERFECT, PSY 500AA Clinical Training Readiness, PSY 500A PERFECT, as well as completing and receiving credit for the courses, which are prerequisites for clinical training (i.e., PSY 501A Process of Interpersonal Psychotherapy I, PSY 541F Assessment of Psychopathology, PSY 541G Psychopathology and Treatment Planning, and PSY 548 Professional Ethics and the Law). However, completing course and unit prerequisites does not guarantee permission to engage in clinical training. Students must also meet any additional readiness requirements outlined in the most current Clinical Training Handbook. Additionally, should the faculty determine that a student is not yet ready to begin clinical training, the student's clinical training may be delayed and additional learning activities may be required.
After correctly completing and submitting the relevant forms (Form D and Clinical Training Agreement) to the Clinical Training Office, as described in the Clinical Training Handbook, students must register for clinical training units (i.e., PSY 620 Applied Psychotherapeutic Techniques) during the Priority Registration period or during the Add-Drop period, using an Add/Drop Form for Non-Online Courses Requiring Extra Documentation Only in each quarter in which they plan to receive academic credit. Students may NOT register for clinical training until all evaluations for CT prerequisites have been reviewed by their advisor/appropriate faculty member, processed by the Office of the Registrar, and credit has been recorded in their credit report. Changes in clinical training supervisor(s) and/or hours must be communicated to the Clinical Training Office by submitting a correctly completed Form DD, and (in most cases) a new Clinical Training Agreement . Please see the Clinical Training Handbook for more information.
Students must be concurrently enrolled in PSY 620 Clinical Practicum during any quarter while earning clinical training hours and units. This course is designed to be a connection point between classroom-based learning and clinical training experience. The course addresses issues of professional development,supervision utilization, and offers training in case documentation and case presentation. Students who fail to enroll in or receive credit for PSY 621 Clinical Practicum cannot receive credit for their clinical training units (i.e., PSY 620) and cannot count toward licensure any of the hours accrued during the quarter.
During the clinical training process, students perform psychotherapy with clients under clinical supervision at one of AULA’s approved training sites as a Marriage and Family Therapist Trainee and/or a Professional Clinical Counselor Trainee. Clinical training can only take place with agencies approved by the AULA Clinical Training Office.
Students must complete a minimum of 9 units of clinical training but may take up to 18 units. Students must complete a minimum of 297 hours of supervised clinical experience (but no more than 750 hours) as a trainee. As part of the 297-750 hours of experience, students completing the MFT requirements must accrue 150 hours of direct-client-contact counseling individuals, couples, families, or groups and 75 hours of client centered advocacy and/or additional direct-client-contact hours. Students completing the LPCC requirements must accrue 280 hours of direct-client-contact counseling individuals, couples, families, or groups. For students completing the MFT requirements, these hours will be counted toward the 3000 hours needed to quality to take the examinations for the MFT license. The educational requirements for LPCC licensure include a clinical traineeship, however these pre-degree hours will not be counted toward the 3000 hours needed to qualify for the LPCC licensing examinations. Students completing the LPCC requirements will begin earning the 3000 hours needed to qualify for LPCC licensure after graduation from the MAP program.
Upon successful completion of the MA in Clinical Psychology, graduates apply to the BBS for registration as Marriage and Family Therapy Interns and/or Professional Clinical Counselor Interns. As interns, graduates must work under appropriate supervision and may do so in a paid or unpaid positions at a community mental health centers, hospitals, schools, substance abuse treatment centers, or other appropriate agencies, or in a private-practice settings, in order to accumulate the balance of the 3000 hours of supervised clinical experience required for MFT licensure and/or to accumulate all 3000 hours of post-degree supervised clinical experience required for LPCC licensure.
After completing the 3000 hours of experience, applicants take the required examinations administered by the Board of Behavioral Sciences. When students pass these examinations successfully, they are eligible for licenses to practice independently as a Marriage and Family Therapists and/or Licensed Professional Clinical Counselors.
Students should be aware that, at this time, AULA’s MA Psychology programs are not structured to meet requirements for education and school counselor credentials, which are overseen by the California State Department of Education.
Evaluation of Readiness to Begin Clinical Training
As noted previously, despite completing all of the technical pre-clinical requirements, if, in the opinion of the faculty, students are not ready to begin clinical training due to identified issues with interpersonal effectiveness, student conduct, and/or other concerns, students may be required to undertake additional coursework and/or interpersonal skill-building activities before beginning the clinical portion of their degree.
Evaluation of Clinical Training
Each quarter in which students are registered for clinical training units, the Clinical Training Office mails Graduate Student Learning Assessments to their Clinical Supervisors. Students are responsible for confirming that the completed learning assessments have been received by the Clinical Training Office on time. Clinical training evaluations may NOT be delivered by students. For continuing students, the completed learning assessment must not be completed before the last week of the quarter and must be received by the Clinical Training Office in accordance with the stated deadlines. For graduating students registered for clinical training units in their final quarter, the learning assessment cannot include hours past the penultimate week of the term (see the Academic Calendar section at the back of the Catalog).
When the Clinical Supervisors have returned the Graduate Student Learning Assessments for a given quarter to the Clinical Training Office, the Clinical Training Office reviews the assessment technically. The AULA Director of Clinical Training then reviews the assessments to determine whether AULA credit is awarded. It should be noted that the AULA Director of Clinical Training, and not the students' supervisors, has the authority to determine whether or not AULA credit is awarded. If credit is awarded, the Clinical Training Office enters the student's total hours of experience and total face-to-face client hours into the clinical training database. The learning assessment is then forwarded to the Office of the Registrar for entry into the student’s official record. If the Director of Clinical Training denies credit, this decision may be appealed following the regular process for Appeal of Narrative Evaluations as detailed in the Academic Policies, Procedures, and Services section of this Catalog.
Students who fail to enroll in or receive credit for PSY 621 Clinical Practicum during any quarter in which they are also enrolled in PSY 620 Applied Psychotherapeutic Techniques cannot receive credit for their clinical training units (i.e., PSY 620) and cannot count any of the hours accrued during the quarter toward licensure.
Students may fail to receive credit for PSY 620 Applied Psychotherapeutic Techniques, only once. Upon receiving a second no-credit evaluation, students will be withdrawn from the program.
Evaluation of Hours Earned when Students are not Registered for Clinical Training
In some cases, students earn hours at an AULA-approved clinical training site during a quarter for which they are not registered for PSY 620 units. The standard Clinical Training Agreements and Form Ds are required. Instead of narrative evaluations, supervisors complete Supervisor's Report on Trainee Hours When Student is Not Earning Antioch Credit forms at the end of the quarter. Details are provided in the Clinical Training Handbook. As is the case for clinical training credit, the AULA Director of Clinical Training has the authority to determine whether or not the hours are accepted.
Note: Students earning only clinical training hours must be concurrently enrolled in PSY 621 Clinical Practicum. Students who fail to enroll in or receive credit for PSY 621 Clinical Practicum cannot count any of the hours accrued during the quarter toward licensure.
Ethical Standards in Clinical Training
Whenever AULA MAP students are earning hours at approved clinical training sites as MFT Trainees and/or LPCC Trainees, whether or not they are registered for academic credit for clinical training, they must conform to the ethical principles for professional practice. The Clinical Training Handbook provides detail on student ethical responsibilities in clinical training. Students found to be in violation of ethical principles may be subject to sanctions including but not limited to dismissal from the clinical training site; loss of credit for the term; loss of hours earned toward the MFT/LPCC license; and, in serious cases, suspension and/or dismissal from the program. Cases involving ethical violations will be considered first by the Director of Clinical Training, then by the MAP Program Chair in consultation with the MAP faculty. Appeals of decisions may be made to the Program Chair, then to the Office of the Provost.
Traineeship at the Antioch University Counseling Center (AUCC)
The Antioch University Counseling Center is not only a community clinic, but also a training site for selected students in the MAP Program. Graduates of the program may also complete internship at the AUCC. Trainees and interns are involved in individual, couples and family therapy, co-lead therapy groups, and present psycho-educational workshops in the community. This rigorous clinical training is augmented by expert supervision, ongoing in-services and training sessions. For students able to counsel in languages other than English, The AUCC International Counseling Center provides experience with diverse clinical populations. For those interested in working with LGBT youth, the AUCC COLORS program provides LGBT-affirmative therapy, support and advocacy for underserved youth, young adults, and their families. Students may also earn hours in AUCC’s School-Based Counseling Program working in area elementary, middle, and high schools. Counselors in training take responsibility for all aspects of Counseling Center operation, acquiring valuable experience in future roles. Students interested in training at the AUCC should contact the AUCC Associate Director.
FIRST QUARTER REQUIREMENTS
New Student Orientation
All students are required to attend New Student Orientation, where they learn basic information about the faculty, the program and the degree requirements. With assistance from program faculty, students plan out and register for their first quarter of academic coursework. During the meeting, students meet with representatives from the Office of the Registrar, Student Accounts, and Financial Aid.
Students also receive more detailed information about the following:
AULA’s clinical training requirements and the California State licensing processes for MFT and LPCC licensure.
- AULA writing standards, American Psychological Association format for writing papers and plagiarism.
Post Orientation Activity
All students are required to attend a session of Campus Resource Day Training. At this session, students complete a writing assessment. Based on a review of this writing sample, students may be required to complete a first quarter writing workshop. The workshop includes information on academic writing that can be invaluable to new students. In addition, it provides students with training in how to write papers according to the format described by the American Psychological Association. Students will also receive access to and training in the use of the following AULA systems.
In addition, it provides students with training in how to write papers according to the format described by the American Psychological Association. Students will also receive access to and training in the use of the following AULA systems:
- The AULA email account including online conferencing
- Sakai - the online course management system and classroom
- OhioLink - an online library that contains numerous professional journals.
- myAntioch - Online registration and student accounts management system
- and other useful AULA resources
On the AULA email system, students can find draft course schedules for upcoming quarters, as well as syllabi for courses. In the second or third quarter of study, each AULA MAP student takes a required course
PSY 545 Society and the Individual
All MAP students must successfully complete PSY 545 Society and the Individual in their first quarter of study (the only exception to this is for one-day/weekend students taking a limited number of courses in the quarter prior to the start of their cohort. See admissions office for details). This foundation course must be successfully completed in order to advance in the program. Students cannot receive an incomplete in this course except under the most unusual circumstances
In addition to course content, students must demonstrate specific basic computer competencies in order to receive credit.
The following processes pertain to a student who earns a No Credit evaluation in PSY 545. If, as the quarter proceeds, a student appears to be in danger of not passing the student may be informed through the feedback provided on written work and/or through a Letter of Concern. However, it is possible that the instructor might reach the decision to award No Credit at the end of the quarter, based on final work turned in, or on class participation late in the course.
If a student does not receive credit for this course, one of the following consequences will occur, based on the nature of the student’s performance:
- As determined by the chair in consultation with the instructor and other faculty, the student may be permitted to re-take PSY 545, either by itself or as part of a half-time course load.
- The student may be withdrawn from the MAP Program.
The student’s registration may be voided, if necessary. The student, following procedures specified elsewhere in this catalog, may appeal the No Credit decision and its consequences.
Any student failing twice will be withdrawn from the MAP program.
PSY 510 Introduction to Psychological Theory and Practice
New students may also be required to complete Introduction to PSY 510 Psychological Theory and Practice during (or at the student’s option) prior to the first quarter of study. If so, the course must be successfully completed in order to advance in the program.
The following pertains to a student who earns a No Credit evaluation in .
If a student fails the final exam/final paper for Introduction to Psychological Theory and Practice the student has one opportunity to redo it within the same quarter.
If the student does not pass the exam the second time the following consequence will occur:
- The student will be withdrawn from the MAP Program.
- The student’s registration may be voided, if necessary. The student, following procedures specified elsewhere in this catalog, may appeal the No Credit decision and its consequences.
If a student receives a No Credit for some reason other than failure to successfully complete the final exam/final paper, the student may appeal to the Program Chair to request a remediation that does not result in withdrawal from the program.
Waiver of the 510 Requirement
Normally an incoming student would not be expected to be required to take if the student has recently taken and achieved a B or better on the following coursework at a regionally accredited college or university:
- Personality Theory
- Abnormal Psychology
- Developmental Psychology
If, however, in the opinion of the admissions team an incoming student needs the coursework to prepare him or her for our program, the student may be required to take the course regardless of the number and type of previous study in psychology.
A course should be designated and approved as a specialization course before it can be counted toward a specialization. A non-specialization course cannot be switched to a specialization course after a student has taken it. While a course may be counted to satisfy two requirements, they cannot be double counted towards the total for the degree. Thus, it may be that a course could satisfy two different sets of requirements for the specialization, but not counted twice toward the total number of hours needed for a degree. An elective would be needed toward fulfilling the degree requirements.
PROGRAM OPTIONS AND DEGREE REQUIREMENTS
Each AULA graduate psychology student applies for and is accepted to either MAP or MPIC. MAP Students also choose a specialization. (Changes are sometimes possible in subsequent quarters, certified by the Change of Program Form, which must be filed with the Registrar with appropriate permission signatures from the faculty. An additional interview may be required.)
MA in Clinical Psychology (MAP)
This is the degree for students seeking to be licensed in California as Marriage and Family Therapists and/or Licensed Professional Clinical Counselors (with additional coursework). For students beginning in Fall 12 or later, the program will be 90 units with a minimal completion time of 8 full time quarters.
The MA Program in Clinical Psychology (MAP):
- Prepares students for MFT licensure in California
- With some additional coursework, prepares students for licensure as Licensed Professional Clinical Counselors in California
- Prepares students for doctoral study in Psychology
- Prepares eclectically trained students who are multiculturally sensitive
- Promotes students’ personal growth and development
- Provides students with practical clinical experience in a very wide range of community-based mental health settings
- Challenges the profession toward greater relevance to the needs of Southern California's diverse communities
Exposure to changing methods in the profession for a variety of career paths is at the core of the curriculum. Each student is supported in finding the professional approach most appropriate for him/her/hir. AULA students are enriched by the opportunity to find and choose from the wide array of models available in the field, many of which are taught during their time in the program.
MAP Degree Requirements
Core Curriculum 19 units
|PSY 512A||Field Study: Psychology and Society||2|
|PSY 545||Society and the Individual (Required in the first quarter)||3|
|PSY 531A||Personality Theory I: Psychodynamic Theories||3|
|PSY 532A||Personality Theory II: Comparative Contemporary Theories||3|
|PSY 535||Systems Theories and the Family||3|
|PSY 535T||Systems Theories and the Family II||3-4|
|PSY 536D||Research for Mental Health Professionals||3|
(PSY 545 Society and the Individual is required in the first quarter)
Professional Clinical Issues 23 units
|PSY 541F||Assesment of Psychopathology (90)||3|
|PSY 541G||Psychopathology & Treatment Planning(90)||3|
|PSY 542||Psychological Testing||3|
|PSY 543C||Child and Adolescent Development||3|
|PSY 544K||Contemporary Issues of Aging||2|
|PSY 545A||Community Psychology: Theories and Methods||3|
|PSY 572TBD Domestic Violence: Spousal, Elder, and Child Abuse||3|
Clinical Skill Development 14 units
|PSY 501A||Process of Interpersonal Psychotherapy I||2|
|PSY 522A||Perspectives: Trauma & Its Effects, Awareness & Recovery||3|
|PSY 547||Human Sexuality||3|
|PSY 551TBD Group Treatment Methods||2|
|PSY 566TBD Couples Counseling||2|
|PSY 567TBD Treatment of Children and Adolescents||2|
Advanced Clinical Skills 2 units
(You must take one of the following; additional courses from this section count as elective units)
|PSY 509||Brief Therapy||2|
|PSY 533||Cognitive Behavioral Theory and Therapy||2|
|PSY 535K||Advanced Family Systems||2|
|PSY 540C||Process of Interpersonal Psychotherapy II||2|
|PSY 545Z||Mental Health Paradigm in Action: 21st Century Recovery Model <ACP>||2|
|PSY 564F||Queer Counseling and Narrative Practice||2|
Personal Psychotherapy 0 units
(Students must complete two quarters of Personal Psychotherapy of 12 weekly sessions)
|PSY 623||Personal Psychotherapy ( A or B)||0|
Specialization Coursework 17 units
12-15 units of Specialization Core Coursework
2-5 units of Specialization Electives
Clinical Training 9-18 units
|PSY 500||Clinical Training Orientation||0|
|PSY 500AA||Clinical Readiness||0|
|PSY 500A||Pre-Enrollment Requirements for Clinical Training (PERFECT)||0|
|PSY 620||Applied Psychotherapeutic Techniques (A, B or C)||1-6|
|PSY 621||Clinical Practicum||0|
Students completing the MFT requirements must accrue 150 hours of direct-client-contact plus 75 additional hours of direct-client-contact and/or client centered advocacy while in clinical training.
Students completing the LPCC requirements must accrue 280 hours of direct-client-contact while in clinical training.
Total Units in Degree 90 units (In a minimum of 8 quarters residency.)
Additional coursework for LPCC preparation:
|PSY 509||Brief Therapy (See Advanced Clinical Skills)||2|
|PSY 506E||Career Development I||3|
|PSY 506F Career Developement II||2|
|PSY 545E||Program Development and Evaluation||3|
|OR PSY 550TBD Integrative Treatment of Addictive and Co-occurring Disorders|
|PSY 550E Integrative Treatment of Addictive and Co-occurring Disorders||3|
Students completing the LPCC requirements must accrue 280 hours of direct-client-contact while in clinical training.
The Applied Community Psychology Specialization
The Applied Community Psychology (ACP) Specialization consists of 17 units of focused coursework and training for professional roles in community settings, using applied community psychology skills to empower community members and ameliorate social problems.
The ACP Specialization:
- Prepares students to engage as MFT professionals in a wide variety of community-based activities designed to empower community members and ameliorate social problems
- Provides training for MFT careers working with schools, nonprofit organizations, community development programs and mental health service providers, providing program development and evaluation, consultation, cross-discipline collaboration, psycho-educational programs and in-service training
- Includes courses for theoretical orientation and skill development, clinical training in community-oriented settings, and an individually designed field study project in an area of choice
- Offers ACP core classes on Wednesday evenings and ACP workshops on Friday, Saturday, and/or Sundays
ACP Specialization Requirements:
|PSY 545D||Community Consultation & Collaboration||3|
|PSY 545E||Program Development and Evaluation||3|
|PSY 545F||Prevention and Promotion||3|
|PSY 575E||Psychoeducational Groups and In-Service Training Development (Training Development)||3|
|PSY 512B||Field Study in Applied Community Psychology||2|
Note: Students in the MPIC Program may also complete the ACP Specialization.
The Child Studies Specialization
The Child Studies Specialization consists of 17 units of focused coursework and clinical training for a variety of careers working with children and adolescents.
The CS Specialization:
- Presents an integrated multidisciplinary approach to children's issues and problems, including psychological, sociological, educational, ethical, and social policy factors
- Includes clinical training with children and/or adolescents
- Combines theoretical rigor, an eclectic clinical orientation, and a strong focus on cultural values, ethnicity, and child advocacy
- Offers CS core classes on Thursday evenings and CS workshops on Friday, Saturday, and/or Sundays
CS Specialization Requirements:
|PSY 520A||Developmental Psychopathology I: Diagnosis (DIAGNOSIS)||3|
|PSY 520B||Developmental Psychopathology II: Intervention (INTERVENTION)||3|
|PSY 533B||Brain and Behavior: the Child||3|
|PSY 568A||Child Advocacy and Social Policy||3|
|PSY 543H||Cross-Cultural Infant Observation||2-3|
Clinical Training: Note, at least 75 hours of direct-client-contact hours in clinical training must be earned with children and/or adolescents in approved child specialization settings.
The LGBT Clinical Psychology Specialization
The LGBT Clinical Psychology Specialization consists of 17 units of focused coursework and clinical training for competency working with LGBT populations. An important focus of the Specialization is promoting understanding of heterosexism, homophobia, heteronormativity, biphobia and transphobia and the psychological conditions necessary for positive identity development and personality enhancement for LGBT people and their queer, questioning and heterosexual allies.
Based on the American Psychological Association’s Ethical Guidelines for the Treatment of LGBT clients and corresponding sources addressing the treatment of transgender people, the LGBT Specialization:
- Provides a practical skill-set based on an innovative and vetted curriculum, designed to build clinical competence in crisis, as well as longer term treatment to address LGBT issues of pride, history (ancient and contemporary), culture, gender, ethnic/racial/ability diversity, self-esteem, and self-empowerment
- Challenges bias by examining heterosexism, homophobia, heteronormativity, biphobia and transphobia in society, the profession, the LGBT community and ourselves, in an invigorating environment of affirmation, dialogue, role-playing and community activism
- Includes clinical training working with LGBT adults, couples, and/or young people in community settings
- Prepares students for a variety of careers with LGBT populations, including clinical work with individuals and families, as well as in LGBT nonprofit and community organizations
- Develops community-based organizing and interpersonal skills through the Community Action class
- Offers LGBT core classes on a weeknight and LGBT workshops on Fridays or Sundays
LGBT Specialization Requirements:
|PSY 593K||LGBT History and Mythology||3|
|PSY 593Z||Affirmative Psychotherapy||3|
|PSY 593DD||Multicultural Mental Health||3|
|PSY 593NN/C||Treating Families Through the Lgbt-Affirmative Lens||3|
|PSY 512D||LGBT Community Action||2|
|PSY 519 Series LGBT Identity Workshop - Students must compelte one workshop in the PSY 519 Series||1|
|LBGT Clinical Psychology Electives||2|
Clinical Training: Note, at least 75 hours of direct-client-contact hours in clinical training must be earned with LGBT clients in approved LGBT settings.
The Spiritual and Depth Psychology Specialization
The Spiritual and Depth Psychology Specialization (SDP) consists of 17 units of focused coursework training students in integrative psychotherapy. SDP provides a forum for students to investigate, study, and practice tools for personal growth, clinical application, and community wellness found in the intersections between contemporary Jungian/psychoanalytic psychotherapy, Eastern classical mindfulness, diversity consciousness, and other frontiers in holistic, non-dualistic theory and practice. SDP students are encouraged to maintain a mindfulness practice of their choosing and are provided opportunities to practice as a community both in classes and through community programs.
The SDP specialization:
- Fosters training in integrative psychotherapy rooted depth psychological and transpersonally informed methods of clinical practice, community service, and global citizenship
- Enhances understanding of intercultural traditions, theories, and practices of the spiritual self development
- Investigates creative intersections between Eastern philosophies of mindfulness and contemporary Western depth-oriented theory and clinical practice
- Offers a venue to explore and research subjective, internal, cultural, and transpersonal aspects of human experience
- Cultivates strategies for ending oppressive ideologies and promoting community empowerment, specifically through appreciation of the role of mindfulness in personal and social liberation
- Offers SDP core classes on a weeknight and workshops on Fridays or Sundays
SDP Specialization Requirements:
|PSY 521D||Transference/ Countertransference: Eros And Psyche||3|
|PSY 531H||Intercultural Transpersonal and Depth Psychology (PSYCHOLOGY)||3|
|PSY 533K||Mindfulness in Clinical Practice||3|
|PSY 594M||Frontiers in Integrative Depth Psychology (PSYCHOLOGY)||3|
|PSY 531J||Life As Practice: Inner Work, Social Responsibility, and Community Service||2|
Clinical Training: Note, SDP students are expected to apply SDP coursework in their clinical training, however, there are no additional SDP clinical training requirements beyond those contained within the MAP degree.
The Conflict and Non-Conflict Related Trauma Specialization
The Conflict and Non-conflict Related Trauma Studies Specialization (CRT) consists of 17 units of focused coursework and clinical training preparing students interested in learning more about the causes and treatments of emotional trauma in the general population and as a result of conflict and war.
The CRT Specialization:
● Trains students to contextualize and treat those suffering the effects of emotional trauma in a systemic, ecological, and socially responsible manner by maximizing contact with, and use of, familial and community resources to provide advocacy and a holistic approach to symptom reduction.
● Emphasis is placed on the use of evidence-based treatment protocol for those suffering symptoms of emotional trauma.
CRT Specialization Requirements:
|PSY 522B||Treatment of Trauma & Posttraumatic Stress Disorder||3|
|PSY 522C||Conflict Resolution, & Secondary Posttraumatic Stess Disorder (PTSD) & Self-Care Issues for Mental Health Professionals||3|
Clinical Training: Note, CRT students are expected to apply CRT coursework in their clinical training, however, there are no additional CRT clinical training requirements beyond those contained within the MAP degree.
|PSY 597A||Assessment & Treatment of Clients With Posttraumatic Stress Disorder & Co-Occurring Substance/Alcohol Abuse, Dependency, Or Addiction||3|
|PSY 597C||Assessment & Treatment of Trauma Posttraumatic Stress Disorder in the Civilian Population--Ptsd III||2|
|PSY 597E||Domestic Violence & Posttraumatic Stress Disorder in the Civilian Population||1|
|PSY 597B||Assesment & Treatment of Military Personnel/First Responders With Posttraumatic Stress Disorder (ptsd) & Co-Occurring Substance/Alcohol Abuse, Dependency, Or Addiction||3|
|PSY 597D||Assesment & Treatment of Trauma/ Postraumatic Stess Disorder (PTSD) in The Military/First Responder Population --PTSD IV||2|
|PSY 597F||Domestic Violence & Posttraumatic Stress Disorder in Military Personnel, & Military Couples/Families||1|
The General Practice Specialization
The General Practice Specialization (GP) consists of 17 units of focused coursework selected from a list of degree courses approved by the program faculty. Generally this will consist of specialization, LPCC and clinical skills courses with the intention of exposing the student to a broad array of knowledge and skills.
Example of a General Practice Specialization:
|PSY 593Z||Affirmative Psychotherapy||3|
|PSY 545D||Community Consultation & Collaboration||3|
|PSY 594M||Frontiers in Integrative Depth Psychology||3|
|PSY 522B||Treatment of Trauma & Posttraumatic Stress Disorder||3|
|PSY 545Z||Mental Health Paradigm in Action: 21st Century Recovery Model <ACP>||2|
Self-designed Specializations (SLF) consist of 17 units of focused coursework of study developed appropriate to the student's individual educational aims. This coursework may be drawn from multiple existing specializations and/or designed individually by the student in consultation with an advisor. A specialization may be focused in a particular area of professional interest such as career counseling, creative arts therapies, organizational behavior, multicultural psychology, etc.
Special note on management related self-designed specializations: Students interested in psychology and management or organizational behavior may construct self-designed specializations drawing on the resources of the AULA MA in Organizational Management Program. MAOM courses may be included in the program, and the MAOM Program's structured Field Consultation Project may serve as a Masters Project for the degree.
Planning Self-Designed Specializations
Students may request permission to enter either of these specializations at any time before Candidacy. The supervising faculty grants permission if the proposed focus for the degree seems appropriate, and the student has demonstrated the capacity for successful completion.
The student meets with his or her advisor to establish the title and focus for the blended or self-designed specialization. A Degree Plan for Blended or Self-Designed Specializations Form, specifying the 17 units to be included in the specialization must be approved and signed by the advisor. As part of a student’s candidacy review, the student's advisor certifies to the registrar’s office that the degree plan has been successfully followed and signs off and submits a final Degree Plan for Blended or Self-Designed Specialization Form. The name of a blended or self-designed specialization can not be the same as any of the existing specializations.
Titles for Self-Designed Specializations
Students designing a blended or self-designed specialization, which is similar in focus to any of the established Specializations, can sometimes take advantage of one or many of the special courses established for the Specializations. However, once again, titles of existing specializations may not be used as the title of a blended or self-designed specialization.
Master’s Thesis or Master’s Project
A Master's Thesis or Master’s Project is an option for the MA in Clinical Psychology. It is especially advisable for students intending to seek licensure overseas. If it is to be included, all procedures for the Master's Thesis or Project must be followed, as explained in the MPIC section of this catalog.