Counseling Psychology

Doctoral Program

School of Psychological

and Behavioral Sciences

Southern Illinois University

Carbondale

2020

2

TABLE OF CONTENTS

Page

1. Program Highlights 3

2. Philosophy and Objectives 4

3. Financial Assistance 6

4. The Training Program Requirements 7

5. Sample Curriculum 11

6. Counseling Psychology Faculty 12

7. About Our Students 14

8. So, You're Thinking About Coming to Carbondale...? 15

9. Internship Placements 18

10. Initial Job Placements 21

11. Summary Information on Program Graduates 26

3

PROGRAM HIGHLIGHTS

A number of features combine to make our program unique. National Recognition

The Counseling Psychology doctoral program at SIUC has a long and distinguished history. In 1961, our program became the 11th (of the current 76) counseling psychology doctoral program to be accredited by the American Psychological Association1; we have been continuously accredited since that time. We have a long history of turning out top graduates and of recognition in the field. In 13 studies published from 1977-2000 on the productivity and quality of Counseling Psychology doctoral programs (e.g., Buboltz, Ebberwein, Watkins, & Savickas, 1995; Delgado & Howard, 1994; Hanish, Horan, Keen, St. Peter, Ceperich, & Beasley, 1995; Perez, Constantine, & Gerard, 2000), the program at SIUC has ranked in the top 5 programs in the country in every study. Crite-ria for rankings have included publications by faculty and graduates in the most important Coun-seling Psychology journals, leadership positions in the field, and indications of impact such as how often our work is cited by others. The program has received special recognition in several of these studies for our contributions to Vocational Psychology and Multicultural Psychology. Within this booklet, you will find information about these other features of the program: Commitment to Social Justice: Our program includes an emphasis on social justice. In ad-dition to fostering academic growth and self-understanding among our students, we strive to posi-tively impact the local community and the world outside of our program. For example, we encour-age and engage in social justice work through our in house clinic, through important research initi-atives, and with our social justice practicum that encourages students to partner with local groups and organizations. Diversity and Multiculturalism: The program promotes recognition of the various ways cul-tural diversity impacts psychological theory, research, and practice. This emphasis is evident in student and faculty demographics, curriculum, training experiences, faculty and student research, and the careers of our graduates. Program faculty and students reflect diversity in race/ethnicity, gender, sexual orientation, age, socioeconomic background, worldview, and religion. The program has a long history in, and a national reputation for, attracting, nurturing and graduating students from diverse cultural backgrounds. Flexibility. We are part of a large, cooperative Psychology Department in which our stu-dents are encouraged to pursue their own goals. There are a number of different options for indi-vidualized choices among courses, practica, and professional training assignments. Outstanding Financial Aid. For more than 30 years, we have fully funded every one of our students for four years. Tuition waivers make a degree at SIU even more affordable. Training Assignment Model. Required half-time work assignments provide hands-on learning in teaching, research, and counseling. Assignments are chosen by students to reflect their individ-ual interests and goals. Friendly, Cooperative Learning Environment. Our students like our informal, non-competitive atmosphere and the personal attention that results from purposely keeping our pro-gram small. Impressive Outcomes. We’re extremely proud of the accomplishments of our students and our graduates in terms of science, practice, and advocacy.

1Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242; (202) 336-5979 (http://www.apa.org/ed/accreditation/)

4

Program Philosophy and Objectives

administrative work. Assignments vary

with the needs, goals and competencies of

the student in combination with the

availability of assignments. Underlying the

entire training program is a spirit of critical

inquiry which is the hallmark of the

psychologist.

Our program allows students with a variety

of career objectives to meet their needs. A

review of the theses and dissertations

done by our graduates clearly reveals their

identification as both scientists and

practitioners. The high quality internship

placements and the quality and diversity of

our graduates’ initial and current job

placements indicates that our program

does a good job of preparing students for

positions in a variety of settings.

The first two years of the program are fairly

prescribed, with all students completing

the same required core coursework and

practicum experiences. After the first year,

however, the program allows for some

elective coursework each semester with

increasing flexibility as students progress

through the program. Although some

electives will be taken to fulfill

departmental core requirements, others

allow the student to acquire additional

breadth of training or depth in an informal

area of concentration. During the third and

fourth years, students complete specialty

practica of their choice related to their

specific professional interests. Our program is intentionally kept small; we

admit only 4-5 students per year. This

allows us to give financial support as well

as individual attention to each student we

accept. Faculty work closely with students

on both an individual and small group

basis. Classes are typically small and

The counseling psychology doctoral

program at Southern Illinois University-

Carbondale is a health service psychology

program that provides a balanced training

experience in which the primary objectives

are the development of the student as both

an interpersonally skilled counselor and a

scientifically sophisticated researcher—

and to successfully integrate the two. Only

students desiring the doctorate are admit-

ted. Moreover, relatively few students who

already have a master’s degree are

admitted each year, and those students

usually are required to repeat a substantial

amount of coursework. Graduates of our

program are capable of providing quality

services, critically evaluating the efficacy of

those services, developing new interven-

tion approaches, and contributing to the

advancement of psychology through

research, teaching, and training. Because

the program is committed to training

scientist-practitioner psychologists,

students who desire to develop only or

mostly their practitioner skills would not be

happy here.

Students are exposed to a variety of

training experiences. Some courses and

experiences (e.g., statistics and research

design, thesis, dissertation) are most

directly related to students’ development of

scholarly competencies; others (e.g.

practica, group facilitation, supervision,

advanced treatment planning) bear more

directly on students’ development as

practitioners. All students are required to

have a training assignment each semester

of their four years of residence. Training

assignments supplement formal course-

work by requiring twenty hours of work per

week in professional activities such as

counseling, teaching, research, and

5

informal. Each student is assigned a

counseling program graduate faculty

advisor who remains their advisor through-

out graduate study, unless a change is

requested. This relationship can be

independent of students’ choices of thesis

and dissertation chairs. The program also

is designed to maximize opportunities for

peer involvement and peer learning. Each

new incoming student is assigned an

advanced student mentor who serves as

an informal advisor. Advanced students

also collaborate with faculty in instruction-

al, supervisory, and research activities.

Program size and informality, funding

opportunities, and the involvement of

students in peer learning are all part of an

underlying philosophy of collegiality,a

philosophy that de-emphasizes competi-

tion.

The program has deadlines for completion

of major requirements (e.g., thesis), and

students are expected to move through the

program in a timely manner. Professional

psychology competencies are evaluated at

the end of each semester, in terms of

coursework, practicum, and training as-

signment performance. The development

of self-awareness and self-evaluation on

the part of students is facilitated through

individual and group supervision. Students

also are encouraged to enrich their training

and development through systematic

growth experiences such as personal

counseling and professional workshops.

The Counseling Psychology Program at

SIU is a multicultural community of diverse

racial, ethnic, and class backgrounds,

national origins, religious, spiritual and

political beliefs, physical abilities, ages,

gender identities, and sexual orientations.

We strive to learn from each other in an

atmosphere of positive engagement and

mutual respect. As a profession,

Counseling Psychology not only disavows

oppressive attitudes, beliefs, and

behaviors, but actively works to advocate

for social justice and against oppression.

Indeed, because Counseling Psychologists

often work with individuals who have been

“marginalized,” we seek to train students

who will advocate for and positively

embrace all demographic diversity.

Respect for diversity in all its forms is a

central value of our program, and thus one

expected of all students.1 Students are given regular formal and in-

formal feedback from faculty about their

progress and performance. Academic per-

formance is evaluated at the end of the

first semester of graduate study, and at the

end of each academic year thereafter.

Progress is evaluated each year as well.

1This statement has been adapted from similar statements following other Universities and/or Counseling Psychology Programs developed by Auburn University, Miami University, the University of North Dakota & the University of Missouri-Columbia.

6

The program is open to modification.

Students’ opinions regarding the program

are regularly solicited, and their

suggestions for improvement are carefully

considered by the faculty. The program as

it presently exists represents considerable

student input.

A final component of our philosophy is that

we are part of a broader school of Psycho-

logical and Behavioral Sciences and

function collaboratively with the other

graduate programs in the school. This

philosophy benefits our students by giving

them access to the full range of expertise

in the field. Students thus are free to take

elective courses in the Clinical, Applied

Psychology, Behavioral Analysis, and

Brain and Cognitive Sciences graduate

programs, and may work with any faculty

member in the school on their thesis or

dissertation or in a training assignment.

This cooperation among programs allows

our students to pursue a much wider varie-

ty of interests, gives added flexibility in

achieving individual professional goals,

and gives a great deal of potential breadth

to students’ training.

FINANCIAL ASSISTANCE

Support is guaranteed to all first year

students. Students typically are expected

to complete their work at SIU in four years,

and it is our policy to try to support every

student we accept for those first four years

of graduate study. This policy is subject to

the amount of money available to the

department, of course, but we have been

able to provide four years of support to

students for over 30 years, and are

optimistic that we can continue to do so in

the future. Students are expected to be on

internship during their fifth year of graduate

study, and receive a stipend from the

institution or agency offering the internship.

All of our students have obtained accredit-

ed and funded internships in the past.

Consequently, students generally can

expect to be supported throughout their

graduate study.

The support students receive includes a

tuition waiver for up to 15 credits per

semester (currently valued at $7,042/

semester for Illinois residents and $17,606/

semester for non-residents) and a monthly

stipend. Stipends vary depending on the

the highest degree completed. During this

academic year (2019-2020), the stipend

for students with a bachelor’s degree is

$1,410/month; the stipend for students

with a master’s degree is $1,582/month.

Stipends for next year (2020-2021) have

not yet been announced, but they may

include a cost of living increase. Students

are also responsible for student fees,

which for 2019-2020 were $2,630.00 fall

and spring and approximately $300-$900

in the summer. Fees vary depending on

credit hours enrolled and whether one has

outside health insurance.

7

1. Full-Time Student Status: The level of involvement necessary to accomplish the

program's goals requires year-round full-time status for 4 years.

2. Training Assignments: A training assignment requiring 20 hours of work per week is

required each term in residence. Training assignments supplement formal coursework

by professional activities such as research, teaching, counseling, or administration. The

assignment varies according to needs, professional goals and competencies of the

student, and increases in responsibility as he or she progresses. Each term the student

is required to enroll in Psych 597, Preprofessional Training, in connection with the

training assignment.

3. Discipline-Specific Knowledge Curriculum: All counseling students are required to take

one course from each of the following areas of psychology in accordance with APA

requirements for program accreditation: Affective Aspects of Behavior, Biological

Aspects of Behavior, Cognitive–Aspects of Behavior, Social Aspects of Behavior, and

Developmental Aspects of Behavior.

4. Advanced Integrative Knowledge in Scientific Psychology: The required Cross-cultural

Psychology course (PSYC 553) involved the integration of multiple sources of basic

science content (e.g., Biological Aspects, Social Aspects).

5. Statistics and Research Design: Currently students are required to take two of the follow-

ing three courses: PSYC 522, Experimental Design & Analysis; PSYC 524, Multivariate

Methods; EPSY 507, Multiple Regression. All students take PSYC 523, Research

Design. Additional statistics and research design courses are available on an elective

basis.

6. Major Preliminary Examination: Counseling students take their major preliminary

examination after completion of at least two years of graduate study and completion of

their master’s thesis. This is an 8-hour written examination prepared by the counseling

psychology faculty. Copies of previous examinations and a reading list are available to

help students prepare for this examination.

Although students are expected to pass the examination on their first attempt, they are

typically given two opportunities to do so. Occasionally, students have distinguished

themselves by a "Pass With Honors" in their major examination. These distinctions are

noted in their departmental record and in letters of recommendation for internships and

jobs.

7. Master's Thesis and Doctoral Dissertation: The Master's thesis should be completed by

the end of the student's second year of graduate study and signifies the completion of

the Master's degree. The doctoral dissertation is usually begun during the third year of

graduate study and may be completed during the fourth or fifth (internship) year of study.

8. Pre-doctoral Internship: The final requirement for the degree is the pre-doctoral

internship, which must be completed at an APA or CPA accredited internship site.

Students seek and complete internships in a variety of locations across the United States

and Canada.

THE TRAINING PROGRAM CURRICULUM REQUIREMENTS

8

REQUIRED COUNSELING CORE COURSES: 523 Research Methods in Applied & Professional Psychology. Advanced study of experimental,

quasi-experimental, and correlational research designs; validity considerations; sampling methods; and research ethics.

525 Psychological Measurement. Intensive coverage of such topics as item analysis, reliability,

validity, problems of weighting in differential prediction. 526 Research in Counseling. Provides students a basic foundation in research skill including:

(a) extensive reading in counseling psychology research; (b) introduction to research designs; (c) technical writing (research proposals and manuscripts); and (d) research ethics.

530 Theories of Counseling and Psychotherapy. A survey of the major theories of personality and

systems of psychotherapy. Stresses relationship between theory and application.

536 Fundamentals of Counseling. This course helps students: (a) develop group cohesion and a spirit of cooperation, (b) become familiar with and able to apply the profession's code of ethics; (c) develop basic counseling skills through role playing, feedback, and practice interviewing with volunteer "clients"; and (d) begin to develop their professional identity as a counseling psychologist.

537 Advanced Treatment Planning and Implementation. Systematic case conceptualization and

treatment planning, methods for evaluating treatment efficacy and effectiveness, treatment selection methods, brief therapy models, and empirically supported treatments.

538 Theory and Practice of Group Facilitation. A didactic presentation of group dynamics, issues in

group facilitation, and approaches to leading therapeutic groups.

COUNSELING PSYCHOLOGY PROGRAM REQUIREMENTS

9

540 Psychological Assessment. Basic theory and practice of psychological assessment. including specific tests, with an emphasis on how they may be used in counseling.

548 Vocational Psychology and Career Development. Introduction to vocational psychology as an area of academic inquiry; including theories of career development, research issues, and vocational counseling techniques.

553 Cross-Cultural Psychology. Cross-cultural differences in psychology including examination of

different fields of psychology (e.g., social, developmental, psychopathology) from the cross-cultural perspective.

558 Personality and Social Development of Adults. Theory and research on the developmental tasks in adulthood, with a focus on conceptualizing normal functioning.

561 Supervision of Psychotherapy. Theory and research on supervision, case conceptualization,

and related ethical issues. Includes a laboratory component in which students supervise the work of beginning counseling students under supervision of the course instructor.

585 Advanced Professional Seminar. Designed to provide guided readings, discussion, and other

activities to help students to integrate external training experiences and systems competencies. Topics addressed include (a) consultation, (b) leadership and administration, (c) interdisciplinary systems, and (d) advocacy.

598 Ethical and Professional Problems in Psychology. Advanced study ethics as applied to

professional practice, teaching and research; problems and issues pertaining to the field of psychology, and relations to other professions and the public.

10

COUNSELING PRACTICUM COURSES

Beginning Practica. Students have three semesters of required beginning practicum experi-

ence primarily doing individual counseling. Students begin their practicum training in Spring

semester of the first year in the program’s in-house Career, Academic and Self-Exploration

center (CASE). In both Fall and Spring semesters of the second year, students divide their

time equally between the SIU Counseling and Psychological Services center (CAPS) and the

CASE. A minimum of 10 hours per week is required, approximately half of which are spent in

direct service. The remaining hours are spent in preparation, case critique, supervision and

seminars. The practicum exposes students to the full range of client concerns with which a

counseling psychologist is expected to deal, including both career and personal counseling. In

their 3rd semester in CASE, students are engaged in social justice outreach and consultation

activities of their choosing.

Professional Specialty Practicum. This required practicum, taken in fall of the third year, is

designed by students and their faculty advisors to provide a more advanced experience in a

specialty area related to the student's post-Ph.D. career objectives.

Advanced Practica: Students may elect additional advanced practica during the third and

fourth years of their program. These practica may be taken at the Counseling Center or at oth-

er on-campus or off-campus sites.

Supervision: Advanced students gain supervision experience as part of the required

Supervision course, usually taken in the fourth year, and they may elect to supervise beginning

counseling students in CASE in the Spring as an optional practicum in supervision.

Group Counseling: Students may obtain group counseling practicum experiences through the

Counseling Center as well as several other on-campus and community sites.

Couples/Family Counseling: The SIU Clinical Center has a couples and family team practicum

which may be taken as an elective experience.

APPLIED TRAINING SITES. In addition to the Counseling Center and CASE, a wide variety of

sites are available for elective practicum experiences and/or applied training assignments. On-

campus sites include: advisement center for undecided majors, business college career center,

multidisciplinary clinical center, and a support services center for students at academic risk.

Community sites include: several community mental health centers, a VA hospital, a large

psychiatric inpatient facility, a brain injury rehabilitation center, a battered women’s shelter, a

vocational rehabilitation assessment center, and correctional facilities.

INTERNSHIP

Counseling psychology students are required to complete an internship which must be one year of full-time supervised counseling experience or its equivalent at an APA accredited internship site. The SIU Counseling Center offers an APA-accredited internship, although most students elect to go elsewhere for an additional variety of experience.

ELECTIVES

After the first year, the program allows for some elective course work each semester with increasing flexibility as students progress through the program. Elective courses may be taken in the other graduate specialties in the Psychology Department as well as in other departments at SIU.

11

SAMPLE PROGRAM CURRICULUM

Year Fall Hours Spring Hours Summer Hours

1st

523 Research Methods 3

526 Research in Counseling 3

535 Psychopathology 3

536 Counseling Fundamentals 4

594L Practicum: Teaching (if TA) 1

597 Preprofessional Training 1

(Training Assign.) ___

15

Statistics course 3-4

530 Theories of Counseling 3

540 Psychological Assessment 3

594F Practicum 3

594L Practicum in Teaching 1

597 Preprofessional Training 1

___

14-15

597 Preprof. Training 1

599 Thesis 2 or 4

QUAN 507 (option) 3

___

4-8

2nd

524 Multivariate Statistics or 3

Elective (if took EPSY 507)

548 Vocational Psychology 3

507 Advanced Social Psychology 3

594F Practicum 3

597 Preprofessional Training 1

___

13

538 Group Facilitation 3

553 Cross-Cultural Psychology 3

558 Adult Development 3

594F Practicum 3

597 Preprofessional Training 1

___

13

597 Preprof. Training 1

Thesis or Elective 2 or 3

___

3-4

509 History and Systems 3

525 Psychological Measurement 3

537 Adv. Treatment Planning 3

594F Specialty Practicum 3

597 Preprofessional Training 1

600 Dissertation 2

___

15

515 Cognitive Psychology 3

580 Cog., Affect, & Behavior 3

598 Ethical & Professional Issues 3

(or 4th year)

594F Specialty Practicum 3

597 Preprofessional. Training 1

600 Dissertation 2

___

15

597 Preprof. Training 1

600 Dissertation 2

__

3

4th

514 Neurobehavioral Bases 3

561 Supervision 3

597 Preprofessional Training 1

600 Dissertation 8

___

15

554 Lifespan Dev. Psych. 3

594F Opt. Supervision Practicum 3

597 Preprofessional Training 1

600 Dissertation 8

___

15

597 Preprof. Training 1

600 Dissertation 2

___

3

5th 595 Internship 1 595 Internship 1 595 Internship 1

12

COUNSELING PSYCHOLOGY FACULTY

KATHLEEN CHWALISZ, Ph.D. Professor

University of Iowa (1992) Licensed Psychologist

Adjunct Faculty to SIU School of Medicine

Dr. Chwalisz’s (she/her) research interests fall in two main tracks: (a) health psychology and integrated

health care, including rehabilitation psychology and family caregiving, and (b) teaching and training,

including training of psychologists, faculty multicultural competence, and multicultural mentoring. She

also has interests in psychotherapy science and qualitative research methodology. Dr. Chwalisz has

edited a book on rural caregiving and has numerous chapters in professional books in counseling

psychology, health psychology, and rehabilitation psychology. Her research articles have appeared in

the Journal of Counseling Psychology, The Counseling Psychologist, Training and Education in

Professional Psychology, Rehabilitation Psychology, Journal of Personality and Social Psychology,

and Journal of Psychology in Medical Settings. She was principal investigator on the SIU Rural Care-

giver Telehealth Intervention Trial, a community-based intervention trial sponsored by the National

Institute of Aging and the National Institute of Nursing Research. Teaching and clinical interests are in

supervision, case conceptualization and treatment planning, psychological assessment, and evidence-

based practice.

Dr. Chwalisz has served as President of the Council of Counseling Psychology Training Programs, and

she has been Chair of the Society of Counseling Psychology’s Section for the Promotion of Psycho-

therapy Science and Section for Counseling Health Psychology. She has served on several Journal

editorial boards and was an Associate Editor for the Journal of Clinical Psychology. Dr. Chwalisz is a

Fellow of Division 17 (Society of Counseling Psychology) and Division 22 (Rehabilitation Psychology)

of the American Psychological Association.

_________________________________________________________________________________

TAWANDA GREER-MEDLEY, Ph.D. Associate Professor

Southern Illinois University (2003) Licensed Psychologist

Dr. Greer-Medley’s (she/her) research program is designed to enhance our understanding of chronic

sociocultural stressors that contribute to adverse health consequences for African American adult

populations. A further aspect of her work is the examination of provider racial biases and their

contribution to disparate treatment decisions, and other health-related consequences.

In addition to being an active scholar, she has taught several courses at the undergraduate level that

were designed to enhance student learning of theory and research on the political, health, and

economic consequences of social inequities in the United States. Her teaching at the graduate level

has consisted of practicum courses in adult psychotherapy, as well as courses in psychological

assessment and interventions.

Dr. Greer-Medley is currently an Associate Editor for the Journal of Black Psychology, and former

Associate Editor of Psychology of Women Quarterly. She has served as an ad hoc reviewer for

numerous peer-reviewed journals in medicine, and sociology. Her professional affiliations have

included the American Psychological Association, the Society for the Psychological Study of Ethnic

Minority Issues (American Psychological Association's Division 45), and the Association for

Psychological Science.

13

DOUGLAS KNUTSON, Ph.D. Assistant Professor

Oklahoma State University (2017)

Dr. Knutson (he/him) directs the Queers for Equitable and Empowering Research (QUEERS) labora-

tory at SIUC. The mission of QUEERS lab is to conduct research in health and resiliency in

transgender, lesbian, bisexual, queer and gay identified populations. Lab members also engage in

scholarship and advocacy to increase global equity and resource access for sexual minority and gen-

der-diverse individuals. Dr. Knutson’s current projects include an international geographical study of

health among minority-identified people, evaluations of a transgender and non-binary affirmative inter-

vention for anxiety and depression, and an investigation of negative emotion and resilience in drag

performer populations.

In addition to scholarship, Dr. Knutson invests time in national and local service. He is the Media and

PR Coordinator for the American Psychological Association Division 17 Society of Counseling Psy-

chology and a member of the Counsel of Counseling Psychology Training Programs Standing Com-

mittee on Advocacy, Inclusion and Diversity.

_________________________________________________________________________________

14

ABOUT OUR STUDENTS ADMISSION DATA Last year (2018-2019) there were 38 applications for admission to the program for fall, 2019. Since 2007, two

accreditation reviews ago, the total number of applicants was 887, an average of 74 applicants per year. A total

of 58 (6.5%) applicants were admitted. The most recently admitted students' mean undergraduate GPA was

3.75 (on a 4-point scale). Mean Graduate Records Examination scores were:

Standard Score Percentile

Verbal: 158 76

Quantitative: 151 45

Analytical: 4.75 87

OUTCOME DATA Since its beginning in the mid-1950s, our doctoral program has produced 255 PhD graduates to date.

Detailed records since 1976 indicate the following outcomes for our students:

Number Current # in Number Number Who Did Reasons:

Entered Good Standing Graduated Not Complete the Program 14 (Dropped, Voluntary)

287 26 214 47 (18% of those admitted) 23 (Dropped, Involuntary)

2 (Exceeded grad. school time limit)

6 (Changed Programs)

2 (Deceased pre-degree)

CURRENT STUDENTS DEMOGRAPHICS Our current students range in age from 22-38 years with a modal age of 24-25 and an average age of 26. The

table below shows information on the race/ethnicity and gender identities of our students.

Note: Four students (15%) are international students. Approximately 30% of current students have LGBTQ+

identities that are known by the program faculty.

Total number of students: 26 Of this total, number who are: On internship: 6

ABD (all but dissertation): 1

On campus: 19

Student (total):Counseling faculty ratio = 8.67:1

Student (on campus):Counseling faculty ratio = 6:33:1

Race/Ethnicity Female Male Non- Binary

Total (Percent)

Black/African American 6 1 0 7(27%)

White/European American 10 1 0 11(42%)

Latinx 3 0 0 3(12%)

Asian/Asian American 2 1 1 4(15%)

Multi-racial/Multi-ethnic 0 1 0 1(4%)

Total (Percent) 21 (81%) 4(15%) 1(4%) 26(100%)

15

Carbondale is a small city surrounded by

natural beauty unique to the Southern part

of Illinois. It is rather isolated (it's a two

hour drive to St. Louis, the nearest big

city), and its center is the University.

Carbondale is a town that people grow to

love, and many who come with plans for a

short stay (their graduate program, or a

sabbatical) are still here many years later

having decided to make it their home.

Where is Carbondale, anyway?

Carbondale is 335 miles south of Chicago

(six hours by car, or by Amtrak) and 104

miles southeast of St. Louis (2 hours by

car or a short air hop). The local airports

are served by regional carriers (both Unit-

ed and TWA) with connections at St. Louis'

Lambert Field. Also there is a shuttle bus

which runs between St. Louis Airport and

Carbondale. The Amtrak station is on the

north-south line between Chicago and

New Orleans. Greyhound also has a

station in town & car rental is an option.

Carbondale is small, and you can walk

from campus to many parts of the town.

Students without cars can walk, bike or

take the free University bus system just

about anywhere. Some bus routes are an

option 7 days a week, with late night runs

on the weekend.

What is Carbondale like?

Carbondale is a college town with a

population of about 26,000. Southern

Illinois University has an enrollment of

about 15,000; about 3,500 of these are

graduate students.

The surrounding Southern Illinois region

differs from other areas in the state due to

its southern culture and relatively poor

economy. Highlights of living in

Carbondale are the beautiful countryside

and the opportunities for outdoor recrea-

tion. To the south are rolling hills and

woodlands, and the Shawnee National

Forest. There are several other state

parks in the area; Giant City State Park is

10 minutes south of Carbondale and has

fine areas for rock climbing, hiking,

horseback riding, and camping. Within 15

minutes you can be fishing, boating, and

swimming in one of the area's many large

lakes. There is a small lake on campus

with boat rentals. There are beautiful bike

and walking trails both on and off campus.

What is the Psychology Department

like?

The psychology department attracts

international students and students from all

over the U.S. Students come from a

variety of ethnic backgrounds and the

department welcomes those with

nontraditional ideas and lifestyles. Gradu-

ate students range in age from persons

completing their bachelor's in a traditional

time frame to students returning after a

number of years away from school.

The counseling program encourages

cooperation instead of academic

competition between students. This

means that students are free to form

cohesive, friendly ties and support the

efforts of their fellow students. There are

many opportunities for professional and

personal interactions between students

and faculty in the counseling program as

well as with students in the clinical and

experimental programs with whom they

SO, YOU'RE THINKING ABOUT COMING TO CARBONDALE...?

(A Message from the Students)

16

may share classes. Relationships with the

faculty are generally informal and friendly.

The counseling faculty seek student input

in program evaluation and expansion

through two student representatives who

are elected by the students. These

students serve as the spokespersons for

the group and attend the weekly faculty

meetings.

Opportunities exist for student participation

in student organizations in the department

such as the Diversity Interest Group and

the Graduate Society of Psychology

(GsoP), or on campus through the Gradu-

ate and Professional Student Council and

the International Student Council. The

faculty is supportive of, and interested in,

student participation in all such groups.

Participation in other university wide

groups and activities is available, too!

What is there to do in Carbondale?

The University is the main source of

culture and entertainment and provides a

wide variety of activities. There are a

number of theater productions from the

theater department on campus each

semester. In addition, Shryock Auditorium

provides touring productions of plays,

classical and popular music, ballet and

modern dance. Popular music concerts

take place in the University Arena. Current

and classic films are shown at the Student

Center at very low prices. The city also

sponsors free outdoor summer concerts

featuring a variety of music styles. A local

repertory company, the Stage Company,

produces plays four or five times a year.

There are several movie theaters off

campus, shopping at two local malls, and

some good restaurants and bars.

St. Louis provides an unlimited source of

entertainment, culture, food, and shopping.

Psychology graduate students at SIUC

tend to spend social time together in such

activities as potlucks, camping, football,

volleyball and other sports, parties, and

spontaneous gatherings. At the beginning

of each academic year the department or-

ganizes several social gatherings that fos-

ter friendships and promote group cohe-

siveness. Social opportunities are limited

only by time, finances, and imagination.

The Southern Illinois region provides a

wide range of outdoor activites such as

hiking, camping, backpacking, rock climb-

ing, canoeing, sailing, etc. The Adventure

Resource Center in the Student Recrea-

tion Center rents outdoor equipment for a

small fee.

There are also many volunteer opportuni-

ties with agencies and organizations, on

and off campus, if you want to get in-

volved.

17

How can I find a nice place to live?

Housing opportunities range from single-

room efficiency apartments to multi-level

townhouses and houses. Depending on

housing quality, location, and whether one

lives alone or with roommates, students

can expect to pay $300 to $900 for rent

(utilities are generally not included). Rent

is less expensive in the smaller towns

around Carbondale for students who don't

mind a 20-30 minute commute to campus.

The earlier you start looking for housing,

the more likely you are to find what you

want. The off-campus housing office in

Washington Square is a good source of

information (618-453-1069). The campus

newspaper, the Daily Egyptian has hous-

ing advertisements and also has housing

listings on the “Dawg House” section of

their website (www.dailyegyptian.com/

dawghouse). You can also find housing

advertisements in the local community

newspaper, the Southern Illinoisan

(www.southernillinoisan.com).

Incoming psychology graduate students

will have the opportunity to talk to current

graduate students who can help with

housing and other details related to getting

settled in Carbondale. Some incoming

students find it useful to contact other new

students in order to find potential room-

mates.

We hope this information has been helpful.

The best source of information about life in

Carbondale are the graduate students

currently enrolled in the program. The

counseling faculty will provide you with the

name and phone number of a student if

you would like to talk to one of us. The

program also sponsors a more formal

student mentoring effort. Each incoming

graduate student is assigned a student

mentor to provide help and guidance in the

transition into the graduate program, and

introduce you to other psychology students

in the department.

18

INTERNSHIP PLACEMENTS

Since 2009, 47of our students have applied for internship. ALL 47 have completed (or are completing)

fully funded, APA-accredited internships. In that time, all were placed in an internship during the

first application year. Furthermore, our graduate students usually have received offers from their most

preferred sites. Consequently, almost all SIU students have been able to do their internship in the type

of agency they desire. The following indicates the internships accepted by our students over the years.

COUNSELING CENTERS

Appalachian State University 1 Arizona State University 2 Ball State University 3 California State—Long Beach 2 Clemson Univeristy Counseling & Psychological Services 1 Colorado State University 3 Duke University 1 Georgia State University 3 Grand Valley State University 2 Illinois State University 5 Iowa State University 12 Johns Hopkins University 2 Kansas State University 2 Michigan State University 1 Nebraska Internship Consortium 1 Northern Illinois University 2 Ohio State University 8 Oregon State University 1 Pennsylvania State University 2 Southern Illinois University 31 SUNY Buffalo 1 Texas A & M University 5 Texas Tech University 1 Texas Women's University 1 Towson State University 2 University of Akron 1 University of California at Berkeley 3 University of California at Davis 3 University of California at Irvine 10 University of California at Los Angeles 1 University of California at San Diego 2 University of California at Santa Barbara 1 University of California - Santa Cruz 1 University of Cincinatti 2 University of Delaware 4 University of Florida at Gainesville 15 University of Hawaii 1 University of Illinois 6 University of Iowa 6 University of Maine 2 University of Maryland 3 University of Memphis 4

19

COUNSELING CENTERS (cont.) University of Miami 3

University of Michigan 3

University of Minnesota at Minneapolis 3

University of Missouri at Columbia 12

University of Nebraska 1

University of North Carolina—Chapel Hill 1

University of Notre Dame 2

University of Oregon 3

University of Southern California 1

University of St. Thomas 2

University of Tennessee at Knoxville 1

University of Texas at Austin 5

University of the Pacific 1

University of Utah 8

University of Wisconsin-Madison 6

Virginia Commonwealth University 10

West Virginia University 2

Wichita State University 1

VETERANS ADMINISTRATION HOSPITALS

Boston VA Outpatient Clinic, Boston, MA 2

Danville VA Hospital, Danville, IL 4

Cincinnati, VA Medical Center, Cincinnati, OH 1

Eastern Kansas Healthcare System 1

Gulf Coast VA Healthcare System, Biloxi, MS 1

Iowa City VA Hospital, Iowa City, IA 1

Hines VA Medical Center, Chicago, IL 4

Lexington VA Medical Center, Lexington, KY 1

Madison VA Hospital, Madison, WI 1

Milwaukee VA Medical Center, Milwaukee, WI 4

Mental Hygiene Clinic, Oakland, CA 1

New Orleans VA Hospital, New Orleans, LA 1

Palo Alto VA Medical Center, Palo Alto, CA 1

Pettis Memorial Veterans Hospital, Loma Linda, CA 1

Salt Lake City VA Medical Center, Salt Lake City, UT 1

Seattle VA Medical Center, Seattle, WA 2

VA Long Beach Healthcare System, Long Beach, CA 1

VA Sepulveda Ambulatory Care Center, Los Angeles, CA 2

West Haven VA Medical Center, West Haven, CT 1

Wood VA Hospital, Milwaukee, WI 4

20

COMMUNITY MENTAL HEALTH CENTERS AND HOSPITALS

Area C Community Mental Health Center, Washington, DC 1

William Beaumont Army Medical Center, El Paso, TX 2

Burrell Center, Inc., Springfield, MO 2

Coastal Community Counseling Center, Braintree, MA 1

Convalescent Hospital for Children, Rochester, NY 1

Delaware Valley Mental Health Foundation, Doylestown, PA 1

Edmonton Clinical Consortium, Edmonton, Alberta CANADA 1

Malcolm Grow USAF Medical Center, Andrews AFB, MD 1

Mendota Mental Health Institute 1

Naval Medical Center, Norfolk, VA 1

Philadelphia State Hospital, Philadelphia, PA 1

Robert C. Byrd Health Sciences Center, Charleston, WV 1

Quinco Consulting Center, Columbus, IN 3

Tri-County Community Mental Health Center, East Chicago, IN 1

Wichita Collaborative Psychology Internship, Wichita, KS 2

Wright State University—Ellis Institute, Dayton, OH 1

FEDERAL CORRECTION INSTITUTIONS

Federal Correctional Institution--Butner, NC 1

Federal Medical Center—Lexington, KY 2

21

INITIAL JOB PLACEMENTS

The SIU training program provides the flexibility students need to prepare for their own unique

career objectives. This is most convincingly demonstrated by the wide variety of initial jobs

accepted by our graduates.

ACADEMIC POSITIONS: PSYCHOLOGY PROGRAMS/DEPARTMENTS. . . . . . . .. . . .

Chicago State University 1 Central Missouri State University 1 Cleveland State University 1 Concordia University Wisconsin 1 Cumberland College 1 Earlham College 1 East Texas State University 1 Eastern Illinois University 1 Illinois Wesleyan University 1 Jefferson College 1 Lewis University 3 Luther College 1 Morningside College 1 Pontifical College Josephinum 1 South Dakota State University 1 Southern Illinois University 4 University of Akron 1 University of Houston 2 University of Illinois—Springfield 1 University of Maryland 1 University of North Dakota 1 University of St. Thomas—visiting professor 1 Virginia Commonwealth University `1 Western Oregon University 1 Westfield State College 1 Westminster College 1

OTHER ACADEMIC DEPARTMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Ball State University, Department of Counseling Psychology 2 Chinese University of Hong Kong, Department of Social Work 1 Drake University, Leadership and Adult Development 1

Masters of Counseling/Rehab 1 North Shore Community College, Behavioral Science, Danvers, MA 1 Pennsylvania State University, College of Education 1 Southern Illinois University, Department of Administrative Sciences 1 University of Illinois, Leisure Studies 1 University of Montana, Department of Management 1 University of Pennsylvania, College of Education 1 University of Pittsburgh, Department of Rehabilitation 1 Washington University Medical School 1

22

COUNSELING CENTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . American University 2 Appalachian State 2 Boise State University 1 Central Missouri State University 1 Clark Atlanta University 1 Claremont College 1 Cornell University 1 Denison University 1 East Carolina University 1 Eastern Illinois University 2 Eastern Kentucky University 1 Grand Valley State College 1 Highline Community College 1 Idaho State University 1 Illinois State University 3 Iowa State University 1 Ithaca College 1 Loyola College in Maryland 1 Kansas State University 2 Marquette University 1 Miami University of Ohio 1 Michigan State University 1 Mount Union College 1 North Carolina State University 1 Northeast Missouri University 1 Northern Illinois University 2 Ohio State University 1 Seton Hall University 1 Southern Illinois University 6 St. Louis University 1 Texas A&M University-College Station 3

Texas A&M University-Commerce 1 Texas Tech University 1 Towson State University 1 University of Arizona 1 University of Arkansas 1 University of British Columbia 1

University of California at Irvine 3 University of California at Los Angeles 1 University of California at San Diego 1 University of California at Davis 3 University of Cincinnati 1 University of Colorado 1 University of Florida Gainesville 2 University of Houston 2 University of Illinois 7 University of Iowa 2 University of Louisville 1 University of Michigan 1 University of Missouri-Columbia 4 University of Nevada—Reno 1 University of North Carolina—Greenville 1

23

COUNSELING CENTERS (Continued) University of Oregon 1 University of Pennsylvania 1 University of SanDiego 1 University of South Florida 1 University of Southern California 2 University of Southern Mississippi 1

University of Utah 1 University of Virginia Charlottesville 1

University of Wisconsin at Madison 2 Utah State University 1 Valparaiso University 1 Virginia Commonwealth University 3 Wake Forest University 1 Weber State University 1 West Virginia University 1 West Virginia University 1 Wright State University 1

RESEARCH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

U.S. Army Research Institute for the Social and Behavioral Sciences, Alexandria, VA 1

Bell Laboratories Holmdel, NJ 1

Center for Social Welfare Research University of Washington 1

Cross Systems Evaluation, County of Santa Clara San Jose, CA 1

Missouri Institute of Psychiatry, St. Louis, MO Missouri Patient Care Review Foundation, Jefferson, MO 1 Testing & Evaluation Services University of California - Long Beach 1

INDEPENDENT PRACTICE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . .

Human Development and Counseling Service, Canton, OH 1 Kaplan Consulting and Counseling, Inc., Beachwood, OH 1 Oakbrook Center Mall, Oakbrook, IL 1 Elmhurst, IL 1

Evansville, IN 1 Los Angeles, CA 1 North Tustin, CA 1 West Hollywood, CA 1

Madison, WI 1

24

HOSPITALS AND MEDICAL CLINICS . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. .

Anna State Hospital, Anna, IL 2 Aurora Healthcare, Milwaukee, WI 1 Butler Hospital, Providence, RI 1 Charles River Hospital, Wellesley, MA 1 Columbia University Medical Center 1 Community Hospital, Indianapolis, IN 1 Duke University Medical Center, Durham, NC* 2 Gaylord Hospital, Wallingford, CT 1 Hines V.A. Medical Center, Hines, IL 3 Hutchings Psychiatric Center, Syracuse, NY 1 Naval Medical Center, Norfolk, VA 1 Oklahoma City VA Hospital, Oklahoma City, OK 1 Prairie St. Johns, Fargo, ND 1 State University of New York, Stony Brook, NY* 1 Topeka State Hospital, Topeka, KS 1 U.S. Army Air Medical Center, Fort Rucker, AL 1 U.S. Army Medical Center, RAF Bentwater, England 1 V.A. Medical Center, Augusta, GA 1 V.A. Medical Center, Battle Creek, MI 1 V.A. Medical Center, Cleveland, OH 1 V.A. Medical Center, Marion, IL 1 V.A. Medical Center, Houston, TX 1 V.A. Medical Center, Iowa City, IA 1 V.A. Medical Center, Kansas City, MO 1 V.A. Medical Center, Milwaukee, WI 1 V.A. Medical Center, Salt Lake City, UT 1 V.A. Medical Center, San Diego 1 Washington University Medical School 1 Weston State Hospital 1

CORRECTIONAL CENTERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Federal Bureau of Prisons, Manchester, KY 1 Federal Correctional Institute, Butner, NC 1 Federal Correctional Institute, Lexington, KY 2 Federal Correctional Institute, Oxford, WI 1 Vienna Correctional Center, Vienna, IL 1

25

COMMUNITY MENTAL HEALTH CENTERS. . . . . . . . . . . . . . . . . . . . . . . . . . Archway Mental Health Center, Bismarck, ND 1 Bowen Center, Columbia City, IN 1 Central Coast Area Health Service, Gosford, New Autralia 1 Coastal Community Counseling Center, Braintree, MA 1 Comprehensive Community Mental Health Center, Evansville, IN 1 Counseling and Family Services, Brockton, MA 1 Delaware Valley Mental Health Foundation, Doylestown, PA 1 Delta Center, Cairo, IL 1 DePaul Rehabilitation Hospital, Hartford, WI 1 Franklin-Williamson Human Services, West Frankfort, IL 3 Hopi Guidance Center, Second Mesa, AZ 1 House of Ruth, Baltimore, MD 1 Interstate Medical Center, Red Wing, MN 1 LaGrange County Mental Health Center, LaGrange, IN 1 Lancaster County Mental Health Center, Lancaster, PA 1 Marionjoy Rehabilitation Center, Wheaton, IL 1 Metropolitan Guidance Center, Farmington, MI 1 MH/MR of Southeast Texas, Port Arthur, TX 1 Operation Concern Counseling Center, San Francisco, CA 1 Psy Care Comprehensive Psychological and Psychiatric Services, Schaumberg, IL 1 Rockford Singer Zone Center, Rockford, IL* 1 Sandusky Valley Mental Health Center, Freemont, OH 1 Scioto-Paint Valley Mental Health Center, Washington

Court House, OH 1 Smokey Mountain Mental Health Center, Cullowhee, NC 1 Southern Illinois Regional Social Services 3 Springfield Mental Health Center, Springfield, IL 1

Vista Balboa Crisis House, San Diego, CA 1 OTHER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Atlantic Health Services, Inc. 1 Hammond Developmental Center, Hammond, LA 1

26

We think our program’s outcomes are impressive. We have over 250 doctoral graduates (and

counting) since the program began in the late 1950s. All of our graduates have been em-

ployed after graduation in work related to their degree. Most (75%) have initially entered ser-

vice positions in university counseling centers, community agencies, hospitals/medical centers,

correctional centers, or in private practice or consulting. The remaining 25% entered their first

jobs in academic or research settings.

We try to carefully follow our graduates’ careers, and find that many of our alumni are quickly

promoted to positions of authority in agencies or academia. The career paths of our graduates

also show great diversity, both between people and within individual careers. A recent survey

of our alumni and a literature search uncovered the following information about our graduates:

Current career positions:

25% are in academic positions

25% are in administrative positions in human service agencies

43% are in practice positions

7% are in research or consulting jobs.

Also:

18% maintain a private practice either full- or part-time

95% are licensed as psychologists

over a third are, or have been, counseling center directors, assistant directors, or

training directors (academic or internship).

Graduates report having engaged in the following professional activities during their careers:

counseling therapy (78%)

teaching (72%)

consulting (69%)

supervision & training (65%)

administrative work (52%)

Our graduates also are involved in many scholarly activities:

78% have presented papers at professional meetings

75% have authored or co-authored professional publications

40% have current on-going research programs

25% do editorial work for professional journals.

Many of our graduates also have achieved individual distinction. Within the last 10 years, for

example, program alumni have served as: editor of the Journal of Counseling Psychology;

presidents of: 4 different APA divisions, the Association of Black Psychologists, and the Asso-

ciation for Multicultural Counseling and Development.

SUMMARY INFORMATION ON PROGRAM GRADUATES

27

Individual alumni have also been recognized for their research accomplishments. A recent

study ranked two of our alumni 4th and 5th out of the 50 most eminent researchers in counsel-

ing psychology. One of our graduates recently was ranked a leading contributor to multicultur-

al research in the Journal of Counseling Psychology. Another of our graduates co-authored

the most frequently cited article in the multicultural counseling literature.

We are extremely proud of all our graduates’ professional accomplishments. We think our

alumni demonstrate that the program does an outstanding job of preparing true scientist-

practitioners who have the solid foundations to pursue and succeed in a variety of career op-

tions.