Accreditation Site Visitor Training Materials As presented at COA Site Visitor Workshops

1. Accreditation Site Visitor Training MaterialsAs presented at COA Site Visitor Workshops *This material may serve as a refresher for current site visitors, but new site visitors must be trained and approved. Contact the Accreditation Office for information on upcoming workshops and requirements for becoming a site visitor.*

2. Accreditation Site Visitor WorkshopLearning Objectives The workshop will enable participants to: • Use the Guidelines and Principles for Accreditation (G&P) to review program structure through application of Domains A-H. Specifically, participants will be able to: -Explain how a program meets accreditation eligibility requirements. (Domain A) -Review and discuss a program’s specified philosophy of education and training. (Domain B) -Describe all resources available to the program. (Domain C) -Review and discuss how the program addresses cultural and individual differences and diversity. (Domain D) -Discuss the nature of student-faculty relations. (Domain E) -Review and discuss how the program ensures self-assessment and quality enhancement. (Domain F) -Discuss the quality and sufficiency of all public materials representing the program. (Domain G) -Discuss the program’s relationship with the accrediting body. (Domain H) • Conduct interviews with training directors, department chairs, faculty and staff, interns and students, and agency administrators. • Review and assess the accuracy and completeness of the self-study report in terms of consistency with the G&P, and determine what additional information must be collected during the site visit to supplement program materials. • Write a site visit report according to the domain by domain format in the G&P. • Discuss potential critical incidents that may occur during a site visit.

3. 2007 Committee on Accreditation Graduate Departments of Psychology/ COGDOP (four seats) Clinical Psychology/ CUDCP (two seats) Counseling Psychology/ CCPTP (two seats) School Psychology/ CDSPP (two seats) Schools of Professional Psychology/ NCSPP (two seats) Postdoctoral and Internship Centers/ APPIC (two seats) Professional Practice/ BPA, CAPP (four seats) General Public/(two seats) Graduate Students of Psychology/ APAGS (one seat)

4. 2008 Commission on Accreditation • Graduate Departments of Psychology/ COGDOP (four seats) • APS/BSA (one seat) • BEA/NCSPP (one seat) • Clinical Psychology/ CUDCP (two seats) • Academy of Clinical Science (one seat) • Counseling Psychology/ CCPTP (two seats) • School Psychology/ CDSPP (two seats) • Schools of Professional Psychology/ NCSPP (two seats) • Postdoctoral and Internship Centers (total - 6 seats) • APPIC (three seats) • Internships – not specified (2 seats) • Postdoctoral residencies – not specified (1 seat) • Professional Practice/ BPA, CAPP (four seats) • General Public/(two seats) • Graduate Students of Psychology/ APAGS (one seat) • Open Seats (2 seats) • Individual and cultural diversity (1 seat)

5. Accreditation Voluntary Internal (Self-Study) and External (CoA/Site Visit) Evaluation in order to: Protect public interest Improve quality of programs Publicly recognize quality programs Foster innovation in education and training

6. Scope of Accreditation Doctoral Training Programs in substantive professional areas: Clinical, Counseling and School Other Developed Practice Areas Combinations of 2 or 3 of the above areas Doctoral Internship Programs in Professional Psychology (10, 12, 24 Months) Post-Doctoral Residencies (See Implementing Regulation C-11 (a)) Traditional Practice Programs Specialty Practice Programs Integrated Practice Programs

7. Types of Accreditors • Regional Accreditors • National Accreditors • Programmatic Accreditors (Specialized and Professional) - CoA is a programmatic Accreditor recognized by: • US Department of Education • Council for Higher Education Accreditation (CHEA)

8. Guiding Principles of Accreditation Broad and general preparation for entry level practice Integration of science and practice Evaluation in light of program’s own education and training model, providing this model is consistent with: Principles generally accepted as appropriate to the profession; The model, mission, goals and objectives of the sponsor institution or agency; Local, regional and/or national needs; and The evolving knowledge base of the area of emphasis in professional psychology for which the program prepares its students.

9. Outcome Oriented Evaluation Process • The clarity, consistency, and appropriateness of institutional or program goals and objectives; • The quality of education and training outcomes in relation to these goals/objectives; • The ability of a program actually to achieve its goals/objectives; and • The likelihood that such outcomes can be consistently maintained.

10. Overview of the Accreditation Operating Procedures • Program application for initial/periodic CoA review • Assignment to a review cycle (for continuing programs) • Submission of the Self-Study following provided outline and instructions • Preliminary review of self-study and feedback to program • Decision Re:Site visit and selection of site visitors • Site visit • Site visit report and program response • CoA Decision

11. Purposes of Site Visit and Role of the Site Visitors • A site visit is an assessment of a program’s quality and its consistency with its stated model. • The site visitor’s responsibility usually terminates upon completion of the report. Occasionally the Committee may request clarification of some matter prior to making its decision. Site Visitors should communicate with programs only through APA until CoA decision is final. • It is not the role of the site visitor to provide expert consultation regarding program emphases or personnel needs or to make prescriptive programmatic recommendations.

12. Site Visitor role continued... • Address all aspects of each domain and support with data. Maximum benefit is obtained when the report adds both specific data to that already provided by the self-study and evaluation of the less tangible features of a program whose variance could not otherwise be captured. • The site visitor must maintain objectivity and be a neutral observer. The role is sensor not censor.

13. Key Concepts • What is the program’s philosophy and model and does this fit within the home institution (Domain A)? • How does the program link the science and practice of professional psychology (Domain B)? • How does this model lead to goals, objectives and measurable competencies (Domain B)?

14. Key Concepts continued... • How well does the program prepare students to achieve those competencies as reflected through outcome data (Domain F1.a – linkage of Domain B with Domain F)? • How well does the program prepare students to be competent in those areas designated by the G&P (Domain F1.a)? • Does the program have the resources to achieve its goals (Domain C)?

15. Key Concepts continued... • Does the program educate and train students to become professionals in a diverse and multicultural society (Domain D)? • How does the program (faculty and students) engage in reflective self-examination and enhancement (Domain F)? • Does the program make sure all of its public information is accurate (Domain G)?

16. Key Concepts continued... • How does the program make sure that all students are informed of the program’s policies and procedures (Domains A, E, and G)?

17. Overview of Accreditation Domains A. Eligibility of Program and Setting B. Program Philosophy, Objectives, Curriculum Plan C. Program Resources D. Cultural and Individual Differences and Diversity E. Student-Faculty Relations F. Program Self-Assessment and Quality Enhancement G. Public Disclosure H. Relationship with Accrediting Body

18. Domain AEligibilityAs a prerequisite for accreditation, the program’s purpose must be within the scope of the accrediting body and must be pursued in an institutional setting appropriate for the education and training of professional psychologists.

19. Highlights:(Domain A) • A1. Program offers doctoral education and training in professional psychology including preparation for practice. • A2. Program sponsored by an institution of higher education that is accredited by a nationally recognized regional accrediting body in the U.S. or is a member in good standing of the Association of Universities and Colleges of Canada*. *The APA CoA is currently phasing out accreditation of programs in Canada. Continued...

20. (Domain A) • A3. The program: • Is an integral part of the mission of the academic unit in which it resides • Is represented in the institution’s budget • Has sufficient students and necessary facilities to ensure meaningful interaction, support, and socialization

21. (Domain A) • A4. The program: • Requires 3 full-time academic years of graduate study (or the equivalent) and completionof an internship prior to awarding the doctoral degree • At least 2 of the 3 years must be at the institution (or the equivalent) • At least 1 year must be in full-time residence (or the equivalent)

22. (Domain A) • A5. Program engages in actions that indicate respect for and understanding of cultural and individual diversity as reflected in its recruitment and retention policies for faculty and students, curriculum and field placements, nondiscriminatory policies and operating conditions, and avoidance of actions that restrict program access on grounds irrelevant to success. The definition of diversity includes but is not limited to: • Age • Disabilities • Ethnicity • Gender • Gender Identity

23. (Domain A) • Language • National origin • Race • Religion • Culture • Sexual orientation • Social economic status • A6. Formal written policies are available concerning: • Admissions and degree requirements • Financial and administrative assistance • Student performance evaluation, feedback, advisement, retention & termination decisions • Due process and grievance procedures for students and faculty

24. Domain BProgram Philosophy, Objectives, and CurriculumThe program has a clearly specified philosophy of education and training, compatible with the mission of the sponsor institution, and appropriate to the science and practice of psychology. The program’s education and training model and its curriculum plan are consistent with this philosophy.

25. Highlights(Domain B) • B1. Program publicly states a philosophy and model of training consistent with the sponsoring institution’s mission that emphasizes: • Integration of science and practice • Education that is sequential, cumulative, and graded in complexity • B2. Program specifies objectives in terms of competencies expected of graduates consistent with: • Program’s philosophy and training model • Substantive area of professional psychology that is represented • An understanding of legal, ethical, and quality assurance principles

26. (Domain B) • B3. Program implements a coherent curriculum that enables students to demonstrate substantial understanding of and competence in the following areas (see Implementing Regulation C-16, Broad & General Preparation for Doctoral Programs): (a) The breadth of scientific psychology including: • Biological aspects • Cognitive and affective aspects • Social aspects • History and systems • Psychological measurement • Research methodology • Techniques of data analysis

27. C-16. Evaluating Program Adherence to the Principle of “Broad and General Preparation” for Doctoral Programs(Committee on Accreditation, November 2001) • The Guidelines and Principles for Accreditation of Programs in Professional Psychology (G&P) stipulate, in section II, B., 1., that preparation at the doctoral level should be broad and general. According to the G&P, “this preparation should be based on the existing and evolving body of knowledge, skills, and competencies that define the declared substantive practice area(s) and should be well integrated with the broad theoretical and scientific foundations of the discipline and field of psychology in general.”

28. IR C-16 continued... • Accredited programs ensure the competence in these content areas including the history of thought and development in those fields, the research methods, and the applications of the research. Demonstrating that the program is consistent with the G&P in this regard would preclude coverage only of … • … a narrow segment of the aspect of the content area (such as biological basis of gerontology, race relations, preschool learning) • … the application of these aspects of the content area to practice problems or settings (such as cognitive therapy; group therapy, multicultural counseling)

29. IR C-16 continued... • Further, it is expected that the program will insure understanding and competence in these content areas at the graduate level. • It is recognized that there are a variety of ways in which programs achieve this component of their program requirements, and that there are multiple points in the curriculum sequence at which these experiences may be placed.

30. (Domain B) (b) Foundations of practice in the program’s substantive area including: • Individual differences • Human development • Dysfunctional behavior/psychopathology • Professional standards and ethics (c) Diagnosing or defining problems through assessment and implementing intervention strategies (including empirically supported procedures) including exposure to the current body of knowledge in at least the following areas: • Theories and methods of assessment and diagnosis • Effective intervention • Consultation and supervision • Evaluating the efficacy of interventions

31. (Domain B) (d)Issues of cultural and individual diversity relevant to all of the above. (e) Attitudes essential for life-long learning, scholarly inquiry, and professional problem-solving in the context of an evolving body of scientific and professional knowledge.

32. (Domain B) • B4. Program requires adequate and appropriate practicum experiences that include: a) Placement of students in settings committed to training with appropriate and adequate supervision that provide a wide range of training experiences including empirically supported procedures b) Integration of the practicum component with other program elements including provision of adequate forums for the discussion of the practicum experience c) Appropriate sequencing, duration, nature, and content of the practicum experiences consistent with the program’s goals and objectives d) Justification of the sufficiency of the practicum experiences for internship preparation

33. (Domain B) • Note:Program is responsible for documenting how students achieve knowledge and competence and for setting minimal levels of acceptable achievement in the above areas (B1-4).

34. Domain CProgram ResourcesThe program demonstrates that it has resources of appropriate quantity and sufficiency to achieve its education and training goals and objectives.

35. (Domain C) • C1. Program has an identifiable core faculty (see Implementing Regulation C-18, Core Faculty): • Includes a designated psychologist leader(s) with appropriate credentials and experience • Who function as an integral part of the academic unit • Sufficient in number for the necessary academic responsibilities • Have theoretical perspectives and academic/applied experiences appropriate to the program’s goals and objectives • Demonstrate competence and credentials congruent with the program’s goals and objectives • Are available and function as role models for students • Note: In addition to core faculty, other individuals with faculty appointments may augment and expand the students’ educational experiences.

36. C-18. Core Faculty in Doctoral Programs(Committee on Accreditation, June 2003; Updated May 2005) To clarify the term “core faculty” and to provide the basis for a fair, reliable, and valid measurement process to determine the core faculty time available for the program, the following guidelines are provided. 1. Core faculty must be consistent with the G&P, C.1., as quoted above. 2. Core faculty must be composed of individuals whose education, training, and/or experience is consistent with his/her role in the program in light of the substantive area in which the program seeks accreditation.

37. IR C-18 continued... 3. Core faculty must be composed of individuals whose primary professional employment (50% or more) is at the institution in which the program is housed, and to whom the institution has demonstrated a multi-year commitment (as supported by an examination of the history of appointments in the program or by contracts). 4. Core faculty must be identified with the program and centrally involved in program development, decision-making, and student training. “Identified with the program” means that each faculty person is included in public and departmental documents as such, views himself or herself as core faculty, and is seen as core faculty by the students.

38. IR C-18 continued... 5. At least 50% of core faculty professional time must be devoted to program-related activities. That means, for example, that a faculty person who is 50% at the institution would need to have 100% of that time spent as a core faculty. (The day per week institutions often allow for professional development activities such as research, consultation, or practice is not intended to be added to or subtracted from this calculation. That is, a 100% core faculty person in an institution with a consultation policy should be thought of as a 100% person, not 125% or 80%, regardless of the activities done on that day.) A full time 9-month or 11-month core faculty person are both seen as 100%. Core faculty activities directly related to the doctoral program include program-related teaching, research, scholarship, and/or professional activities;

39. IR C-18 continued... supervision of students’ research, students’ dissertations, and students’ teaching activities; mentoring students’ professional development; providing clinical supervision; monitoring of student outcomes; teaching in a masters program that is an integral part of the doctoral program; and developing, evaluating, and maintaining the program. Core faculty activities not directly related to the doctoral program and not seen as aspects of the core faculty role include undergraduate teaching in general and related activities; teaching and related activities in terminal masters or other graduate programs; and clinical work or independent practice not directly associated with training such as at a counseling center.

40. IR C-18 continued... • In addition to core faculty, programs may also have associated program faculty, contributing faculty, and adjunct (visiting, auxiliary, or “other”) faculty. • Consistent with the program’s model, the psychology doctoral program faculty, and in particular, the core faculty, needs to be large enough to advise and supervise students’ research and practice, conduct research and/or engage in scholarly activity, attend to administrative duties, serve on institutional or program committees, provide a sense of program continuity, be assured of appropriate class sizes, provide sufficient course offerings to meet program goals and objectives, and monitor and evaluate practicum facilities, internship settings, and student progress.

41. (Domain C) • C2. Program has an identifiable body of students at different levels of matriculation who: • Are sufficient in number for meaningful peer interaction and socialization • By interest, aptitude, and prior achievement are qualified for the program • Reflect through their intended careers and professional development the program’s philosophy, goals, and objectives

42. (Domain C) • C3. Program has additional resources needed to accomplish its goals and objectives including: • Financial support for educational and training activities • Clerical and technical support • Training materials and equipment • Physical facilities • Student support services • Access to or control over practicum training sites appropriate to the program’s training model, goals, and objectives

43. (Domain C) • C4. If the program is a consortium of multiple independent entities then there is a formal written consortium agreement that articulates: • Nature and characteristics of the participating entities • Rationale for the consortial partnership • Each partner’s commitment to the program and its philosophy, model, and goals • Each partner’s obligations regarding contributions and access to resources • Each partner’s adherence to central control and coordination of the training program • Each partner’s commitment to uniform administration and implementation of the program including student admission, financial support, training resource access, performance expectations, and student evaluations

44. Domain DCultural and Individual Differences and DiversityThe program recognizes the importance of cultural and individual differences and diversity in the training of psychologists. These include, but are not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and social economic status.

45. (Domain D) • D1. The program: • Has made systematic and long-term efforts to attract and retain students and faculty from differing ethnic, racial, and personal backgrounds (see A.5 for definition of diversity) • Ensures a supportive learning environment for training diverse individuals who represent a broad cultural and individual spectrum • Avoids actions that restrict program access on grounds irrelevant to success in graduate training (see Footnote 4 for exceptions)

46. *Footnote 4 This requirement does not exclude programs from having a religious affiliation or purpose and adopting and applying admission and employment policies that directly relate to this affiliation or purpose so long as (1) Public notice of these policies has been made to applicants, students, faculty, or staff before their application or affiliation with the program; and (2) the policies do not contravene the intent of other relevant portions of this document or the concept of academic freedom. These policies may provide a preference for persons adhering to the religious purpose or affiliation of the program, but they shall not be used to preclude the admission, hiring, or retention of individuals because of the personal and demographic characteristics described in Domain A (and referred to as cultural and individual diversity). This footnote is intended to permit religious policies as to admission, retention, and employment only to the extent that they are protected by the United States Constitution. It will be administered as if the United States Constitution governed its application.

47. (Domain D) • D2. Program has a thoughtful and coherent plan to provide students with relevant knowledge and experiences about the role of individual and cultural diversity in psychological science and practice.

48. Domain EStudent-Faculty RelationsThe program demonstrates that its education, training, and socialization experiences are characterized by mutual respect and courtesy between students and faculty, and that it operates in a manner that facilitates educational experiences.

49. (Domain E) • E1. The program: • Recognizes the rights of students and faculty to be treated with courtesy, respect, collegiality, and ethical sensitivity • Informs students of these principles and of their avenues of recourse should issues arise • E2. Faculty members are accessible to students, provide guidance and supervision that encourages timely completion, and serve as role models who promote students’ acquisition of relevant knowledge, skills, and competencies.

50. (Domain E) • E3. Respect for cultural and individual diversity is demonstrated in accordance with the definition of cultural and individual diversity in Domain A5.