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The LSU Department of Psychology's Clinical Psychology
Training Program (CPTP) is an APA‡ accredited
program that subscribes to the “scientist-practitioner”
or “Boulder” model of clinical training.
Specifically, it is believed that the optimal clinical
psychologist is both an accomplished clinician and
a research scientist. He or she is able to
assess clinical procedures in a scientific fashion,
evaluate the clinical literature from a scientist's
perspective, call upon relevant empirical findings
and principles in the creation and/or application
of clinical procedures, and, ultimately, integrate
basic and applied (clinical) Psychology into a suitable
and sound personal frame of reference.
Graduates of our clinical Psychology program have
accepted various positions, including university professorships,
teaching or practicing in medical schools, private
practice, or practice in psychiatric or mental retardation
hospitals and clinics.
Program Structure
The CPTP consists of three major training elements:
course work, research, and clinical experience.
Course Work
During the first four semesters in the CPTP, a student
must pass the Qualifying Core Courses with a grade
of “A” or “B” as described
in "Evaluation of Students’ Course Work
Each Clinical Core Course is offered on a regular
basis to CPTP students and must be passed with a grade
of “A” or “B.” A student may
complete a clinical core course requirement, without
taking the course, by taking the comprehensive final
examination for that course and passing it with a
grade of “A.” A student may have two attempts
to complete a given clinical core requirement.
Course Work for the Doctoral
Degree**
| |
|
Qualifying Core Courses |
|
| |
|
Must
pass by the end of the 2nd Year |
Credit
Hours |
| PSYC |
4008 |
History
of Modern Psychology |
3 |
| PSYC |
7030 |
Cognitive
Basis of Behavior |
3 |
| PSYC |
7034 |
Biological
Basis of Behavior |
3 |
| PSYC |
7040 |
Social
Basis of Behavior |
3 |
| |
|
|
|
| |
|
Must Take 1 of the 2 |
|
| PSYC |
7020 |
Measurement
of Behavior † |
3 |
| PSYC |
7117 |
Methodology
and Research Design |
3 |
| |
|
|
|
| |
|
Must take 1 of the 2 |
|
| PSYC |
4111 |
Intermediate
Statistics+ |
3 |
| PSYC |
7111 |
Advanced
Statistics |
3 |
| |
|
| |
|
Clinical Core Courses |
|
| PSYC |
7020 |
Measurement
of Behavior † |
3 |
| PSYC |
7125 |
Psychological
Assessment I |
3 |
| PSYC |
7925 |
Psycholog
ical Assessment II |
3 |
| PSYC |
7171 |
Developmental
Disorders and Psychopathology of Children |
3 |
| PSYC |
7982 |
Advanced
Psychopathology |
3 |
| PSYC |
7927 |
Psychotherapy
and Behavior Change |
3 |
| PSYC |
7999 |
Professio
nal Considerations in Psychology |
3 |
| PSYC |
7929 |
Cultural
Diversity Issues in Counseling and Therapy |
3 |
| |
|
|
|
| |
|
Must take 1 of the 2 |
|
| PSYC |
7972 |
Child
Behavior Therapy |
3 |
| PSYC |
7185 |
Behavior
Therapy |
3 |
| |
|
|
|
| |
|
Other Required Coursework |
|
| PSYC |
7688 |
Practicum
in Clinical Psychology |
6* |
| PSYC |
7689 |
Practicumin
Clinical Psychology |
6* |
| PSYC |
8000 |
Thesis
Research |
6* |
| PSYC |
9000 |
Dissertation
Research |
12* |
| PSYC |
7997 |
Clinical
Psychology Internship |
15 |
| |
|
|
|
| |
|
Optional |
|
| PSYC |
7990 |
Teaching
of Psychology |
|
| PSYC |
7690 |
Teaching
of Psychology Practicum |
|
| |
|
|
|
+ Please note: All clinical students must take and
pass PSYC 4111, Intermediate Statistics or
PSYC 7111, Advanced Statistics. The student
must take PSYC 4111 unless granted permission by the
instructor of PSYC 4111 to take PSYC 7111. This decision
will be based on a determination that a course equivalent
to PSYC 4111 has been taken.
* Additional hours may be taken, but number listed
is the maximum allowed applied to degree.
** This list is intended as an example of courses
for the degree and is subject to change. All students
will be informed of their requirements upon entry
to the program.
† PSYC 7020 doubles as a Qualifying Core Course
and a Clinical Core Course
Research
Two research projects are required:
a master's thesis and a doctoral dissertation. The
master's thesis must be completed during
the 5th semester. Please see"Expectations of
an Enrolled Student" for additional information
on these projects.
Clinical Experience
Clinical Practicum
Clinical practica sites include the following:
• LSU Department of Psychology, Psychological
Services Center
• Baton Rouge Health Center & Substance
Abuse Clinic
• Earl K. Long Hospital, LSU Medical School
Unit
• Psychology Consultation Service and Internal
Medicine; Pennington Biomedical Research Center
• Pinecrest Developmental Center and Northshore
Supports and Services Center
• The Baton Rouge Clinic, AMC
The active practicum teams follow several rules:
• Four years of clinical practicum are required,
with a year defined as a two-semester contiguous block
of clinical practicum with the same supervisor. Summer-fall
and spring-summer blocks, as well as fall-spring blocks
are included. At least one practicum year shall include
a summer.
•Each of the eight semesters requires enrollment
for at least three hours of PSYC 7688-7689, Practicum
in Clinical Psychology. One credit hour equals five
contact hours.
• Students must complete one year of practicum
with a Clinical Psychology faculty member who is not
the student’s major professor.
Assessment Practicum
A practicum experience linked to the assessment course
sequence (Psychological Assessment I and II) is required
of students taking these courses. It is essentially
a laboratory for the assessment courses.
Internship
All clinical students are required to take a one-year
full-time clinical Psychology internship at an APA-accredited
clinical Psychology internship facility. Rare exceptions
are made with approval of the clinical faculty. Under
hardship conditions, a student may be permitted to
take an unapproved internship that meets APA standards.
The student must notify the graduate secretary when
they are going on internship. Each student must complete
the General Examination and the minor (if applicable)
before applying to internship. Also, each student
must have approval of the clinical faculty and must
have a support letter from the clinical director to
each internship to which he or she applies.
Placement of LSU Clinical
Students for Internships
2006-2007
• The Boston Consortium in Clinical Psychology,
Boston, MA
• University of Mississippi Medical Center,
Jackson, MS
• South Arkansas Regional Health Center, El
Dorado, AR
• Department of Veterans Affairs, Palo Alto
Health Care Center, Palo Alto, CA
• Kennedy Krieger Institute, Johns Hopkins University,
Baltimore, MD
• Medical University of South Carolina, Charleston
Consortium Internship Program, Charleston, SC
• California Department of Mental Health, Metropolitan
State Hospital, Norwalk, CA
• Department of Veterans Affairs Medical Center,
New Orleans, LA
• Brown University, Clinical Psychology Training
Consortium, Providence RI
• Houston Independent School District, Houston,
TX
2007-2008
• Kennedy Krieger Institute, Johns Hopkins University,
Baltimore, MD
• University of Mississippi Medical Center,
Jackson, MS
• University of New Mexico Health Sciences Center,
Albuquerque, NM
• University of Florida, Gainesville, FL
• Rush University Medical Center, Chicago, IL
• Baylor College of Medicine, Houston, TX
• Florida State University, Tallahassee, FL
2008-2009
• Wayne State University School of Medicine,
Detroit, MI
• Kennedy Krieger Institute, Johns Hopkins University,
Baltimore, MD
• University of Oklahoma Health Sciences Center,
Oklahoma City, OK
• University of California Los Angeles, Los
Angeles, CA
• Nebraska Internship Consortium in Professional
Psychology, Lincoln, NE
2009-2010
• Kennedy Krieger Institute at Johns Hopkins
University School of Medicine, Baltimore, MD
• Nebraska Internship Consortium in Professional
Psychology, Lincoln, NE
• Baylor College of Medicine, Houston, TX
• University of Florida, Gainesville, FL
• Brown University, Clinical Psychology Training
Consortium, Providence, RI
Student Progress through the
CPTP
Evaluation of Students’
Course Work
• The LSU Graduate School requires that all
students maintain a 3.0 GPA (“A” = 4.0)
to remain enrolled. Thus, all courses are graded on
a 4-point scale.
• The master's thesis and doctoral dissertation
are evaluated by faculty committees in the context
of the written document and oral thesis and dissertation
defenses.
• Performance in a practicum setting is evaluated
by a CPTP student's practicum supervisor. A detailed
questionnaire is provided for this purpose and feedback
to the student is required. Faculty performance as
a practicum supervisor is also evaluated by CPTP students.
These evaluations are presented to the faculty in
summary form by the director of clinical training.
• A general review of each student's progress
in those capabilities necessary for the practice of
Clinical Psychology is conducted by the Clinical Training
Committee (CTC) at the end of the spring semester
each year. Feedback is provided to each student by
his or her advisor orally throughout the year and
at the end of the Spring semester via written feedback.
(See “Evaluation of Student Progress Toward
Departmental Goals” below.
• Each student must pass the clinical internship,
as indicated by letter or form from the internship
program that he or she attended.
• After graduation, each student submits to
the Department of Psychology information regarding
the place and nature of his or her post-graduate employment.
This information is used by the CPTP to evaluate the
degree of success in meeting its training objectives.
Evaluation of Student Progress
toward Departmental Goals
Each student will be evaluated every academic year.
Both the student and the major professor will sign
the evaluation form after discussing the evaluation.
The evaluation will show the student’s progress
as well as inform students of what their goals should
be for the coming year.
Clinical Performance and Outcome
Data
| Applicant Data |
2004-2005 |
2005-2006 |
2006-2007 |
2007-2008 |
2008-2009 |
2009-2010 |
| Number of Applicants |
154 |
140 |
92 |
131 |
153 |
129 |
| Number Accepted
for Admission |
8 |
14 |
13 |
15 |
20 |
17 |
| Actual Size of
Incoming Class |
7 |
11 |
13 |
11 |
11 |
13 |
| Number of Students
Receiving Financial Aid |
7 |
11 |
13 |
11 |
11 |
12 |
| Of those Accepted |
|
|
|
|
|
|
| GRE: Verbal |
|
|
|
|
|
|
| Average/Percentile |
513 |
571 |
552 |
560 |
540 |
531 |
| Median
Score/Percentile |
500 |
570 |
550 |
530 |
540 |
550 |
| GRE: Quantitative
|
|
|
|
|
|
|
| Average/Percentile |
676 |
663 |
672 |
635 |
682 |
678 |
| Median
Score/Percentile |
680 |
660 |
670 |
650 |
690 |
670 |
| GRE: Analytical-New
scoring |
|
|
|
|
|
|
| Average/Percentile |
4.7 |
5.1 |
4.9 |
4.75 |
4.62 |
4.46 |
| Median
Score/Percentile |
5 |
5 |
4.5 |
4.75 |
4.5 |
4.5 |
| Average Undergraduate
GPA |
3.43 |
3.5 |
3.6 |
3.76 |
3.79 |
3.62 |
| Internship
Data |
|
|
|
|
|
|
| Number of Students
Applying for Internship This Year |
4 |
10 |
15 |
9 |
5 |
9 |
| Number Accepted
on APPIC Match Day |
+ |
+ |
11 |
7 |
5 |
8 |
| Number Accepted
After APPIC Match Day |
+ |
+ |
3 |
1 |
|
|
| Number Accepted
to Accredited Sites |
4 |
10 |
14 |
8 |
5 |
8 |
| Number Accepted
to Funded Positions |
4 |
10 |
13 |
8 |
5 |
8 |
| Graduate
Outcomes |
|
|
|
|
|
|
| Students entering
with Bachelors Degree: |
|
|
|
|
|
|
| Number
of Students Completing the Program This Year |
3 |
5 |
3 |
3 |
6 |
+ |
| Mean
Number of Years to Completion for these Students |
6.17 |
5.8 |
6.16 |
6.16 |
6.08 |
+ |
| Median
Number of Years to Completion for these students |
6 |
6 |
6.5 |
6.5 |
6 |
+ |
| Students entering
with Masters Degree: |
|
|
|
|
|
|
| Number
of Students Completing the Program This Year |
0 |
4 |
2 |
0 |
6 |
+ |
| Mean
Number of Years to Completion for these Students |
0 |
6 |
6 |
N/A |
6 |
+ |
| Median
Number of Years to Completion for these Students |
0 |
5.75 |
6 |
N/A |
6.5 |
+ |
| Of Students Receiving
Ph.D. This Year |
3 |
9 |
5 |
|
8 |
|
| Percentage
of students completing in 5 years or less |
33.3% |
11% |
0% |
0% |
1 |
|
| Percentage
of students completing in more than 5 years
but less than 6 years |
33.3% |
67% |
40% |
33.3% |
1 |
|
| Percentage
of students completing in more than 6 but less
than 7 years |
0% |
22% |
60% |
66.67% |
3 |
|
| Percentage
of students completing in 7+ years |
33.3% |
0% |
0%s |
0% |
3 |
|
| Of the incoming
class: |
|
|
|
|
|
|
| Number
of students no longer matriculating in program |
3 |
0 |
1 |
0 |
0 |
|
| Percent
of students no longer matriculating in program |
43% |
0% |
8% |
0% |
0% |
|
+ Data not available for this time period.
Clinical Faculty
The faculty's orientation is best described as “empirical
clinical psychology,” i.e., a preference for
clinical procedures and etiological hypotheses that
are based on the science of psychology (and related
sciences) and are tested or are testable in accordance
with the variety of procedures called the scientific
method.
In recent years, LSU's clinical program has become
highly visible both nationally and internationally.
The faculty includes many internationally recognized
experts who are routinely asked to share their expertise
at national and international meetings such as the
American Psychological Association, World Congress
on Behavior Therapy, Association for Advancement of
Behavior Therapy, and Association for Behavior Analysis.
This activity and high profile translates into good
training for doctoral students in clinical Psychology,
since students can be actively involved in state-of-the-art
techniques in assessment and treatment and can do
master's-level theses and dissertations that can make
a positive impact on the field.
Additionally, the faculty can help students obtain
internships and jobs because of this visibility and
the many relationships they have established with
professionals throughout the country. For example,
of the doctoral students who have gone on internships,
most were accepted by their first or second choice.
A listing of faculty members in this area, and their
research interests follows.
Phillip
J. Brantley • Adjunct Professor;
Ph.D., University of Georgia; Fellow of the American
Psychological Association and the Society of Behavioral
Medicine • Health Psychology with emphasis
on psychosocial factors in long-term adherence to
medical protocols and adaptation to chronic illness;
research with a variety of medical populations (e.g.,
adults with diabetes, hypertension, obesity)
Julia
Buckner • Assistant Professor;
Ph.D., Florida State University • The nature,
prevention, and treatment of adult anxiety disorders
with an emphasis on the transactional relations between
anxiety and substance abuse. Clinical interests include
the use of motivation enhancement to encourage seeking
of and adherence to empirically supported treatments
for anxiety disorders and addiction.
Alex Cohen
• Assistant Professor; Ph.D., Kent State
University • Experimental Psychopathology,
with an emphasis on elucidating the affective and
neurocognitive underpinnings of social dysfunction
in schizophrenia. Clinical interests include the application
of empirically supported treatments to individuals
with severe and chronic mental illness.
Amy Copeland
• Associate Professor; Ph.D., Director
of the Psychological Services Center; State University
of New York, Binghamton • The role of motivational
variables, such as mood and outcome expectancies for
weight control and mood management in the etiology
and cessation of stimulant use; smoking cessation;
smoking and eating-related disorders
Thompson
Davis III • Assistant Professor;
Ph.D., Virginia Polytechnic Institute & State
University • The assessment and treatment
of anxiety disorders in children, adolescents, and
young adults. In particular, the phenomenology, etiology,
assessment, and treatment of specific phobias (i.e.,
intense, persistent fears of specific animals, situations,
environments, etc.). Specific interests include one-session
treatment for specific phobia, empirically supported
treatment, behavioral assessment, and quality of life.
William
Drew Gouvier • Professor; Ph.D.,
Memphis State University • Clinical neuropsychology,
with emphasis on baserates, post concussion syndrome,
malingering detection, and social implications of
disabilities
Mary Lou
Kelley • Professor; Ph.D.,
University of West Virginia • • Behavioral
assessment and treatment of children and adolescents;
Children’s Adjustment in the Aftermath of Hurricane
Katrina (NIMH Funded Research), Attention Deficit
Hyperactivity Disorder; parent involvement in promoting
children’s academic progress. Practicum supervision
in behavioral pediatrics at the Baton Rouge Clinic
where her graduate students assess and treat children
with a variety of medical, behavioral, and academic
problems.
Johnny
L. Matson • Professor and Distinguished
Research Master; Director of Clinical Training; Ph.D.,
Indiana State University •Intellectual
disabilities and autism spectrum disorders, social
skills training, childhood depression, differential
diagnosis, and behavioral assessment and treatment.
He is editor-in-chief of Research in Developmental
Disabilities and Research in Autism Spectrum Disorders
and serves on the editorial boards of other journals.
He is the author of 32 books and 450 articles, book
chapters and tests. Dr. Matson is past president of
the Mental Retardation Division of the American Psychological
Association and the Psychology Division of the American
Association on Mental Retardation.
For more information on Clinical Psychology, please
contact Dr. Matson at johnmatson@aol.com.
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