Doctor of Psychology (PsyD)
At a Glance
100%
Placement in APA-accredited internships (2021-22)
6
Average number of mentors reported by our PsyD students - more
APA
Accredited program - more
Program Length
5 years of in-person education to earn both a non-terminal masters degree and a doctorate
Location
Newberg, Oregon
Semester Credit Hours
125
Cost Per Semester Credit Hour
$1,056*
Average Tuition Cost Per Year
$27,216* - total program costs
Paid Positions
85% of students receive compensation in positions related to their training - more
* All stated financial information is subject to change. Financial aid available.
Ever Hopeful. Ever Forward.
Every person deserves a chance to experience the fullness of life. To laugh, to cry, to hurt, to heal. To push through challenges and emerge with clarity, confidence and self-understanding.
At George Fox, we’ll prepare you to meet people in their time of need. You’ll learn to care for every aspect of their humanity, including their spiritual side, so they can find the strength – and the hope – that lies within themselves.
You’ll also contribute to research that enhances our understanding of the human condition. This isn’t just an education. It’s a calling of the heart and a way forward for us all.
Create Clarity and Drive Discovery
Transform lives and advance the field of psychology by integrating spiritual care and research-based strategies into your life’s work. It all starts here.
-
Culturally & Spiritually Informed
Explore different belief systems, examine your own spiritual journey and gain the perspective you need to provide complete care to diverse individuals and communities.
-
Powered by Mentorship
Walk alongside mentors and practitioners whose expertise is matched by a commitment to your personal and professional growth.
-
Comprehensive & Customized
Generate knowledge as part of a research team and focus on your interests in a variety of clinical settings and three specialized tracks.
Doctor of Psychology (PsyD) Program | George Fox University
Close
Elevate Your Spiritual Awareness
Don’t dance around the subject of spirituality – embrace it as an essential dimension of the human condition and the clients you serve. Understanding spiritual belief systems and diverse worldviews is a vital aspect of multicultural competency, and your experience at George Fox will equip you to treat people from all walks of life with understanding, compassion and sensitivity.
“The spiritual training I obtained in this PsyD program at George Fox set me up to do amazing work with my clients,” says Kameron Dill, director of pediatrics at Sundstrom Clinical Services. “I am so grateful that I chose a program that has the integration component to help me treat my clients from a broader worldview lens.”
Learn from Caring Mentors
Be inspired by professors and practitioners who invest in your development as a psychologist. They’ll share what they’ve learned as practitioners, help you cultivate your interests and encourage you to explore new horizons. You’ll also be paired with a peer mentor, opening the door to thoughtful conversations and timely advice.
“I've received mentorship not only from my professors and the people in my classrooms, but also from my supervisors,” says Manesha Ram, a third-year student in the program. “I get academic and clinical mentorship, so I learn about theory on one hand and practice on the other. I have people supporting me in all of those things.”
Find Strength in Community
Earn your PsyD in a diverse learning community that’s grounded in trust, mutual respect and a shared sense of purpose. You’ll build lasting relationships that energize your personal and professional life. Be accepted. Be nurtured. Lean on each other when the going gets tough. And celebrate accomplishments – together.
“The cohort model fosters stepping into a group of people and becoming family,” says Shaun Davis, who runs a private practice and serves as a mentor for our students. “My classmates became the support system. We encouraged each other. We helped de-stress each other. It was something so surprising to me, and I don't know that I could have done the program without it.”
Learn on the Leading Edge
Conduct groundbreaking studies and discover new ways to help patients lead healthy, fulfilling lives. Collaborate with your professors and peers as part of a research team and gain specialized knowledge in primary care, child and adolescent psychology, or assessment.
“At George Fox, I’ve had the chance to work with peers and faculty on research projects,” says Melissa Flores, who elevated her understanding of holistic care by taking the primary care track. “It’s been a life-changing experience to pursue research topics I’m passionate about and have the opportunity to contribute to the field of psychology.”
Guaranteed Placement. Immediate Impact.
All of our students secure internships accredited by the American Psychological Association, which has singled out George Fox for high-quality mentoring and professional guidance. Put your knowledge to work in multiple settings, including college counseling centers, medical clinics, mental health centers, forensic placements and an integrated care internship.
“One of the things that was important to me when I started at Fox was that I wanted a new and different experience,” says Joanna Harbarts, a psychologist resident with Cornerstone Clinical Services. “I’ve found that my training has prepared me to handle anything that comes into my office.”
Be Close to Everything
Live and learn in the heart of Oregon. You’ll attend classes at our 108-acre campus in Newberg, home to cozy coffeehouses, quaint shops and restaurants that cater to every taste. When it’s time to refresh your mind and spirit, go for a stroll along our campus creek, explore the picturesque Willamette Valley, take a short drive to Portland or head to the beach, just 63 miles away. George Fox University is close to everything.
Curriculum
Gain the breadth and depth of knowledge you need to excel as a psychologist. Immerse yourself in theory and delve into classes that cover a variety of crucial areas, including diversity, spiritual integration and psychotherapy.
Doctor of Psychology (PsyD Degree) Requirements
×Completed by all students
Complete the following:
Focuses on the major theories of personality, their authors, and the systems of psychotherapy associated with those personality theories. This course provides an understanding of the basic principles of personality development, structure, dynamics, and process. The course also serves as a survey of the major systems of psychotherapy. Significant research on personality and psychotherapy outcome and process will be reviewed.
Focuses on understanding the basic processes and distinguishing features among the major categories of mental disorders and becoming familiar with standard diagnostic categories and systems. Assessment and case reports using DSM IV criteria are emphasized.
Examines contemporary perspectives on thought, learning, memory, emotion, and other higher mental processes. After a review of theoretical perspectives on learning, cognition, and emotion, cognition-emotion interaction and the development of this interaction will be discussed.
An overview of some of the major theories, concepts, and research topics in social psychology. The social aspects of the individual's behavior are studied, with special reference to the social agencies involved in shaping behavior.
An overview of the important psychological developments that occur throughout the life span. Contemporary research and developmental theories will provide a structure for understanding the change of people from infancy to senescence. Central issues of human functioning such as intelligence, social relations, motor functions, gender, faith, morality, and selfhood will be discussed in order to provide a normative and foundational basis for understanding people.
An overview of human neuroscience is provided, with emphasis on those areas of importance to the clinical psychologist.
Required for Master's Degree: PSYD 501, 502, 503, 504, 505
This course is designed to enhance students' own cultural awareness, engagement with, and understanding of cultural influences. It considers issues of human diversity broadly defined to include race, ethnicity, culture, nationality, religion, sexual orientation, gender identity, and ability. Students will explore the contours of difference and the dynamics of diversity, privilege, and oppression in domestic and global contexts.
An overview of the development of psychology via prominent historical figures and systems from the early Greek philosophers to the 21st century. Current developments from these roots will be critically evaluated.
This course is focused on clinical application of concepts learned in Diversity I and II. Students will explore practically how to engage in clinical work with people from various perspectives different than their own, with cultural humility and including how to engage in related conversations with clients. It will also include practical considerations around culturally appropriate assessments with culturally sensitive measures. As part of this course, students will engage clinically with a diverse client from the practicum setting for applied clinical skill practice, including small group discussion and oversight through the course.
This course is focused on considerations around effective advocacy and social justice in the role of a clinical psychologist. Current issues and concepts will also be discussed, building on and integrating learning from the first three courses in the diversity sequence.
Required for Master's Degree: PSYD 507, 708
Complete the following:
A survey of theory and methods of test construction, with emphasis on professional standards for evaluating published tests and application of test results. Concepts of test development will be examined, including scaling, item analysis, standardization, measurement error, reliability, and validity. Basic statistics and statistical software related to correlational analyses will also be included. Commonly used psychology tests will be used as psychometric examples (especially cognitive scales). Issues of test use among ethnic and special populations will also receive attention.
This course emphasizes a review of basic statistics (univariate statistics such as Pearson r, t-tests, and ANOVA), then generalizes these to the case of multiple dependent variables. Numerous methods of comparing and combining results will be discussed including test assumptions, methods for tests of significance, and effect sizes.
A rigorous examination of the spectrum of methods available for research in the clinical domain, ranging from basic to applied, and including descriptive, traditional experimental research, and strategies used in evaluating the effectiveness of intervention programs in a variety of mental health settings. Topics include the principles of experimental and quasiexperimental design and an introduction to qualitative research. Data analyses include MANOVA, MANCOVA, Discriminate Analysis, Meta-analysis, Factor Analysis, and an examination of the assumptions of each.
Required for Master's Degree: PSYD 511, 513
Complete the following:
Introduces the basic statistical concepts of measurement and objective and projective personality assessment. Administration, scoring, and interpretation of objective personality measures will be emphasized as well as preparing written reports of test results. Additional course fee required.
An introduction to the individualized assessment of adults and young adults including measures of intellectual and other selected cognitive functions, memory and academic achievement with emphasis on empirically supported, culturally consistent measures. Theoretical, conceptual, and clinical aspects of test administration and interpretation will be emphasized. A weekly one-hour lab practicum experience is included in order to provide practice with and coaching on the most common cognitive test instruments. Additional course fee required.
An introduction to the individualized assessment of Children and Adolescents including measures of intellectual and other selected cognitive functions, memory and academic achievement with emphasis on empirically supported, culturally consistent measures. Theoretical, conceptual, and clinical aspects of test administration and interpretation will be emphasized. A weekly one-hour lab practicum experience is included in order to provide practice with and coaching on the most common cognitive test instruments. Additional course fee required.
Required for Master's Degree: PSYD 521, 557, 558
Complete the following:
This two-semester sequence prepares the student for the Practicum I training experience. It is a two semester sequence that includes weekly lecture and coursework; in additon, participation in weekly lab groups is required. The experiential component begins with simulated clinical during the first month and culminates in two long-term clients during the second semester. The clinical sessions integrate course theory and practice and are taped and closely supervised. The clinical sessions provide a laboratory experience in which students learn interpersonal communication and empathy skills using role-play techniques and audio and video feedback. In addition to weekly lectures, students are expected to participate in weekly, vertical, clinical team meeting with students from all cohorts, weekly, small group lab meetings with students from their own cohort, and didactics to introduce them to the legal and ethical issues of practice, the administrative structure and functioning of clinical settings, and the practical issues of assessment, psychotherapy, case management, and record keeping. Additional course fee required.
This two-semester sequence prepares the student for the Practicum I training experience. It is a two semester sequence that includes weekly lecture and coursework; in additon, participation in weekly lab groups is required. The experiential component begins with simulated clinical during the first month and culminates in two long-term clients during the second semester. The clinical sessions integrate course theory and practice and are taped and closely supervised. The clinical sessions provide a laboratory experience in which students learn interpersonal communication and empathy skills using role-play techniques and audio and video feedback. In addition to weekly lectures, students are expected to participate in weekly, vertical, clinical team meeting with students from all cohorts, weekly, small group lab meetings with students from their own cohort, and didactics to introduce them to the legal and ethical issues of practice, the administrative structure and functioning of clinical settings, and the practical issues of assessment, psychotherapy, case management, and record keeping. Pre-requisite: PSYD 530 Clinical Foundations I
This class explores the theory and practice of psychodynamic psychotherapy, including analytic, object relations, and self psychologies. Major theorists and assessment techniques are critically appraised, and process and outcome research related to these approaches is examined. Case studies will be required of current clients, whom the student treats in his or her practice setting, examining them from a psychodynamic perspective. Prerequisite: PSYD 501 Theories of Personality and Psychotherapy.
This class provides an introduction to cognitive-behavioral techniques, explores their application in short-term and longer-term psychotherapy, and examines process and outcome research findings related to the use of these approaches. Case studies are used to develop skills in planning cognitive behavioral interventions, establishing behavioral objectives, and measuring outcomes of treatment. Consistencies and tensions with Christian beliefs and worldviews will be explored, and practical strategies for using cognitive-behavioral interventions with religious clients are examined.
This is a survey course of the major theoretical developments in family and couples therapy. Leading theories, concepts, assessment strategies, and intervention techniques will be discussed and demonstrated. A systems perspective on health and dysfunction will be contrasted with individual approaches to psychotherapy. The process and outcome research literature will be reviewed. An emphasis is placed on understanding the diversity of family structures and styles in contemporary society, as well as the ways many Christians understand marriage and family relationships. Several issues relevant to clinical work with Christian families and couples will be discussed.
Required for Master's Degree: PSYD 530, 531, 551, 552
Complete the following:
An introductory exploration of faith integration in psychology and psychotherapy, emphasizing the historical conversations between Christian theology, psychology, and spiritual formation as well as contemporary conversations about religion, spirituality, science, culture, and psychotherapy. Implications for health service psychology are emphasized.
In this integration capstone course, major themes of Christian theology are considered with regard to their implications for the life and work of a professional psychologist.
An introduction to the ways God works in human lives, affecting redemptive change and spiritual transformation, with special attention given to the personal life of professional psychologists. A theoretical basis for reflection, combined with experiential components of the classical spiritual disciplines, will enable the student to establish a personal foundation of spiritual formation, including such elements as prayer, journaling, and various approaches to worship. Additional course fee required.
Explores a particular topic of interest to health service psychologists while considering perspectives of both psychology and Christianity. Course fee required.
Explores a particular topic of interest to health service psychologists while considering perspectives of both psychology and Christianity. Course fee required.
Required for Master's Degree: PSYD 571, 616, 630
Complete the following:
Examines the American Psychological Association's "Ethical Principles of Psychologists and Code of Conduct," federal and state laws relevant to the practice of psychology, the related ethical and practical considerations involved in qualifying for licensure, and establishing and conducting a professional practice.
In addition to assisting toward internship application, this course focuses on contemporary issues within the field of psychology; guidelines and procedures for referral and interprofessional collaboration are reviewed; and legal, ethical, and professional issues involved in working in a multidisciplinary managed care context are discussed. Establishing a professional practice and the professional and personal life of the therapist also receive attention. Students will be expected to bring examples of curriculum vitae, marketing strategies, as well as management problems and issues from their current practice settings. Prerequisite: fourth-year standing.
Reviews a range of consultation methods in professional psychology, from expert-prescriptive models to collaborative models. Principles of education and program evaluation are also explored. Specific skills such as articulating effective consultation questions, developing questionnaires, conducting qualitative data analyses, and writing in professional psychology are considered.
Reviews a range of consultation methods in professional psychology, from expert-prescriptive models to collaborative models. Principles of education and program evaluation are also explored. Specific skills such as articulating effective consultation questions, developing questionnaires, conducting qualitative data analyses, and writing in professional psychology are considered.
This course provides an introduction to the theory, research and practice of clinical supervision and to the management of clinical service provision. The student will become acquainted with theory and research on management and supervision and engage in experiential learning of supervision and management skills. This course is structured as a two-semester course that involves both theory and supervised practice in Supervision and Management.
This course provides an introduction to the theory, research and practice of clinical supervision and to the management of clinical service provision. The student will become acquainted with theory and research on management and supervision and engage in experiential learning of supervision and management skills. This course is structured as a two-semester course that involves both theory and supervised practice in Supervision and Management.
Required for Master's Degree: PSYD 517
Complete the following:
This is a sequence of at least two semesters that builds on PSYD 530-531 Clinical Foundations of Treatment and emphasizes practical training in assessment, diagnosis, psychotherapy, and case management through supervised practice in a variety of clinical settings. Students also participate in team meetings, didactics, and oversight training groups. Prerequisites: PSYD 517 Ethics for Psychologists and PSYD 530-531 Clinical Foundations of Treatment. Additional course fee required.
This is a sequence of at least two semesters that builds on PSYD 530-531 Clinical Foundations of Treatment and emphasizes practical training in assessment, diagnosis, psychotherapy, and case management through supervised practice in a variety of clinical settings. Students also participate in team meetings, didactics, and oversight training groups. Prerequisites: PSYD 517 Ethics for Psychologists and PSYD 530-531 Clinical Foundations of Treatment.
This is an advanced practicum sequence that builds on Practicum I. Students are placed in various community settings to perform psychological assessments and interventions under the supervision of licensed psychologists. Students also receive weekly clinical oversight on campus by faculty members. Prerequisite: PSYD 532-533 Practicum I. Additional course fee required.
This is an advanced practicum sequence that builds on Practicum I. Students are placed in various community settings to perform psychological assessments and interventions under the supervision of licensed psychologists. Students also receive weekly clinical oversight on campus by faculty members. Prerequisite: PSYD 532-533 Practicum I.
This sequence emphasizes development of more advanced skills in assessment, diagnosis, psychotherapy, and case management through supervised practice in a variety of field settings. This sequence seeks to develop skills in supervising others and to prepare students for internship. Students continue to participate in team meetings, oversight training groups, and didactics in a seminar format. Prerequisite: PSYD 535-536 Practicum II. Co-Requisite: PSYD 805. Additional course fee required.
This sequence emphasizes development of more advanced skills in assessment, diagnosis, psychotherapy, and case management through supervised practice in a variety of field settings. This sequence seeks to develop skills in supervising others and to prepare students for internship. Students continue to participate in team meetings, oversight training groups, and didactics in a seminar format. Prerequisite: PSYD 535-536 Practicum II. Co-Requisite: PsyD 805.
Required for Master's Degree: PSYD 532, PSYD 533
Complete 10 hours of the following:
Students must complete a total of 10 dissertation credits. Course is repeatable. A minimum of one credit of dissertation enrollment is required each fall and spring of the second through fourth years of the program.
The Research Team is the formal mechanism by which students involvement in original empirical research is formulated and guided. The Research Team is part of a formal academic sequence involving statistical analysis, research design and research application. Participation in the Research Team will help students to build the necessary skills to generate and evaluate original research. As part of the research sequence, students must individually complete and defend a doctoral-level dissertation. The dissertation may be of an empirical, applied, or theoretical nature. Students should be able to complete their dissertations within the context of the vertically integrated research teams. Enrollment is required each fall and spring semester of the second, third and fourth years of the program.
Required for Master's Degree: two credits of PsyD 805
Continuing Dissertation
PSYD 655 is required for students who do not finish their dissertation research within the minimum 10 hours. PSYD 655 is repeatable until the dissertation is finished.
To maintain continuous enrollment until dissertation is complete. Does not count toward the degree.
Complete the following:
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
A full-time internship comprising 50 weeks and 2,000 hours is required. The internship may be scheduled as a half-time placement for two calendar years or a full-time placement for a single year. Students are strongly encouraged to obtain an APA-accredited or APPIC-recognized internship site. It is likely that students will have to move out of state to complete the approved internship. Prerequisites: completion of MA degree and practicum requirements and approval by the director of clinical training. Special fee assessed.
Training Tracks
Students choose one
Choose one of the following:
An introduction to the anatomical, empirical and clinical aspects of neuropsychology, with an emphasis upon assessment administration and scoring competencies. Fixed, flexible and process battery approaches will be demonstrated in a weekly practice lab component of the course. Course also includes a focus on the appropriate techniques for interpretation, report writing and feedback of neuropsychological assessments. Prerequisites: PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment: Child and Adolescent. Additional course fee required.
Reviews major instruments already learned in Personality, Projectives, Cognitive, and Achievement assessment. Discusses further instrument selection as well as interpretation and synthesis of test findings in writing psychological reports. Specific applications of comprehensive psychological assessments in settings such as schools and forensics are also discussed. Prerequisites: PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment:Child & Adolescent. Additional course fee required.
Clinical Psychology Electives (15 hours)
Complete 15 hours from any elective offering in the curriculum.
An introduction to the foundations and principles of clinical psychopharmacology for psychologists in clinical settings (prerequisite: PsyD 509, Biological Basis of Behavior.)
This course will build on PSYD 505 Human Development. The course provides advanced training in evidence-based interventions for children and adolescents. Interventions taught will center on common referrals including behavior disorders, attention deficit disorders, autism spectrum disorders, depressive and anxiety disorders, adjustment disorders, and pediatric concerns such as toileting and sleep problems.
Introduces the basic concepts of projective assessment and the administration, interpretation, and report writing for a variety of projective techniques, such as the House-Tree-Person, Thematic Apperception Test, and Rotter Incomplete Sentences. The Rorschach Inkblot Test and the Comprehensive System of John E. Exner (revised) will be emphasized. Additional course fee required. Prerequisite: PSYD 521 Personality Assessment.
This course will build on PSYD 505 Human Development, PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment:Child & Adolescent. The class provides advanced training in the administration, interpretation and integration of personality, cognitive and behavioral assessment measures for children and adolescents. Assessment techniques include both broad-band measures applicable across diagnostic presentation, as well as disorder-specific assessments designed for: autism spectrum disorders, behavior disorders, attention deficit disorders, mood and anxiety disorders, and stress-related disorders. The course focuses on integrating multiple assessment measures to provide clinically relevant treatment recommendations.
An advanced course in contemporary psychoanalytic theories and techniques. Though this is not a practicum course, ideally the student should be involved in working in a counseling setting in which applications of this psychodynamic approach may be tested in practice. Prerequisites: PSYD 501 Theories of Personality and Psychotherapy and PSYD 551 Psychodynamic Psychotherapy.
Theory and application of small-group process in clinical settings; laboratory practice in selection of participants, leadership, and interaction methods; and design and implementation of short-term focal groups. Can be taken as a variable credit course.
This course content will vary. It is designed to prepare students to provide neuropsychological assessments across populations and settings. In addition topics will include specialized areas for neuropsychology including neuroanatomy basics. Selection and interpretation of assessments emphasizes empirically supported, culturally consistent measures with a focus on geriatric populations. Work with virtual assessments may also be included. The weekly sessions include didactics, demonstrations and practice for administration competencies.
A survey of the literature on substance abuse and chemical dependency. Emphasis is placed on psychological assessment and intervention for persons with substance abuse disorders.
A seminar dealing with various topics as announced that represent current faculty interests and competencies.
The focus of this course is on the practical understanding and application of Health psychology. This course will introduce you to the biopsychosocial model of health to understand the factors that influence the maintenance of health as well as disease progression. The course includes research-based interventions to treat illness, slow or prevent disease progression. Can be taken as a variable credit course.
Explores a particular topic of interest to health service psychologists while considering perspectives of both psychology and Christianity.
Required for PCP Track. This is the first course in the two-semester sequence which prepares the student for the two-year clinical training experience in primary care medical setting. The Foundations course includes an understanding of the primary care behavioral health model, including interprofessional biopsychosocial treatment mode. The course will include training and practice in evidenced based interventions for primary care, use of assessment, program evaluation and use of population metrics to enhance care. In addition to lecture, training will include practice, participation in training webinars and how to use external resources essential to remaining current in the field. Prerequisite: instructor approval required if not enrolled in PCP Track.
This is the second course in the two-semester sequence for the PCP Track. this course will deepen student's understanding of the interprofessional model used in the primary medical setting to include more advanced skills in complex and collaborative care, use of clinical registries, clinical pathways and other processes designed to enhance population reach. The course will also demonstrate how to expand interprofessional primary care psychology into the specialty medical areas of pediatrics, women's health, cardiology and other medical specialties. Prerequisite: PSYD 701 Foundations of Primary Care Psychology.
The class provides an introduction to the psychological reactions and adjustment responses to various forms of stress, distress, and traumatic stress. Specific focus is on understanding trauma responses associated with physical, sexual, and emotional abuse and neglect. Course topics include an overview of the bio-psycho-social underpinnings of stress, distress, resilience, traumatic stress, PTSD, and complex trauma conditions. Students learn to assess trauma reactions, formulate accurate and relevant diagnoses, create effective treatment plans, and enhance therapy interventions from a trauma informed lens. Students learn to treat specific symptoms common to trauma reactions; including adjustment disorders, bereavement, PTSD, dissociation, and complex trauma conditions. Enrollment priority to advanced students.
Theory and practice of working with children experiencing acute/chronic medical issues and their families within medical service settings. Emphasis will be empirically supported, culturally congruent treatment for a diverse population. (No prerequisite required.)
This course includes issues that are relevant for those students interested in pediatric neuropsychology. Some investigation of screening assessments is done within the course. Topics include how neuropsychology is applied in medical settings with children. No prerequisite courses are required.
This course provides a weekly trauma consultation group to students wishing to complete the PsyD Program Trauma Treatment Certificate. Topics covered include applied trauma assessment, case conceptualization, and treatment feedback. Prerequisite: PSYD 703, Trauma Treatment in Clinical Practice.
This course is focused on understanding how to navigate situations where patients are in crisis. Course topics include suicide risk assessment, differential diagnosis with severe mental illness, internal and external factors that may contribute to crisis, navigating complex medical systems where patients in crisis often land, and navigating the larger mental health system with barriers and access to resources. Students also engage with burnout prevention materials with respect to understanding clinician responses and countertransference with high acuity patients.
Advanced Psychological Assessment (3 hours)
Students may choose PSYD 520 Neuropsychological Assessment or PSYD 524 Comprehensive Psychological Assessment. Students may use elective credits if they are interested in enrolling in both courses.
An introduction to the anatomical, empirical and clinical aspects of neuropsychology, with an emphasis upon assessment administration and scoring competencies. Fixed, flexible and process battery approaches will be demonstrated in a weekly practice lab component of the course. Course also includes a focus on the appropriate techniques for interpretation, report writing and feedback of neuropsychological assessments. Prerequisites: PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment: Child and Adolescent. Additional course fee required.
Reviews major instruments already learned in Personality, Projectives, Cognitive, and Achievement assessment. Discusses further instrument selection as well as interpretation and synthesis of test findings in writing psychological reports. Specific applications of comprehensive psychological assessments in settings such as schools and forensics are also discussed. Prerequisites: PSYD 521 Personality Assessment and PSYD 522 Cognitive Assessment.
Primary Care Psychology Track Required Coursework (4 hours)
Complete the following:
Required for PCP Track. This is the first course in the two-semester sequence which prepares the student for the two-year clinical training experience in primary care medical setting. The Foundations course includes an understanding of the primary care behavioral health model, including interprofessional biopsychosocial treatment mode. The course will include training and practice in evidenced based interventions for primary care, use of assessment, program evaluation and use of population metrics to enhance care. In addition to lecture, training will include practice, participation in training webinars and how to use external resources essential to remaining current in the field. Prerequisite: instructor approval required if not enrolled in PCP Track.
This is the second course in the two-semester sequence for the PCP Track. this course will deepen student's understanding of the interprofessional model used in the primary medical setting to include more advanced skills in complex and collaborative care, use of clinical registries, clinical pathways and other processes designed to enhance population reach. The course will also demonstrate how to expand interprofessional primary care psychology into the specialty medical areas of pediatrics, women's health, cardiology and other medical specialties. Prerequisite: PSYD 701 Foundations of Primary Care Psychology.
Primary Care Track Electives (11 hours)
Choose 11 hours from the following:
An introduction to the foundations and principles of clinical psychopharmacology for psychologists in clinical settings (prerequisite: PsyD 509, Biological Basis of Behavior.)
This course will build on PSYD 505 Human Development. The course provides advanced training in evidence-based interventions for children and adolescents. Interventions taught will center on common referrals including behavior disorders, attention deficit disorders, autism spectrum disorders, depressive and anxiety disorders, adjustment disorders, and pediatric concerns such as toileting and sleep problems.
This course will build on PSYD 505 Human Development, PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment:Child & Adolescent. The class provides advanced training in the administration, interpretation and integration of personality, cognitive and behavioral assessment measures for children and adolescents. Assessment techniques include both broad-band measures applicable across diagnostic presentation, as well as disorder-specific assessments designed for: autism spectrum disorders, behavior disorders, attention deficit disorders, mood and anxiety disorders, and stress-related disorders. The course focuses on integrating multiple assessment measures to provide clinically relevant treatment recommendations.
Theory and application of small-group process in clinical settings; laboratory practice in selection of participants, leadership, and interaction methods; and design and implementation of short-term focal groups. Can be taken as a variable credit course.
A survey of the literature on substance abuse and chemical dependency. Emphasis is placed on psychological assessment and intervention for persons with substance abuse disorders.
A seminar dealing with various topics as announced that represent current faculty interests and competencies.
The focus of this course is on the practical understanding and application of Health psychology. This course will introduce you to the biopsychosocial model of health to understand the factors that influence the maintenance of health as well as disease progression. The course includes research-based interventions to treat illness, slow or prevent disease progression. Can be taken as a variable credit course.
The class provides an introduction to the psychological reactions and adjustment responses to various forms of stress, distress, and traumatic stress. Specific focus is on understanding trauma responses associated with physical, sexual, and emotional abuse and neglect. Course topics include an overview of the bio-psycho-social underpinnings of stress, distress, resilience, traumatic stress, PTSD, and complex trauma conditions. Students learn to assess trauma reactions, formulate accurate and relevant diagnoses, create effective treatment plans, and enhance therapy interventions from a trauma informed lens. Students learn to treat specific symptoms common to trauma reactions; including adjustment disorders, bereavement, PTSD, dissociation, and complex trauma conditions. Enrollment priority to advanced students.
Theory and practice of working with children experiencing acute/chronic medical issues and their families within medical service settings. Emphasis will be empirically supported, culturally congruent treatment for a diverse population. (No prerequisite required.)
This course includes issues that are relevant for those students interested in pediatric neuropsychology. Some investigation of screening assessments is done within the course. Topics include how neuropsychology is applied in medical settings with children. No prerequisite courses are required.
This course provides a weekly trauma consultation group to students wishing to complete the PsyD Program Trauma Treatment Certificate. Topics covered include applied trauma assessment, case conceptualization, and treatment feedback. Prerequisite: PSYD 703, Trauma Treatment in Clinical Practice.
This course is focused on understanding how to navigate situations where patients are in crisis. Course topics include suicide risk assessment, differential diagnosis with severe mental illness, internal and external factors that may contribute to crisis, navigating complex medical systems where patients in crisis often land, and navigating the larger mental health system with barriers and access to resources. Students also engage with burnout prevention materials with respect to understanding clinician responses and countertransference with high acuity patients.
Advanced Psychological Assessment (3 hours)
Students may choose PSYD 520 Neuropsychological Assessment or PSYD 524 Comprehensive Psychological Assessment. Students may use elective credits if they are interested in enrolling in both courses.
An introduction to the anatomical, empirical and clinical aspects of neuropsychology, with an emphasis upon assessment administration and scoring competencies. Fixed, flexible and process battery approaches will be demonstrated in a weekly practice lab component of the course. Course also includes a focus on the appropriate techniques for interpretation, report writing and feedback of neuropsychological assessments. Prerequisites: PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment: Child and Adolescent. Additional course fee required.
Reviews major instruments already learned in Personality, Projectives, Cognitive, and Achievement assessment. Discusses further instrument selection as well as interpretation and synthesis of test findings in writing psychological reports. Specific applications of comprehensive psychological assessments in settings such as schools and forensics are also discussed. Prerequisites: PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment:Child & Adolescent. Additional course fee required.
Child & Adolescent Psychology Required Coursework (6 hours)
Complete the following:
This course will build on PSYD 505 Human Development. The course provides advanced training in evidence-based interventions for children and adolescents. Interventions taught will center on common referrals including behavior disorders, attention deficit disorders, autism spectrum disorders, depressive and anxiety disorders, adjustment disorders, and pediatric concerns such as toileting and sleep problems.
This course will build on PSYD 505 Human Development, PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment:Child & Adolescent. The class provides advanced training in the administration, interpretation and integration of personality, cognitive and behavioral assessment measures for children and adolescents. Assessment techniques include both broad-band measures applicable across diagnostic presentation, as well as disorder-specific assessments designed for: autism spectrum disorders, behavior disorders, attention deficit disorders, mood and anxiety disorders, and stress-related disorders. The course focuses on integrating multiple assessment measures to provide clinically relevant treatment recommendations.
Theory and practice of working with children experiencing acute/chronic medical issues and their families within medical service settings. Emphasis will be empirically supported, culturally congruent treatment for a diverse population. (No prerequisite required.)
Child & Adolescent Psychology Track Electives (9 hours)
Complete 9 hours from the following:
An introduction to the foundations and principles of clinical psychopharmacology for psychologists in clinical settings (prerequisite: PsyD 509, Biological Basis of Behavior.)
A survey of the literature on substance abuse and chemical dependency. Emphasis is placed on psychological assessment and intervention for persons with substance abuse disorders.
A seminar dealing with various topics as announced that represent current faculty interests and competencies.
The focus of this course is on the practical understanding and application of Health psychology. This course will introduce you to the biopsychosocial model of health to understand the factors that influence the maintenance of health as well as disease progression. The course includes research-based interventions to treat illness, slow or prevent disease progression. Can be taken as a variable credit course.
The class provides an introduction to the psychological reactions and adjustment responses to various forms of stress, distress, and traumatic stress. Specific focus is on understanding trauma responses associated with physical, sexual, and emotional abuse and neglect. Course topics include an overview of the bio-psycho-social underpinnings of stress, distress, resilience, traumatic stress, PTSD, and complex trauma conditions. Students learn to assess trauma reactions, formulate accurate and relevant diagnoses, create effective treatment plans, and enhance therapy interventions from a trauma informed lens. Students learn to treat specific symptoms common to trauma reactions; including adjustment disorders, bereavement, PTSD, dissociation, and complex trauma conditions. Enrollment priority to advanced students.
This course includes issues that are relevant for those students interested in pediatric neuropsychology. Some investigation of screening assessments is done within the course. Topics include how neuropsychology is applied in medical settings with children. No prerequisite courses are required.
This course provides a weekly trauma consultation group to students wishing to complete the PsyD Program Trauma Treatment Certificate. Topics covered include applied trauma assessment, case conceptualization, and treatment feedback. Prerequisite: PSYD 703, Trauma Treatment in Clinical Practice.
This course is focused on understanding how to navigate situations where patients are in crisis. Course topics include suicide risk assessment, differential diagnosis with severe mental illness, internal and external factors that may contribute to crisis, navigating complex medical systems where patients in crisis often land, and navigating the larger mental health system with barriers and access to resources. Students also engage with burnout prevention materials with respect to understanding clinician responses and countertransference with high acuity patients.
Assessment Track Requirements (12 hours)
Complete the following:
An introduction to the foundations and principles of clinical psychopharmacology for psychologists in clinical settings (prerequisite: PsyD 509, Biological Basis of Behavior.)
An introduction to the anatomical, empirical and clinical aspects of neuropsychology, with an emphasis upon assessment administration and scoring competencies. Fixed, flexible and process battery approaches will be demonstrated in a weekly practice lab component of the course. Course also includes a focus on the appropriate techniques for interpretation, report writing and feedback of neuropsychological assessments. Prerequisites: PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment: Child and Adolescent. Additional course fee required.
Reviews major instruments already learned in Personality, Projectives, Cognitive, and Achievement assessment. Discusses further instrument selection as well as interpretation and synthesis of test findings in writing psychological reports. Specific applications of comprehensive psychological assessments in settings such as schools and forensics are also discussed. Prerequisites: PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment:Child & Adolescent. Additional course fee required.
This course will build on PSYD 505 Human Development, PSYD 521 Personality Assessment, PSYD 557 Cognitive Assessment: Adult and PSYD 558 Cognitive Assessment:Child & Adolescent. The class provides advanced training in the administration, interpretation and integration of personality, cognitive and behavioral assessment measures for children and adolescents. Assessment techniques include both broad-band measures applicable across diagnostic presentation, as well as disorder-specific assessments designed for: autism spectrum disorders, behavior disorders, attention deficit disorders, mood and anxiety disorders, and stress-related disorders. The course focuses on integrating multiple assessment measures to provide clinically relevant treatment recommendations.
This course includes issues that are relevant for those students interested in pediatric neuropsychology. Some investigation of screening assessments is done within the course. Topics include how neuropsychology is applied in medical settings with children. No prerequisite courses are required.
Assessment Track Electives (2 hours)
Complete 2 hours from the following:
This course content will vary. It is designed to prepare students to provide neuropsychological assessments across populations and settings. In addition topics will include specialized areas for neuropsychology including neuroanatomy basics. Selection and interpretation of assessments emphasizes empirically supported, culturally consistent measures with a focus on geriatric populations. Work with virtual assessments may also be included. The weekly sessions include didactics, demonstrations and practice for administration competencies.
A survey of the literature on substance abuse and chemical dependency. Emphasis is placed on psychological assessment and intervention for persons with substance abuse disorders.
The class provides an introduction to the psychological reactions and adjustment responses to various forms of stress, distress, and traumatic stress. Specific focus is on understanding trauma responses associated with physical, sexual, and emotional abuse and neglect. Course topics include an overview of the bio-psycho-social underpinnings of stress, distress, resilience, traumatic stress, PTSD, and complex trauma conditions. Students learn to assess trauma reactions, formulate accurate and relevant diagnoses, create effective treatment plans, and enhance therapy interventions from a trauma informed lens. Students learn to treat specific symptoms common to trauma reactions; including adjustment disorders, bereavement, PTSD, dissociation, and complex trauma conditions. Enrollment priority to advanced students.
This course is focused on understanding how to navigate situations where patients are in crisis. Course topics include suicide risk assessment, differential diagnosis with severe mental illness, internal and external factors that may contribute to crisis, navigating complex medical systems where patients in crisis often land, and navigating the larger mental health system with barriers and access to resources. Students also engage with burnout prevention materials with respect to understanding clinician responses and countertransference with high acuity patients.
General Elective Credits (4 hours)
Complete 4 hours from the following:
This course will build on PSYD 505 Human Development. The course provides advanced training in evidence-based interventions for children and adolescents. Interventions taught will center on common referrals including behavior disorders, attention deficit disorders, autism spectrum disorders, depressive and anxiety disorders, adjustment disorders, and pediatric concerns such as toileting and sleep problems.
Introduces the basic concepts of projective assessment and the administration, interpretation, and report writing for a variety of projective techniques, such as the House-Tree-Person, Thematic Apperception Test, and Rotter Incomplete Sentences. The Rorschach Inkblot Test and the Comprehensive System of John E. Exner (revised) will be emphasized. Additional course fee required. Prerequisite: PSYD 521 Personality Assessment.
An advanced course in contemporary psychoanalytic theories and techniques. Though this is not a practicum course, ideally the student should be involved in working in a counseling setting in which applications of this psychodynamic approach may be tested in practice. Prerequisites: PSYD 501 Theories of Personality and Psychotherapy and PSYD 551 Psychodynamic Psychotherapy.
Theory and application of small-group process in clinical settings; laboratory practice in selection of participants, leadership, and interaction methods; and design and implementation of short-term focal groups. Can be taken as a variable credit course.
This course content will vary. It is designed to prepare students to provide neuropsychological assessments across populations and settings. In addition topics will include specialized areas for neuropsychology including neuroanatomy basics. Selection and interpretation of assessments emphasizes empirically supported, culturally consistent measures with a focus on geriatric populations. Work with virtual assessments may also be included. The weekly sessions include didactics, demonstrations and practice for administration competencies.
A survey of the literature on substance abuse and chemical dependency. Emphasis is placed on psychological assessment and intervention for persons with substance abuse disorders.
A seminar dealing with various topics as announced that represent current faculty interests and competencies.
The focus of this course is on the practical understanding and application of Health psychology. This course will introduce you to the biopsychosocial model of health to understand the factors that influence the maintenance of health as well as disease progression. The course includes research-based interventions to treat illness, slow or prevent disease progression. Can be taken as a variable credit course.
Explores a particular topic of interest to health service psychologists while considering perspectives of both psychology and Christianity.
The class provides an introduction to the psychological reactions and adjustment responses to various forms of stress, distress, and traumatic stress. Specific focus is on understanding trauma responses associated with physical, sexual, and emotional abuse and neglect. Course topics include an overview of the bio-psycho-social underpinnings of stress, distress, resilience, traumatic stress, PTSD, and complex trauma conditions. Students learn to assess trauma reactions, formulate accurate and relevant diagnoses, create effective treatment plans, and enhance therapy interventions from a trauma informed lens. Students learn to treat specific symptoms common to trauma reactions; including adjustment disorders, bereavement, PTSD, dissociation, and complex trauma conditions. Enrollment priority to advanced students.
Theory and practice of working with children experiencing acute/chronic medical issues and their families within medical service settings. Emphasis will be empirically supported, culturally congruent treatment for a diverse population. (No prerequisite required.)
This course provides a weekly trauma consultation group to students wishing to complete the PsyD Program Trauma Treatment Certificate. Topics covered include applied trauma assessment, case conceptualization, and treatment feedback. Prerequisite: PSYD 703, Trauma Treatment in Clinical Practice.
Resources & Disclosures
- Student Admissions, Outcomes, and Other Data
- GSCP Curriculum and Licensure Requirements Across States and Territories
Program-Specific Disclosures: George Fox does not require students or trainees to comply with specific policies or practices related to the institution's affiliation or purpose. It does require staff and faculty to adhere to a statement of faith and the mission, vision and values of the university.
Dalton Young
The faculty at George Fox have come alongside me to nurture and grow my skills in therapy and assessment across the lifespan with an emphasis on rural, underserved populations, which I desire to serve throughout my career. During my experience within the PsyD program, faculty have encouraged me to lean into my strength of assessment and have challenged me to expand my skill set within therapy and working with children and adolescents.
Questions?
Ty Sohlman
Admissions Counselor, Doctor of Psychology (PsyD)