Under Construction
Doctor of Psychology (Psy.D.) in Combined Health Service Psychology
College of Education Associate Dean for Academics and Division Head: Dr. Kimberly Hall
Email: khall@meridian.msstate.edu
Graduate Coordinator: Dr. Melissa Windham
Email: mwindham@meridian.msstate.edu
MSU Meridian – College Park Campus
1000 Highway 19 North
Meridian, MS 39307
Department Telephone: 601-484-0170
Website: https://www.meridian.msstate.edu/academics/education/
Overview
The Psy.D. degree in Combined Health Service Psychology is an applied clinical doctorate degree that focuses on providing health service training for those who wish to become practicing psychologists. Upon successful completion of the program, students will possess the skills necessary to provide psychological health services to diverse populations in a variety of applied settings (e.g., in-patient and out-patient medical settings, non-profit organizations, government agencies, private companies, educational settings). Students will complete course work in foundational and discipline-specific psychology, problem-solving to address psychological needs of diverse clientele, and application of research design, data collection, and analysis techniques culminating in a capstone project.
Students in the program select a concentration in Clinical, Counseling, or School Psychology. Additional emphasis areas are available for the Clinical and Counseling concentrations. It is important to note that, in some cases, the selection may require additional hours beyond the required for the Psy.D. degree.
Students can earn a Master of Science (M.S.) in Health Services Psychology or School Counseling or Educational Specialist (Ed.S.) in School Psychology while completing the Psy.D. program if desired. The requirements for both programs must be completed for students who choose dual enrollment.
Concentrations
Clinical Psychology
Those who seek a concentration in Clinical Psychology will focus on the science of psychology to treat complex human problems and mental disorders. In addition to foundational courses, students will complete additional course work designed to provide them with knowledge and skills to address behavioral and mental health issues faced by individuals across the lifespan including adjustment issues and traumatic stress reactions, emotional and psychological problems, including serious mental illness and crisis intervention, interpersonal or social problems and dysfunction, and behavioral problems including substance abuse and dependence, intellectual, cognitive, and neurological conditions
Counseling Psychology
Those who seek a concentration in Counseling Psychology will focus on facilitating personal and interpersonal functioning across the lifespan. In addition to foundational courses, students will complete additional course work designed to provide them with knowledge and skills to focus on normative developmental and mental health issues and challenges faced by individuals across their lifespan, as well as systemic challenges (such as prejudice and discrimination) experienced in groups, workplaces, organizations, institutions, and communities. They will use strengths-based perspectives and practices to prevent and ameliorate emotional, relational, physical/health-related, social, cultural, vocational, educational, and identity-related problems.
School Psychology
Those who seek a concentration in School Psychology will focus on work in schools and related systems of care to support the behavioral/mental health and educational success of children and youth. In addition to foundational courses, students will learn to use their knowledge and skills to provide services to learners and the systems and agencies that serve them and their families including: Individuals from birth to young adulthood presenting learning or behavior problems, mental disorders evident in infancy, childhood, or adolescence, and those with specific disabilities, chronic, or acute conditions of childhood and adolescence, families who request services and assistance with academic and behavioral problems at home and at school, organizations and agencies, teachers, and other adults to enhance healthy relationships and environments that promote learning and development
Accreditation and Licensure
The curriculum is designed with academic and experiential components to ensure alignment with requirements of the American Psychological Association (APA), APA’s Commission on Accreditation (CoA), and the National Association of School Psychologists (NASP) Program Approval Board (School Psychology concentration only) and lead to licensure/credentials in the appropriate concentration. Students in the Combined Health Service Psychology Psy.D. program should expect to develop critical thinking and application skills to prepare them to complete a 2000-hour[MT1] internship as part of their curricular requirements. This internship, completed under supervision of licensed professionals, will allow students to further develop their knowledge and skills in health service psychological provision to address the needs of a variety of individuals.
Admission Requirements
- A completed graduate application.
- Statement of purpose detailing professional goals and how those goals fit the program.
- Names and email addresses for three references including two professional contacts and one instructor/professor who can speak to applicant’s academic ability.
- A minimum 3.0 GPA (bachelor’s degree) for admission to M.S. program and a recommended minimum 3.3 GPA (master’s degree) for admission to Ed.S. and Psy.D. programs.
- Participation in a campus visit and interview.
- Current medical immunization record.
- All documentation and official transcripts must be submitted to the graduate school for the M.S., Ed.S., and Psy.D. degree programs.
The priority deadline for applications to the Psy.D. program is February 15. For further information, please contact the Graduate Coordinator.
Contingent Admission
Contingent admission status is reserved for those students who are applying to a degree program during the semester they are graduating with another degree and the overall GPA is pending. Otherwise, the admission packet must be complete, and all admission requirements met before admission will be considered.
Provisional Admission
The Division of Education follows the University’s Provisional Admission policy.
Residency Requirement[MT2]
For doctoral students must
- Be enrolled a minimum of 3 full-time academic years of graduate study (or the equivalent thereof) plus an internship prior to receiving the doctoral degree;
- At least 2 of the 3 academic training years (or the equivalent thereof) must be within the program from which the doctoral degree is granted;
- At least 1 year of which must be in full-time residence (or the equivalent thereof) at that same program. Programs seeking to satisfy the requirement of one year of full-time residency based on “the equivalent thereof” must demonstrate how the proposed equivalence achieves all the purposes of the residency requirement.
Academic Performance for All Programs
The Meridian Division of Education defines satisfactory performance in graduate level coursework as a grade of S on capstone hours and a GPA of at least 3.00 on all coursework attempted. The division follows Graduate School policies relating to academic performance. In the event a student’s performance warrants dismissal from a graduate program, the Graduate Coordinator will petition the Dean of the Graduate School to dismiss the student from the graduate program.
The knowledge and skills that students have gained will be assessed by faculty in the classroom through (a) course assignments and examinations, (b) practica and internship supervision, (c) the written and/or oral comprehensive exams, and (d) the required capstone process, if applicable. Students are expected to (a) achieve grades of ‘B’ or better in program core and related coursework, (b) obtain ratings of ‘expected’ or above on all areas addressed by student annual evaluations, (c) receive passing scores on all comprehensive and national exams, (d) receive acceptable ratings on practica and internship evaluations, and (e) complete required projects (e.g., practica portfolios, capstone project) to evaluate their skills and competencies in the three areas outlined above.
- a. A minimum of 3 full-time academic years of graduate study (or the equivalent thereof) plus an internship prior to receiving the doctoral degree;
- b. At least 2 of the 3 academic training years (or the equivalent thereof) within the program from which the doctoral degree is granted;
- c. At least 1 year of which must be in full-time residence (or the equivalent thereof) at that same program. Programs seeking to satisfy the requirement of one year of full-time residency based on “the equivalent thereof” must demonstrate how the proposed equivalence achieves all the purposes of the residency requirement.
| COE 6903 | Developmental Counseling and Mental Health | 3 |
| COE 8023 | Counseling Theory | 3 |
| COE 8073 | Cultural Foundations in Counseling | 3 |
| EPY 8113 | History and Systems of Psychology | 3 |
| EPY 8263 | Psychological Testing in Educational and Related Settings | 3 |
| EPY 8933 | Integrated Psycho-Educational Assessment | 3 |
| EPY 9443 | Single Subject Research Designs in Education | 3 |
| EPY 9703 | Contemporary, Legal, Ethical, and Professional Issues in School and Educational Psychology | 3 |
| ED 9314 | Systems and Individual Level Supervision, Mentoring, and Consultation | 4 |
| EPY 8723 | Individual Assessment for Educational and Related Settings | 3 |
| PSY 6403 | Biological Psychology | 3 |
| PSY 8323 | Psychopathology | 3 |
| PSY 8383 | Behavior Therapy | 3 |
| HSPY 8413 | Integration of Cognitive, Affective, and Social Psychology | 3 |
| EPY 8690 | Supervised Experiences in School Psychology I | 12 |
| ED 9913 | Capstone Seminar in Education | 3 |
| ED 8620 | Capstone Project in Education | 6 |
| HSPY 9730 | Internship in Health Service Psychology | 9 |
| Total Hours | 73 | |
Concentration in Clinical Psychology
| PSY 8333 | Systems of Psychotherapy | 3 |
| PSY 8573 | Psychopharmacology | 3 |
| or | ||
| COE 8373 | Medical Aspects of Disability | 3 |
| COE 8043 | Group Techniques and Procedures | 3 |
| Electives (select 9 hours from one of the following emphasis areas) | ||
| Child and Family Emphasis | ||
| PSY 8373 | Child Psychopathology and Treatment of Childhood Disorders | 3 |
| COE 8913 | Counseling Children | 3 |
| COE 8803 | Crisis Response in Counseling | 3 |
| EPY 8123 | Assessment of Infants, Toddlers, and Special Populations | 3 |
| Abuse Emphasis | ||
| COE 8763 | Counseling the Sexually Abused Client | 3 |
| COE 8773 | Counseling the Chemically Dependent Client | 3 |
| COE 8783 | Counseling the Chemically Dependent Family | 3 |
| Total Concentration Hours | 18 | |
Concentration in Counseling Psychology
| PSY 8333 | Systems of Psychotherapy | 3 |
| COE 8043 | Group Techniques and Procedures | 3 |
| COE 8703 | Principles of Clinical Mental Health Counseling | 3 |
| Electives (select 9 hours from one of the following emphasis areas) | 9 | |
| Child/Family | ||
| Child Psychopathology and Treatment of Childhood Disorders | ||
| Counseling Children | ||
| Family Counseling Theory | ||
| Counseling the Chemically Dependent Family | ||
| Utilizing Art and Art Therapy in Counseling | ||
| Assessment of Infants, Toddlers, and Special Populations | ||
| Age Span | ||
| Grief Counseling for Loss and Bereavement | ||
| Counseling Elderly Clients | ||
| or | ||
| Psychology of Aging | ||
| Counseling LGBTQ: Awareness, Mental Health & Advocacy | ||
| College Counseling Services | ||
| Counseling the Sexually Abused Client | ||
| Counseling the Chemically Dependent Client | ||
| Work Force | ||
| Vocational Assessment of Special Needs Persons | ||
| Placement and Career Development Counseling | ||
| Job Placement in Rehabilitation | ||
| Stress Management Counseling | ||
| Industrial Psychology | ||
| Total Hours | 18 | |
Concentration in School Psychology
| EPY 6133 | Data-based Decision Making for Interventions in the School Setting | 3 |
| EPY 8133 | Crisis Prevention and Intervention in Schools and Related Settings | 3 |
| EPY 8703 | School Psychology | 3 |
| EPY 8493 | Social-Emotional and Behavioral Assessment | 3 |
| EPY 8773 | Assessment and Interventions for Academic Skills Deficits | 3 |
| Electives (select 3 hours from the following) | 3 | |
| Assessment of Infants, Toddlers, and Special Populations | ||
| Utilizing Art and Art Therapy in Counseling | ||
| Counseling Children | ||
| Total Hours | 18 | |
Courses
COE 6903 Dev Coun/Men Health: 3 hours
Three hours lecture. One hour laboratory. Methods of identifying and meeting normal emotional and social needs of children and adults. Emphasis on maintaining better mental health conditions in the schools.
COE 8023 Counseling Theory: 3 hours
Three hours lecture. Study of the major counseling theories and their applications to the counseling process.
COE 8073 Cultural Found/Couns: 3 hours
Three hours lecture. Examination of individual differences due to socialization acquired in distinct cultural and socioeconomic environments. Implications for counseling.
EPY 8113 Systems & Theory: 3 hours
Three hours lecture. Seminar class for students at the advanced level in psychology fields. Examines the history and systems in psychology.
EPY 8263 Psy Test Ed Rel Set: 3 hours
Three hours lecture. Principles and techniques involved in selecting, administering, scoring and interpreting tests of personality, interest, vocational aptitude, achievement, and intelligence.
EPY 8933 Integ Psycho-Ed Asses: 3 hours
(Prerequisite: EPY 8723). Three hours lecture. Interpretation and appraisal of cognitive, academic, behavioral, social, and emotional measures for oral and written presentation.
EPY 9443 Single Subject Design in EDU: 3 hours
Three hours lecture. A detailed examination of single-subject research designs and their associated research methods including data collection and data evaluation techniques.
EPY 9703 Leg & Eth School Psy: 3 hours
(Prerequisite: consent of instructor). Three hours lecture. Psychology as a profession: Foundations of practice, roles and functions, professional issues, and standards with emphasis on legal and ethical means in psychology.
ED 9314 System & Ind Consult, Mentor: 3 hours
(Prerequisite: Consent of the instructor). Three hours lecture. One hour practicum. Systematic investigation and application of consultation, supervision, and mentoring as applied to individuals and organizational structures.
EPY 8723 Assessmt Ed Rel Set: 3 hours
(Prerequisite: EPY 8263 or equivalent). Three hours lecture. Training in administering individual psychometric instruments; verbal and nonverbal linguistic techniques; interpretation of scores, writing psychometric reports.
PSY 6403 Biological Psychology: 3 hours
(Prerequisite: PSY 1013). Three hours lecture. Nervous, endocrine, and immune systems of the body as they affect behavior and adjustment. Emphasis upon the role of the central and peripheral nervous systems.
PSY 8323 Psychopathology: 3 hours
(Prerequisites: PSY 3213). In-depth coverage of contemporary systems of psychiatric diagnosis, and biological, psychological, and social theories of the etiology of psychological disorders.
PSY 8383 Behavior Therapy: 3 hours
(Prerequisite: Consent of instructor). Three hours lecture. A survey of contemporary literature relating to the theory, techniques, and outcomes of behavior therapy. Emphases placed on systematic desensitization and operant conditioning techniques.
HSPY 8413 Integration Cog, Soc & Affect: 3 hours
(Prerequisites: consent of the instructor). Three hours lecture. Theories and principles related to cognitive, affective, and social psychology with integration of these foundations.
EPY 8690 School Psy Practicum I: 3 hours
Variable credit supervised field experience/three hours lecture. Applied supervised school psychology experiences in educational and related settings utilizing psychological principles and techniques in teaching/learning problems.
ED 9913 Capstone Seminar in Education: 3 hours
(Prerequisites: Acceptance into a graduate degree program in Education; or permission of instructor). Three hours seminar. Students prepare for their Capstone Project to investigate a specific problem of practice appropriate to the subject area and graduate-level specific to the student.
ED 8620 Capstone Project in Education
(Prerequisites: Acceptance into a graduate degree program in Education; or permission of instructor). Hours and credits to be arranged, may be repeated. Students investigate a specific problem of practice and develop a final project appropriate to the subject area and graduate-level specific to the student.
HSPY 9730 HSP Internship
(Prerequisite: consent of instructor). Variable credit (1 to 6 hours) supervised field experience. Supervised internship involving the theory and practice of Health Service Psychology.