Angela Mousseau, Ph.D.
Director of Training
Office: The Benoit Education Center, Room 105
Phone: (603) 897-8593
Email: amousseau@rivier.edu
Relationship of the University Mission to Doctoral Program in Counseling and School Psychology
The mission of Rivier University stresses that, “to participate in the life of Rivier University is to strive for academic excellence, to take responsibility for ourselves and for others, and to engage in dialogue about basic human issues facing society, especially the plight of the poor and powerless.” Each track in the proposed Psy.D Program has at its core, the notion that counseling and psychology are processes by which clients in both school and clinical settings engage in a meaningful relationship with a skilled professional who works to move them toward emotional wellness by encouraging clients to take responsibility for self. Issues facing society, including economic disadvantage and powerlessness are issues that drive people to pursue counseling in an attempt to improve their life circumstances and the choices they make. The proposed Psy.D. tracks will enable professionals to become more adept in their field as they join others in the program in “intellectual inquiry and dialogue.”
Purpose of the Doctoral Program in Counseling and School Psychology
The Rivier University doctoral programs in school and counseling psychology build upon existing M.A. and CAGS programs in both school and mental health counseling that are approved by the New Hampshire Department of Education. The doctoral program curriculum meets the New Hampshire state licensure requirements as a psychologist under New Hampshire statute RSA 330A and is consistent with the APA Accreditation Guidelines and Principles of the America Psychological Association. The School Psychology doctoral program curriculum is also consistent with the National Association of School Psychologists program requirements. APA accreditation will be pursued for the doctoral programs following the enrollment of sufficient numbers of students.
The impact of the proposed doctorate in psychology would be favorable to the State of New Hampshire and the surrounding area. Currently, there is no such program offering doctoral level training in the substantive areas of Counseling or School Psychology at any College or University with in the state. New Hampshire is experiencing a “graying” of the professional workforce of psychologists, leading to concern of professional organizations such as The New Hampshire Psychological Association about how replacements for retiring psychologists will be found. Furthermore, demand for psychological services is increasing. The 2010-2011 Occupational Outlook Handbook, published by the U.S. Department of Labor, projects psychology job growth to increase by 11%. Moreover according to US News 50 Best Careers of 2010, it is projected that school psychologists will have an above average growth from 2008-2018, with the American Job Center Network suggesting between 20-28% growth of clinical, counseling, and school psychology positions through 2018
To prepare graduates in the Catholic intellectual tradition with the broad and general knowledge and skills to function as entry level professional psychologists.
Mission Statement, Aims, Objectives and Competencies
To prepare graduates in the Catholic intellectual tradition with the broad and general knowledge and skills to function as entry level professional psychologists.
Aim 1: To graduate professional psychologists who are competent and reflective practitioner-scholars
Objective 1: Graduates will engage in practice that reflects and is informed by the changing and expanding scientific knowledge base including the foundational areas of psychology
Competency 1a: Students demonstrate an appropriate mastery of the bases of scientific and professional psychology (e.g., developmental, biological, cognitive/ affective, and social aspects of behavior, and the history of the discipline of psychology).
Competency 1b: Students will demonstrate appropriate knowledge, skills, and attitudes in reflecting on, critically evaluating, and improving one’s own professional practices.
Competency 1c: Students demonstrate the attitudes and skills to collaborate in training and in professional settings and are appropriately responsive to input from faculty, supervisors, and peers.
Competency 1d: Students demonstrate knowledge and skills in evaluating efficacy of interventions and assessing client progress and outcome.
Aim 2: To graduate professional psychologists who are knowledgeable about and clinically skilled in the areas of assessment, diagnosis, intervention, and supervision and consultation.
Objective 2: Students will develop proficiency in evidence based approaches to the assessment and treatment of client’s problems and needs, respectful of client’s values, preferences, and diverse backgrounds.
Competency 2a: Students demonstrate knowledge and skills in evidence based theories and methods of assessment and diagnosis, including the selection, administration, and interpretation of assessments consistent with best scientific research evidence.
Competency 2b: Students demonstrate knowledge and skills in integrating assessment data into comprehensive conceptualizations of clients including an appropriate treatment plan.
Competency 2c: Students demonstrate knowledge and skills in providing evidence based psychological interventions that are respectful of client values, preferences, and culture.
Competency 2d: Students demonstrate foundational knowledge and initial skills in the instruction, oversight, and supervision of trainees and other professionals.
Competency 2e: Students demonstrate knowledge, skills, and attitudes regarding inter-professional and interdisciplinary consultation in all professional roles.
Objective 3: Students will develop an understanding of service delivery systems within a context that respects individual and cultural diversity and social justice.
Competency 3a: Students demonstrate knowledge and understanding of diversity and contextual issues in a variety professional roles.
Competency 3b: Students conceptualize cases considering contextual and diversity issues and apply this conceptualization in their assessment, treatment planning, and/or interventions with diverse clients and populations.
Aim 3: To graduate professional psychologists competent in the comprehension, conduct, and application of research to professional practice.
Objective 4: Students will demonstrate knowledge and skills in research design and data analysis and interpretation, as well as knowledge and skills in the critical review and evaluation of psychological and educational research literature.
Competency 4a: Students demonstrate substantial knowledge and skills in basic quantitative methods and data analysis, research design, and psychological measurement commonly used in psychology.
Competency 4b: Students demonstrate skills in advanced research methods and data analysis appropriate to conducting their dissertation research.
Aim 4: To graduate students with a strong commitment to their professional identity as psychologists and a strong commitment to ethical practice in psychology.
Objective 5: Students demonstrate knowledge of, and adherence to, ethical and legal guidelines in all aspects of their professional work.
Competency 5a: Students demonstrate knowledge and application of relevant ethical and legal codes and protection of research subjects (e.g., APA’s Ethical Standards) in all facets of their professional roles.
Objective 6: Students and graduates demonstrate a commitment to psychology as a professional and to their identity as professional psychologists.
Competency 6a: Students and graduates will perform activities consistent with those identified in professional psychology including licensure (where appropriate), membership and/or participation in national, state, and local organizations, and through their expressed professional goals.
Competency 6b: Graduates demonstrate a commitment to lifelong learning and personal and professional growth and development.
Specific Competencies Related to Practicum Experiences
Competency 1b: Students will demonstrate appropriate knowledge, skills, and attitudes in reflecting on, critically evaluating, and improving one’s own professional practices.
Competency 1c: Students demonstrate the attitudes and skills to collaborate in training and in professional settings and are appropriately responsive to input from faculty, supervisors, and peers.
Competency 1d: Students demonstrate knowledge and skills in evaluating efficacy of interventions and assessing client progress and outcome.
Competency 2a: Students demonstrate knowledge and skills in evidence based theories and methods of assessment and diagnosis, including the selection, administration, and the interpretation of assessments consistent with best scientific research evidence.
Competency 2b: Students demonstrate knowledge and skills in integrating assessment data into comprehensive conceptualizations of clients including an appropriate treatment plan.
Competency 2c: Students demonstrate knowledge and skills in providing evidence based psychological interventions that are respectful of client values, preferences, and culture.
Competency 2e: Students demonstrate knowledge, skills, and attitudes regarding inter-professional and interdisciplinary consultation in all professional roles.
Competency 3b: Students conceptualize cases considering contextual and diversity issues and apply this conceptualization in their assessment, treatment planning, and/or interventions with diverse clients and populations.
Competency 5a: Students demonstrate knowledge and application of relevant ethical and legal codes and protection of research subjects (e.g., APA’s Ethical Standards) in all facets of their professional roles.
The doctoral program has been accredited, on contingency by the American Psychological Association (APA); which grants national accreditation for programs in health service psychology. The program’s current APA accreditation status of accredited, on contingency expires on April 7, 2024. The University will apply for full accreditation before this time. The curriculum meets the State of New Hampshire licensing requirements for Psychologists.
APA grants “Accredited, on contingency” only if the program meets all standards except for the inclusion of all required outcome data on students in the program and after program completion. To move from “accredited, on contingency” status to fully accredited, the program must provide the required data within three (3) years of receiving “accredited, on contingency” status.
Questions related to the program’s accredited status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE
Washington, DC 20002
(202) 336-5979
apaaccred@apa.org
www.apa.org/ed/accreditation
Student Learning Outcomes:
- To graduate professional psychologists competent as reflective practitioner-scholars;
- To graduate professional psychologists who are knowledgeable about and clinically competent in the areas of assessment, diagnosis, treatment, and supervision and consultation;
- To graduate professional psychologists competent in the conduct, comprehension, and application of research to professional practice;
- To graduate students with a strong commitment to the ethical practice of psychology and their professional identity as psychologists.
Admissions and Coursework
Doctoral applicants may hold a master’s degree in counseling or a related field; however, this is not required for admission into the PsyD program. Students with bachelor’s degrees may apply directly to the program. Students are required to complete 54 credit hours in foundation courses and the equivalent of 3 credit hours in supervised practicum/internship experiences before they can begin taking the PsyD Core Requirements. Foundation courses and practicum/internship experiences may have been completed at another university and/or towards another graduate degree. PsyD program Core Requirements include 46 credits from required doctoral courses, 9 credits from doctoral elective courses, 3 credits from required doctoral practicums, and a minimum of 5 credits from doctoral dissertation research.