Southern Utah University

Course Syllabus

Back to Syllabus Search | Browse by Department
Southern Utah University
Southern Utah University
Fall Semester 2025

Clinical Practicum (Face-to-Face)

PSY 6520-02

Course: PSY 6520-02
Credits: 3
Term: Fall Semester 2025
Department: PSY
CRN: 30819

Course Description

The clinical practicum consists of both individual and group supervision of clinical activities in the SUU Program Training Clinic (e.g., psychotherapy, assessment) and CAPS, as well as providing students with opportunities to begin their own supervision efforts with junior students in Doctoral Program. Specifically, in their second year of the Program, students will begin seeing clients in the SUU Program Training Clinic and will participate in this course as they build a foundation of their clinical skill set.  In the third year of the Program, students will see clients at SUU CAPS to continue to build clinical skills. The main goals of this course are to (a) help students continue conceptualizing the delivery of basic clinical services, (b) continue building the foundation they are using in their work with clients, and (c) to help students accept constructive feedback related to their own clinical efforts, and (d) begin providing supervision to junior members of the Vertical Team.  [Fall, Spring, (Summer As Needed)] [Graded (Standard Letter)] Is this course repeatable for credit? Yes - Maximum credit hours: 15 Prerequisite(s): Instructor Permission Registration Restriction(s): PsyD students only.

Required Texts

REQUIRED TEXT & MATERIALS:
  • Ethical Principles of Psychologists and Code of Conduct can be downloaded from the American Psychological Association website, apa.org/ethics
  • Utah Administrative Code can be accessed from https://le.utah.gov/xcode/code.html
  • Other assigned readings will be provided, as needed

Learning Outcomes

Learning Objectives:
This course is designed to introduce and practice the following Profession Wide Competencies (PWCs) in Health Services Psychology as outlined by the American Psychological Association.

  1. PWC ii (Ethical & Legal Standards):
    • Be knowledgeable of and act in accordance with each of the following:
    • the current version of the APA Ethical Principles of Psychologists and Code of Conduct;
    • Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and
    • Relevant professional standards and guidelines.
    • Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
    • Conduct self in an ethical manner in all professional activities.

  2. PWC iii (Individual & Cultural Diversity):
    • Demonstrate an understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves;
    • Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service; and
    • Demonstrate the ability to integrate awareness and knowledge of individual and cultural differences, including intersectionality, in articulating an approach to working effectively with diverse individuals and groups.
    • Demonstrate the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews differ with their own.

  3. PWC iv (Professional, Values, Attitudes, & Behavior):
    • Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, the integration of science and practice, professional identity, accountability, and concern for the welfare of others.
    • Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
    • Actively seek and demonstrate openness and responsiveness to feedback and supervision.

  4. PWC v (Communication & Interpersonal Skills):
    • Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
    • Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
    • Manage difficult communication well.

  5. PWC vi (Assessment):
    • Demonstrate current knowledge and application of knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
    • Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as


relevant diversity considerations and contextual influences (e.g., family, social, societal, and cultural) of the service recipient.
  • Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
  • Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

  1. PWC vii (Intervention):
    • Establish and maintain effective relationships with the recipients of psychological services.
    • Develop and implement evidence-based intervention plans specific to the service delivery goals informed by the current scientific literature, assessment findings, diversity considerations, and contextual variables. This includes the ability to modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
    • Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing progress evaluation.

Course Requirements


Course Requirements
  • Students within a vertical team may have variable caseloads. In general, it is expected that: 
    • 1st year students are not required to carry a case load but are expected to shadow at least 1-2 specific cases through the semester. 
    • 2nd and 3rd year students will maintain a weekly caseload of 5-7 therapy/assessment hours (after completing all training activities required by the supervisor to begin services), unless otherwise discussed with the faculty supervisor. 
    • 4th year students will generally carry a lower direct client caseload (~3-5 weekly therapy/assessment hours) but are expected to provide vertical supervision to 2nd year students on at least 2-4 specific cases, which includes at least thirty minutes a week of face-to-face supervision and a minimum of an additional 30 minutes reviewing the students’ sessions or tape (co-therapy or direct supervision are encouraged).
  • Students are responsible for monitoring and requesting new cases as needed to maintain their clinical load.
  • All activities and deadlines should be in adherence with CCAC policy manual. Students are responsible for knowing and following policies.
  • Students are expected to have identified training goals each semester, to be reviewed as part of supervision.
  • Students are required to attend scheduled group and individual supervision meetings. If students are unable to attend supervision for any reason, they need to notify me immediately. Because of the difficulty of making up any content and training that occurs in in-person supervision, any absences are expected to be for program-related or emergency situations and the student will be expected to complete tasks associated with supervision. Of note, consistent with the program manual, more than 2 absences in a semester in either context will result in a failing grade, as students cannot demonstrate competence in the course unless they attend at least 80% of expected activities.
  • Weekly expectations PRIOR to attending group/individual supervision:
    • All case notes completed
    • All assessment measures scored (unless there are specific scoring questions)
    • Tape reviewed and tagged
    • Questions identified and written
    • Other assignments as discussed/assigned in supervision (e.g., completion of initial training sequences, case conceptualizations, etc.)

Course Outline


Structure of Clinical Practicum
  • Group supervision: Students meet as a practicum team with the faculty supervisor each Wednesday morning from 9:30-11am. In the unusual circumstances group supervision has to be canceled or rescheduled due to a scheduling conflict on my part, I will do my best to set up alternative supervision from another licensed faculty member or assign other activities that will support student development towards PWC competencies. The structure of group supervision will generally include:
    • Case presentations and questions posed to the group
    • Follow-up on any supervision assignments
    • Identification, review, and discussion of any ethical dilemmas or clinical questions related to multicultural competence
    • Review of technique, role-play, and case conceptualization


  • Individual supervision: Students with active caseloads will meet with me once a week for individual supervision. Meeting times will be established the first week of the semester. If I have to cancel or reschedule individual meetings, I will offer other times for individual supervision that week or alternative supervision modalities unless absolutely infeasible due to circumstances, in which case I will offer times as soon as is reasonably possible. Students should come to individual meetings with tape marked, assessment scored, and otherwise prepared to review specific questions and training goals. Individual supervision for 4th years will include review of their supervision of younger students for that week.
  • Students are responsible for all their case scheduling, assignment and management through the CCAC. They are responsible for completing assigned assessments and seeing their therapy cases outside supervision hours through the CCAC. Of note, this will require significant time blocks on Tues, Thurs, or Fridays for assessment as well as late afternoon/evening hours in the clinic.

Instructor's policies on late assignments and/or makeup work


Extensions & Make-Ups
In the event of a University-approved absence or a significant medical problem, you must contact the instructor prior to the due date to discuss arrangements for making up a missed exam, presentation, or other graded requirement. Written documentation (e.g., official university notice, note from a licensed physician) will be required for any make-up work.


Because this is a clinical practicum course, punctuality, reliability, and accountability are essential components of your professional responsibilities. In the clinical environment, meeting deadlines, being present, and fulfilling commitments are not only academic expectations but also ethical obligations to your clients, colleagues, and the profession. Missing assignments, assessments, or clinical duties without valid justification undermines the standards of practice and professional conduct expected in healthcare settings.


Personal events such as family vacations, weddings, or oversleeping do not constitute acceptable reasons for missing an assignment or exam. No exceptions will be made to this policy.


Just as in professional practice, repeated or unexcused lapses in meeting obligations may have serious consequences, including loss of trust, missed opportunities, or impact on your ability to practice. The standards you uphold here reflect the standards you will be expected to maintain in your career.


Attendance Policy

Attendance Policy
Attendance and participation in all class activities is required and helps solidify students’ identities as an entry level professional psychologist. Documented medical emergencies, illnesses, and other unavoidable circumstances that may require absence will be taken under consideration in students’ annual evaluations. Other situations (e.g., work conflicts, family vacations, or other matters of personal business) are not considered to be excused absences and may result in informal or formal review proceedings. Students should consult the academic course calendar, course syllabi, and clinical placement site schedules before planning activities. 

If a student misses more than 20% of an academic course (excused or unexcused), they cannot be considered to have gained the necessary competencies and knowledge needed to fulfill that area of their training. They will receive a failing or incomplete grade (at the faculty’s discretion), receive a Remediation Plan or be put on Formal Probation, and need to work with the faculty member and Psy.D. Executive Team to establish next steps. 

With respect to practicum courses and placements, there is less flexibility on absences in order to protect clients from harm as well as ensure students have adequate opportunity to achieve fundamental competencies. The extent of allowed absences depends on requirements for individual practicum placements. Repeated absences (excused or unexcused) are grounds for Improvement or Remediation Plan with the student, supervisor, and Psy.D. Executive Team included; failure to remediate identified competencies and improve attendance will result in Formal Probation and review for dismissal from the Program. 

Due to the nature of seminar graduate training and consistent with APA and other graduate programs, attendance in-person is expected. Limited accommodations can be made for acute concerns, but extended participation via Zoom is considered a fundamental alteration to the program. When a faculty does accommodate Zoom participation in limited circumstances, the faculty determines whether it counts towards the required 80% minimum attendance based on whether the student can reasonably meet the required activities in the class during that time period via zoom (for example, Zoom attendance is almost always a fundamental alteration to the core activities in practicum and applied classes, but based on semester timing it may count as regular attendance in a course that had a faculty lecture that day). In cases where interference with attendance will be unavoidable, students may petition a full or partial Leave of Absence. 


Course Fees

See PsyD program manual for tuition information.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.