Midwestern University's program in clinical psychology prepares you to work as part of the healthcare team providing compassionate care to diverse individuals and groups. Our evidence-based program centers on your development as a competent, thoughtful clinical psychologist. That's why our caring faculty experts maintain diverse clinical practices and provide you with the essential diagnostic, therapeutic, and consultative skills you need to build your future as a respected clinical psychologist. You'll benefit from a student-focused curriculum integrated with research and field experiences designed to help you make a meaningful contribution as a clinician.

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Fast Facts

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Degrees

  • Doctor of Psychology (Psy.D.)

General Requirements

  • Bachelor's degree from a regionally accredited college or university
  • Minimum cumulative GPA of 3.00
  • 18 semester hours of prerequisite psychology coursework
  • GRE general test scores

Please see Admissions Requirements for more details.

Length of Program

  • 5 years, full-time

Class Size for Individuals Matriculating in 2016

  • 22

2021 Class Profile

  • Female: 86%
  • Male: 14%
  • Average Age: 26
  • Average Overall GPA: 3.39

Practicum Placements

  • Hospitals
  • Mental health facilities
  • Social service agencies
  • Private practices
  • School settings
  • Forensic settings
  • College counseling centers
  • Clinics

Student Admissions, Outcomes, and Other Data

The Clinical Psychology Program is designed to be completed in 5 years.

Time to Completion for all Students Entering the Program

OutcomeYear in which Degrees were Conferred
2008-20092009-20102010-20112011-20122012-20132013-20142014-20152015-2016Total
Total number of students with doctoral degree conferred on transcript51026191718515115
Mean number of years to complete the program4.24.74.95.15.15.44.85.15.01
Median number of years to complete the program4.05.05.05.05.05.05.05.05.0
Time to Degree RangesN%N%N%N%N%N%N%N%N%
Students in less than 5 years480.0%440.0%934.6%631.6%423.5%316.7%240.0%16.7%3328.7%
Students in 5 years120.0%550.0%1142.3%947.4%847.1%844.4%240.0%1280.0%5648.7%
Students in 6 years00.0%110.0%415.4%15.3%423.5%422.2%110.0%213.3%1714.8%
Students in 7 years00.0%00.0%27.7%315.8%15.9%211.1%00.0%00%86.96%
Students in more than 7 years00.0%00.0%00.0%00.0%00.0%15.5%00.0%00%10.9%

For information regarding admissions policies that allow students to enter with credit for prior graduate work, please see the Transfer of Credit section of the Midwestern University Catalog, Clinical Psychology Program.  Transfer of credit may allow some students to complete the program in less than the expected 5 years.  Individual progress to program completion will be evaluated on a case by case basis.

Program Costs

Description2016-2017 1st-year Cohort Cost
Tuition for full-time students (in-state)$27,018
Tuition for full-time students (out-of-state)$27,018
Tuition per credit hour for part-time students (if applicable)N/A
University/institution fees or costs$659
Additional estimated fees or costs to students (e.g. books, travel, etc.)$2,029

 Midwestern University has a very effective financial aid department. Information about financial aid can be found here.

Internship Placement

Internship Placement - Table 1

OutcomeYear Applied for Internship
2008-20092009-20102010-20112011-20122012-20132013-20142014-20152015-2016
N%N%N%N%N%N%N%N%
Students who obtained APA/CPA-accredited internships214.28%315.79%00.00%16.25%17.70%110.00%956.25%1157.9%
Students who obtained APPIC member internships that were not APA/CPA-accredited1071.42%1578.95%2095.23%1593.75%1184.60%990.00%743.75%842.1%
Students who obtained other membership organization internships (e.g., CAPIC) that were not APA/CPA-accredited00.00%00.00%00.00%00.00%00.00%00.00%00.00%00.00%
Students who obtained internships conforming to CDSPP guidelines that were not APA/CPA-accredited00.00%00.00%00.00%00.00%00.00%00.00%00.00%00.00%
Students who obtained other internships that were not APA/CPA-accredited17.14%15.26%00.00%00.00%00.00%00.00%00.00%00.00%
Students who obtained any internship1392.86%19100%2095.23%16100%1292.30%10100%16100%19100%
Students who sought or applied for internships including those who withdrew from the application process14-19-21-16-13-10-16-19-

 All students participate in the APPIC internship match. The Clinical Psychology Program has held a 90-100% placement rate each year.

Internship Placement - Table 2

OutcomeYear Applied for Internship
2008-20092009-20102010-20112011-20122012-20132013-20142014-20152015-2016
N%N%N%N%N%N%N%N%
Students who sought or applied for internships including those who withdrew from the application process14-19-21-16-13-10-16-19-
Students who obtained paid internships1392.86%1894.74%2095.23%16100%1292.30%10100%16100%19100%
Students who obtained half-time internships00.00%15.26%00.00%00.00%00.00%00.00%00.00%00.00%

Attrition

The majority of students remain in the program for the full duration and graduate with the Psy.D. degree.

VariableYear of First Enrollment
2008-20092009-20102010-20112011-20122012-20132013-20142014-20152015-2016
N%N%N%N%N%N%N%N%
Students for whom this is the year of first enrollment (i.e. new students)20-15-12-21-20-18-23-29-
Students whose doctoral degrees were conferred on their transcripts1995.0%1386.7%541.7%29.5%00.00%00.00%00.00%00.00%
Students still enrolled in program00.00%00.00%325.0%523.8%1785.0%18100%1878.30%29100%
Students no longer enrolled for any reason other than conferral of doctoral degree15.0%213.3%18.3%419.0%210.0%00.00%521.7%00.00%

 

Licensure

Outcome2006 to 2016
The total number of program graduates (doctoral degrees conferred on transcript) between 2 and 10 years ago100
The number of these graduates (between 2 and 10 years ago) who became licensed psychologists in the past 10 years83
Licensure percentage83.0%

Licensure requirements vary from state to state. Prospective students are encouraged to examine the requirements of the specific state in which they plan to practice. 

Per recommendation of the American Psychological Association (APA), licensure information is calculated and presented for students 2 or more years post graduation. Information regarding licensure rates is collected using the following methodologies:

  • Direct correspondence with program graduates
  • Systematic inspection of professional regulation websites

Career Opportunities

  • Outpatient mental health clinics
  • Outpatient substance abuse clinics
  • Schools and school systems
  • Social service agencies
  • Forensic settings
  • College counseling centers

US Employment Projections through 2020

Above average growth (22 percent) for psychologists, especially for those holding doctorates and those working in school settings

(Source: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Psychologists, on the Internet at http://www.bls.gov/ooh/life-physical-and-social-science/psychologists.htm (visited October 4, 2013))

Median Salary (2009)

  • Overall: $87,015
  • 0-5 years of practice: $69,950
  • 6-9 years of practice: $75,889
  • 10-14 years of practice: $84,000
  • 15-19 years of practice: $84,250
  • 20-24 years of practice: $90,000
  • 25-29 years of practice: $94,000
  • 30+ years of practice: $98,250

(Source: Center for Workforce Studies, American Psychological Association, Report of the 2009 APA Salary Survey, 2009 Salaries in Psychology, on the Internet at http://www.apa.org/workforce/publications/09-salaries/index.aspx (visited October 4, 2013))

Admission Requirements

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To be considered for admission within our competitive selection process, applicants must submit the following documented evidence:

  1. Completion of a bachelor's degree from a regionally accredited college or university.
  2. An undergraduate grade point average (GPA) of 3.00 on a 4.00 scale is required.
    • If the applicant has graduate courses, but no degree granted, this will be viewed as an extension of the undergraduate work and will be evaluated as part of a cumulative GPA.
    • If the applicant has a conferred graduate degree in psychology or a related mental health field from a regionally accredited university, the GPA from that graduate program will be weighted more heavily than the undergraduate GPA. 
  1. Completion of 18 semester hours or equivalent of prerequisite coursework in psychology with a grade of C or better including: Introduction to General Psychology, Human Growth & Development or Personality Theory, Abnormal Psychology, Statistics or Tests and Measurements.
  2. Graduate Records Examination (GRE) general test scores using the Midwestern University institution code of 1769:
    • Scores will be accepted from tests taken no earlier than January 1, 2013.
    • For more information about the GRE, contact Educational Testing Services (ETS) at 609/771-7670 or 866/473-4373 or visit www.ets.org/gre.
  1. Demonstration of community service or extracurricular activities.
  2. Motivation for and commitment to healthcare as demonstrated by previous work, volunteer work, or other life experiences.
  3. Oral and written communication skills necessary to interact with patients and colleagues.
  4. Commitment to abide by Midwestern University's Drug-Free Workplace and Substance Abuse Policy.
  5. Passage of the Midwestern University criminal background check.

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Program Description

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Mission

The Midwestern University Doctor of Psychology (Psy.D.) in Clinical Psychology Program educates and trains students to be Health Service Psychologists in the general practice of evidence-based clinical psychology serving diverse populations.

AIMS
The Program's overall goal is to educate and train students in the practitioner-scholar training model for the practice of clinical psychology. In service of this goal the Program has four broad educational aims:
1. Students acquire theoretical and scientific knowledge in the entry-level practice of clinical psychology working with diverse individuals and groups.
2. Students develop and utilize a strong set of clinical skills, behaviors, and attitudes that reflect the highest ethical and professional standards in the entry-level practice of clinical psychology working with diverse individuals and groups.
3. Students engage in research and evaluation, contribute to the body of knowledge, and evaluate clinical outcomes using empirically based information and methods.
4. Students develop an appreciation for the value of interdisciplinary collaboration and practice and are able to work effectively with professionals from other healthcare disciplines.

Consistent with the Program's mission, educational and training philosophy, and aims, the faculty emphasizes in its didactic and clinical curricula that science informs practice as practice informs science. The Program demonstrates their interdependency by integrating theory with research as both apply to clinical situations and experiences to help students understand bidirectional influences of science and practice.

Degree Description

The Doctor of Psychology degree is designed to be a professional degree similar to the doctoral degrees provided in medicine, law, pharmacy, physical therapy, and dentistry. The Psy.D. is considered the degree of choice for persons interested in becoming a practitioner scholar when pursuing a career in clinical psychology. The program emphasis is on the development of the essential diagnostic, therapeutic, and consultative skills for the practice of clinical psychology.

The program of study follows the recommendations of the American Psychological Association (APA) for braod and general education and training for Health Service Providers. Students are educated and trained in the current body of knowledge in the following discipline-specific domains: the biological aspects of behavior, cognitive and affective aspects of behavior, social aspects of behavior, history and systems of psychology, psychological measurement, research methodology, techniques of data analysis, individual differences, human development, dysfunctional behavior and psychopathology, professional standards and ethics, theories and methods of assessment and diagnosis, effective interventions, consultation, supervision, efficacy of interventions, issues of cultural and individual diversity, and attitudes essential for lifelong learning, scholarly inquiry, and professional problem-solving. The program centers on the development of appropriate attitudes, knowledge, and skills reflected in the training competencies of relationship, assessment, intervention, research/evaluation, consultation/education, management/supervision, diversity, and professionalism.

The overall goal is to prepare students for careers in the practice of professional psychology. There are eight specific goals defined as competencies, and the program has key points in the curriculum target to assess progress in attaining competencies. These competencies are:

Research Competency: The research competency rests on the student's understanding of research, research methods, and techniques of data collection and analysis. Students will also understand the reciprocal relationship between science and clinical practice. Students are expected to be able to use this knowledge to critically evaluate and solve novel problems, to independently formulate research or other scholarly activity of sufficient quality and rigor to potentially contribute to the scientific or professional knowledge base, and to disseminate such research or scholarly activity via professional publications and presentations at the local, regional or national level.


Ethics and Legal Standards Competency: This competency includes having a working knowledge of ethical, legal and professional standards and guidelines at the organizational, local, state, and federal level. Students are expected to act in accordance with those standards and guidelines and conduct themselves in an ethical manner in all professional activities. This competency also includes the ability to recognize ethical dilemmas when they arise and to apply ethical decision making in order to resolve those dilemmas.


Individual and Cultural Diversity Competency: This competency stresses that students will develop the ability to conduct all of their professional activities with sensitivity to human diversity and will demonstrate an ability to work effectively with diverse individuals and groups. Students must demonstrate knowledge, awareness, sensitivity and skills when working with diverse individuals and communities who embody a variety of cultural and personal backgrounds and characteristics. As such, students must demonstrate an understanding of their own personal/cultural history, attitudes and biases that may affect their understanding and interaction with others, have knowledge of the current theoretical and empirical knowledge base related to addressing diversity in professional activities, and show the ability to integrate this awareness and knowledge of individual and cultural differences in the conduct of their professional roles.


Professional Values, Attitudes and Behavior Competency: This competency is evidenced by the ability to demonstrate an adherence to the professional values, attitudes and behaviors that define the profession of psychology. This includes honesty, integrity and personal responsibility, as well as concern for the welfare of others. It includes one's professional identity as well as deportment in interactions with clients and with others including peers, supervisors, faculty, and other professionals. Students are expected to demonstrate openness and responsiveness to feedback and supervision. Professionalism also includes the capacity for self-reflection, self-care and an appreciation of lifelong learning.


Communication and Interpersonal Skills Competency: Communication and Interpersonal Skills are foundational competencies for health service psychology. This competency requires a demonstration of the ability to relate effectively and meaningfully with a wide range of individuals, groups and communities. This includes the ability to form and maintain productive and respectful relationships with clients, peers, supervisors, and other professionals. This competency also entails the ability to produce and comprehend nonverbal, oral and written communication and to have a thorough grasp of professional language and concepts. Students are expected to demonstrate effective interpersonal skills and to be able to manage difficult communication or conflict.


Assessment Competency: The assessment competency involves the evidence-based assessment and diagnosis of problems, capabilities and issues associated with individuals, groups, or organizations. It includes knowledge of principles of measurement and psychometrics. This competency also requires the knowledge and skills necessary for effective selection, administration, scoring and interpretation of assessment measures appropriate to the specific purpose or goals of the assessment and the individual being assessed. The assessment competency also requires an ability to synthesize multiple sources of data to develop appropriate diagnoses, conceptualizations and treatment plans and to communicate that information in an effective oral and written manner to a range of audiences.


Intervention Competency: The intervention competency requires students to demonstrate the knowledge, skills and attitudes necessary to conduct evidence-based interventions with individuals, families, groups and other systems. This competency encompasses the ability to establish and maintain effective therapeutic relationships, develop case formulations and implement treatment plans using relevant theory and research for effective clinical decision making. It includes the ability to monitor and evaluate the effectiveness of chosen intervention approaches and to appropriately revise treatment strategies as necessary and appropriate.


Supervision Competency: The supervision competency requires students to be able to demonstrate a knowledge of supervision models and practices. This includes having knowledge of how trainees and clinicians develop into skilled professionals, knowledge of the procedures and processes of effective supervision, and knowledge of how to effectively evaluate those skills in others.

Consultation and Interprofessional/Interdisciplinary Competency: The consultation and interprofessional/interdisciplinary competency requires students to demonstrate knowledge of consultation models and practices, and to demonstrate respect for the roles and perspectives of other professions. It involves the ability to function in interdisciplinary contexts, and interact collaboratively with professionals in other disciplines in order to seek or share knowledge, address problems, promote effective professional activities and enhance outcomes.

Program Philosophy

The Doctor of Psychology in Clinical Psychology Program follows the practitioner scholar model of preparation that was accepted by the American Psychological Association at the Vail Conference. This model recognizes the ongoing need in society for expertly trained practitioners in the field of clinical psychology. The practitioner scholar philosophy dictates that competent practitioners are required to have an extensive understanding of the theoretical principles in the clinical practice of psychology and the ability to utilize the knowledge in specific clinical situations. This program philosophy is to educate and train individuals to enter careers emphasizing the delivery of direct psychological services and consultation. Relevant theory, research, and field experiences are integrated toward the development of competent and ethical practitioners who are respectful of individual and cultural differences in the provision of psychological services.

Administrative Policies and Procedures

Information pertaining to the administrative policies and procedures of both the department and the university can be found in the current Midwestern University catalog.

Estimated Cost of Attendance

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Estimated Program Costs

Description2016-2017 1st-year Cohort Cost
Tuition for full-time students (in-state)$27,018
Tuition for full-time students (out-of-state)$27,018
Tuition per credit hour for part-time students (if applicable)N/A
University/institution fees or costs$659
Additional estimated fees or costs to students (e.g. books, travel, etc.)$2,029

 Tuition rates are subject to change each academic year. Historically, tuition has increased between 2% and 7% annually.

Accreditation

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Midwestern University is accredited by The Higher Learning Commission, A Commission of the North Central Association of Colleges and Schools (HLC/NCA), 230 South LaSalle Street, Suite 7-500, Chicago, IL 60604-1413; 800/621-7440. The Clinical Psychology Program in Downers Grove is accredited by the Commission on Accreditation of the American Psychological Association (APA). Accreditation information can be obtained from the Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE; Washington, DC 20002-4242. Phone: 202/336-5979; TDD/TTY: 202/336-6123. Website: http://www.apa.org/ed/accreditation/index.aspx

Campus Safety

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Students on the Downers Grove Campus benefit from a safe and secure suburban learning environment. Located 25 miles west of Chicago, our beautiful gated campus features 105-acres of wooded land and provides students with excellent living and learning opportunities. In addition, the University maintains a strong record of campus safety and has earned several partnership and citizen awards from local fire and police departments.

At Midwestern University, the safety and security of all members of our academic community is a top priority. For more information about our campus safety statistics, visit the national Campus Safety and Security database at http://ope.ed.gov/security/index.aspx.

Diane Baldemor is a 2014 graduate of the Physical Therapy Program.

Safi Mohammed, College of Osteopathic Medicine (CCOM), Class of 2014.

Chessa Calabrese is a proud member of the inaugural class of the College of Dental Medicine-Illinois.

Phil Huang, D.O., is a 2012 graduate of the Chicago College of Osteopathic Medicine.

Tolu Akinwale is a 2013 graduate in the Chicago College of Pharmacy, where he has learned to provide pharmaceutical care in a wide range of community and institutional settings.

Allison Rushing, D.P.T., is a 2012 graduate of the Physical Therapy Program on the Downers Grove Campus.

At age 11, I decided I wanted a career that would allow me to help others.

I cannot wait to be a practitioner who will be able to utilize my understanding of patients’ occupations in therapy in order to help them to live life to the fullest.