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Home , April 1979, University of Chicago

1979-1980

CATALOGUE

THE SCHOOL

OF

PROFESSIONAL PSYCHOLOGY

April, 1979

A Non-Profit Institution Chartered Under The General Not For Profit Corporation Act. BOARD OF TRUSTEES Chairperson: Rev. Francis A. Chiaramonte, C.S.Sp. Vice-Chairperson: Frances R. Racusen, Ph.D. 1979-1980 MEMBERS William K. Carroll, Ph.D., of Strasbourg, France; J.D., Northwest- ern University School of Law; Associate Professor, The John Marshall Law NON-DISCRIMINATION POLICY School; Registered Psychologist (Illinois). The Chicago School of Professional Psychology admits students of any race, Rosalind Dymond Cartwright, Ph.D., ; Professor, Dept. of color, sex, national and ethnic origin to all the rights, privileges, programs Psychology, University of Illinois (1969-1977). Chairman, Dept. of Psychol- and activities generally accorded or made available to students at the ogy, Rush Presbyterian St. Luke's Medical Center, (since 1977); Fellow, School. It does not discriminate on the basis of race, color, sex, national or American Psychological Association, Division of Personality and Social ethnic origin in administration of its educational policies, admissions policies Psychology; Fellow, American Association for the Advancement of or any school programs. Science. Rev. Francis A. Chiaramonte, C.S.Sp.; S.T.L., Gregorian University, Rome: Mental Health Board of Chicago (Vice-Chairman 1965-1970; Chairman, 1970-1976); Principal, St. Francis de Sales High School (since 1973). THE CHICAGO SCHOOL OF Philip W. Collins, B.S. in Commerce, Notre Dame University. Broker-Agent, Alexander and Alexander; Member, Development Committees, Mercy and Passavant Hospitals; Illinois State Representative, 30th District (since PROFESSIONAL PSYCHOLOGY 1966). William B. Haase, B.S.C., DePaul University; C.P.A., Partner and Director of Personnel Development, Arthur Young & Co.; Member Board of Education, , Illinois 60610 Mt. Prospect, III., District 26 (1973-1979). Philip Hablutzel, M.A., The ; J.D., The University of 410 South Michigan Avenue Chicago Law School; Fellow, Institute of Philosophy, University of Heidel- Chicago, Illinois 60605 berg, Germany; Senior Research Attorney, (312) 786-9443 (1968-1971): Member, Illinois Bar (since 1967). Fred Herzog, J.D., University of Graz, ; J.D., ; Dean, Chicago-Kent of Law (1969-1972): Dean, The John Marshall Law School (since 1976). Kenneth I. Howard, Ph.D., The University of Chicago; Professor, Dept. of Psychology, (since 1970); Fellow, American Psychological Association, Divisions of Psychotherapy and Evaluation and Measurement; President, Society for Psychotherapy Research (1969- . 1970). Kenneth L. Moses, Ph.D., Illinois Institute of Technology; Consultant, Stritch College of Medicine, Loyola University of Chicago; Registered Psychologist (Illinois). This Catalogue announces the course offerings, policies and procedures, and fee structure of The Chicago School of Professional Psychology at the Frances R. Racusen, Ph.D., University of Iowa; Diplomate in Clinical Psy- time of its publication. However, the School reserves the right to make what- chology by the American Board of Professional Psychology; Chief, Drug ever changes in academic requirements, admission requirements and other Dependency Treatment Center, Hines Veterans Administration Hospital Catalogue details that may be considered necessary from time to time. (1972-1979); Adjunct Associate Professor of Psychology, Abraham Lincoln School of Medicine, University of Illinois (since 1975). Board of Trustees (continued) CITIZENS' ADVISORY BOARD

Nathaniel J. Raskin, Ph.D., The University of Chicago; Diplomate in Clinical Arthur L. Berman, LL.B., Northwestern University School of Law, 1958; Part- ner, Maragos, Richter, Berman, Russel & White; Member, Illinois State Psychology by the American Board of Professional Psychology; Associate Professor, Dept. of Psychiatry, Northwestern University Medical School Senate (11th District). (since 1965); Fellow, American Psychological Association, Divisions of Audrey Brodt, M.A., Loyola University of Chicago; Member, Board of Direc- Clinical Psychology and Psychotherapy; President, American Academy of tors, Midwestern Psychology Development Foundation. Psychotherapists. Sister M. Irenaeus Chekouras, Ph.D., The University of Chicago; President, Ex-Officio: The Dean of the School — Alan K. Rosenwald, Ph.D.; Diplomate Saint Xavier College, Chicago; Member, Boards of Directors, Mercy Hospi- in Clinical Psychology by the American Board of Professional tal and Federation of Independent Illinois and . Psychology; Chief, Psychology Dept., Illinois State Psychiatric Institute (1962-1976); Fulbright Senior Lecturer, University of Muriel L. Crawford, J.D.; Attorney-at-Law, Washington National Insurance Sydney, Australia (1967); President, Illinois Psychological Associ- Company, Evanston. ation (1959-1960 and 1969-1970). Thomas G. Lynch, M.B.A., The University of Chicago; Senior Vice President Non-Voting Representatives: One Faculty Member for Operations, Harris Trust and Savings Bank, Chicago; President, Board One Student of Education, Oak-Park-River Forest High School (since 1972); Member, Citizens' Board of Businessmen for Loyola University (since 1976). PSYCHOLOGISTS' ADVISORY BOARD Marjorie Kalman, M.Ed., University of Illinois: Member, Board of Directors and Treasurer, Midwestern Psychology Development Foundation. Robert Barrell, Ph.D.; Diplomate in Clinical Psychology by the American Board of Examiners in Professional Psychology; Fellow, American Norval Morris, J.D.; Julius Kreeger Professor of Law and , The Psychological Association, Division of Psychologists in Public Service; University of Chicago Law School (since 1964); Dean, The University of President, Illinois Psychological Association (1976-1977). Chicago Law School (1975-1978). , Ph.D.; Diplomate in Clinical Psychology and Clinical Hypnosis Daniel M. Pierce, J.D., Law School, 1952; Partner by the American Board of Examiners in Professional Psychology; Fellow, Altheimer and Gray, Chicago; Member, Illinois House of Representatives, American Psychological Association, Divisions of Clinical Psychology, 32nd District (since 1965). Psychotherapy, Psychological Hypnosis and Developmental Psychology; Professor, Dept. of Psychology and Behavioral Sciences, The University of ADMINISTRATION Chicago (1961-1976); President, Society for Clinical and Experimental Hypnosis (1975-1977). Acting President *Philip Hablutzel, M.A., J.D. Vice-President/Dean Alan K. Rosenwald, Ph.D. Goldiamond, Ph.D.: Fellow, American Psychological Association, Divi- Treasurer William B. Haase, C.P.A. sion of Experimental Analysis of Behavior; Professor, Departments of Secretary/General Counsel Donald Paull, Ph.D., J.D. Psychiatry and Behavioral Sciences, The University of Chicago. Associate Dean Jeffrey M. Slutsky, Ph.D. William Hunt, Ph.D.; Diplomate in Clinical Psychology by the American Board Comptroller Richard F. Marin, B.S. of Examiners in Professional Psychology; Fellow, American Psychological Administrative Assistant Gerard J. Werckle, M.S. Association, Divisions of Clinical and Experimental Psychology; Professor Emeritus, Loyola University of Chicago. Member, Board of Directors, Core Faculty Members: Bernard H. Gold, Ph.D. American Psychological Association (1946-1947); President, Division of Richard P. Issel, Ph.D. Clinical Psychology (1953-1954); Thomas Salmon Memorial Lecturer, New Melvin L. Perlman, Ph.D. York (1954); Award for Distinguished Contribution to Clinical Psychology, American Psychological Association (1967); Award for Outstanding Con- *A member of the Board of Trustees who has agreed to serve as Acting tribution to Psychology, Illinois Psychological Association (1978). President until a permanent President has been appointed. Robert M. Lipgar, Ph.D.; President, Illinois Group Psychotherapy Society (1969); Professional Lecturer and Coordinator of Group Psychotherapy Training, Dept. of Psychiatry, The University of Chicago (since 1975). Salvatore R. Maddi, Ph.D., Harvard University; Professor, Dept. of Behavioral Sciences and the College, the University of Chicago (since 1968); Distin- guished Visiting Scholar, Educational Testing Service (1963-1964); Visiting Professor, Harvard University (1969-1970); Chairman, Divisional Master's Program, The University of Chicago (1975-1978); Fellow, American Psychological Association (since 1970); Fellow, Sigma Xi. TABLE OF CONTENTS INTRODUCTORY INFORMATION BACKGROUND INTRODUCTORY INFORMATION The field of professional psychology has been developed by psychologists Program and Philosophy 7 working together through their professional associations. The field represents Purpose 7 an appropriate mixture of scientific research, scholarship and clinical training. Licensing, Certification & Registration 8 An example is the report of the 1973 National Conference on Patterns and Governance 9 Levels of Training in Psychology sponsored by the American Psychological Association and held in Vail, Colorado. The report concluded that psychology has "sufficiently matured" as a scientific discipline to justify the creation of GENERAL INFORMATION programs of professional education. Academic Calendar 10 Tuition and Fees 11 The Chicago School of Professional Psychology owes its inception to Non-Discrimination Policy 13 these developments and to the commitment of practicing psychologists in Illi- Minimum Admissions Eligibility Requirements 14 nois to the concept of providing high quality professional training in a non- Admissions Evaluation Criteria 14 profit setting. Initial plans for the formation of the School were made in 1977. Application Procedure 15 They were brought to fruition in by the Midwestern Psychology Development Foundation.

ACADEMIC POLICIES PROGRAM Transfer of Credit Regulations 16 Candidacy Status 16 The Chicago School of Professional Psychology offers a four year post Grading and Evaluation 17 baccalaureate graduate program in professional psychology. The School Part Time Status 17 plans to confer the Doctor of Psychology degree (Psy.D.) after it receives the Graduation Requirements 18 necessary authority from the State of Illinois. Professional Performance Evaluation Criteria 18 PHILOSOPHY The Chicago School of Professional Psychology does not advocate any par- General Statement 19 ticular theoretical orientation. Students are expected to become thoroughly Outline 19 familiar with the main theorists of the past as well as with contemporary thinking, practice and research. Students will be taught to evaluate critically Course Descriptions Academic 21 all theories and techniques. Clinical 26 The entire curriculum, teaching and training at The Chicago School will reflect its basic concern with the ethical dimension inherent in the practice of FACULTY professional psychology. An awareness of ethical problems cannot be pro- vided merely by formal coursework. All teaching and clinical supervision pro- Core Faculty and Faculty Listings 27 vided by the School should mirror this concern with ethical issues. AFFILIATIONS PURPOSE In addition to accreditation the School will apply for: Status as an Approved Training Program from the American Psychological TRAINING CLINICIANS Association A competent practitioner must have both a broad knowledge of the theoret- Affiliation with the National Council on Graduate Education and Psychology ical background of clinical psychology and the ability to apply that knowledge Affiliation with the National Council of Schools of Professional Psychology to specific clinical situations. The curriculum reflects the School's desire to provide students with a broad and solid foundation in clinical theory and GOVERNANCE technique and, at the same time, allow students to develop skills in specific clinical areas. The training program of The Chicago School of Professional The Chicago School of Professional Psychology is a non-profit institution Psychology is designed to facilitate the integration of the study of personality chartered under the Illinois General Not For Profit Corporation Act. Final au- theory and psychopathology with that of clinical assessment and thority and responsibility for the operation of the School are vested in the psychotherapy. These four interdependent areas are studied simultanteously Board of Trustees. The School's Bylaws provide that the Council of the Illi- from different theoretical perspectives. Clinical supervision during practica nois Psychological Association shall have the right to appoint the and the internship provide the opportunity for deepening knowledge about Psychologist-Trustees who constitute a majority of the Board. The additional and developing skill in each area. Since practicum sites are located in dif- Trustees will be elected by the Fellows of the School. These are Illinois psy- ferent community agencies, students will also learn the necessity of adapting chologists registered with the School who are either Fellows of Division 12 theory and skills to a variety of patient populations. (Clinical Psychology) of the American Psychological Association or Diplomats of the American Board of Professional Psychology. CONTINUING PROFESSIONAL EDUCATION Non-voting representatives elected by both the faculty and the student In recent years, licensing, certification and registration agencies are requiring body attend all Board meetings. evidence that professionals are familiar with new developments in their fields. The Board of Trustees delegates the daily operation of the School to the The Chicago School of Professional Psychology sees as a part of its mission Officers of Administration and the Faculty. the development of programs to meet this need. A faculty composed of prac- ticing professional psychologists is a most appropriate body for providing continuing education. The Chicago School anticipates offering its first FACULTY courses of this nature during the 1980-81 academic year. The Chicago School utilizes practicing clinicians as faculty members to the greatest extent possible. The Faculty provides academic and clinical in- STATE APPROVAL struction, serves as advisors to students and actively participates in the governance of the School through service on academic and administrative The School has received authority to operate as a post-secondary educa- Committees. tional instiution from the Illinois Office of Education. It will apply for degree granting authority from the Illinois Board of Higher Education at the earliest The teaching faculty consists of "Core Faculty" and "Faculty." Members of appropriate date. (Illinois law requires that a School be fully operational the Core Faculty devote a greater percentage of their time to the School and before it can obtain the authority to grant degrees.) hence are more actively and continuously involved in academic administra- tion and program planning. The School has been fortunate in securing the As the School does not have degree granting authority at the time of the interest and involvement of professionals of considerable prestige and publication of this Catalogue, all references to awarding degrees are stature within the professional community. contingent upon obtaining it. LIBRARY ACCREDITATION The School has arranged for the use of the DePaul University Libraries for The School will also apply, at the earliest possible date, for Candidate Status the 1979-1980 academic year. Additional affiliations with other local spe- for Accreditation with the North Central Association of Colleges and Schools. cialized libraries have been obtained. The School began developing its own professional library in the Spring of 1979. NOTICE ON STATE LICENSING, CERTIFICATION AND REGISTRATION LOCATION The School will do all things necessary to acquire degree granting authority The School is located at 30 West Chicago Avenue on Chicago's Near North and accreditation as quickly as possible. Nevertheless, students are advised Side. It is convenient to transportation, libraries, social service agencies and to inquire about their eligibility to take state licensing, certification or registra- parking facilities. Classrooms and administrative offices are at this address. tion examinations in the event that they graduate before the school has obtained full accreditation. GENERAL INFORMATION CLASS SCHEDULING Classes will generally meet once a week in the evening. Daytime course of- ACADEMIC YEAR ferings may also be available if more than one section of a particular course is scheduled to be taught. Classes will meet on the average of 50 minutes The School year consists of two 16 week semesters, including examination for each semester hour of credit awarded. Most courses carry three (3) periods, and a summer session. The Calendar for the 1979-1980 academic semester hours of credit. Practicum arrangements will be made by the stu- year, including the 1979 Spring and Summer Sessions, is listed below. dent in conjunction with the School and clinical agency. Most practicum placements will entail weekday involvement. SPRING SEMESTER - 1979 February 19 - February 23 Registration TUITION AND FEES February 26 Classes begin Summer Session 1979 $130 per semester hour Last date to submit Transfer of Credit Summer Session 1979 - Library Fee $25 (Only for students beginning Applications coursework during this session) May 28 Memorial Day - No Classes June 11 Last date to submit Applications for Admission for Summer Session, TUITION 1979- 1980: 1979 Full-time students $1740 per semester ($3480 per June 11 - June 15 Pre-Registration for Summer Session (9 sem. hrs. or more) academic yr.) (Applies to currently enrolled stu- Part-time Students $1160 per semester ($2320 per dents only) (8 sem. hrs. or less) academic yr.) (2/3 the full time rate) June 14 Classes end Summer Session 1980 To be determined Auditing fee (For enrolled $50 per semester hour SUMMER SESSION - 1979 students only) Auditing fee (For Special Students) $150 per semester hour June 22 Summer registration deadline Internship fee (per semester)* $150 June 25 Classes begin Application fee (non-refundable) $35 July 2 Last date to pre-register for Fall, 1979 Continuing registration fee $75 classes (per semester)** July 4 Independence Day - No Classes *This fee covers administrative ex- August 17 Classes end penses, the student's Clinical Case Study, possible visits to internship FALL SEMESTER - 1979 agencies, and other related costs. The maximum fee is $300 even if August 24 Fall registration deadline (All students) the internship is done part time over August 27 Classes begin a two year period. September 1 - September 5 Labor Day/APA Convention - No **This fee applies to those students Classes October 15 Last date to submit Transfer of Credit who do not complete their Clinical Applications Case Study during the summer ses- sion following their internship. November 21 - November 25 Thanksgiving Vacation December 10 - December 21 Spring pre-registration (All students) Late registration $10 December 21 Classes end Non-refundable tuition deposit upon $150 acceptance (will be credited SPRING SEMESTER - 1980 toward tuition) Transcript of credits; first copy free $2 January 18 Spring registration deadline of charge; each additional copy January 21 Classes begin March 31 - April 6 Spring vacation Note: A student may not register for classes at the beginning of each semes- April 15 Last date to submit Application for ter until any past due tuition and fees have been paid. Admission to Candidacy Status May 5 - May 15 Summer and fall pre-registration May 15 Classes end May 31 Last date to submit Application for Admission for Summer Session, See REVISED TUITION SCHECJLE 1980 On inside back cover 10 11 STUDENT FINANCIAL ASSISTANCE PRIORITY OF ACADEMIC PROGRAM When the School achieves candidacy status from the North Central Associa- tion, students will be eligible to participate in the Illinois Guaranteed Student With limited exceptions The Chicago School of Professional Psychology is a Loan program. Limited financial assistance in the form of scholarships or full-time program requiring a full commitment from students. Full-time students teaching assistantships may be available to qualified students in the 1980 - are expected to regard the academic program as their primary concern and 1981 academic year. The School will make application at the appropriate occupation. Any necessary employment is expected to be part-time. date to the State Approving Agency for Veteran's Education so that eligible students will be able to participate in this program. STUDENT ASSOCIATION The School has encouraged formation of a Student Association to represent DEFERRED PAYMENT PLAN the common interests of students, to be the students' voice in the decision- A student experiencing financial difficuly may, after making appropriate making processes of the School and to sponsor appropriate activities. The arrangements with the Bursar's Office, pay one-third (1/3) of his or her tuition Association is the mechanism through which the student body selects its at registration and the remainder at specified intervals during the semester. non-voting representative on the Board of Trustees and the student members All tuition should normally be paid by the eighth week of class. of School Administrative Committees. When accreditation is achieved students will be eligible to apply for student REFUND POLICY membership in the Illinois Psychological Association and the American The refund of tuition will be made according to the following schedule for Psychological Association. students who withdraw from the School or from courses during Summer Session. If, for extraordinary reasons, a student is permitted to change his or OFFICIAL INFORMATION her status from full-time to part-time during a semester this refund schedule Students are expected to be aware of the information published in this will be applied to the difference between the full time tuition and the part-time catalogue as well as that which is officially posted on school bulletin boards. tuition. All administrative decisions affecting students' programs will be communi- cated in writing. Time of Withdrawal Amount of Refund After registration, but before first class session 95% ACCESSIBILITY OF RECORDS During first week, of class, but after The Chicago School will at all times be in compliance with federal law first session regarding accessibility of student records. During second week of class Third and fourth weeks of class Fifth week of class NON-DISCRIMINATION POLICY After fifth week of class The Chicago School of Professional Psychology admits students of any race, Note: The registrar should be notified immediately of all changes in student color, sex, national and ethnic origin to all the rights, privileges, programs course schedule or status so that refund claims, when warrented, can and activities generally accorded or made available to students at the school. be instituted promptly. It does not discriminate on the basis of race, color, sex, national or ethnic origin in administration of its educational policies, admissions policies or any school programs. STUDENT COUNSELING The Dean is available to students for discussion of appropriate academic, ADMISSIONS INFORMATION vocational or professional problems. In addition, each student will have a faculty advisor. The Chicago School is open to men and women who have earned a Bache- lor or Master's degree from an accredited institution. The following Admis- sions Eligibility Requirements have been developed in order to insure that The Chicago School will only receive applications from individuals who have demonstrated academic competence in the past and who have some famil- iarity with the field of psychology. These are not admissions standards. They are the minimal requirements an individual must meet in order to have his or her application considered.

12 13 MINIMUM ADMISSIONS ELIGIBILITY REQUIREMENTS APPLICATION PROCEDURES 1) Students interested in applying should complete an admissions applica- GENERAL tion and send it, together with the $35 application fee to: 1) A Bachelor's degree from an accredited college or university. 2) Academic ability which may be demonstrated in any one of three ways: Admissions Committee a) an undergraduate average of 3.0 (on a 4 point scale) The Chicago School of Professional Psychology b) a total score of 1000 on the aptitude section of the Graduate Record 30 West Chicago Avenue Examination if the test was taken before October, 1977; if taken Chicago, Illinois 60610 after October, 1977, the total score must be 1500. c) a minimum score of 50 on the Miller Analogies Test 2) Applicants for admission should arrange for the registrars of all colleges and universities attended to send official copies of transcripts directly to PSYCHOLOGY the School. Letters of recommendation must also be sent directly to the Familiarity with the field of psychology as evidenced by meeting any one of School by the individuals writing them. the following five criteria: 3) Applicants who have not previously taken the Miller Analogies Test 1) An undergraduate major in psychology should make arrangements to take it at a local university and have their scores forwarded to the School. Applicants who have taken the test 2) Completion of 18 semester hours of undergraduate courses in psychol- should write to The Psychological Corporation and request that their ogy* score be sent to the School. Such requests should be addressed to: 3) Completion of at least 9 semester hours of undergraduate courses in psychology and of at least 9 semester hours of graduate courses in The Psychological Corporation psychology Controlled Testing Center 4) A Masters degree in psychology or a related field (e.g., Counseling) P.O. Box 1949 from an accredited university Grand Central Station 5) Two years of post B.A. work experience as a full time employee in a New York, N.Y. 10017 mental health position. The request must contain the following information: It will be presumed that any admission will be contingent upon completion of these requirements before the beginning of the semester for which the a) Student's full name and signature student has been accepted. b) Date of birth c) Approximate date of testing *a psychology course is defined as one given by the psychology department d) Name of the testing site or recognized by the psychology department. e) The name and address of The Chicago School of Professional Psychology ADMISSIONS EVALUATION CRITERIA f) A check for $3.00 made payable to The Psychological Corpora- tion Individuals who have satisfied the minimum eligibility requirements will be evaluated on the following criteria: 4) Applicants will be contacted by the School to make interview arrange- 1) Academic competence based on official transcripts and standardized ments. test scores. 5) Applicants will be notified of the decision of the Admissions Committee as soon as possible after completion of the application process. 2) Aptitude for the field based upon paid or volunteer work experiences. Applicants will be expected to demonstrate that they possess sufficient 6) The application procedure is the same for transfer students as for new emotional and social maturity to function effectively as a psychologist. students. 3) Two letters of recommendation. These should include both academic and professional references if possible. TUITION DEPOSIT An applicant who is accepted for admission must indicate agreement to at- 4) An interview with members of the Admissions Committee. tend the School and submit a $150 non-refundable tuition deposit to hold his 5) An essay tracing the applicant's interest in psychology, academically or her place in class. This agreement and deposit must be post-marked and personally, focusing on the student's motivation for seeking an within 20 days of the date of the School's Letter of Acceptance. The deposit advanced degree in clinical psychology. will be deducted from the tuition bill at the time of registration.

14 15 ACADEMIC POLICIES AND PROCDURES GRADING AND EVALUATION The grading procedure is as follows: ACADEMIC PROGRAM Credit with honors (Cr+) Superior performance at the doctoral level Students will take courses in the sequence in the Catalogue except when Credit (Cr) Satisfactory performance at the doctoral level waived from a course. A full-time course load is 13 or 14 hours per semester No Credit (NC) Unsatisfactory peformance at the doctoral level during the academic year and six semester hours during the summer ses- W Withdrew sion. While attendance during the summer session is not mandatory, full-time Au Audit students need to attend two summer sessions in order to complete the I Incomplete academic program within four years. In addition, instructors will make evaluative comments about each stu- dent's performance on the grade report form. This evaluation will be re- TRANSFER OF CREDIT viewed by the Student Evaluation Committee and then kept on file. The Chicago School of Professional Psychology will accept credit for sub- A student who receives a grade of Incomplete shall have the following stantially equivalent graduate level courses satisfactorily completed at uni- semester to complete the requirements for the course. If the course is not versities or schools of professional psychology. Specific guidelines for the completed successfully by the end of the next semester, the Incomplete will acceptance of transfer of credit are available in the Office of the Dean. be changed to No Credit. Procedure. During their first semester of attendance at the School, stu- dents should apply to the Associate Dean and should submit adequate ACADEMIC DISMISSAL documentation to substantiate their request. Students will be informed of the A student who receives a grade of No Credit for two or more courses while action taken by the end of the semester. in attendance at the School shall be subject to exclusion from the program. Limit on the Number of Transfer Credits. The maximum number of All such cases are reviewed by the Student Evaluation Committee. semester hour credits that may be transferred from another approved gradu- ate school is 30, the equivalent of one year of academic work at The CLASS ATTENDANCE Chicago School. Thus, students must complete a minimum of 60 semester Students are expected to attend scheduled classes regularly. The individual hours at The Chicago School as well as an internship and a clinical case instructor has the right to determine attendance requirements. study to receive a Doctor of Psychology degree.

WAIVERS WITHDRAWAL FROM COURSES Withdrawal from courses is not permitted if the course is 50% or more com- If a student has completed a course within the last three years that, in the pleted, except under special circumstances. Withdrawal requests must be judgment of the Dean's Office, is identical to a required course at The Chicago School and the student is unable to transfer it because the School approved by the Course Instructor and the Dean's Office. has already accepted 30 semester hours of transfer credit, the student may be waived from the course. In such a case the student will be required to PART-TIME STATUS substitute another course that meets the approval of the Dean's Office. The number of students who may attend the School on a part-time basis (8 semester hours or less per semester) is limited. The maximum number of CANDIDACY STATUS such students is set by the President. Students should note the distinction between admission to the School and A student admitted to the School on a full-time basis who, due to extraor- admission to candidacy. Admission to the School signifies that a student dinary circumstances, finds him or herself unable to continue in the program meets the academic and other criteria for eligibility for the instructional full-time may request permission from the Dean's Office to attend on a part- program. This decision is made by the Admissions Committee. time basis for the following semester. Prior to application for admission to candidacy, the first two years of the School's curriculum must be completed. In addition, the student's perfor- SPECIAL STUDENTS mance must be in accord with School requirements, and the student must The Chicago School allows a limited number of individuals not enrolled in the appear, in the judgment of the faculty to have the potential to develop those program who wish to study a particular subject to attend classes, as space skills and competencies which are required for professional practice in psy- permits. Such individuals are considered Special Students and are admitted chology. at the discretion of the Admission Committee and the Dean. The grade given Upon successful completion of 63 semester hours a student should apply for work completd as a Special Student is Au (Audit). No credits earned as a to the Associate Dean requesting candidacy. Proposals for candidacy are Special Student may be applied towards a degree if the individual sub- made to the faculty by the Associate Dean, in consultation with the Student sequently applies for and is admitted to the regular program of the School. Evaluation Committee. If an applicant is approved by the faculty, he or she is eligible to apply for internships during the third academic year.

16 17 LEAVES OF ABSENCE CURRICULUM For serious personal reasons, a student may, with the permission of the The curriculum provides comprehensive graduate training in professional Dean's Office, take a leave of absence for up to one year. If the student psychology. It is designed to impart an understanding of the principles gov- does not return after the expiration of the leave, he or she must re-apply for erning behavior. Instruction will take place through coursework, small admission. group seminars and supervised clinical experience in the community. Gradu- ates will also be required to complete successfully an internship of one year and to prepare a detailed clinical case study of psychodiagnostic and psychotherapeutic findings on one patient. A student may withdraw from the School by notifying the Dean in writing. Consultation with the Dean is advised during this process. Coursework will acquaint the student with the academic foundations of psychology and will serve as a firm base for participation in the more expe- GRADUATION REQUIREMENTS riential areas of training. Seminars, which are normally given every semester, are designed to promote the learning of basic clinical skills. They also enable In order to be certified by the Dean as eligible for graduation a student must students to develop an awareness of their own personalities and of the have satisfactorily completed: effects they have on others. 1) A total of 90 semester hours including all required courses. Practica will be closely supervised clinical experiences in the community. 2) A clinical internship of one year on a full time basis or two years on a The student will be expected to gain a fuller understanding of personality half-time basis. functioning and dysfunctioning. He or she will also be expected to develop basic, beginning skills in interviewing, diagnostic testing, counseling, 3) A satisfactory clinical case study, including presentation to an examin- psychotherapy, and community relations. ing committee. The internship and clinical case study will take place subsequent to all other training. This allows the student to function collaboratively with other TIME LIMITATION professionals while still receiving the supervision and guidance essential to Full-time students are normally expected to complete the program in four (4) early professional growth. The student's case study is presented to a faculty calendar years; part-time students, in five (5) calendar years. Students un- committee with the prepared material being placed in the School Library. able to meet these deadlines must petition the Dean's Office for an exten- sion. All extensions granted by the Dean's Office will contain both a plan of CHANGES IN DEGREE REQUIREMENTS future coursework and the anticipated date of program completion. The School intends to provide the student with the strongest possible training program. The curriculum is a reflection of this intention. If it proves necessary PROFESSIONAL PERFORMANCE to alter the curriculum students will be governed by that curriculum which EVALUATION CRITERIA was in effect at the time of their entry into The Chicago School. Exceptions As a training program for clinical psychologists The Chicago School has might occur if it were deemed advantageous for the student to take alternate serious responsibilities to the public and the profession as well as to its stu- courses in place of those presently listed. Such modifications would not sub- dents. The School, therefore, employs professional as well as academic stantially or unduly delay the progress of a student toward the attainment of criteria in the evaluation of students. These professional criteria relate to his or her degree. qualitative evaluations of the student's performance in the clinical compo- nents of the curriculum (e.g. seminars, practica, internships, and the clinical CURRICULUM case study). YEAR 1 — FALL SEMESTER (13 sem. hrs.) At the end of each semester a list of all students enrolled during the 301 (3 sem. hrs.) Introduction to Clinical and Professional Issues semester is sent to members of the faculty teaching clinical courses with the 303 (3 sem. hrs.) Psychology of the Life Span I request that they provide evaluative comments regarding the ability of stu- 305 (3 sem. hrs.) Advanced Abnormal Psychology I dents with whom they are familiar to work effectively as professional psy- 401 (3 sem. hrs.) Objective Methods of Appraisal chologists. These comments together with the evaluations of Practicum 403 (1 sem. hr. ) Seminar 1: General Clinical Assessment Supervisors are reviewed by the Student Evaluation Committee. The Com- YEAR 1 — SPRING SEMESTER (13 sem. hrs.) mittee, through the Dean or Associate Dean, makes appropriate recommen- 304 (3 sem. hrs.) Psychology of the Life Span II dations to students and, in some cases, to the faculty. When necessary the 306 (3 sem. hrs.) Advanced Abnormal Psychology II Committee may require the temporary or permanent withdrawal of a student 402 (3 sem. hrs.) Projective Methods of Appraisal from the program. 405 (3 sem. hrs.) Analytic Models in Psychology and Psychotherapy 404 (1 sem. hr. ) Seminar 2: Use of the Rorschach YEAR 1 — SUMMER SESSION (3 sem. hrs.) 407 (3 sem. hrs.) Humanistic and Existential Models in Psychology and Psychotherapy

18 19 Total required semester hours during the first year: 29 COURSE DESCRIPTIONS YEAR 2 — FALL SEMESTER (14 sem. hrs.) 307 (3 sem. hrs.) Statistics ACADEMIC COURSES 309 (3 sem. hrs.) Introduction to Neurology and Endocrinology 301 (3 sem. hrs.) Introduction to Clinical and Professional Issues. An 501 (3 sem. hrs.) Advanced Psychodiagnostics overview of the roles and functions of the professional psychologist. 408 (3 sem. hrs.) PRACTICUM Particular emphasis will be placed on ethical standards and professional 410 (2 sem. hr. ) Seminar 3: Diagnostic Case Seminar identity. The social roles of the professional in community and preven- tive health care will be considered as well as legal issues. Students will YEAR 2 — SPRING SEMESTER (14 sem. hrs.) become acquainted with professional organizations, and will be required 308 (3 sem. hrs.) Research Design to attend a professional convention. 406 (3 sem. hrs.) Introduction to Clinical Psychopharmacology 412 (3 sem. hrs.) Cognitive-Affective Bases of Beahvior I 303 (3 sem. hrs.) Psychology of the Life Span I. Man is an everchanging 409 (3 sem. hrs.) PRACTICUM being; understanding an individual requires an awareness of the life 411 (2 sem. hrs.) Seminar 4: Report Writing and Treatment Planning tasks and stresses he must confront. Beginning with infancy and moving through the life span, physical, psychological and social factors affect YEAR 2 — SUMMER SESSION (6 sem. hrs.) human existence. These tasks and stresses will be examined; both 413 (3 sem. hrs.) Cognitive-Affective Bases of Behavior II constructive and pathological solutions will be considered. (3 sem. hrs.) General or Psychotherapy Elective 304 (3 sem. hrs.) Psychology of the Life Span II. A continuation of Psy- Total required semester hours during the second year: 34 chology 303. Prerequisite: Psychology 303. YEAR 3 — FALL SEMESTER (14 sem. hrs.) 305 (3 sem. hrs.) Advanced Abnormal Psychology I. Patterns of abnormal 415 (3 sem. hrs.) Social Science Perspectives on Psychopathology behavior will be considered. The traditional manifestations of or disorder—neurosis, psychosis, character disorder, psychosomatic disor- 416 (3 sem. hrs.) der, addictions and organic conditions—will be differentiated according 417 (3 sem. hrs.) Readings in Clinical Research to symptomatology. Prerequisite: Undergraduate course in Abnormal (3 sem. hrs.) Psychotherapy Elective Psychology 503 (3 sem. hrs.) PRACTICUM 505 (2 sem. hrs.) Seminar 5: Psychotherapeutic Process 306 (3 sem. hrs.) Advanced Abnormal Psychology II. A survey of major etiological theories which relate to the development of psychopathology. YEAR 3 — SPRING SEMESTER (13 sem. hrs.) Particular attention will be given to the genetic, biological (especially 413 (3 sem. hrs.) Behavioral Models in Psychology and Psychotherapy biochemical), psychological and socio-cultural determinants. Special 502 (3 sem. hrs.) Administration and Supervision emphasis will be placed on the integration of these separate theoretical or stances. (3 sem. hrs.) General Elective 310 (3 sem. hrs.) History of Clinical Psychology 307 (3 sem. hrs.) Statistics The fundamental concepts of descriptive and in- 504 (3 sem. hrs.) PRACTICUM ferential statistics will be examined. The focus of the course will be on 506 (1 sem. hr. ) Professional Ethics and Independent Practice the use. of statistical knowledge for understanding and evaluating clinical research. Total required semester hours during the third year: 27 308 (3 sem. hrs.) Research Design. A comprehensive review of experimen- PSYCHOTHERAPY ELECTIVES (Each is assigned 3 sem. hrs. credit) tal design and other methodology utilized in psychological research. 507 Hypnotherapy Emphasis will be placed on developing skill in the evaluation of clinical 508 Behavior Therapy . Prerequisite: Psychology 307 or Permission of the Instructor. 509 Group Therapy 510 Marital and Family Therapy 309 (3 sem. hrs.) Introduction to Neurology and Endocrinology. Introduc- 511 Psychotherapy with Children tion to neurological and endocrinological anatomy and function. The 512 Biofeedback psychological consequences of biological malfunction will be systemat- ically considered. The role of these systems in the development of GENERAL ELECTIVE (Each is assigned 3 sem. hrs. credit) stress-related disease will also be reviewed. 513 Forensic Psychology 514 Community Psychology 310 (3 sem. hrs.) History of Clinical Psychology. Consideration will be 515 Psychology of Addiction given to several areas which have been influential in shaping the image 516 Program Evaluation of present-day clinical psychology. Significant conferences (Boulder, 517 Stress Related Diseases Chicago and Vail) will be studied to understand the differing roles that clinical psychologists have played in the past and will play in the future. Significant historical developments related to the practice of individual and group psychotherapy will be discussed. Among other theorists, Freud and Bion will be considered. Intelligence testing and the influence

21 of Binet, Terman and Wechs"ler will be considered. Personality assess- 411 (2 sem. hrs.) Seminar: Report Writing and Treatment Planning. A ment as reflected in the MMPI (Hathaway et al) and projective tech- small group seminar in the writing of psychological reports and the de- niques (Rorschach, TAT) will be reviewed, especially the perceptual velopment of appropriate treatment plans. Students will share their work process leading to the formation of images in the projective material. through presentations. Prerequisite: Psychology 410 or permission of the Instructor. 401 (3 sem. hrs.) Objective Methods of Appraisal. The major intelligence tests for both children and adults will be studied in detail. Thorough 412 (3 sem. hrs.) Cognitive-Affective Bases of Behavior I. This course training in administration and interpretation will be provided. Compre- considers the theoretical origins of cognitive development, especially as hensive understanding of theories and models of intelligence as well as seen in the writing of Piaget. Moral concepts and their relationship to of the relevant research data will be a primary goal of this course. Stu- developmental patterns of thought will be considered. The impact of af- dents will be expected to become familiar with personality inventories as fective and conative factors like anxiety and motivation on learning and well as with the research concerning their validity and reliability. memory will be studied. Classical theoreticians such as Luria, Vigotsky and Rapaport will be studied. Cognitive or rational therapy will be 402 (3 sem. hrs.) Projective Methods of Appraisal. An introduction to the reviewed especially as it relates to patterns of cognitive development. principles of projective psychology evidencing a primary concern with the administration, scoring and interpretation of the Rorschach and the 413 (3 sem. hrs.) Cognitive-Affective Bases of Behavior II. A continuation Thematic Apperception Test. Normally, to be taken concurrently with of Psychology 412. Prerequisite: Psychology 412. Psychology 404. 414 (3 sem. hrs.) Behavioral Models in Psychology and Psychotherapy. 403 (1 sem. hr.) Seminar: General Clinical Assessment. Students will be A systematic review and analysis of the assumptions underlying the so- introduced to diagnostic interviewing by both observation and practice. cial learning approaches to behavior. The theoretical basis of operant Elements of effective interviewing and the recognition of clinical and classical conditioning, modeling, and the cognitive methods will be emergencies will be emphasized. Students will be required to conduct at reviewed. Their role in behavior change will be demonstrated by discus- least one full length diagnostic interview and to submit a detailed clinical sion of specific forms of behavioral intervention. Behavioral assessment evaluation. and diagnosis and their role in treatment planning and evaluation will be discussed and illustrated. 404 (1 sem. hr.) Seminar: Use of the Rorschach. Supervised practice in Rorschach administration and scoring. A small group setting for the dis- 415 (3 sem. hrs.) Social Science Perspectives on Psychopathology. The cussion and interpretation of responses. Normally, be taken concurrently attitudinal reactions of society to mental illness will be discussed and with Psychology 402. the significance of society in shaping the pattern of the various types of mental illness will be considered in detail. Epidemiological determinants 405 (3 sem. hrs.) Analytic Models in Psychology and Psychotherapy. of mental illness will be discussed. Anthropological studies that relate to Major psychoanalytic and neo-analytic psychotherapeutic approaches the etiology of deviants within disparate societies will be evaluated. will be presented. The following theorists will be discussed: Freud, Psychodiagnostic studies which relate to defining the character of a Jung, Adler, Rank, Horney, Fromm and Sullivan. Their ideas regarding society and deviations from established social norms will be reviewed. both personality and psychotherapy will be considered from theoretical and applied points of view. Special emphasis will be placed upon the 416 (3 sem. hrs.) Systems Theory. This course will focus on holistic, theory of psychoanalytic technique as a specific therapeutic approach. trans-disciplinary theoretical models. This, in contrast to the particularis- tic, more mechanistic theories e.g. those of the behaviorists as well as 406 (3 sem. hrs.) Introduction to Clinical Psychopharmacology. Various the subjective, empiricist views of the phenomenologists. Detailed con- classes of psychopharmacological drugs will be systematically consid- sideration will be given to the holism of Smuts and the systems con- ered. Methods of intervention in psycho-biological conditions, with an cepts of von Bertallaffy and his followers. Reference will be made to the emphasis on the use of psychotropic drugs in the management and cybernetics of Wiener and to relevant aspects of systems-oriented treatment of behavioral disorders will be reviewed. psychological and anthropological theorists e.g. Lewin, Piaget, Levi- 407 (3 sem. hrs.) Humanistic and Existential Models in Psychology and Strauss and Freud. Systems-oriented theories of family therapy will be Psychotherapy. Humanistic and existential models in professional psy- reviewed in detail. chology will be considered as they relate to clinical assessment, 417 (3 sem. hrs.) Readings in Clinical Research. This course emphasizes psychotherapy and consultation. The professional development of the research that can contribute to the professional performance of the psy- psychologist will also be reviewed in light of these models. Research chologist as therapist, diagnostician and administrator. A main concern findings and conceptual formulations of Bugental, May, Maslow, Rogers is establishing a paradigm for showing the relative cost-effectiveness of and Frankl will be emphasized. The historical of this approach different types of clinical and supervisory interventions. To this end, will also be examined. studies concerning the reliability and validity of various diagnostic tech- 410 (2 sem. hrs.) Seminar: Diagnostic Case Seminar. Students will share niques and the efficacy of a broad spectrum of treatment and training test protocols as they rotate responsibility for presenting diagnositic modalities are critically surveyed. Students are required to submit their materials and reports. Normally, to be taken concurrently with Psychol- own model for evaluating the validity or efficacy of some major clinical ogy 501. Prerequisites: Psychology 403 and 404 or permission of the practice. Other topics include the role of the case study in clinical re- Instructor. search, the function of empirical investigation in providing information to

22 23 consumers and practictioners, and the ethics of performing random as- 511 (3 sem. hrs.) Psychotherapy with Children. A review of the historical signment research in therapeutic settings. Prerequisites: Psychology development of treatment with children will be offered as well as current 307 & 308 or Permission of the Instructor. theory and treatment techniques. Family relationships will be studied 501 (3 sem. hrs.) Advanced Psychodiagnostics. Advanced training in the particularly as they relate to the psychopathology demonstrated. Play interpretation of the Rorschach and Thematic Aperception Test. Em- therapy will be studied in detail. Students will be expected to discuss phasis will be placed on integration of all test findings into a compre- cases they are currently treating. Prerequisite: Admission to Candidacy hensive interpretation of the psychodynamics of the individual. Prerequi- or Permission of the Instructor. sites: Psychology 401, 402. Permission of the Instructor is a/so required. 512 (3 sem. hrs.) Biofeedback. An introduction to the theory and techniques 502 (3 sem. hrs.) Administration and Supervision. Examination of the employed in biofeedback and other stress reduction procedures. Stu- administrative and supervisory roles played by professional psycholo- dents will be expected to become familiar with the instrumentation and gists. Attention will be given to the general clinical supervisory process, procedures employed in this mode of treatment. Prerequisite: Admission the supervision of other mental health personnel, and techniques of as- to Candidacy or Permission of the Instructor. sessing program effectiveness. Techniques of consultation will also be 513 (3 sem. hrs.) Forensic Psychology. Topics to be considered include: considered. the role of the psychologist as an expert witness in criminal issues of 505 (2 sem. hrs.) Seminar: Psychotherapeutic Process. Small group dis- insanity and fitness to stand trial; the psychologist's role in civil issues cussions of individual therapy cases emphasizing a variety of therapeu- including testimonial capacity, contractual capacity and child custody/ tic interventions. The seminar will be based upon class presentations parental fitness issues. Consideration will also be given to privilege in and discussions. Prerequisite: Permission of the Instructor. the psychologist-patient relationship. Prerequisite: Admission to Candi- dacy or Permission of the Instructor. 506 (3 sem. hr.) Seminar: Professional Ethics and Independent Practice. Seminar covering topics and issues relevant to the ethical and respon- 514 (3 sem. hrs.) Community Psychology. Theoretical and technical issues sible practice of psychology. Special consideration will be given to the in the field of community mental health will be surveyed. Matters such role and responsibilities of the independent practictioner. Prerequisite: as prevention, crisis intervention, paraprofessional training and commu- Permission of the Instructor. nity consultation will be considered. Relevant research findings will be 507 (3 sem. hrs.) Hypnotherapy. The history and theories of hypnosis will reviewed. Prerequisite: Admission to Candidacy or Permission of the be reviewed and the psychotherapeutic uses of hypnosis will be exam- Instructor. ined and taught. Phenomena of hypnosis will be demonstrated; students 515 (3 sem. hrs.) Psychology of Addiction. A survey of demographic, his- will learn methods of hypnotic induction and deepening. Prerequisite: torical and statistical aspects of substance abuse. Psychopharmacologi- Admission to Candidacy or Permission of the Instructor. cal, psychodynamic and socio-cultural models will be discussed and il- 508 (3 sem. hrs.) Behavior Therapy. A review of specific behavioral inter- lustrative research will be reviewed. Diagnostic and treatment issues will ventions employed in clinical practice. Counterconditioning, modeling, be stressed. Prerequisite: Admission to Candidacy or Permission of the operant procedures and cognitive control procedures will be demon- Instructor. strated. Students will be expected to develop skill in the application of 516 (3 sem. hrs.) Program Evaluation. An examination of the theory and such techniques. Prerequisite: Admission to Candidacy or Permission of techniques of implementing and assessing organizational systems and the Instructor. programs. The course will review systems theory, needs assessments 509 (3 sem. hrs.) Group Therapy. An examination of the different theoret- and other concepts relevant to program consultation. Special emphasis ical approaches to group psychotherapy. Attention will be paid to group will be placed upon the evaluation of mental health programs. Prerequi- process and group roles as a means of understanding group dynamics. site: Admission to Candidacy or Permission of the Instructor. Experiential elements will be included in the course. Prerequisite: Ad- 517 (3 sem. hrs.) Stress Related Diseases. The course will consider the mission to Candidacy or Permission of the Instructor. theoretical and clinical literature which deals with the relationship be- 510 (3 sem. hrs.) Family and Marital Therapy. The major conceptual tween emotional factors and the pathogenesis of disease states. Special systems derived from psychoanalytic, communication, behavioral and attention will be devoted to the linkage of emotional elements to systems theories will be reviewed. Emphasis will be placed on under- degenerative diseases, coronary heart disease and malignancy. The standing the marital relationship and family structure as derivatives of process of transduction will be systematically considered. Prerequisite: systems. Interviewing techniques for the evaluation of these relation- Admission to Candidacy or Permission of the Instructor. ships will be explored in detail. Treatment based on analytic, behavioral and systems orientations will be studied. Prerequisite: Admission to Candidacy or Permission of the Instructor.

24 CLINICAL COURSES CORE FACULTY 408 (3 sem. hrs. each) /Bernard H. Gold, Ph.D., The University of Chicago; Chief Clinical Psycholo- 409 Practicum Sequence. gist, Out-Patient Dept., West Side Veterans Administration Hospital (1957-1970); Professor, University of Illinois Medical Center (since 1965); 503 Practica will be closely supervised clinical experiences in the com- Senior Consultant in Psychotherapy, Illinois State Psychiatric Institute 504 munity. Placements will be made through the cooperative planning of (since 1974). the School, the student and the community agency. Upon completion of the Practicum Sequence, the student will be expected to possess basic v Richard P. Issel, Ph.D., ; Senior Consulting Psychologist, skills in interviewing, diagnostic testing, counseling, psychotherapy and Illinois State Psychiatric Institute (since 1975); Associate Professor of Psy- community relations. chology, Pontifical Theological Faculty, Archdiocese of Chicago Seminary Prerequisites for Psychology 408-409: In order to begin their first System (incl. Loyola University); Clinical Consultant in Psychology, Veter- year of Practicum students must normally have satisfied the following ans Administration (since 1975); Senior Consulting Psychologist, Archdio- requirements: cese of Chicago (since 1975). Melvin L. Perlman, Ph.D., The University of Chicago; Diplomate in Clinical 1) Their academic records must indicate that they are in good standing. , Psychology by the American Board of Professional Psychology; Assistant 2) They must have received credit for at least 21 semester hours of Chief Psychologist, Illinois State Psychiatric Institute (since 1963). coursework. FACULTY* 3) They must have received credit for Psychology 305, 306, 401, 402, 403 and 404. Maurice O. Burke, Ph.D., ; Diplomate in Clinical Psychol- ogy by the American Board of Professional Psychology; Fellow, Society for 4) They must have completed any two of the following courses: Psychol- Personality Assessment; Fellow, American Orthopsychiatric Association; Pri- ogy 303, 304, 405 and 407. vate Practice (since 1962). Prerequisites for Psychology 503-504: In order to begin their second Michael Diamond, Ph.D., Pennsylvania State University; Adjunct Assistant Pro- year of practicum, students must normally satisfy the following require- fessor, Dept. of Psychology, Psychiatry, University of Health Sciences, Chicago ments: Medical School (since 1975); Associate, Division of Psychology, Dept. of 1) Their academic record must indicate that they are in good standing. Psychiatry, Northwestern University Medical School (since 1971); Private Prac- tice (since 1970). 2) They must have received credit for at least 45 hours of coursework. Elizabeth Dorus, Ph.D., The University of Chicago; Research Fellow, Illinois 3) They must have received credit for the following courses: Psychology State Psychiatric Institute (1974-1975); Research Associate and Assistant Pro- 410, 411 and 501. fessor, Dept. of Psychiatry, The University of Chicago (since 1976). 520 (No academic credit) Internship. The internship will provide one year Danuta Ehrlich, Ph.D., ; Associate Professor, Dept. of 521 (full time) or two years (part time) of supervised experience in applied Psychiatry, Abraham Lincoln School of Medicine, University of Illinois (1970- psychology. Internship arrangements will be made through the coopera- 1977); Professorial Lecturer, Dept. of Psychiatry and Behavioral Sciences, tive planning of the School, the student and the training facility. Prereq- Northwestern University Medical School (since 1977). uisites: Admission to Candidacy Status, Psychology 505 and 506 (may be taken concurrently), Psychology 503-504, and 81 semester hours of Mary D. Feczko. Ph.D., Loyola University of Chicago; Lecturer, Loyola University completed coursework. of Chicago (1976-1977); Director of Research in Adolescent Psychiatry, Illinois State Psychiatric Institute (since 1977). 522 (No academic credit) Clinical Case Study. After completion of the in- ternship the student will submit a case study and make a presentation IMichael F. Flynn, Ph.D., Loyola University of Chicago; Asst. Professor, Dept. of to an examining committee. The case study will include a complete •I' Psychiatry, Abraham Lincoln School of Medicine, University of Illinois (since writeup of psychodiagnostic and psychotherapeutic findings on one 1974); Director of Training, Psychology Dept., West Side Veterans Administra- patient. Additional guidelines are available from the Dean's Office. tion Hospital, Chicago (since 1974). Louis A. Fourcher, Ph.D., The University of Chicago; Asst. Professor, Dept of Psychiatry, University of Illinois Medical Center (since 1971); Director, Medical Psychology Program, Graduate College, University of Illinois Medical Center (1972-1978). Erika Fromm, Ph.D. Professor, Dept. of Psychology and Behavioral Sciences, the University of Chicago (1961-1976). Diplomate in Clinical Psychology and Clinical Hypnosis by the American Board of Professional Psychology. Fellow, American Psychological Association, Divisions of Clinical Psychology, /

26 27 Psychotherapy, Psychological Hypnosis and Developmental Psychology. Pres- Richard C. Ney, Ph.D., Loyola University of Chicago; Assistant Professor, Dept. ident, Division of Psychological Hypnosis, American Psychological Association of Psychology, (since 1974); Chairman (1975-1977). (1972-1973). President, American Board of Psychological Hypnosis (1971- 1974). President, Society for Clinical and Experimental Hypnosis (1975-1977). ric Ostrov, Ph.D., The University of Chicago; Research Associate, Institute for Psychosomatic and Psychiatric Research and Training, Michael Reese Hospi- Gail A. Garratt, Ph.D., The University of ; Staff Psychologist (1975- tal (since 1968); Research Director, Adolescent Program, Illinois State 1977), Asst. Director and Senior Psychologist (since 1977) DuPage County Psychiatric Institute (1972-1977); Assistant Professor, Dept. of Psychiatry, The Health Dept, Mental Health Division. University of Chicago (since 1975). James R. Graves, Ph.D., The American University. Staff Psychologist, Tinley Donald Paull, Ph.D., Illinois Institute of Technology; J.D., Chicago-Kent College Park Mental Health Center (1976-1977). Director, Psychology Dept., Ridgeway of Law; Diplomate in Clinical Psychology by the American Board of Profes- Hospital, Chicago (since 1977). sional Psychology; Private Practice (since 1964); Associate Professor, Dept. of David L. Gutmann, Ph.D., The University of Chicago; Professor, Dept. of Psychology, Chicago State College (1967-1973); Asst. Public Defender, Cook Psychology, The (since 1970). Chief, Division of County (since 1974); Adjunct Faculty Member, The John Marshall Law School Psychology, Northwestern University Medical School (since 1976); Co- (since 1975). Director, Joint Northwestern University-University of Chicago Training Pro- Bernard Raden, Ph.D., Illinois Institute of Technology; Instructor, Illinois Institute gram: Research and Clinical Practice in the Mental Health of Later Life of Technology (1969-1971); Asst. Director for Consultation and Education, (since 1976). Edgewater-Uptown Community Mental Health Center (1972-1973); Private J Judith Heilizer, Ph.D., ; Instructor, Northwestern Uni- Practice (since 1972). versity Medical School (since 1973); Coordinator, Special Education Divi- Alan K. Rosenwald, Ph.D., Northwestern University; Diplomate in Clinical Psy- sion, National College of Education Graduate School (since 1973). chology by the American Board of Professional Psychology; Associate Profes- sor, Dept. of Psychiatry, University of Illinois Medical School (1946-1962); John E. Hinkle, Ph.D., Northwestern University; Professor, Pastoral Psychology Chief, Psychology Dept., Illinois State Psychiatric Institute (1962-1976); Mem- and Counseling, Garrett Theological Seminary, Northwestern University (since ber, American Board of Examiners in Professional Psychology (1963-1967); 1977). Fellow and Diplomate, American Association of Pastoral Counselors. Fulbright Senior Lecturer, University of Sydney, Australia (1967); President, \j Ronald R. Lee, Ph.D., Northwestern University; Professor, Pastoral Psychology Illinois Psychological Association (1959-1960 and 1969-1970); Dean of the and Counseling, Garrett Theological Seminary, Northwestern University (since School. 1970). Ronald Ruff, Ph.D., Illinois Institute of Technology; Chief Psychologist, Mental Health Center of LaSalle County (1974-1976); Asst. Administrator, Dept. of . Irving Leiden, Ph.D., The University of Chicago. Diplomate in Clinical Psychology Training and Development, Tinley Park Mental Health Center (since 1976). by the American Board of Professional Psychology; Chief Psychologist, Chil- dren's Memorial Hospital (1954-1957); Private Practice (since 1953); Professo- Marvin Segal, Ph.D., ; Associate Director, Behavior Analysis rial Lecturer, Dept. of Psychiatry, The University of Chicago (1973). v Research Laboratory, University of Chicago (since 1974); Lecturer, Dept. of Leo Levy, Ph.D., The ; S.M., Harvard School of Public Psychology, Boston University (1970-1973). Health; Diplomate in Clinical Psychology by the American Board of Profes- Jeffrey M. Slutsky, Ph.D., University of Connecticut; Asst. Professor, Dept. of sional Psychology; Director, Planning and Evaluation, Illinois Dept. of Mental V Psychology, (1975-1978); Consultant, Child Mental Health (1964-1969); Senior Fulbright-Hays Research Scholar, University of Health Program, Catholic Charities, Archdiocese of Chicago (since 1978); Leiden, Netherlands (1972-1973); Professor, Health Care Services, School of Associate Dean of the School. Public Health, University of Illinois Medical Center (since 1975); Fellow of the American Psychological Association and the American Public Health Associa- Lee D. Weiss, M.D., Northwestern University Medical School; Diplomate, Na- tion. tional Board of Medical Examiners; Asst. Professor of Psychiatry, Abraham Lincoln School of Medicine, University of Illinois (since 1975); Director of Resi- Robert M. Lipgar, Ph.D., The University of Chicago. President, Illinois Group dency Training (1976-1977), Asst. Director, Out-Patient Department (since Psychotherapy Society (1969); Professorial Lecturer and Coordinator of Group 1977), Illinois State Psychiatric Institute. Psychotherapy Training, Dept. of Psychiatry, The University of Chicago (since 1975); Visiting Professorial Lecturer, Dept. of Psychology, Rush Medical Col- Addison Woodward, Ph.D., ; University Professor, College lege (since 1975). of Human Learning and Development, Governors State University (since 1972). Stanford L. McDonald, Ph.D., Fielding Institute; Clinical Psychologist, Athenia Park Psychological Associates, Olympia Fields; Supervisor of Psychological Services, SPEED Developmental Center (since 1965); Associate Faculty The faculty members listed have agreed to make themselves available to offer courses Member, Graduate School, National College of Education (since 1965); from time to time on a part-time basis. Not all of these faculty members will be or could Fellow, American Orthopsychiatric Association; President, The Biofeedback be utilized in any given academic year. In addition to the Core Faculty and the Dean, Drs. Society of Illinois (1978-1979). Diamond, Levy, Lipgar, McDonald and Paull have taught during the Spring Semester, 1979. The School is continuously recruiting additional highly qualified individuals for its faculty.

28 29 The Chicago School of Professional Psychology

April 9, 1980

NEW TUITION SCHEDULE

The Board of Trustees of the School has adopted the following tuition schedule:

SUMMER SESSION, 1980 -

$160. per semester hour credit.

Beginning August 1, 1980 -

Full-time students:

11 Sem. hrs. or more $1925./ Sem, 10 Sem. hrs 1750. / Sem, 9 Sem. hrs 1575. / Sem.

Part-time students:

8 Sem. hrs 1400. / Sem, 7 Sem. hrs. or less ..... 1225./ Sem.