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Building General, Specific and Cross-Specializatio
n Skills Reflections from Alumni of a Combined
Counseling, Clinical and School Psychology
Department Merith Cosden, Michael Furlong, Tania
Israel University of California, Santa Barbara
LOGO
Combined Programs
Figure 1 Organizational Structure of Combined
Training Model
Since 1974 APA has provided accreditation in
programs that Combine training in Counseling,
Clinical and/or School Psychology. In 2003 a
consensus conference for programs interested in
Combined and Integrative training met to
consolidate current visions of Combined training.
The nature and scope of these models are
described in special issues of the Journal of
Clinical Psychology (2004). There are
approximately 10 such programs currently
functioning. There are many distinctions among
these programs, including their manner of
providing combined and specialized training, and
their focus on research vs. practitioner
training.
Alumni Survey
Two facets of the Survey addressed (1)
professional identification and (2) satisfaction
with and utilization of the Combined training.
With regard to professional identification, a
majority of alumni maintained an affiliation with
their area of specialization, although some also
affiliated with other areas. All (100) of
counseling students continued to affiliate with
counseling, although 21 also affiliated with
clinical psychology. For clinical alumni, 94
affiliated primarily with clinical, 6 with
school and 11 with counseling. For school
alumni, 86 continued to affiliate as school
psychologists, while 14 affiliated primarily as
clinical psychologists. This reflects the
specialized training as well as the flexibility
allowed by the combined training. Of the 57
alumni surveyed, 52 provided strongly positive
responses when asked about the interdisciplinary
nature of the CCSP program. For example, alumni
with a clinical focus expressing that knowledge
of school issues made them more effective. Also,
the multicultural research and practice that has
historically been in the forefront of counseling
psychology was appreciated by school and clinical
students. Understanding the perspectives of the
other professional psychology disciplines was
reported as making the alumni more effective as
researchers, colleagues, and practitioners.
These are some exemplary comments School
Students I am well prepared to consult and
interact with human service providers across a
broad array of disciplines. The combined
training has been incredibly valuable in shaping
and providing versatility to my current practice.
It distinguishes me among my colleagues and has
helped me to provide broader service. Counseling
Students I was better prepared to work with
clients at different points of the lifespan and
in different settings, including schools. I feel
my combined training enhanced my marketability
for academic positions since many colleges and
universities need psychologists who can also
train school counselors. I am more
knowledgeable of topics related to children,
education and severe psychopathology as a result
of being exposed to school and clinical
psychology. Clinical Students I have more
flexibility with my career. Especially for child
clinical people, having the school psychology
influence is critical. There are numerous
opportunities to specialize (internship,
postdoctoral training) but very few opportunities
after graduate school to get in-depth exposure to
different disciplines. Those who noted
weaknesses in the combined aspect of the program
focused on time limitations and priorities in
training. For example I think I could have
completed the program in one year less time with
less emphasis on other areas. The strength of
breadth created limitations of depth. I
continue to feel mixed about the experience. My
identity seemed a bit watered down. At the same
time, I appreciate the exposure to other aspects
of psychology.
Application Process Core Requirements
Research Skills, Basic Helping Skills, Ethics,
Theories Professional Issues, History Systems,
Development, Supervision Biological, Cognitive,
Affective, Social Bases of Behavior Social and
Cultural Basis of Diversity Specialization
Specialization Specialization
Requirements Requirements Requirements
Career Theories and Research Advanced
Psychotherapy Consultation in
the Schools Promoting Optimal Functioning Counsel
ing Children Families Resiliency
Group Counseling Personality Assessment,
Psychoeducational Strategies
Counseling Women LGBT Cognitive Assessment,
Counseling Children
Families Racial/Ethnic Minorities Neurospsych.
Assessment Cognitive Assessment
Assessment (options) Advanced Assessment
Neuropsych. Assessment Advanced Fieldwork
Advanced Fieldwork Advanced
Fieldwork Others Others Others Cross-T
raining Courses with Cross-Area Specific
Knowledge (e.g., Ethics, Professional
Issues) Elective Courses in Other
Specializations Committee Memberships of Faculty
across Specializations
Apply to Clinical
Apply to School
The Department of Counseling, Clinical and
School Psychology (CCSP)
Apply to Counseling
The combined Counseling, Clinical, and School
Psychology (CCSP) program at UCSB was accredited
in 1990, following the phasing out of our
accredited Counseling Psychology program that had
operated since 1980. It remains one of the
oldest, and largest, Combined programs in
existence. The nature of the program, with a
focus on its Combined and specialized training
components, is described below. Our program is
Combined in that all students are exposed to (a)
core areas that are shared by the disciplines of
counseling, clinical and school psychology and
(b) knowledge specific to each of the three
disciplines. Our program also assures that all
students specialize in one of the three domains
of Counseling, Clinical, or School Psychology
through advanced coursework and practica specific
to that area. We endorse a scientist-practitioner
model of training in which our primary goal is
to prepare graduates for academic and research
positions in professional psychology, and our
secondary goal to prepare service providers who
will exercise leadership in professional
psychology. We have a commitment to addressing
diversity in all aspects of the program. Figure
1 provides a flow chart depicting the manner in
which combined and specialized training occurs.
Students apply to a specialization and are
assigned a faculty advisor within that area.
Students in all areas complete core coursework
together. As they progress through the program
students meet their specialization requirements.
Throughout the program, students have additional
opportunities for training across areas. A
majority report taking non-required courses from
other specialty areas. Cross-training also occurs
through work with faculty across areas on
research projects and dissertation committees.
Since its inception, 97 students (33
Counseling, 48 Clinical, and 16 School ) have
graduated from the Combined Program). Of these
96 obtained internships on Match Day, while the
remaining 4 students were matched in the
Clearinghouse. Ongoing correspondence and surveys
of graduates indicate that all who want
employment are employed. Approximately half are
in academic settings as professors, instructors,
researchers, or counselors in University
Counseling Centers. Others are employed at
community mental health centers, medical centers,
Veteran Administration medical centers, hospitals
and school districts. Only a few are primarily
employed as private practitioners. A survey was
sent to 60 of the 68 Alumni who had graduated
from 1998 to 2004. There were 42 surveys (70)
returned. The responses on the right were taken
from these surveys.
Summary
Alumni appreciate and have been able to utilize
the multidisciplinary knowledge obtained through
the program in their internships and job
placements. Most maintain the professional
identity in the specialization in which they
entered the program, although some develop an
identity related to one of the other substantive
areas or a different multidisciplinary area
(e.g., Rehabilitation). The program requires
students to spend time differently than if they
were in a singular program. The program seems
best suited to students with cross-disciplinary
or multidisciplinary interests.