{"APAProgramNumber":1693,"InstitutionName":"Midwestern University ","InstitutionAdd1":"19555 North 59th Avenue","InstitutionAdd2":"","InstitutionAdd3":"","InstitutionCity":"Glendale","InstitutionState":"AZ","InstitutionZip":"85308","InstitutionCountry":"United States","ProgramLevel":"Doctoral","ProgramDepartment":"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) voted to approve continued accreditation of the Clinical psychology PsyD program at Midwestern University in Glendale, AZ, with its next site visit scheduled 10 years from the date of the program’s last site visit. This decision is based on the CoA’s professional judgement that the program has demonstrated that it adheres to the Standards of Accreditation in Health Service Psychology (SoA). The current record indicates that a full review of the program is warranted within ten years of its last site visit, including interim reporting, to ensure continued adherence to the Standards.","WebsiteURL":"https://www.midwestern.edu/academics/degrees-and-programs/doctor-of-psychology-az","DocC20URL":"https://www.midwestern.edu/AZ/CHS%20AZ/Clin%20Psych%20AZ/C-26%20Data%202022%20FINAL.pdf","InitialAccredDate":"2011-03-10T00:00:00.000Z","CurrentAccredStatus":"Accredited","NextSiteVisitYear":"2036","HistoricalNames":null,"GrantYears":null,"RegionalAccreditor":null,"Comment_1":null,"Comment_2":null,"Comment_3":null,"ShowOrHide":true,"Guideline":10,"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":0,"D.I.D.2":0,"D.I.D.3":0,"D.I.D.4":1,"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":0,"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":1,"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.4:</b> Record Keeping. The program is responsible for keeping information and records related to student training and complaints/grievances against the program. Records must be maintained in accord with federal, state, and institution policies regarding record keeping and privacy. The Commission on Accreditation will examine student records and programs’ records of student complaints as part of its periodic review of programs. \na.\tStudent Records. The program must document and maintain accurate records of each student’s education and training experiences and evaluations for evidence of the student’s progression through the program, as well as for future reference and credentialing purposes. The program should inform students of its records retention policies. \nb.\tComplaints/Grievances. The program must keep records of all formal complaints and grievances of which it is aware that have been submitted or filed against the program and/or against individuals associated with the program since its last accreditation site visit. The Commission on Accreditation will examine a program’s records of student complaints as part of its periodic review of the program.<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.IV.B.1-2:</b> Faculty Qualifications and Role Modeling\n1.\tCore Faculty. The program has an identifiable core faculty responsible for the program’s activities, educational offerings, and quality, who: \na.\tfunction as an integral part of the academic unit of which the program is an element; \nb.\tare sufficient in number for their academic and professional responsibilities; \nc.\thave theoretical perspectives and academic and applied experiences appropriate to the program’s aims;\nd.\tdemonstrate substantial competence and have recognized credentials in those areas that are at the core of the program's aims;\ne.\tare available to function as appropriate role models for students in their learning and socialization into the discipline and profession. \n2.\tAdditional Core Faculty Professional Characteristics \na.\tCore faculty must be composed of individuals whose education, training, and/or experience are consistent with their roles in the program in light of the substantive area in which the program seeks accreditation.\nb.\tCore faculty must be composed of individuals whose primary professional employment (50% or more) is at the institution in which the program is housed, and to whom the institution has demonstrated a multiyear commitment. At least 50% of core faculty professional time must be devoted to program-related activities.\nc.\tCore faculty must be identified with the program and centrally involved in program development, decision making, and student training. “Identified with the program” means that each faculty member is included in public and departmental documents as such, views himself or herself as core faculty, and is seen as core faculty by the students. \nd.\tCore faculty activities directly related to the doctoral program include program-related teaching, research, scholarship, and/or professional activities; supervising students’ research, students’ dissertations, and students’ teaching activities; mentoring students’ professional development; providing clinical supervision; monitoring student outcomes; teaching in a master’s degree program that is an integral part of the doctoral program; and developing, evaluating, and maintaining the program.\ne.\tCore faculty activities not directly related to the doctoral program and not seen as aspects of the core faculty role include undergraduate teaching in general and related activities; teaching and related activities in terminal master’s or other graduate programs; and clinical work or independent practice not directly associated with training, such as at a counseling center.<br/><br/>"}