Doctor of Psychology in Clinical Psychology (PsyD)
Chestnut Hill College offers the Doctor of Psychology (Psy.D.) degree in clinical psychology with optional concentrations in Couple, Family, and Child Therapy or Psychological Assessment. Students who complete the requirements for a concentration will receive a Certificate of Concentration in addition to the diploma at graduation.
The Doctoral Program in Clinical Psychology prepares graduates to become professional psychologists with skills in psychotherapy, psychological assessment, supervision, and consultation. The Psy.D. program follows a practitioner-scholar model of training. Students are trained in clinical skills as they acquire a broad base of academic knowledge to permit them to evaluate and contribute to the scholarly literature in the field of clinical psychology. The curriculum is based on the list of competencies developed by the National Council for Schools and Programs of Professional Psychology (NCSPP) and provides the proper academic framework for the graduate to prepare for the licensing examination in Pennsylvania and throughout the United States. For most states, APA-accredited educational programs and APA-accredited internships meet the requirements for licensure. Links to individual state licensing boards are available at https://www.apaservices.org/practice/ce/state/state-info. The Association of State and Provincial Psychology Boards prepares an annually updated document of state-by-state requirements for initial licensure to assist psychology doctoral programs in meeting U.S. Department of Education-required Consumer Information Disclosures. This report can be viewed at: https://cdn.ymaws.com/www.asppb.net/resource/resmgr/files/Consumer_Information_Disclos.pdf.
Theoretical Orientation
- Student Admissions, Outcomes, and Other Data PDF
- Accredited by the American Psychological Association
- Requires 117 credits, including practica, internship, and dissertation. Students who enter with a bachelor’s degree must also complete an additional 18 credits in the first two years of the Psy.D. program.
- Students who enter at Year I receive the M.S. in Clinical Psychology en route to the doctoral degree in August of Year II.
- Qualified applicants with master’s degrees may apply to enter with Advanced Standing and may apply to transfer up to 24 credits.
- Psy.D. Program may be completed in six years for students who enter with bachelor’s degrees and five years for students who enter with Advanced Standing.
- Classes are scheduled on Tuesdays, Wednesdays, and Fridays to enable students to complete practica.
- There are nine core doctoral faculty, four associated faculty, and three contributing faculty members. Of the core faculty members, eight teach in the doctoral program, and one is the full-time Clinic Director who supervises students in practicum and internship.
- Psy.D. Program follows a cohort model. Students who enter the program at the same time progress through the program as a cohort and take all of their classes together, thus facilitating cooperation, collaboration, and the development of personal bonds.
- Optional concentrations available in Psychological Assessment or Couple and Family Psychology.
- Theoretical orientation of the Psy.D. program is a complementary blend of psychodynamic interpersonal and systems theories. Within the Psychological Assessment Concentration, students may select the optional Neuropsychology focus.
- Lab courses enable students to practice clinical skills under supervision of program faculty.
- Chestnut Hill College Assessment and Psychotherapy Clinic provides supervised field placements for students on practica.
- Chestnut Hill College Internship Consortium provides local internship placements for qualified students. In 2020-21, the Consortium provided placement for ten students. The Consortium is an APA-Accredited internship site.
- Structured sequence of mentoring and advising is designed to enable the student to complete the dissertation in a step-by-step manner prior to internship.
- Assistantships provide partial tuition remission and are available for a limited number of qualified students.
- Psy.D. Program Affiliation with the Center for Concussion Education and Research.
Please note: All degree requirements, including course work, clinical placements, and dissertation must be completed within eight years for those who entered as Year 1 students and within seven years for those who entered as Year 2 students.
Chestnut Hill College Psychological Services Clinic
CHC-PSC is a community-based clinical psychology training clinic. CHC-PSC offers psychotherapy and psychological testing services in order to support the wellbeing and serve the emotional, social, and behavioral health needs of our community. We are committed to the provision of affordable, evidence-supported, culturally-sensitive, affirming, compassionate and effective psychotherapy and assessment services. Confidentiality is a cornerstone value in our profession and our practice.
All mental health services are performed by doctoral psychology practicum students, pre-doctoral interns, and post-doctoral fellows trained in Chestnut Hill College’s PsyD Program. Licensed clinical psychologists on the faculty of the Chestnut Hill College Department of Professional Psychology guide and supervise all clinical work. CHC-PSC does not have a psychiatrist on staff but can in most cases provide referrals as needed. Services are by appointment only and not provided on a walk-in or emergency basis.
For more information about the Psy.D. program, use the contact information below:
Phone: 215-248-7077
E-mail: PsyDApps@chc.edu
Aim 1. To prepare students to become competent practitioners of clinical psychology, by facilitating the acquisition of knowledge and skills necessary for effective clinical practice.
- Competency 1.1. Students will acquire a comprehensive and holistic understanding of human behavior
- Element 1.1.1. Students will demonstrate knowledge of lifespan human development
- Element 1.1.2. Students will demonstrate knowledge of biological, cognitive, affective, social, and cultural factors that affect human behavior
- Element 1.1.3. Students will demonstrate competence in applying theories of personality and other relevant psychological theories to an understanding of human behavior
- Competency 1.2. Students will acquire knowledge and skills in psychological testing
- Element 1.2.1. Students will demonstrate knowledge of the theory underlying psychological measurement
- Element 1.2.2. Students will demonstrate competence in administering, scoring, and interpreting intellectual and personality assessment instruments for adults, adolescents, and children
- Competency 1.3. Students will acquire interviewing and diagnostic skills
- Element 1.3.1. Students will demonstrate competence in conducting assessment and diagnostic interviews
- Element 1.3.2. Students will demonstrate competence in using DSM-5 in differential diagnosis.
- Competency 1.4. Students will acquire skills for treating emotional and behavioral disorders
- Element 1.4.1. Students will demonstrate competence in conceptualizing cases from a coherent theoretical perspective, setting appropriate treatment goals, and designing appropriate methods to assist clients in achieving these goals.
- Element 1.4.2. Students will demonstrate competence in individual psychotherapy
- Element 1.4.3. Students will demonstrate competence in basic techniques for intervening with family systems
- Element 1.4.4. Students will demonstrate familiarity with evidence-based treatments
- Element 1.4.5. Students will demonstrate familiarity with the application of psychology in medical settings.
- Competency 1.5. Students will acquire an understanding of the issues involved in providing effective consultation and supervision
- Element 1.5.1. Students will identify the critical components of effective supervision, how supervision differs from consultation, and ethical issues involved in supervision and consultation
- Element 1.5.2. Students will identify the critical components of effective consultation, how consultation differs from supervision, and ethical issues involved in consultation.
- Competency 1.6. Students will acquire skills in effectively communicating ideas to others through teaching, presentation and writing
- Element 1.6.1. Students will demonstrate competence in oral communication and delivering presentations on professional issues
- Element 1.6.2. Students will demonstrate competence in effective written communication
Aim 2. To foster respect for human diversity and to enable students to work effectively with individuals from diverse cultural backgrounds.
- Competency 2.1. Students will acquire an understanding and appreciation of cultural factors relevant to the delivery of psychological services to a diverse client population
- Element 2.1.1. Students will demonstrate familiarity with cultural and gender issues relevant to clinical practice
- Element 2.1.2. Students will demonstrate respect for individual and cultural diversity
- Competency 2.2. Students will work effectively with individuals from diverse cultural backgrounds
- Element 2.2.1. Students will demonstrate competence in assessing and treating clients from diverse cultures
Aim 3. To foster ethical thinking and behavior in professional work and appreciation of legal and quality assurance principles which have an impact on clinical practice.
- Competency 3.1. Students will acquire knowledge of ethical and legal dimensions of clinical practice
- Element 3.1.1. Students will demonstrate competence in applying APA Ethical Standards and PA law
- Competency 3.2. Students will conduct themselves in a manner that conveys respect for ethical principles and for the welfare of others
- Element 3.2.1. Students will consistently engage in behavior that is in keeping with ethical and professional standards
Aim 4: To facilitate the development of a scholarly attitude, respect for the value of empirical findings in guiding one’s clinical decision-making, the ability to be effective consumers of research literature, and the ability to utilize research principles to answer clinically-relevant questions.
- Competency 4.1. Students will acquire knowledge and skills in conducting psychological research
- Element 4.1.1. Students will demonstrate basic knowledge of research design
- Element 4.1.2. Students will demonstrate competence in interpreting and applying basic techniques of data analysis
- Element 4.1.3. Students will demonstrate competence in searching, integrating, and critically evaluating the published literature
- Element 4.1.4. Students will demonstrate the ability to design and carry out a scholarly project
- Competency 4.2. Students will acquire an appreciation for the value of empirical findings for evaluating the effectiveness of interventions
- Element 4.2.1 Students will understand the relevance and value of empirical findings for evaluating the effectiveness of interventions
Aim 5: To promote professionalism, self-awareness, and active involvement in the profession of psychology and advocacy efforts.
- Competency 5.1. Students will conduct themselves in a professional manner in interpersonal relations, in fidelity to appointments, meeting deadlines, and completing documentation in a timely manner
- Element 5.1.1. Students will demonstrate the capacity for working collaboratively with colleagues and other professionals
- Element 5.1.2. Students will demonstrate conscientiousness in keeping appointments, meeting deadlines, and completing documentation requirements
- Competency 5.2. Students will utilize positive and negative feedback from others to modify their behavior and acquire the ability to evaluate critically their own performance of clinical skills
- Element 5.2.1. Students will demonstrate the capacity to utilize supervision effectively
- Element 5.2.2. Students will demonstrate the capacity for self-evaluation and self-reflection
- Competency 5.3. Students will develop an identity as a professional psychologist and participate in the profession through membership, leadership, and/or advocacy
- Element 5.3.1. Students will become familiar with the various roles of the professional psychologist.
- Element 5.3.2. Students will demonstrate a commitment to the profession by participating in professional organizations, professional activities, and/or advocacy efforts.
Each student must complete a dissertation, which may consist of an original empirical research study, an extensive critical review and integration of the literature on a topic in the field, or a detailed clinical analysis of a series of cases representing a particular problem or diagnosis. The student must successfully defend the dissertation before a committee of faculty members.
The Dissertation Process.
- Statistical Applications (Year III). This course reviews the basic methods of statistical analysis for quantitative data and introduces the student to computer software used for data analysis.
- Dissertation Mentoring I, II, III. Starting with the summer semester of Year II, students begin a course sequence that is designed to assist them in determining a dissertation topic and developing the dissertation proposal.
- Dissertation Advising I: Proposal Development Phase I. Following the third semester of Dissertation Mentoring, students meet individually with the Dissertation Chair to complete a full draft of the formal dissertation proposal and related requirements.
- Dissertation Advising II: Proposal Development Phase II. Following completion of the proposal draft and review by the Dissertation Committee, students meet individually with the Dissertation Chair to incorporate feedback from the Committee and to complete the formal dissertation proposal.
- Dissertation Advising III: Proposal Development Phase III. Following completion of the proposal, students meet individually with the Dissertation Chair to complete and submit the IRB application and related requirements, and to secure IRB approval to conduct the dissertation research.
- Dissertation Advising: Continuation. Students continue and complete the dissertation project under the guidance of the Dissertation Chair, in collaboration with committee members.
In the early stages of the dissertation process, the Year III students present their proposed topics in a poster session.
November 2019 Poster Session Videos
The minimum requirements for admission to the Psy.D. Program are as follows:
Bachelor’s degree with 12 undergraduate credits (four courses) in psychology, which must include General Psychology, Abnormal Psychology, Statistics, and one additional course in psychology, all completed with a minimum grade of B. Applicants with bachelor’s degrees must enter via the M.S./Psy.D. track.
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Master’s degree in clinical and/or counseling psychology or a closely related field. These applicants may be eligible for admission directly to Year II of the Psy.D. program.
REQUIRED APPLICATION MATERIALS (along with $60 application fee)
- All application materials are listed on the online application (https://admissions.chc.edu/apply). These include transcripts, three recommendations, a 5-page essay, CV or resume, and graduate syllabi if advanced standing is sought. Graduates of CHC are not required to submit a CHC transcript.
- A printable version of the PsyD Recommendation Form may be emailed to PsyDapps@chc.edu if your references prefer to submit via email: Psy.D. Recommendation Form. Letters of recommendation should be from core faculty members and/or clinical supervisors who are familiar with the applicant’s skills and potential. At least one letter from a doctoral level instructor and/or core faculty member must pertain to the applicant’s academic performance and potential. At least one letter should pertain to the applicant’s clinical performance and/or potential. For applicants seeking advanced standing, one of the letters of recommendation must be an evaluation from a practicum supervisor or a supervisor at a work placement in a mental health setting.
- Official transcripts can be delivered to PsyDapps@chc.edu, or hard copies delivered to Doctor of Psychology Program, Chestnut Hill College, 9601 Germantown Avenue, Philadelphia, PA 19118.
- Applications for Year I admission (applicants with a bachelor’s level-degree) are considered on a rolling basis beginning mid-fall and continuing until the cohort is complete (usually mid-March). Applications for admission with Advanced Standing (applicants with a master’s level-degree in clinical/counseling psychology or a closely related field who completed foundational coursework) are due by January 15 in order to allow for syllabi review. The Early Consideration deadline for both Year I and Year II application is December 1.
Personal Essay
In an essay of approximately 1200 words (5 double-spaced pages), please address each of the following topics:
- What unique qualifications do you believe make you suited to a career in professional psychology?
- How does the Psy.D. Program at Chestnut Hill College fit with your professional goals? Please be as specific as possible. Discuss the match between your interests and those of the doctoral faculty (see faculty biographies)
- One of the objectives of the Psy.D. Program is to foster “an understanding and appreciation of cultural factors relevant to the delivery of psychological services to a diverse client population.” Please discuss your background and interest in the topics of diversity and serving diverse populations, specifically addressing how you can contribute to the Psy.D. Program’s commitment to training students who will be competent to provide services to an increasingly diverse population of potential clients. (The Program adopts APA’s definition of “diversity,” which includes but is not limited to the following characteristics: age, disabilities, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socio-economic status.)
Essays will be evaluated both for content and for writing style.
Personal Interview
A personal interview with members of the faculty is required. Invitation to the personal interview is extended to selected applicants after review of the submitted materials. At the interview applicants will be required to disclose any past criminal history. In some cases an applicant may be required to undergo a criminal background check.
Transfer Credits
A catalog course description and syllabus are required for any course for which the applicant wishes to request transfer credits. These materials must be submitted with the application if the applicant wishes to be considered for admission directly to Year II. Syllabi and course descriptions are not necessary for graduate courses completed at Chestnut Hill College. See the policy on Transfer Credits (below) for more information.
Applicants currently enrolled in other doctoral programs:
The program will consider applications from those who currently attend or previously attended another doctoral program. In such cases, the applicant must submit a letter from the Chair of the program indicating that the student either is in good standing or left the program in good standing. A full application packet is required.
Eligibility to Apply to Year II with Advanced Standing
To be eligible to apply to enter the program in Year II with Advanced Standing, applicants must meet all of the following requirements:
See Financial Services or the Graduate Catalog for procedures to apply for financial aid.
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Corrie Jackson, Ph.D.
Chair, Center for Professional Psychology
Associate Professor of Psychology -
Devin Hussong, Psy.D.
Assistant Professor of Psychology
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Kevin McCarthy, Ph.D.
Associate Professor of Psychology Executive Director, Center for Concussion Education and Research
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Bindu Methikalam, Ph.D.
Director of Clinical Training for PsyD Program
Associate Professor of Psychology -
Lindsay Phillips, Psy.D., ABPP
Associate Professor of Psychology
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Cheryll Rothery, PsyD, ABPP
Professor of Psychology
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Scott Browning, Ph.D., ABPP
Professor Emeritus of Psychology
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Claudia García-Leeds, Ph.D.
Associate Professor of Psychology
Co-Director of Master's Program in Clinical and Counseling Psychology, Main Campus -
Julia Guerin, Ph.D.
Assistant Professor, Clinical Psychology at DeSales (MCCP)
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Jade Logan, Ph.D., ABPP
Assistant Professor of Psychology Director, Chestnut Hill College Doctoral Internship Consortium
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Joseph A. Micucci, Ph.D., ABPP
Professor Emeritus of Psychology
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Nicole Monteiro, Ph.D.
Assistant Professor of Psychology
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Rachel Saks, PsyD
Associate Professor of Psychology
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Leslie Parkes Shralow, Ph.D.
Assistant Professor of Psychology Co-Director, Master's Program in Clinical and Counseling Psychology, Main Campus