{"APAProgramNumber":233,"InstitutionName":"The Chicago School, Chicago Campus","InstitutionAdd1":"400 South Jefferson Street","InstitutionAdd2":"Suite 4527","InstitutionAdd3":"","InstitutionCity":"Chicago","InstitutionState":"IL","InstitutionZip":"60605","InstitutionCountry":"United States","ProgramLevel":"Doctoral","ProgramDepartment":"Clinical Psychology (Clinical PsyD)","ProgramDegree":"Psy.D.","SubstantiveArea":"Clinical Psychology","SettingType":"University (non-Medical)","PracticeArea":"","ProgramDesc":null,"ExecSummary":"At its April 15-18, 2026 meeting, the APA Commission on Accreditation (CoA) voted to approve continued accreditation of the Clinical psychology PsyD program at the Chicago School of Professional Psychology, Chicago campus in Chicago, IL, 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.thechicagoschool.edu/programs/psychology/clinical-psychology/psyd-chicago/","DocC20URL":"https://www.thechicagoschool.edu/programs/psychology/clinical-psychology/psyd-chicago/student-admissions-outcomes-and-other-data/","InitialAccredDate":"1987-10-06T00:00:00.000Z","CurrentAccredStatus":"Accredited","NextSiteVisitYear":"2035","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":0,"D.I.(AI)":0,"D.II.A.1-2":0,"D.II.B.1.a":0,"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.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/>"}