CharacterPurposeAnchor 

Character and Purpose 

The Department of Clinical Psychology of Fuller's School of Psychology is a unique venture in higher education. Its purpose is to prepare a distinctive kind of clinical psychologist: women and men whose understandings and actions are deeply informed by both psychology and the Christian faith. It is based on the conviction that the coupling of Christian understanding of women and men with refined clinical and research skills will produce Christian clinical psychologists with a special ability to help persons on their journeys to wholeness and salvation.

Toward these goals, an attempt is made to avoid reducing human beings to the descriptive data of psychology, and theology to a set of propositions about God. Instead, both disciplines are accorded mutual respect in an effort to impart to the student a genuine appreciation for the contributions of each. The models of training which emerge from this perspective have been termed the Scientist/Practitioner/Christian model and the Practitioner/Evaluator/Christian model. This reflects the school's commitment to clinical training grounded in scientific psychology and Christian theology.

At its simplest, theology may be defined as conceptualizing God and Gods relationship with humankind in ways that are relevant to this day. In a sense, everyone is a theologian, holding views about God. But not everyone is a good and profitable theologian. For this higher purpose a serious study of theology is imperative.

The data of theology consist primarily of the self-revealing acts and words of God contained in the prophetic and apostolic Scriptures. Yet it is not enough simply to quote what Scripture itself contains. Theology must encounter and speak to each new generation and situation. Its task is to state the message of the Bible, making clear the relevance of this message to every person's current need.

On the other hand, psychology may be defined as the study of human behavior. It emphasizes the scientific approach, but it does not rule out the several other ways by which we have come to an understanding of human nature. Some of these impressions have come through self-reflective consciousness, creative and artistic expression, religious experience and philosophical thought.

The distinctiveness of the School of Psychology lies in its attempt to integrate these fields in theory, research and practice. Through a series of didactic, experiential and reflective endeavors, theology and psychology are related. Students are encouraged to reflect on their own appropriation of faith (intrapersonal integration) and to determine how the data of both disciplines can be combined (conceptual integration). Further, support is given to research efforts to assess the interconnections of faith and behavior (experimental integration) and to the mutual sharing of insights with others in related vocations such as the ministry (interprofessional integration). Most importantly, students are trained in the melding of psychology and theology in clinical practice (professional integration).

Faculty members hold the view that integration at any level is a profitable endeavor. They communicate a view of people as having been created in the image of God, with an abiding concern for their relationship to Jesus Christ. They convey the conviction that resources exist which transcend their own. They attempt to model in teaching and living the unique combination of sincere faith and clinical excellence which the School espouses.

The needs of contemporary society are creating new and challenging roles for clinical psychologists. The School of Psychology believes it is both the opportunity and the responsibility of the church and society to be involved in this training. Graduates of this program are qualified to serve in both the church and the wider community. As clinical psychologists they serve on hospital staffs, in private practice, in church-sponsored counseling centers, and as faculty members in higher education.

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Admission 

General standards for admission to any of the three schools of Fuller Theological Seminary are described in the Admissions section of this catalog.

Admission to the PhD or PsyD programs in clinical psychology of the School of Psychology requires that a student have earned a bachelor's degree from an accredited institution. Admission to these programs is competitive. The entering student in the fall of 2009 had a median psychology grade point average of 3.70, and the median score on the Graduate Record Examination was 1140 (verbal and quantitative). A psychology grade point average of 3.5 or higher and a combined verbal and quantitative score of 1100 or higher are considered competitive.

The undergraduate major is most useful when it is in the social and behavioral sciences. A minimum of five courses in basic psychology (including subjects such as abnormal, developmental, experimental, physiological and social psychology, tests and measures, learning and motivation, and personality), and one course in statistics taken in a behavioral sciences department within the last five years, is a requirement for entry into either program. Equally important for admission to the program are commitment to the historic Christian faith and life, personal qualities of high integrity, strong motivation for service, empathy for others, ability in relationships, spiritual sensitivity and an abiding love for scholarship. These qualities will be evaluated through letters of recommendation from those who know the candidate well, as well as the applicant's statement of purpose.

Applicants to the Clinical Psychology program must submit the following:

• an Application for Admission
• official transcripts from all colleges and graduate schools attended
• an official Graduate Record Examination (GRE) score (verbal, quantitative, and analytical writing) from a test taken no more than five years previous to the date of application
• Four references (one pastoral and three academic).

It is also recommended that applicants take the GRE Psychology Subject Test (PGRE).  Those who did not major in Psychology are especially encouraged to submit a PGRE score.

In addition to the general test of the Graduate Record Examination, applicants whose native language is not English must submit an official Test of English as a Foreign Language (TOEFL) of at least 600 (paper), 250 (computer), or 100 (internet), taken within the past two years, or the International English Language Testing System (IELTS), Academic Format, with a minimum score of 7.0, taken within the last two years.

Application deadlines and dates for notification of admission decisions can be found at http://www.fuller.edu/admissions/apply/deadlines-advanced.aspx. Applicants should be aware that the GRE must be taken far enough in advance for scores to reach the Office of Admissions by the appropriate deadline.

The Department of Psychology uses an individualized admissions procedure for applicants to the PhD and PsyD programs. All applicants are reviewed by an admissions committee consisting of faculty members and graduate students. Clinical Psychology interviews are offered to selected applicants as part of the decision process.  Early application interviews are offered in late January.  Regular application interviews are held in mid-February.  An invitation to interview is not a guarantee of acceptance to the program. No interview fee is charged, but personal transportation costs are the responsibility of the applicant. In instances of financial hardships, a telephone interview may be substituted for a personal interview. The admissions committee then selects a group of finalists. The names of these persons are submitted to the assembled faculty.

Early Admission. An early admissions process is available. To take advantage of this option, the application and all other required documents (references, GRE scores, etc.) must be postmarked no later than November 30. The GRE should be taken no later than October 15 in order for the score to be reported to Fuller by the November 30 deadline. The application fee is waived. Interviews take place on campus in late January. Applicants will received notice regarding admission and financial aid decisions by February 15. This also allows early consideration for Fuller Housing.

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Faculty Advisors 

The professor/student relationship is viewed as a mutual commitment. The professor makes a commitment to train each student to the doctoral level and expects a reciprocal commitment from the student to work hard and long enough to reach what is considered to be doctoral quality.

Each PhD student will be assigned individually to a faculty advisor, to facilitate the research mentoring necessary for the master's level research as well as the PhD dissertation.

The PsyD students are assigned to individual faculty advisors, who supervise their PsyD dissertation process.

Once they have entered the program, students are able to change advisors based on common research interests and faculty availability.

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CURRICULUM 

The Department of Clinical Psychology has adopted the scientist-practitioner model for its PhD program, and the practitioner/evaluator model for its PsyD program. These models assume that training in clinical psychology includes a broad and up-to-date knowledge of general psychology, experiences and supervision in research, psychological assessment (interviewing, observation, testing), psychological intervention, personal growth and integration, and communication of information. The faculty represent a wide range of clinical approaches, which are represented throughout the curriculum.

The graduate course of study normally spans a period of six years for the PhD program and five years for the PsyD program. Students may select up to but no more than 16 units of course work per quarter, with the core of the curriculum scheduled during Fall, Winter, and Spring Quarters. Each curriculum is divided into four parts: general psychology, research and evaluation, clinical psychology, and theology/integration.

Part I: General Psychology 

The core curriculum of general psychology provides the student with a solid grounding in the literature of general psychology, covering the following areas:

• the historical roots of psychology
• psychopathology
• psychometric theory
• the biological, cognitive, social, individual, and developmental bases of behavior

Comprehensive Examination. One of the assumptions underlying these programs is that a person earning a doctoral degree in clinical psychology should have a broadly based foundation in the concepts, theories, data, and methods of general psychology. Students are expected to reach a superior level of mastery of general psychology, which is operationally defined by the faculty as a score of 650 (or two consecutive passes at or above the 630 level) on the Psychology Subject Test of the Graduate Record Examination (PGRE). This requirement must be met by the end of the Winter Quarter of the student's third year. After this score os earned, students may substitute clinical psychology seminars for general psychology electives. Students may substitute only clinical seminars actually taken after passing the comprehensive examination requirement.

Students must take the PGRE prior to admission and may submit their previous scores of 650 or higher as long as these are valid to meet this requirement. Transcripts of such scores must be sent directly from the Educational Testing Service to the Office of the Associate Dean. In recognition of the fact that the literature of general psychology changes rapidly, the validity of a 650 score on the PGRE will only be recognized for seven years. Students who have not graduated by that time must retake the PGRE and obtain a score of 650 or higher (or two consecutive passes at 630 or higher).

Students are encouraged to take the PGRE at the earliest possible date after completing their basic general psychology course work. A student may take the examination at any of the national testing centers designated by the Educational Testing Service. All costs of this examination are the responsibility of the student. Although students may take the examination as often as necessary to obtain a passing score, any failing performance will be reviewed by the faculty in order to recommend better strategies of preparation for the exam.

Part II: Research and Evaluation 

The curricula for all tracks include a series of three foundational general psychology courses in research and evaluation, allowing students to develop competency in statistics and research/evaluation methodologies, in consumption of psychological theory and research, and conducting and presenting psychological research.

All students are also exposed to a wide variety of research topics by attending 18 research colloquia (out of 27 offered throughout their first three years of training). This requirement is met by registering for PG856 Research Colloquium (2 units) in the quarter in which the final colloquium will be attended:

In addition, all students participate in team experiences in research and/or evaluation, with teams led by faculty advisors. Thus research training involves three overlapping components: classroom instruction, apprenticeship, and faculty modeling. First, a thorough program of classroom instruction (PG850-PG853) lays a foundation of knowledge. For PhD students, this introduction culminates in the planning and execution of a master's-level research project under the supervision of the faculty advisor. The PsyD student learns to critique research methods and to conduct program evaluations. All students are exposed to research through the Research Colloquia. Second, students are continually involved with research as apprentices, through participation in research teams and close supervision of the master's research project, and the independent research involved with the dissertation. Third, students are expected to benefit from faculty models and colloquium speakers. Each faculty member is engaged in an ongoing program of research and strives through the association with students to communicate the model of the scientist-practitioner or practitioner-evaluator.

Master's Research Project. Each PhD student must complete a master's research project prior to beginning the dissertation. Credit for the master's project is earned by registering for PG857 Individual Research. The amount of credit earned is based directly on the amount of time spent working on the research project. A minimum of 6 units is required, and a maximum total of 8 units may be earned.

Dissertation. Each PhD student earns a minimum of 32 quarter hours of dissertation units (PG900) in completing the dissertation. Each PsyD student earns a minimum of 8 quarter hours of dissertation units (PG902). Dissertations are prepared in accordance with the dissertation guidelines adopted by the faculty and available online.

Research Teams and Research Colloquia. All doctoral students are encouraged to participate in research teams. Psychology research colloquia, involving lectures by distinguished research psychologists, are presented three times each quarter. Each student in the PhD or PsyD programs is required to attend 18 of the 27 colloquia offered during the student's first three years in the program. Students will be asked to sign in at each colloquium, and the student will receive 2 units of credit by registering for PG856 Research Colloquium during the quarter in which the final colloquium is attended.

Part III: Clinical Psychology 

The clinical psychology curriculum follows the guidelines set by the Committee on Accreditation of the American Psychological Association, and also makes available courses required for licensure in California. The curriculum introduces each student to a broad sweep of target populations through clinical course work, practicum placements, and supervised field training (clerkship and internship) in various approved settings. Target groups for assessment and intervention include various ethnic groups, non-patients and psychiatric inpatients and outpatients, persons with physical and/or developmental disabilities, those lacking social and/or economic resources, and other populations. Students also gain experience with a wide range of major assessment techniques, including behavioral observation and description, diagnostic interviewing, objective and projective testing, and specialized testing techniques such as neuropsychological assessment.

Clinical Psychology Sequence (PC800-PC819). All doctoral students, regardless of their background, are required to complete the designated clinical sequence. These courses are to be taken in the year and quarter listed (e.g. Spring, second year), with the final quarter to be completed before the student begins a clerkship. The only exception is for students who have been granted advanced standing by the faculty based on an advanced degree in theology or psychology and demonstrated competence.

Eight courses are classified as Clinical Interventions courses. Students in all tracks take the two courses on psychodynamic interventions and cognitive and behavioral interventions during their second year in the program, and the diversity issues course during their third year. Requirements for the remaining intervention courses vary by program and track (see program/track curriculum details below).

Intensive treatments of specific topics are offered in clinical seminars. Specific requirements for clinical seminars vary by program and track.

Field Training. The Fuller Psychological and Family Services clinic of the School of Psychology offers clinical training opportunities to many students in clinical psychology, especially during the early years of training. Students are also placed in other clinical facilities throughout the Los Angeles area for their practicum, clerkships, and internship placements. Internship placements are also made throughout the country, and students who have finished their dissertation research are encouraged to apply in all parts of the nation.

Practicum. Practicum training occurs during the second and third years of the program, and introduces the student to the wide array of professional activities basic to the practice of clinical psychology. PsyD students have one nine-month and one twelve-month placement. PhD students have two nine-month placements. Students spend time each week in client contact, supervision groups, staff meetings, and paperwork (hours vary by program and track).

Clerkship. Students enroll in and contract for 12 hours of clerkship per week for 12 months, for a minimum of 576 hours for the year, to earn 4 units of credit per quarter for a total of 16 units. This usually begins Summer Quarter following the third year. Clerkship requires a one year commitment to one site, with a focus on psychological assessment. Prior to the clerkship, students must have completed 72 quarter units of psychology at the graduate level and must have completed the clinical sequence with no holds.

Pre-Internship. Sixteen units of Pre-Internship are required of PhD students during their fifth year.

Internship. The internship consists of a minimum of 40 hours per week for 12 months, for a total of at least 1,900 hours for the year, earning 12 units per quarter for a total of 48 units. PsyD students take the internship their fifth year. PhD students take the internship during their sixth year.

Before being allowed to apply for an internship, students must have advanced to doctoral candidacy and have completed the dissertation proposal colloquium. Before commencing the internship, a student must have successfully completed the clerkship. It is the student's responsibility to ensure that their field training meets the requirements of the state in which they wish to be licensed.

Clinical Evaluation. The evaluation of a student's clinical competency is a continuing process which extends to the end of the internship year. The evaluation process is designed to ensure that the student is thoroughly prepared to: 1) practice as a skilled clinical psychologist and 2) pass crucial post-doctoral examinations such as those required for licensure and certification. Facility in the integration of psychology and theology and awareness of gender, ethnic and sociocultural issues are to be evaluated in all four phases described below. Further details may be found in the Clinical Psychology Student Handbook. The clinical curriculum is designed so that all clinical evaluation requirements may be met by satisfactory completion of required courses, practica, clerkship, and internship. The student will be provided with a checklist of items to be signed off by course instructors and clinical supervisors.

Phase I: Assessment Evaluation. This phase involves a standardized contract which includes 1) demonstration of competency in administration and interpretation of a list of selected psychological tests; 2) demonstration of the ability to conduct an in-depth mental status examination and arrive at a diagnosis; and 3) submission of written reports demonstrating the student's ability to delineate the client's clinically relevant history and level of current functioning, to integrate clinical interview and psychometric test data, to formulate diagnostic impressions on the five axes of the current Diagnostic and Statistical Manual (DSM), and to develop an appropriate treatment plan. This phase is completed by the end of the clerkship year.

Phase II: Professional Issues Evaluation. This phase is designed to demonstrate that the student is knowledgeable in the professional areas of 1) ethics, 2) law, 3) professional literature, and 4) current professional problems and issues. Competency will be determined by obtaining passing grades in the relevant required course on ethics (PC803 Legal and Ethical Issues) and relevant components of the clinical sequence and field training. This phase should be completed by the end of the clerkship year (prior to commencing the internship).

Phase III: Clinical Intervention Evaluation. In this phase, the student must demonstrate ability to 1) understand presenting problems; 2) gather information regarding personal history, interpersonal relationships, and present functioning; 3) summarize and synthesize psychodiagnostic data; 4) state diagnostic impressions; 5) formulate treatment goals; 6) apply relevant research to treatment planning and therapeutic process; 7) engage in effective interventions; and 8) evaluate the progress made in therapy. These elements are included in the clinical sequence, practicum, and clerkship. This phase is to be completed prior to the internship year.

Phase IV: Final Clinical Examination. In this phase, the student must demonstrate clinical competency appropriate for an entry-level professional. Satisfactory completion of an APA-approved internship satisfies this requirement. A student whose internship is not APA-approved must submit quarterly evaluations from their internship supervisors, and may be required to sustain an oral clinical evaluation. A brief written report of the student's understanding of integration issues is also required.

Personal Growth of Students. Two components of the training program focus on enhancing the sensitivity of the future clinical psychologist. First, there is intensive supervision of all clinical work, which includes a focus on the student's personality as it interacts with the personality of the client. Second, doctoral students are strongly encouraged to participate in individual, marital, group, or family therapy. Students interested in psychotherapy are provided a list of therapists willing to see students at a reduced fee. Psychotherapy may also be recommended by the faculty after its annual review of students.

Part IV: Theology and Integration 

The uniqueness of Fuller's doctoral programs in psychology lies in their emphasis on relationships between psychology and theology. Each PhD student must complete a minimum of 72 quarter hours in theology and integration. Each PsyD student must complete a minimum of 64 quarter hours in theology and integration. The following theology units have been determined jointly by the School of Psychology and the School of Theology.

PhD 72-unit minimum requirement: 

• Biblical studies courses (12 units)
• Theology/Church History courses (12 units)
• Practical Ministry courses (12 units)
• Cultural Literacy courses (12 units)
• Integration seminars (20 units)
• Elective course (4 units)

PsyD 64-unit minimum requirement: 

• Biblical studies courses (16 units)
• Theology/Church History courses (16 units)
• Ministry courses (8 units)
• Integration seminars (20 units)
• Interdisciplinary course (4 units)

Theology requirements for the PsyD Leadership track are different. Please see the separate section for the track below for details.

Upon completion of the 72-unit requirement, students receive the Master of Arts in Christian Leadership, with a concentration in Integrative Studies, from the School of Theology. Students who choose to take additional courses can earn the Master of Arts in Theology or the Master of Divinity (MDiv) degree. See below for further details regarding the MA in Christian Leadership degree.

Students who have earned a two-year MA degree in theology from an accredited institution prior to entering a doctoral program in clinical psychology at Fuller will be required to complete 12 units of theology course work at Fuller's Pasadena campus. These courses will be determined in consultation with the student's theology academic advisor. Those who completed an MDiv at an accredited institution prior to entering a doctoral program in the School of Psychology must complete 8 units of theology course work at Fuller. These units are in addition to the required 20 units of integration. Students in the Family Studies track of the PsyD degree who completed the MS degree in marital and family therapy at Fuller may apply up to 20 units of their theology coursework from that degree to the theology curriculum of the PsyD

General Integration Curriculum. All students are required to take 20 units of integration course work, including PI800 Introduction to Integration and PI806 Advanced Integration. Students are encouraged to take additional integration seminars for their theology electives, but may choose electives from the School of Theology curriculum or School of Intercultural Studies courses that are available to the seminary at large.

The integration curriculum includes several types of courses, which frequently involve instruction by faculty from both the School of Psychology and the School of Theology or School of Intercultural Studies.

Integration courses, except PI800, PI806, and family integration courses, are designated as meeting one of the following content areas: Religion and Therapy, Science and Religion, or Elective. See the respective sections for each track below for further information on integration requirements.

Theology Degrees 

MASTER OF ARTS IN CHRISTIAN LEADERSHIP 

The Master of Arts in Christian Leadership, with a concentration in Integrative Studies (MACL-IS) is a 76-unit program designed to provide a graduate theological education for women and men called to nonordained leadership roles such as therapists, researchers, and teachers. It includes attention to students' personal and spiritual formation as a dimension of classes generally. A special feature of the program is a set of integration and interdisciplinary courses that combine both theological and psychological perspectives.

The MACL-IS student must be enrolled in the School of Psychology as a PhD or PsyD student. It is a cooperative degree awarded by the School of Theology, but incorporates 20 units of integration classes taught in the School of Psychology and required for all its doctoral degrees. This degree must be completed while the student is still enrolled in the doctoral program in the School of Psychology.

Transfer Credits and Theology Waivers 

A maximum of 22 quarter units may be transferred into the MACL-IS from an accredited theological institution. However, because the MACL-IS courses are highly specialized and specific, it is difficult to find courses taken elsewhere that are relevant to the degree and sustain its integrity. Each request for transfer credit is taken on a case-by-case basis by the Academic Advising Office in the School of Theology.

If a student entering a School of Psychology program has already obtained a Master of Arts in Theology, a Master of Arts in Ministry, or a Master of Arts in Christian Studies degree from an accredited theological institution, the student will need to complete three additional courses (12 units) in the School of Theology as well as the required integration courses. If the student has completed a Master of Divinity degree from an accredited institution, the student will need to complete two additional courses (8 units) in the School of Theology as well as the required integration courses. In certain situations, more than 8 or 12 units of theology may be required.

Curriculum 

The curriculum of the Master of Arts in Christian Leadership consists of 72 units divided among four basic components:

• Three courses (12 units) in biblical studies;
• Three courses (12 units) in theology, church history, philosophy and ethics;
• Three courses (12 units) in practical ministry;
• Three courses (12 units) in cultural literacy;
• Five courses (20 units) in integration;
• One elective course (4 units).

See the listings in the PhD Program curriculum below for more information on the courses required for the MACL-IS.

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DOCTOR OF PHILOSOPHY (PHD) PROGRAM 

General Track (300 units) 

General Psychology (32 units):

Research and Evaluation (52 units):

Clinical Psychology (140 units)

Theology/Integration (72 units):

Family Track (300 units) 

The family psychology track includes 24 units of required coursework focused on marriage and family studies, taught primarily by faculty of the marriage and family department. It is expected that both the master's level project and the dissertation will also focus on a subject appropriate to the family track.

Transfer or Application of Units. Students already having a master's degree in marriage and family from a regionally accredited program at the time of acceptance into the family psychology track of the PhD may request a transfer of credit toward the required 24 units of family psychology coursework, with approval of the student's advisor and the department chair. This is generally done on a course by course basis.

Persons who have earned their master's degree in marital and family therapy from Fuller's School of Psychology, if admitted to the family psychology track of the PhD, will be able to request that credit be applied toward the PhD for those courses in the 24 units above that they have already taken at the 500 level. In addition, they may apply up to 32 units of biblical studies and theology coursework from their MS degree, and up to 180 hours of practicum from FT550 Practicum 1, waiving PC820 Practicum 1 (2 units).

General Psychology (32 units):

Research and Evaluation (52 units):

Clinical Psychology (140 units)

Theology/Integration (72 units):

PsyDAnchor 

General Track (258 units) 

General Psychology (32 units):

Research and Evaluation (22 units):

Clinical Psychology (140 units)

Theology/Integration (64 units):

Family Track (258 units) 

The family psychology track includes 28 units of required coursework focused on marriage and family studies, taught primarily by faculty of the marriage and family department.

Transfer or Application of Units. Students already having a master's degree in marriage and family from a regionally accredited program at the time of acceptance into the family psychology track of the PsyD may request a transfer of credit toward the required 28 units of family psychology coursework, with approval of the student's advisor and the department chair. This is generally done on a course by course basis.

Persons who have earned their master's degree in marital and family therapy from Fuller's School of Psychology, if admitted to the family psychology track of the PsyD, will be able to request that credit be applied toward the PsyD for those courses in the 28 units above that they have already taken at the 500 level. In addition, they may apply up to 32 units of biblical studies and theology coursework from their MS degree, and up to 180 hours of practicum from FT550 Practicum 1, waiving PC820 Practicum 1 (6 units).

General Psychology (32 units):

Research and Evaluation (22 units):

Clinical Psychology (140 units)

Theology/Integration (64 units):

Leadership Track (258 units) 

General Psychology (32 units):

Research and Evaluation (22 units):

Clinical Psychology (140 units)

Theology/Integration (64 units):

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GENERAL ACADEMIC ISSUES 

Registration. Registration is the student's responsibility. If in a given quarter a student fails to register, that student will receive a letter from the department chair. Failure to respond to the letter within two weeks will be understood as the students resignation from the program. Special fees will be assessed for late registration, including late registration for nonclassroom experiences such as internships, dissertation, etc.

Student Handbook. In addition to the information contained in the seminary Student Handbook, essential policies, procedures and information concerning students in the program are contained in the Psychology Student Handbook. This handbook contains not only basic academic policies, but also guidelines for personal and professional behavior and procedures for processing grievances against students and faculty. Students are expected to comply with the policies in both handbooks.

Academic and Clinical Reviews. Students are reviewed formally and informally at least once each year. All students are required to consent to academic and clinical reviews of their performance by faculty and/or appropriate clinical supervisors. The policy and procedures used for these reviews are detailed in the Psychology Student Handbook.

Transfer of Credit. Students who have completed graduate work in psychology at other institutions and desire a reduction in the number of psychology credit hours required to fulfill Fuller's degree requirements should contact the coordinator of academic affairs after admission. Approval of the student's advisor, the instructor of the parallel Fuller course, and the department chair is required. Only courses taken for a letter grade will qualify for transfer. Transfer of credit does not necessarily mean that a course requirement will be waived, and waiver of a course requirement does not necessarily mean that graduate credits are being transferred. Waiver of particular course requirements is a separate matter handled by a petition, also available from the coordinator of academic affairs.

Students who have completed graduate work in theology and desire a reduction in the number of theology credit hours required to earn a Fuller degree should contact the Academic Advising Office. The time limit for all master's degrees in the School of Theology has been set at ten years. This includes all credit earned elsewhere and applied to the degree, as well as all credit earned at Fuller. Where the combined period represented by transfer credit and Fuller courses to be applied to a theology degree exceeds ten years, it is subject to the approval of the Master's Academic Affairs Committee.

The clinical sequence is required for all doctoral students. Due to this requirement, a minimum of four years is required for PsyD students to complete the program, and five years for PhD students. Students entering with graduate-level course work in theology and/or psychology must have a minimum of 48 units of transferable credit to qualify to apply for advanced standing, which involves "collapsing" the third and fourth years of the program. Students with limited clinical psychology course work in the 48 transferable units may be asked to complete certain clinical courses in order to be allowed to collapse the third and fourth years of the program. Application for this advanced standing takes place in the second year, and is subject to faculty approval.

Doctoral Candidacy. A student shall formally be considered a doctoral candidate when the following criteria have been met:

• Passing the comprehensive examination.
• Satisfactory completion of the clinical sequence and Practica I and II.
• Satisfactory acceptance of the master's research project (PhD only), or its equivalent.
• Formal faculty approval.

In-Sequence Master's Degree in Psychology 

A Master of Arts in Psychology degree will be granted to students en route to the PhD and PsyD degrees. No work is required outside of the regularly required courses and clinical experiences in the normal course of their doctoral work. Students will be eligible for the degree after they have completed the following requirements:

• General psychology (28 units)
• Clinical psychology (24 units, to include PC810, PC814, PC819)
• Electives and seminars, excluding independent studies courses (16 units).
• Individual Research (4 units)
• Integration (8 units)
• Theology course work (8 units)

• General psychology (28 units)
• Clinical psychology (24 units, to include PC810, PC814, PC819)
• Electives and seminars, excluding independent studies courses (14 units).
• Practicum 1 (6 units)
• Integration (8 units)
• Theology course work (8 units)

These 88 units of psychology and theology are typically completed by the end of the student's second year in the program.

Students who have been approved for advanced standing must have the equivalent number of psychology units, have not been awarded another psychology degree based on the units transferred in, and have been in residency for at least one year to qualify for this degree.

Graduation and Commencement. A student may graduate at the end of any quarter after all requirements are met. In order to participate in the June Commencement exercises, a student must have 1) completed all course work, 2) completed the clinical evaluation and all dissertation requirements by the dates specified, and 3) contracted to complete the Internship at an APPIC-approved internship site by no later than the fall quarter graduation date of the same year. Participation in Commencement does not constitute graduation, which occurs only at the end of the quarter within which the Registrar's Office has determined that all requirements for the degree have been completed.

An updated schedule of deadlines for each requirement leading to graduation is included in the Clinical Psychology Student Handbook each year.