Faith Integration in Clinical Psychology Track
What is faith integration in psychology?
Faith integration in psychology is predicated on the conviction that matters of faith and spirituality are foundational to how we understand people, healing, ethical responsibility, and professional identity.
According to research and professional consensus, mental health professionals should consider and incorporate a patient’s religious and spiritual beliefs when providing care, as these beliefs can significantly impact their mental health and coping mechanisms, and should be acknowledged and understood within the therapeutic process (American Psychological Association, 2013).
Rather than treating integration as an abstract, purely intellectual exercise, this program emphasizes embodiment, application, and personal formation. We are concerned not only with what students know, but with who they are becoming as clinicians, caregivers and moral agents.
Who It’s For
The faith integration track is an optional specialization designed for those who want deeper and more focused instruction on the integration of Christian theology into clinical practice, helping them explore how their faith and spiritual experiences shape their clinical interests and capabilities.
With an emphasis on the relationship between spirituality, Christian theology, wellness, and mental health, the specialization prepares students to assess and address clients’ faith in clinical settings, fostering compassionate, holistic, and faith-informed care across diverse therapeutic contexts.
This specialization allows students to:
- Engage Christian theology and spirituality at an advanced and applied level
- Integrate theological concepts directly into clinical case conceptualization and intervention
- Develop a personal philosophy of faith integration
- Conduct research or scholarship related to faith and clinical practice
The specialization includes advanced coursework, a dissertation component focused on integration, and professional dissemination through presentations or publications.
How does George Fox University’s assessment track work?
The university’s Graduate School of Clinical Psychology uses a flexible track approach that comprises 18 hours, including electives and required courses that focus on assessment. Students are not admitted to a track and need not apply for a track. They simply designate their intention to complete a track’s requirements and then do so.
Because some of the electives that count toward the faith integration track also count toward the adolescent and child track, the primary care track, and the child and adolescent psychology track, students have the flexibility to switch tracks if they wish. They just need to be mindful that they have enough credits to complete the track they are hoping to switch to.
In addition to the track-related coursework, students are required to complete a research project and a practicum in their area of specialization.
Note: Students are not required to choose a specialization track to graduate from the George Fox University PsyD program.
What courses will I take?
This track incorporates two specialization courses:
- Integration and Application of Christian Theology and Spirituality in Clinical Practice This course provides advanced training in incorporating theological concepts into assessment, case conceptualization, and intervention – while maintaining ethical standards and cultural sensitivity.
- Christian Spiritual and Theological Dimensions of Mental Health This class examines mental health through a Christian spiritual and theological lens, integrating faith perspectives with clinically sound and ethically responsible treatment planning.
Doctor of Psychology in Clinical 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 V 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. Prerequisites: PSYD 557 Cognitive Assessment: Adult
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.
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:
This course offers an in-depth and applied exploration of self-awareness as a fundamental element of professional development. Self-awareness is a critical skill that enhances the ability to know oneself, interact effectively with others, and understand how to support personal growth areas. Coursework provides students with the knowledge, tools, and practical exercises needed to increase self-awareness and facilitate student engagement in personal and spiritual formation efforts. The class is designed to foster personal growth in students, supporting their development as future psychologists. Course fee required.
As therapists increasingly encounter clients with diverse religious and spiritual backgrounds, understanding and addressing these issues ethically and effectively is important in clinical care. Students will learn to effectively address and incorporate their clients' religious and spiritual beliefs into the therapeutic process. These competencies are essential for providing culturally sensitive, holistic, and effective care to individuals who view their faith and spirituality as significant aspects of their lives. Topics include cultural competence, respecting religious diversity, self-awareness, integration strategies, addressing faith crises, and collaborative care. (Prerequisites: PSYD 571 Personal Formation & Self-Awareness).
An exploration of how faith and spirituality influences human lives, bringing about redemptive change and transformation, with a focus on the personal lives of professional psychologists. By integrating theoretical reflection with experiential practices from classical spiritual disciplines, this course will help students develop a personal foundation in spiritual formation. Key elements such as prayer, journaling, and diverse forms of worship will be emphasized.
This course focuses on forgiveness and reconciliation, a crucial area for both therapists and clients. It is designed to help students and future clinicians understand and guide people through forgiveness and reconciliation processes. The curriculum explores the theory and philosophy behind forgiveness, its application to personal growth, and practical techniques for helping clients navigate this journey. Additionally, it examines how forgiveness and reconciliation can address societal divisions and cultural wounds. The coursework engages students in the theory of relational healing, practical steps for personal forgiveness, and the therapeutic process of walking clients through reconciliation. (Prerequisites: PSYD 571 Personal Formation & Self-Awareness). Course fee required.
This course offers an examination of self-care as a form of stewardship. Students will be exposed to various perspectives on caring for oneself physically, psychologically, and spiritually – both for their well-being and for the health of their patients. Furthermore, the course will explore the concept of resilience and the facets that contribute to improved resilience. While various Christian perspectives on self-stewardship and resilience will be central, other viewpoints will also be explored. (Prerequisites: PSYD 571 Personal Formation & Self-Awareness). 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 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 a sequence 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 532 Clinical Foundations of Treatment.
This is a sequence 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 533 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 534 Practicum I. Co-Requisite: PSYD 805.
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 535 Practicum I. Co-Requisite: PSYD 805.
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 536 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 537 Practicum II. Co-Requisite: PSYD 805.
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 538 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 15 hours from any elective offering in the curriculum.
An introduction to the foundations and principles of clinical psychopharmacology for psychologists in clinical settings.
This course will build on PSYD 505 Lifespan 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 Lifespan 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.
Provides an overview of physiological, sociological, and psychological aspects of sexuality and sexual dysfunctions. Approaches to evaluation and treatment of dysfunctions and consideration of the influences of beliefs upon the causes and remediations of problems are included. Prerequisite: PSYD 532-533 Practicum I.
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.
This course explores the intersection of Christian theology and clinical psychology, providing students with a framework to integrate spiritual and theological perspectives into clinical practice. Through lectures, case studies, and experiential exercises, students will develop the skills needed to incorporate Christian theology and spirituality into therapeutic interventions while maintaining professional and ethical standards (Prerequisites: PSYD 571 Personal Formation & Self-Awareness).
This course examines mental health through a Christian spiritual and theological perspective. It explores the connection between spirituality, Christian theology, and mental health. Students will learn to assess and integrate a client's faith and spiritual beliefs into assessment and therapeutic practice (Prerequisites: PSYD 571 Personal Formation & Self-Awareness).
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. Prerequisites: PSYD 520 Neuropsychological Assessment
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. Additional course fee required.
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.
What makes the faith integration track at George Fox stand out from similar programs at other schools?
This track reflects George Fox University’s commitment to forming clinicians who serve with clarity, integrity, compassion and courage. We are not simply aiming for competence but for formation. This goal isn’t primary for the vast majority of PsyD programs.
In this track, you’ll examine mental health through a Christian spiritual and theological lens, allowing you to integrate faith perspectives with clinically sound and ethically responsible treatment planning.
Ultimately, we seek to graduate psychologists who are:
- Clinically skilled and ethically grounded
- Attuned to their own inner lives
- Respectful of religious and spiritual diversity in clinical work
- Capable of addressing spiritual concerns without coercion or avoidance
- Resilient, reflective, and sustainable in long-term practice
