Howard University

ACCREDITATION
MISSION STATEMENT
PROGRAM OVERVIEW
COMPETENCY GOALS
GRADUATE STUDENT STATISTICS
FACULTY
CURRICULUM
SAMPLE 5-YEAR PROGRAMS
PRACTICE AT PLACEMENTS
RECENT INTERNSHIP SETTINGS

WASHINGTON DC HIGHLIGHTS
APPLICATION INFORMATION
FINANCIAL AID INFORMATION
CLINICAL PSYCHOLOGY ALUMNUS
USEFUL RESOURCES
CLINICAL STUDENT HANDBOOK
PRACTICUM GUIDELINES (with forms)

STUDENT EVALUATION FORMS

FREQUENTLY ASKED QUESTIONS

 
  Graduate Program
Clinical Psychology
 
   
 

aCCREDITATION

The Clinical Psychology PhD program at Howard University has been accredited by the American Psychological Association since 1987. Contact Info for the Committee on Accreditation: APA Office of Program Consultation and Accreditation, 750 First Street NE, Washington, DC 20002. Phone: 202-336-5979.

Our program is a 2005 recipient of the American Psychological Association's (APA) Richard D. Suinn Minority Achievement Award which honors psychology programs that demonstrate outstanding excellence in recruitment, retention and training of ethnic minority Ph.D. students.

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Mission Statement

a Transcultural focus

The program aims to train culture-relevant, practitioner-scientists. Howard graduates bring the science of psychology to bear on bettering the lives of minorities and the under-served by paying particular attention to how individual and community variables affect mental and physical well being. The techniques, interventions, and approaches taught are grounded in sound psychological theory and/or research, and are open to scientific criticism and evaluation.

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Program Overview

Director's Invitation to Applicants

Snapshot of Clinical Program

The clinical psychology program at Howard University is a full time, five year program of study that merges traditional and cutting edge psychological paradigms in order to prepare students for careers in research, teaching, and practice. Culmination of the program awards students the Masters of Science and the Doctorate of Philosophy degrees. However, we do not have a terminal master's degree program in clinical psychology program. Students are only accepted into the Ph.D. program and earn a master's degree within that program.

The Howard program offers a rigorous series of required courses and practicum experiences, combined with the opportunity to individualize training in either an adult or child-adolescent clinical track. The adult track emphasizes the development of skills in the prevention, diagnosis, and treatment of adult psychological distress. We stress a systemic framework that integrates social and biopsychological perspectives with individual and cultural differences. The child-adolescent track is guided by a developmental model that respects the complex interactions between the child, family, community, church, and wider social systems.

Psychology at the Graduate School

Program Highlights

  • Four years of pre-internship applied clinical experience in the community
  • Integrated multicultural training with comprehensive applications of prominent Afrocentric theories
  • Four years of pre-internship applied clinical experience in the community
  • Preparation for employment in research, clinical, & teaching environments
  • Training in a diverse, eclectic range of psychological orientations
  • Opportunity to participate in international externship placements
  • Ability to specialize in neuropsychology
  • Opportunity to specialize in "Child/Adolescent Track" or "Adult Track"
  • Access to a wide variety of educational resources, seminars, and inter-department connections at Howard University & within the DC area

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Competency Goals

Howard University practitioner-scientists are trained to develop the following competencies: diagnostic interviewing and assessment, psychologically based intervention strategies, the integration of theory and skills in real life situations, skills in working with other professionals, understanding and competency in basic research, writing skills, ability to communicate orally, sensitivity to ethical issues, and awareness of professional, legal, and quality assurance issues.

Cultural relevancy objectives include the identification and understanding of cultural variables that impact client, therapist, and the therapy process. Students learn how to creatively use culture to foster change and prevent maladaptive behaviors and relationships from developing.  Specifically, we have developed this chart to clarify our program goals, objectives, and student compentencies:

Goal I: prepare psychologists to meet the broad professional needs of society

Objective A: increase the number of psychologists with a breadth of knowledge in psychology

Competency 1: Broad knowledge in psychology, including Biological, Experimental, Cognitive, Developmental, Social, Personality, and Clinical Psychology

Objective B: increase the number of psychologists with research competency

Competency 2: Knowledge and competency in basic research methods, statistical analyses, and their practical applications for independent research

 

Goal II: train psychologists to be culture-relevant

Objective C: increase the number of psychologists with commitment, knowledge & skills to serve diverse & underserved clientele, especially African Americans

Competency 3: Skills in making cultural and individual differences a positive relevancy in the psychotherapeutic context

Competency 4: Knowledge and understanding of human diversity issues

Competency 5: Sensitivity to cultural and psychological factors leading to physical and mental health disparity, and racial disparity of health.

 

Goal III: prepares psychologists with entry-level proficiency in the practice of Clinical Psychology

Objective D: increase the number of psychologists with proficient skills in diagnosis, intervention, & integrating theory & research for clinical applications

Competency 6: Diagnostic interviewing and assessment

Competency 7: Knowledge of psychologically based intervention strategies for effective treatment

Competency 8: Ability to integrate theory and skills in real life situations with clients, staff, and institutions

Objective E: increase the number of psychologists with effective and professional communication skills

Competency 9: Clear, analytic writing for clinical reports and research reports

Competency 10: Ability to communicate orally and think independently

 

Goal IV: educate psychologists who conduct their work in an ethical, legal, and professional manner

Objective F: increase the number of clinical psychologists who display ethical, legal, and professional behavior in their practice and research

Competency 11: Knowledge and understanding of professional, legal and quality assurance issues in clinical and research work

Competency 12: Skills in working with different professionals and clients in a variety of settings

Competency 13: Working knowledge and understanding of the principles of consultation and supervision

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Graduate Student Statistics

Click here for student statistics

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Clinical Faculty

Linda Berg-Cross, Professor

Ph.D., Columbia University - Family therapy, parent-child interactions, couples issues

Georita M. Frierson, Associate Professor & Director of Clinical Training

Ph.D., Ohio State University - cancer prevention, education and surviorship topics that focus on the role of physical activity on incidence and recurrence rates, 2) quality of life, 3) mental health, and 4) body image

Jules Harrell, Professor

Ph.D., University of Illinois - Individual differences in physiological responses to psychological challenges, stress and coping in people of African descent, behavioral medicine

Hope M. Hill, Associate Professor

Ph.D., Columbia University - Impact of community violence on the development of African American children, therapeutic interventions with high risk children and families, social policy and child development

Ronald Hopson, Associate Professor

Ph.D., Michigan State University - Substance abuse, severe mental illness, and theology and psychology

Charles Jonassaint, Assistant Professor

Ph.D., M.H.S.- Duke University - Clinical; cognitive function, blood disorders

Dominicus So, Associate Professor

Ph.D., University of Maryland - Alternative medicine, holistic health, HIV prevention, psychology and spirituality; child psychotherapy; instructional and research activities via the internet

Denee T. Mwendwa, Associate Professor (on leave)

Ph.D., Howard University, Clinical; hypertension, treatment adherence, healthcare disparities

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The Clinical Curriculum

The Clinical curriculum consists of the Howard Clinical Core sequence, which is required of all clinical students and an Adult Track or Child and Adolescent Track sequence of courses.  However, there are many more required courses and rules regulated by the Departmental Graduate Program Committee, the Graduate School, and the University. This information below is included for your reference, and may change without further notice.

The required clinical psychology course sequence

(All students must take courses in each of the 5 breadth areas). 

The Howard Clinical Core Sequence consists of the following 15 academic courses (43 credits):

PSYC 210       Ethics / Problems in Professional Psychology / First Year Sem (3cr)
PSYC 201       Ethics / Problems in Professional Psychology / First Year Sem (1cr)
PSYC 280       Clinical Assessment I
PSYC 281       Clinical Assessment II
PSYC 294       Individual Psychotherapy I
PSYC 296       Individual Psychotherapy II
PSYC 291       Family Assessment and Therapy
PSYC 220       Psychopathology
PSYC 233       Neuropsychology
PSYC 288       Neuropsychological Assessment
PSYC 207       Statistics I
PSYC 208       Statistics II
PSYC 206       History and Systems
PSYC 205       Research Methods in breadth area or General Research Methods
PSYC 315       Complex Case Conceptualization

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Sample 5-year ProgramS

Table A:  Sample Program of Student in Child/Adolescent Track

  Fall Spring
Year 1 280 Clinical Assessment I
Developmental Minor
281 Clinical Assessment II
207

Statistics I

220

Psychopathology

203

First year research I (1 Cr)

208

Statistics II

210

Ethics/Problem in Prof Psyc I

219

First year research II

284

Testing Assessment (Practicum I)

201

Prob Prof Psyc II /1st yr Clin Sem– 1Cr)

    285

Testing Assessment (Practicum II)

         
Year 2 294 Individual Psychotherapy I
(w/ Micro-Counseling)
296

Psychotherapy II

205

Research Methods

270

Child & Adol. Psychotherapy
Developmental Minor

295

Psychopathology of Child & Adol.

301

Thesis II

300

Thesis I

287

2nd yr practicum (Practicum IV)
DEFEND MASTER'S THESIS

286

2nd yr practicum (Practicum III)

   
         
Year 3 291

Family Assessment Therapy

288

Adult Neuropsychological Assessment

233

Neuropsychology

315

Complex Case Conceptualization breadth

266

Psychology of the High Risk Child breadth

293

3rd yr practicum (Practicum VI)

292

3rd yr practicum (Practicum V)

   
         
Year 4 206

History and Systems

391

breadth
Externship
Dissertation
DEFEND DISSERTATION

  390

Externship
Dissertation
COMPREHENSIVE EXAM

 
         
Year 5 600 Internship 600 Internship
         

Table B:  Sample Program of Student in Adult Track

  Fall Spring
Year 1 280 Clinical Assessment I
Breadth
281 Clinical Assessment II
207

Statistics I

220

Psychopathology

203

First year research I (1 Cr)

208

Statistics II

210

Ethics/Problem in Prof Psyc I

219

First year research II

284

Testing Assessment (Practicum I)

201

Prob Prof Psyc II /1st yr Clin Sem– 1Cr)

    285

Testing Assessment (Practicum II)

         
Year 2 294 Individual Psychotherapy I
(w/ Micro-Counseling)
296

Psychotherapy II

205

Research Methods

298

Group Psychotherapy
minor

271

Psychopharmacology

301

Thesis II

300

Thesis I

287

2nd yr practicum (Practicum IV)
DEFEND MASTER'S THESIS

286

2nd yr practicum (Practicum III)

   
         
Year 3 291

Family Assessment Therapy

288

Adult Neuropsychological Assessment

233

Neuropsychology
minor
breadth

315

Complex Case Conceptualization

292

3rd yr practicum (Practicum V)

259

Health Psychology
breadth

    293

3rd yr practicum (Practicum VI)

         
Year 4 206

History and Systems

391

Externship
Dissertation
DEFEND DISSERTATION

  390

Externship
Dissertation
COMPREHENSIVE EXAM

 
         
Year 5 600 Internship 600 Internship

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Practice aT CLinicaL Placements

 

Hours per Week

Total hours per year

Minimum Individual Supervision (hr/week)

Special Minimum Requirements

Year 1 8 240 1 - 5 full batteries administered & written up
Year 2 8-10 240-300 1

- 2 hrs of client contact per week
- 60 hrs of client contact per year
- 4 full batteries administered & written up
- additional hrs for professional-community activities, such as, grant writing, program development or evaluation, or outreach

Year 3 10-12 300-360 1 - 3 hrs of client contact per week
- 90 hrs of client contact per year·    
- 4 full batteries administered & written up
- additional hrs for professional-community activities, such as, grant writing, program development or evaluation, or outreach
Year 4 16-20 480-600 1 - compete city-wide with other clinical students in the consortium for externships
- 4 full batteries administered & written up
Year 5/ Internship Full Time 1500-2000 1 (usually many more) - APA accreditation
- 6 full batteries administered & written up
- 300 hrs of client contact
- other hours for professional activities

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Recent Internship Settings

  • Menninger Clinic - Baylor College of Medicine - Houston, TX
  • Lincoln Medical & Mental Health Center - New York City, NY
  • University of Colorado Health Sciences Center - Denver, CO
  • Howard University Counseling Service - Washington, DC
  • Sunset Park Mental Health Center of Lutheran Medical Center - Brooklyn, NY
  • Institute of Living/Hartford Hospital’s Mental Health Network - Hartford, CT
  • VA Maryland Health Care System / University of Maryland Internship Consortium - Baltimore, MD
  • Dallas Child and Family Guidance Center - Dallas, TX
  • Metropolitan Detention Center - Los Angeles, CA

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Washington DC Highlights

  • Cultural, religious, & lifestyle diversity
  •  National parks, museums, Smithsonian
  •  Library of Congress, NIH, & NIMH
  •  Easy public transportation & metro system

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APPLICATION INFORMATION

Office of Graduate Recruitment and Admissions
Howard University
Fourth and College Streets, NW
Washington, DC 20059

  • Howard University Graduate School application form - download here
  • Official undergraduate and graduate transcript(s) - 2 copies, must be certified and received from the school’s registrar’s office.
  • Three letters of recommendation - preferably from persons who are acquainted with your academic achievements.
  • Office GRE scores (verbal, quantitative, and analytic); Psychology Subject score is optional
  • Statement of interest - A personal interest statement describing your professional goals and interests.
  • A brief autobiographical sketch
  • Application fee - A nonrefundable certified check or money order for $45 made payable to: Howard University.
  • Other financial documents (for non-US applicants seeking student visa
  • Send these additional materials to this exact address:

Clinical Psychology Student Admissions Committee
c/o Georita M. Frierson, Ph.D., Clinical Director
Howard University - Department of Psychology
525 Bryant Street, NW
Washington, DC 20059

  1. Clinical Supplementary Application Summary Form (PDF) (click here to retrieve; do not send this to the Graduate School address)
  2. Writing / Project Samples (optional, but preferred)
  3. CV (send with #1 and #2 above) 

Application Deadline: December 1

For More Information, Email:

Georita M. Frierson, Ph.D., Clinical Director:
Email: georitafrierson@gmail.com

Howard University
Department of Psychology
525 Bryant Street NW
Washington, DC 20059

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Financial Aid Information

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HU Clinical Psychology Alumnus

Please complete the HU Clinical Psychology Alumni Survey.
Use this case-sensitive password to enter that survey: HUClinical

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Useful Resources

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CLINICAL STUDENT HANDBOOK (with forms)

The latest handbook is available on CD-rom to students and faculty only. To receive a handbook, please contact the Director for Clinical Training. A copy is stored in his mailbox for temporary loan.

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PRACTICUM GUIDELINES

Practicum Guidelines (with forms)

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sTUDENT eVALUATION fORMS

APPENDIX E
Student Annual Report - eval fall & spring - pp1-4

APPENDIX G
Clinical Student Competency Tracking Form 20060820

APPENDIX H
Student Evaluation by Practicum Supervisor(s)

APPENDIX F*
Practicum hours data for APPIC form - Owens practhrs - retrieved 20060804
(MS Excel document)

*We highly recommend students use a published set of automated forms, the Practicum Hours Data Spreadsheet and the Weekly Narrative Spread Sheet created by Gina Owens, a Counseling Psychology graduate from the University of Kentucky, which has made these files available for public. The files or their updated versions can be retrieved from http://www.uky.edu/Education/EDP/cnpsred.html

See Appendix F for the forms retrieved on 8/4/06.  Further description of these files can be found in this journal article:
Owens, G. and Stilwell, W. (2002). Recording practicum hours: Help for psychology graduate students seeking internships. The Behavior Therapist, 25, 198-199.

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FREQUENTLY ASKED QUESTIONS

General FAQs

Expenses for Students

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