1 accreditation site visitor training materials as presented at coa site visitor workshops *this...

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Accreditation Site Accreditation Site Visitor Training Visitor Training

MaterialsMaterials

As presented at COA Site Visitor As presented at COA Site Visitor WorkshopsWorkshops

*This material may serve as a *This material may serve as a refresher for current site visitors, but refresher for current site visitors, but new site visitors must be trained and new site visitors must be trained and approved. Contact the Accreditation approved. Contact the Accreditation Office for information on upcoming Office for information on upcoming

workshops and requirements for workshops and requirements for becoming a site visitor.*becoming a site visitor.*

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Accreditation Site Visitor Accreditation Site Visitor WorkshopWorkshop

Learning ObjectivesLearning ObjectivesThe workshop will enable participants to:The workshop will enable participants to:

Use the Use the Guidelines and Principles for Accreditation Guidelines and Principles for Accreditation (G&P) to review program (G&P) to review program structure through application of Domains A-H. Specifically, participants will be structure through application of Domains A-H. Specifically, participants will be able to: able to:

-Explain how a program meets accreditation eligibility requirements. -Explain how a program meets accreditation eligibility requirements. (Domain A)(Domain A) -Review and discuss a program’s specified -Review and discuss a program’s specified philosophy of education and training. (Domain B)philosophy of education and training. (Domain B)

-Describe all resources available to the program. (Domain C)-Describe all resources available to the program. (Domain C)-Review and discuss how the program addresses cultural and individual -Review and discuss how the program addresses cultural and individual

differences and differences and diversity. (Domain D)diversity. (Domain D)-Discuss the nature of student-faculty relations. (Domain E)-Discuss the nature of student-faculty relations. (Domain E)-Review and discuss how the program ensures self-assessment and -Review and discuss how the program ensures self-assessment and

quality enhancement. quality enhancement. (Domain F)(Domain F)-Discuss the quality and sufficiency of all public materials representing -Discuss the quality and sufficiency of all public materials representing

the program. (Domain the program. (Domain G)G)-Discuss the program’s relationship with the accrediting body. (Domain -Discuss the program’s relationship with the accrediting body. (Domain

H)H)

Conduct interviews with training directors, department chairs, faculty and staff, Conduct interviews with training directors, department chairs, faculty and staff, interns and students, and agency administrators.interns and students, and agency administrators.

Review and assess the accuracy and completeness of the self-study report in Review and assess the accuracy and completeness of the self-study report in terms of consistency with the G&P, and determine what additional information terms of consistency with the G&P, and determine what additional information must be collected during the site visit to supplement program materials.must be collected during the site visit to supplement program materials.

Write a site visit report according to the domain by domain format in the G&PWrite a site visit report according to the domain by domain format in the G&P.. Discuss potential critical incidents that may occur during a site visit.Discuss potential critical incidents that may occur during a site visit.

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2007 Committee on 2007 Committee on AccreditationAccreditation

Graduate Departments of Psychology/ COGDOP Graduate Departments of Psychology/ COGDOP (four seats)(four seats)

Clinical Psychology/ CUDCP (two seats)Clinical Psychology/ CUDCP (two seats)

Counseling Psychology/ CCPTP (two seats)Counseling Psychology/ CCPTP (two seats)

School Psychology/ CDSPP (two seats)School Psychology/ CDSPP (two seats)

Schools of Professional Psychology/ NCSPP (two Schools of Professional Psychology/ NCSPP (two seats)seats)

Postdoctoral and Internship Centers/ APPIC Postdoctoral and Internship Centers/ APPIC (two seats)(two seats)

Professional Practice/ BPA, CAPP (four seats)Professional Practice/ BPA, CAPP (four seats)

General Public/(two seats)General Public/(two seats)

Graduate Students of Psychology/ APAGS (one Graduate Students of Psychology/ APAGS (one seat)seat)

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2008 Commission on 2008 Commission on AccreditationAccreditation

Graduate Departments of Psychology/ COGDOP (four seats)Graduate Departments of Psychology/ COGDOP (four seats) APS/BSA (one seat)APS/BSA (one seat) BEA/NCSPP (one seat)BEA/NCSPP (one seat) Clinical Psychology/ CUDCP (two seats)Clinical Psychology/ CUDCP (two seats) Academy of Clinical Science (one seat)Academy of Clinical Science (one seat) Counseling Psychology/ CCPTP (two seats)Counseling Psychology/ CCPTP (two seats) School Psychology/ CDSPP (two seats)School Psychology/ CDSPP (two seats) Schools of Professional Psychology/ NCSPP (two seats)Schools of Professional Psychology/ NCSPP (two seats) Postdoctoral and Internship Centers (total - 6 seats)Postdoctoral and Internship Centers (total - 6 seats)

APPIC (three seats)APPIC (three seats) Internships – not specified (2 seats)Internships – not specified (2 seats) Postdoctoral residencies – not specified (1 seat)Postdoctoral residencies – not specified (1 seat)

Professional Practice/ BPA, CAPP (four seats)Professional Practice/ BPA, CAPP (four seats) General Public/(two seats)General Public/(two seats) Graduate Students of Psychology/ APAGS (one seat)Graduate Students of Psychology/ APAGS (one seat) Open Seats (2 seats)Open Seats (2 seats) Individual and cultural diversity (1 seat)Individual and cultural diversity (1 seat)

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AccreditationAccreditationVoluntary Internal (Self-Study) and External (CoA/Site Voluntary Internal (Self-Study) and External (CoA/Site Visit) Evaluation in order to:Visit) Evaluation in order to:

Protect public interestProtect public interestImprove quality of programsImprove quality of programsPublicly recognize quality programsPublicly recognize quality programsFoster innovation in education and trainingFoster innovation in education and training

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Scope of AccreditationScope of Accreditation Doctoral Training Programs in substantive Doctoral Training Programs in substantive professional areas:professional areas:

Clinical, Counseling and SchoolClinical, Counseling and School Other Developed Practice AreasOther Developed Practice Areas Combinations of 2 or 3 of the above areasCombinations of 2 or 3 of the above areas

Doctoral Internship Programs in Doctoral Internship Programs in Professional Psychology (10, 12, 24 Months)Professional Psychology (10, 12, 24 Months)

Post-Doctoral Residencies Post-Doctoral Residencies (See Implementing (See Implementing Regulation C-11 (a))Regulation C-11 (a))

Traditional Practice ProgramsTraditional Practice Programs Specialty Practice ProgramsSpecialty Practice Programs Integrated Practice ProgramsIntegrated Practice Programs

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Types of AccreditorsTypes of Accreditors

Regional AccreditorsRegional Accreditors National Accreditors National Accreditors Programmatic Accreditors Programmatic Accreditors

(Specialized and Professional)(Specialized and Professional) - - CoA is a programmatic Accreditor CoA is a programmatic Accreditor recognized by:recognized by:

US Department of EducationUS Department of Education Council for Higher Education Accreditation Council for Higher Education Accreditation

(CHEA)(CHEA)

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Guiding Principles of Guiding Principles of AccreditationAccreditation

Broad and general preparation for entry level practiceBroad and general preparation for entry level practice

Integration of science and practiceIntegration of science and practice

Evaluation in light of program’s own education and Evaluation in light of program’s own education and training model, providing this model is consistent with:training model, providing this model is consistent with:

Principles generally accepted as appropriate to the Principles generally accepted as appropriate to the profession;profession;

The model, mission, goals and objectives of the The model, mission, goals and objectives of the sponsor institution or agency; sponsor institution or agency;

Local, regional and/or national needs; andLocal, regional and/or national needs; and

The evolving knowledge base of the area of emphasis The evolving knowledge base of the area of emphasis in professional psychology for which the program in professional psychology for which the program prepares its students.prepares its students.

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Outcome Oriented Outcome Oriented Evaluation ProcessEvaluation Process

The clarity, consistency, and The clarity, consistency, and appropriateness of institutional or program appropriateness of institutional or program goals and objectives;goals and objectives;

The quality of education and training The quality of education and training outcomes in relation to these outcomes in relation to these goals/objectives;goals/objectives;

The ability of a program actually to achieve The ability of a program actually to achieve its goals/objectives; andits goals/objectives; and

The likelihood that such outcomes can be The likelihood that such outcomes can be consistently maintained.consistently maintained.

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Overview of the Overview of the Accreditation Accreditation

Operating ProceduresOperating Procedures Program application for initial/periodic CoA reviewProgram application for initial/periodic CoA review

Assignment to a review cycle (for continuing Assignment to a review cycle (for continuing programs)programs)

Submission of the Self-Study following provided Submission of the Self-Study following provided outline and instructionsoutline and instructions

Preliminary review of self-study and feedback to Preliminary review of self-study and feedback to programprogram

Decision Re:Decision Re: Site visit andSite visit and selection of site visitors selection of site visitors

Site visitSite visit

Site visit reportSite visit report and program response and program response CoA DecisionCoA Decision

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Purposes of Site Visit Purposes of Site Visit and Role of the Site and Role of the Site

VisitorsVisitors A site visit is an assessment of a program’s quality A site visit is an assessment of a program’s quality

and its consistency with its stated model.and its consistency with its stated model.

The site visitor’s responsibility usually terminates The site visitor’s responsibility usually terminates upon completion of the report. Occasionally the upon completion of the report. Occasionally the Committee may request clarification of some Committee may request clarification of some matter prior to making its decision. Site Visitors matter prior to making its decision. Site Visitors should communicate with programs only through should communicate with programs only through APA until CoA decision is final.APA until CoA decision is final.

It is It is notnot the role of the site visitor to provide the role of the site visitor to provide expert consultation regarding program emphases expert consultation regarding program emphases or personnel needs or to make prescriptive or personnel needs or to make prescriptive programmatic recommendations.programmatic recommendations.

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Site Visitor role continued...Site Visitor role continued...

Address all aspects of each domain and support Address all aspects of each domain and support with data. Maximum benefit is obtained when with data. Maximum benefit is obtained when the report adds both specific data to that already the report adds both specific data to that already provided by the self-study and evaluation of the provided by the self-study and evaluation of the less tangible features of a program whose less tangible features of a program whose variance could not otherwise be captured.variance could not otherwise be captured.

The site visitor must maintain objectivity and be The site visitor must maintain objectivity and be a neutral observer. The role is a neutral observer. The role is sensorsensor not not censorcensor..

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Key ConceptsKey Concepts What is the program’s philosophy and What is the program’s philosophy and

model and does this fit within the home model and does this fit within the home institution (Domain A)?institution (Domain A)?

How does the program link the science How does the program link the science and practice of professional psychology and practice of professional psychology (Domain B)?(Domain B)?

How does this model lead to goals, How does this model lead to goals, objectives and measurable competencies objectives and measurable competencies (Domain B)?(Domain B)?

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Key Concepts continued...Key Concepts continued...

How well does the program prepare How well does the program prepare students to achieve those competencies students to achieve those competencies as reflected through outcome data as reflected through outcome data (Domain F1.a – linkage of Domain B (Domain F1.a – linkage of Domain B with Domain F)? with Domain F)?

How well does the program prepare How well does the program prepare students to be competent in those areas students to be competent in those areas designated by the G&P (Domain F1.a)?designated by the G&P (Domain F1.a)?

Does the program have the resources Does the program have the resources to achieve its goals (Domain C)?to achieve its goals (Domain C)?

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Does the program educate and train Does the program educate and train students to become professionals in a students to become professionals in a diverse and multicultural society (Domain diverse and multicultural society (Domain D)? D)?

How does the program (faculty and How does the program (faculty and students) engage in reflective self-students) engage in reflective self-examination and enhancement (Domain examination and enhancement (Domain F)?F)?

Does the program make sure all of its Does the program make sure all of its public information is accurate (Domain G)?public information is accurate (Domain G)?

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How does the program make sure that all How does the program make sure that all students are informed of the program’s students are informed of the program’s policies and procedures (Domains A, E, policies and procedures (Domains A, E, and G)?and G)?

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Overview of Overview of Accreditation DomainsAccreditation Domains

A. Eligibility of Program and SettingA. Eligibility of Program and Setting

B. Program Philosophy, Objectives, B. Program Philosophy, Objectives, Curriculum PlanCurriculum Plan

C. Program ResourcesC. Program Resources

D. Cultural and Individual Differences and D. Cultural and Individual Differences and DiversityDiversity

E. Student-Faculty RelationsE. Student-Faculty Relations

F. Program Self-Assessment and Quality F. Program Self-Assessment and Quality EnhancementEnhancement

G. Public DisclosureG. Public Disclosure

H. Relationship with Accrediting BodyH. Relationship with Accrediting Body

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Domain ADomain AEligibilityEligibility

As a prerequisite for As a prerequisite for accreditation, the accreditation, the

program’s purpose must program’s purpose must be within the scope of the be within the scope of the accrediting body and must accrediting body and must

be pursued in an be pursued in an institutional setting institutional setting appropriate for the appropriate for the

education and training of education and training of professional professional

psychologists.psychologists.

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Highlights:Highlights: (Domain A)(Domain A)

A1. Program offers doctoral education and A1. Program offers doctoral education and training in professional psychology including training in professional psychology including preparation for practice.preparation for practice.

A2. Program sponsored by an institution of higher A2. Program sponsored by an institution of higher education that is accredited by a nationally education that is accredited by a nationally recognized regional accrediting body in the U.S. recognized regional accrediting body in the U.S. oror is a member in good standing of the is a member in good standing of the Association of Universities and Colleges of Association of Universities and Colleges of Canada*.Canada*.

*The APA CoA is currently phasing out accreditation of *The APA CoA is currently phasing out accreditation of programs in Canada.programs in Canada.

Continued...Continued...

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(Domain A)(Domain A)

A3. The program:A3. The program: Is an integral part of the mission of the Is an integral part of the mission of the

academic unit in which it residesacademic unit in which it resides Is represented in the institution’s budgetIs represented in the institution’s budget Has sufficient students and necessary Has sufficient students and necessary

facilities to ensure meaningful facilities to ensure meaningful interaction, support, and socializationinteraction, support, and socialization

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A4. The program: A4. The program: Requires 3 full-time academic years of graduate Requires 3 full-time academic years of graduate

study (or the equivalent) and study (or the equivalent) and completioncompletion of an of an internship internship prior prior to awarding the doctoral degreeto awarding the doctoral degree

At least 2 of the 3 years must be at the institution At least 2 of the 3 years must be at the institution (or the equivalent)(or the equivalent)

At least 1 year must be in full-time residence (or At least 1 year must be in full-time residence (or the equivalent)the equivalent)

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A5. Program engages in actions that A5. Program engages in actions that indicate respect for and understanding of indicate respect for and understanding of cultural and individual diversity as reflected cultural and individual diversity as reflected in its recruitment and retention policies for in its recruitment and retention policies for faculty and students, curriculum and field faculty and students, curriculum and field placements, nondiscriminatory policies and placements, nondiscriminatory policies and operating conditions, and avoidance of operating conditions, and avoidance of actions that restrict program access on actions that restrict program access on grounds irrelevant to success. The definition grounds irrelevant to success. The definition of diversity includes but is not limited to:of diversity includes but is not limited to: AgeAge DisabilitiesDisabilities EthnicityEthnicity GenderGender Gender IdentityGender Identity

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LanguageLanguage National originNational origin RaceRace ReligionReligion CultureCulture Sexual orientationSexual orientation Social economic statusSocial economic status

A6. Formal written policies are available A6. Formal written policies are available concerning: concerning: Admissions and degree requirements Admissions and degree requirements Financial and administrative assistanceFinancial and administrative assistance Student performance evaluation, feedback, Student performance evaluation, feedback,

advisement, retention & termination decisionsadvisement, retention & termination decisions Due process and grievance procedures for Due process and grievance procedures for

students and facultystudents and faculty

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Domain BDomain BProgram Philosophy, Program Philosophy,

Objectives, and Objectives, and CurriculumCurriculum

The program has a clearly specified The program has a clearly specified philosophy of education and philosophy of education and training, compatible with the training, compatible with the

mission of the sponsor institution, mission of the sponsor institution, and appropriate to the science and and appropriate to the science and

practice of psychology. The practice of psychology. The program’s education and training program’s education and training model and its curriculum plan are model and its curriculum plan are consistent with this philosophy.consistent with this philosophy.

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HighlightsHighlights (Domain B)(Domain B)

B1. Program publicly states a philosophy and B1. Program publicly states a philosophy and model of training consistent with the model of training consistent with the sponsoring institution’s mission that sponsoring institution’s mission that emphasizes:emphasizes: Integration of science and practice Integration of science and practice Education that is sequential, cumulative, and Education that is sequential, cumulative, and

graded in complexitygraded in complexity B2. Program specifies objectives in terms of B2. Program specifies objectives in terms of

competencies expected of graduates consistent competencies expected of graduates consistent with:with: Program’s philosophy and training modelProgram’s philosophy and training model Substantive area of professional psychology Substantive area of professional psychology

that is representedthat is represented An understanding of legal, ethical, and An understanding of legal, ethical, and

quality assurance principlesquality assurance principles

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(Domain B)(Domain B)

B3. Program implements a coherent B3. Program implements a coherent curriculum that enables students to curriculum that enables students to demonstrate substantial understanding of demonstrate substantial understanding of and competence in the following areas and competence in the following areas (see (see Implementing Regulation C-16, Broad & Implementing Regulation C-16, Broad & General Preparation for Doctoral Programs)General Preparation for Doctoral Programs)::

(a) The breadth of scientific psychology (a) The breadth of scientific psychology including:including: Biological aspectsBiological aspects Cognitive and affective aspectsCognitive and affective aspects Social aspectsSocial aspects History and systemsHistory and systems Psychological measurementPsychological measurement Research methodologyResearch methodology Techniques of data analysisTechniques of data analysis

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C-16. Evaluating Program Adherence to the C-16. Evaluating Program Adherence to the Principle of “Broad and General Preparation” Principle of “Broad and General Preparation”

for Doctoral Programsfor Doctoral Programs(Committee on Accreditation, November 2001)(Committee on Accreditation, November 2001)

The Guidelines and Principles for Accreditation The Guidelines and Principles for Accreditation of Programs in Professional Psychology (G&P) of Programs in Professional Psychology (G&P) stipulatestipulate, in section II, B., 1., , in section II, B., 1., that preparation that preparation at the doctoral level should be broad and at the doctoral level should be broad and general. According to the G&P, “this general. According to the G&P, “this preparation should be based on the existing and preparation should be based on the existing and evolving body of knowledge, skills, and evolving body of knowledge, skills, and competencies that define the declared competencies that define the declared substantive practice area(s) and should be well substantive practice area(s) and should be well integrated with the broad theoretical and integrated with the broad theoretical and scientific foundations of the discipline and field scientific foundations of the discipline and field

of psychology in general.”of psychology in general.”

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IR C-16 continued...IR C-16 continued...

Accredited programs ensure the competence in Accredited programs ensure the competence in these content areas including the history of these content areas including the history of thought and development in those fields, the thought and development in those fields, the research methods, and the applications of the research methods, and the applications of the research. Demonstrating that the program is research. Demonstrating that the program is consistent with the G&P in this regard would consistent with the G&P in this regard would preclude coverage only of …preclude coverage only of …

… … a narrow segment of the aspect of the content a narrow segment of the aspect of the content area (such as biological basis of gerontology, race area (such as biological basis of gerontology, race relations, preschool learning)relations, preschool learning)

… … the application of these aspects of the content the application of these aspects of the content area to practice problems or settings (such as area to practice problems or settings (such as cognitive therapy; group therapy, multicultural cognitive therapy; group therapy, multicultural counseling)counseling)

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Further, it is expected that the program will Further, it is expected that the program will insure understanding and competence in insure understanding and competence in these content areas at the graduate level. these content areas at the graduate level.

It is recognized that there are a variety of It is recognized that there are a variety of ways in which programs achieve this ways in which programs achieve this component of their program requirements, component of their program requirements, and that there are multiple points in the and that there are multiple points in the curriculum sequence at which these curriculum sequence at which these experiences may be placed. experiences may be placed.

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(b) Foundations of practice in the program’s (b) Foundations of practice in the program’s substantive area including:substantive area including:

Individual differencesIndividual differences Human developmentHuman development Dysfunctional behavior/psychopathologyDysfunctional behavior/psychopathology Professional standards and ethicsProfessional standards and ethics

(c) Diagnosing or defining problems through (c) Diagnosing or defining problems through assessment and implementing intervention assessment and implementing intervention strategies (including empirically supported strategies (including empirically supported procedures) including exposure to the current body procedures) including exposure to the current body of knowledge in at least the following areas:of knowledge in at least the following areas: Theories and methods of assessment and Theories and methods of assessment and

diagnosisdiagnosis Effective interventionEffective intervention Consultation and supervisionConsultation and supervision Evaluating the efficacy of interventionsEvaluating the efficacy of interventions

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(d)(d) Issues of cultural and individual diversity Issues of cultural and individual diversity relevant to all of the above.relevant to all of the above.

(e) Attitudes essential for life-long learning, (e) Attitudes essential for life-long learning, scholarly inquiry, and professional problem-scholarly inquiry, and professional problem-solving in the context of an evolving body of solving in the context of an evolving body of scientific and professional knowledge.scientific and professional knowledge.

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B4. Program requires adequate and appropriate B4. Program requires adequate and appropriate practicum experiences that include:practicum experiences that include:

a)a) Placement of students in settings Placement of students in settings committed to training with appropriate and committed to training with appropriate and adequate supervision that provide a wide range adequate supervision that provide a wide range of training experiences including empirically of training experiences including empirically supported proceduressupported procedures

b) Integration of the practicum component with b) Integration of the practicum component with other program elements including provision of other program elements including provision of adequate forums for the discussion of the adequate forums for the discussion of the practicum experiencepracticum experience

c) Appropriate sequencing, duration, nature, and c) Appropriate sequencing, duration, nature, and content of the practicum experiences consistent content of the practicum experiences consistent with the program’s goals and objectiveswith the program’s goals and objectives

d) Justification of the sufficiency of the practicum d) Justification of the sufficiency of the practicum experiences for internship preparationexperiences for internship preparation

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Note:Note: Program is responsible for Program is responsible for documenting how students achieve documenting how students achieve knowledge and competence and for knowledge and competence and for setting minimal levels of acceptable setting minimal levels of acceptable achievement in the above areas (B1-4).achievement in the above areas (B1-4).

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Domain CDomain CProgram ResourcesProgram Resources

The program demonstrates that it The program demonstrates that it has resources of appropriate has resources of appropriate

quantity and sufficiency to achieve quantity and sufficiency to achieve its education and training goals its education and training goals

and objectives.and objectives.

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C1. Program has an identifiable core faculty C1. Program has an identifiable core faculty (see (see Implementing Regulation C-18, Core Faculty)Implementing Regulation C-18, Core Faculty)::

a)a) Includes a designated psychologist leader(s) with Includes a designated psychologist leader(s) with appropriate credentials and experienceappropriate credentials and experience

b)b) Who function as an integral part of the academic unitWho function as an integral part of the academic unitc)c) Sufficient in number for the necessary academic Sufficient in number for the necessary academic

responsibilitiesresponsibilitiesd)d) Have theoretical perspectives and academic/applied Have theoretical perspectives and academic/applied

experiences appropriate to the program’s goals and experiences appropriate to the program’s goals and objectivesobjectives

e)e) Demonstrate competence and credentials congruent with Demonstrate competence and credentials congruent with the program’s goals and objectivesthe program’s goals and objectives

f)f) Are available and function as role models for studentsAre available and function as role models for students

Note:Note: In addition to core faculty, other individuals with In addition to core faculty, other individuals with faculty appointments may augment and expand the students’ faculty appointments may augment and expand the students’ educational experiences.educational experiences.

(Domain C)

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C-18. Core Faculty in Doctoral C-18. Core Faculty in Doctoral ProgramsPrograms

(Committee on Accreditation, June 2003; (Committee on Accreditation, June 2003; Updated May 2005)Updated May 2005)

To clarify the term “core faculty” and to provide the To clarify the term “core faculty” and to provide the basis for a fair, reliable, and valid measurement basis for a fair, reliable, and valid measurement process to determine the core faculty time available process to determine the core faculty time available for the program, the following guidelines are for the program, the following guidelines are provided. provided.

1. Core faculty must be consistent with the G&P, 1. Core faculty must be consistent with the G&P, C.1., as quoted above.C.1., as quoted above.

2. Core faculty must be composed of individuals 2. Core faculty must be composed of individuals whose education, training, and/or experience is whose education, training, and/or experience is consistent with his/her role in the program in light of consistent with his/her role in the program in light of the substantive area in which the program seeks the substantive area in which the program seeks accreditation.accreditation.

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3. Core faculty must be composed of individuals 3. Core faculty must be composed of individuals whose primary professional employment (50% or whose primary professional employment (50% or more) is at the institution in which the program more) is at the institution in which the program is housed, and to whom the institution has is housed, and to whom the institution has demonstrated a multi-year commitment (as demonstrated a multi-year commitment (as supported by an examination of the history of supported by an examination of the history of appointments in the program or by contracts).appointments in the program or by contracts).

4. Core faculty must be identified with the 4. Core faculty must be identified with the program and centrally involved in program program and centrally involved in program development, decision-making, and student development, decision-making, and student training. “Identified with the program” means training. “Identified with the program” means that each faculty person is included in public and that each faculty person is included in public and departmental documents as such, views himself departmental documents as such, views himself or herself as core faculty, and is seen as core or herself as core faculty, and is seen as core faculty by the students. faculty by the students.

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5. At least 50% of core faculty professional time 5. At least 50% of core faculty professional time must be devoted to program-related activities. must be devoted to program-related activities. That means, for example, that a faculty person That means, for example, that a faculty person who is 50% at the institution would need to have who is 50% at the institution would need to have 100% of that time spent as a core faculty. (The 100% of that time spent as a core faculty. (The day per week institutions often allow for day per week institutions often allow for professional development activities such as professional development activities such as research, consultation, or practice is not intended research, consultation, or practice is not intended to be added to or subtracted from this calculation. to be added to or subtracted from this calculation. That is, a 100% core faculty person in an That is, a 100% core faculty person in an institution with a consultation policy should be institution with a consultation policy should be thought of as a 100% person, not 125% or 80%, thought of as a 100% person, not 125% or 80%, regardless of the activities done on that day.) A regardless of the activities done on that day.) A full time 9-month or 11-month core faculty person full time 9-month or 11-month core faculty person are both seen as 100%. Core faculty activities are both seen as 100%. Core faculty activities directly related to the doctoral program include directly related to the doctoral program include program-related teaching, research, scholarship, program-related teaching, research, scholarship, and/or professional activities; and/or professional activities;

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supervision of students’ research, students’ supervision of students’ research, students’ dissertations, and students’ teaching activities; dissertations, and students’ teaching activities; mentoring students’ professional development; mentoring students’ professional development; providing clinical supervision; monitoring of providing clinical supervision; monitoring of student outcomes; teaching in a masters program student outcomes; teaching in a masters program that is an integral part of the doctoral program; and that is an integral part of the doctoral program; and developing, evaluating, and maintaining the developing, evaluating, and maintaining the program. Core faculty activities not directly program. Core faculty activities not directly related to the doctoral program and related to the doctoral program and notnot seen as seen as aspects of the core faculty role include aspects of the core faculty role include undergraduate teaching in general and related undergraduate teaching in general and related activities; teaching and related activities in activities; teaching and related activities in terminal masters or other graduate programs; and terminal masters or other graduate programs; and clinical work or independent practice not directly clinical work or independent practice not directly associated with training such as at a counseling associated with training such as at a counseling center.center.

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In addition to core faculty, programs may also have In addition to core faculty, programs may also have associated program faculty, contributing faculty, associated program faculty, contributing faculty, and adjunct (visiting, auxiliary, or “other”) faculty. and adjunct (visiting, auxiliary, or “other”) faculty.

Consistent with the program’s model, the Consistent with the program’s model, the psychology doctoral program faculty, and in psychology doctoral program faculty, and in particular, the core faculty, needs to be large particular, the core faculty, needs to be large enough to advise and supervise students’ research enough to advise and supervise students’ research and practice, conduct research and/or engage in and practice, conduct research and/or engage in scholarly activity, attend to administrative duties, scholarly activity, attend to administrative duties, serve on institutional or program committees, serve on institutional or program committees, provide a sense of program continuity, be assured of provide a sense of program continuity, be assured of appropriate class sizes, provide sufficient course appropriate class sizes, provide sufficient course offerings to meet program goals and objectives, and offerings to meet program goals and objectives, and monitor and evaluate practicum facilities, internship monitor and evaluate practicum facilities, internship settings, and student progress.settings, and student progress.

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(Domain C)(Domain C)

C2. Program has an identifiable body of C2. Program has an identifiable body of students at different levels of students at different levels of matriculation who:matriculation who:

a)a) Are sufficient in number for meaningful Are sufficient in number for meaningful peer interaction and socializationpeer interaction and socialization

b)b) By interest, aptitude, and prior By interest, aptitude, and prior achievement are qualified for the programachievement are qualified for the program

c)c) Reflect through their intended careers and Reflect through their intended careers and professional development the program’s professional development the program’s philosophy, goals, and objectivesphilosophy, goals, and objectives

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C3. Program has additional resources C3. Program has additional resources needed to accomplish its goals and needed to accomplish its goals and objectives including:objectives including:

a)a) Financial support for educational and Financial support for educational and training activitiestraining activities

b)b) Clerical and technical supportClerical and technical support

c)c) Training materials and equipmentTraining materials and equipment

d)d) Physical facilitiesPhysical facilities

e)e) Student support servicesStudent support services

f)f) Access to or control over practicum training Access to or control over practicum training sites appropriate to the program’s training sites appropriate to the program’s training model, goals, and objectivesmodel, goals, and objectives

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C4. If the program is a consortium of C4. If the program is a consortium of multiple independent entities then there is a multiple independent entities then there is a formal writtenformal written consortium agreement that consortium agreement that articulates:articulates:a)a) Nature and characteristics of the participating Nature and characteristics of the participating

entitiesentitiesb)b) Rationale for the consortial partnershipRationale for the consortial partnershipc)c) Each partner’s commitment to the program and Each partner’s commitment to the program and

its philosophy, model, and goalsits philosophy, model, and goalsd)d) Each partner’s obligations regarding Each partner’s obligations regarding

contributions and access to resourcescontributions and access to resourcese)e) Each partner’s adherence to central control and Each partner’s adherence to central control and

coordination of the training programcoordination of the training programf)f) Each partner’s commitment to uniform Each partner’s commitment to uniform

administration and implementation of the administration and implementation of the program including student admission, financial program including student admission, financial support, training resource access, performance support, training resource access, performance expectations, and student evaluationsexpectations, and student evaluations

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Domain DDomain DCultural and Individual Cultural and Individual

Differences and Differences and DiversityDiversity

The program recognizes the The program recognizes the importance of cultural and importance of cultural and individual differences and individual differences and diversity in the training of diversity in the training of

psychologists. These include, psychologists. These include, but are not limited to, age, but are not limited to, age, disability, ethnicity, gender, disability, ethnicity, gender, gender identity, language, gender identity, language,

national origin, race, religion, national origin, race, religion, culture, sexual orientation, and culture, sexual orientation, and

social economic status.social economic status.

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(Domain D)(Domain D)

D1. The program:D1. The program: Has made systematic and long-term Has made systematic and long-term effortsefforts

to attract and retain students and faculty to attract and retain students and faculty from differing ethnic, racial, and personal from differing ethnic, racial, and personal backgrounds backgrounds (see A.5 for definition of (see A.5 for definition of diversity)diversity)

Ensures a supportive learning environment Ensures a supportive learning environment for training diverse individuals who for training diverse individuals who represent a broad cultural and individual represent a broad cultural and individual spectrumspectrum

Avoids actions that restrict program access Avoids actions that restrict program access on grounds irrelevant to success in graduate on grounds irrelevant to success in graduate training training (see Footnote 4 for exceptions)(see Footnote 4 for exceptions)

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*Footnote 4*Footnote 4This requirement does not exclude programs from having a This requirement does not exclude programs from having a religious affiliation or purpose and adopting and applying religious affiliation or purpose and adopting and applying admission and employment policies that directly relate to admission and employment policies that directly relate to this affiliation or purpose so long as this affiliation or purpose so long as

(1) Public notice of these policies has been (1) Public notice of these policies has been made to applicants, students, faculty, or staff before their made to applicants, students, faculty, or staff before their application or affiliation with the program; and application or affiliation with the program; and

(2) the policies do not contravene the intent (2) the policies do not contravene the intent of other relevant portions of this document or the concept of other relevant portions of this document or the concept of academic freedom.of academic freedom.

These policies may provide a preference for persons These policies may provide a preference for persons adhering to the religious purpose or affiliation of the adhering to the religious purpose or affiliation of the program, but they shall not be used to preclude the program, but they shall not be used to preclude the admission, hiring, or retention of individuals because of the admission, hiring, or retention of individuals because of the personal and demographic characteristics described in personal and demographic characteristics described in Domain A (and referred to as cultural and individual Domain A (and referred to as cultural and individual diversity). This footnote is intended to permit religious diversity). This footnote is intended to permit religious policies as to admission, retention, and employment only to policies as to admission, retention, and employment only to the extent that they are protected by the United States the extent that they are protected by the United States Constitution. It will be administered as if the United States Constitution. It will be administered as if the United States Constitution governed its application.Constitution governed its application.

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(Domain D)(Domain D)

D2. Program has a D2. Program has a thoughtful thoughtful and and coherent plancoherent plan to provide students to provide students with relevant knowledge and with relevant knowledge and experiences about the role of experiences about the role of individual and cultural diversity in individual and cultural diversity in psychological science and practice.psychological science and practice.

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Domain EDomain EStudent-Faculty Student-Faculty

RelationsRelations

The program demonstrates that The program demonstrates that its education, training, and its education, training, and

socialization experiences are socialization experiences are characterized by mutual respect characterized by mutual respect and courtesy between students and courtesy between students and faculty, and that it operates and faculty, and that it operates

in a manner that facilitates in a manner that facilitates educational experiences.educational experiences.

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E1. The program:E1. The program: Recognizes the rights of students and Recognizes the rights of students and

faculty to be treated with courtesy, faculty to be treated with courtesy, respect, collegiality, and ethical respect, collegiality, and ethical sensitivitysensitivity

Informs students of these principles and Informs students of these principles and of their avenues of recourse should of their avenues of recourse should issues ariseissues arise

E2. Faculty members are accessible to E2. Faculty members are accessible to students, provide guidance and students, provide guidance and supervision that encourages timely supervision that encourages timely completion, and serve as role models who completion, and serve as role models who promote students’ acquisition of relevant promote students’ acquisition of relevant knowledge, skills, and competencies.knowledge, skills, and competencies.

(Domain E)

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(Domain (Domain E)E)

E3. Respect for cultural and E3. Respect for cultural and individual diversity is demonstrated individual diversity is demonstrated in accordance with the definition of in accordance with the definition of cultural and individual diversity in cultural and individual diversity in Domain A5.Domain A5.

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E4. Upon admission students’ are given E4. Upon admission students’ are given written policies and procedures regarding written policies and procedures regarding requirements, expected performance, requirements, expected performance, program continuance, and termination program continuance, and termination procedures. Students receive, procedures. Students receive, at least at least annuallyannually, written feedback on the extent to , written feedback on the extent to which they are meeting the program’s which they are meeting the program’s requirements and expectations including:requirements and expectations including:

Timely, written notification of all Timely, written notification of all problems and opportunity to discuss problems and opportunity to discuss themthem

Guidance regarding steps to remediate Guidance regarding steps to remediate all problems (if remediable)all problems (if remediable)

Written feedback on the extent to which Written feedback on the extent to which corrective actions have or have not been corrective actions have or have not been successful in addressing the issues of successful in addressing the issues of concernconcern

(Domain E)

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(Domain E)(Domain E)

E5. Programs keep records of all formal E5. Programs keep records of all formal complaints and grievances filed since the last complaints and grievances filed since the last accreditation site visit and make these available accreditation site visit and make these available as part of the CoA’s periodic reviews.as part of the CoA’s periodic reviews.

Note: Programs must adhere to institutional Note: Programs must adhere to institutional regulations and applicable local, state, and regulations and applicable local, state, and federal statutes concerning due process and fair federal statutes concerning due process and fair treatment.treatment.

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Domain FDomain FProgram Self-Assessment Program Self-Assessment and Quality Enhancementand Quality Enhancement

The program demonstrates a The program demonstrates a commitment to excellence through commitment to excellence through

self-study, which assures that its goals self-study, which assures that its goals and objectives are met, enhances the and objectives are met, enhances the quality of the professional education quality of the professional education and training obtained by its students, and training obtained by its students, and contributes to the fulfillment of and contributes to the fulfillment of

its sponsor institution’s mission.its sponsor institution’s mission.

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Highlights:Highlights: (Domain (Domain F)F)

F1. With appropriate involvement of F1. With appropriate involvement of students, the program engages in regular, students, the program engages in regular, ongoing self-studies that address:ongoing self-studies that address:

a)a) Its effectiveness in achieving goals and Its effectiveness in achieving goals and objectives in terms of outcome data objectives in terms of outcome data while students are in the program and while students are in the program and after completionafter completion

NOTE: F1(a). is particularly important as it NOTE: F1(a). is particularly important as it reflects student achievement in reflects student achievement in accordance with Department of accordance with Department of Education and CHEA regulationsEducation and CHEA regulations

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(Domain F)(Domain F) F1(a)F1(a)

Consistent with the spirit of the G&P, each Consistent with the spirit of the G&P, each program defines its goals, objectives and program defines its goals, objectives and competencies. To reflect the outcome-oriented competencies. To reflect the outcome-oriented nature of the process, those competencies nature of the process, those competencies outlined in Domain B should be linked to:outlined in Domain B should be linked to: Aggregate outcome data on student Aggregate outcome data on student

competencies while in the program; andcompetencies while in the program; and Aggregate outcome data gathered from Aggregate outcome data gathered from

program graduates program graduates Thus, for each competency stated in Domain B, Thus, for each competency stated in Domain B,

there should be some aggregate data on student there should be some aggregate data on student success with that competency. success with that competency.

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(Domain F.1)(Domain F.1)

b)b) How its goals and objectives are met How its goals and objectives are met through the program’s educational through the program’s educational and training processesand training processes

c)c) Its procedures to maintain current Its procedures to maintain current achievements or to make program achievements or to make program changes as necessarychanges as necessary

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(Domain F)(Domain F)

F2. Program periodically and systematically F2. Program periodically and systematically reviews its goals and objectives, training model, reviews its goals and objectives, training model, and curriculum, and related outcome data and curriculum, and related outcome data relative to:relative to:

a)a) Sponsoring institution’s mission and goalsSponsoring institution’s mission and goalsb)b) Local, state, regional, and national needs for Local, state, regional, and national needs for

psychological servicespsychological servicesc)c) National standards of professional practiceNational standards of professional practiced)d) Evolving body of scientific and professional Evolving body of scientific and professional

knowledgeknowledgee)e) Graduates’ job placements and career pathsGraduates’ job placements and career paths

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Domain GDomain GPublic DisclosurePublic Disclosure

The program demonstrates its The program demonstrates its commitment to public disclosure commitment to public disclosure

by providing written materials and by providing written materials and other communications that other communications that

appropriately represent it to the appropriately represent it to the relevant publics.relevant publics.

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(Domain G)(Domain G)

G1. Program describes itself accurately and G1. Program describes itself accurately and completely in documents available to current and completely in documents available to current and prospective students and other “publics”:prospective students and other “publics”:

a)a) Descriptions of the program should include:Descriptions of the program should include: Goals, objectives, and training modelGoals, objectives, and training model Requirements for admission and graduationRequirements for admission and graduation Curriculum Curriculum Faculty, students, facilities, and other resources Faculty, students, facilities, and other resources Administrative policies and procedures Administrative policies and procedures The kinds of research and practicum experiences The kinds of research and practicum experiences

it provides it provides Its education and training outcomesIts education and training outcomes

b)b) Accreditation status including name, address, and Accreditation status including name, address, and telephone number of the CoA is includedtelephone number of the CoA is included

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(Domain G)(Domain G)

G2. Information is presented in a G2. Information is presented in a manner that allows applicants to manner that allows applicants to make informed decisions about make informed decisions about entering the program.entering the program.

(See Implementing regulation C-20)(See Implementing regulation C-20)

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IR C-20: General OutcomesIR C-20: General Outcomes In all public information, programs should include education and training In all public information, programs should include education and training

outcomes as well as information that will allow applicants to make informed and outcomes as well as information that will allow applicants to make informed and comparative decisions. The Committee believes that all doctoral programs comparative decisions. The Committee believes that all doctoral programs should therefore minimally provide the following information regarding should therefore minimally provide the following information regarding education and training outcomes and accurate program descriptions to potential education and training outcomes and accurate program descriptions to potential students in its public documents including its website, if it has one: As of students in its public documents including its website, if it has one: As of January 1, 2007 - time to program completion; costs (tuition and fees); January 1, 2007 - time to program completion; costs (tuition and fees); internship acceptance rates; fellowships and other funding available; student internship acceptance rates; fellowships and other funding available; student attrition rates; and, beginning January 1, 2008 licensure outcomes. These are attrition rates; and, beginning January 1, 2008 licensure outcomes. These are further defined below:further defined below:

1. 1. Time To CompletionTime To CompletionIn their public materials, programs should provide the mean and the median In their public materials, programs should provide the mean and the median number of years that students have taken to complete the program from the number of years that students have taken to complete the program from the time of program entrance. These data should be provided for all graduates over time of program entrance. These data should be provided for all graduates over the past seven years. Where applicable, these measures should be provided the past seven years. Where applicable, these measures should be provided separately for students who began the program as bachelor level graduates and separately for students who began the program as bachelor level graduates and those who began with advanced standing (e.g., after having completed a those who began with advanced standing (e.g., after having completed a separate master's program in psychology). The program should also provide the separate master's program in psychology). The program should also provide the percentage of students completing the program in fewer than five years, five percentage of students completing the program in fewer than five years, five years, six years, seven years, and more than seven years.years, six years, seven years, and more than seven years.

2. 2. Program CostsProgram CostsPrograms are expected to make available the costs (i.e., tuition and fees) per Programs are expected to make available the costs (i.e., tuition and fees) per student for the current first year cohort. This information should include full student for the current first year cohort. This information should include full time student tuition, tuition per credit hour for part time students, and any fees time student tuition, tuition per credit hour for part time students, and any fees assessed to students beyond tuition costs. Programs may also provide assessed to students beyond tuition costs. Programs may also provide information regarding current adjustments to tuition including, but not limited information regarding current adjustments to tuition including, but not limited to: financial aid, grants, loans, tuition remission, assistantships, and fellowships.to: financial aid, grants, loans, tuition remission, assistantships, and fellowships.

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3. 3. InternshipsInternshipsPrograms are expected to provide data for at least the most recent seven Programs are expected to provide data for at least the most recent seven years of graduates showing their success in obtaining internships. These years of graduates showing their success in obtaining internships. These data should show the number and percentage of students in the following data should show the number and percentage of students in the following categories:categories: Those who obtained internshipsThose who obtained internships Those who obtained paid internshipsThose who obtained paid internships Those who obtained APPlC member internshipsThose who obtained APPlC member internships Those who obtained APA/CPA accredited internshipsThose who obtained APA/CPA accredited internships Those who obtained internships conforming to CDSPP guidelines Those who obtained internships conforming to CDSPP guidelines

(school psychology only)(school psychology only) Those who obtained two year half-time internships Those who obtained two year half-time internships

NOTE: In calculating the percentages, the program must use the NOTE: In calculating the percentages, the program must use the total total number of studentsnumber of students applying for internship that year. applying for internship that year.

4. 4. AttritionAttritionPrograms are expected to report the number and percentage of students Programs are expected to report the number and percentage of students who have failed to complete the program once matriculated. These data who have failed to complete the program once matriculated. These data should be calculated by dividing the number of matriculated students who should be calculated by dividing the number of matriculated students who have left the program for any reason by the total number of students have left the program for any reason by the total number of students matriculated in the program. These data should be provided for all matriculated in the program. These data should be provided for all students who have left the program in the last seven years or for all students who have left the program in the last seven years or for all students who have left since the program became initially accredited, students who have left since the program became initially accredited, whichever time period is shorter.whichever time period is shorter.

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5. 5. LicensureLicensure This section EFFECTIVE January 1, 2008 and for published This section EFFECTIVE January 1, 2008 and for published

materials for 2008-2009materials for 2008-2009

Reporting of program licensure data is an expectation of the US Reporting of program licensure data is an expectation of the US Secretary of Education’s National Advisory Committee on Secretary of Education’s National Advisory Committee on Institutional Quality and Integrity for program accreditors, Institutional Quality and Integrity for program accreditors, including the APA Committee on Accreditation. Programs are including the APA Committee on Accreditation. Programs are expected to report the number and percentage of program expected to report the number and percentage of program graduates who have become licensed psychologists within the graduates who have become licensed psychologists within the preceding decade. This percentage should be calculated by preceding decade. This percentage should be calculated by dividing the number of students who have both graduated and dividing the number of students who have both graduated and become licensed psychologists within the 8 years spanning the become licensed psychologists within the 8 years spanning the period of 2-10 years post-graduation by the number of doctoral period of 2-10 years post-graduation by the number of doctoral degrees awarded by the program over that same period. That is, degrees awarded by the program over that same period. That is, the figures reported by a program for 2007 would be number of the figures reported by a program for 2007 would be number of students who graduated from the program during the period students who graduated from the program during the period 1997-2005 and who have achieved licensure divided by the 1997-2005 and who have achieved licensure divided by the number of students graduating from the program during that number of students graduating from the program during that same 8-year period. Program licensure rates are to be updated at same 8-year period. Program licensure rates are to be updated at least every three years.least every three years.

Programs may interpret their licensure rate in light of their Programs may interpret their licensure rate in light of their training model and program goals and objectives.training model and program goals and objectives.

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Domain HDomain HRelationship with Relationship with Accrediting BodyAccrediting Body

The program demonstrates its The program demonstrates its commitment to the accreditation commitment to the accreditation

process by fulfilling its process by fulfilling its responsibilities to the responsibilities to the

accrediting body from which its accrediting body from which its accredited status is granted.accredited status is granted.

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(Domain H)(Domain H) H1. Program abides by the CoA’s H1. Program abides by the CoA’s

published policies and procedures.published policies and procedures.

H2. Program informs the CoA in a timely H2. Program informs the CoA in a timely manner of changes in its environment, manner of changes in its environment, plans, resources, and operations that plans, resources, and operations that could affect program quality could affect program quality (see (see Implementing Regulation C-19, Implementing Regulation C-19, Notification of Changes to Accredited Notification of Changes to Accredited Programs)Programs)..

H3. Program pays necessary fees to H3. Program pays necessary fees to maintain accredited status.maintain accredited status.

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C-19. Notification of changes to C-19. Notification of changes to accredited programsaccredited programs

(Committee on Accreditation, February (Committee on Accreditation, February 2005; revised October 20062005; revised October 2006 ))

In accordance with Domain H.2 of the In accordance with Domain H.2 of the Guidelines and Guidelines and PrinciplesPrinciples and Section 4.7(b) of the and Section 4.7(b) of the Accreditation Accreditation Operating ProceduresOperating Procedures, all accredited programs (doctoral, , all accredited programs (doctoral, internship and postdoctoral residencies) whether under a internship and postdoctoral residencies) whether under a single administrative entity or in a consortium, must single administrative entity or in a consortium, must inform the accrediting body in a timely manner of changes inform the accrediting body in a timely manner of changes that could alter the program's quality.that could alter the program's quality.

The Committee on Accreditation must be informed in The Committee on Accreditation must be informed in advance of major program changes such as changes in advance of major program changes such as changes in model, degree offered, policies/procedures, administrative model, degree offered, policies/procedures, administrative structure, faculty resources, supervision resources, area of structure, faculty resources, supervision resources, area of emphases, or tracks/rotations. In the case of doctoral emphases, or tracks/rotations. In the case of doctoral programs, this includes changes in the areas of emphasis. programs, this includes changes in the areas of emphasis. For internship/postdoctoral programs, this includes new, For internship/postdoctoral programs, this includes new, additional, or eliminated rotation or training sites. For additional, or eliminated rotation or training sites. For example, consortium programs must inform the CoA of any example, consortium programs must inform the CoA of any substantial changes in structure, design or training sites.substantial changes in structure, design or training sites.

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IR C-19 Continued...IR C-19 Continued...

Programs must submit a detailed description of the Programs must submit a detailed description of the proposed change(s) and the potential impact upon the proposed change(s) and the potential impact upon the relevant accreditation domains. The CoA will review the relevant accreditation domains. The CoA will review the program change(s) and may request additional information program change(s) and may request additional information or a new self -study. In the case of a substantive change or a new self -study. In the case of a substantive change (such as a change in consortium membership), the (such as a change in consortium membership), the committee may also determine that a site visit is needed to committee may also determine that a site visit is needed to assess whether the revised program is consistent with the assess whether the revised program is consistent with the G&P. Upon completion of this review, the committee will G&P. Upon completion of this review, the committee will note the proposed change and include the information in note the proposed change and include the information in the next scheduled review or inform the program of any the next scheduled review or inform the program of any needed immediate additional actions.needed immediate additional actions.

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The only exception to the policy of informing the Committee The only exception to the policy of informing the Committee in advance in advance is the occurrence of an unavoidable event is the occurrence of an unavoidable event beyond the reasonable control and anticipation of the beyond the reasonable control and anticipation of the program (e.g., educational/training site unexpectedly program (e.g., educational/training site unexpectedly withdrawing from a consortium because of financial crisis). withdrawing from a consortium because of financial crisis). In such circumstances, it is incumbent upon the program to In such circumstances, it is incumbent upon the program to immediately inform the CoA in writing of the change and to immediately inform the CoA in writing of the change and to include in its notification a proposed plan for maintaining include in its notification a proposed plan for maintaining program consistency with the G&P. The committee will program consistency with the G&P. The committee will then proceed as above.then proceed as above.

Consultation on program changes is available from the Consultation on program changes is available from the Office of Program Consultation and Accreditation.Office of Program Consultation and Accreditation.

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Preparation by Members of Preparation by Members of the Site Visit Teamthe Site Visit Team

When contacted by a program to schedule a visit, When contacted by a program to schedule a visit, assure you have adequate time in your calendar to assure you have adequate time in your calendar to complete the entire site visit, including the report. complete the entire site visit, including the report. Keep in mind the visit itself lasts two days.Keep in mind the visit itself lasts two days.

Review conflict of interest policy to assure none Review conflict of interest policy to assure none exists regarding the program to be visited.exists regarding the program to be visited.

The Chair of the visiting team should coordinate The Chair of the visiting team should coordinate the team’s schedule, travel plans, and local the team’s schedule, travel plans, and local arrangements with the program.arrangements with the program.

Prior to the visit, review the current G&P , CoA Prior to the visit, review the current G&P , CoA procedures, and Implementing Regulations so you procedures, and Implementing Regulations so you can represent them faithfully and avoid can represent them faithfully and avoid idiosyncratic interpretations.idiosyncratic interpretations.


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Review the program’s Self-Study report in detail Review the program’s Self-Study report in detail and plan questions/areas of concern.and plan questions/areas of concern.

Review the inquiry sent to the program by CoA Review the inquiry sent to the program by CoA following their review of the Self-Study to further following their review of the Self-Study to further refine your site visit focus.refine your site visit focus.

All communication should be treated as All communication should be treated as confidential and transmitted only by means that confidential and transmitted only by means that are secure.are secure.

Prior to the visit, each visitor should review the Prior to the visit, each visitor should review the HIPAA and State Privacy Laws and sign the Site HIPAA and State Privacy Laws and sign the Site Visitor Confidentiality Agreement:Visitor Confidentiality Agreement:

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Avoid Conflict of Avoid Conflict of InterestInterest

Avoid even the appearance of a conflict of interest with the Avoid even the appearance of a conflict of interest with the program.program. The responsibility to determine any possible conflict, The responsibility to determine any possible conflict, actual or apparent, lies equally with the program and the site actual or apparent, lies equally with the program and the site visitors. Examples of possible conflicts of interest are:visitors. Examples of possible conflicts of interest are:

Former employment at the program;Former employment at the program;

Having been a former student at the program;Having been a former student at the program;

Family connection with the program;Family connection with the program;

Having an ‘old’ friend at the program;Having an ‘old’ friend at the program;

Having a former classmate on staff at the program;Having a former classmate on staff at the program;

Having a close professional acquaintance with a member of Having a close professional acquaintance with a member of

the staff at the program; andthe staff at the program; and

Having a former student at theHaving a former student at the program.program.

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Conduct of Site VisitConduct of Site Visit

Pre-Site Visit Planning Session:Pre-Site Visit Planning Session:

Team meets the Team meets the evening beforeevening before the visit begins to: the visit begins to:

share impressions of the program;share impressions of the program;review CoA concerns or additional information;review CoA concerns or additional information;plan the team’s division of work;plan the team’s division of work;review the planned schedule; andreview the planned schedule; andmake initial plans for the site visit report.make initial plans for the site visit report.


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First-Day Meeting for Site Visit First-Day Meeting for Site Visit Team:Team:

Schedule a meeting mid-to-late-day to review Schedule a meeting mid-to-late-day to review and discuss the following:and discuss the following: the data gathered;the data gathered; initial impressions;initial impressions; changes required for the next day’s changes required for the next day’s

schedule;schedule; substantive areas yet to be addressed;substantive areas yet to be addressed; plans for conducting the closing plans for conducting the closing

conference; andconference; and the timetable for writing the site visit the timetable for writing the site visit

report.report.

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Decorum of VisitDecorum of Visit Visitors are expected to give full and objective Visitors are expected to give full and objective

attention to the work of the visit during their time attention to the work of the visit during their time with the program and institution.with the program and institution.

Be prompt for meetings and interviews and remain for Be prompt for meetings and interviews and remain for the entire visit. the entire visit. Departure may not be scheduled Departure may not be scheduled prior to the final close of businessprior to the final close of business..

Socializing with program staff or students must be Socializing with program staff or students must be avoided.avoided.

Visitors must limit personal free time and be available Visitors must limit personal free time and be available for all meetings.for all meetings.

All program material is to be treated as confidential.All program material is to be treated as confidential.

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Do not give the impression that a decision has Do not give the impression that a decision has been reached, offer solutions to problems or been reached, offer solutions to problems or program concerns, or imply criticism of the program concerns, or imply criticism of the program.program.

Members of the team are not to give the Members of the team are not to give the impression that any interview is pro-forma.impression that any interview is pro-forma.

Be particularly sensitive to the potential for Be particularly sensitive to the potential for conflicting demands placed upon students during conflicting demands placed upon students during the visit. the visit.

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InterviewsInterviewsWhen conducting interviews, remember When conducting interviews, remember that the site visitor must maintain that the site visitor must maintain objectivity and be a neutral observer. objectivity and be a neutral observer. Please avoid:Please avoid:

Providing expert consultation Providing expert consultation regarding program emphases or regarding program emphases or personnel needs or making prescriptive personnel needs or making prescriptive programmatic recommendations.programmatic recommendations.

Being seen as an advocate for change.Being seen as an advocate for change.

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Interviews with the Interviews with the Training Training

Director/Departmental Director/Departmental ChairChair When meeting with the training director, the When meeting with the training director, the

team should seek information about:team should seek information about:

an overview of the program;an overview of the program; unique characteristics of program as related unique characteristics of program as related

to the G&P and program model;to the G&P and program model; opportunities for program enhancement as opportunities for program enhancement as

related to the G&P and program model;related to the G&P and program model; long-range plans for the program;long-range plans for the program; faculty and student morale;faculty and student morale; clarification of the program’s training model;clarification of the program’s training model; the method of faculty decision making;the method of faculty decision making; the method of delegation of responsibility;the method of delegation of responsibility; matters unique to this program; andmatters unique to this program; and matters unique to the training director’s matters unique to the training director’s

role.role.

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When meeting with the Department Chair, the When meeting with the Department Chair, the team should seek information about the following:team should seek information about the following:

how the program fits within the overall how the program fits within the overall department;department;

adequacy of resources provided to the program;adequacy of resources provided to the program; department investment in the program;department investment in the program; morale of faculty and students;morale of faculty and students; the administration stance toward the program;the administration stance toward the program; the method of department decision making;the method of department decision making; the commitment to cultural/individual diversity; the commitment to cultural/individual diversity;

andand the policies to promote professional/academic the policies to promote professional/academic

growth of the faculty.growth of the faculty.

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Interviews with University Interviews with University AdministratorAdministrator

When conducting an interview with university/agency When conducting an interview with university/agency administrators the team should seek information about:administrators the team should seek information about:

the place of the program in the institution’s master the place of the program in the institution’s master plan;plan;

financial resources and problems;financial resources and problems;

the program’s contribution to the mission of the the program’s contribution to the mission of the institution; andinstitution; and

planned changes, if any, for the program.planned changes, if any, for the program.

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Interviews with FacultyInterviews with Faculty Site visitor should obtain information about the following Site visitor should obtain information about the following

from each member of the program’s faculty:from each member of the program’s faculty:

the person’s role in the program;the person’s role in the program; teaching load, courses taught and clinical teaching load, courses taught and clinical

responsibilities;responsibilities; clinical supervisory load;clinical supervisory load; involvement in dissertation committees;involvement in dissertation committees; unique characteristics of program as related to the unique characteristics of program as related to the

G&P and program model;G&P and program model; opportunities for program enhancement as related to opportunities for program enhancement as related to

the G&P and program model;the G&P and program model; view of administrative leadership;view of administrative leadership;


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research productivity, as appropriate research productivity, as appropriate to the program model;to the program model;

morale and satisfaction with position;morale and satisfaction with position; tenure/promotion issues;tenure/promotion issues; program decision making;program decision making; questions unique to that person’s vita;questions unique to that person’s vita; their understanding of the program’s their understanding of the program’s

model, processes and outcomes; andmodel, processes and outcomes; and involvement in the self-study process.involvement in the self-study process.

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Interviews with StudentsInterviews with Students When meeting with students the site visitor When meeting with students the site visitor

should:should:

Acquaint students with the purposes and Acquaint students with the purposes and procedures of the site visit;procedures of the site visit;

Assure students of anonymity;Assure students of anonymity; Discuss student’s understanding of the Discuss student’s understanding of the

program’s goals, processes, and outcomes; andprogram’s goals, processes, and outcomes; and Be sensitive to the ‘conflict’ students may have Be sensitive to the ‘conflict’ students may have

about the accreditation process.about the accreditation process.


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Seek student perceptions of the Seek student perceptions of the following:following:

program strengths and weaknesses;program strengths and weaknesses;morale and dignity;morale and dignity;student familiarity with professional and student familiarity with professional and ethical issues;ethical issues;general satisfaction with the program;general satisfaction with the program;opportunity for student interaction;opportunity for student interaction;availability of faculty/staff;availability of faculty/staff;program decision making and student program decision making and student input;input;discrimination and sexual harassment discrimination and sexual harassment issues;issues;

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faculty support for research, as faculty support for research, as appropriate to the program’s model;appropriate to the program’s model;

financial support;financial support; finding a mentor;finding a mentor; integration of practicum experiences;integration of practicum experiences; preparation for the internship and/or preparation for the internship and/or

entry into profession; andentry into profession; and what they would change about the what they would change about the

program?program?

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Interviews and DomainsInterviews and DomainsType of Type of InterviewInterview

Domain ADomain A Domain BDomain B Domain CDomain C

Director of Director of TrainingTraining

Adequacy of Adequacy of supportsupportPolicies and Policies and ProceduresProcedures

Curricular issues Curricular issues related to G&P and related to G&P and program modelprogram modelPracticumPracticum

Faculty sufficiencyFaculty sufficiencyStudent Student qualificationsqualificationsOther program and Other program and institutional institutional resourcesresources

Other Other AdministratorAdministratorss

Knowledge of Knowledge of and support for and support for programprogram

N/AN/A Faculty and student Faculty and student issues that have issues that have come to come to administrator’s administrator’s attentionattention

FacultyFaculty Perceived Perceived adequacy of adequacy of supportsupportPolicies and Policies and ProceduresProcedures

Role in program Role in program Courses Courses taught/advising/sutaught/advising/supervisionpervisionCurricular issuesCurricular issues

Perceived support Perceived support from department from department and administrationand administrationStudent Student qualificationsqualifications

StudentsStudents Perceived Perceived adequacy of adequacy of supportsupportPolicies and Policies and ProceduresProcedures

Curricular issues Curricular issues – adequacy of – adequacy of training/supervisiotraining/supervision/ advisingn/ advisingPracticumPracticum

Faculty sufficiency Faculty sufficiency and availabilityand availabilityOther program and Other program and institutional institutional resourcesresources

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Type of Type of InterviewInterview

Domain DDomain D Domain EDomain E Domain FDomain F


Program’s Program’s efforts at efforts at recruitment/retenrecruitment/retentiontionCurriculum plan Curriculum plan Cultural & Cultural & Individual Individual DiversityDiversity

Accessibility of Accessibility of facultyfacultyAnnual review of Annual review of ALL students ALL students Formal Formal complaintscomplaints

Program self-Program self-evaluation & evaluation & enhancementenhancementStudent outcome Student outcome datadata


Institutional Institutional context and context and support for support for diversity diversity recruitment and recruitment and educationeducation

Complaints Complaints procedures and procedures and useuse

Evaluation of Evaluation of program within program within institutioninstitution

FacultyFaculty Knowledge of Knowledge of and involvement and involvement with diversity with diversity educational planeducational plan

AccessibilityAccessibilityClimate for Climate for students/facultystudents/facultyAnnual Annual evaluationsevaluations

Involvement in Involvement in program program evaluation and evaluation and enhancementenhancement

StudentsStudents Support for Support for diverse studentsdiverse studentsDiversity Diversity curriculum and curriculum and experiencesexperiences

Faculty Faculty availability availability ClimateClimateKnowledge of Knowledge of proceduresproceduresAnnual Annual evaluationsevaluations

Involvement in Involvement in program program evaluation and evaluation and enhancementenhancement

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Type of Type of InterviewInterview

Domain GDomain G Domain HDomain H


Availability and Availability and accuracy of program accuracy of program informationinformation

Documentation of Documentation of providing CoA information providing CoA information of changesof changes


Availability and Availability and accuracy of program accuracy of program informationinformation

Documentation of Documentation of providing CoA information providing CoA information of changesof changes

FacultyFaculty Availability and Availability and accuracy of program accuracy of program informationinformation

N/AN/A

StudentsStudents Awareness of stated Awareness of stated program policies and program policies and informationinformationAccuracy of informationAccuracy of information

N/AN/A

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Closing ConferenceClosing Conference

When conducting the closing When conducting the closing conference, the site visit team conference, the site visit team should:should:

present the unique characteristics of present the unique characteristics of program and the opportunities for program and the opportunities for program enhancement;program enhancement;

request any correction of facts; andrequest any correction of facts; and request program interpretations of the request program interpretations of the

data gathered.data gathered.

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Site Visit ReportSite Visit Report Preparation of the site visit report should consider the Preparation of the site visit report should consider the

following:following:

Agree upon an outline of the report, respective Agree upon an outline of the report, respective writing assignments and date for submission to writing assignments and date for submission to APA (i.e., must be within 30 days of the site visit).APA (i.e., must be within 30 days of the site visit).

Follow the principles outlined in the Follow the principles outlined in the Quick Quick Reference GuideReference Guide for doctoral programs so that for doctoral programs so that the report addresses each item of the the report addresses each item of the Guidelines Guidelines and Principlesand Principles..

Chair is responsible for the final report; all Chair is responsible for the final report; all members of the team should develop and have a members of the team should develop and have a copy of the report’s outline.copy of the report’s outline.

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Preferred reports are concise and Preferred reports are concise and comprehensive and convey the observations comprehensive and convey the observations and elaboration of the site visit team regarding and elaboration of the site visit team regarding the extent to which the program is consistent the extent to which the program is consistent with the provisions of the domains of the G&P.with the provisions of the domains of the G&P.

Do not evaluate - cite observations, Do not evaluate - cite observations, information, and statements that explain or information, and statements that explain or clarify, consistent with the G&P and program clarify, consistent with the G&P and program model - Be a ‘sensor’ rather than a ‘censor’.model - Be a ‘sensor’ rather than a ‘censor’.

No further interaction with the program except No further interaction with the program except through APA office until CoA decision is final.through APA office until CoA decision is final.

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What would you do?What would you do?

Quiz yourself with these Quiz yourself with these potential uncomfortable potential uncomfortable

situations.situations.

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1. Sexual Harassment1. Sexual Harassment

In a meeting with the graduate students late on the In a meeting with the graduate students late on the first day of the site visit, the team gleaned that there first day of the site visit, the team gleaned that there may be a sexual harassment problem in the program. may be a sexual harassment problem in the program. One of the advanced graduate students alludes to One of the advanced graduate students alludes to inequities in practicum assignments. When queried, inequities in practicum assignments. When queried, she suggests that the individual making the she suggests that the individual making the assignments is partial to certain female students and assignments is partial to certain female students and when pressed, admits that these women are both when pressed, admits that these women are both attractive and tolerant of suggestive language and attractive and tolerant of suggestive language and touching that makes her uncomfortable. When touching that makes her uncomfortable. When comments from the other students are solicited, their comments from the other students are solicited, their discomfort and silence are telling. Given the clarity of discomfort and silence are telling. Given the clarity of the grievance procedures endorsed by the University the grievance procedures endorsed by the University and the program, the team is confronted with and the program, the team is confronted with discerning whether or not students feel empowered to discerning whether or not students feel empowered to use them.use them.

What would you do?What would you do?

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2. Impaired Faculty2. Impaired Faculty

During the course of the first day of the visit, it becomes apparent During the course of the first day of the visit, it becomes apparent that one of the faculty members who teaches a core graduate course that one of the faculty members who teaches a core graduate course is not doing an adequate job. Her syllabus is complete but the is not doing an adequate job. Her syllabus is complete but the students report that she never covers the majority of topics about students report that she never covers the majority of topics about which they are assigned readings. When they express concerns that which they are assigned readings. When they express concerns that she is falling further behind schedule with each class, she upbraids she is falling further behind schedule with each class, she upbraids them for focusing on “learning to tests.” Yet, she insists on sticking them for focusing on “learning to tests.” Yet, she insists on sticking to the examination dates specified on the syllabus and is angry with to the examination dates specified on the syllabus and is angry with the students for their poor exam performance. She chastises them the students for their poor exam performance. She chastises them publicly for their inability to master complex materials without her publicly for their inability to master complex materials without her explanation, and her anger with her classes verges on verbal abuse. explanation, and her anger with her classes verges on verbal abuse. The students are clearly afraid of her and express concern about The students are clearly afraid of her and express concern about their inadequate preparation in the substantive area she teaches. their inadequate preparation in the substantive area she teaches. The DCT and chair both report that their efforts to get her to The DCT and chair both report that their efforts to get her to address the students’ concerns are met with unbridled fury but they address the students’ concerns are met with unbridled fury but they have no one else on the faculty available to teach this critical course. have no one else on the faculty available to teach this critical course. When she is not enraged, her demeanor is sluggish and her affect When she is not enraged, her demeanor is sluggish and her affect flat.flat.

What do you do?What do you do?

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3. Anonymous Communications3. Anonymous Communications

A. You are chairing a site visit to the clinical doctoral program at A. You are chairing a site visit to the clinical doctoral program at Podunk State. The night before the visit you get a phone call at Podunk State. The night before the visit you get a phone call at the hotel. The caller says he is a former faculty member in the the hotel. The caller says he is a former faculty member in the program but does not wish to be identified by name. He states program but does not wish to be identified by name. He states that he resigned from the program because of serious that he resigned from the program because of serious exploitation of students by other members of the faculty. exploitation of students by other members of the faculty. Students are alleged to be serving without pay to generate fees Students are alleged to be serving without pay to generate fees in the private practices of these faculty and are, in one instance, in the private practices of these faculty and are, in one instance, serving as unpaid research assistants whose contributions to serving as unpaid research assistants whose contributions to faculty research and publications are never acknowledged. The faculty research and publications are never acknowledged. The caller says that he tried to call attention to these abuses, but the caller says that he tried to call attention to these abuses, but the Department Chair and the Dean did not want to hear about them Department Chair and the Dean did not want to hear about them and the DCT was one of the chief offenders. He does not wish to and the DCT was one of the chief offenders. He does not wish to be identified since he fears reprisals. He depends on referrals be identified since he fears reprisals. He depends on referrals from members of the department to sustain his practice.from members of the department to sustain his practice.

How should you respond to this communication?How should you respond to this communication?

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B. Right after leaving the internship site visit you B. Right after leaving the internship site visit you receive a letter. The writer identifies herself as a receive a letter. The writer identifies herself as a recent former intern but does not wish to give her recent former intern but does not wish to give her name. She states that she still needs name. She states that she still needs recommendations from the internship. She describes recommendations from the internship. She describes a situation in which interns were compelled to a situation in which interns were compelled to generate large numbers of billable hours from generate large numbers of billable hours from patients and that their performance ratings were patients and that their performance ratings were based in large part on the number of paid hours. The based in large part on the number of paid hours. The time spent in direct clinical service put the interns’ time spent in direct clinical service put the interns’ work week well beyond 40 hours and was at the work week well beyond 40 hours and was at the expense of training activities and time for paper work. expense of training activities and time for paper work. Supervision time was not commensurate with the Supervision time was not commensurate with the number of clinical hours. The writer reports that her number of clinical hours. The writer reports that her attempts to protest this situation were ineffective and attempts to protest this situation were ineffective and other interns were reluctant to protest for fear of other interns were reluctant to protest for fear of jeopardizing evaluations.jeopardizing evaluations.

How should you respond to this letter?How should you respond to this letter?

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4. Inappropriate Site Visitor 4. Inappropriate Site Visitor BehaviorBehavior

A. In the course of the site visit, you become aware A. In the course of the site visit, you become aware that another member of the team seems to have a that another member of the team seems to have a close acquaintance with one of the program faculty. close acquaintance with one of the program faculty. Upon inquiring, you discover that they were Upon inquiring, you discover that they were colleagues and close friends at another program. colleagues and close friends at another program. Later you are aware that they are spending a lot of Later you are aware that they are spending a lot of time in private conversation and arrange to meet time in private conversation and arrange to meet socially at the end of the visit. In conferences socially at the end of the visit. In conferences among site team members, this visitor expresses among site team members, this visitor expresses opinions about aspects of the program that seem opinions about aspects of the program that seem quite at variance with the rest of the team’s quite at variance with the rest of the team’s observations. He is quite insistent that his opinions observations. He is quite insistent that his opinions be included in the final report.be included in the final report.

How should you respond?How should you respond?

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B. At the conference among the site visit team B. At the conference among the site visit team members the evening before the site visit members the evening before the site visit ends, Dr. Paltry announces that he will need to ends, Dr. Paltry announces that he will need to leave to catch a plane at 11:00 the following leave to catch a plane at 11:00 the following morning. It is a large and complex program morning. It is a large and complex program and the schedule calls for a full two days of and the schedule calls for a full two days of visit. Dr. P. insists that he must leave at that visit. Dr. P. insists that he must leave at that time. He has a site visit coming up on a grant time. He has a site visit coming up on a grant submission and he also has family obligations. submission and he also has family obligations. He cannot be dissuaded from his plans and He cannot be dissuaded from his plans and leaves on the second morning, missing the leaves on the second morning, missing the interview with the students, the visit to the interview with the students, the visit to the department clinic and the exit interviews.department clinic and the exit interviews.

What is the responsibility of the other visitors?What is the responsibility of the other visitors?

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5. Conflicts of interest 5. Conflicts of interest discovered at the last minutediscovered at the last minute

A. You have agreed to be a site visitor to Program X. A visit has A. You have agreed to be a site visitor to Program X. A visit has been scheduled and travel arrangements have been made. As been scheduled and travel arrangements have been made. As you prepare for the visit, while reading the self-study materials, you prepare for the visit, while reading the self-study materials, you discover that the newly appointed Director of Clinical you discover that the newly appointed Director of Clinical Training is a former student of yours.Training is a former student of yours.


B. This is your first site visit. Your chair is a seasoned site B. This is your first site visit. Your chair is a seasoned site visitor. During your first meeting, which is with the DCT, the visitor. During your first meeting, which is with the DCT, the Chair of your team in his opening remarks indicates that he is a Chair of your team in his opening remarks indicates that he is a long-time graduate of the program. He then goes on to talk long-time graduate of the program. He then goes on to talk about what it was like in the program when he was a student.about what it was like in the program when he was a student.

What do you do with this information, and how do you handle What do you do with this information, and how do you handle the interview?the interview?

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6. Faculty who denigrate the 6. Faculty who denigrate the programprogramYou have been given the responsibility for You have been given the responsibility for interviewing significant members of the core faculty. interviewing significant members of the core faculty. You are spending some time with Dr. Jones who You are spending some time with Dr. Jones who teaches assessment. Dr. Jones tells you that he has teaches assessment. Dr. Jones tells you that he has been passed over for a promotion, that the program been passed over for a promotion, that the program does not value its professional faculty, and that in a does not value its professional faculty, and that in a recent faculty meeting, the DCT tried to prepare for recent faculty meeting, the DCT tried to prepare for the site visit by laying out a list of problems and the site visit by laying out a list of problems and instructing the others present that under no instructing the others present that under no circumstances were faculty members to mention any circumstances were faculty members to mention any of these topics to the site visitors. All who attended of these topics to the site visitors. All who attended were to say only what had been agreed upon.were to say only what had been agreed upon.

What do you do with this information, and how do What do you do with this information, and how do you handle the interview?you handle the interview?

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7. Collusive relationships 7. Collusive relationships between the site visitors and between the site visitors and the programthe programYou are a member of a site visit team visiting You are a member of a site visit team visiting Program B. As you meet with the different Program B. As you meet with the different constituents of the program it becomes apparent constituents of the program it becomes apparent that there are clearly different agendas. There is a that there are clearly different agendas. There is a clear split in the faculty’s perspective of the clear split in the faculty’s perspective of the direction in which the program should go. One direction in which the program should go. One faction is clearly supportive of the DCT and the faction is clearly supportive of the DCT and the direction of the program. The other faction, which direction of the program. The other faction, which is highly vocal and persuasive in its argument is highly vocal and persuasive in its argument begins to win over members of our team. When begins to win over members of our team. When the team meets for its discussion, you observe that the team meets for its discussion, you observe that your colleagues, in the language of the vocal your colleagues, in the language of the vocal faculty, are making the same arguments they have faculty, are making the same arguments they have put forth. You now find yourself a minority of one.put forth. You now find yourself a minority of one.


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8. Dismissed (and disgruntled) 8. Dismissed (and disgruntled) faculty and studentfaculty and student

You are visiting a counseling program. The chair of You are visiting a counseling program. The chair of the visiting team has been sent a letter from a the visiting team has been sent a letter from a former student of the program two days before the former student of the program two days before the visit. In the letter, the student has written that he visit. In the letter, the student has written that he has been terminated from the program. He stated has been terminated from the program. He stated that his termination was a result of his voicing that his termination was a result of his voicing unpopular opinions in class and rampant unpopular opinions in class and rampant homophobia among the faculty and students alike. homophobia among the faculty and students alike. With his request to be heard, he has enclosed two With his request to be heard, he has enclosed two glowing letters about his capabilities from an glowing letters about his capabilities from an adjunct faculty member and from a practicum adjunct faculty member and from a practicum supervisor. The team chairperson has asked you to supervisor. The team chairperson has asked you to spend some time with the student who, when you spend some time with the student who, when you see him, makes allegations about a lack of any real see him, makes allegations about a lack of any real evaluation criteria in student evaluations.evaluation criteria in student evaluations.

What do you do with this information, and how do What do you do with this information, and how do you handle the interview?you handle the interview?

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9. Site Visitor Advocacy9. Site Visitor Advocacy

A. During your meeting with the training director A. During your meeting with the training director of an internship program, this individual tells the of an internship program, this individual tells the site visit team that the higher administration is site visit team that the higher administration is considering cutting the support for the program. considering cutting the support for the program. The resource cut could be so severe that the The resource cut could be so severe that the quality of the overall training program would be quality of the overall training program would be negatively affected, and any cuts at this point negatively affected, and any cuts at this point would negatively influence staff morale. The would negatively influence staff morale. The training director says to the team, “I am counting training director says to the team, “I am counting on you to convince the administration not to cut on you to convince the administration not to cut resources to the program. I’ve already said if this resources to the program. I’ve already said if this happens, we will lose our accreditation. I hope happens, we will lose our accreditation. I hope you will back me up.”you will back me up.”

How do you handle this?How do you handle this?

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B. You are site visiting a program that has B. You are site visiting a program that has experienced recent reductions in faculty. experienced recent reductions in faculty. During your meeting with the students, they During your meeting with the students, they express grave concerns about faculty overload express grave concerns about faculty overload and burnout. One of the students says to the and burnout. One of the students says to the site visit team, “You’ve got to help the faculty. site visit team, “You’ve got to help the faculty. If they keep continuing at this pace, they all If they keep continuing at this pace, they all will be hospitalized with stress disorders in will be hospitalized with stress disorders in the next month.”the next month.”


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10. Conflicts between the site 10. Conflicts between the site visitorsvisitorsYou are visiting a scientist practitioner doctoral You are visiting a scientist practitioner doctoral training program in the Midwest. The visit is training program in the Midwest. The visit is within a few hours of being completed, and the within a few hours of being completed, and the team is taking a short break to assess where they team is taking a short break to assess where they are before withdrawing to begin blocking out are before withdrawing to begin blocking out their findings and setting up plans to complete their findings and setting up plans to complete the work. In the discussion, one of the team the work. In the discussion, one of the team members says that he cannot in good faith give a members says that he cannot in good faith give a positive evaluation of this program in Domain B positive evaluation of this program in Domain B because students receive absolutely no exposure because students receive absolutely no exposure to transpersonal psychology. A general to transpersonal psychology. A general discussion ensues about this matter. No one else discussion ensues about this matter. No one else is sympathetic to the position being enunciated, is sympathetic to the position being enunciated, but the team member remains adamant.but the team member remains adamant.

As a fellow team member, what is your As a fellow team member, what is your responsibility and what would you do about it?responsibility and what would you do about it?

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11. Impaired site visitor11. Impaired site visitor

You are a member of a team visiting an You are a member of a team visiting an internship program. When you arrive for your internship program. When you arrive for your pre-visit planning with the team chair, he appears pre-visit planning with the team chair, he appears to be unsteady on his feet and his speech is to be unsteady on his feet and his speech is slurred. It proves difficult to get clear with him slurred. It proves difficult to get clear with him how the two of you are to proceed, because he how the two of you are to proceed, because he tends to ramble and be somewhat incoherent. tends to ramble and be somewhat incoherent. When the two of you meet with the program When the two of you meet with the program director, the troublesome behavior continues, and director, the troublesome behavior continues, and you are concerned that the chairperson is either you are concerned that the chairperson is either drunk or in difficulty because of some other drunk or in difficulty because of some other chemical substance.chemical substance.

What is your responsibility, and what do you do What is your responsibility, and what do you do next?next?

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Office of Program Office of Program Consultation and Consultation and

AccreditationAccreditationOffice Phone:Office Phone: (202) 336-5979 (202) 336-5979

Office Fax:Office Fax: (202) 336-5978 (202) 336-5978

Web Address:Web Address: http://www.apa.org/ed/accreditationhttp://www.apa.org/ed/accreditation

Dr. Susan Zlotlow, DirectorDr. Susan Zlotlow, Director

e-mail address: [email protected] address: [email protected]

1 accreditation site visitor training materials as presented at coa site visitor workshops *this...

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