{"APAProgramNumber":2527,"InstitutionName":"Austin Peay State University","InstitutionAdd1":"Clement Building, Room 205","InstitutionAdd2":"Box 4537","InstitutionAdd3":"Austin Peay State University","InstitutionCity":"Clarksville","InstitutionState":"TN","InstitutionZip":"37044","InstitutionCountry":"United States","ProgramLevel":"Doctoral","ProgramDepartment":"Psy D in Counseling Psychology/Psychological Science and Counseling","ProgramDegree":"Psy.D.","SubstantiveArea":"Counseling Psychology","SettingType":"University (non-Medical)","PracticeArea":null,"ProgramDesc":null,"ExecSummary":"At its April 2-5, 2025 meeting, the APA Commission on Accreditation (CoA) voted to initially “accredit, on contingency” the Counseling psychology PsyD program at Austin Peay State University in Clarksville, TN.  “Accredited, on contingency” is granted only if the program meets all standards except for the inclusion of all required outcome data on students in the program and after program completion.  To move from “accredited, on contingency” status to fully accredited, the program must provide the required data within three (3) years of receiving \"accredited, on contingency\" status. ","WebsiteURL":null,"DocC20URL":null,"InitialAccredDate":"2024-09-25T00:00:00.000Z","CurrentAccredStatus":"Accredited, on contingency","NextSiteVisitYear":null,"HistoricalNames":null,"GrantYears":null,"RegionalAccreditor":null,"Comment_1":null,"Comment_2":null,"Comment_3":null,"ShowOrHide":true,"Guideline":3,"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":1,"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":1,"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":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":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.C.2:</b> Length of Degree and Residency. The program has policies regarding program length and residency that permit faculty, training staff, supervisors, and administrators to execute their professional, ethical, and potentially legal obligations to promote student development, socialization and peer interaction, faculty role modeling and the development and assessment of student competencies. Residency provides students with mentoring and supervision regarding their development and socialization into the profession, as well as continuous monitoring and assessment of student development through live face-to-face, in-person interaction with faculty and students. These obligations cannot be met in programs that are substantially or completely online. At a minimum, the program must require that each student successfully complete:\na.\ta minimum of 3 full-time academic years of graduate study (or the equivalent thereof) plus an internship prior to receiving the doctoral degree;\nb.\tat least 2 of the 3 academic training years (or the equivalent thereof) within the program from which the doctoral degree is granted; \nc.\tat least 1 year of which must be in full-time residence (or the equivalent thereof) at that same program. Programs seeking to satisfy the requirement of one year of full-time residency based on “the equivalent thereof” must demonstrate how the proposed equivalence achieves all the purposes of the residency requirement.<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.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/>"}