Master of Arts in Sport & Performance Psychology/Doctor in Clinical Psychology (PsyD) Dual Degree
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Program Overview
The Master of Arts in Sport & Performance Psychology/Doctor in Clinical Psychology (PsyD) Dual Degree provides students with the opportunity to work with athletes on performance as well as clinical issues. In this program, an integration of the two is achieved by providing a strong base in theory and research, a focus on diversity and social justice, and clinical training opportunities that afford the opportunity for students to work with athletes on performance as well as clinical issues. As the field of psychology continues to diversify and expand the range of specialties, it is important for educational institutions to stay on the cutting edge of program development. National University’s John F. Kennedy School of Psychology and Social Sciences has achieved this by connecting the Master of Arts (MA) in Sport & Performance Psychology Program (MASPP) with the Clinical Doctoral Program (PsyD) to create this dual degree program, one of only a handful in the nation.
This innovative program allows completion of both degrees in six years of full-time, intensive study. Students spend their first year in the MASPP program learning through classroom study and field experience the work of a sport psychologist. The second year of the MASPP program overlaps with the first year of the PsyD program. At this point, the student is completing their Master’s coursework in Sport & Performance Psychology while starting their coursework in PsyD. The Master’s degree is conferred in December or January of year four (PsyD year three). The five years spent in PsyD involves coursework and clinical training of increasing complexity. Required coursework includes doctoral-level foundational elements of psychology, clinical case seminars, psychological testing and assessment, and consultation and supervision. Students progress through five years of increasingly complex clinical training in preparation for doctoral internship.
Master’s Coursework Units | PsyD Coursework Units | |
---|---|---|
Dual Program Year 1 | 52.5 | 0 |
Dual Program Year 2 | 6.0 | 46.0 |
Dual Program Year 3 | 42.0 | |
Dual Program Year 4 | 29.0 | |
Dual Program Year 5 | 9.0 | |
Dual Program Year 6 | 36.0 | |
PsyD Electives (timing discretionary) | 18.0 | |
Total Units | 58.5 | 180.0 |
The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
Course Details
Core Requirements Year One
- 14 courses; 52.5 quarter units
Prerequisite: PSY 602; PSY 644; PSY 648; PSY 647; PSY 649; PSY 656; PSY 607A; PSY 637B; PSY 614A
Comprehensive written examination covering material from year one, to be taken after successfully completing PSY 602, PSY 607, PSY 644, PSY 648, PSY 637A, PSY 614, PSY 647, PSY 649, and PSY 656.
This course examines the history, purpose, discipline, and basic techniques of sport and performance psychology. Students will examine how foundational principles in psychology were applied to performance and sport settings, and how current practices are shaped by ongoing research, inquiry, and application.
This course examines the professional laws and ethics pertaining to the practice of counseling and psychotherapy, with an emphasis on the laws and ethics pertaining to therapy and consulting with individuals and groups in a wide variety of settings. The content of various relevant legal and ethical codes will be reviewed, and the similarities and differences in ethical practice between the contexts of psychotherapy and performance psychology consulting will be explored in depth.
This course offers an overview of major theoretical counseling orientations and techniques and their application in performance psychology settings. Emphasis is on basic interviewing, assessment, and counseling skills that facilitate the helping process through integration of various theoretical models.
This course will provide a foundation of knowledge in the field of sport and performance psychology relevant to specific performance enhancement techniques.Students will examine ethical issues, explore being professional in the field, and enhance competence in performance enhancement skills and techniques for use in Sport and Performance Psychology, consulting with athletes in a variety of diverse settings. Through theoretical research of the techniques, students will create a binder of Sport and Performance Psychology- based handouts to prepare for their work with a diverse population of clients.
The course encompasses the purpose, implementation and utility of assessment strategies within sport and performance settings. Topics include the use of structured, semi-structured, and unstructured interviews, performing behavioral observations, theoretical foundations of assessment measures, test construction and the administration, scoring and interpretation of objective psychological measures applicable to the sport/performance setting. This course will emphasize synthesizing information gleaned from multiple methods to assist in accurate initial assessment, intervention planning, and evaluating changes in performance. The course will also highlight the importance of keeping case notes and accurate record keeping. Templates will be developed for informed consent and case notes. Finally, this course will discuss how to make referrals and how to assess for suicide in non-clinical settings.
This is a course that introduces the concept of mindfulness. Students will gain basic knowledge in mindfulness meditation practices. The course will focus on the historical background, define concepts, present research, and enable opportunities for students to practice a wide variety of techniques. In-class participation and assignments will foster experience and familiarity with theories, strategies, and techniques, thereby allowing students to accumulate an applied knowledge of mindfulness that can be integrated into their personal and professional practices.
The focus of this course is to learn how to facilitate leadership and team building, through interactive experiences, in an effective way. Students will learn ways of working with a team in order to build necessary skills including cohesion, communication, trust, and respect. Emphasis will be placed on activities, skills and strategies that will enable students to effectively work with teams and groups of many kinds. The students will gain an understanding of group behavior and dynamics and will be able to use this knowledge with diverse populations. Students will learn to recognize ethical issues in relation to working with groups and will examine their interpersonal and professional style through hands-on application of ideas.
Covers first practicum placement along with weekly individual and group mentorship. The internship-placement aspect requires students to intern at a site working with performers and applying knowledge and skills learned in the classroom. Individual and group mentorship involves one-on-one meetings, discussions, case presentations, role-playing, and covers ethical issues. The combined mentorship provides students with a supportive environment for discussions exploring issues which pertain to their fieldwork experience. The Applied Training Handbook is a reference source for all matters related to being a Student-Intern.
Prerequisite: PSY 659A
Covers second practicum placement along with weekly individual and group mentorship. The internship-placement aspect requires students to intern at a site working with performers and applying knowledge and skills learned in the classroom. Individual and group mentorship involves one-on-one meetings, discussions, case presentations, role-playing, and covers ethical issues. The combined mentorship provides students with a supportive environment for discussions exploring issues which pertain to their fieldwork experience. Prior to internships, students will complete the first internship course. The Fieldwork Handbook is a reference source for all matters related to being a Student-Intern.
This course introduces students to each of the major biophysical subdisciplines of kinesiology— anatomy, biomechanics, exercise physiology, motor control, and sport and exercise psychology. Includes an integrated study of human movement and applies this knowledge to human performance and physical activity across the lifespan. Concepts in the various subfields of kinesiology are examined and career opportunities in the field of kinesiology are explored. Students will also gain a better understanding of the course concepts through projects and class discussions.
In 2001, APA acknowledged the importance of psychology in the promotion of not only psychological health, but also physical health. Additionally, hospitals and health care clinics found that their patients were better served and outcomes were improved when psychological interventions were incorporated. In this course, students will come to understand the nature of, and degree to which attitudes, beliefs, mood, and lifestyle influence the physical systems and vice versa, and how much of this interaction reflects a choice (or not) on the part of the client. Students will be able to better recognize the effects of poor health choices in their own lives, and in the problems of their clients. They will also acquire knowledge and a set of skills to help themselves and their clients make better, health-promoting choices. This course also provides an in-depth examination of the psychological antecedents and consequences of physical activity relationships. Students will understand the mental health benefits of exercise as well as the thought processes behind the decision to exercise or not to exercise. Students will review research and intervention models in exercise psychology and learn to integrate this knowledge into their personal and professional lives. There will be an in-depth analysis of many factors that influence exercise behavior such as: stress, affect, mood, emotion, anxiety, and depression.
This course will provide students with an essential foundation of knowledge regarding the psychological challenges faced by injured athletes and the mental training strategies you can employ to assist an athlete in successfully navigating his/her recovery from injury. During this course students will cover a variety of themes from sports injury and theories, responses to injury and possible clinical issues, at-risk athletes and special situations with sport injury, interventions and helping athletes through the injury process, the impact of stress on injury prediction and prevention, and factors contributing to youth sport injuries.
Prerequisite: PSY 644
This is an advanced course for the Sport and Performance Psychology Program. It covers a more in-depth approach to using the performance enhancement techniques and troubleshooting issues that clients may be presenting to the consultant. The students will address professional and ethical issues of consulting in the field and in relation to their own personal consulting style. They will be able to apply these skills to diverse populations. Students will work on going more in-depth in individual consulting sessions.
Core Requirements Year Two
- 17 courses; 52 quarter units
Recommended Preparation: This exam is taken after all other PSY coursework is completed.
Comprehensive oral examination covering materials in all phases of the program, to be taken after all other PSY coursework is complete.
Prerequisite: PSY 659B
Covers third practicum placement along with weekly individual and group mentorship. The internship-placement aspect requires students to intern at a site working with performers and applying knowledge and skills learned in the classroom. Individual and group mentorship involves one-on-one meetings, discussions, case presentations, role-playing, and covers ethical issues. The combined mentorship provides students with a supportive environment for discussions exploring issues which pertain to their fieldwork experience. The Applied Training Handbook is a reference source for all matters related to being a Student-Intern.
Prerequisite: PSY 602
This is an advanced course in sport and performance psychology. The main theoretical approaches in the field of Sport and Performance Psychology will be revisited, updated and addressed from an integrated perspective. The students will be expected to synthesize the various theoretical perspectives and current research findings and show how this integrated perspective can help their work with performers. The students will be encouraged to think and work from an evidence-based perspective. The students will develop their own philosophy of practice. The course will continue to encourage students to think critically about the research presented and how it relates to their work in the field as a practitioner.
Students explore the foundations of group therapy and engage in role plays to develop group clinical skills. Group process and group models in different theoretical orientations are discussed, including the role of a leader and leadership styles. Students experience group dynamics through role-playing and other strategies conducive to building a cohesive group experience throughout the seminar year. The dynamics of conflict and techniques for conflict resolution are emphasized with attention to the impact of diversity on conflict management.
This course is designed to teach students fundamental clinical interviewing skills. Students will learn the basic attending skills required to establish and maintain a therapeutic relationship, including empathy, listening, reflecting, focusing and formulating questions. Students will also practice skills related to informed consent, confidentiality, and cultural sensitivity. In addition, specific situations such as suicide assessment, interviewing couples, and younger clients will be addressed. The course will also explore clinical skills such as case formulation and report writing, supervision, the mental status examination, assessment of the client’s presenting problems, issues with difficult clients, and making appropriate referrals.
This is the first of a two-course sequence. It examines the way in which individual psychopathology is classified, described, diagnosed, and assessed. The Diagnostic and Statistical Manual of Mental Disorders, 5th edition Text Revision (DSM-5-TR) of the American Psychiatric Association is utilized as a core organizing text for the purposes of diagnostic classification. Other readings inform students about current research findings on the diagnosis and treatment of mental disorders. Students are expected to become familiar with the structure, content, and clinical use of the DSM-5-TR and learn to apply formal diagnostic classification to specific case examples. This course emphasizes the process and problems of individual assessment (including the use of outcome measures in psychotherapy) and diagnosis that arise within the practice of clinical psychology. Students are also introduced to the historical, political, and contextual issues regarding the diagnosis and categorization of human experience.
This is the first in a three-course sequence that supports students in their ethnographic placement. Students are placed for eight hours per week in settings, generally schools or community mental health agencies, which allow them to engage as ethnographers and participant-observers of individuals and groups that are culturally different from each student in significant ways. The ethnographic placement is designed to enhance clinical and cultural competence by broadening the student’s exposure to and appreciation of “others” as they grow in self-awareness. Additionally, students function as a group and reflect upon the group dynamics at their placement and within this course. Course content focuses on foundational and current perspectives in multicultural psychology. Students examine the effects of power, privilege, and oppression on psychological functioning. Students are supported to develop heightened sensitivity to how their cultural assumptions, values, beliefs, and biases serve as both resources and barriers to the effective delivery of mental health services to diverse populations. Emphasis will be placed on contemporary and empirical foundations in multicultural psychology, as well as clinically-relevant literature. Multicultural competence requires a transformative and ongoing process that involves critical exploration of the ways in which we have been socialized as individuals with diverse identities. During this quarter, the focus will be on immigration, social class, race and ethnicity.
This is the second in a three-course sequence that supports students in their ethnographic placement. Students are placed for eight hours per week in settings, generally schools or community mental health agencies, which allow them to engage as ethnographers and participant-observers of individuals and groups that are culturally different from each student in significant ways. The ethnographic placement is designed to enhance clinical and cultural competence by broadening the student’s exposure to and appreciation of “others” as they grow in self-awareness. Additionally, students function as a group and reflect upon the group dynamics at their placement and within this course. Course content focuses on foundational and current perspectives in multicultural psychology. Students examine the effects of power, privilege, and oppression on psychological functioning. Students are supported to develop heightened sensitivity to how their cultural assumptions, values, beliefs, and biases serve as both resources and barriers to the effective delivery of mental health services to diverse populations. Emphasis will be placed on contemporary and empirical foundations in multicultural psychology, as well as clinically-relevant literature. Multicultural competence requires a transformative and ongoing process that involves critical exploration of the ways in which we have been socialized as individuals with diverse identities. During this quarter, the focus will be on race, gender, sexual orientation, and cultural genograms.
This is the third in a three-course sequence that supports students in their ethnographic placement. Students are placed for eight hours per week in settings, generally schools or community mental health agencies, which allow them to engage as ethnographers and participant-observers of individuals and groups that are culturally different from each student in significant ways. The ethnographic placement is designed to enhance clinical and cultural competence by broadening the student’s exposure to and appreciation of “others” as they grow in self-awareness. Additionally, students function as a group and reflect upon the group dynamics at their placement and within this course. Course content focuses on foundational and current perspectives in multicultural psychology. Students examine the effects of power, privilege, and oppression on psychological functioning. Students are supported to develop heightened sensitivity to how their cultural assumptions, values, beliefs, and biases serve as both resources and barriers to the effective delivery of mental health services to diverse populations. Emphasis will be placed on contemporary and empirical foundations in multicultural psychology, as well as clinically-relevant literature. Multicultural competence requires a transformative and ongoing process that involves critical exploration of the ways in which we have been socialized as individuals with diverse identities. During this quarter, the focus will be on religion, ageism, ableism, and social justice. In addition, there will be an increasing shift toward preparation for multiculturally competent clinical work.
This course is designed to provide first-year students with an overview of psychometric principles and introduce them to the various types of psychological assessment tools such as cognitive and intellectual testing and measurement of personality. The course covers the foundations of psychological assessment, tools used in psychological measurement (e.g., test construction) essential characteristics of psychological measurement (e.g., reliability and validity), and the application of measurement (e.g., tests of intelligence, personality assessment). This course is a prerequisite for the Assessment Series courses (PSD 7115, 7116, and 7117).
This course introduces the essential concepts and assumptions of psychodynamic theory. The course reviews the historical beginning of early psychoanalysis reflecting on the many changes in the theory that have culminated in current tensions and controversies within the field. Using a comparative framework, students will study the basic concepts of drive theory, ego psychology, object relations theory, self-psychology, and contemporary relational theory. Concepts such as conflict, the unconscious, defense, transference, countertransference, and inter-subjectivity will be introduced. The application of psychodynamic concepts in clinical work, including the therapeutic process and its limitations with diverse populations will be discussed.
This course introduces the basic tenets of CBT and the various forms of this perspective. Discussions of the philosophy of CBT and the structure of a CBT case conceptualization set the stage for more detailed work with the kinds of disorders for which CBT has demonstrated effectiveness. The interventions and evaluation procedures commonly used by CBT practitioners are demonstrated and discussed with regard to their applicability to various forms of psychological, emotional, or social problems. Consideration of the applications and limitations of CBT to diverse populations are woven into the fabric of each discussion.
This course offers the basics in family systems theory and the historical context from which it arose. Students learn the application of systems theory to the treatment of a variety of family systems. A comparison and critique of systems theory from a postmodern perspective is included. The limitations of systems theory to families of diverse backgrounds are considered, and modifications of systems models that better meet such families’ needs are proposed.
This course focuses upon the legal and ethical issues related to the practice of psychology. Students explore issues which include, but are not limited to, licensing, scope of practice, competence, informed consent, client welfare, confidentiality (and its exceptions), and professional conduct. Also covered are issues related to the treatment of minors, couples, groups, and the use of technology in clinical psychology, as well as issues related to working with individuals with cultural, contextual, and individual differences from those of the provider. In addition, students will be introduced to methods of critically evaluating their professional behavior. The course emphasizes contemporary professional ethics and statutory, regulatory, and decisional laws that delineate the profession’s scope of practice and role of the psychologist.
This course provides a comprehensive review of the influential theories of human development from birth to end of life. Emphasis is placed on critically analyzing and integrating foundational principles of physical, cognitive, emotional, and social human development in the context of culture, race/ethnicity, gender, ability, SES, sexual orientation, and religion. Students are expected to comprehend, assess, and evaluate scientific research on human development and engage in clinical application of evidence based human development research.
Core Requirements Year Three
- 12 courses; 42 quarter units
Core Requirements Year Four
- 11 courses, 29 quarter units
Core Requirements Year Five
- 3 courses, 9 quarter units
Core Requirements Year Six
- 4-8 courses; 36 quarter units
The 36 quarter units of internship are sometimes obtained as a combination of PSD7400 (9.0 quarter units per occurrence) and PSD7401 (4.5 quarter units per occurrence), based on when a student’s internship starts and ends. For example, if a student starts their internship in the middle of summer quarter, that summer they will register for PSD7401, and then fall, winter, and spring they may take PSD7400 each quarter, and then the following summer they will take PSD7401 again, so: 4.5+9+9+9+4.5 = 36. It is also possible that the student will start at the beginning of either summer or fall quarter, and simply take PSD7400 each quarter for 4 quarters. Any combination that sums to 36.0 quarter units is acceptable.
Degree and Course Requirements
Students will be admitted to the MASPP (Graduate Career) program in Year 1, and then in Year 2, when they begin taking PsyD classes, they will additionally be admitted to the PsyD (Doctoral Career) program.
To fulfill the requirements for the MASPP, students complete 52.5 core quarter units of MASPP coursework during the Dual Program Year 1 and 6.0 core quarter units of MASPP coursework in Dual Program Year 2. Three PsyD courses (PSD7107, PSD7131, and PSD7252) must also be successfully completed prior to conferral of the MASPP degree. MASPP conferral follows successful completion of the last of the three indicated PSD courses, typically in December or January of Dual Program Year 4.
To fulfill the requirements for PsyD, students will complete 180 quarter units of PsyD coursework during Dual Program Years 2-6. Additional graduation requirements are listed below.
Graduation Requirements
The MASPP/PsyD Dual Degree program has the following graduation requirements:
- Completion of all coursework and field placement requirements for the MA in Sport & Performance Psychology
- Satisfactory completion of all required coursework, exams, and field placement requirements for the PsyD degree in Clinical Psychology, including the following:
- PsyD program approval of dissertation manuscript and successful completion of the dissertation defense
- Submission of the approved final dissertation manuscript in electronic form to the ETDadmin/ProQuest system, via contract between PsyD and ETD
- Successful completion of 36 quarter units of doctoral clinical internship
- Documented completion of 30 sessions of personal psychotherapy
- Official transcripts on file for all transfer credit hours accepted by the university
- All financial obligations must be met before the student will be issued their diploma and/or degree-posted transcript.
Program Learning Outcomes
As a graduate of National University’s Bachelor of Arts in History, you’ll understand how to:
- Research. Develop expertise in the integration of science and Health Service Psychology practice.
- Ethics. Manage ethical issues in accordance with APA Ethical Principles, applicable laws, and relevant Health Service Psychology standards and guidelines.
- Individual and Cultural Diversity. Integrate awareness and knowledge of individual and cultural diversity in the conduct of Health Service Psychology roles.
- Professional Attitudes, Values, and Behavior. Cultivate professional values, attitudes and behaviors that are consistent with Health Service Psychology standards.
- Communication. Support effective interpersonal communication through written and oral Health Service Psychology language and concepts.
- Assessment. Develop competence in conducting evidence-based and contextually appropriate assessment consistent with the scope of Health Service Psychology.
- Intervention. Implement evidence-based and contextually appropriate interventions consistent with the scope of Health Service Psychology.
- Supervision. Incorporate Health Service Psychology supervision models and practices in professional situations.
- Consultation and Interdisciplinary Skills. Incorporate Health Service Psychology consultation models and practices in interaction with clients and other stakeholders.
- Discipline-specific Knowledge. Integrate understanding of the history, foundational science, and research principles that underlie the field of Health Service Psychology.
- Describe, explain, synthesize, apply, and critique theoretical perspectives from Sport and Performance Psychology and related fields whilst demonstrating continuous development of their philosophy of practice to inform their work.
- Describe, explain, synthesize, apply, and critique professional ethical standards in a culturally appropriate manner whilst utilizing decision-making principles in relation to ethical considerations.
- Describe and explain potential sources of bias within themselves and clients, in addition, to synthesizing, applying, and critique concepts whilst adapting their skills to promote inclusive practice with a diverse range of populations, with an emphasis on continuing education.
- Describe, explain, synthesize, apply and critique various assessment tools whilst identifying potential clinical concerns and applying referral procedures appropriately in a continuous and evolving process to create effective action plans.
- Describe, explain, synthesize, apply and critique counseling skills to develop a working relationship with clients whilst demonstrating awareness and subsequent action of how the self may impact the client-consultant relationship.
- Describe, explain, synthesize, apply and critique performance enhancement skills with individuals and teams.
- Describe, explain, synthesize, apply and critique established and current research from Sport and Performance Psychology and related fields whilst demonstrating continuous development of their philosophy of practice to inform their work.
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