Title: Accreditation Site Visitor Training Materials As presented at COA Site Visitor Workshops
1Accreditation Site Visitor Training MaterialsAs
presented at COA Site Visitor Workshops
- This material may serve as a refresher for
current site visitors, but new site visitors must
be trained and approved. Contact the
Accreditation Office for information on upcoming
workshops and requirements for becoming a site
visitor.
2Accreditation Site Visitor Workshop Learning
Objectives
- The workshop will enable participants to
- Use the Guidelines and Principles for
Accreditation (GP) to review program structure
through application of Domains A-H.
Specifically, participants will be able to - -Explain how a program meets accreditation
eligibility requirements. (Domain A) -Review and
discuss a programs specified philosophy of
education and training. (Domain B) - -Describe all resources available to the
program. (Domain C) - -Review and discuss how the program addresses
cultural and individual differences and
diversity. (Domain D) - -Discuss the nature of student-faculty
relations. (Domain E) - -Review and discuss how the program ensures
self-assessment and quality enhancement.
(Domain F) - -Discuss the quality and sufficiency of all
public materials representing the program.
(Domain G) - -Discuss the programs relationship with the
accrediting body. (Domain H) - Conduct interviews with training directors,
department chairs, faculty and staff, interns and
students, and agency administrators. - Review and assess the accuracy and completeness
of the self-study report in terms of consistency
with the GP, and determine what additional
information must be collected during the site
visit to supplement program materials. - Write a site visit report according to the domain
by domain format in the GP. - Discuss potential critical incidents that may
occur during a site visit.
32007 Committee on Accreditation
- Graduate Departments of Psychology/ COGDOP (four
seats) - Clinical Psychology/ CUDCP (two seats)
- Counseling Psychology/ CCPTP (two seats)
- School Psychology/ CDSPP (two seats)
- Schools of Professional Psychology/ NCSPP (two
seats) - Postdoctoral and Internship Centers/ APPIC (two
seats) - Professional Practice/ BPA, CAPP (four seats)
- General Public/(two seats)
- Graduate Students of Psychology/ APAGS (one seat)
42008 Commission on Accreditation
- Graduate Departments of Psychology/ COGDOP (four
seats) - APS/BSA (one seat)
- BEA/NCSPP (one seat)
- Clinical Psychology/ CUDCP (two seats)
- Academy of Clinical Science (one seat)
- Counseling Psychology/ CCPTP (two seats)
- School Psychology/ CDSPP (two seats)
- Schools of Professional Psychology/ NCSPP (two
seats) - Postdoctoral and Internship Centers (total - 6
seats) - APPIC (three seats)
- Internships not specified (2 seats)
- Postdoctoral residencies not specified (1 seat)
- Professional Practice/ BPA, CAPP (four seats)
5Accreditation
- Voluntary Internal (Self-Study) and External
(CoA/Site Visit) Evaluation in order to - Protect public interest
- Improve quality of programs
- Publicly recognize quality programs
- Foster innovation in education and training
6Scope of Accreditation
- Doctoral Training Programs in substantive
professional areas - Clinical, Counseling and School
- Other Developed Practice Areas
- Combinations of 2 or 3 of the above areas
- Doctoral Internship Programs in Professional
Psychology (10, 12, 24 Months) - Post-Doctoral Residencies (See Implementing
Regulation C-11 (a)) - Traditional Practice Programs
- Specialty Practice Programs
- Integrated Practice Programs
7Types of Accreditors
- Regional Accreditors
- National Accreditors
- Programmatic Accreditors (Specialized and
Professional) - CoA is a programmatic Accreditor
recognized by - US Department of Education
- Council for Higher Education Accreditation (CHEA)
8Guiding Principles of Accreditation
- Broad and general preparation for entry level
practice - Integration of science and practice
- Evaluation in light of programs own education
and training model, providing this model is
consistent with - Principles generally accepted as appropriate to
the profession - The model, mission, goals and objectives of the
sponsor institution or agency - Local, regional and/or national needs and
-
- The evolving knowledge base of the area of
emphasis in professional psychology for which the
program prepares its students.
9Outcome Oriented Evaluation Process
- The clarity, consistency, and appropriateness of
institutional or program goals and objectives - The quality of education and training outcomes in
relation to these goals/objectives - The ability of a program actually to achieve its
goals/objectives and - The likelihood that such outcomes can be
consistently maintained.
10Overview of the Accreditation Operating
Procedures
- Program application for initial/periodic CoA
review - Assignment to a review cycle (for continuing
programs) - Submission of the Self-Study following provided
outline and instructions - Preliminary review of self-study and feedback to
program - Decision Re Site visit and selection of site
visitors - Site visit
- Site visit report and program response
- CoA Decision
11Purposes of Site Visit and Role of the Site
Visitors
- A site visit is an assessment of a programs
quality and its consistency with its stated
model. - The site visitors responsibility usually
terminates upon completion of the report.
Occasionally the Committee may request
clarification of some matter prior to making its
decision. Site Visitors should communicate with
programs only through APA until CoA decision is
final. - It is not the role of the site visitor to provide
expert consultation regarding program emphases or
personnel needs or to make prescriptive
programmatic recommendations.
12Site Visitor role continued...
- Address all aspects of each domain and support
with data. Maximum benefit is obtained when the
report adds both specific data to that already
provided by the self-study and evaluation of the
less tangible features of a program whose
variance could not otherwise be captured. - The site visitor must maintain objectivity and be
a neutral observer. The role is sensor not
censor.
13Key Concepts
- What is the programs philosophy and model and
does this fit within the home institution (Domain
A)? - How does the program link the science and
practice of professional psychology (Domain B)? - How does this model lead to goals, objectives and
measurable competencies (Domain B)?
14Key Concepts continued...
- How well does the program prepare students to
achieve those competencies as reflected through
outcome data (Domain F1.a linkage of Domain B
with Domain F)? - How well does the program prepare students to be
competent in those areas designated by the GP
(Domain F1.a)? - Does the program have the resources to achieve
its goals (Domain C)?
15Key Concepts continued...
- Does the program educate and train students to
become professionals in a diverse and
multicultural society (Domain D)? - How does the program (faculty and students)
engage in reflective self-examination and
enhancement (Domain F)? - Does the program make sure all of its public
information is accurate (Domain G)?
16Key Concepts continued...
- How does the program make sure that all students
are informed of the programs policies and
procedures (Domains A, E, and G)?
17Overview of Accreditation Domains
- A. Eligibility of Program and Setting
- B. Program Philosophy, Objectives, Curriculum
Plan - C. Program Resources
- D. Cultural and Individual Differences and
Diversity - E. Student-Faculty Relations
- F. Program Self-Assessment and Quality
Enhancement - G. Public Disclosure
- H. Relationship with Accrediting Body
18Domain AEligibilityAs a prerequisite for
accreditation, the programs purpose must be
within the scope of the accrediting body and must
be pursued in an institutional setting
appropriate for the education and training of
professional psychologists.
19- Highlights (Domain A)
- A1. Program offers doctoral education and
training in professional psychology including
preparation for practice. - A2. Program sponsored by an institution of higher
education that is accredited by a nationally
recognized regional accrediting body in the U.S.
or is a member in good standing of the
Association of Universities and Colleges of
Canada. - The APA CoA is currently phasing out
accreditation of programs in Canada. - Continued...
20(Domain A)
- A3. The program
- Is an integral part of the mission of the
academic unit in which it resides - Is represented in the institutions budget
- Has sufficient students and necessary facilities
to ensure meaningful interaction, support, and
socialization
21(Domain A)
- A4. The program
- Requires 3 full-time academic years of graduate
study (or the equivalent) and completion of an
internship prior to awarding the doctoral degree - At least 2 of the 3 years must be at the
institution (or the equivalent) - At least 1 year must be in full-time residence
(or the equivalent)
22(Domain A)
- A5. Program engages in actions that indicate
respect for and understanding of cultural and
individual diversity as reflected in its
recruitment and retention policies for faculty
and students, curriculum and field placements,
nondiscriminatory policies and operating
conditions, and avoidance of actions that
restrict program access on grounds irrelevant to
success. The definition of diversity includes but
is not limited to - Age
- Disabilities
- Ethnicity
- Gender
- Gender Identity
23(Domain A)
- Language
- National origin
- Race
- Religion
- Culture
- Sexual orientation
- Social economic status
- A6. Formal written policies are available
concerning - Admissions and degree requirements
- Financial and administrative assistance
- Student performance evaluation, feedback,
advisement, retention termination decisions - Due process and grievance procedures for students
and faculty
24Domain BProgram Philosophy, Objectives, and
CurriculumThe program has a clearly specified
philosophy of education and training, compatible
with the mission of the sponsor institution, and
appropriate to the science and practice of
psychology. The programs education and training
model and its curriculum plan are consistent with
this philosophy.
25- Highlights (Domain B)
- B1. Program publicly states a philosophy and
model of training consistent with the sponsoring
institutions mission that emphasizes - Integration of science and practice
- Education that is sequential, cumulative, and
graded in complexity - B2. Program specifies objectives in terms of
competencies expected of graduates consistent
with - Programs philosophy and training model
- Substantive area of professional psychology that
is represented - An understanding of legal, ethical, and quality
assurance principles
26(Domain B)
- B3. Program implements a coherent curriculum that
enables students to demonstrate substantial
understanding of and competence in the following
areas (see Implementing Regulation C-16, Broad
General Preparation for Doctoral Programs) - (a) The breadth of scientific psychology
including - Biological aspects
- Cognitive and affective aspects
- Social aspects
- History and systems
- Psychological measurement
- Research methodology
- Techniques of data analysis
27C-16. Evaluating Program Adherence to the
Principle of Broad and General Preparation for
Doctoral Programs(Committee on Accreditation,
November 2001)
- The Guidelines and Principles for Accreditation
of Programs in Professional Psychology (GP)
stipulate, in section II, B., 1., that
preparation at the doctoral level should be broad
and general. According to the GP, this
preparation should be based on the existing and
evolving body of knowledge, skills, and
competencies that define the declared substantive
practice area(s) and should be well integrated
with the broad theoretical and scientific
foundations of the discipline and field of
psychology in general.
28IR C-16 continued...
- Accredited programs ensure the competence in
these content areas including the history of
thought and development in those fields, the
research methods, and the applications of the
research. Demonstrating that the program is
consistent with the GP in this regard would
preclude coverage only of - a narrow segment of the aspect of the content
area (such as biological basis of gerontology,
race relations, preschool learning) - the application of these aspects of the content
area to practice problems or settings (such as
cognitive therapy group therapy, multicultural
counseling)
29IR C-16 continued...
- Further, it is expected that the program will
insure understanding and competence in these
content areas at the graduate level. - It is recognized that there are a variety of ways
in which programs achieve this component of their
program requirements, and that there are multiple
points in the curriculum sequence at which these
experiences may be placed.
30(Domain B)
- (b) Foundations of practice in the programs
substantive area including - Individual differences
- Human development
- Dysfunctional behavior/psychopathology
- Professional standards and ethics
- (c) Diagnosing or defining problems through
assessment and implementing intervention
strategies (including empirically supported
procedures) including exposure to the current
body of knowledge in at least the following
areas - Theories and methods of assessment and diagnosis
- Effective intervention
- Consultation and supervision
- Evaluating the efficacy of interventions
31(Domain B)
- (d) Issues of cultural and individual diversity
relevant to all of the above. - (e) Attitudes essential for life-long learning,
scholarly inquiry, and professional
problem-solving in the context of an evolving
body of scientific and professional knowledge.
32(Domain B)
- B4. Program requires adequate and appropriate
practicum experiences that include - a) Placement of students in settings committed to
training with appropriate and adequate
supervision that provide a wide range of training
experiences including empirically supported
procedures - b) Integration of the practicum component with
other program elements including provision of
adequate forums for the discussion of the
practicum experience - c) Appropriate sequencing, duration, nature, and
content of the practicum experiences consistent
with the programs goals and objectives - d) Justification of the sufficiency of the
practicum experiences for internship preparation
33(Domain B)
- Note Program is responsible for documenting how
students achieve knowledge and competence and for
setting minimal levels of acceptable achievement
in the above areas (B1-4).
34Domain CProgram ResourcesThe program
demonstrates that it has resources of appropriate
quantity and sufficiency to achieve its education
and training goals and objectives.
35(Domain C)
- C1. Program has an identifiable core faculty (see
Implementing Regulation C-18, Core Faculty) - Includes a designated psychologist leader(s) with
appropriate credentials and experience - Who function as an integral part of the academic
unit - Sufficient in number for the necessary academic
responsibilities - Have theoretical perspectives and
academic/applied experiences appropriate to the
programs goals and objectives - Demonstrate competence and credentials congruent
with the programs goals and objectives - Are available and function as role models for
students - Note In addition to core faculty, other
individuals with faculty appointments may augment
and expand the students educational experiences. -
36C-18. Core Faculty in Doctoral Programs(Committee
on Accreditation, June 2003 Updated May 2005)
- To clarify the term core faculty and to
provide the basis for a fair, reliable, and valid
measurement process to determine the core faculty
time available for the program, the following
guidelines are provided. -
- 1. Core faculty must be consistent with the GP,
C.1., as quoted above. - 2. Core faculty must be composed of individuals
whose education, training, and/or experience is
consistent with his/her role in the program in
light of the substantive area in which the
program seeks accreditation.
37IR C-18 continued...
- 3. Core faculty must be composed of individuals
whose primary professional employment (50 or
more) is at the institution in which the program
is housed, and to whom the institution has
demonstrated a multi-year commitment (as
supported by an examination of the history of
appointments in the program or by contracts). - 4. Core faculty must be identified with the
program and centrally involved in program
development, decision-making, and student
training. Identified with the program means
that each faculty person is included in public
and departmental documents as such, views himself
or herself as core faculty, and is seen as core
faculty by the students.
38IR C-18 continued...
- 5. At least 50 of core faculty professional
time must be devoted to program-related
activities. That means, for example, that a
faculty person who is 50 at the institution
would need to have 100 of that time spent as a
core faculty. (The day per week institutions
often allow for professional development
activities such as research, consultation, or
practice is not intended to be added to or
subtracted from this calculation. That is, a
100 core faculty person in an institution with a
consultation policy should be thought of as a
100 person, not 125 or 80, regardless of the
activities done on that day.) A full time
9-month or 11-month core faculty person are both
seen as 100. Core faculty activities directly
related to the doctoral program include
program-related teaching, research, scholarship,
and/or professional activities
39IR C-18 continued...
- supervision of students research, students
dissertations, and students teaching activities
mentoring students professional development
providing clinical supervision monitoring of
student outcomes teaching in a masters program
that is an integral part of the doctoral program
and developing, evaluating, and maintaining the
program. Core faculty activities not directly
related to the doctoral program and not seen as
aspects of the core faculty role include
undergraduate teaching in general and related
activities teaching and related activities in
terminal masters or other graduate programs and
clinical work or independent practice not
directly associated with training such as at a
counseling center.
40IR C-18 continued...
- In addition to core faculty, programs may also
have associated program faculty, contributing
faculty, and adjunct (visiting, auxiliary, or
other) faculty. - Consistent with the programs model, the
psychology doctoral program faculty, and in
particular, the core faculty, needs to be large
enough to advise and supervise students research
and practice, conduct research and/or engage in
scholarly activity, attend to administrative
duties, serve on institutional or program
committees, provide a sense of program
continuity, be assured of appropriate class
sizes, provide sufficient course offerings to
meet program goals and objectives, and monitor
and evaluate practicum facilities, internship
settings, and student progress.
41(Domain C)
- C2. Program has an identifiable body of students
at different levels of matriculation who - Are sufficient in number for meaningful peer
interaction and socialization - By interest, aptitude, and prior achievement are
qualified for the program - Reflect through their intended careers and
professional development the programs
philosophy, goals, and objectives
42(Domain C)
- C3. Program has additional resources needed to
accomplish its goals and objectives including - Financial support for educational and training
activities - Clerical and technical support
- Training materials and equipment
- Physical facilities
- Student support services
- Access to or control over practicum training
sites appropriate to the programs training
model, goals, and objectives
43(Domain C)
- C4. If the program is a consortium of multiple
independent entities then there is a formal
written consortium agreement that articulates - Nature and characteristics of the participating
entities - Rationale for the consortial partnership
- Each partners commitment to the program and its
philosophy, model, and goals - Each partners obligations regarding
contributions and access to resources - Each partners adherence to central control and
coordination of the training program - Each partners commitment to uniform
administration and implementation of the program
including student admission, financial support,
training resource access, performance
expectations, and student evaluations
44Domain DCultural and Individual Differences and
Diversity The program recognizes the importance
of cultural and individual differences and
diversity in the training of psychologists.
These include, but are not limited to, age,
disability, ethnicity, gender, gender identity,
language, national origin, race, religion,
culture, sexual orientation, and social economic
status.
45(Domain D)
- D1. The program
- Has made systematic and long-term efforts to
attract and retain students and faculty from
differing ethnic, racial, and personal
backgrounds (see A.5 for definition of diversity) - Ensures a supportive learning environment for
training diverse individuals who represent a
broad cultural and individual spectrum - Avoids actions that restrict program access on
grounds irrelevant to success in graduate
training (see Footnote 4 for exceptions)
46Footnote 4
- This requirement does not exclude programs from
having a religious affiliation or purpose and
adopting and applying admission and employment
policies that directly relate to this affiliation
or purpose so long as - (1) Public notice of these policies has been
made to applicants, students, faculty, or staff
before their application or affiliation with the
program and - (2) the policies do not contravene the intent of
other relevant portions of this document or the
concept of academic freedom. - These policies may provide a preference for
persons adhering to the religious purpose or
affiliation of the program, but they shall not be
used to preclude the admission, hiring, or
retention of individuals because of the personal
and demographic characteristics described in
Domain A (and referred to as cultural and
individual diversity). This footnote is intended
to permit religious policies as to admission,
retention, and employment only to the extent that
they are protected by the United States
Constitution. It will be administered as if the
United States Constitution governed its
application.
47(Domain D)
- D2. Program has a thoughtful and coherent plan to
provide students with relevant knowledge and
experiences about the role of individual and
cultural diversity in psychological science and
practice.
48Domain EStudent-Faculty RelationsThe program
demonstrates that its education, training, and
socialization experiences are characterized by
mutual respect and courtesy between students and
faculty, and that it operates in a manner that
facilitates educational experiences.
49(Domain E)
- E1. The program
- Recognizes the rights of students and faculty to
be treated with courtesy, respect, collegiality,
and ethical sensitivity - Informs students of these principles and of their
avenues of recourse should issues arise - E2. Faculty members are accessible to students,
provide guidance and supervision that encourages
timely completion, and serve as role models who
promote students acquisition of relevant
knowledge, skills, and competencies.
50- (Domain E)
- E3. Respect for cultural and individual diversity
is demonstrated in accordance with the definition
of cultural and individual diversity in Domain A5.
51(Domain E)
- E4. Upon admission students are given written
policies and procedures regarding requirements,
expected performance, program continuance, and
termination procedures. Students receive, at
least annually, written feedback on the extent to
which they are meeting the programs requirements
and expectations including - Timely, written notification of all problems and
opportunity to discuss them - Guidance regarding steps to remediate all
problems (if remediable) - Written feedback on the extent to which
corrective actions have or have not been
successful in addressing the issues of concern
52(Domain E)
- E5. Programs keep records of all formal
complaints and grievances filed since the last
accreditation site visit and make these available
as part of the CoAs periodic reviews. - Note Programs must adhere to institutional
regulations and applicable local, state, and
federal statutes concerning due process and fair
treatment.
53Domain FProgram Self-Assessment and Quality
EnhancementThe program demonstrates a
commitment to excellence through self-study,
which assures that its goals and objectives are
met, enhances the quality of the professional
education and training obtained by its students,
and contributes to the fulfillment of its sponsor
institutions mission.
54- Highlights (Domain F)
- F1. With appropriate involvement of students, the
program engages in regular, ongoing self-studies
that address - Its effectiveness in achieving goals and
objectives in terms of outcome data while
students are in the program and after completion - NOTE F1(a). is particularly important as it
reflects student achievement in accordance with
Department of Education and CHEA regulations
55(Domain F) F1(a)
- Consistent with the spirit of the GP, each
program defines its goals, objectives and
competencies. To reflect the outcome-oriented
nature of the process, those competencies
outlined in Domain B should be linked to - Aggregate outcome data on student competencies
while in the program and - Aggregate outcome data gathered from program
graduates - Thus, for each competency stated in Domain B,
there should be some aggregate data on student
success with that competency.
56(Domain F.1)
- How its goals and objectives are met through the
programs educational and training processes - Its procedures to maintain current achievements
or to make program changes as necessary
57(Domain F)
- F2. Program periodically and systematically
reviews its goals and objectives, training model,
and curriculum, and related outcome data relative
to - Sponsoring institutions mission and goals
- Local, state, regional, and national needs for
psychological services - National standards of professional practice
- Evolving body of scientific and professional
knowledge - Graduates job placements and career paths
58Domain GPublic Disclosure
- The program demonstrates its commitment to public
disclosure by providing written materials and
other communications that appropriately represent
it to the relevant publics.
59(Domain G)
- G1. Program describes itself accurately and
completely in documents available to current and
prospective students and other publics - Descriptions of the program should include
- Goals, objectives, and training model
- Requirements for admission and graduation
- Curriculum
- Faculty, students, facilities, and other
resources - Administrative policies and procedures
- The kinds of research and practicum experiences
it provides - Its education and training outcomes
- Accreditation status including name, address, and
telephone number of the CoA is included
60(Domain G)
- G2. Information is presented in a manner that
allows applicants to make informed decisions
about entering the program. - (See Implementing regulation C-20)
61IR C-20 General Outcomes
- In all public information, programs should
include education and training outcomes as well
as information that will allow applicants to make
informed and comparative decisions. The Committee
believes that all doctoral programs should
therefore minimally provide the following
information regarding education and training
outcomes and accurate program descriptions to
potential students in its public documents
including its website, if it has one As of
January 1, 2007 - time to program completion
costs (tuition and fees) internship acceptance
rates fellowships and other funding available
student attrition rates and, beginning January
1, 2008 licensure outcomes. These are further
defined below - 1. Time To Completion
- In their public materials, programs should
provide the mean and the median number of years
that students have taken to complete the program
from the time of program entrance. These data
should be provided for all graduates over the
past seven years. Where applicable, these
measures should be provided separately for
students who began the program as bachelor level
graduates and those who began with advanced
standing (e.g., after having completed a separate
master's program in psychology). The program
should also provide the percentage of students
completing the program in fewer than five years,
five years, six years, seven years, and more than
seven years. - 2. Program Costs
- Programs are expected to make available the
costs (i.e., tuition and fees) per student for
the current first year cohort. This information
should include full time student tuition, tuition
per credit hour for part time students, and any
fees assessed to students beyond tuition costs.
Programs may also provide information regarding
current adjustments to tuition including, but not
limited to financial aid, grants, loans, tuition
remission, assistantships, and fellowships.
62IR C-20 continued...
- 3. Internships
- Programs are expected to provide data for at
least the most recent seven years of graduates
showing their success in obtaining internships.
These data should show the number and percentage
of students in the following categories - Those who obtained internships
- Those who obtained paid internships
- Those who obtained APPlC member internships
- Those who obtained APA/CPA accredited internships
- Those who obtained internships conforming to
CDSPP guidelines (school psychology only) - Those who obtained two year half-time internships
- NOTE In calculating the percentages, the
program must use the total number of students
applying for internship that year. - 4. Attrition
- Programs are expected to report the number and
percentage of students who have failed to
complete the program once matriculated. These
data should be calculated by dividing the number
of matriculated students who have left the
program for any reason by the total number of
students matriculated in the program. These data
should be provided for all students who have left
the program in the last seven years or for all
students who have left since the program became
initially accredited, whichever time period is
shorter.
63IR C-20 continued...
- 5. Licensure
- This section EFFECTIVE January 1, 2008 and for
published materials for 2008-2009 - Reporting of program licensure data is an
expectation of the US Secretary of Educations
National Advisory Committee on Institutional
Quality and Integrity for program accreditors,
including the APA Committee on Accreditation.
Programs are expected to report the number and
percentage of program graduates who have become
licensed psychologists within the preceding
decade. This percentage should be calculated by
dividing the number of students who have both
graduated and become licensed psychologists
within the 8 years spanning the period of 2-10
years post-graduation by the number of doctoral
degrees awarded by the program over that same
period. That is, the figures reported by a
program for 2007 would be number of students who
graduated from the program during the period
1997-2005 and who have achieved licensure divided
by the number of students graduating from the
program during that same 8-year period. Program
licensure rates are to be updated at least every
three years. - Programs may interpret their licensure rate in
light of their training model and program goals
and objectives.
64Domain HRelationship with Accrediting BodyThe
program demonstrates its commitment to the
accreditation process by fulfilling its
responsibilities to the accrediting body from
which its accredited status is granted.
65(Domain H)
- H1. Program abides by the CoAs published
policies and procedures. - H2. Program informs the CoA in a timely manner of
changes in its environment, plans, resources, and
operations that could affect program quality (see
Implementing Regulation C-19, Notification of
Changes to Accredited Programs). - H3. Program pays necessary fees to maintain
accredited status.
66C-19. Notification of changes to accredited
programs(Committee on Accreditation, February
2005 revised October 2006 )
-
- In accordance with Domain H.2 of the Guidelines
and Principles and Section 4.7(b) of the
Accreditation Operating Procedures, all
accredited programs (doctoral, internship and
postdoctoral residencies) whether under a single
administrative entity or in a consortium, must
inform the accrediting body in a timely manner of
changes that could alter the program's quality. -
- The Committee on Accreditation must be informed
in advance of major program changes such as
changes in model, degree offered,
policies/procedures, administrative structure,
faculty resources, supervision resources, area of
emphases, or tracks/rotations. In the case of
doctoral programs, this includes changes in the
areas of emphasis. For internship/postdoctoral
programs, this includes new, additional, or
eliminated rotation or training sites. For
example, consortium programs must inform the CoA
of any substantial changes in structure, design
or training sites.
67IR C-19 Continued...
- Programs must submit a detailed description of
the proposed change(s) and the potential impact
upon the relevant accreditation domains. The CoA
will review the program change(s) and may request
additional information or a new self -study. In
the case of a substantive change (such as a
change in consortium membership), the committee
may also determine that a site visit is needed to
assess whether the revised program is consistent
with the GP. Upon completion of this review,
the committee will note the proposed change and
include the information in the next scheduled
review or inform the program of any needed
immediate additional actions. -
68IR C-19 continued...
The only exception to the policy of informing the
Committee in advance is the occurrence of an
unavoidable event beyond the reasonable control
and anticipation of the program (e.g.,
educational/training site unexpectedly
withdrawing from a consortium because of
financial crisis). In such circumstances, it is
incumbent upon the program to immediately inform
the CoA in writing of the change and to include
in its notification a proposed plan for
maintaining program consistency with the GP.
The committee will then proceed as
above. Consultation on program changes is
available from the Office of Program Consultation
and Accreditation.
69Preparation by Members of the Site Visit Team
- When contacted by a program to schedule a visit,
assure you have adequate time in your calendar to
complete the entire site visit, including the
report. Keep in mind the visit itself lasts two
days. - Review conflict of interest policy to assure none
exists regarding the program to be visited. - The Chair of the visiting team should coordinate
the teams schedule, travel plans, and local
arrangements with the program. - Prior to the visit, review the current GP , CoA
procedures, and Implementing Regulations so you
can represent them faithfully and avoid
idiosyncratic interpretations. - Continued...
70- Review the programs Self-Study report in detail
and plan questions/areas of concern. - Review the inquiry sent to the program by CoA
following their review of the Self-Study to
further refine your site visit focus. - All communication should be treated as
confidential and transmitted only by means that
are secure. - Prior to the visit, each visitor should review
the HIPAA and State Privacy Laws and sign the
Site Visitor Confidentiality Agreement
71Avoid Conflict of Interest
- Avoid even the appearance of a conflict of
interest with the program. The responsibility to
determine any possible conflict, actual or
apparent, lies equally with the program and the
site visitors. Examples of possible conflicts of
interest are - Former employment at the program
- Having been a former student at the program
- Family connection with the program
- Having an old friend at the program
- Having a former classmate on staff at the
program - Having a close professional acquaintance with a
member of the staff at the program and - Having a former student at the program.
72Conduct of Site Visit
- Pre-Site Visit Planning Session
- Team meets the evening before the visit begins
to - share impressions of the program
- review CoA concerns or additional information
- plan the teams division of work
- review the planned schedule and
- make initial plans for the site visit report.
- Continued...
73- First-Day Meeting for Site Visit Team
- Schedule a meeting mid-to-late-day to review and
discuss the following - the data gathered
- initial impressions
- changes required for the next days schedule
- substantive areas yet to be addressed
- plans for conducting the closing conference and
- the timetable for writing the site visit report.
74Decorum of Visit
- Visitors are expected to give full and objective
attention to the work of the visit during their
time with the program and institution. - Be prompt for meetings and interviews and remain
for the entire visit. Departure may not be
scheduled prior to the final close of business. - Socializing with program staff or students must
be avoided. - Visitors must limit personal free time and be
available for all meetings. - All program material is to be treated as
confidential.
75- Do not give the impression that a decision has
been reached, offer solutions to problems or
program concerns, or imply criticism of the
program. - Members of the team are not to give the
impression that any interview is pro-forma. - Be particularly sensitive to the potential for
conflicting demands placed upon students during
the visit.
76Interviews
- When conducting interviews, remember that the
site visitor must maintain objectivity and be a
neutral observer. Please avoid - Providing expert consultation regarding program
emphases or personnel needs or making
prescriptive programmatic recommendations. - Being seen as an advocate for change.
77Interviews with the Training Director/Departmental
Chair
- When meeting with the training director, the team
should seek information about - an overview of the program
- unique characteristics of program as related to
the GP and program model - opportunities for program enhancement as related
to the GP and program model - long-range plans for the program
- faculty and student morale
- clarification of the programs training model
- the method of faculty decision making
- the method of delegation of responsibility
- matters unique to this program and
- matters unique to the training directors role.
78- When meeting with the Department Chair, the team
should seek information about the following - how the program fits within the overall
department - adequacy of resources provided to the program
- department investment in the program
- morale of faculty and students
- the administration stance toward the program
- the method of department decision making
- the commitment to cultural/individual diversity
and - the policies to promote professional/academic
growth of the faculty.
79Interviews with University Administrator
- When conducting an interview with
university/agency administrators the team should
seek information about - the place of the program in the institutions
master plan - financial resources and problems
- the programs contribution to the mission of the
institution and - planned changes, if any, for the program.
80Interviews with Faculty
- Site visitor should obtain information about the
following from each member of the programs
faculty - the persons role in the program
- teaching load, courses taught and clinical
responsibilities - clinical supervisory load
- involvement in dissertation committees
- unique characteristics of program as related to
the GP and program model - opportunities for program enhancement as related
to the GP and program model - view of administrative leadership
- Continued...
81- research productivity, as appropriate to the
program model - morale and satisfaction with position
- tenure/promotion issues
- program decision making
- questions unique to that persons vita
- their understanding of the programs model,
processes and outcomes and - involvement in the self-study process.
82Interviews with Students
- When meeting with students the site visitor
should - Acquaint students with the purposes and
procedures of the site visit - Assure students of anonymity
- Discuss students understanding of the programs
goals, processes, and outcomes and - Be sensitive to the conflict students may have
about the accreditation process. - Continued...
83- Seek student perceptions of the following
- program strengths and weaknesses
- morale and dignity
- student familiarity with professional and ethical
issues - general satisfaction with the program
- opportunity for student interaction
- availability of faculty/staff
- program decision making and student input
- discrimination and sexual harassment issues
84- faculty support for research, as appropriate to
the programs model - financial support
- finding a mentor
- integration of practicum experiences
- preparation for the internship and/or entry into
profession and - what they would change about the program?
85Interviews and Domains
86 87(No Transcript)
88Closing Conference
- When conducting the closing conference, the site
visit team should - present the unique characteristics of program and
the opportunities for program enhancement - request any correction of facts and
- request program interpretations of the data
gathered.
89Site Visit Report
- Preparation of the site visit report should
consider the following - Agree upon an outline of the report, respective
writing assignments and date for submission to
APA (i.e., must be within 30 days of the site
visit). - Follow the principles outlined in the Quick
Reference Guide for doctoral programs so that the
report addresses each item of the Guidelines and
Principles. - Chair is responsible for the final report all
members of the team should develop and have a
copy of the reports outline.
90- Preferred reports are concise and comprehensive
and convey the observations and elaboration of
the site visit team regarding the extent to which
the program is consistent with the provisions of
the domains of the GP. - Do not evaluate - cite observations, information,
and statements that explain or clarify,
consistent with the GP and program model - Be a
sensor rather than a censor. - No further interaction with the program except
through APA office until CoA decision is final.
91What would you do?
- Quiz yourself with these potential uncomfortable
situations.
921. Sexual Harassment
- In a meeting with the graduate students late on
the first day of the site visit, the team gleaned
that there may be a sexual harassment problem in
the program. One of the advanced graduate
students alludes to inequities in practicum
assignments. When queried, she suggests that the
individual making the assignments is partial to
certain female students and when pressed, admits
that these women are both attractive and tolerant
of suggestive language and touching that makes
her uncomfortable. When comments from the other
students are solicited, their discomfort and
silence are telling. Given the clarity of the
grievance procedures endorsed by the University
and the program, the team is confronted with
discerning whether or not students feel empowered
to use them. - What would you do?
932. Impaired Faculty
- During the course of the first day of the visit,
it becomes apparent that one of the faculty
members who teaches a core graduate course is not
doing an adequate job. Her syllabus is complete
but the students report that she never covers the
majority of topics about which they are assigned
readings. When they express concerns that she is
falling further behind schedule with each class,
she upbraids them for focusing on learning to
tests. Yet, she insists on sticking to the
examination dates specified on the syllabus and
is angry with the students for their poor exam
performance. She chastises them publicly for
their inability to master complex materials
without her explanation, and her anger with her
classes verges on verbal abuse. The students are
clearly afraid of her and express concern about
their inadequate preparation in the substantive
area she teaches. The DCT and chair both report
that their efforts to get her to address the
students concerns are met with unbridled fury
but they have no one else on the faculty
available to teach this critical course. When
she is not enraged, her demeanor is sluggish and
her affect flat. - What do you do?
943. Anonymous Communications
- A. You are chairing a site visit to the clinical
doctoral program at Podunk State. The night
before the visit you get a phone call at the
hotel. The caller says he is a former faculty
member in the program but does not wish to be
identified by name. He states that he resigned
from the program because of serious exploitation
of students by other members of the faculty.
Students are alleged to be serving without pay to
generate fees in the private practices of these
faculty and are, in one instance, serving as
unpaid research assistants whose contributions to
faculty research and publications are never
acknowledged. The caller says that he tried to
call attention to these abuses, but the
Department Chair and the Dean did not want to
hear about them and the DCT was one of the chief
offenders. He does not wish to be identified
since he fears reprisals. He depends on
referrals from members of the department to
sustain his practice. - How should you respond to this communication?
-
95- B. Right after leaving the internship site visit
you receive a letter. The writer identifies
herself as a recent former intern but does not
wish to give her name. She states that she still
needs recommendations from the internship. She
describes a situation in which interns were
compelled to generate large numbers of billable
hours from patients and that their performance
ratings were based in large part on the number of
paid hours. The time spent in direct clinical
service put the interns work week well beyond 40
hours and was at the expense of training
activities and time for paper work. Supervision
time was not commensurate with the number of
clinical hours. The writer reports that her
attempts to protest this situation were
ineffective and other interns were reluctant to
protest for fear of jeopardizing evaluations. - How should you respond to this letter?
964. Inappropriate Site Visitor Behavior
- A. In the course of the site visit, you become
aware that another member of the team seems to
have a close acquaintance with one of the program
faculty. Upon inquiring, you discover that they
were colleagues and close friends at another
program. Later you are aware that they are
spending a lot of time in private conversation
and arrange to meet socially at the end of the
visit. In conferences among site team members,
this visitor expresses opinions about aspects of
the program that seem quite at variance with the
rest of the teams observations. He is quite
insistent that his opinions be included in the
final report. - How should you respond?
97- B. At the conference among the site visit team
members the evening before the site visit ends,
Dr. Paltry announces that he will need to leave
to catch a plane at 1100 the following morning.
It is a large and complex program and the
schedule calls for a full two days of visit. Dr.
P. insists that he must leave at that time. He
has a site visit coming up on a grant submission
and he also has family obligations. He cannot be
dissuaded from his plans and leaves on the second
morning, missing the interview with the students,
the visit to the department clinic and the exit
interviews. - What is the responsibility of the other visitors?
985. Conflicts of interest discovered at the last
minute
- A. You have agreed to be a site visitor to
Program X. A visit has been scheduled and travel
arrangements have been made. As you prepare for
the visit, while reading the self-study
materials, you discover that the newly appointed
Director of Clinical Training is a former student
of yours. - What do you do?
- B. This is your first site visit. Your chair is
a seasoned site visitor. During your first
meeting, which is with the DCT, the Chair of your
team in his opening remarks indicates that he is
a long-time graduate of the program. He then
goes on to talk about what it was like in the
program when he was a student. - What do you do with this information, and how do
you handle the interview?
996. Faculty who denigrate the program
- You have been given the responsibility for
interviewing significant members of the core
faculty. You are spending some time with Dr.
Jones who teaches assessment. Dr. Jones tells
you that he has been passed over for a promotion,
that the program does not value its professional
faculty, and that in a recent faculty meeting,
the DCT tried to prepare for the site visit by
laying out a list of problems and instructing the
others present that under no circumstances were
faculty members to mention any of these topics to
the site visitors. All who attended were to say
only what had been agreed upon. - What do you do with this information, and how do
you handle the interview?
1007. Collusive relationships between the site
visitors and the program
- You are a member of a site visit team visiting
Program B. As you meet with the different
constituents of the program it becomes apparent
that there are clearly different agendas. There
is a clear split in the facultys perspective of
the direction in which the program should go.
One faction is clearly supportive of the DCT and
the direction of the program. The other faction,
which is highly vocal and persuasive in its
argument begins to win over members of our team.
When the team meets for its discussion, you
observe that your colleagues, in the language of
the vocal faculty, are making the same arguments
they have put forth. You now find yourself a
minority of one. - What do you do?
1018. Dismissed (and disgruntled) faculty and
student
- You are visiting a counseling program. The chair
of the visiting team has been sent a letter from
a former student of the program two days before
the visit. In the letter, the student has
written that he has been terminated from the
program. He stated that his termination was a
result of his voicing unpopular opinions in class
and rampant homophobia among the faculty and
students alike. With his request to be heard, he
has enclosed two glowing letters about his
capabilities from an adjunct faculty member and
from a practicum supervisor. The team
chairperson has asked you to spend some time with
the student who, when you see him, makes
allegations about a lack of any real evaluation
criteria in student evaluations. - What do you do with this information, and how do
you handle the interview?
1029. Site Visitor Advocacy
- A. During your meeting with the training
director of an internship program, this
individual tells the site visit team that the
higher administration is considering cutting the
support for the program. Th