Howard University

ACCREDITATION
MISSION STATEMENT
PROGRAM OVERVIEW
COMPETENCY GOALS
STUDENT ADMISSIONS, OUTCOMES, AND OTHER DATA
FACULTY
CURRICULUM
SAMPLE 5-YEAR PROGRAMS
HOURS AND ACTIVITIES AT CLINICAL SITES
RECENT INTERNSHIP SETTINGS
WASHINGTON DC HIGHLIGHTS
APPLICATION INFORMATION
FINANCIAL AID INFORMATION
CLINICAL PSYCHOLOGY ALUMNUS
USEFUL RESOURCES
CLINICAL STUDENT HANDBOOK
PRACTICUM GUIDELINES

STUDENT EVALUATION FORMS

FREQUENTLY ASKED QUESTIONS

 
  Graduate Program
Clinical Psychology
 
   
 

aCCREDITATION

The Clinical Psychology PhD program at Howard University has been accredited by the American Psychological Association since 1987. Contact Info for the Commission on Accreditation: APA Office of Program Consultation and Accreditation, 750 First Street NE, Washington, DC 20002. Phone: 202-336-5979.”

Our program is a 2005 recipient of the American Psychological Association's (APA) Richard D. Suinn Minority Achievement Award which honors psychology programs that demonstrate outstanding excellence in recruitment, retention and training of ethnic minority Ph.D. students.

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Mission Statement

a Transcultural focus

The mission of the Clinical Psychology Program is to educate and train scientist-practitioners from diverse backgrounds to prepare them for their roles and responsibilities as competent, ethical, and culturally relevant researchers and practitioners. We are committed to the university’s overall mission to produce graduates who are dedicated to the “discovery of solutions to human problems in the United States and throughout the world.” Our students are expected to use evidence-based assessment and intervention skills with adult, adolescent, and child populations who experience mild to severe psychopathology. The approaches, techniques, and interventions are grounded in empirically supported science, theory, and research, while remaining open to scientific criticism and evaluation when deemed appropriate and relevant. Students use their research, teaching, and practical skills to further the field of psychology and beyond. Our graduates are expected to use the science of psychology to better the lives of underserved and minority populations by focusing on individual and community variables that influence overall mental and physical health and wellness.

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Program Overview

Director's Invitation to Applicants

Program Brochure

Snapshot of Clinical Program

The clinical psychology program at Howard University is a full time, five year program of study that merges traditional and cutting edge psychological paradigms in order to prepare students for careers in research, teaching, and practice. Culmination of the program awards students the Masters of Science and the Doctorate of Philosophy degrees. However, we do not have a terminal master's degree program in clinical psychology program. Students are only accepted into the Ph.D. program and earn a master's degree within that program.

The Howard program offers a rigorous series of required courses and practicum experiences, combined with the opportunity to individualize training in either an adult or child-adolescent clinical track. The adult track emphasizes the development of skills in the prevention, diagnosis, and treatment of adult psychological distress. We stress a systemic framework that integrates social and biopsychological perspectives with individual and cultural differences. The child-adolescent track is guided by a developmental model that respects the complex interactions between the child, family, community, church, and wider social systems.

Psychology at the Graduate School

Program Highlights

  • Four years of pre-internship applied clinical experience in the community
  • Integrated multicultural training with comprehensive applications of prominent Afrocentric theories
  • Four years of pre-internship applied clinical experience in the community
  • Preparation for employment in research, clinical, & teaching environments
  • Training in a diverse, eclectic range of psychological orientations
  • Opportunity to participate in international externship placements
  • Ability to specialize in neuropsychology
  • Opportunity to specialize in "Child/Adolescent Track" or "Adult Track"
  • Access to a wide variety of educational resources, seminars, and inter-department connections at Howard University & within the DC area

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Competency Goals

Howard University practitioner-scientists are trained to develop the following competencies: diagnostic interviewing and assessment, psychologically based intervention strategies, the integration of theory and skills in real life situations, skills in working with other professionals, understanding and competency in basic research, writing skills, ability to communicate orally, sensitivity to ethical issues, and awareness of professional, legal, and quality assurance issues.

Cultural relevancy objectives include the identification and understanding of cultural variables that impact client, therapist, and the therapy process. Students learn how to creatively use culture to foster change and prevent maladaptive behaviors and relationships from developing.  Specifically, we have developed this chart to clarify our program goals, objectives, and student compentencies:

Goal I: Prepare psychologists who are competent in the foundation of the science of psychology

Objectives:
Prepare psychologists who have knowledge of general and clinical psychology, and who can demonstrate this knowledge through various activities where scientific thinking and research skills are needed.

Competencies:

  1. Demonstrate mastery of academic material required in depth and breadth courses.
  2. Demonstrate the ability to write clearly.
  3. Demonstrate the ability to orally communicate psychological knowledge received from various courses including reviewing the literature.

Goal II: Prepare psychologists to design, implement, and disseminate findings from empirical research.

Objectives:
Provide closely mentored research opportunities and require students to conduct research and submit work for local, national, international conferences and research symposia and peer-reviewed publications.

Competencies:

  1. Demonstrate ability to conduct independent research from design through analysis and write-up.
  2. Demonstrate ability to critique research including design and statistical analyses

Goal III: Prepare psychologists who are ethical and empirically grounded in their provision of clinical services (assessment and intervention).

Objectives:
Provide educational and training opportunities for students to develop an array of assessment and intervention procedures through supervised practice.

Competencies:

  1. Demonstrate understanding of the ethical principles of psychology and clinical practice.
  2. Demonstrate the ability to understand theory of and selection of appropriate tests for diverse client populations.
  3. Demonstrate the ability to understand the psychometrics of selected tests.
  4. Demonstrate the ability to determine a diagnosis from various sources of data.
  5. Demonstrate the ability to organize, synthesize and write a report of provided clinical services
  6. Demonstrate the ability to orally communicate case conceptualization and integration of assessment and treatment goals.
  7. Demonstrate the ability to use therapy theories and models.
  8. Demonstrate working knowledge of at least two theories and methods of empirically supported interventions and psychotherapy approaches.

Goal IV: Prepare psychologists who are ethical, competent and empirically grounded in working with multicultural populations.

Objectives:
Provide educational and training opportunities exposing students to diverse populations facing systemic problems.

Competencies:

  1. Demonstrate awareness of personal biases and attitudes and how these may impact students approach to various populations.
  2. Demonstrate knowledge of underserved, underrepresented and/or diverse populations.
  3. Demonstrate cultural competence in work with a diverse group of people.

Goal V: Prepare psychologists who are life-long learners.

Objectives:
To expose students to local and national meetings/conventions and articles relevant to students' growth. To promote faculty models by attending continuing education and encourage students to become familiar with organizational websites that promote lifelong learning (e.g. APA Practice Directorate).

Competencies:

  1. Submission for presentation at local and national conferences.
  2. Demonstrate knowledge of and seek membership in relevant professional organizations.
  3. Application for certification needed for subspecialties after graduation.

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Student Admissions, Outcomes and Other Data

Click here for student admissions, outcomes and other data!

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Clinical Faculty

Faculty at a Glance

Linda Berg-Cross, Professor

Ph.D., Columbia University - Family therapy, parent-child interactions, couples issues

Ronald E. Hopson, Associate Professor; Director of Clinical Training

Ph.D., Michigan State University - Substance abuse, severe mental illness, theology and psychology, sexuality and religion.

Jules Harrell, Professor

Ph.D., University of Illinois - Individual differences in physiological responses to psychological challenges, stress and coping in people of African descent, behavioral medicine

Hope M. Hill, Associate Professor

Ph.D., Columbia University - Impact of community violence on the development of African American children, therapeutic interventions with high risk children and families, social policy and child development

GiShawn A Mance, Assistant Professor

Ph.D., Depaul University- Child/Adolescent Mental Health; Child Traumatic Stress/PTSD; Cultural Considerations & Evidence-Based Community Interventions; Community Based Participatory Research (CBPR)

Denee T. Mwendwa, Associate Professor

Ph.D., Howard University, Clinical; hypertension, treatment adherence, healthcare disparities

Dominicus So, Associate Professor

Ph.D., University of Maryland - Alternative medicine, holistic health, HIV prevention, psychology and spirituality; child psychotherapy; instructional and research activities via the internet

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The Clinical Curriculum

The Clinical curriculum consists of the Howard Clinical Core sequence, which is required of all clinical students and an Adult Track or Child and Adolescent Track sequence of courses.  However, there are many more required courses and rules regulated by the Departmental Graduate Program Committee, the Graduate School, and the University. This information below is included for your reference, and may change without further notice.

The required clinical psychology course sequence

(All students must take courses in each of the 5 breadth areas). 

The Howard Clinical Core Sequence consists of the following 15 academic courses (43 credits):

PSYC 210       Ethics / Problems in Professional Psychology / First Year Sem (3cr)
PSYC 280       Clinical Assessment I
PSYC 281       Clinical Assessment II
PSYC 294       Individual Psychotherapy I
PSYC 296       Individual Psychotherapy II
PSYC 291       Family Assessment and Therapy
PSYC 220       Psychopathology
PSYC 233       Neuropsychology
PSYC 288       Neuropsychological Assessment
PSYC 207       Statistics I
PSYC 208       Statistics II
PSYC 206       History and Systems
PSYC 205       General Research Methods
PSYC 315       Complex Case Conceptualization

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Sample 5-year ProgramS

Table A:  Sample Program of Student in Child/Adolescent Track

  Fall Spring
Year 1 280 Clinical Assessment I
Developmental Minor
281 Clinical Assessment II
205

Research Methods

220

Psychopathology

207

Statistics I

208

Statistics II

203

First year research I (1 Cr)/ Research Hours (2 Cr)

219

First year research II

210

Professional and Ethical Issues in Clinical Psyc

285

Testing Assessment (Practicum II)

284

Testing Assessment (Practicum I)

   
         
Year 2 294 Individual Psychotherapy I
(w/ Micro-Counseling)
296

Psychotherapy II

### Breadth Course 295

Psychopathology of Child & Adol.

### Developmental Minor ### Breadth Course
300

Thesis I

301

Thesis II

286

2nd yr practicum (Practicum III)

287

2nd yr practicum (Practicum IV)
DEFEND MASTER'S THESIS

         
Year 3 291

Family Assessment Therapy

288

Adult Neuropsychological Assessment

233

Neuropsychology

315

Consultation & Case Conceptualization

266

Psychology of the High Risk Child breadth

### Breadth Course
### Breadth Course 293

3rd yr practicum (Practicum VI)
Research Credit Hours

  292

3rd yr practicum (Practicum V)

   
         
Year 4 206

History and Systems

###

Breadth Course

  390

Externship
Dissertation
COMPREHENSIVE EXAM (Summer)

391 Externship
Dissertation
DEFEND DISSERTATION
         
Year 5 600 Internship 600 Internship
         

Table B:  Sample Program of Student in Adult Track

  Fall Spring
Year 1 280 Clinical Assessment I 281 Clinical Assessment II
205 Research Methods 220

Psychopathology

207

Statistics I

208

Statistics II

203

First year research I (1 Cr)/ Research Hours (2 Cr)

219

First year research II

210

Professional & Ethical Issues in Clinical Psyc

285

Testing Assessment (Practicum II)

284

Testing Assessment (Practicum I)

   
         
Year 2 294 Individual Psychotherapy I
(w/ Micro-Counseling)
296

Psychotherapy II

298

Group Psychotherapy

### Breadth Course
233

Neuropsychology

### Minor
300

Thesis I

301

Thesis II

286

2nd yr practicum (Practicum III)

287

2nd yr practicum (Practicum IV)
DEFEND MASTER'S THESIS

         
Year 3 291

Family Assessment Therapy

288

Adult Neuropsychological Assessment

271

Psychopharmacology

315

Consultation & Case Conceptualization

### Breadth Course 259

Health Psychology

292

3rd yr practicum (Practicum V)
Research Credit Hours

### Breadth Course
      293

3rd yr practicum (Practicum VI)
Research Credit Hours

         
Year 4 206

History and Systems

391

Externship
Dissertation
DEFEND DISSERTATION

  390

Externship
Dissertation
COMPREHENSIVE EXAMS (Summer)

 
         
Year 5 600 Internship 600 Internship

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HOURS AND Activities at Clinical Sites

 

Hours per Week

Total hours per year (Rough Estimates)

Minimum Individual Supervision (hr/week)

Special Minimum Requirements

Year 1/ Practicum I & II & Summer 2-8 64-256 1 - Case-by-case basis
- Up to five full batteries
Year 2/ Practicum III & IV & Summer 8-10 200-400 1-3 - 10-15 hrs client contact/week
- 5-10 full batteries administered with integrated reports
- additional hrs for professional-community activities, such as, grant writing, program development or evaluation, or outreach
Year 3/ Practicum V &VI & Summer 10-12 400-600 1-3 - 12-15 hrs client contact/week
- 5-10 full batteries administered with integrated reports
- additional hrs for professional-community activities, such as, grant writing, program development or evaluation, or outreach
Year 4/ Externship & Summer 16-20 800-1000 1-3 - 15-20 hrs client contact/week
- compete city-wide with other clinical students in the consortium for externships
- 5-10 full batteries administered with integrated reports
Year 5/ Internship Full Time 1500-2000 1 (usually many more) - APA Accreditation
- 6 full batteries administered & written up
- 300 hrs of client contact
- other hours for professional activities

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Recent Internship Settings

  • Menninger Clinic - Baylor College of Medicine - Houston, TX
  • Lincoln Medical & Mental Health Center - New York City, NY
  • University of Colorado Health Sciences Center - Denver, CO
  • Howard University Counseling Service - Washington, DC
  • Sunset Park Mental Health Center of Lutheran Medical Center - Brooklyn, NY
  • Institute of Living/Hartford Hospital’s Mental Health Network - Hartford, CT
  • VA Maryland Health Care System / University of Maryland Internship Consortium - Baltimore, MD
  • Dallas Child and Family Guidance Center - Dallas, TX
  • Metropolitan Detention Center - Los Angeles, CA
  • University of Florida, Gainseville Florida
  • St. Elizabeths Hospital, Washington DC
  • DC Superior Court, Washington DC
  • Louis Stokes Veterans Affairs Medical Center, Cleveland Ohio
  • Mt Washington Pediatric Hospital, Baltimore MD

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Washington DC Highlights

  • Cultural, religious, & lifestyle diversity
  •  National parks, museums, Smithsonian
  •  Library of Congress, NIH, & NIMH
  •  Easy public transportation & metro system

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APPLICATION INFORMATION

   
 

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