Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2026

Clinical Practicum (Face-to-Face)

PSY 6520-08

Course: PSY 6520-08
Credits: 3
Term: Fall Semester 2026
Department: Psychology
CRN: 30504

Course Description

Clinical Practicum consists of supervised provision of clinical services and is intended as a primary context for students to integrate principles learned in their clinical courses within the PsyD program and extend their training in clinical competencies in preparation for more advanced clinical placements. In this course, students will provide assessment and therapy services through the program training clinic, the SUU Psychology Clinic (SPC). The main goals of this course are to (a) help students conceptualize and continue conceptualizing the delivery of basic clinical services, (b) build and continue building the foundation they are using in their work with clients, (c) help students provide and accept constructive feedback related to their own clinical efforts, and (d) for advanced students, begin providing supervision to junior members of the vertical team.

Students participate in mixed-year vertical training teams. First-year students (PSY 6510) participate as observers; second- through fourth-year students (PSY 6520) provide clinical services, with fourth-year students additionally providing peer (vertical) supervision. This syllabus, the Expectations by Year of Training matrix, and the Practicum Competency Evaluation Forms associated with each year of training identify how responsibilities are similar and different across years within the same practicum.

[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

  • Ethical Principles of Psychologists and Code of Conduct — available from the American Psychological Association website, https://www.apa.org/ethics/code
  • ASPPB Code of Conduct — available from https://www.asppb.net/page/Guidelines
  • Utah Administrative Code — available from https://le.utah.gov/xcode/code.html
  • Supervisor-assigned texts and readings — additional readings will be posted in the shared Google Drive folder

Learning Outcomes

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. PWCs ii–vii apply to all students at year-appropriate levels; PWC viii is a formal emphasis for fourth-year students, and PWC ix is introduced in the third and fourth years. 

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.
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.
  • 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.
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.
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.
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.
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.
PWC viii (Supervision) — Year 4 emphasis
  • Demonstrate knowledge of supervision models and practices.
  • Apply supervision knowledge in direct or simulated practice with psychology trainees or other health professionals, including structured peer (vertical) supervision within the practicum team.
PWC ix (Consultation & Interprofessional/Interdisciplinary Skills) — introduced Years 3–4
  • Demonstrate knowledge and respect for the roles and perspectives of other professions.
  • Apply knowledge of consultation models and practices in direct or simulated consultation, including case consultation within the vertical team and with allied professionals as opportunities arise.

Evaluation & Grading Policy

Student competence on the targeted PWC areas will be evaluated using the Practicum Competency Evaluation Form. Scores of “3” or above indicate the student has met minimum acceptable competence in an area. Scores below “3” indicate the student has failed to meet the competency and require remediation and/or other disciplinary action. Students will be evaluated based on their year of training and corresponding evaluation forms and behavioral anchors (1st years “Pre-practicum,” 2nd years “Beginning,” 3rd years “Intermediate,” 4th years “Advanced”). Please refer to the corresponding evaluation forms and clarify with your supervisor if you are unclear about specific expectations for your year of training.

Course grades are Pass/Fail and will be assigned at the end of each semester based on the Practicum Competency Evaluation Form, which assesses PWC areas as well as professional values, attitudes, and behaviors exhibited in practicum (including attendance, timeliness, and engagement). Missed, late, or incomplete assignments will impact PWC ratings related to professionalism. Students will pass the course if all ratings fall at “3” or above, as rated by the primary supervisor. Students may still be assigned a passing grade if they have one “2” rating, provided they did not receive a “2” in related areas the previous semesters; this is at the discretion of the instructor. Students should have an established remediation within their practicum course (not necessarily a formal program Remediation) in this case. Students will fail the course if they receive a “1” in any area or multiple scores of “2” within or across any competencies.

Note on vertical teams: Work expectations within the Years 2–3 tier are uniform, but the evaluation bar rises with each year of training — 2nd years are rated against Beginning anchors and 3rd years against Intermediate anchors. Students performing similar activities may therefore receive different ratings; this reflects the cumulative and developmental nature of doctoral-level training.

Instructor's policies on late assignments and/or makeup 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. Please contact your supervisor immediately regarding any absences or impairment in your ability to meet clinical obligations. 

Personal events such as family vacations, weddings, or oversleeping do not constitute acceptable reasons for missing clinical documentation, reports, or other practicum requirements. 

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.

Course Requirements

Year-specific expectations — caseload, supervision received and provided, weekly preparation, training sequence, training goals, and evaluation — are defined in the Expectations by Year of Training matrix (next section). The following requirements apply to all students:
  • All activities and deadlines must adhere to the SPC (formerly CCAC) policy manual. Students are responsible for knowing and following policies.
  • Students are responsible for monitoring and requesting new cases as needed to maintain their clinical load, and for all case scheduling, assignment, and management through the SPC (formerly CCAC). Assessment and therapy sessions occur outside supervision hours; students should anticipate significant time blocks in the clinic on Tuesdays, Thursdays, or Fridays for assessment as well as late afternoon/evening hours in the clinic.
  • Students are required to attend scheduled group supervision (all years) and individual supervision (as applicable to year of training). Students unable to attend supervision for any reason must notify the supervisor immediately. Because content and training that occur in in-person supervision are difficult to make up, absences are expected to be limited to program-related or emergency situations, and students will be expected to complete tasks associated with missed supervision. 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 unless they attend at least 80% of expected activities.
  • A training checklist with accompanying due dates will be maintained in the shared Google Drive (see Supervisor Addendum); students are expected to complete tasks on time and initial as they complete them.
  • Students are required to maintain weekly supervision documentation appropriate to their role.

Course Outline

Structure of Clinical Practicum
Each scheduled meeting addresses supervisor- and student-identified priorities related to specific clinical cases currently on the student’s caseload. The supervisor and student review marked tape, student questions, relevant profession-wide competencies, and individualized training goals as they apply to current cases.

Group Supervision
Students meet as a practicum team with the faculty supervisor weekly between 9-11am Wednesdays. In the unusual circumstance that group supervision must be canceled or rescheduled due to a scheduling conflict on the supervisor’s part, the supervisor will make every effort to arrange alternative supervision from another licensed faculty member or assign other activities that support student development toward PWC competencies. The structure of group supervision will generally include:
  • Didactic instruction, case presentations, review of literature reviews, 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 — with fourth-year students leading designated portions of these discussions.
  • Review of technique, role-play, and case conceptualization.

Individual Supervision
Students with active caseloads meet with the faculty supervisor once a week for individual supervision. Meeting times are established the first week of the semester. If the supervisor must cancel or reschedule individual meetings, alternative times or supervision modalities will be offered that week unless absolutely infeasible, in which case times will be offered as soon as reasonably possible. Students are expected to come to individual meetings with tape marked, assessments scored, and otherwise prepared to review specific questions and training goals. Individual supervision for fourth-year students includes review of the vertical supervision they provided that week.

Roles & Responsibilities of the Supervisor
  • Operates within practicum expectations outlined in the graduate and SPC (formerly CCAC) handbooks.
  • Oversees and monitors client cases (assessment, conceptualization, treatment planning, and intervention) within ethical/regulatory standards.
  • Reviews and signs off on all reports, case notes, and communications in a timely manner.
  • Develops and maintains a respectful and collaborative supervisory relationship that includes describing the supervisor’s theoretical orientations for supervision and therapy, and maintaining a distinction between supervision and psychotherapy.
  • Assists the supervisee in setting and attaining goals and provides feedback anchored to these goals, objectives, and competencies.
  • Provides formative and summative evaluation using benchmark rating forms.
  • Informs the supervisee when competence criteria are not met and implements a remediation plan.
  • Reschedules missed supervision session(s).
  • Maintains documentation of the clinical supervision and services provided.

Roles & Responsibilities of the Student
  • Operates within practicum expectations outlined in the graduate and practicum handbooks.
  • Implements supervisor directives and discloses clinical issues, concerns, and errors as they arise. Seeks out and receives immediate supervision on emergent situations (Supervisor and backup supervision contact information: see Supervisor Addendum).
  • Identifies to clients their training status as a supervisee, the name of the clinical supervisor, and the supervisory structure, and obtains the client’s informed consent for this structure. 
  • Attends supervision sessions on time and prepared to discuss client cases.
  • Utilizes individual and group supervision effectively; no use of laptops or phones except for explicit supervision-related purposes. 
  • Takes advantage of training opportunities and supervision, records all sessions, follows through on supervision assignments, and keeps documentation up to date.
  • Adheres to ethical/regulatory and professionalism standards including those established by APA and the training program, including (but not limited to) timeliness in all aspects of clinical work, professional dress, and respectful interactions with clients, supervisors, and colleagues.

Confidentiality within Supervision
Supervisor and student understand that limits of confidentiality exist for supervisee disclosures in supervision. While the supervisor is there to help promote development of broad professional identity, they also serve in an evaluative role. In our program, faculty supervisors regularly meet and review students’ progress in clinical practicum. In addition to these normative disclosures, supervisors may share information regarding student functioning or performance (including student disclosures to the supervisor) if it is determined to be significantly impacting their functioning within clinical practicum and/or the program more broadly.

For sensitive disclosures related to sexual harassment or violence, we understand that it is important to have a place to discuss well-being and clinical implications. In the student-supervisor context, where we are operating within our role as faculty, we are also mandated reporters for concerns related to Title IX. We will do our best to help support you through the process and a report does not mean you have to pursue any action, but we do not want our obligation to report to take you by surprise.  

 

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

There is a $12 course fee associated with this course ($4 per credit).

AI Policy

In PSY 6510 and 6520, you are welcome to experiment with AI interfaces in generating ideas and examples for hypothetical treatment notes and plans. However, NEVER ENTER ANY SENSITIVE OR EVEN POTENTIALLY IDENTIFYING INFORMATION into ANY AI generator. This includes any AI plug-ins for grammar. You are NOT permitted to use AI to write your actual treatment notes or assessment reports, or mock notes/reports expected to be completed independently, as a main objective of this course is for you to practice generating this content independently in order to understand the process of doing so and how to evaluate the content. Discuss any questions about appropriate AI use with your supervisor. Violation of the clinic AI policy will result in immediate referral for remediation, probation, or dismissal. 

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.

Religious / Conscience Belief Accommodation

RELIGIOUS / CONSCIENCE BELIEF ACCOMMODATION: In accordance with SUU Policy 6.7 Student Belief Accommodation, students may request, in writing, that their faculty accommodate their sincerely held religious or conscience beliefs. Students should provide their faculty with sufficient advanced notice, if possible within the first five (5) business days of the semester or session, or thereafter with good cause for requesting an accommodation after the first five (5) business days.

Faculty must provide a schedule accommodation or excuse an absence, in any course, for students to observe or participate in religious holidays or an organized activity conducted under the auspices of the student’s religious tradition or religious organization.

In courses that are required for graduation or for an academic major, a faculty member may accommodate a religious or conscience belief by modifying an assignment or examination if its content conflicts with the student’s belief. Faculty may decline the accommodation if it would fundamentally alter the course requirements. If declined, the student may request review by a neutral arbiter using the Belief Accommodation Request Form: https://cm.maxient.com/reportingform.php?SouthernUtahUniv&layout_id=5

Questions go to Assistant Provost Jake Johnson at johnsonj@suu.edu.

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.