{"APAProgramNumber":2383,"InstitutionName":"Felician University","InstitutionAdd1":"262 South Main Street","InstitutionAdd2":"","InstitutionAdd3":"","InstitutionCity":"Lodi","InstitutionState":"NJ","InstitutionZip":"07644","InstitutionCountry":"United States","ProgramLevel":"Doctoral","ProgramDepartment":"Counseling Psychology Psy.D.","ProgramDegree":"Psy.D.","SubstantiveArea":"Counseling Psychology","SettingType":"University (non-Medical)","PracticeArea":"","ProgramDesc":null,"ExecSummary":"This program was previously on “accredited, on contingency” status. At its October 15-18, 2025 meeting, the APA Commission on Accreditation (CoA) reviewed the program’s outcome data and voted to approve full accreditation of the Counseling psychology PsyD program at Felician University in Lodi, NJ, with the next site visit scheduled 10 years from the date of the October 2025 CoA Meeting. A program that was previously “accredited, on contingency” is eligible for up to 10 years of full accreditation following receipt of adequate and appropriate outcome data. Next site visit scheduled for 2034.","WebsiteURL":"https://felician.edu/academics/school-of-arts-and-science/graduate-programs/doctorate-in-counseling-psychology/","DocC20URL":"https://s30757.pcdn.co/wp-content/uploads/2019/10/508_Student-Admissions-Outcomes.pdf","InitialAccredDate":"2021-04-11T00:00:00.000Z","CurrentAccredStatus":"Accredited","NextSiteVisitYear":"2034","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":0,"D.II.B.2":0,"D.II.B.3":1,"D.II.B.4.a-b":0,"D.II.C.1":0,"D.II.C.2":0,"D.II.D.1.a":1,"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.II.B.3:</b> Required Practicum Training Elements\na.\tPracticum must include supervised experience working with diverse individuals with a variety of presenting problems, diagnoses, and issues. The purpose of practicum is to develop the requisite knowledge and skills for graduates to be able to demonstrate the competencies defined above. The doctoral program needs to demonstrate that it provides a training plan applied and documented at the individual level, appropriate to the student’s current skills and ability, that ensures that by the time the student applies for internship the student has attained the requisite level of competency. \nb.\tPrograms must place students in settings that are committed to training, that provide experiences that are consistent with health service psychology and the program’s aims, and that enable students to attain and demonstrate appropriate competencies. \nc.\tSupervision must be provided by appropriately trained and credentialed individuals. \nd.\tAs part of a program’s ongoing commitment to ensuring the quality of their graduates, each practicum evaluation must be based in part on direct observation of the practicum student and her/his developing skills (either live or electronically).<br/><br/><b>D.II.D.1.a:</b> Evaluation of Students’ Competencies\na.\tThe program must evaluate students’ competencies in both profession-defined and program-defined areas. By the time of degree completion, each student must demonstrate achievement of both the profession-wide competencies and those required by the program. Thus, for each competency, the program must:\ni.\tSpecify how it evaluates student performance, and the minimum level of achievement or performance required of the student to demonstrate competency. Programs must demonstrate how their evaluation methods and minimum levels of achievement are appropriate for the measurement of each competency. The level of achievement expected should reflect the current standards for the profession.\nii.\tProvide outcome data that clearly demonstrate that by the time of degree completion, all students have reached the appropriate level of achievement in each profession-wide competency as well as in each program-defined competency. While the program has flexibility in deciding what outcome data to present, the data should reflect assessment that is consistent with best practices in student competency evaluation.\niii.\tPresent formative and summative evaluations linked to exit criteria, as well as data demonstrating achievement of competencies, for each student in the program.<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/>"}