Adler School of Professional Psychology Catalog 2008 – 2009

735 Mind-Body Health I 3 cr.
736 Mind-Body Health II 3 cr.
737 Primary Care Psychology 3 cr.
Elective menu (choose two of the following):
339 Biofeedback 3 cr.
705 Eye Movement Desensitization and Reintegration 3 cr.
710 Theories and Techniques of Clinical Hypnosis I 3 cr.
739 Mindfulness Meditation 3 cr.
Students interested in choosing a concentration or in adding a Master’s
degree should contact the Concentration Coordinator or Program Director for
further information. Students must complete a form that requires the signature
of the Coordinator or Program Director and their faculty advisor available from
the Office of Admissions in order to add a concentration or degree.
Residency Requirement
A residency requirement must be satisfied following admission to the
Psy.D. program. It is expected that students fulfill all degree requirements
through courses offered at the Adler School. Students can transfer up to 24
credits (21% of the total credits required) of coursework taken at a graduate
level pending approval based on review by the Program Director. In addition, in
order to comply with APA-mandated residency, the program requires each
student a minimum of 3 full-time academic years of graduate study (or the
equivalent thereof) and completion of an internship prior to awarding the
doctoral degree. Doctoral students are required to attend school full-time unless
approved for part-time study by their faculty advisor. At least 2 of the 3
academic training years (or the equivalent thereof) must be at the institution
from which the doctoral degree is granted, and at least 1 year of which must
be in full-time residence (or the equivalent thereof) at that same institution.
Qualifying Examinations
In addition to satisfying course work, practica, and other program
requirements, students must also pass three qualifying examinations.
Qualifying examinations are important capstone tasks integrated throughout
the doctoral curriculum that provide students with the opportunity to integrate
course material and practical training, reflect upon the educational and training
experiences, and apply their learning to clinical and social issues. In addition,
they enable faculty to evaluate students’ progress toward expected learning
outcomes for the doctoral program.
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