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Prepare to make a difference.

Impact. That’s what it’s all about for you.

At The Chicago School, you’ll get the experience youneed to make a difference that matters—or to deepen the

impact you may already be making.

No matter what your undergraduate degree, you can start now to prepare for a career in psychology, or to move to the next

level in a meaningful profession.

You’ll have extensive real-world training opportunities, andyou’ll work side-by-side with practitioner faculty who

have a wealth of experience. You’ll learn bydoing—and from those who already have.

Read on to learn about the powerfulimpact our faculty and alumni

are making every day. Your turn is next—prepare to change

the world.

Table of ContentsWhy The Chicago School? 4

Campuses 6

Clinical Psychology 8

Clinical Counseling 16

Marital and Family Therapy 22

Forensic Psychology 28

School Psychology 34

Applied Behavior Analysis 40

Business Psychology 46

International Psychology 52

Organizational Leadership 60

Sport and Exercise Psychology 61

Child and Adolescent Psychology 33, 61

Gerontology 62

General Psychology 62

Admission Information 64

Why The Chicago School?

4 Office of Admission 800.721.8072

With more than 2,500 students, andcampuses in Chicago, Southern California, and

online, The Chicago School is the nation’s leading nonprofitgraduate university dedicated exclusively to psychology and related

fields. Our approach focuses on training students to be extraordinarypractitioners and is distinctive in several important ways:

In addition to a traditional internship, you’ll enjoy a broad range of clinical training, community service, and applied field research opportunities that prepare you to make an impact in a way few other graduates

can. There is no better place than The Chicago School to learn to make a difference. We are the only professional psychology school named to the President’s Community Service Honor Roll, the highest federal

recognition a school can achieve for its commitment to service learning and civic engagement.

Chicago School faculty members do not focus strictly on theory and research, but are active practitioners in their areas of expertise. They bring their years of professional experience

into the classroom, providing you with a rich—yet powerfully practical—educational experience.

As an independent nonprofit graduate school, The Chicago School provides you with the best of both worlds: a close-knit learning environment that allows for frequent interaction and collaboration with faculty and fellowstudents, and dynamic metropolitan communities that offer a vast range of opportunities for clinical training,

community service, field research, professional networking, and fun.

We actively infuse all of our programs with content and projects that build your knowledge of, and competence in, working with people from diverse cultures, backgrounds, and perspectives—preparing you to be a highly effective practitioner in today’s

increasingly global world. The Chicago School has been recognized by the National Council of Schools and Programs of Professional

Psychology for significant contributions to the area of diversity.

You’ll be trained by leaders in the field.

You’ll learn by doing and leave with a powerful resume.

You’ll be ready for the global world.

You’ll receive intensive personal mentorship and broad professional exposure.


Campuses

Chicago.Located directly on the Chicago River, ourdowntown campus isjust steps away from Lake Michigan, the theater district, the famed Magnificent Mile,dozens of museums, and some of the world’stop restaurants and clubs.Chicago is often describedas a colorful “patchworkquilt” of diverseneighborhoods andprovides a truemulticultural environmentfor your educationaltraining.

As a convenience toworking professionals, and to those in thenorthern suburbs ofChicago, we also offerflexible evening/weekendprograms at the UniversityCenter of Lake County in Grayslake, Illinois.

Online.The Chicago School’sonline programs are

designed to make distancelearning feel anything but distant.

You’ll be able to interact directly withfaculty and fellow students and gain real-world experience in a flexible format that

suits your lifestyle and needs. Everyprogram requires you to apply what youare learning to your existing work life—

resulting in a relevant andimmediately impactful

educational experience.

Los Angeles. Perhaps best known for Hollywood celebrities, Universal Studios, world-classshopping, and incredible nightlife, Los Angeles also boasts unmatched ethnic, cultural, political,and social diversity—providing unique opportunities for personal enrichment, professionaltraining, and fun. Our Los Angeles Campus is located in the heart of the downtown businessdistrict, just steps from the Metro train station and public parking. It’s also just a short drive from the 110, 101, 5, and 10 freeways.

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Westwood. Our Westwood Campus is located in the center of WestwoodVillage, a lively neighborhood next to the UCLA campus and a shortdrive from Beverly Hills, Santa Monica, and several public beaches.This “urban yet suburban” neighborhood is filled with eclectic cafes,high-end restaurants, entertainment, shopping, and more. Studentsof The Chicago School enjoy access to UCLA's libraries and otheramenities, ample convenient parking, and easy access to the 405,101, and 10 freeways.

Irvine.Located in Orange

County near the Universityof California at Irvine, The

Chicago School's Irvine Campusoffers a college-town atmosphere

surrounded by quaint shops, open-aircafes, and a variety of restaurants. Ourstudents enjoy access to the UC Irvine

libraries and convenient parking.We’re just a short drive to the 405,

55, and 71 freeways, areabeaches, and Disneyland.

Clin

ical P

sych

olog

y

The Doctor of Psychology (Psy.D.) is thehighest degree for those who wish to applytheir knowledge as practicing clinicians.Clinical psychologists are rigorously trained invarious theories, tools, and interventiontechniques, and often work with clients whohave experienced severe trauma or seriousmental illness such as schizophrenia, bipolardisorder, or phobias. They conduct clinicalinterviews and psychological testing, createtreatment plans, consult and collaborate withphysicians and other professionals, andprovide multiple forms of therapy that addressmental illness, behavioral problems, andemotional distress.

Many clinical psychologists choose to work inprivate practice, while others work in hospitals,school counseling centers, substance abusetreatment facilities, mental health clinics, orresidential centers. Some join comprehensivetreatment teams, collaborating with a range ofphysicians and other specialists—such asthose working in rehabilitation settingsproviding care to patients coping with spinalcord injuries, chronic pain, or variousneurological conditions.

Some clinical psychologists focus strictly onproviding direct client services, while othersextend their professional work to becomehigher education professors andadministrators, supervisors and administratorsin clinical settings, as well as advocates formental health and social change.

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Q. You came to The Chicago School to workwith people who don’t typically have access to psychological

treatment. Did the school deliver?A. Absolutely! The Chicago School had well-established relationships with a

variety of practicum and internship settings. I was impressed by the many opportunities towork with urban, poor populations in neighborhoods across Chicago.

Q. Can you share specific examples from your days as a student?A. I can vividly remember one professor’s critique of a widely used measure of intelligence. She challenged me

to look at the ways that issues such as poverty, social status, and access to educational and cultural experiencescould impact a child’s IQ score. In my psychotherapy classes, we frequently discussed how the concepts of power and

privilege impact a client’s psychological health, self-perceptions, and view of others and the world.

Q. What was learning like outside of the classroom?A. As a student there were many opportunities for me to practice the skills I was developing outside of the classroom.

One thing I was really focused on was getting experience with a range of population types. For example, The Chicago School assisted in placing me at Hartgrove Hospital, an inpatient psychiatric facility serving children, adolescents,

and adults from poor, urban communities.

A. Coursework was designed not only to include traditional models of treatment with “mainstream” populations, but also anintegration of various cultural groups and systems issues that impact psychologists’ understanding of human development,

growth, and treatment.

Q. Describe the range of experiences available to Chicago School students at Lawrence Hall Youth Services.A. Their experiences are rich in so many ways. For example, I remember one student came to Lawrence Hall Youth Servicesfrom a university counseling center and said he was so appreciative of the opportunity to have his idea about “what therapy

could be” stretched and expanded beyond his former ideal of the traditional 45-minute office-based session.

Q. 95% of Lawrence Hall students graduate from high school. How does it feel to be a part of an organization that has that kind of impact?

A. I have always been impressed by LHYS’ commitment to assist at-risk youth and their families through a seamless delivery of services designed to develop the self-worth,

knowledge, and skills they need to lead independent and productive lives. For many of the youth we serve, we are their families, advocates, and primary

caretakers. LHYS’ values and mission are quite in line with my own, and the values that are espoused by The Chicago School.

Q. What role did diversity play in the classroom?


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Dr. Orson Morrison

Clinical Psychology. Alumnus. Dr. Orson Morrison is the vice president of clinical services at Lawrence Hall Youth Services and a Clinical Psy.D. graduate from the class of 2003. Visit thechicagoschool.edu to watch his video and learn about his inspiring work with at-risk youth.

PROGRAM OVERVIEW

Offered in Chicago and Los Angeles.

Five years full time.

The Chicago School’s oldest and mostselective program. Our Chicago Campusrecently received the maximum possiblere-accreditation by the AmericanPsychological Association.

INTERNSHIPS

Internship and practicum placementrates consistently rank among the bestin the country, typically approaching95% for internships and 98% forpractica.

Approximately 88% of participatingstudents secured internships during thenationwide APPIC (Association ofPsychology Postdoctoral and InternshipCenters) Match Day process this year(2009), and an additional 11% wereplaced by the end of the subsequentClearinghouse phase. A full 81% ofthose placements were paid internshipsand 97% were at APPIC-member sites.Chicago School students are placed athundreds of prestigious sites includingJohns Hopkins University CounselingCenter, Karen Horney Clinic, University of Notre Dame, La Rabida Hospital, and the Federal Bureau of Prisons inTallahassee. Los Angeles students areplaced at equally high-quality sitesincluding Tarzana Treatment Center, San Fernando Valley Community Mental Health, Harbor View House, and the Downtown Women’s Center.

COURSEWORK

Curriculum integrates the eight corecompetencies informed by theeducational model of the NationalCouncil of Schools and Programs ofProfessional Psychology (NCSPP), andqualifies students to sit for the nationallicensure exam.

Students choose an area ofconcentration, depending on campus.

After completing basic coursework infour intervention tracks (Cognitive/Behavioral, Psychodynamic,Humanistic/Existential, and Systems),students select one track as a specialty,completing advanced coursework and aClinical Competency Examination withinthat track.

Students are awarded master’s degreesmid-way through the program, aftercompleting 48 semester hours ofrequired coursework, including threesemesters of practicum.

Graduates are equipped with expertknowledge in theory, research, andpractice in clinical psychology—preparing them to serve as leadpractitioners and/or senioradministrators in both educational andclinical settings.

LOS ANGELES CAMPUS

Available in a unique format thatrequires students to be on campus only two days a week.

Students choose from one of fiveconcentration areas: Child andAdolescent Psychology,Neuropsychology, Sport Psychology,Geropsychology, and ForensicPsychology.

Students may fulfill their practicum,traineeship, and internship hours at TheChicago School’s Counseling Centers inWestwood and Irvine. Developed aroundan innovative apprentice model, thecenters offer students the opportunity towork side by side with senior cliniciansin the psychology and marital and familytherapy fields as they apply classroomtheories in a real-world environment.The model is unique in the breadth anddepth of experience it offers; studentsare not limited to a single treatmentphilosophy and instead are exposed to awide variety of therapeutic approachesand clinical interventions. They developa working knowledge in a variety ofclinical sub-specialties and benefit froman unusually rich learning experiencethat includes intensive mentoring byseasoned practitioners, and thatprepares them to work in variety ofprofessional environments or to launchprivate practices of their own.

Graduates are qualified to sit forlicensure by the California Board of Psychology (BOP.)

CHICAGO CAMPUS

Students choose from one of sevenconcentration areas: Child andAdolescent Psychology, ForensicPsychology, Health Psychology,Multicultural/Community Psychology,Organizational Psychology, SchoolPsychology, or Generalist.


Psy..D. in Clinical Psychology

PROGRAM OVERVIEW

Offered in Chicago.


A highly selective and specialized trackfor applicants interested in working withchildren and families.

Equips students with essentialdiagnostic, assessment, therapeutic,and consultative skills needed tobecome child and adolescentpsychologists—including specializedtraining in child development; child andadolescent psychopathology; physicaland neurological health; and child,adolescent, and family interventions.

COURSEWORK

Curriculum is enhanced by expertspeakers recognized as regional andnational leaders in child and adolescentpsychology; students experiencepracticum and internship training withchild and adolescent populations.

Students are awarded master’s degreesmid-way through the program, aftercompleting 48 semester hours ofrequired coursework, including twosemesters of practicum.

A research clerkship prepares students to use scientific research and theory toinform their practices and engage inscholarly work. The clerkship incorporatesa sequence of six courses in researchmethodology that cover data analysis andresearch design, with a special emphasison tools and techniques relevant toaddressing developmental and clinicalresearch questions.

Students benefit from four years ofIndividual faculty mentorship in aspecific area of research as well asopportunities to participate in colloquiaand poster presentations on ResearchClerkship Day and through various otherscholarly sources and events.

Curriculum integrates the eight corecompetencies informed by theeducational model of the NationalCouncil of Schools and Programs ofProfessional Psychology (NCSPP), andqualifies students to sit for the nationallicensure exam. Students may completeadditional specific coursework to beeligible to sit for the LicensedProfessional Counselor (LPC) exam inIllinois and/or to obtain a certificate inApplied Behavior Analysis (ABA).

Psy..D. in Clinical PsychologyChild & Adolescent Track

PROGRAM OVERVIEW

Offered in Westwood and Irvine.

An accelerated, post-master’s programthat can be completed in three years,including internship. (Program is offeredin a flexible format suitable for workingprofessionals.)

COURSEWORK

Curriculum integrates the eight corecompetencies informed by theeducational model of the NationalCouncil of Schools and Programs ofProfessional Psychology (NCSPP), andqualifies graduates to sit for the nationallicensure exam and licensure by theCalifornia Board of Psychology (BOP).

Students choose one of twoconcentration areas: PsychodynamicPsychotherapy or Generalist.

Students in the PsychodynamicPsychotherapy concentration gainessential diagnostic, therapeutic, andconsultative skills as well as in-depthknowledge of psychodynamic theoryand exposure to a broad range ofdynamically based clinical applicationsto assist the therapeutic process.

Graduates are equipped with expertknowledge in theory, research, andpractice in clinical psychology—preparing them to serve as leadpractitioners and/or senioradministrators in both educational andclinical settings.

Students may fulfill their practicum,traineeship, and internship hours at TheChicago School’s Counseling Centers inWestwood and Irvine. Developed aroundan innovative apprentice model, thecenters offer students the opportunity towork side by side with senior cliniciansin the psychology and marital and familytherapy fields as they apply classroomtheories in a real-world environment.The model is unique in the breadth anddepth of experience it offers; studentsare not limited to a single treatmentphilosophy and instead are exposed to awide variety of therapeutic approachesand clinical interventions. They developa working knowledge in a variety ofclinical sub-specialties and benefit froman unusually rich learning experiencethat includes intensive mentoring byseasoned practitioners, and thatprepares them to work in variety ofprofessional environments or to launchprivate practices of their own.

Psy..D. in Psychology (Post Master’s)

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Psychopathology I:This course surveys the majortheories of the etiology of mentaldisorders, emphasizing abiopsychosocial approach, andfamiliarizes students with theDSM-IV-TR approach to diagnosisand classification. Disorders ofchildhood and adolescence areemphasized, as well as relateddisorders affecting parents/caretakers, including dementias,schizophrenia, mood disorders, andsubstance abuse. Cultural anddevelopmental factors related to mental illness are also emphasized. (2 credits)

Personality Assessment:This course introduces models ofobjective and projective personalityassessment and addresses variationin measurement of personality basedupon conceptualization of theconstruct. Emphasis is placed onthe administration, scoring, andinterpretation of the majorpersonality instruments, includingthe Millon, PAI, MMPI-2/A,Rorschach (Exner system andcontent analysis), the ThematicApperception Tests and otherprojective techniques. In the labportion of this course, studentswill demonstrate their knowledge andskills in administering, scoring, andinterpreting these instruments. (4 credits)

Biological Bases of Behavior: This course introduces students tothe structure and functions of thecentral nervous system, theautonomic nervous system, and theendocrine system. Areas coveredinclude sensory and perceptualprocesses, physiological regulationof the sleep and waking cycles,motivation, and affect. The etiologyand major focus ofpsychopathology will be consideredfrom a biological perspective. (3 credits)


Clinical Psychology Sample Course List

Professional Development Group

Psychopathology I

Intellectual Assessment

History and Systems of Psychology

Statistics

Clinical and Diagnostic Interviewing

Psychology of the Life Span

Personality Assessment

Professional Issues & Ethics

Diversity in Clinical Psychology

Cognitive-Affective Bases of Behavior

Biological Bases of Behavior

Social Bases of Behavior

Advanced Assessment

Research Methods

Basic Intervention: Psychodynamic

Basic Intervention: Cognitive-Behavioral

Basic Intervention: Existential-Humanistic

Basic Intervention: Systems

Introduction to Neuropsychology

Introduction to Clinical Psychopharmacology

Seminar in Professional Practice

Assessment Practicum Seminar

Advanced Intervention: Intra-Psychic

Advanced Intervention: Interpersonal

Advanced Intervention: Cognitive

Advanced Intervention: Behavioral

Advanced Intervention: Advanced Existential-Humanistic

Advanced Intervention: Group

Advanced Intervention: Family

Advanced Intervention: Couples

Human Sexuality

Child Abuse Assessment and Reporting

Spouse/Partner Abuse Assessment and Reporting

Alcohol and Chemical Substance Abuse and Dependence

Therapy Practicum Seminar

Advanced Practicum Seminar

Proposal Development Seminar

Dissertation Maintenance

Visit thechicagoschool.edu/catalogs to view a complete academic catalog.

ClinicalCounselingClinical counselors assist children, adults, and families inovercoming mental health challenges that prevent them fromliving fully functional and emotionally healthy lives. They workwith a myriad of clinical populations, including those withsevere or chronic mental illness, although they typically seeclients struggling with the more common mental and emotionalproblems relating to depression, anxiety, grief, unsatisfyinginterpersonal relationships, personal crises, and otherlife/developmental challenges. They assist clients by identifyingemotional issues and disordered behavioral patterns that maybe obstructing meaningful relationships in their families, atwork, or in academic areas. Most counseling is conductedwithin a “safe and protected space” and change occursthrough the combination of proven techniques and a trusting,non-judgmental, and supportive therapeutic relationship.

Clinical counselors conduct diagnostic interviews, developevidence-based treatment plans, provide psychotherapy, andcollaborate with an interdisciplinary team of mental healthpractitioners—including psychiatrists, psychologists, and socialworkers—to provide a culturally appropriate biopsychosocialapproach to care.

Clinical counselors work in a variety of clinical settingsincluding private practice, community agencies, public andprivate schools, colleges and universities, hospitals, and othermental health facilities that care for underserved, diverse populations.

Dr. Hector Torres


Clinical Counseling. Faculty.In addition to his role as a faculty member in the CounselingDepartment, Dr. Hector Torres heads up The Chicago School’sCenter for Latino Mental Health Studies and teaches in theLatino mental health concentration, one of several thatCounseling students may choose. Visit thechicagoschool.eduto watch Dr. Torres video and read more about the criticalrole that multiculturalism plays in his classroom.

A. Chicago hasthe third-largest Latino

population in the nationand the school has

relationships with multipleagencies that provide great

services to this community. There arenumerous opportunities for students to

get diverse real-world experiences.

Q. What’s the biggest misconceptionabout Latino assimilation challenges?

A. There are so many that it would be very difficult for me to choose one! To begin with,

as Latino people we have undeniable similarities, yet our origin and history makes us very different

from each other. We need to learn about the similarities and differences, and how those reflect

on our experiences in the United States.

Q. Can you clarify the difference betweenassimilating and acculturating?A. We commonly mistake these two terms, but there’s a huge difference between assimilating andacculturating. Assimilation is when I move to a newplace, a new culture, and I just want to be part of thatculture and forget about mine. I kind of lose myself andbecome something else. Acculturation, on the otherside, is the process of learning about the new culture,adapting to the new culture, but still retaining andkeeping my own identity. So a new identity’s formedthat is a blend between who I was in my previousculture, work, group and the new place where I’m living.

Q. What’s on top of your list of challenges?A. I'd have to say the greatest challenge in thisfield is that it’s a very new field. Even though theLatinos have increased and have grown a lot

around the United States and we know thatit’s a population that will continue growing,

we don’t have that much information. Westill need more research in the area and

we need to learn more about thepopulation in order to better help

this population.

Q. What are the advantages of studying Latino Mental Health in Chicago?

PROGRAM OVERVIEW

Offered in Chicago and Grayslake, Illinois.

Two years full time (six semesters) or four years part time.(Grayslake program is offered as a three-year sequence,in a flexible online and weekend on-ground formatconvenient for working professionals.)

INTERNSHIPS

Typically, 100% of actively participating students securepracticum/internship placements by September and atsites that meet LPC (Licensed Professional Counselor)standards.

COURSEWORK

Curriculum incorporates the eight content areas outlinedby the National Board of Certified Counselors, preparingstudents to sit for Professional Counselor licensure inIllinois (LPC and LCPC).

The Program is unique in that students receive a solidfoundation in the principles of clinical psychology, inaddition to gaining the essential diagnostic, therapeutic,and consultative skills they need to be outstanding clinicalcounselors working with a range of clinical populationsand a variety of emotional and psychological conditions.

Students learn the theoretical frameworks and scientificbases of clinical psychology, the ethical and professionalguidelines of clinical psychology and the counselingprofession, and the impact of diversity and cultural issues in the mental health field.

The Clinical Counseling Specialization embraces theintegration of multicultural education and diversitythroughout its curriculum; successful studentsdemonstrate an appreciation for and competency in this area.

Students may choose a concentration that requires field-based clinical training held at participating sites.Concentrations include: • Child and Adolescent Treatment• Health Psychology• Latino Mental Health• Supervision and Leadership in Community Mental Health• Treatment of Addiction Disorders.


M.A. in Clinical PsychologyCounseling Specialization

Counseling Sample Course List

Psychology of the Life Span: This course examines normal developmentfrom infancy through advanced ages,focusing on the development of perceptualand cognitive processes, psychosocialroles, and familial interpersonal processes.Current clinical approaches are examinedfrom diverse theoretical viewpoints and inview of recent research findings. Culturaldiversity and individual differences areintegral to this course. (3 credits)

Substance Abuse Evaluation and Treatment: This course explores the fundamentals ofsubstance abuse treatment. Models ofaddiction are reviewed and students areexposed to issues involved in treatment,including denial, continued use while intreatment, the importance of familyfunctioning and adult/childpsychopathology. A survey of the typesand classes of addictive substances are covered. (3 credits)

Advanced Family and Couples Therapy: This course provides an overview ofadvanced theory and technique, as well asskills training in family and couplestherapy with an emphasis on thedevelopment of a personal model ofcounseling. Diagnostic skills, case analysis,and relationship strategies will beemphasized. The overall orientationfollows a family systems perspective, butthe course will integrate a variety ofapproaches and strategies, includingcognitive-behavioral and object relations.The course will also explore the impactof macro systems issues such as gender,power, and economics on contemporaryrelationships. (3 credits)

Theories of Counseling & Psychotherapy

Psychopathology

Clinical & Diagnostic Interviewing


Professional Ethics and Issues

Introduction to Clinical Assessment

Research Methods

Cognitive-Behavioral Psychotherapy

Humanistic-Existential Psychotherapy

Family Systems & Family Therapy

Professional Development I & II

Practicum & Seminar

Internship & Seminar


Group Processes of Therapy

Substance Abuse & Evaluation Treatment

Trauma & Crisis Intervention

Advanced Family & Couples Therapy

Child & Adolescent Psychotherapy


Marital and Family TherapyLike many mental health practitioners, maritaland family therapists (MFTs) provide therapeuticservices to help their clients overcome a widerange of mental, emotional, and behavioralissues. MFTs view their clients in the context ofrelationships—assuming that every individualinfluences and is influenced by people in his/herlife in a systemic fashion.

Marital and family therapists may work withindividuals, couples, or families who are copingwith problems that include depression, anxiety,marital and relationship problems, child-parentconflict, and more. They assist their clients inbetter understanding how their personal

behavior patterns may be influencing thebehaviors of those around them. MFTs helptheir clients find new ways of thinking aboutand interacting with others—and ultimately leadmore harmonious, fulfilling lives.

As professionals in one of the fastest-growingmental health disciplines, MFTs apply theirskills in many different work settings, includingprivate practice, social service agencies,inpatient psychiatric facilities, hospitals,community mental health centers, schools, andeven courts and prisons.


Marital and Family Therapy. Faculty.After discovering a fascination forsolving family problems as a child, Dr. Jack Mayhall dedicated his life tothe study of family dynamics by workingas a marital and family therapist. Visitthechicagoschool.edu to watch hisvideo and learn more about theMarital and Family Therapy programand how Dr. Mayhall helps others.

Q. How would you describemarital and family therapy (MFT)

to prospective students?

A. Jack: MFTs always view humans in the context of thesystems in which they live, be it the family, social, work etc. The

notion is circular causality not linear. Movement in one piece of the system affects the entire system. Systems thinking can be considered from a historical

perspective or a here and now perspective.

Q. What kind of clients or family situations are the most challenging for you?

A. Sherri: The most challenging cases are working with parents who ask for your help with their teenagers—but do not want to see the role they play

in the issues that are brought up.

A. Sherri: On-the-job training. From the first day you can observe how the process works. You learn and practice your knowledge in the same setting.

Also, your supervisor is there to help you every step of the way.

A. Jack: I’d say the most important things students take with from their Counseling Centerexperience are theory application and professionalism.

Q. Can you give an example of the practitioner faculty advantage?

A. Sherri: As clinicians, we work with people. You can teach the theories, but it’s very difficult to know how to apply

them unless you’ve done it yourself. If you’re a practitioner, you’vehad experience and even know how to make adjustments to

the theory to specific situations. That’s valuableinformation to pass on to students.

Dr. Jack Mayhall


Q. What are the strengths of the Counseling Center?

Dr. Sherri MahdaviMarital and Family Therapy. Faculty. Inspired by her own parenting experience, Dr. Sherri Mahdaviwrote her dissertation on mother-son relationships while workingtoward a doctorate in marital and family therapy. Today sheteaches in the program alongside the faculty member who washer mentor. Visit thechicagoschool.edu to watch her video andlearn about the MFT program and how a mentor-studentrelationship evolved into a working relationship betweenprofessional colleagues.

Q. You both wrotedissertations about relationships with

sons. How were your approaches similar? How were they different?

A. Jack: Sherri really looked at the positive aspects of themother’s role in her son’s development. Positive in that it can be

“too good of a thing.” I looked at the father’s influence on his son’sintra-psychological development, and how the son relates to others

in light of that influence. The common element between our papers wasthe Jungian framework in viewing these areas of research.

Q. Sherri, Jack Mayhall was your mentor when you were a student. What was the best advice he gave you?

A. Sherri: Jack often said, “Know the theory.” Theory creates a framefor your clinical work. If you know your theory, you work with dignity,

and at the end you will serve your client.

A. Jack: When I interviewed Sherri as a prospective student, we kind of hit it off right from the beginning.

You could see she had a great deal of passion for this field even back then. It’s been a

great journey.


PROGRAM OVERVIEW

Offered in Los Angeles, Westwood, andIrvine.

Completed in two years.

At the Los Angeles Campus, theprogram is offered in a one-day-a-weekformat (all day Fridays). At theWestwood and Irvine campuses, theprogram is delivered in a one-weekend-a-month format (Friday evenings and allday Saturday and Sunday).

Curriculum qualifies graduates to sit forthe California Board of BehavioralSciences (BBS) MFT licensure exam,and prepares them to enter a Psy.D. inPsychology program that can lead tolicensure by the California Board ofPsychology (BOP).

INTERNSHIPS

MFT students have the opportunity tocomplete practicum and internshipexperiences at high-profile sites thatinclude the Julie Ann Singer Clinic, DeeHirsch Foundation, Brentwood VAHospital, Maple Counseling Center-Beverly Hills, L.A. County Mental HealthDepartment, and Orange County MentalHealth Department.

COURSEWORK

Program is unique in that studentsreceive a solid foundation in theprinciples of clinical psychology, inaddition to gaining the essentialdiagnostic, therapeutic, and consultativeskills they need to be outstandingmarital and family therapists workingwith a range of clinical populations anda variety of emotional, behavioral, andpsychological issues.

Students may fulfill their practicum,traineeship, and internship hours at TheChicago School’s Counseling Centers inWestwood and Irvine. Developed aroundan innovative apprentice model, thecenters offer students the opportunity towork side by side with senior cliniciansin the psychology and marital and familytherapy fields as they apply classroomtheories in a real-world environment.The model is unique in the breadth anddepth of experience it offers; studentsare not limited to a single treatmentphilosophy and instead are exposed to awide variety of therapeutic approachesand clinical interventions. They developa working knowledge in a variety ofclinical sub-specialties and benefit froman unusually rich learning experiencethat includes intensive mentoring byseasoned practitioners, and thatprepares them to work in a variety ofprofessional environments or to launchprivate practices of their own.

PROGRAM OVERVIEW

Offered in Westwood and Irvine.

An accelerated, post-master’s programthat may be completed in three years.(Program is offered in a flexible formatsuitable for working professionals.)

COURSEWORK

Graduates are equipped with expertknowledge in theory, research, andpractice in marital and family therapy—preparing them to serve as leadersand/or senior administrators in botheducational and clinical settings, or toteach in regionally accredited institutionsof higher education.

Students choose one of twoconcentrations:

• Psychodynamic Psychotherapy• Management Practice

Students in the psychodynamicpsychotherapy concentration gainessential diagnostic, therapeutic, andconsultative skills as well as in-depthknowledge of psychodynamic theoryand exposure to a broad range ofdynamically based clinical applicationsto assist the therapeutic process.

Psy..D. in Marital and Family Therapy (Post Master’s)

M.A. in Clinical Psychology,Marital and Family Therapy Specialization

Theories and Systems of Family Therapy This course discussesrelationships, terms, andconcepts used to describeproblem situations asdysfunction, techniques toachieve success in gathering data, integrating family therapyinto social work, and direct andindirect methods for initiating and sustaining change in familysystems.

Child Abuse and DomesticViolenceTopics include childhood, childabuse, and history of abuse,protecting and safeguardingchildren, consequences of childabuse, research into childprotection practices, and currentissues in child protectionpractices.

Long-Term Aging and Care Topics include psychologicalsymptomatology among African-American, Hispanic and WhiteFrail Elders, and nationalperspective on nursing homeplacement among African-American and White Elders.


Marital and Family Therapy Sample Course List

History & Systems of Psychology

Life Span Development


Ethics and Laws for Psychotherapy

Psychopathology

Psychological Assessment: Overview

Theories and Systems of Family Therapy

Cognitive-Behavioral Therapy

Human Sexuality

Drug Use and Abuse

Child Abuse and Domestic Violence

Psychopharmacology

Human Diversity

Social Bases of Behavior

Long-Term Aging and Care

Applied Techniques of Family Dynamics

Child and Adolescent Psychotherapy

Individual Didactic Psychotherapy

Clinical Practicum I

Professional Development Group I, II and III

Forensic PsychologyForensic psychologists apply the artand science of psychology withinthe legal system and related fields.Many work with individuals residingin correctional institutions,psychiatric facilities, or community-based agencies, where theyconduct diagnostic and riskassessments to determine whethertheir patients are at risk of re-offending, and providepsychotherapy and other servicesto help minimize or eliminate thepsychiatric symptoms that led totheir patients’ criminal acts.

Other forensic psychologists workin the court system as juryconsultants (advising attorneys onjury selection and trial strategy) oras expert witnesses (testifyingabout defendants’ mental states atthe time they committed theircrimes, as well as their competencyto stand trial).

Still other forensic psychologistswork primarily with victimized or at-risk populations such as inner-cityyouth, victims of sexual/domesticabuse, trauma survivors, substanceabusers, the chronically mentally ill,and others. They provideassessments, counseling, casemanagement, advocacy, and otherservices to help their clients copewith the mental and emotionaleffects of traumatic experiences,overcome addictions, make morepositive life choices, and more.

Forensic psychology is one of thefastest-growing areas of psychologyand practitioners find work in anever-expanding range of settings—including child welfare agencies,forensic units in state mental healthfacilities, jails and prisons,community mental health centers,juvenile correctional facilities,government agencies, family courts,and private practice.

To apply online or learn more visit www.thechicagoschool.edu 29

Forensic Psychology. Faculty.Dr. Debra Warner is the lead faculty member for the LosAngeles campus Forensic Psychology program—and servedas lead psychologist for the Department of Homeland Security. Visit thechicagoschool.edu to read her complete interviewand learn why she knows she is doing the work she wasmeant to do.

Q. You’re based in L.A. What part of“forensic psychology” does Hollywood get right?

A. Forensic psychology is the merger of psychology, law, and thelegal system. The show “Law and Order,” with its portrayal of

Dr. Huang, is very accurate to what a forensic psychologist can do with certaindetainee-centered institutions (police departments, correctional institutions, and federal

agencies). “CSI” is the misconception and is actually forensic science, which is usually ascientist or medical examiner.

Q. Tell us about your multi-sensory approach in the classroom.

A. I’m very flexible with things. I’m very visual. Some people are tactile, some people like to do tasks where they listen, others like to see. So I try to tap into all of those. For example, I might have some of my

friends who are actors come in to class and be the clients, and the students have to figure out the diagnosis.

Q. What can your students gain through access to L.A.’s Health Court?

A. Los Angeles County is the only county in California using centralized court for cases involving mental health. Students can sit in on adult hearings and the experience provides a great opportunity

for exposure to the forensic court arena, as well as future roles as a forensic psychologist.

A. Sure. And the impact works both ways. I got this letter from a client … I was leaving this prison I was working at and he was going to be left behind and he wrote me

from his cell. He stole a pencil and wrote this letter … this three-page letter about what I did for him. And I almost cried when I got this. I carried that letter in my organizer and whenever

I think twice about what I’m doing, I read that thing.

Q. What’s the best part of your job?

A. The people, without a doubt. Seeing some progress. You might not see progressfor years, but when you do get those moments, or you have a student who has

been struggling who has an “ah-ha” moment, and you think, maybe Ihad a little part in that … that’s when I know I’m doing what

I’m meant to do … and it’s the best.

Q. Can you tell us about a time you felt you had impact?


Dr. Debra Warner

PROGRAM OVERVIEW


Four to five years full time. (Offered in a unique every-other-weekend format in Los Angeles.)

COURSEWORK

Program integrates the eight corecompetencies informed by theeducational model of the NationalCouncil of Schools and Programs of Professional Psychology (NCSPP),helping prepare students to sit for the national licensure exam in clinical psychology.

Students enjoy opportunities to doempirical and applied research within a range of forensic settings andpopulations—and may tailor theircoursework to meet particulareducational and professional goals.

Graduates are equipped with therequisite academic foundation tobecome lead practitioners and senioradministrators in both educational andforensic settings, and to conductcriminal competency evaluations,criminal responsibility evaluations,forensic child interviews, fitness for dutyevaluations, risk assessments, andclinical interventions for a broad rangeof disorders and populations.

CHICAGO CAMPUS

Students have the unique opportunity to gain hands-on experience at TheChicago School Forensic Center, whichprovides high-quality forensicpsychological services andprogramming (such as evidence-basedinterventions, policy advocacy, andprogram development) to improve thehealth and well-being of individualswithin diverse communities. Through arange of community partnerships, thecenter provides students powerfulopportunities to put classroom learninginto practice in real-world settings—including victim-related traumatreatment for women transitioning fromcorrectional facilities into thecommunity; job readiness preparationfor adult males transitioning fromcorrectional facilities into thecommunity; psycho-educational trainingworkshops for parents who have abusedor neglected their children; and Parent-Child Interaction Therapy to help reducethe risk of future incidents of abuse andneglect. Students also benefit from arange of applied learning experiencesrarely available at other schools—suchas providing expert witness testimony infront of practicing judges and attorneysduring a mock trial experience, andparticipating in a realistic hostagenegotiation simulation.

LOS ANGELES CAMPUS

Students benefit from a broad range ofapplied and real-world learningexperiences such as: helping to launcha groundbreaking, citywide Prison Re-Entry Project through which ChicagoSchool students conduct staff training,forensic assessment, clinical treatment,and program measurement; providingCalifornia bar-approved training toprosecuting and defense attorneys;leading weekly mental heath trainingsfor LAPD and several community-basedagencies; serving as lead presenters atan annual Chicago School crisisintervention conference attended byrepresentatives from the Mayor’s Office,LAPD, Homeland Security, and otherlocal and national government agencies.Students also benefit from countlessopportunities to bolster their knowledgeand expertise by participating infrequent educational seminars andsimulations on topics such as hostagenegotiation and police de-escalationtechniques.

Psy..D. in Clinical Forensic Psychology

PROGRAM OVERVIEW

Offered online.

Completed in as little as five months.(Offered in a flexible format convenientfor working professionals.)

COURSEWORK

Specifically tailored to workingprofessionals who wish to deepen theirunderstanding of forensic psychologyand strengthen their ability to apply thatknowledge to their current professionalchallenges.

Students may apply their certificatecredits toward earning an M.A. inApplied Forensic Psychology Services.

PROGRAM OVERVIEW

Offered online.

Completed in as little as 20 months (Offered in a flexible format convenientfor working professionals.)

COURSEWORK

Designed for students who wish to advance their current careers bylearning strategies that positively affecthuman behavior and how to apply thoseskills within a wide range of contexts,from local police precincts to childwelfare agencies.

Students enjoy opportunities to doempirical and applied research withinforensic settings. They gain knowledge of psychology and mental health, as wellas the technical skills to performinterventions and treatment planningwithin a range of settings andpopulations.

PROGRAM OVERVIEW

Offered in Chicago.

Two years full time or up to four yearspart time.

INTERNSHIP

Internship placement rates typicallyexceed 95% for students enrolled in thelicensure track.

COURSEWORK

The program prepares licensure-trackstudents to sit for the professionalcounselor licensure exams in Illinois(LPC and LCPC).

Students may tailor their coursework tomeet particular educational and professional goals and may choose fromconcentrations in child protection, sexoffenders, or corrections.

Students gain hands-on experience atThe Chicago School Forensic Center,which provides high-quality forensicpsychological services andprogramming to improve the health andwell-being of individuals within diversecommunities. Through a range ofcommunity partnerships, the centerprovides students powerful service-learning opportunities that prepare themto be competent and civically engagedforensic mental health practitioners.

Students benefit from a range of appliedlearning experiences rarely available atother schools—such as providing expertwitness testimony in front of practicingjudges and attorneys during a mock trialexperience, participating in a hostagenegotiation simulation, or providingParent-Child Interaction Therapy (PCIT)to families involved with the juvenilecourt system.

Graduates are able to performassessments, interventions, andtreatment planning for various problemsand populations—preparing them towork in legal and public policy arenas inan ethical, academically informed, andresearch-based manner.

M.A. in Forensic Psychology

M.A. in Applied Forensic Psychology Services

Certificate in Applied Forensics


Forensic Psychology Sample Course List

Evaluation and Treatment of the Juvenile Offender:This course addresses the classification,assessment, and treatment of the juvenileoffender. Various factors contributing tojuvenile delinquency and empirically basedtreatment approaches are discussed. Legaland institutional responses to juvenilecrime are analyzed, and the role of theforensic clinician in the juvenile justicesystem is discussed utilizing casematerial. Case lectures and discussions,case examples, and video presentations areused to illustrate key concepts. (2 credits)

Violence and Risk Assessment:This course provides students with thefundamental aspects of conductingviolence and risk assessment evaluationsand the manner in which opinions arecommunicated. Students gain anunderstanding of empirically based riskfactors and assessment tools used toconduct violence and risk evaluations, aswell as management strategies employedto ameliorate risk/risk conditions.Practical exercises drawn from actual cases are used to illustrate key concepts. (2 credits)

Hostage Negotiations:This course examines the psychology ofperpetrators, strategies for negotiating acritical incident, understanding andmanaging critical incidents, communicationand stress management techniques, andthe Stockholm syndrome within a hostagesituation. In addition, students gain anunderstanding of crisis negotiation,debriefing, hostage-taker demands, and theeffects of time on a situation. (2 credits)


Professional Development Group

Introduction to Forensic Psychology

Ethics and Professional Issues in Forensic Psychology


Psychopathology Clinical and Diagnostic Interviewing

Mental Health Law

Forensic Documentation, Report Writing, and Testifying

Diversity in Forensic Psychology

Social Psychological and Cultural Aspects of Aggression

Research Methods

Research Methods for Thesis Track

Evaluation and Treatment of the Adult Offender

Evaluation and Treatment of the Juvenile Offender

Objective Methods in Personality Assessment

Violence and Risk Assessment

Trauma and Crisis Intervention

Substance Abuse and Evaluation and Treatment

Group Process Therapy

Family Systems and Family Therapy

Theories of Counseling and Psychotherapy

Career Development Counseling

Practicum

Internship I & II

Psychology of Law Enforcement

Forensic Psychology in Correctional Settings

Evaluating and Treating the Sex Offender

Objective Methods in Personality Assessment

Violence and Risk Assessment

Substance Abuse Evaluation and Treatment


Family Systems and Family Therapy

Hostage Negotiations

Theories of Counseling and Psychotherapy

Career Development and Counseling

Practicum

Theoretical and Clinical Application of

Empirically Based Treatment I & II

School Psychology

School psychologists are experts in bothpsychology and education. They applythat knowledge to help children andyouth with disabilities and special talentsachieve their full potential academically,socially, and emotionally. In addition tofunctioning as an integral part of aschool’s educational team, schoolpsychologists often work directly withstudents and their families, assessingacademic skills and aptitudes,determining eligibility for specialeducation services, and evaluating social-emotional development and mental healthstatus. They also train parents onapproaches that will assist their children’slearning, and provide individual or familycounseling to resolve emotional orinterpersonal issues that may interferewith school performance.

School psychologists play criticaladministrative and leadership roles. Theyspearhead efforts to make schools saferand improve learning outcomes, promotetolerance and appreciation of diversity,improve teacher effectiveness andclassroom behavior management skills,address substance abuse issues, preventand manage crises, and more.

The demand for trained, caring schoolpsychologists is at an all-time high and isexpected to increase even further.Although a majority of schoolpsychologists choose to work in publicschools, a variety of private settings alsoactively pursue school psychologygraduates.


Q.How did you decide

The Chicago School was the right fit for you?

A. I wanted to receive training andexperiences across diverse settings.

I wanted to build competence working with individuals from various cultural backgrounds as well as experience

working with individuals with a range of needs.

Q.The goal of the Schweitzer

Fellowship is to support students in their work with underserved

communities. Was this compatible with your studies?

A. The Chicago School’s philosophy isaligned with the Fellowship’s goals. We’re

encouraged to get involved in localcommunities, especially where there’s

a great need for services. Theschool’s support gave me the

confidence to apply.

Q.How did you come up with your proposal?

A. I developed the initial idea forStoryworks through completing a schoolproject in one of my school psychologycourses. I decided to create an after-school program that would consist

of weekly shared-book reading sessions, with each week focusing

on a theme such as self-esteem or anger management.

Q. How does The Chicago School provide support?


Laura Granros

A. The ChicagoSchool has been so supportive!

My academic advisor, Dr. Walsh, isavailable for me to consult with regarding

program development and methods and otherissues that may arise. The Office of CommunityPartnerships at The Chicago School is helpingme to recruit volunteers for the program. I am

going to have a booth at The Chicago School’s fallCareer Fair advertising the program to grad

students who are looking for opportunities toget involved. Also, involvement with

Storyworks may potentially contribute tofirst-year school psych students’

required school shadowinghours.


School Psychology. Student. Laura Granros is a winner of the Albert Schweitzer Fellowship. Visit thechicagoschool.edu to read about her Storyworksprogram, and how The Chicago School is helping herlaunch it in the public schools.

PROGRAM OVERVIEW

Offered in Chicago and Grayslake, Illinois.

Three years full time or four years part time. (Grayslakeprogram offered in a flexible format convenient for workingprofessionals.)

INTERNSHIPS

Last year, 100% of our third-year students secured paidinternships in Illinois public schools.

COURSEWORK

Prepares graduates to earn a Type 73 degree with aspecialization in School Psychology in the state of Illinois.

Students benefit from superior theoretical preparation,coupled with an unrivaled amount of real-world experience.Students spend almost half their time working in schoolsover the duration of the program. The full-time group willspend half a day a week in schools during their first year,two days a week during their second-year practice, and fulltime during their third-year internship.

Students learn essential diagnostic, therapeutic, andconsultative skills; research and program evaluationmethodologies; the impact of diversity and cultural issues inthe field; and the legal, ethical, and professional guidelinesof school psychology.

Students gain in-depth understanding of the impact variousmental health treatments have on diverse youth populations,and learn from an integrative systemic-focused model aimedat enhancing educational opportunities for youth.


Ed.S. in School Psychology

School Psychology Sample Course List

Intellectual Assessment:This course introduces students tomodels of intellectual assessment andexplains the administration, scoring, andinterpretation of the most widely usedintellectual assessment instruments.Specific emphasis is placed oninterpretation and report writing using theWechsler scales. (3 credits)

Diversity in Clinical Practice:This course provides a basic frameworkto help students understand howindividual differences, abilities, anddisabilities in development and learning areaffected by social, cultural, ethnic,experiential, biological, socioeconomic,gender, and linguistic factors. Theframework enables the student to havegreater sensitivity in working with diversestudents and how intervention strategiescan be selected and implemented based onindividual characteristics, strengths, andneeds. Another equally important focusis an understanding of the mechanismsused to maintain privilege and the balanceof power, as well as the methods usedto limit, oppress, and restrict membersof less privileged groups.(2 credits)

Prevention and Crisis Intervention in Schools:The history and theoretical models ofprevention will be examined. Crisisintervention theory and strategies inschool settings will be the focus ofsecondary intervention strategies.Emphasis on a prevention and crisisapplication to child-centered issues suchas abuse, divorce, family violence, loss,school-based violence, and suicide is stressed.(2 credits)

Introduction to Applied Behavior Analysis

Theories of Counseling & Psychotherapy

Analysis and Treatment of Developmental

Disabilities

Observation and Measurement

Consulting in Schools

Professional Development Group I & II

Best Practices in School Psychology

Psychopathology I


Clinical and Diagnostic Skills

Effective Educational Models and Literacy

Psychology of the Child and Adolescent

Diversity in Clinical Practice

Ethics and Law in School Psychology


Statistical and Program Evaluation Methods

Systems Theory and Practice

Practicum and Seminar I & II


Prevention and Crisis Intervention in Schools

Infant to Preschool Assessment

Assessment of Children and Adolescents

Psychotherapy with Children and Adolescents

Internship I, II, & III



Applied Behavior AnalysisApplied behavior analysts use a deliberate system of data collection andanalysis to address the needs of their clients—needs that range fromdevelopmental disabilities and traumatic brain injury to the challenges ofrunning an efficient business. Their focus is on bringing about behavioralchanges that can dramatically improve lives, enhance performance, andincrease academic, physical, and social functioning.

Known best as the only treatment proven effective for autism, appliedbehavior analysis (ABA) is a discipline that has implications in every areaof life for all individuals. ABA professionals work in regular educationsettings, closing the achievement gap that separates historicallyunderserved children from their peers; in hospitals and rehabilitationcenters, reteaching functional motor skills to head-injury patients; and in business and industry, where they work with management to increaseproductivity, improve safety, and enhance job performance.

ABA is also applied in fields as disparate as sport psychology,gerontology, early childhood intervention, organizational management,gambling and drug addictions, neuroscience, sex therapy, animalbehavior, and health and fitness. It is based on decades of research, and uses a wide range of ethical and evidence-based techniques to teachnew behaviors and eliminate those that function as barriers to learning or overall quality of life.

Q.What’s the first thing you tell

parents who’ve just learned they have a child with autism?

A. That it is not a death sentence. Thatthings are going to be OK. That they are alreadymaking the correct decisions for their child byseeking help and starting on the path toward

designing an educational and home environmentthat will help everyone in their family achieve

maximum success and joy. And mostimportantly, that the behavior analysts

who will be working with their childwill love that child as if he or she

were their own.

Q.What would you want

full-time working people who’d like to get a graduate

degree to know?

A. I’d want them to know it’s possible to still have your life, your family, your job

that you love and you don’t want to leave, and get that extra degree without losing the things in your life that are wonderful to you. You can

contribute so much more if youhave that extra degree.

You really can.

Q. Tell us about your commute the

past few years.

A. I’ve been lucky enough to work on boththe Chicago Campus and the Los Angeles

Campus. I’ve racked up some miles commuting onweekends! My time was split between being a

professor and being an administrator. At any otherschool, being an administrator sounds like anumber-crunching thing, but at The Chicago

School it’s the chance to recruit students. I’m talking to students every day; talking

about how they could go to graduate school and be able to balance

their lives.

Q. Tell us abouttoday’s autism myths.

A. The strongest myths right now haveto do with what actually causes autism, but unfortunately we still do not have

enough research to answer that question. In the meantime, we do have research to

demonstrate that the most powerful intervention is early intensive intervention

based on Applied Behavior Analysis. In fact, ABA is the only empirically based

intervention for individuals diagnosed with autism that results

in an increase in pro-social behaviors.

Q. What’s the advantage to

practicing what you teach?

A. When I’m teaching I can easily seehow the stories that mean the most to mystudents are the ones about what happensat work. It always brings all the material that

we are reading about to life. It’s that way for the entire faculty. The importance of

working with people who are practicing in the field, while

learning and teaching, cannot be stated enough.


Q. What are some ofyour favorite things about

the school?

A. The innovation, and the flexibility, and the willingness to grow but not lose quality. There

are very few schools that are still willing to look at a new idea and say, “all right, here’s a

new department that we can have and it’s something that’s going to happen within a

reasonable amount of time.” I think that in more ivory-tower-type institutions you have ideas that

have been sitting on the table for 15 years. Beinga faculty member and knowing that you can put

an idea out there and there’s a darn goodchance it’s going to happen some time

in the near future is more thananyone could ask for.

Dr. Rachel Tarbox


Applied Behavior Analysis. Faculty. Dr. Rachel Tarbox is the lead faculty member for the Los Angeles Campus Applied Behavior Analysis program. Visit thechicagoschool.edu to watch her video and read moreof her insights about the incredible impact of behavior analysis.

PROGRAM OVERVIEW

Offered online.

Completed in less than a year,depending on field supervisionavailability.

Requires a master’s degree in a relatedfield and five years of experience in ABA.

COURSEWORK

Designed to prepare behavior analystsand those working in related fields toqualify for the BCBA credential andfurther expand their expertise related todevelopmental disabilities, geriatricconditions, behavioral and learningdifficulties, and mental illness.

With appropriate supervised practice,students may sit for the examination tobecome a Board Certified BehaviorAnalyst (BCBA).

PROGRAM OVERVIEW


Two years full time or three years parttime. (Los Angeles program offered in a flexible format that is convenient forworking professionals.)

PRACTICUM

100% of Chicago School ABA studentssecure their first practicum by the timethe second semester begins.Subsequent practicum placement ratesalso reach 100%. Placement optionsinclude services to people with andwithout special needs. In Chicago, field

placements include, among others, ABA-operated elementary and highschools. In L.A., efforts are made to use the student’s current employment as an appropriate ABA placement.

COURSEWORK

Program is unique in that studentsreceive a solid foundation in basicclinical skills, in addition to thoroughtraining in applied behavior analysis(ABA) techniques—preparing them towork with a range of populations in bothclinical and business/industry settings.

Graduates have the expertise todetermine experimentally the cause(s)

of problem behavior, develop humaneand effective interventions, validate theirapproach to each client, and assessoutcomes.

Course sequence approval by theBehavior Analyst Certification Board®

(BACB) is maintained so that graduatesare eligible to sit for national certificationas a Board-Certified Behavior Analyst.

Students may petition to take anadditional 14 semester hours ofcoursework and three credits ofsupervised practicum to sit for LicensedProfessional Counselor (LPC) licensurein Illinois.

PROGRAM OVERVIEW


Five years for students entering post-undergraduate education, and threeyears for students entering with amaster’s degree. The Los Angelesprogram is offered in a flexible formatthat is convenient for full-time working professionals.

Develops expert knowledge in behavioranalytic theory, research, and practice—preparing graduates to serve assupervisors and practitioners in botheducational and clinical settings, leadingefforts to address a range of issuesincluding those related to developmentaldisabilities and behavioral health.Doctoral graduates will be prepared to contribute to research that further

advances an integrated, scientificunderstanding of the complexities of human behavior.

INTERNSHIPS

Internships are tailored to the specificeducational goals and concentrations of the students. A variety of placementsites are available, providing services to individuals with and without specialneeds. In Chicago, field placements areavailable in ABA-operated elementaryand high schools. In Los Angeles, effortsare made to use the student’s currentemployment as an appropriate ABA placement.

COURSEWORK

Students benefit from superior

classroom preparation—which is based in the Radical Behaviorism model andincludes advanced areas such asprecision teaching, instructional design,and verbal behavior—coupled with anunsurpassed range of real-world trainingthat includes four laboratory experiencesand two semester-long internships.

Students may choose one of fourconcentrations: instructional design;developmental disabilities; supervisionand consulting; or a specialtyconcentration based on the student’sinterest and faculty approval.

Students who do not yet have theirBCBA certifications will complete acourse sequence that prepares them to sit for national certification by theBehavior Analyst Certification Board®.

Psy..D. in Applied Behavior Analysis

M.A. in Clinical Psychology

Applied Behavior Analysis Specialization

Certificate in Applied Behavior Analysis

Applied Behavior Analysis Sample Course List

Analysis and Treatment of Developmental Disabilities:The course will offer advanced coverageof special topics, including practicingbehavior analysis in applied settings suchas schools and hospitals; conductingparent training assessment and treatmentprocedures for improving communicationskills of individuals with developmentaldisabilities; managing problem behaviorssuch as self-injury, food refusal, andnoncompliance; and for dealing withspecial populations such as childrenwith autism. (2 credits)

Observation and Measurement:This course addresses behavior definition, data collection, inter-observeragreement, social validity, treatmentintegrity, functional assessment, andstimulus preference assessment. Thecourse content is based on currentstate-of-the-art procedures in appliedbehavior analysis, and includes methods of classroom data collection such as precision teaching and curriculum-based measures, basic issues in data-driven decision making, and measurement-guided education. (3 credits)

Conditioning and Learning:This course focuses on behavioralprinciples and their applications to diversepopulations. Both classical and operantconditioning are reviewed, with a heavyemphasis on operant. Candidates will learnbehavioral principles and procedures toincrease, reduce, or promote thegeneralizations and maintenance ofbehavior. This is a course that relates tofieldwork and previous courses. (3 credits)


Introduction to ABA

Analysis and Treatment of Developmental Disabilities

Advanced Research Project I & II

Professional Development I & II

Psychopathology

Observation & Measurement

Clinical & Diagnostic Skills I & II


Professional Ethics and Issues

Research Methods

Psychopharmacology

Advanced Intervention: Behavioral


Behavior Analysis of Instruction

Conditioning and Learning

Practicum I, II, & III

Behavioral Consulting in Organizations


Radical Behaviorism

Performance Management in Human Services

Translational Research in ABA

Seminar Writings in Behavior Analysis

Analysis & Arrangement of Instructional Content

Seminal Writings in Behavior Analysis

Verbal Behavior

Canonical Writings of B.F. Skinner


Business PsychologyBusiness is one of the fastest-growing areasfor the application of professional psychologyas organizations increasingly recognize theimpact that human factors can have on overallorganizational effectiveness. Industrial andorganizational (I/O) psychologists andbusiness psychologists apply the principles ofboth psychology and business to effectivelyguide organizations and individuals to success.

Sometimes described as part scientist, partconsultant, and part teacher, I/O and businesspsychology professionals provide a range ofservices. They conduct technical job analysesto identify the specific knowledge, skills,abilities, and personal characteristics

necessary for success in particular jobs. They administer psychometric tests to betterunderstand employees’ unique attributes andbuild optimal workforces. And they designperformance appraisal and staff trainingmodels and provide coaching to managersand executive leadership, to ensure fairness,maximize motivation, and advanceorganizational priorities.

I/O and business psychology professionalswork at organizations large and small, bothnonprofit and for-profit. They work in humanresources, organizational development,management, and consulting, creating morepositive work climates and fostering individualand organizational success.

To apply online or learn more visit www.thechicagoschool.edu.47

Q.What assimilation

advice would you give students switching to a new careerin psychology after 10 or 20 years

in another field?

A. Adaptability is the key word to keep in mind. The best advice I can offer someone in a mid-

career change is to understand the culture of theindustry and the organization. The assimilationissue can’t be understated and working with a

mentor in the organization to help with theprocess will be important. In addition, do

an inventory of your current skills anddetermine which ones will transfer

to the new career.


Industrial and Organizational Psychology; Faculty. Drawing on his years in corporate America and a first-handunderstanding of today’s business culture, Dr. Edwards bringshis real-world experience into the classroom in The ChicagoSchool’s Industrial and Organizational Psychology program inSouthern California. Visit thechicagoschool.edu to watch his video and learn more about the fastest-growingapplication of professional psychology.

Dr. Albert Edwards III

Q.You mentioned you love the

show, “The Office.” Who is yourfavorite character and why?

What advice would you give him?

A. My favorite character is Michael. He is the quintessential example of what managers/leaders should not do inside of organizations. I have often

used his character in training sessions asexamples related to office politics, conflict in the workplace, sexual harassment, and other

less-than-optimum leadership skills.

Q.Can you talk in general terms

about the kinds of corporate culturesthat lead to success and the types that

are likely to lead to problems?

A. Corporate cultures that I find to be highly effective and that lead to success demonstrate arobust confluence of strong leadership and smart

strategy. These types of cultures have the rightvalues and vision that inspire workers to commit

to and achieve organizational goals.Characteristics you might find in corporatecultures that work will include high levels

of collaboration, adaptability,feedback and diversity.

Q. How does The Chicago School give students a

jump-start in the workforce?

A. The Chicago School is

noted for training students to become outstanding practitioners.

Our students have gained significant practical experience by the time they

graduate. They’re able to apply knowledge and skills based on what they’ve implemented

during field placements at training sites, which makes them extremely valuable

to prospective employers. This experience translates into more meaningful assignments

with employers.

PROGRAM OVERVIEW

Offered online.

Completed in as little as five months.(Offered in a flexible format).

Appropriate for professionals working in virtually any field who wish to gainpractical knowledge about industrial andorganizational psychology and learn toapply that knowledge to their currentprofessional challenges.

Students may apply their certificatecredits toward earning a master’sdegree in industrial and organizationalpsychology.

PROGRAM OVERVIEW

Offered online.

Completed in as little as 20 months.(Offered in a flexible format convenientfor working professionals.)

Designed for students working in fieldssuch as human resources, training anddevelopment, consulting, professionaladministration, or marketing, who wishto advance their current careers bylearning strategies for improvingindividual and group performance.

COURSEWORK

Students learn techniques for improvingpersonnel selection and developmentprocesses, assessing organizationalweaknesses and designing appropriateinterventions, resolving conflict, andunderstanding cross-culturalintelligence.

PROGRAM OVERVIEW


Two years full time or three years parttime. (Both the Chicago and LosAngeles programs offer flexiblescheduling options convenient forworking professionals.)

INTERNSHIPS

Partnerships have been developed withmore than 40 organizations to assist students in finding their two required

placements. A majority of students havesecured internships at sites ranging fromlarge international marketing researchcompanies to small boutique consultingfirms and nonprofit social serviceagencies.

COURSEWORK

Students benefit from exceptionaltheoretical classroom training coupledwith a broad range of real-world learningopportunities.

Students gain a foundation in researchand statistical methods, enabling themto approach problems critically in anapplied setting, develop and implementsurveys, design interventions, andcreate selection and performancemanagement systems.

Through a unique educational alliancewith Lake Forest Graduate School of Management, Chicago Campusgraduates may also earn an M.B.A. in an accelerated time frame.

PROGRAM OVERVIEW

Offered in Chicago.

Five years full time. (Offered in a choiceof flexible formats suitable for busyworking professionals: the executive-style cohort, which meets four times ayear and allows students to completeassignments and projects online, or the on-ground cohort, which includescourses that are fully on ground or blended.)

INTERNSHIPS

The Business Psychology Departmenthas developed partnerships with morethan 40 organizations (a number thatcontinues to grow) to assist students in finding their two required placements.

COURSEWORK

Curriculum integrates industrial andorganizational psychology, clinicalpsychology, and business courses, andprepares graduates to assume high-levelresponsibilities in the professional worldand to help organizations andindividuals solve problems and performmore effectively in today’s global,multicultural business environment.

Students gain advanced knowledge oftheory and application to prepare themfor practice in rightsizings, mergers andacquisitions, strategic repositioning,project management, changeconsultation, and executive succession planning.

Exceptional theoretical classroomtraining is coupled with a broad range of real-world learning opportunities,including two supervised internshipsand an applied dissertation. The facultyhas developed an innovative anduniquely supportive dissertation modelensuring that key milestones arereached in a timely fashion. Studentscomplete three courses (spread overthree semesters and entirely one-on-onewith their faculty supervisors) duringwhich they complete a dissertationproposal, dissertation draft, and then the final dissertation and oral defense.

Psy..D. in Business Psychology

M.A. in Industrial and Organizational Psychology

M.A. in Applied Industrial and Organizational Psychology

Certificate in Applied I/O Psychology

Business Psychology Sample Course List

Organizational Consulting Skills:This course provides students with theknowledge and skills to serve as internal andexternal consultants to business andnonprofit organizations. The class reviewsindividual, group, and organizationalassessment strategies. Through caseanalysis and experiential exercises, studentsgain skills in project proposal, problemframing, contract development, clientrelations, and presentation of findings. Legal and ethical issues specific to theconsulting role will also be addressed. (3 credits)

Organizational Leadership:This course reviews the principal theoriesof leadership and how leadership is developed.It examines leadership in the context ofmanaging continuous change, emphasizing thechallenges of multinational corporationsworking across cultures. It supports self-assessment as students gain knowledgein the key theories and principles of themanagement/leadership continuum. Finally, it reviews practices that I/O psychologistsare using to develop organizational leaders. (3 credits)

Work Team Dynamics:The most productive teams are facilitated by skilled process managers who understandhow to build teams and how to keep themproductive over their life span, both asinformal and formal leaders. Students willlearn how to create effective, productivework teams; manage meetings; and get thingsdone while building long-term mutuallybeneficial relationships. This course isdesigned to give participants the skills neededto manage team processes in ways that help organizations reach their objectives. (3 credits)

Professional Development Seminar

Life Span I & II

Cognitive Psychology

Social Psychology

Research Methods

Systems Theory

Organizational Behavior

Organizational Culture & Design

Organizational Consulting Skills

Statistics and Statistics Lab

Personnel Psychology

Performance Appraisal

Job Analysis and Employee Selection

Training: Theory, Design, and Evaluation

Organizational Leadership

Advanced Statistics

Individual Interviewing and Assessment

Organization Attitudes & Survey Development

Work and Career Development

Business and Financial Literacy

Strategic and Organizational Planning

Change Management

Professional Coaching

Work Team Dynamics

Managing Organizational Diversity

Ethics

Internship I & II

Career Planning

Dissertation Development I, II, and III

Competency Examination

Compensation and Benefits Administration

Legal Issues

Data Management

Strategic Human Resource Management

Negotiation and Conflict Resolution

Talent Management and Succession Planning

Training and Facilitation and Instructional

Consumer Psychology/Special Topics



Int

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al P

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Every year, more than 450 million peoplearound the globe suffer from a mental healthcondition, but in many places less than 10 percent of them have access to mentalhealth services. International psychologyprofessionals seek to bridge that gap throughunderstanding, education, and outreach.

International psychologists may work in avariety of organizational environments andcultural settings, conducting research to betterunderstand socio-cultural differences;developing and applying culturally competentorganizational practices supporting the deliveryof mental health services to underservedpopulations or those suffering due to culturalcrisis or natural disasters; launching grassrootsinitiatives to improve access to services,advocating and raising awareness aboutinternational mental health needs; teaching atthe college or university levels, or working withimmigrant and refugee populations at homeand abroad.



Dr. Robert ClarkInternational Psychology. Faculty.As an Air Force sergeant in Vietnam, Dr. Clark firstrealized how cultural differences impact the way peoplecope. Today he is chair of the world’s first Ph.D. inInternational Psychology and still draws on those earlyexperiences. Visit thechicagoschool.edu to watchhis video and learn about the program that ispreparing leaders in a growing field of psychology.

A. There are so many advantages to beingthe first to offer a Ph.D. in International Psychology.First, we are setting the standard for the discipline. Wehave the opportunity to define the field from a doctorallevel training perspective. And the graduates of ourprogram will likely be the early leaders in the creation of other training programs in international psychology.

Q. Can you briefly tell us about the two areas ofconcentration for international psychology students?

A. Organizations and Systems is designed for individuals who are,have been or desire to work with international organizations in theservice, policy, program evaluation, and mental health fields. TheTrauma Services goal is not to prepare one-to-one therapists, but toprepare them to assist local governments with determining the types ofpolicies that need to be in place. The goal is sustainability. It’s to put inplace and initiate programs and service that are sustainable and culturally sensitive and appropriate protocols.

Q. Can you give prospective students some idea of how that might play out?

A. It might mean working with the World Bank, assisting with culturallyappropriate and efficacious intervention programs ineast Africa. It couldbe advising in and/or designing training forthe Peace Corps. Orconducting research on the best program for the implementation forHIV/AIDs intervention programs. And that’s just the tip of the iceberg.

Q. The job market is very good for psychologists these days. Can you discuss growth opportunities for International Psychology careers?

A. Since we are the first program of its kind anywhere,I would be speculating to some degree. However, from experience I know that nearly every major international and multinational corporation has psychologists on its staff.

Q. What’s it like to be the first to offer a Ph. D.

in International Psychology?


PROGRAM OVERVIEW

Offered in Chicago and online.

A three-year, post-master’s programoffered in a unique format tailored to the needs of busy workingprofessionals.

Students take one course at a time,progressing through the program in a “cohort” fashion (i.e., with thesame group of fellow students for the duration of the program). The program does not prepare theindividual for licensure or certification as a psychologist.

Students choose one of twoconcentrations: • Organizations and Systems, which

is offered online • Trauma Services, which is offered in

a “blended” format that includes bothonline classes and one weekend inChicago during each of the fourconcentration-related courses

COURSEWORK

Students engage in two nine-day international fieldexperiences (one in year two andanother in year three) as well as tworequired weekend residencies thatfocus on research and dissertationpreparation.

The program is particularlyappropriate for professionals whowork or wish to work for multinationalcorporations, international non-governmental organizations,intergovernmental organizations (e.g.,U.N. organizations), governmentalagencies, and faith-basedorganizations with internationalmissions. The program is appropriatefor those who wish to conductresearch and to teach at the university level.

PROGRAM OVERVIEW

Offered online.

Completed in less than two years parttime or 11 months accelerated.

COURSEWORK

Coursework consists of nine credithours in foundational psychology, six credit hours in an applied research project, and the remaining 21 credit hours taken within thespecialization track.

Equips graduates with a broad,foundational knowledge of psychology as well as a specific specialization in international psychology.

Program is distinctive in that it applieslearning directly to the workplace,using assessment, projects, and other measures to ensure practical,application-based learning.

Students complete an AppliedResearch Project, applying programlearning to an authentic workplacesituation.

Program includes a synchronous“virtual residency” component—oneor two hours each term in which allstudents are expected to be onlinesimultaneously.

Ph..D. in International Psychology

(Post Master’s)

M.A. in PsychologyInternational Psychology Track

To apply online or learn more visit www.thechicagoschool.edu

HumanitarianismThis course examineshumanitarianism in termsof the universal value oflife. Topics include: thevalue of human life,practices towardbenevolent treatment, andprovision of assistance toother humans in order toimprove moral and ethicallevels of humanity.

Cross-CulturalCommunicationThis course provides anoverview of contemporaryissues across multiplecultures and a dialogueprocess for groupdynamics. Topics include:gender development,identity, stereotypes,dialogue, and ideals inmultiple cultures.Emphasis is on caseconceptualization.

Acculturation PsychologyThis course providesstudents with anopportunity to explorethe psychologicalconcepts ofacculturation. Topicsinclude: ethnic identitymodels, adaptation tomultiple cultures, and therelationship betweenacculturation andpsychological disorders.


International Psychology Sample Course List

Ethics and Professional Development

A Global Perspective of the Science of Psychology

Cross-Cultural Perspective of the Lifespan

Psychological, Socio-Cultural, and Political Dimensions of Organizations

Humanitarianism

Cross-Cultural Communication

Cultural Perspectives on Individuals, Families, and Communities

Quantitative Methods and Research

Qualitative Methods and Research

Applications of Methods in International Psychology Research

Field Experience 1 and 2

Research Methods in Organizations and Systems

Psychology of Organizations and Systems from a Global Perspective

Psychology of Decision-Making in a Global Context

Acculturation Psychology

Research Methods in International Trauma

Assessment of Psychosocial and

Mental Health Reactions to Traumatic Stress

Mental Health Interventions

Self-Care Strategies in Humanitarian Efforts


Specialty Programs


PROGRAM OVERVIEW

Offered online.

Completed in three years.

COURSEWORK

Curriculum includes coursework in leadership, research, ethics,interpersonal dynamics, and a range of electives to support each student’sunique career goals—preparinggraduates to apply the principles ofpsychology and leadership theory in a broad range of settings, to moreeffectively lead individuals andorganizations to success.

Students engage in two residencies ofthree or four days each at our ChicagoCampus, where they will meet face-to-face with fellow students from around theglobe, sharing diverse leadershipexperiences and perspectives. The firstresidency will pair each student with apersonal faculty mentor to formulate adissertation topic and prepare for theresearch process. At the secondresidency, students will focus oncompleting their dissertations.Graduates may select, implement, and manage appropriate leadershipmethodologies to meet individual, group,and organizational needs in nonprofit,for-profit, and pastoral settings.

Organizational leadership professionalswork in both for-profit and nonprofitsettings, helping to clearly define andcommunicate organizational objectivesand strategy, ensuring that businessprocesses are as efficient as possible,building trust and bolstering morale, and helping each employee growprofessionally and contributemeaningfully to advancing anorganization’s mission.


Ph.D. in Organizational Leadership (Post Master’s)

Businesses large and small increasingly recognize the critical distinction between a manager and a leader—betweensomeone who merely assigns tasks, and someone who paints a vision and then inspires employees to work effectivelytoward achieving it. Organizational leadership professionals work in both for-profit and nonprofit settings, helping toclearly define and communicate organizational objectives and strategy, ensuring that business processes are as efficientas possible, building trust and bolstering morale, and helping each employee grow professionally and contributemeaningfully to advancing an organization’s mission.

PROGRAM OVERVIEW

Offered online.

Completed in less than two years part time or 11 months accelerated.

COURSEWORK

This 36-credit specialization represents astudy of leadership from a psychologicaland behavioral perspective. Designed forthose who are seeking to understandand become effective leaders in a varietyof organizations, the specializationexamines the techniques of leadershipthat are expected of effective 21stcentury organizations.

The specialization offers a choice ofthree concentrations: organizationalleadership, women’s leadership, andcross-cultural leadership. Emphasis isplaced throughout on the valid andreliable assessment of leadership andorganizational culture.

M.A. in Psychology, Organizational Leadership Track


PROGRAM OVERVIEW

Offered in Chicago.


For a more complete description of thishighly selective and specialized track,see page 13 of this prospectus.

Child and Adolescent Psychology

Psy..D. in Clinical PsychologyChild and Adolescent Track

Childhood and adolescent psychology specialists assist young people struggling with challenges such as peer pressure,body image, drug or alcohol use, relationships, sexuality, or coping with difficult life changes such as parental death or divorce. Child and adolescent psychology professionals work in a variety of settings, including nonprofit agencies,community centers, public and private schools, and private practice. They conduct formal diagnostic tests, providecounseling and other therapeutic services, develop community-based youth programs, lead prevention initiatives, serveas mentors, and more.

PROGRAM OVERVIEW

Offered online.

Completed in less than two years part time or 11 months accelerated.

COURSEWORK

The 36-credit curriculum includes a foundation in psychology plusspecialization courses that preparegraduates to work in a variety of athleticand fitness environments helping clientsachieve peak performance goals bymanaging emotions and behaviors.

Students develop an understanding of how psychological factors affect theperformance of an individual or team, as well as how participation in sports andexercise affects a person’s psychologicaldevelopment, health and well-being.

Sport and Exercise Psychology

M.A. in PsychologySport and Exercise Psychology Track

PROGRAM OVERVIEW

Offered online.

Completed in less than two years part time or 11 months accelerated

COURSEWORK

This program is geared to professionalswho work with children and adolescentsin a wide variety of educational, humanservice, or juvenile justice settings. Inaddition to taking nine credit hours infoundational psychology, students maychoose a concentration in juvenile

offenders or a concentration in familysystems. In both, they are exposed toevidence-based treatments that addressthe needs of children and adolescents,and complete an applied researchproject that integrates their courseworkdirectly into their current work.

M.A. in Psychology, Child and Adolescent Track

As the name would imply, sport psychology practitioners assist amateur and professionals sports participants withpreparing psychologically for competition, dealing with the mental demands of training, and coping with theconsequences of sustaining an injury. They may also counsel referees on strategies for managing the stressful demandsof their jobs, or assist coaches with bolstering cohesion among their team members. Exercise psychology professionalsfocus not on competitive sports, but on applying the principles of psychology to help individuals set and maintainpersonal exercise and fitness goals, and increase exercise participation within the public at large.

Gerontology

M.A. in Psychology, Gerontology Track

As our population ages, the need for caring, trained gerontology specialists has never been greater and is expected toincrease even further. Gerontological psychologists assist older adults struggling with cognitive changes, depression, anxiety,bereavement, loss of independence, and other mental and emotional challenges related to aging. They may work withindividuals or in group settings, providing counseling, psychoeducational programming, and other therapeutic activities tohelp seniors adjust to life changes and continue living the happiest, fullest lives possible.

PROGRAM OVERVIEW

Offered online.


COURSEWORK

This program is for individuals whowish to incorporate an understandingof psychology into their work, but whoare more interested in graduating witha broad overview of applicationpossibilities rather than aspecialization.

Students have a great deal offlexibility in completing the 36-creditcurriculum and, after completing ninecredits in foundational psychology,they may choose from among theelectives offered by other online M.A.courses. They also complete anapplied research project that givesthem the opportunity to apply whatthey have learned directly to their ownwork environment.

General Psychology

M.A. in Psychology, Generalist Track

Many individuals choose to gain broad knowledge in all areas of psychology rather than identifying a specialty. Psychology“generalists” study many aspects of human behavior and mental processes—such as emotion, cognition, decision making,consumer behavior, culture, personality development, social relationships, group dynamics, and normal vs. abnormalbehavior. The applications for psychology are virtually limitless, and psychology practitioners find work in many areas,including human services, public relations, advertising, market research, sales, and direct care and management positions in the nonprofit sector.


PROGRAM OVERVIEW

Offered online.


COURSEWORK

This specialization is designed toprovide professionals already workingwith or interested in working withaging populations the knowledge

and skills to serve the population’spsychological needs. The programfocuses on the psychological aspectsof working with aging populations andthe development of services for thispopulation.

The 36-credit curriculum includes ninecredits in foundational psychology as well as an exploration of

leisure services, physiology, thebehavior of aging, educationalservices, diseases, social gerontology,and counseling.

Students complete an appliedresearch project that applies coursecontent directly to their current work.

Psychology Sample Course List

Sport and Exercise

Motivating TeamsThis course reviews andapplies the psychologicalstrategies for motivatingathletic teams. Topics include developing teams thatwork cohesively to attain ashared goal, motivationstrategies, developing teamcohesion, trust building, andgoal setting.


21st Century Leadership ModelsThis course presents andanalyzes effective leadershipmodels for 21st centuryorganizations. Topics include: conceptual leadershipstrategies, behavioral leadershipstrategies, strategic leadership,and visionary/inspirationalleadership. Objectives include:integrating conceptualleadership strategies intoappropriate situations,integrating behavioral leadershipstrategies into appropriatesituations, integrating strategicleadership strategies intoappropriate situations, andintegratingvisionary/inspirationalleadership strategies intoappropriate situations.

Race, Culture, and Leadership StyleThis course examines thevariations in leadership stylesby race and culture. Topicsinclude: race and culturalspecific leadership styles, theinfluence of race and cultureon community-buildingtechniques, cross-culturalperspectives on leadership,inclusive leadership, andvisionary leadership skills.

Objectives include:differentiating styles ofleadership by race and culture,applying community-buildingtechniques that reflect theinfluence of race and culture,categorizing leadershiptechniques from a cross-cultural perspective, applyinginclusive leadership strategies,and creating a culturallyshared vision.

Child and Adolescent

Children, Adolescents, and the LawThis course examines thevariety of legal aspects thatimpact children andadolescents. The issues ofcustody, wardship, fostercare, education, and juvenilejustice will be surveyed forthe significant role each canhave in the development of theindividual and family.

Gerontology

Psychophysiology, Psycho-sociology,and Behavior of AgingThis course examines theprinciples of psychophysiologyand psycho-sociology to the behavior of aging populations.Topics include:psychophysiology and itsapplications to behavior,psycho-sociology of the aging,analyses of the applicationswith aging populations, and theinteraction between behaviorand psychology in the aging.

63


Sport and Exercise

Anxiety and Energy ManagementMotivating TeamsPsychological Assessment of AthletesImagery, Visualization, and

Mental PracticeOrganization and Time ManagementTheory and Method of TrainingCapstone in Sport and

Exercise Psychology


21st Century Leadership ModelsEmotional Intelligence and LeadershipThe New Psychological

Science of LeadershipLeadership AssessmentHigh-Performance LeadershipOrganizational AssessmentGender and Leadership StyleLeading Through InfluenceRace, Culture, and Leadership StyleAssessing CultureCapstone in Leadership

Child and Adolescent Psychology

Psychopathology and Behavior DisordersTrauma and Crisis Intervention Introduction to Addictive DisordersInterviewing SkillsMental Health Law Family Systems and Family TherapyEvaluation and Treatment

of the Juvenile OffenderChildren, Adolescents, and the LawEvidence-based Programs

for Children and Adolescents

Gerontology

Psychophysiology, Psycho-sociology, and Behavior of Aging

Designing Leisure Services for the Aging

The Sociology of AgingDesigning Educational Services

for the AgingPsychobiology and Diseases of AgingAssessing and Counseling

Aging PopulationsCapstone in Gerontology

GPA

• Doctoral and Ed.S. programs typically require a 3.2 or higher (4.0 scale).

• On-ground master’s programs typically require a 3.0 or higher,while online master’s programs require a 2.5 or higher (4.0 scale).

• However, each applicant is reviewed holistically, and factorssuch as personal and professional experience andaccomplishments are taken into consideration. Applicants areencouraged to contact the Office of Admission to discusstheir unique qualifications.

GRE/GMAT

The Graduate Record Examination (GRE) is required for Psy.D.programs. Submission of the GRE is not required for our Ph.D.,Ed.S., or M.A. programs; however, we encourage students tosubmit their scores to enhance their applications.

Students applying to the Psy.D. in Business Psychologyprogram may submit the Graduate Management Admission Test(GMAT) in lieu of the GRE. Students applying into the M.A. inIndustrial and Organizational Psychology may also submit theGMAT to enhance their applications.

Please note that students must have official scores sent to The Chicago School.

• GRE School Code 1119 • GMAT School Code for Business Psychology BLR-4V-87• GMAT for Industrial and Organizational Psychology BLR-4V-21

Undergraduate Coursework

All required undergraduate coursework must be completed priorto enrollment, with a grade earned of “C” or better.

Psy.D. in Applied Behavior Analysis program requires onecourse in psychology and one course in either statistics orresearch methods.

Psy.D. in Business Psychology program requires 12 semester(18 quarter) hours of psychology credit, including two specificcourses (statistics and research methods).

Psy.D. in Clinical Psychology program requires 18 semester (27 quarter) hours of psychology credit, including three specific courses (statistics, abnormal psychology, andchild/human development).

Psy.D. in Clinical Forensic Psychology program requires 18 semester hours of psychology credit including two specificcourses (abnormal psychology and statistics).

Psy.D. in Psychology and Psy.D. in Marital and FamilyTherapy (post-master’s) programs require a master’s degree inpsychology or a related field.

Ph.D. in Organizational Leadership program requires onecourse each in psychology, statistics, and organizational behavior.

Ph.D. in International Psychology program requires a master’s degree and nine semester hours of undergraduate or graduate psychology credit for the Organizations and Systems concentration. For the Trauma Services concentration,a master’s degree in psychology or in a related field such asCounseling, Pastoral Counseling, Social Work, PsychiatricNursing, Marital and Family Therapy is required.

Ed.S. in School Psychology program requires a course in psychology and a course in either statistics or research methods.

M.A. in Forensic Psychology or Industrial and Organizational Psychology requires three specific courses(one in general psychology, one in statistics, and one inresearch methods).

M.A. in Clinical Psychology-Applied Behavior AnalysisSpecialization and Clinical Psychology-CounselingSpecialization programs require two courses (one course ingeneral psychology and one course in either statistics orresearch methods).

M.A. in Clinical Psychology-Marital and Family Therapyspecialization requires one course in psychology.


AdmissionApplication to The Chicago School is open to any person who has earned a bachelor’s degree from an accredited institution andwho meets other entrance and pre-requisite requirements. Factors that are considered in admission may include GPA fromundergraduate institutions and graduate schools, GRE general test scores (optional for some programs), relevant work history,required essay(s), letters of recommendation, and in-person interviews. Please see the application for detailed instructions andinformation regarding application requirements, deadlines, and letters of recommendation for each specific program. Applicationsmust be submitted with the required processing fee in order to be evaluated.

To apply online or learn more vviissiitt wwwwww..tthheecchhiiccaaggoosscchhooooll..eedduu 67

Interviews

Based on the evaluation of the application, selected candidates for our doctoral programs may be invited to interview for further consideration of their applications. In some cases students applying to the Ed.S. or M.A. programs may be asked to interview.

TOEFL or IELTS, International Credentials, and International Students

TTOOEEFFLL oorr IIEELLTTSS If English is not a student’s primary language,he/she must submit official TOEFL or IELTS scores with his/herapplication (TOEFL School Code: 7161). International studentswho received a bachelor’s degree from an accredited United States institution are exempt from this requirement. The minimum scores are: TOEFL – 550 paper based and 79internet based; IELTS – 6.5.

IInntteerrnnaattiioonnaall ccrreeddeennttiiaallss Applicants with internationalcredentials must obtain and submit official “course-by-course”evaluations through an evaluation agency such as WorldEducation Services (www.wes.org) or Educational CredentialEvaluators Inc. (www.ece.org). This requirement applies to allinternational students, including those from English-speakingcountries. In addition to the agency evaluation, all officialgraduate and undergraduate transcripts must be submitted.

IInntteerrnnaattiioonnaall ssttuuddeennttss International students must submitcompleted applications by the general consideration deadline.This will allow sufficient time to obtain the additionaldocumentation required to study in the United States. In addition, once accepted, international students must submitInternational Student Information Forms, copies of theirpassports, and financial documentation showing sufficientfunding for at least one year of study and all living expenses. In most cases, this documentation must be submitted at leasttwo months prior to the start of the semester in order to allowsufficient time for the school to issue an I-20 for the student toobtain an F-1 visa, if needed. An I-20 visa will not be issuedwithout this documentation.

Residency Requirements

It is expected that students will fulfill all degree requirementsthrough courses offered at The Chicago School. Under unusualcircumstances, a student may be permitted to complete certaincourse requirements at another institution.

The Clinical Psychology program has an additional APA-mandated residency requirement as a condition for graduation.This requirement may be satisfied in either of the following ways:

• Completion of two consecutive semesters of full-time study (11 credit hours or more) excluding summer semester. Thismay be either the fall and following spring semesters or thespring and following fall semesters.

• Completion of 30 credit hours within one 12-month period,including summer semester.

Transfer of Credit

Prior graduate coursework, if within the area of study, may be eligible for transfer of credit or course waiver. Students accepted to the program may petition by submitting “Petitionsfor Transfer/Waiver of Courses” and all required documentation. The decision to accept transfer credit or course waiver is solelythat of the school. No credit will be transferred for courseworkthat is more than 10 years old. Transfers of credit are subject tothe following conditions:

• Maximum semester hours of credit that may be transferred:

o Clinical Psy.D. program – 21 semester hourso Ph.D. programs – 12 semester hourso M.A. in Industrial and Organizational Psychology –

9 semester hourso M.A. in Psychology (online) – 9 semester hourso All other M.A. programs – 12 semester hours

• Transferred course credit is restricted to graduate-levelcourses from a recognized, regionally accredited, graduatedegree – granting institution.

• Transfer of credit is awarded only for required courses.• Transfer of credit is not granted for clinical practicum

or for internship.• Transfer of credit is granted only for courses in which the

grade obtained was a “B” or higher.• The school reserves the right to require satisfactory

performance on an examination before awarding a transfer ofcredit. Satisfactory completion of a competency examination is required before transfer of credit is awarded for requiredclinical courses.

• The school normally may require satisfactory performance on a competency examination when the course in question hasbeen taken more than five years prior to admission.

• Each hour of credit accepted for transfer into on-groundprograms will be assessed a fee per credit hour. Onlinestudents may have the transfer credit fee waived.

Waiver of Courses

Any domestic or international student who has completed anundergraduate course(s) that is equivalent to a requiredcourse(s) at The Chicago School may apply for the course(s) tobe waived. Students with previous graduate coursework whohave already received the maximum transfer credit may requesta waiver of additional coursework to be completed at The Chicago School.

Doctoral students may seek a waiver for a total of 21 credithours into our Clinical Psychology Psy.D. program. Thoseseeking both a waiver and transfer of credit hours may notexceed a total of 30 credit hours.

Master of Arts students may seek a waiver for a total of 12credit hours. Those seeking both a waiver and transfer of credithours may not exceed a total of 12 credit hours. The waiveroption does not apply to undergraduate courses offered by U.S.educational institutions.

Change the world.