{"APAProgramNumber":1075,"InstitutionName":"University of Indianapolis","InstitutionAdd1":"1400 East Hanna Avenue","InstitutionAdd2":"","InstitutionAdd3":"","InstitutionCity":"Indianapolis","InstitutionState":"IN","InstitutionZip":"46227-3697","InstitutionCountry":"United States","ProgramLevel":"Doctoral","ProgramDepartment":"Doctor of Psychology in Clinical Psychology/Graduate Department of Clinical Psychology","ProgramDegree":"Psy.D.","SubstantiveArea":"Clinical Psychology","SettingType":"University (non-Medical)","PracticeArea":"","ProgramDesc":null,"ExecSummary":"At its July 15-18, 2026 meeting, the APA Commission on Accreditation (CoA) reviewed the Clinical psychology PsyD program at University of Indianapolis in Indianapolis, IN. In accord with the Accreditation Operating Procedures (AOP), the Commission deemed it appropriate to defer making a decision about this program in order to obtain additional information. When a decision is “deferred for cause”, the CoA notifies the program in writing, specifying concerns where the program has displayed inconsistency with the Standards of Accreditation (SoA) that need to be addressed before a final decision is made. The program is to submit additional information as noted in the standards listed below and is scheduled for review at the spring 2027 (March 31-April 3, 2027) CoA meeting.","WebsiteURL":"https://uindy.edu/cebs/psyd/","DocC20URL":"https://uindy.edu/cebs/psyd/files/psyd_student_admissions_outcomes_other_data.pdf","InitialAccredDate":"2000-06-15T00:00:00.000Z","CurrentAccredStatus":"Accredited","NextSiteVisitYear":null,"HistoricalNames":null,"GrantYears":null,"RegionalAccreditor":null,"Comment_1":null,"Comment_2":null,"Comment_3":null,"ShowOrHide":true,"Guideline":null,"D.I.A.1":0,"D.I.A.2":0,"D.I.B.1":0,"D.I.B.2":0,"D.I.C.1":0,"D.I.C.2":0,"D.I.C.3":0,"D.I.C.4":0,"D.I.D.1":1,"D.I.D.2":0,"D.I.D.3":0,"D.I.D.4":0,"D.I.(AI)":0,"D.II.A.1-2":0,"D.II.B.1.a":1,"D.II.B.1.b":1,"D.II.B.2":0,"D.II.B.3":0,"D.II.B.4.a-b":0,"D.II.C.1":0,"D.II.C.2":0,"D.II.D.1.a":0,"D.II.D.1.b":0,"D.II.D.2.a-b":0,"D.II.D.3":0,"D.II.(AI)":0,"D.III.A.1":1,"D.III.B.1":0,"D.III.B.2":0,"D.III.B.3":0,"D.III.C.1":0,"D.III.C.2":0,"D.III.C.3":0,"D.III.(AI)":0,"D.IV.A.1":0,"D.IV.A.2":0,"D.IV.B.1-2":0,"D.IV.B.3":0,"D.IV.B.4":0,"D.IV.B.5.a":0,"D.IV.B.5.b":0,"D.IV.(AI)":0,"D.V.A.1":0,"D.V.A.2":0,"D.V.A.3":0,"D.V.B.1":0,"D.V.B.2":0,"D.V.(AI)":0,"I.I.A.1":0,"I.I.A.2":0,"I.I.A.3":0,"I.I.B.1":0,"I.I.B.2":0,"I.I.B.3":0,"I.I.B.4":0,"I.I.B.5":0,"I.I.C.1":0,"I.I.C.2":0,"I.I.C.3":0,"I.I.C.4":0,"I.I.D.1":0,"I.I.D.2":0,"I.I.(AI)":0,"I.II.A.1-2":0,"I.II.B.1":0,"I.II.B.2":0,"I.II.C.1":0,"I.II.C.2":0,"I.II.C.3":0,"I.II.D.1.a":0,"I.II.D.1.b":0,"I.II.D.2":0,"I.II.(AI)":0,"I.III.A.1":0,"I.III.A.2":0,"I.III.A.3":0,"I.III.B.1-2":0,"I.III.(AI)":0,"I.IV.A.1":0,"I.IV.A.2-3":0,"I.IV.B":0,"I.IV.(AI)":0,"I.V.A.1":0,"I.V.A.2":0,"I.V.A.3":0,"I.V.B.1":0,"I.V.B.2":0,"I.V.(AI)":0,"P.I.A.1":0,"P.I.A.2":0,"P.I.A.3":0,"P.I.A.4":0,"P.I.B.1":0,"P.I.B.2":0,"P.I.B.3":0,"P.I.B.4":0,"P.I.B.5":0,"P.I.C.1":0,"P.I.C.2":0,"P.I.C.3":0,"P.I.C.4":0,"P.I.C.5":0,"P.I.D.1":0,"P.I.D.2":0,"P.I.(AI)":0,"P.II.A":0,"P.II.B":0,"P.II.C.1":0,"P.II.C.2":0,"P.II.C.3-4":0,"P.II.D.1.a":0,"P.II.D.1.b":0,"P.II.D.2":0,"P.II.(AI)":0,"P.III.A.1":0,"P.III.A.2":0,"P.III.A.3":0,"P.III.B":0,"P.III.(AI)":0,"P.IV.A.1-2":0,"P.IV.B.1":0,"P.IV.B.2":0,"P.IV.C":0,"P.IV.(AI)":0,"P.V.A.1":0,"P.V.A.2":0,"P.V.B.1":0,"P.V.B.2":0,"P.V.(AI)":0,"M.I.A.1":0,"M.I.A.2":0,"M.I.B.1":0,"M.I.B.2":0,"M.I.C.1":0,"M.I.C.2":0,"M.I.C.3":0,"M.I.C.4":0,"M.I.D.1":0,"M.I.D.2":0,"M.I.D.3":0,"M.I.D.4":0,"M.II.A.1-2":0,"M.II.B.1.a":0,"M.II.B.1.b":0,"M.II.B.2":0,"M.II.B.3":0,"M.II.C.1":0,"M.II.D.1.a":0,"M.II.D.1.b":0,"M.II.D.2":0,"M.II.D.3":0,"M.III.A":0,"M.III.B.1":0,"M.III.B.2":0,"M.III.B.3":0,"M.III.C.1":0,"M.III.C.2":0,"M.III.C.3":0,"M.III.C.4":0,"M.IV.A.1":0,"M.IV.A.2":0,"M.IV.A.3":0,"M.IV.B.1-2":0,"M.IV.B.3":0,"M.IV.B.4":0,"M.IV.B.5.a":0,"M.IV.B.5.b":0,"M.V.A.1":0,"M.V.A.2":0,"M.V.B.1":0,"M.V.B.2":0,"StandardsForReporting":"<b>D.I.D.1:</b> Areas of Coverage. The program has and adheres to formal written policies and procedures that govern students as they enter, progress through, and matriculate from the program. These must include policies relevant to: \na.\tacademic recruitment and admissions, including general recruitment/admissions and recruitment of students who are diverse. \nb.\tdegree requirements; \nc.\tadministrative and financial assistance; \nd.\tstudent performance evaluation, feedback, advisement, retention, and termination decisions; \ne.\tdue process and grievance procedures;\nf.\tstudent rights, responsibilities, and professional development;\ng.\tnondiscrimination policies. The program must document nondiscriminatory policies and operating conditions and avoidance of any actions that would restrict program access or completion on grounds that are irrelevant to success in graduate training or the profession.<br/><br/><b>D.II.B.1.a:</b> Discipline-Specific Knowledge\nDiscipline-specific knowledge serves as a cornerstone for the establishment of identity in and orientation to health services psychology. Thus, all students in accredited programs should acquire a general knowledge base in the field of psychology, broadly construed, to serve as a foundation for further training in the practice of health service psychology.\na.\tDiscipline-specific knowledge represents the requisite core knowledge of psychology an individual must have to attain the profession-wide competencies. Programs may elect to demonstrate discipline-specific knowledge of students by:\ni.\tUsing student selection criteria that involve standardized assessments of a foundational knowledge base (e.g., GRE subject tests). In this case, the program must describe how the curriculum builds upon this foundational knowledge to enable students to demonstrate graduate level discipline-specific knowledge. \nii.\tProviding students with broad exposure to discipline-specific knowledge. In this case, the program is not required to demonstrate that students have specific foundational knowledge at entry but must describe how the program’s curriculum enables students to demonstrate graduate-level discipline-specific knowledge.<br/><br/><b>D.II.B.1.b:</b> Profession-wide competencies include certain competencies required for all students who graduate from programs accredited in health service psychology. Programs must provide opportunities for all of their students to achieve and demonstrate each required profession-wide competency. Although in general, the competencies appearing at or near the top of the following list serve as foundations upon which later competencies are built, each competency is considered critical for graduates in programs accredited in health service psychology. The specific requirements for each competency are articulated in Implementing Regulations. Because science is at the core of health service psychology, programs must demonstrate that they rely on the current evidence-base  when training students in the following competency areas.  Students must demonstrate competence in: \ni.\tResearch\nii.\tEthical and legal standards\niii.\tIndividual and cultural diversity\niv.\tProfessional values, attitudes, and behaviors\nv.\tCommunication and interpersonal skills\nvi.\tAssessment\nvii.\tIntervention\nviii.\tSupervision \nix.\tConsultation and interprofessional/interdisciplinary skills<br/><br/><b>D.III.A.1:</b> Student Selection Processes and Criteria\n1.\tThe program has an identifiable body of students at different levels of matriculation who:   \na.\tconstitute a number that allows opportunities for meaningful peer interaction, support, and socialization. \nb.\tare reflective of a systematic, multiple-year plan, implemented and sustained over time, designed to attract students from a range of diverse backgrounds as outlined in the Glossary. \ni.\tThe program must implement specific activities, approaches, and initiatives to increase diversity among its students. It may participate in institutional-level initiatives aimed toward achieving diversity, but these alone are not sufficient. \nii.\tThe program should document the concrete actions it is taking to achieve diversity, identifying the areas of diversity recruitment in which it excels as well as the areas in which it is working to improve. The program should demonstrate that it examines the effectiveness of its efforts to attract students who are diverse and document any steps needed to revise/enhance its strategies.\nc.\tBy prior achievement, students have demonstrated appropriate competency for the program’s aims as well as expectations for a doctoral program. \ni.\tIf the program has criteria for selection that involve demonstration of prior knowledge (e.g., GRE subject tests), the program must discuss how these criteria influence program requirements, are appropriate for the aims of the program, and maximize student success.\nii.\tIf the program has broad entrance criteria (e.g., undergraduate or graduate GPA), the program must address how students will be prepared for advanced education and training in psychology, how the curriculum is structured in accord with the goal of graduate-level competency, and how the criteria relative to the curriculum maximize student success.\nd.\tBy interest and aptitude, they are prepared to meet the program’s aims. \ne.\tThey reflect, through their intellectual and professional development and intended career paths, the program’s aims and philosophy.<br/><br/>"}