The Clinical-Adult Psychology Graduate Program is designed to prepare students for further graduate education in the field of psychology and to prepare students to succeed as mental health professionals.
The Clinical-Adult Psychology master's program at SIUE is one of the best in the St. Louis region. Many of our graduates apply to doctoral programs in clinical psychology; some choose to apply to doctoral programs in counseling psychology or related fields. By completing our graduate program successfully, students will demonstrate their ability to perform at the graduate level. Graduates also obtain positions working in community mental health centers, state hospitals, private hospitals, and other agencies that provide psychological services. Others may take additional courses necessary to become licensed as a professional counselor in a particular state (courses that may or may not be available in the SIUE Department of Psychology) in order to be able to practice independently. Students interested in pursuing licensure as a counselor in any state after completing this degree are encouraged to review our statement on this topic at siue.edu/education/psychology/graduate/licensure.shtml.
Many of our graduates enter doctoral programs in clinical psychology, counseling psychology, or other fields, either immediately after graduation or after some time in the field. Those who enter the work force immediately after graduation have obtained positions in psychiatric hospitals, research institutions, and various types of clinical agencies.
Please visit the Application Information page for admission requirements (including prerequisite information) and procedures.
The SIUE Clinical-Adult Psychology graduate program is dedicated to upholding the ethical guidelines of the American Psychological Association (APA), including those emphasizing issues of diversity and multiculturalism. For example, Principle E (Respect for People’s Rights and Dignity) states that:
Psychologists are aware of and respect cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status and consider these factors when working with members of such groups. Psychologists try to eliminate the effect on their work of biases based on those factors, and they do not knowingly participate in or condone activities of others based upon such prejudices (APA, 2002, p. 1063).
Therefore, we hold the expectation that our students, regardless of their own personal beliefs, will be aware of and respect these cultural, individual, and role differences, and will try to eliminate the effect on their work of such biases. An inability or refusal to do so may be reflected in a student’s evaluation by faculty, and possibly remedial or restrictive action such as ineligibility for practicum experiences.
This statement was informed by:
American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57, 1060-1073. Also available at http://www.apa.org/ethics/code/index.aspx.
Cuper, P. & Wise, E. (2010). The case of Leo : Conflict between student and program values. The Register Report, Spring, 18-20. Also available at http://www.nationalregister.org/TRR_online_spring2010_Wise.html.
The SIUE Clinical-Adult Psychology graduate program evaluates its students once per semester. The evaluation process involves a meeting of the Clinical Adult faculty to discuss the progress of each student. The faculty may seek input from others with whom the student works (e.g., instructors of courses taught by others, such as PSYC 520/521 or electives). The faculty rates each student in a variety of areas, including preparation/professionalism, academic performance, attitude, participation, collegiality, oral communication, written communication, acceptance of feedback/criticism, ethical behavior, and openness/respect for diversity. In a timely manner, faculty members arrange and hold meetings with each of their advisees in order to provide feedback. The rating form is then signed by student and faculty advisor and kept in the student’s file.
