History and Overview
Mission and Philosophy
Admission, Fees, and Requirements
Degree Requirements
The Sanville Educational Model
Course of Study and Academic Credits
Curriculum

HISTORY AND OVERVIEW

The Sanville Institute is a private, non-profit educational institution that offers a PhD in Clinical Social Work and a two-year certificate in psychotherapy.

DEVELOPMENTAL MILESTONES

• 1974 The California Society for Clinical Social Work founded what was then called the California Institute for Clinical Social Work to meet the need for post-masters clinical education and training for clinical social workers.

• 1974 The State of California Bureau for Private Postsecondary and Vocational Education approved the granting of the doctoral degree.*

• 1978 The first 5 graduates received their doctoral degrees.

• 1992 The Institute expanded its admission policies to include MFTs and other master’s-level therapists who demonstrate a commitment to the principles underlying clinical social work.

• 2004 The Institute broadened its admission criteria to: a master’s degree in a field that leads to licensure as a mental health professional, sufficient practice to support clinical learning, and malpractice insurance.

•  2005 The California Institute for Clinical Social Work became The Sanville Institute in honor of our founding Dean, clinical social worker, Dr. Jean Sanville.

• 2007 A two-year Certificate Program became part of the curriculum, open to qualified mental health professional who have a master’s degree and are licensed or license-eligible. The information, please go to http://www.sanville.edu/certificate.html

* The Sanville Institute has maintained uninterrupted approval by the Bureau of Private Postsecondary and Vocational Education until the disbanding of that agency by the State in 2007. For the current status of pending legislation to redo the organizational format of an oversight agency at the state level, go to http://www.bppve.ca.gov/

THE FIELD OF CLINICAL SOCIAL WORK
Clinical social work applies theories of human development and psychotherapy in the treatment and prevention of psychosocial dysfunction, disability, or impairment, including emotional and mental disorders. In keeping with a psychosocial perspective, clinical social work treatment of individuals, families, and groups pays particular attention to their environments and cultural values and experience. Clinical social work encompasses a variety of treatment modalities, including individual counseling, psychotherapy, psychoanalysis, marital therapy, family therapy, child therapy, and group therapy. Clinical social work also includes client-centered advocacy, supervision, consultation, education, and research, as well as a commitment to social justice.

THE FIELD OF MARRIAGE AND FAMILY THERAPY
In California, most marriage and family therapists hold master’s degrees from programs in counseling psychology. Others hold master’s degrees in related fields, such as nursing, and have fulfilled additional curriculum requirements to qualify for licensure. MFTs are dedicated to understanding and treating individual and family clients from a psychosocial perspective, maintaining awareness of social environments and cultural experience. Many are filling professional roles once filled by social workers. The clinical social work perspective can productively inform the practice of marriage and family therapy.

 

MISSION AND PHILOSOPHY

MISSION STATEMENT
The mission of The Sanville Institute is to provide doctoral education for master’s-level psychotherapists. The Institute educates individuals to work as clinicians, supervisors, teachers, writers, and researchers, and to use their knowledge and experience to contribute to the improvement of mental health and social services in our diverse community.

CORE VALUES

• The Institute nurtures the capacity of adult learners for professional growth and personal development through education.
• The Institute is committed to teaching advanced clinical practice that reflects awareness of the impact of society and culture on the development of the self, theory, and knowledge.
• The Institute strives to make learning a relational process that fosters integration of theory, experience, and practice.
• The Institute fosters the application of psychological understanding to enhance the well being of individuals and groups, and specifically values this in relation to itself at all levels, including the Board of Trustees, faculty, administration, alumni, and students.

EDUCATIONAL PHILOSOPHY
The educational philosophy of The Sanville Institute is based on the principle that learning in the mental health professions occurs in the context of relationships that facilitate growth in the student’s integrative capacity. The student’s maximum participation in the learning process is encouraged within the context of a supportive academic community. The adult learner brings to the educational process her or his own life experience, value system, learning style, and goals. The effective teacher – learner relationship focuses on these personal strengths to develop the capacity for self-directed study and independent inquiry. As learning is an open-ended, life-long process, the highest goal of education is to develop the capacity to ask meaningful questions about the unknown and to free the individual to pursue and extend his or her own growth.

RESEARCH PHILOSOPHY
The research philosophy of The Sanville Institute, consistent with our educational philosophy and clinical focus, stresses critical thinking about empirical research and the assumptions upon which knowledge is based. Students learn to derive research questions from clinical or social problems and to apply appropriate methodologies to study them. The Institute emphasizes qualitative research, believing that the qualitative approach to both descriptive and interpretive research is most relevant to the study of clinical issues and the phenomenology of social problems. An individual who possesses the PhD degree, however, should be conversant with quantitative methodology and a student who wishes to pursue quantitative research is encouraged to do so.

CLINICAL PRACTICUM
The student’s independent or agency-based clinical practice constitutes their core practicum and becomes integrated into his or her curriculum. Theoretical learning flows from clinical practice and in turn refines the student's professional functioning. In Southern California the Institute operates Sanville Psychotherapy Services, a clinic which provides low fee, long and short-term psychotherapy. Institute students who do not have sufficient clinical practice in their work settings may arrange for referrals, office space, and supervision through Sanville Psychotherapy Services. In Northern California there is no formal arrangement for providing a clinical practicum. However, efforts will be made to help students arrange clinical practice experience when possible.

 

ADMISSION, FEES, AND REQUIREMENTS

ADMISSION POLICIES
Admission to The Sanville Institute PhD program is open to qualified mental health professionals who have a master’s degree in a field that leads to licensure as a mental health professional, sufficient practice to support clinical learning, and malpractice insurance.

Application for Admission
Please go to www.Sanville.edu/application.html for information and instructions on the application process for admission to The Sanville Institute’s doctoral program. (Please note: applications for the Certificate Program are also available.)

Submit applications to the PhD Program no later than May 1 for fall admission to:
The Sanville Institute 
2110 Sixth Street
Berkeley, CA 94710

Nondiscrimination Policy
The Institute admits each student on the basis of merit. The Institute does not discriminate on the basis of age, sex, physical handicap, race, religion, color, national or ethnic origin, or sexual orientation in the administration of its educational policies, admissions policies, or other school-administered programs.

Transfer Students
The Institute is a competence-based program, and all students must demonstrate competency in the required curriculum. A transfer student is not automatically granted unit credit for courses completed in another institution. However, a student who has developed competence through work in another institution may look forward to accelerated progression through the Institute's program on the basis of advanced readiness to demonstrate competency. Decisions about advance credit will be decided in consultation with the student’s mentor and education committee.

Readmission
A student who has been on a leave-of-absence for two years or less is automatically readmitted with a letter of intent. After six consecutive trimesters of leave, a student will be withdrawn and must reapply for admission in order to resume studies. A withdrawn student who wishes to reapply must pay a reapplication fee and submit (1) a personal statement including a discussion of changes that indicate a readiness to return to the program, (2) an updated curriculum vitae, (3) two letters of reference from colleagues who are in a position to comment on readiness to return, (4) a case write-up that will form the basis of a brief case presentation at the Admission Conference, and (5) any other materials that the Dean or the Dean of Students deem necessary.

Registration and Payment Schedules
Students must submit fall trimester tuition in full to the Institute office in Berkeley by August 1, unless they have chosen the optional monthly payment plan. If the optional payment plan is chosen, the student must sign a tuition payment plan agreement and make the first payment by July 20. Winter trimester tuition is due on or before December 1, and tuition for spring trimester is due on or before March 1. Signed enrollment contracts for the academic year are due August 1 for all students matriculating in the fall trimester. For students returning from leave in the winter or spring trimesters, a signed enrollment contract is due by December 1 for winter enrollment and March 1 for spring enrollment. www.Sanville.edu/application.html

TUITION AND FEES
 
Tuition
Refer to the current Schedule of Student Tuition, Fees, and Tuition Refund Policy. In addition to application and tuition fees, the Institute has a variety of fees that pertain to special circumstances and services. Tuition is payable each trimester and is due on the first of the month before the trimester begins: August 1 for the fall trimester, December 1 for the winter trimester, and March 1 for the spring trimester. An optional monthly payment plan is available.

Consumer Information Center
For questions, complaints, or more information about students’ rights as consumers, contact the State of California Consumer Information Center at 800-952-5210, or write to:

State of California
Department of Consumer Affairs
Consumer Information Center
1625 North Market Blvd, Suite N 112
Sacramento, CA 95834

FINANCIAL AID

Student Loans
Student Loans are available through SLM Financial Corporation (a Sallie Mae Company) at interest rates that depend upon the student’s credit worthiness. Application is made directly to SLM Financial Corporation and can be made online. To learn more about these continuing education and career training loans visit the SLM website:  http://www.salliemae.com/get_student_loan/find_student_loan/training_loans/career_training_loans/

Arturo Ricardo de Cordova Sanville Scholarship Fund. 
The purpose of this fund is to support the scholarly pursuits of students of Latina and Latino background who enter the Institute in either the two-year Psychotherapy Certificate Program or the full Doctoral Program. The Institute has been moving toward development of this scholarship opportunity over the past several years since initial funding was established by Dr. Jean Sanville to honor her late husband, and with an additional major contribution from Chet and Carla Villalba. Jean Sanville and Arturo Ricardo de Cordova Sanville were always interested in different cultures and did extensive consultation with foreign governments on mental health issues. They spent much time in Mexico, for work as well as relaxation, and helped their friends in the mental health community there establish a training institute for non-medical mental health professionals.

The Institute invites all Latino and Latina MSWs, MFTs, or interns to apply. We also invite all interested donors to contribute to this important, growing fund to ensure its continuation into the future.

Barbara B. Baer Scholarship
In 1996-97, the Institute received a bequest from the Barbara B. Baer Trust. Barbara Baer was a dedicated clinical social worker with a private practice in Encino and an early friend of the Institute. The Barbara B. Baer Scholarship Fund has been established to support one $1,500 scholarship each year. The scholarship is awarded as a tuition credit of $500 each trimester for three trimesters. Eligibility requirements and applications are available at the Institute office.

Verneice D. Thompson Prize Fund
The Verneice D. Thompson Prize Fund was established to honor our second Dean, Dr. Verneice D. Thompson. The Board and faculty have determined that the income from this fund shall be used to award one $500 cash prize each year to a student for a paper that includes exploration of a social problem or clinical phenomenon from a social perspective, including the application of social theory that may inform the exploration. Four-unit course papers, dissertation proposals, and dissertations are eligible for the prize. In the event of more than one entry for the prize in a given year, an ad hoc faculty committee appointed by the Dean will determine the winner. Students may apply for the prize by submitting their papers to the Dean with a letter of intent.

Institute Administrative Office
We are a state-wide program maintaining an administrative office at:
 
2110 Sixth Street, Berkeley, CA 94710.
510.848.8420
FAX: 510.848.8434
In the LA area: 310-674-8420
Statewide toll-free: 866.848.8430 
Email: admin@sanville.edu

Directions to the Institute Office from Interstate 80
The Institute office is located just off interstate 80 in Berkeley. Take the University Avenue exit and head east on University Avenue. At the first traffic light, which is Sixth Street, turn right and proceed one and one-third blocks to 2110 Sixth Street. The Institute office is located on the ground floor.

Class and Convocation Locations
Classes and tutorials are held in convenient locations in the Greater Los Angeles and San Francisco Bay Areas: at the Institute office in Berkeley or in the homes or offices of faculty members. Current classes are often held in Northridge, Santa Monica, and Berkeley; however, locations may change depending on the geographical needs of the student body. Convocations are held at hotel or conference venues: two in the San Francisco Bay Area each year and one in the Los Angeles Area. Meals at convocation are included in the cost of tuition, as are lodging and travel for convocations out of your area. Click here to view past convocations.

 

DEGREE REQUIREMENTS

TIMELINE
A minimum of two years of academic work and completion of a dissertation study are required for the degree. The student should anticipate from four to six years of work to complete requirements for the degree (Sample timeline). Since the PhD program is designed for clinicians who intend to work in the field while they earn the degree, carrying a full-time workload may extend the time required to complete the program.

ADVANCE STANDING
The Institute does not offer unit credit for prior learning. However, students who have developed competence through prior learning experiences may look forward to accelerated progression through the Institute's program on the basis of advanced readiness to demonstrate competence. Decisions about unit credit for past experience will be made in consultation with the mentor and the education committee.

MINIMUM SCHOLARSHIP REQUIREMENTS
Because students continue to work in their practice settings while in the program, academic productivity varies greatly from student to student, based upon the time each student has available for study.
There are, however, minimum expectations. During the first two years of the program, all students are expected to participate fully in the Colloquium on the Integration of Clinical Theory and Practice and the Research Seminars I and II. No student may graduate from the Colloquium on the Integration of Clinical Theory and Practice without having completed all colloquium assignments and without having completed a preliminary educational plan that has been approved by the student’s Educational Committee. Beginning in the third year, all students must complete a minimum of three trimesters of the Writing Seminar.
In general, students are expected to complete a minimum of twelve units of credit per year. A student may earn less than twelve units in a year if her/his mentor approves this. The student's suitability to continue in the doctoral program will be periodically evaluated by the Educational Committee as needed and at the end of the first two years and upon completion of the educational course plan before advancing to candidacy.

PARTIAL ENROLLMENT PROGRAM
When circumstances in a student’s life require it and when the student has completed all of the requirements of the Colloquium on the Integration of Clinical Theory and Practice, Research Seminars I and II, and has an approved preliminary educational plan, the student is eligible to become a partial enrollment student with the approval of the student’s Educational Committee. A partial enrollment student is limited to two meetings with the mentor per trimester and participation in the Writing Seminar. If the Writing Seminar is not being held, the student may have three meetings with the mentor per trimester. A student is limited to earning no more than four units per trimester when registered in the partial enrollment program. Partial enrollment is not permitted once the student has advanced to candidacy.

DEMONSTRATION OF CLINICAL COMPETENCE
Students’ clinical practice competence is evaluated through their demonstration of competence in both scope and depth of practice. The evaluation encompasses the use of supportive techniques and skills that increase client awareness, the ability to recognize latent or unconscious content, and the ability to make conscious use of transference and countertransference.
At admission, applicants must demonstrate a masters-level competence in clinical practice and sufficient ability in scope and depth of practice that, in the judgment of the Admissions Committee, they have a reasonable capacity for achievement of advanced level competence. At the end of the first year of enrollment, each student’s Educational Committee meets to assess the student’s demonstration of clinical competence and suitability to continue in the doctoral program.
For advancement to candidacy, students must demonstrate advanced competence in scope and depth of practice. The precise settings and means by which students demonstrate advanced competence and who will evaluate them is worked out with each student's Educational Committee.

PERSONAL PSYCHOTHERAPY REQUIREMENT
The Institute is committed to the principle that self-reflection and self-development are fundamental to the acquisition of skill as a clinician and that all clinicians should have the experience of personal psychotherapy. All students of the Institute are required to have had personal psychotherapy before the practicum requirement of the basic curriculum can be considered fulfilled. Such personal psychotherapy may be before or after admission to the program.
Assessment of the need for further personal psychotherapy will be made by the Educational Committee, together with the student, solely in relation to the student's grasp of clinical processes and his/her demonstration of clinical competence in order to fulfill the practicum requirement.

 

THE SANVILLE EDUCATIONAL MODEL

THE SANVILLE EDUCATIONAL MODEL
The Sanville Institute’s educational model is derived from our philosophy and mission. The combination of group and individualized teaching/learning is designed to meet the needs of adult learners in professional practice who desire to further their clinical education at a doctoral level without giving up their current work activities. The model facilitates students’ acquisition of the clinical and academic skills that allow them to progress toward advanced practice, teaching and writing, and the research scholarship required for a doctoral dissertation.
    The model is comprised of courses offered in four major learning formats where the learner-teacher relationship is matched to the unique learning task. These formats are

• one-on-one
• small group
• large group
• individual learning

Academic work is assigned and completed in each format, and course credit is earned by fulfilling requirements in each format.

• Mentorship, in which students fulfill academic requirements in the form of content courses that earn two units of credit and integrative courses that earn four units of credit
• Clinical supervision with the Clinical Consulting Faculty
• Research/Dissertation advisement

FACULTY ROLES
Mentor

• Serves as educational consultant for the development of the student’s individual academic requirements.
• Oversees completion and evaluation of the individual academic course requirements.
• Meets with the student for a minimum of one hour monthly until the student has moved to the dissertation phase
• Chair of the student's Educational Committee which convenes at the end of the first year, when the student has completed the academic curriculum and is ready to move to the dissertation phase, and any time there are educational issues

Clinical Consulting Faculty (CCF)

• Clinical teachers immersed in the world of practice.
• Meet with students in the faculty’s practice office for weekly clinical consultation during the first two years
• Evaluate the student’s clinical work and collaborate with the core academic faculty

Research Advisement

• Assigned to each candidate in the dissertation phase
• Assists in the development of the research proposal and serves as a member of the candidate's Dissertation Committee

THE SMALL GROUP FORMAT

Colloquia, seminars, and tutorials are small group teaching formats led by a core faculty member. Additionally, a required series of Research Seminars and The Dissertation Proposal Tutorial are led by the Research Faculty.

COURSE OFFERED

• Colloquium on the Integration of Clinical Theory and Practice
• Research Seminar I: Epistemology: The nature, origins, and social construction of knowledge
• Research Seminar II: Research concepts and processes with a focus on qualitative research, including grounded theory
• Writing Seminar
• Dissertation Proposal Tutorial

FACULTY ROLES
Core Faculty

• To serve as a source of conceptual themes that will foster learning
• To facilitate productive peer interaction toward fulfilling the aims of the colloquium or seminars
• To foster students’ integration of theory and practice
• To promote the educational philosophy of the Institute which stresses that the student combines aspects of both teacher and learner
• To provide an accountability function for the Institute and the profession by identifying areas in which students may benefit from further growth. This function is shared with the mentor and with the CCF

Research Faculty

• To facilitate learning relevant to research evaluation and methodology.
• To enable the student to develop an approach to viewing phenomena that fosters hypothesis formation, theory building, and the worldview of a researcher.
• To provide the tools necessary for the completion of the dissertation.

COURSE DESCRIPTIONS

The Colloquium on the Integration of Clinical Theory and Practice
In this colloquium, a small number of students learn to think conceptually about clinical data and to critique clinical theory. Readings and discussions focus on fundamental psychodynamic theories and methods of treatment in the first year and attachment, neurobiology and relational theories and methods of treatment in the second year. Study of student case material facilitates integration of theory with practice and cultural context and the identification of clinical research issues.

Writing Seminar
This faculty-led writing support group is for students who have completed the Colloquium on the Integration of Clinical Theory and Practice. Students develop conceptual frameworks for their individual study projects and critique each other’s work, get suggestions, and offer support. The Writing Seminar also provides a setting in which students can earn course credit by making oral presentations to their peers.

Research Seminar I: Epistemology: The nature, origins, and social construction of knowledge
This small group seminar provides a space for students to reflect upon their knowledge bases and aims at conveying the significance of an epistemological or meta way of thinking. Students are encouraged to ask questions regarding the sources (psychological, sociological, cultural, and biological) of the knowledge areas they are exploring, including, for example, common sense, analytic theories, or sociological explanations. The goal is to develop and articulate a point of view toward one’s own thinking and the thinking of others.
This seminar is meant to give students a broadening and interdisciplinary window for viewing knowledge and prepares the student for thinking epistemologically about research and methodology. This provides the underpinning for Research II and is a pre-requisite for that course.

Research Seminar II: Research concepts and processes with a focus on qualitative research, including grounded theory
Over a period of three trimesters, Research Seminar II focuses on evaluation of research, the formulation of research questions, and methodology. Students may work individually or as a group on a small research project.

The Dissertation Proposal Tutorial
This one-year seminar is required of students who have completed Research Seminars I and II and the Colloquium on the Integration of Clinical Theory and Practice. It is a small group discussion led by a member of the research faculty designed to help students start developing their dissertation proposal.

THE LARGE GROUP FORMAT

COURSES OFFERED

• Convocations on a wide variety of clinical topics for the entire state-wide Sanville Institute Community
• Attendance and participation at outside conferences

FACULTY ROLES

• To plan, coordinate, and organize three Convocations each year.
• To participate as presenters, moderators, panel leaders, and discussion group leaders at the Convocations.

COURSE DESCRIPTIONS

Convocations
Convocations bring together all students and faculty for two-day conferences, held once each trimester. Students are provided a wide range of learning experiences: the opportunity to hear presentations by outside speakers, faculty, and other students, to make presentations, and to share ideas with members of other colloquia. Faculty, Board members, and members of the professional community are encouraged to participate in these and other Sanville-sponsored events.

Outside Conferences
Students are urged to attend and present their work at outside conferences. Course credit may be earned by such activities, but must be done in conjunction with the Mentor.

THE INDIVIDUAL LEARNING FORMAT

COURSES OFFERED

• Mentorship
• The Dissertation

FACULTY ROLES AND LEARNING DESCRIPTIONS

Individualized Study Courses
The Institute operates on a modified "Oxford Plan” in that the student plans a course with the mentor and carries it out in independent study through a combination of reading, written work, and presentations. As described under the one-on-one format above, content courses earn two units of credit and some may be fulfilled in oral presentation. Integrative courses earn four units of credit and are always written papers. These individual learning experiences are all part of the Educational Plan for meeting the curriculum requirements of the program that is prepared by the student with the assistance of the mentor.

The Dissertation
Upon completion of the requisite number of units, the student begins the dissertation phase of the program. Here the student, in conjunction with the research faculty, chooses a dissertation topic and prepares to make a formal study of that topic. The student prepares a proposal, has it approved, forms a committee, does his or her research, and writes the dissertation. Once accepted by the committee, the doctorate is awarded.

 

COURSE OF STUDY AND ACADEMIC CREDITS

Course of Study
The course of study leading to the PhD is divided into six broad Learning Areas:

• Clinical Foundations
• Social Phenomena
• Psychosocial Theories
• Theories and Methods of Treatment
• Clinical Education and Administration
• Theories of Research

The awarding of the PhD degree is contingent upon the demonstration of competence in each of these areas.

Academic Credits
A student must earn a minimum of 87 course credit units in order to earn a PhD. As a general academic guideline, one unit of course credit is equivalent to ten hours spent in class and a corresponding twenty hours spent studying outside of class. Thus one unit of course credit is equivalent to a total of thirty hours of academic work. Units are earned for:
Mentorship
Convocations
Individual Supervision (CCF)
Colloquium on the Integration of Clinical Theory and Practice
Research Seminars I and II
Writing Seminar
Independent Study Courses
Dissertation Proposal Tutorial
Dissertation 

A significant portion of the student's course credit is earned in independent study that is measured both qualitatively and quantitatively in relation to hours spent in study. Unit credits are assigned for student work that reflects doctoral level proficiency in keeping with the study hours assigned. The student is responsible for submitting to the Mentor and the Institute Office all required trimester reports, papers, evaluations, and forms documenting completion of academic work for credit to be granted. All submissions are made electronically with the exception of the end-of-year transcript, which must be signed by the mentor and student and submitted in hard copy.
 A minimum of thirty-two units are earned through independent study in the six Learning Areas listed above.
A two-unit content course requires approximately sixty hours of independent work in conjunction with the mentor. The two-unit content course must reflect adequate doctoral level knowledge that includes the ability to identify and assess a major clinical and theoretical issue and to discuss it lucidly with knowledgeable peers. At least three of the required number of two-unit courses must be written papers. The remaining two-unit courses may be completed through oral presentations or written papers.
A four-unit integrative course is a written work that entails approximately 120 hours of work in independent study in conjunction with the mentor. The quality of work submitted must reflect an extensive investment in research time and writing and must demonstrate integration of theory and practice, including case material, at an advanced level.
Sixteen units are granted for the completed and accepted dissertation.
             

Evaluation of Competence
The Institute does not grant grades. It grants units as a measure of competence, and units are granted only when a sufficient standard has been met.

Course Credits
The following tables illustrate how course credits are allotted and how a student's program prior to the dissertation phase may be scheduled over a five-year period. Schedules will vary according to each student's individual progress and seminar scheduling. This sample schedule assumes 12-14 hours per week of academic work. Students who have prior experience and/or knowledge may be able to complete some independent study courses in considerably less time.

Allotment of Credits Over a Sample Five-Year Period;

Course                                               Units                                       Total Units

Mentorship                                          1 Per Year                                             5
Convocations                                      1 Per Year                                              5
Individual Clinical Supervision 3 Per Year                                                             6
Colloquium on the Integration of
  Clinical Theory and Practice               6 Per Year                                               12
Research Seminar I                            2 at Completion                                         2
Research Seminar II                             6 at Completion                                        6
Writing Seminar                                  1 Per Year                                                 2
Independent Study Courses                 32 at Completion                                       32
Dissertation Proposal Tutorial              1 at Completion                                           1
Dissertation                                         16 at Completion                                       16
Total                                                                                                                87

Schedule of Courses

  Year One                                                       Contact           Total                Units
                                                                        Hours              Hours              Credit
 Colloquium on the Integration of
   Clinical Theory and Practice                                60                   180                    6
  Research Seminar I                                             18                     54                    2
  Clinical Supervision                                              30                     60                    3
  3 Convocations                                                    30                     30                    1
  Mentorship                                                          10                     30                    1
  Course 110                                                           –                      60                    2
                                                                            148                  414                 15

 

  Year Two                                                       Contact           Total                Units 
                                                                        Hours              Hours              Credit
 Colloquium on the Integration of
   Clinical Theory and Practice                                60                    180                   6
  Research Seminar II                                            30                      90                    6
  Clinical Supervision                                              30                     60                    3
  3 Convocations                                                    30                     30                   1
  Mentorship                                                          10                      30                    1
  Independent Study Courses                                   –                      120                   4
  Prelim. Educational Plan accepted                          –                       –                      –
                                                                              160                 515                   21

Year Three                                                    Contact           Total                Units
Hours              Hours              Credit
 Colloquium on the Integration of
   Clinical Theory and Practice (1 trimester)       20                    60                      2
  Writing Seminar                                            18                      –                      2
  3 Convocations                                              20                    30                     1
  Mentorship                                                    10                    30                     1
  Dissertation Proposal Tutorial                          18                    36                     1
  Independent Study Courses                              –                    360                  12
                                                                        86                  516                 19

 

  Year Four                                                      Contact           Total                Units
                                                                        Hours              Hours              Credit
  3 Convocations                                                  30                    30                     1
  Mentorship                                                        10                    30                     1
  Dissertation Proposal Tutorial                              18                    36                     1
  Independent Study Courses                                –                      480                  14
  Final Educational Plan submitted                         –                       –                      –
                                                                          58                    576                 17

Year Five                                                       Contact           Total                Units
Hours              Hours              Credit
  3 Convocations                                             30                    30                     1
  Dissertation (once accepted)                         n/a                   n/a                  16
                                                                     30                    30                   17
  Totals                                                          482                  2051                89

With the addition of 4-5 hours work per week, an additional 6 units could be earned each of the first three years. This would allow the student to begin the dissertation phase in the fourth year.

Course Requirements and Options for Independent Study

Courses are divided into six series reflecting the six learning areas in which competence must be demonstrated. 

                        Clinical Foundations                                      Series 100
                        Social Phenomena                                        Series 200
                        Psychosocial Theories                                   Series 300
                        Theories and Methods of Treatment                 Series 500
                        Clinical Education and Administration              Series 600
                       Theories of Research                                       Series 700

In series 100, units are earned for Mentorship, Colloquium on the Integration of Clinical Theory and Practice, Clinical Consultation, Convocations, and Course 110.
The courses listed in series 200, 300, 500 and 600 are all independent study courses that the student completes with the approval of the mentor. Five 4-unit integrative courses and six 2-unit content courses, including Course 110, comprise a total of 32 units of independent study courses that are required. The course descriptions that follow specify what is expected for two or four units in each learning area. Series 700 requirements are met by completing three trimesters of Research Seminars, including a written paper.

 

CURRICULUM

100 SERIES: CLINICAL FOUNDATIONS

 

200  SERIES: SOCIAL PHENOMENA

 

300      SERIES: PSYCHOSOCIAL THEORIES

 

500      SERIES:  THEORIES AND METHODS OF TREATMENT

 

520  Psycho-Dynamic Models Of Open Ended Therapy With Individuals

 

530    OTHER MODELS OF THERAPY

 

540    CONTEMPORARY TREATMENT MODALITIES