{"APAProgramNumber":2448,"InstitutionName":"Northern Arizona University","InstitutionAdd1":"Northern Arizona University","InstitutionAdd2":"North Valley Campus","InstitutionAdd3":"Room 113, 15451 N 28th Ave,","InstitutionCity":"Phoenix","InstitutionState":"AZ","InstitutionZip":"85053","InstitutionCountry":"United States","ProgramLevel":"Doctoral","ProgramDepartment":"Department of Clinical Psychology","ProgramDegree":"Psy.D.","SubstantiveArea":"Clinical Psychology","SettingType":"University (non-Medical)","PracticeArea":"","ProgramDesc":null,"ExecSummary":"This program was previously on “accredited, on contingency” status. At its July 15-18, 2026 meeting, the APA Commission on Accreditation (CoA) reviewed the program’s outcome data and voted to approve full accreditation of the Clinical psychology PsyD program at Northern Arizona University in Phoenix, AZ, with the next site visit scheduled 3 years from the date of the July 2026 CoA Meeting. A program that was previously “accredited, on contingency” is eligible for up to 3 years of full accreditation following receipt of adequate and appropriate outcome data.","WebsiteURL":"https://nau.edu/clinical-psychology/doctor-psychology/","DocC20URL":"https://nau.edu/clinical-psychology/accreditation/","InitialAccredDate":"2022-02-25T00:00:00.000Z","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":1,"D.II.C.1":0,"D.II.C.2":0,"D.II.D.1.a":0,"D.II.D.1.b":1,"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":1,"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":1,"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.II.B.4.a-b:</b> Required Internship Training Elements. The program must demonstrate that all students complete a one year full-time or two year part-time internship. The program’s policies regarding student placement at accredited versus unaccredited internships should be consistent with national standards regarding internship training. \n\na.\tAccredited Internships. Students are expected to apply for, and to the extent possible, complete internship training programs that are either APA- or CPA-accredited. For students who attend accredited internships, the doctoral program is required to provide only the specific name of the internship. \nb.\tUnaccredited Internships. When a student attends an unaccredited internship, it is the responsibility of the doctoral program to provide evidence demonstrating quality and adequacy of the internship experience. This must include information on the following: \ni.\tthe nature and appropriateness of the training activities;\nii.\tfrequency and quality of supervision;\niii.\tcredentials of the supervisors;\niv.\thow the internship evaluates student performance;\nv.\thow interns demonstrate competency at the appropriate level; \nvi.\tdocumentation of the evaluation of its students in its student files.<br/><br/><b>D.II.D.1.b:</b> For program graduates, the program must provide distal evidence of students’ competencies and program effectiveness and must evaluate graduates’ career paths in health service psychology after they have left the program.\ni.\tTwo years after graduation, the program must provide data on how well the program prepared students in each profession-wide and program-specific competency. The program must also provide data on students’ job placement and licensure rates.\nii.\tAt 5 years post-graduation, the program must provide data on graduates, including data on graduates’ licensure (as appropriate for their current job duties) and their scholarly/research contributions (as consistent with the program’s aims).<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/><b>D.IV.A.1:</b> Leadership of the program is stable. There is a designated leader who is a doctoral-level psychologist and a member of the core faculty. The program leader’s credentials and expertise are consistent with the program’s mission and aims and with the substantive area of health service psychology in which the program provides training. More than one individual can hold this leadership position.<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/><b>D.V.A.1:</b> General Disclosures\na.\tThe program demonstrates its commitment to public disclosure by providing clearly presented written materials and other communications that appropriately represent it to all relevant publics. At a minimum, this includes general program information pertaining to its aims, required curriculum sequence, and the expected outcomes in terms of its graduates’ careers, as well as data on achievement of those expected and actual outcomes. \nb.\tThe program must disclose its status with regard to accreditation, including the specific academic program covered by that status, and the name, address, and telephone number of the Commission on Accreditation. The program should make available, as appropriate through its sponsor institution, such reports or other materials as pertain to the program’s accreditation status.<br/><br/>"}