Assessment Psychology Track
What is assessment psychology?
A psychological evaluation is the use of tests and assessments – in combination with interviews, historical information and behavioral observations – to answer questions about one’s psychological functioning.
Psychological tests and assessments measure cognitive ability, academic achievement, emotional and behavioral functioning, personality, neuropsychological functioning, and more. Some tests are paper-and-pencil questionnaires, while others involve a set of standardized individually administered activities designed to explore thinking and reasoning abilities.
An assessment psychologist is an expert at collecting a lot of reliable information in a short time, weaving together and making sense of the data they’ve collected to answer a specific question, such as:
- Does this person have a learning disorder?
- How is this person’s brain injury impacting their thinking, memory and learning?
- Why is this person struggling in relationships?
- Is this person likely to commit a violent act if given the opportunity?
Assessment psychologists typically enjoy solving puzzles and “sleuthing,” the detective work of finding patterns in the data they collect and understanding how those patterns apply in their client’s real life. Expert assessment psychologists are able to identify which tests to give to gather the needed information, using the results to answer the referral question accurately and give meaningful guidance and recommendations to the patient.
Three Kinds of Psychological Assessment
There are many kinds of psychological assessment, three of which – generalist, neuropsychological and forensic – are described here, with the particular types of questions the assessment answers listed below.
Generalist assessment psychology addresses the following:
- Need for diagnostic clarity (e.g., whether or not a mental health disorder is present)
- Seeking underlying causes for an area of ongoing difficulty (e.g., emotional, relational, occupational, educational)
- Determination of eligibility for additional services or supports at school or work
- Seeking recommendations for what type of therapy or intervention will be the most effective
- Exploration of one’s abilities and potential (e.g., occupational screening, career advising)
Neuropsychological assessment (in-depth assessment of skills and abilities linked to brain function) addresses the following:
- Presence of dementia/Alzheimer’s
- Traumatic brain injury impact on functioning
- Impacts of concussion
- Functional capacity (ability to drive or live independently)
- Candidacy for neurosurgical procedures
- Impact of brain tumors
- Cognitive impacts of seizure disorders
- Pre- and post-radiation therapy cognitive evaluation
Forensic assessment addresses the following:
- Family evaluation (e.g. custody evaluation, child protective services evaluation)
- Competency to stand trial
- Criminal responsibility
- Disability eligibility
- Violence and sexual risk assessment
- Fire-setting risk assessment
- Civil commitment evaluations
- Civil suits with psychological or neurological injury
George Fox’s assessment track equips students to obtain internships in generalist assessment psychology, with a few experiences in neuropsychology and forensic psychology along the way. The Graduate School of Clinical Psychology is a broad and general training program, with the assessment track being no exception. Students in the track are trained to think critically through test selection, precise administration, accurate interpretation, meaningful application, and the generation of helpful recommendations to address the referral question.
Students who are interested in a thorough and expansive assessment education are good fits for the assessment track, but those who are aiming for a highly specialized niche have to work harder to acquire training experiences above and beyond those built into the generalist assessment track.
Neuropsychology or forensic-interested assessment track students at George Fox are typically able to acquire an internship with a rotation in neuropsychology or forensic assessment based on their training experiences.
What kinds of jobs can you do as an assessment psychologist?
Assessment psychologists work in many settings, including:
- Assessment clinics
- Private practices
- Schools
- Universities and colleges
- Psychiatric hospitals
- Corrections facilities
- Law offices
- Court systems
- Hospitals
- Rehabilitation centers
Rates for reimbursement for psychological assessment are typically higher than for psychotherapy per hour, but require a significant amount of time in report-writing. As such, assessment psychologists spend less time in face-to-face contact with clients than psychologists engaged in psychotherapy.
How does George Fox University’s assessment track work?
The university’s Graduate School of Clinical Psychology uses a flexible track approach that comprises 18 hours, including electives and required courses that focus on assessment. Students are not admitted to a track and need not apply for a track. They simply designate their intention to complete a track’s requirements and then do so.
Because some of the electives that count toward the assessment track also count toward the adolescent and child track and primary care track, students have the flexibility to switch tracks if they wish. They just need to be mindful that they have enough credits to complete the track they are hoping to switch to. In addition to the track-related coursework, students are required to complete a research project and a practicum in their area of specialization.
Note: Students are not required to choose a specialization track to graduate from the George Fox University PsyD program.
What courses will I take?
Doctor of Psychology in Clinical Psychology (PsyD Degree) Requirements
×Completed by all students
Complete the following:
Focuses on the major theories of personality, their authors, and the systems of psychotherapy associated with those personality theories. This course provides an understanding of the basic principles of personality development, structure, dynamics, and process. The course also serves as a survey of the major systems of psychotherapy. Significant research on personality and psychotherapy outcome and process will be reviewed.
Focuses on understanding the basic processes and distinguishing features among the major categories of mental disorders and becoming familiar with standard diagnostic categories and systems. Assessment and case reports using DSM V criteria are emphasized.
Examines contemporary perspectives on thought, learning, memory, emotion, and other higher mental processes. After a review of theoretical perspectives on learning, cognition, and emotion, cognition-emotion interaction and the development of this interaction will be discussed.
An overview of some of the major theories, concepts, and research topics in social psychology. The social aspects of the individual's behavior are studied, with special reference to the social agencies involved in shaping behavior.
An overview of the important psychological developments that occur throughout the life span. Contemporary research and developmental theories will provide a structure for understanding the change of people from infancy to senescence. Central issues of human functioning such as intelligence, social relations, motor functions, gender, faith, morality, and selfhood will be discussed in order to provide a normative and foundational basis for understanding people.
An overview of human neuroscience is provided, with emphasis on those areas of importance to the clinical psychologist.
Required for Master's Degree: PSYD 501, 502, 503, 504, 505
This course is designed to enhance students' own cultural awareness, engagement with, and understanding of cultural influences. It considers issues of human diversity broadly defined to include race, ethnicity, culture, nationality, religion, sexual orientation, gender identity, and ability. Students will explore the contours of difference and the dynamics of diversity, privilege, and oppression in domestic and global contexts.
An overview of the development of psychology via prominent historical figures and systems from the early Greek philosophers to the 21st century. Current developments from these roots will be critically evaluated.
This course is focused on clinical application of concepts learned in Diversity I and II. Students will explore practically how to engage in clinical work with people from various perspectives different than their own, with cultural humility and including how to engage in related conversations with clients. It will also include practical considerations around culturally appropriate assessments with culturally sensitive measures. As part of this course, students will engage clinically with a diverse client from the practicum setting for applied clinical skill practice, including small group discussion and oversight through the course.
This course is focused on considerations around effective advocacy and social justice in the role of a clinical psychologist. Current issues and concepts will also be discussed, building on and integrating learning from the first three courses in the diversity sequence.
Required for Master's Degree: PSYD 507, 708
Complete the following:
A survey of theory and methods of test construction, with emphasis on professional standards for evaluating published tests and application of test results. Concepts of test development will be examined, including scaling, item analysis, standardization, measurement error, reliability, and validity. Basic statistics and statistical software related to correlational analyses will also be included. Commonly used psychology tests will be used as psychometric examples (especially cognitive scales). Issues of test use among ethnic and special populations will also receive attention.
This course emphasizes a review of basic statistics (univariate statistics such as Pearson r, t-tests, and ANOVA), then generalizes these to the case of multiple dependent variables. Numerous methods of comparing and combining results will be discussed including test assumptions, methods for tests of significance, and effect sizes.
A rigorous examination of the spectrum of methods available for research in the clinical domain, ranging from basic to applied, and including descriptive, traditional experimental research, and strategies used in evaluating the effectiveness of intervention programs in a variety of mental health settings. Topics include the principles of experimental and quasiexperimental design and an introduction to qualitative research. Data analyses include MANOVA, MANCOVA, Discriminate Analysis, Meta-analysis, Factor Analysis, and an examination of the assumptions of each.
Required for Master's Degree: PSYD 511, 513
Complete the following:
Introduces the basic statistical concepts of measurement and objective and projective personality assessment. Administration, scoring, and interpretation of objective personality measures will be emphasized as well as preparing written reports of test results. Additional course fee required.
An introduction to the individualized assessment of adults and young adults including measures of intellectual and other selected cognitive functions, memory and academic achievement with emphasis on empirically supported, culturally consistent measures. Theoretical, conceptual, and clinical aspects of test administration and interpretation will be emphasized. A weekly one-hour lab practicum experience is included in order to provide practice with and coaching on the most common cognitive test instruments. Additional course fee required.
An introduction to the individualized assessment of Children and Adolescents including measures of intellectual and other selected cognitive functions, memory and academic achievement with emphasis on empirically supported, culturally consistent measures. Theoretical, conceptual, and clinical aspects of test administration and interpretation will be emphasized. A weekly one-hour lab practicum experience is included in order to provide practice with and coaching on the most common cognitive test instruments. Additional course fee required.
Choose one of the following:
An introduction to the anatomical, empirical and clinical aspects of neuropsychology, with an emphasis upon assessment administration and scoring competencies. Fixed, flexible and process battery approaches will be demonstrated in a weekly practice lab component of the course. Course also includes a focus on the appropriate techniques for interpretation, report writing and feedback of neuropsychological assessments. Prerequisites: PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment: Child and Adolescent. Additional course fee required.
Reviews major instruments already learned in Personality, Projectives, Cognitive, and Achievement assessment. Discusses further instrument selection as well as interpretation and synthesis of test findings in writing psychological reports. Specific applications of comprehensive psychological assessments in settings such as schools and forensics are also discussed. Prerequisites: PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment:Child & Adolescent. Additional course fee required.
Required for Master's Degree: PSYD 521, 557, 558
Complete the following:
This two-semester sequence prepares the student for the Practicum I training experience. It is a two semester sequence that includes weekly lecture and coursework; in additon, participation in weekly lab groups is required. The experiential component begins with simulated clinical during the first month and culminates in two long-term clients during the second semester. The clinical sessions integrate course theory and practice and are taped and closely supervised. The clinical sessions provide a laboratory experience in which students learn interpersonal communication and empathy skills using role-play techniques and audio and video feedback. In addition to weekly lectures, students are expected to participate in weekly, vertical, clinical team meeting with students from all cohorts, weekly, small group lab meetings with students from their own cohort, and didactics to introduce them to the legal and ethical issues of practice, the administrative structure and functioning of clinical settings, and the practical issues of assessment, psychotherapy, case management, and record keeping. Additional course fee required.
This two-semester sequence prepares the student for the Practicum I training experience. It is a two semester sequence that includes weekly lecture and coursework; in additon, participation in weekly lab groups is required. The experiential component begins with simulated clinical during the first month and culminates in two long-term clients during the second semester. The clinical sessions integrate course theory and practice and are taped and closely supervised. The clinical sessions provide a laboratory experience in which students learn interpersonal communication and empathy skills using role-play techniques and audio and video feedback. In addition to weekly lectures, students are expected to participate in weekly, vertical, clinical team meeting with students from all cohorts, weekly, small group lab meetings with students from their own cohort, and didactics to introduce them to the legal and ethical issues of practice, the administrative structure and functioning of clinical settings, and the practical issues of assessment, psychotherapy, case management, and record keeping. Pre-requisite: PSYD 530 Clinical Foundations I
This class explores the theory and practice of psychodynamic psychotherapy, including analytic, object relations, and self psychologies. Major theorists and assessment techniques are critically appraised, and process and outcome research related to these approaches is examined. Case studies will be required of current clients, whom the student treats in his or her practice setting, examining them from a psychodynamic perspective. Prerequisite: PSYD 501 Theories of Personality and Psychotherapy.
This class provides an introduction to cognitive-behavioral techniques, explores their application in short-term and longer-term psychotherapy, and examines process and outcome research findings related to the use of these approaches. Case studies are used to develop skills in planning cognitive behavioral interventions, establishing behavioral objectives, and measuring outcomes of treatment. Consistencies and tensions with Christian beliefs and worldviews will be explored, and practical strategies for using cognitive-behavioral interventions with religious clients are examined.
This is a survey course of the major theoretical developments in family and couples therapy. Leading theories, concepts, assessment strategies, and intervention techniques will be discussed and demonstrated. A systems perspective on health and dysfunction will be contrasted with individual approaches to psychotherapy. The process and outcome research literature will be reviewed. An emphasis is placed on understanding the diversity of family structures and styles in contemporary society, as well as the ways many Christians understand marriage and family relationships. Several issues relevant to clinical work with Christian families and couples will be discussed.
Required for Master's Degree: PSYD 530, 531, 551, 552
Complete the following:
An introductory exploration of faith integration in psychology and psychotherapy, emphasizing the historical conversations between Christian theology, psychology, and spiritual formation as well as contemporary conversations about religion, spirituality, science, culture, and psychotherapy. Implications for health service psychology are emphasized.
In this integration capstone course, major themes of Christian theology are considered with regard to their implications for the life and work of a professional psychologist.
An introduction to the ways God works in human lives, affecting redemptive change and spiritual transformation, with special attention given to the personal life of professional psychologists. A theoretical basis for reflection, combined with experiential components of the classical spiritual disciplines, will enable the student to establish a personal foundation of spiritual formation, including such elements as prayer, journaling, and various approaches to worship.
Explores a particular topic of interest to health service psychologists while considering perspectives of both psychology and Christianity. Course fee required.
Explores a particular topic of interest to health service psychologists while considering perspectives of both psychology and Christianity. Course fee required.
Required for Master's Degree: PSYD 571, 616, 630
Complete the following:
Examines the American Psychological Association's "Ethical Principles of Psychologists and Code of Conduct," federal and state laws relevant to the practice of psychology, the related ethical and practical considerations involved in qualifying for licensure, and establishing and conducting a professional practice.
In addition to assisting toward internship application, this course focuses on contemporary issues within the field of psychology; guidelines and procedures for referral and interprofessional collaboration are reviewed; and legal, ethical, and professional issues involved in working in a multidisciplinary managed care context are discussed. Establishing a professional practice and the professional and personal life of the therapist also receive attention. Students will be expected to bring examples of curriculum vitae, marketing strategies, as well as management problems and issues from their current practice settings. Prerequisite: fourth-year standing.
Reviews a range of consultation methods in professional psychology, from expert-prescriptive models to collaborative models. Principles of education and program evaluation are also explored. Specific skills such as articulating effective consultation questions, developing questionnaires, conducting qualitative data analyses, and writing in professional psychology are considered.
Reviews a range of consultation methods in professional psychology, from expert-prescriptive models to collaborative models. Principles of education and program evaluation are also explored. Specific skills such as articulating effective consultation questions, developing questionnaires, conducting qualitative data analyses, and writing in professional psychology are considered.
This course provides an introduction to the theory, research and practice of clinical supervision and to the management of clinical service provision. The student will become acquainted with theory and research on management and supervision and engage in experiential learning of supervision and management skills. This course is structured as a two-semester course that involves both theory and supervised practice in Supervision and Management.
This course provides an introduction to the theory, research and practice of clinical supervision and to the management of clinical service provision. The student will become acquainted with theory and research on management and supervision and engage in experiential learning of supervision and management skills. This course is structured as a two-semester course that involves both theory and supervised practice in Supervision and Management.
Required for Master's Degree: PSYD 517
Complete the following:
This is a sequence that builds on PSYD 530-531 Clinical Foundations of Treatment and emphasizes practical training in assessment, diagnosis, psychotherapy, and case management through supervised practice in a variety of clinical settings. Students also participate in team meetings, didactics, and oversight training groups. Prerequisites: PSYD 517 Ethics for Psychologists and PSYD 530-531 Clinical Foundations of Treatment.
This is a sequence that builds on PSYD 530-531 Clinical Foundations of Treatment and emphasizes practical training in assessment, diagnosis, psychotherapy, and case management through supervised practice in a variety of clinical settings. Students also participate in team meetings, didactics, and oversight training groups. Prerequisites: PSYD 517 Ethics for Psychologists and PSYD 532 Clinical Foundations of Treatment.
This is a sequence that builds on PSYD 530-531 Clinical Foundations of Treatment and emphasizes practical training in assessment, diagnosis, psychotherapy, and case management through supervised practice in a variety of clinical settings. Students also participate in team meetings, didactics, and oversight training groups. Prerequisites: PSYD 517 Ethics for Psychologists and PSYD 533 Clinical Foundations of Treatment.
This is an advanced practicum sequence that builds on Practicum I. Students are placed in various community settings to perform psychological assessments and interventions under the supervision of licensed psychologists. Students also receive weekly clinical oversight on campus by faculty members. Prerequisite: PSYD 534 Practicum I. Co-Requisite: PSYD 805.
This is an advanced practicum sequence that builds on Practicum I. Students are placed in various community settings to perform psychological assessments and interventions under the supervision of licensed psychologists. Students also receive weekly clinical oversight on campus by faculty members. Prerequisite: PSYD 535 Practicum I. Co-Requisite: PSYD 805.
This is an advanced practicum sequence that builds on Practicum I. Students are placed in various community settings to perform psychological assessments and interventions under the supervision of licensed psychologists. Students also receive weekly clinical oversight on campus by faculty members. Prerequisite: PSYD 536 Practicum I.
This sequence emphasizes development of more advanced skills in assessment, diagnosis, psychotherapy, and case management through supervised practice in a variety of field settings. This sequence seeks to develop skills in supervising others and to prepare students for internship. Students continue to participate in team meetings, oversight training groups, and didactics in a seminar format. Prerequisite: PSYD 537 Practicum II. Co-Requisite: PSYD 805.
This sequence emphasizes development of more advanced skills in assessment, diagnosis, psychotherapy, and case management through supervised practice in a variety of field settings. This sequence seeks to develop skills in supervising others and to prepare students for internship. Students continue to participate in team meetings, oversight training groups, and didactics in a seminar format. Prerequisite: PSYD 538 Practicum II. Co-Requisite: PsyD 805.
Required for Master's Degree: PSYD 532, PSYD 533
Complete 10 hours of the following:
Students must complete a total of 10 dissertation credits. Course is repeatable. A minimum of one credit of dissertation enrollment is required each fall and spring of the second through fourth years of the program.
The Research Team is the formal mechanism by which students involvement in original empirical research is formulated and guided. The Research Team is part of a formal academic sequence involving statistical analysis, research design and research application. Participation in the Research Team will help students to build the necessary skills to generate and evaluate original research. As part of the research sequence, students must individually complete and defend a doctoral-level dissertation. The dissertation may be of an empirical, applied, or theoretical nature. Students should be able to complete their dissertations within the context of the vertically integrated research teams. Enrollment is required each fall and spring semester of the second, third and fourth years of the program.
Required for Master's Degree: two credits of PsyD 805
Continuing Dissertation
PSYD 655 is required for students who do not finish their dissertation research within the minimum 10 hours. PSYD 655 is repeatable until the dissertation is finished.
To maintain continuous enrollment until dissertation is complete. Does not count toward the degree.
Complete 15 hours from any elective offering in the curriculum.
An introduction to the foundations and principles of clinical psychopharmacology for psychologists in clinical settings.
This course will build on PSYD 505 Lifespan Development. The course provides advanced training in evidence-based interventions for children and adolescents. Interventions taught will center on common referrals including behavior disorders, attention deficit disorders, autism spectrum disorders, depressive and anxiety disorders, adjustment disorders, and pediatric concerns such as toileting and sleep problems.
Introduces the basic concepts of projective assessment and the administration, interpretation, and report writing for a variety of projective techniques, such as the House-Tree-Person, Thematic Apperception Test, and Rotter Incomplete Sentences. The Rorschach Inkblot Test and the Comprehensive System of John E. Exner (revised) will be emphasized. Additional course fee required. Prerequisite: PSYD 521 Personality Assessment.
This course will build on PSYD 505 Lifespan Development, PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment:Child & Adolescent. The class provides advanced training in the administration, interpretation and integration of personality, cognitive and behavioral assessment measures for children and adolescents. Assessment techniques include both broad-band measures applicable across diagnostic presentation, as well as disorder-specific assessments designed for: autism spectrum disorders, behavior disorders, attention deficit disorders, mood and anxiety disorders, and stress-related disorders. The course focuses on integrating multiple assessment measures to provide clinically relevant treatment recommendations.
An advanced course in contemporary psychoanalytic theories and techniques. Though this is not a practicum course, ideally the student should be involved in working in a counseling setting in which applications of this psychodynamic approach may be tested in practice. Prerequisites: PSYD 501 Theories of Personality and Psychotherapy and PSYD 551 Psychodynamic Psychotherapy.
Theory and application of small-group process in clinical settings; laboratory practice in selection of participants, leadership, and interaction methods; and design and implementation of short-term focal groups. Can be taken as a variable credit course.
This course content will vary. It is designed to prepare students to provide neuropsychological assessments across populations and settings. In addition topics will include specialized areas for neuropsychology including neuroanatomy basics. Selection and interpretation of assessments emphasizes empirically supported, culturally consistent measures with a focus on geriatric populations. Work with virtual assessments may also be included. The weekly sessions include didactics, demonstrations and practice for administration competencies.
Provides an overview of physiological, sociological, and psychological aspects of sexuality and sexual dysfunctions. Approaches to evaluation and treatment of dysfunctions and consideration of the influences of beliefs upon the causes and remediations of problems are included. Prerequisite: PSYD 532-533 Practicum I.
A survey of the literature on substance abuse and chemical dependency. Emphasis is placed on psychological assessment and intervention for persons with substance abuse disorders.
A seminar dealing with various topics as announced that represent current faculty interests and competencies.
The focus of this course is on the practical understanding and application of Health psychology. This course will introduce you to the biopsychosocial model of health to understand the factors that influence the maintenance of health as well as disease progression. The course includes research-based interventions to treat illness, slow or prevent disease progression. Can be taken as a variable credit course.
Explores a particular topic of interest to health service psychologists while considering perspectives of both psychology and Christianity.
Required for PCP Track. This is the first course in the two-semester sequence which prepares the student for the two-year clinical training experience in primary care medical setting. The Foundations course includes an understanding of the primary care behavioral health model, including interprofessional biopsychosocial treatment mode. The course will include training and practice in evidenced based interventions for primary care, use of assessment, program evaluation and use of population metrics to enhance care. In addition to lecture, training will include practice, participation in training webinars and how to use external resources essential to remaining current in the field. Prerequisite: instructor approval required if not enrolled in PCP Track.
This is the second course in the two-semester sequence for the PCP Track. this course will deepen student's understanding of the interprofessional model used in the primary medical setting to include more advanced skills in complex and collaborative care, use of clinical registries, clinical pathways and other processes designed to enhance population reach. The course will also demonstrate how to expand interprofessional primary care psychology into the specialty medical areas of pediatrics, women's health, cardiology and other medical specialties. Prerequisite: PSYD 701 Foundations of Primary Care Psychology.
The class provides an introduction to the psychological reactions and adjustment responses to various forms of stress, distress, and traumatic stress. Specific focus is on understanding trauma responses associated with physical, sexual, and emotional abuse and neglect. Course topics include an overview of the bio-psycho-social underpinnings of stress, distress, resilience, traumatic stress, PTSD, and complex trauma conditions. Students learn to assess trauma reactions, formulate accurate and relevant diagnoses, create effective treatment plans, and enhance therapy interventions from a trauma informed lens. Students learn to treat specific symptoms common to trauma reactions; including adjustment disorders, bereavement, PTSD, dissociation, and complex trauma conditions. Enrollment priority to advanced students.
Theory and practice of working with children experiencing acute/chronic medical issues and their families within medical service settings. Emphasis will be empirically supported, culturally congruent treatment for a diverse population. (No prerequisite required.)
This course includes issues that are relevant for those students interested in pediatric neuropsychology. Some investigation of screening assessments is done within the course. Topics include how neuropsychology is applied in medical settings with children. Prerequisite PSYD 520, Neuroassessment, 2 credit hours.
This course provides a weekly trauma consultation group to students wishing to complete the PsyD Program Trauma Treatment Certificate. Topics covered include applied trauma assessment, case conceptualization, and treatment feedback. Prerequisite: PSYD 703, Trauma Treatment in Clinical Practice.
This course is focused on understanding how to navigate situations where patients are in crisis. Course topics include suicide risk assessment, differential diagnosis with severe mental illness, internal and external factors that may contribute to crisis, navigating complex medical systems where patients in crisis often land, and navigating the larger mental health system with barriers and access to resources. Students also engage with burnout prevention materials with respect to understanding clinician responses and countertransference with high acuity patients.
Complete the following:
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
What makes the assessment track at George Fox stand out from similar programs at other schools?
The Behavioral Health Center at George Fox offers diagnostic assessment and other mental health services to low-income and uninsured county residents. Second- to fourth-year students in the PsyD program staff the clinic and are supervised by psychologists licensed in the state of Oregon. Clinic director Ryan Thompson is an expert in psychological assessment for children and adults.
