UNIVERSITY OF MAINE
COLLEGE OF LIBERAL ARTS AND SCIENCES
DEPARTMENT OF PSYCHOLOGY
Doctoral Program in Clinical Psychology
2008-2009
This page provides details of our program that may not be found in other official documents. Another important source of information about the program is the Clinical Program Student Handbook to which reference should be made for authoritative descriptions of formal policies and requirements.
INTRODUCTION
The doctoral training program in clinical psychology at the University of Maine prepares students for the doctorate (Ph.D.) in psychology and for careers combining research and clinical practice. The program is fully accredited by the American Psychological Association1 (APA), and adheres to the "scientist-practitioner" model of training. At present, cognitive-behavior therapy, behavior therapy, and related approaches are well represented among the interests of core faculty members and students, but this is not an exclusive interest and the program welcomes other points of view.
The Department of Psychology offers graduate coursework and research supervision in biological-cognitive, social, and developmental areas, in addition to clinical psychology. The clinical training program has two tracks: general clinical and developmental-clinical. Students in the developmental-clinical track meet the formal academic requirements of both developmental and clinical specializations. There is no terminal Master’s program in clinical psychology, though students do earn an M.A. in the process of attaining their Ph.D.
The combined expertise of full-time clinical faculty and off-site practicum supervisors allows for training in broad areas of psychological assessment, psychotherapy, and consultation. Our geographic location allows for exposure to a range of rural populations and their particular mental health needs.
ADMISSION INFORMATION
For more information about the application process and to download required forms, please go to this document. Note that Applications are due December 31.
In the typical year, the program receives over 100 applications. We conduct an initial screening of completed applications and make an initial selection of promising applicants based on a composite of Graduate Record Examination (GRE) scores, undergraduate Grade Point Average, research and clinical interests reflected in the Personal Statement, and letters of reference. To ensure adequate preparation for entering our strongly research-oriented program, we favor applicants with successful undergraduate coursework in science and mathematics. Grade point averages below 3.3, and scores below 550 in Verbal or Quantitative GREs, often result in rejection.See the “Applicant Data” near the end of this document for more information on the qualifications of our incoming students. However, in some cases, low scores are offset by other strengths in the application, and applications are rarely rejected purely based on unsatisfactory scores. As part of our ongoing efforts to increase diversity in our program, we particularly encourage minority-group students to apply.
Applicant interests and career objectives are also quite important, because they provide the basis for matching students to potential research advisors. First-rank applicants are selected by faculty and invited to spend a day on campus to meet faculty and graduate students and to be shown around our facilities. In most years, we admit four to six students; the actual number varies depending on factors such as University support and the availability of a suitable faculty advisor for each student. The 25 students currently in the clinical training program represent a wide range of ages and geographical areas. Data concerning entry into the program, obtaining internships, and graduation outcomes are presented in a table at the end of the brochure.
PROGRAM OBJECTIVES
In training scientist-practitioners in clinical psychology, we help students develop a professional level of competence in
1. The broad bases of scientific psychology;
2. Diagnostic skills and knowledge related to theoretically and empirically-based conceptualizations of disorders;
3. Theories of assessment, psychometrics, basic skills in administering, scoring, and interpreting cognitive/intellectual and personality tests, familiarity with behavioral assessment procedures, and interviewing techniques;
4. Different theories associated with psychological treatments, especially the empirically-supported ones, application of psychological treatments, and evaluation of treatment outcomes;
5. Ethical, legal, and professional issues and the application of this knowledge to practice as psychologists;
6. Diversity issues in research and applied arenas in clinical psychology;
7. Research design, measurement, and statistics with the ability to critically evaluate and conduct empirical research;
8. Presenting knowledge and experiences related to research and applied arenas in clinical psychology; and
9. Familiarity with the importance of professional service and continued learning.
CURRICULUM
The clinical training program faculty and the Department reserve the right to make reasonable changes in degree requirements and curriculum in order to improve training, respond to new legal and professional mandates, and maintain accreditation. The general clinical track of the program is designed for five years of full-time study, with four years spent at the University and a fifth on predoctoral internship. The developmental-clinical track of the program is designed for six years, with five years on campus and a sixth on predoctoral internship. The internship involves a one-year full-time placement at an APA-accredited program. Collapsed across both training tracks, graduates in the last two years spent an average of about 5.5 years in the program.
The core courses of the clinical program are shown below. These six courses are completed in the first two (general clinical track) or three (developmental-clinical track) years of the program.
Core Courses in the Clinical Program for Both Tracks
PSY 603 Ethics and Professional Problems
PSY 625 Basic Methods in Assessment I
PSY 626 Advanced Clinical Assessment II
PSY 634 Advanced Psychopathology
PSY 643 Seminar in Clinical Psychology
PSY 655 Seminar in Psychotherapy
PSY 681 Supervision and Consultation I
PSY 682 Supervision and Consultation II
PSY 683 Supervision and Consultation III
PSY 592 Directed Readings in Diversity
Additional Core Courses for the Developmental-Clinical Track
PSY 520 Biological Bases of Infancy and Development
PSY 521 Emotion, Development, and Adaptation
PSY 522 Social Development in Children
PSY 524 Cognitive Development in Children
PSY 651 Child Psychopathology and Therapy
All students take a selection of additional graduate psychology courses in order to meet Departmental and APA doctoral requirements and to be license-eligible after graduation. These courses are detailed in the Clinical Program Student Handbook.
All students register for PSY 692, Directed Research, in every semester until they begin work on the doctoral dissertation. Supervised clinical experience (PSY 691, Practicum) begins in the summer at the end of the first year. Students in all years attend a weekly case conference.
Qualifying Examination and Admission to Doctoral Candidacy
Students are admitted to doctoral candidacy after taking doctoral qualifying examinations. All students take the qualifying examination in clinical psychology; students in the developmental-clinical track also take the qualifying examination in developmental psychology. General clinical track students take the clinical psychology qualifying examination at the end of the second year. Developmental-clinical track students usually take the developmental qualifying exams at the end of the second year and the clinical qualifying examinations at the end of the third.
Students in the general clinical track spend the fifth year on internship. Students in the developmental-clinical track normally spend the sixth year on internship. All students apply for their internship placement during the previous year. Formal committee approval of a doctoral dissertation proposal is necessary before students are permitted to apply for internship for the following year.
Practicum
At least 600 hours of approved, supervised practicum experience is required before a student leaves for internship, but students typically have twice that amount of practicum exposure. Clinical training program faculty may require additional practicum hours if the need arises for remedial training. The basic 600 hours are typically amassed over a three-year period and encompass a wide variety of activities (we estimate that students accumulate about 200 hours during an academic year and 100 during a summer). It is expected that at least 300 of the 600 hours will be spent under the direct supervision of program faculty members.
Several settings are used for practicum training, the chief of which is our Psychological Services Center (PSC). The PSC is administered by the clinical training program under the general auspices of the Department of Psychology and is located on campus. It serves individuals from the surrounding communities (but not University students, because a Counseling Center on campus serves student mental health needs). In addition to accepting routine assessment and psychotherapy referrals, the PSC has more focused specialty clinics targeting attention-deficit/hyperactivity disorder and body dysmorphic disorder. The PSC also provides consultation to community agencies, such as the Department of Corrections, Job Corps, and several local school districts. Practicum students participate in PSC activities throughout their stay in the program and assume significant clinical and administrative responsibilities under faculty supervision. Another newly developed training site for students is a Summer Treatment Program (STP) at Judge Baker Children’s Center/Harvard Medical School. Used in NIMH clinical trials and named a Model Program by the APA, the STP offers comprehensive treatment for children with ADHD and other disruptive behavior disorders.
A full range of other practicum training sites are also available to students. These change from time to time depending on different factors, such as student interest and availability, and funding. Efforts are made to develop new practicum experiences to meet particular student and faculty interests.
Off-campus practicum sites available to our students in recent years include the Edmund N. Ervin Pediatric Center, Maine General Hospital (Waterville); Mountain View Youth Development Center, a juvenile detention facility (Charleston); Kennebec Valley Mental Health Center, a cooperative placement with Adult Mental Health Services, Department of Health and Human Services (Augusta); Eastern Maine Medical Center, Maine Rehabilitation Neuropsychology Service (Bangor); Kids Peace, a residential assessment and treatment center for youth (Ellsworth); Penobscot Job Corps (Bangor); Health Psych Maine, a group practice specializing in chronic pain (Waterville); and Indian Township Health Center, which offers evaluation and intervention services to Native Americans on reservation (Indian Township). A satisfactory grade in practicum reflects progress and competence in (a) basic clinical skills (e.g., the mechanics of testing and of conducting assessment and therapeutic interviews); (b) assessment, interpretation, organization, and presentation of clinical material (e.g., report-writing, case formulation, making presentations in case conference, and assembling a treatment plan); and (c) fulfillment of obligations in a professional, ethical, and timely manner, including appropriate use of clinical supervision as a professional resource and adequate responsiveness to supervision.
RESEARCH
Students are formally engaged in research throughout their stay in the program, enrolling for PSY 692 (Directed Research) or Dissertation (PSY 699) in each semester. Directed Research involves active collaborative research with the advisor on a topic of mutual interest. Initially, this is similar to an apprenticeship in which the advisor sets the topic, methods, and goals. With time, greater student independence is expected, with a defined, dissertation-oriented area of proficiency evident in the second year. Involvement and competence in research are prime considerations in faculty evaluations of student progress. Objective research accomplishments, such as paper presentations at conventions and publications in refereed journals, are important and students are strongly encouraged to publish in academic journals during their graduate school careers.
The doctoral dissertation requires scholarly development of hypotheses and empirical testing according to accepted standards of experimental methodology, and represents a significant, original contribution to scientific knowledge of psychological processes. Dissertation research may focus on participants from clinical, school, community settings, and/or undergraduate classes on campus.
INTERNSHIP
Before the degree is awarded, the candidate must complete a full year of successful work in an APA-accredited internship training program approved by the clinical program faculty. Certain program requirements must be met before the internship application can proceed. Students are counseled in obtaining a placement that matches their career objectives.
Internship sites recently attended by our students include Palo Alto VA, Boston Children’s Hospital/Harvard Medical School, UCLA Medical Center, Packard Children’s Hospital at Stanford University, Boston Consortium, Duke University Medical Center; University of North Carolina–Chapel Hill, University of Mississippi Medical Center/Jackson VA Medical Center, University of Oklahoma Health Sciences Center, West Virginia University School of Medicine, Brown University, and the Togus VA Medical Center.
PROGRAM EVALUATION
Evaluation of Students
Practicum performance is graded pass/fail. Other courses are graded A to F. Grades of A, A-, B+, B, and B- are always acceptable; grades of C+ and below are reviewed by the student's advisory committee. This committee decides (a) whether or not degree credit should be allowed, and (b) whether or not the student should be continued in good standing. These decisions are conveyed as recommendations to the Graduate School in an Advisory Committee Report.
Clinical program faculty monitor student progress in academic and clinical domains on a continuous basis, and more comprehensive feedback is provided by the DCT on an annual basis. Other important sources of information on academic and clinical performance include the research advisor, non-clinical faculty, off-site practicum supervisors, and the Director of Psychological Services.
Evaluation of Faculty
Students have the opportunity to complete course evaluation forms each semester, giving ratings of the instructor, the course, the texts used, examination procedures, etc. In addition, specific forms are used for evaluation of practicum supervisors, on and off campus, full and part time.
EVALUATION OF PROGRAM
Students complete program evaluation surveys every other year, on which they evaluate all program aspects, including clinical and research training, program tracks, professional experiences, resources, and student-faculty relations. In alternating years, they also have the opportunity to participate in a focus-group evaluation of the program that is facilitated by an appointee who is not a member of the clinical faculty. In addition, graduates are asked to complete an alumni survey, on which they evaluate all program aspects.
PROGRAM COSTS and FUNDING
Tuition and fees for the 2009-2010 academic year are $7,822 for in-state students (18 credit hours at $379/credit hour plus fees) and $20,620 (18 credit hours at $1,090/credit hour plus fees) for out-of-state students. Reduced tuition and fees are available for students coming from New England Regional (NEHBE) universities and Canada. Also note that there are additional costs not included in this estimate, such as housing and other living costs, books and supplies, and health care coverage (current health insurance premium for academic year coverage is $1,398). More information regarding costs can be found at http://umaine.edu/stuaid/cost.html.
These costs are posted in the interest of full disclosure, but interested applicants should note that the Department makes every effort to secure funding for its graduate students in the form of graduate assistantships, grants, and contracts. All students currently in the first four years of the program are receiving funding from the University. This funding includes tuition remission (and in-state rates for tuition above the 18 credit threshold), 50% of the health care premium, and a $12,790 stipend for 9 months. Such funding, when available, typically applies to no more than four years of graduate training (students on internship are usually paid a salary for that year by the host institution).
Though we have been successful in financially supporting most of our students in recent years, no guarantees can be made because our resources are not always completely in place at the time that our student admission decisions are made. Applicants need to be prepared to underwrite some of their educational and living costs. When funding is available, it typically covers the academic year from September to May only (although there is usually some remission of tuition costs for summer courses). Despite the funding package discussed above, the majority of students also find it necessary to apply for graduate student loans as a supplement.
The American Psychological Association has a Minority Fellowship Program for which eligible individuals may compete; details are available from the DCT and from APA.
CLINICAL FACULTY
The Director of Clinical Training (DCT) coordinates the program and implements policy decisions made in clinical faculty meetings. In addition to their informal input through conversations with advisors, other faculty members, and the DCT, students have other formal channels of communication with program faculty, by which they can influence policy. Students elect a representative who attends clinical faculty meetings and has the right to place any item of interest to students on the agenda of a meeting. He or she reports to the students regularly, seeks their input on matters to place before the faculty, and meets often with the DCT. In addition, student-faculty committees are formed as necessary to work on various issues of concern to the program. Search committees for new faculty members include student members, for example, and, in recent years, student-faculty task forces have been formed to investigate such matters as admission requirements for APA-approved internships and diversity training. All clinical students have access to the DCT, who serves as an advisor in general matters of clinical training.
Please note that there have been some interesting changes in the clinical faculty. Dr. Hecker has been appointed Dean of the College of Liberal Arts and Sciences and, although he will maintain some connection to the program, he will not be accepting students. The program welcomes Lira Yoon as a new assistant professor in the clinical faculty.
Erika K. Coles, Ph.D. (University at Buffalo, State University of New York, 2006). Assistant Professor and Director of the Summer Treatment Program.
Teaching Interests: Behavior modification, developmental psychopathology
Research Interests: Behavioral and combined treatment for ADHD; parent training; and treatment effectiveness of school- and home-based interventions for ADHD.
e-mail: Erika.coles@umit.maine.edu
Douglas W. Nangle, Ph.D. (West Virginia University, 1993). Professor, Director of Clinical Training, and Director of the ADHD Clinic.
Teaching interests: Abnormal psychology, child psychopathology, clinical assessment, child and adolescent psychotherapy.
Research interests: Child and adolescent peer relations; close relationships and psychological adjustment; and social skills assessment and intervention.
e-mail: Doug.nangle@umit.maine.edu
Sandra T. Sigmon, Ph.D. (University of North Carolina at Greensboro, 1989). Professor and Senior Scientist, Maine Institute for Human Genetics & Health..
Teaching interests: Abnormal psychology; psychopathology; and health psychology.
Research interests: Predisposing factors for seasonal and nonseasonal depression; cyclical effects on mood and behavior; women’s physical and mental health; and endocrinological factors in panic disorder and fibromyalgia.
e-mail: Sandra.sigmon@umit.maine.edu
Geoffrey L. Thorpe, Ph.D., ABPP (Rutgers University, 1973). Professor.
Teaching interests: Senior Seminar in Forensic Psychology (undergraduate); Tests and Measurements (undergraduate); Ethics and Professional Problems (graduate).
Research interests: Questionnaire development and standardization in assessing irrational beliefs and topics in forensic clinical psychology using modern test theory methodology.
e-mail: Geoffrey.thorpe@umit.maine.edu
*Dr. Thorpe is no longer accepting graduate research advisees.
K. Lira Yoon, Ph.D. (Northwestern University, 2006). Assistant Professor.
Teaching interests: Abnormal psychology, adult psychopathology, statistics.
Research interests: Cognitive processes in anxiety and depression; emotion regulation; risk factors for anxiety and depression; comorbidity.
e-mail: lira.k.yoon@umit.maine.edu
Developmental Psychology faculty members participating in the developmental-clinical track:
These faculty members teach courses, serve on committees, and often serve as research advisors for students in the developmental-clinical track.
Cynthia Erdley, Ph.D. (University of Illinois, 1992). Associate Professor.
Teaching interests: Child and adolescent psychology, social development.
Research interests: Social cognition; children's peer relationship experiences and psychological adjustment.
e-mail: Cynthia.erdley@umit.maine.edu
Donald Hayes, Ph.D. (University of Iowa, 1975). Associate Professor.
Teaching interests: Child psychology, cognitive development.
Research interests: Media effects in children; children's memory functioning.
e-mail: Donald.hayes@umit.maine.edu
*Not accepting students this year.
Marie Hayes, Ph.D. Professor and Senior Scientist, Maine Institute for Human Genetics & Health.
Teaching interests: Infancy and early childhood, developmental psychobiology.
Research interests: Behavior of human neonates; ontogeny of sleep and arousal mechanisms; and assessment of function in infancy.
e-mail: Marie.hayes@umit.maine.edu
Peter Lafreniere, Ph.D. (University of Minnesota, 1982). Professor.
Teaching interests: Ethology, emotional development, family and peer relations.
Research interests: Developmental psychopathology; anxiety and social withdrawal; and cooperation and competition.
e-mail: Peter.lafreniere@umit.maine.edu
*Not accepting students this year.
Professional Staff:
April O’Grady, Ph.D. (University of Maine, 2002). Director of Psychological Services Center
SELECTED PUBLICATIONS OF FACULTY AND STUDENTS
Coles, E.K., Pelham, W.E., Gnagy, E.M. (in press). Parental attributions for success in managing the behavior of children with ADHD. Journal of Attention Disorders.
Erdley, C. A., Rivera, M., Shepherd, E., & Holleb, L. J. (in press). Social cognitive models and skills. In D. W. Nangle, D. J. Hansen, C. A. Erdley, & P. J. Norton (Eds.), Practitioner’s guide to empirically based measures of social skills. New York: Springer.
Fabiano, G.A., Pelham, W.E., Coles, E.K., Gnagy E.M., Chronis-Tuscano, A., & O'Connor, B. (in press). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review.
Hecker, J.E., King, M.W., & Scoular, R.J. (2008). The startle-probe reflex: An alternative approach to the measurement of sexual interest. In D.R. Laws & D. Thornton (Eds.), Cognitive Approaches to the Assessment of Sexual Interest in Sex Offenders. New York: Wiley.
Grover, R.L., Nangle, D.W., Serwik, A., & Zeff, K.R. (2007). Girl friend, boy friend, girlfriend, boyfriend: Broadening our views of adolescent heterosocial competence. Journal of Clinical Child and Adolescent Psychology, 36, 491-502.
Kingery, J. N., & Erdley, C. A. (2007). Peer experiences as predictors of adjustment across the middle school transition. Education and Treatment of Children, 30, 73-88.
Matano, B.A., Hayes, M.J., Brown, M., Tisher, P., Krishnan R. and Paul, J.A. (in press). Maine's high risk infants and maternal health and wellbeing: Maine Infant Followup Project. Maine Policy Review: Special Issue on Early Childcare.
Nangle, D.W., Hansen, D.J., Erdley, C.A., & Norton, P.J. (in press). Practitioner’s guide to empirically based measures of social skills. New York: Springer.
Pelham, W.E., Burrows-MacLean, L., Gnagy, E.M., Fabiano, G.A., Coles, E.K., Tresco, K.E., Chacko, A., Wymbs, B., Weinke, A.L., Walker, K., & Hoffman, M.T. (2005). Transdermal methylphenidate, behavioral, and combined treatment for children with ADHD. Experimental and Clinical Psychopharmacology, 13, 111-126.
Sigmon, S. T., & Schartel, J. G. (2008). Anxiety, anxiety disorders, and the menstrual cycle. In M. J. Zvolensky & J. A. J. Smits (Eds.) Anxiety in Health Behaviors and Physical Illness (181-205). New York: Springer.
Sigmon, S. T., Schartel, J. G., Hermann, B. A., Cassel, A. G., & Thorpe, G. L. (in press). The relationship between premenstrual distress and anxiety sensitivity: The mediating role of rumination. Journal of Rational-Emotive and Cognitive-Behavior Therapy.
Thorpe, G. L., McMillan, E., Owings, L. R., & Dawson, R. (2008). Behavior therapy and termination. In W. T. O’Donohue & M. A. Cucciare (Eds.), Terminating psychotherapy: A clinician’s guide (pp. 229-249). New York: Routledge.
Thorpe, G. L., Sigmon, S. T., & Yoon, K. L. (in press). Agoraphobia and panic disorder. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (2nd. ed.). Oxford: Elsevier.
Troese, M., Fukumizu, M., Sallinen, B.J., Gilles, A.A., Wellman, J.D., Paul, J.A., Brown, E.R., & Hayes, M.J. (2008). Sleep fragmentation and evidence for sleep debt in alcohol-exposed infants. Early Human Development, 84, 577-585.
Yoon, K. L., Joormann, J., & Gotlib, I. H. (2009). Judging the intensity of facial expressions of emotion: Depression-related biases in the processing of positive affect. Journal of Abnormal Psychology, 118, 223-228. doi: 10.1037/0021-843X.117.3.680
Yoon, K. L., & Zinbarg, R. E. (2008). Interpreting neutral faces as threatening: A default mode for social anxiety. Journal of Abnormal Psychology, 117, 680-685. doi: 10.1037/a0014658
SOME RECENT REPRESENTATIVE GRADUATES: DISSERTATION TITLE, ADVISOR, AND CURRENT EMPLOYMENT
Teresa Edenfield (2007; Dr. Sandra Sigmon, advisor). “Exercise and mood: Exploring the role of exercise in regulating stress reactivity in bipolar disorder.” Postdoctoral Fellow, Duke University Medical Center.
Rachel L. Grover (2002; Dr. Douglas Nangle, advisor). “The Measure of Adolescent Heterosocial Competence: Development and construct validation.” Assistant Professor, Loyola College of Maryland.
Diana M. Higgins (2006; Dr. Jeffrey Hecker, advisor). “Preventing generalized anxiety disorder in an at-risk sample of college students: A brief cognitive-behavioral approach.” Postdoctoral Fellow, Harvard Medical School and Massachusetts General Hospital.
Julie Newman Kingery (2003; Dr. Cynthia Erdley, advisor). “Examining early adolescents’ adjustment across the middle school transition: The role of peer experiences and social-cognitive factors.” Assistant Professor, Hobart and William Smith Colleges.
Stephanie LaMattina, Ph.D. (2008, Dr. Sandra Sigmon, advisor). Examining the role of stress in binge eating disorder. Postdoctoral Fellow at Harvard Medical School and Cambridge Alliant Health, Boston, MA.
Darla Lawson (2006; Dr. Geoffrey Thorpe, advisor). “Test anxiety: A test of attentional bias." Pediatric Neuropsychology Resident, Indiana Neuroscience Institute, St. Vincent Hospital.
Jessica Matthews (2005; Dr. Cynthia Erdley, advisor). “Relational victimization in adolescence: A model of factors increasing risk for psychological difficulties.” Psychologist, Morrissey-Compton Educational Center, Inc., Palo Alto, CA.
Elaine S. McMillan (2008; Dr. Geoffrey Thorpe, advisor). “Processing social information: An investigation of the modification of attentional biases in social anxiety.” Postdoctoral Fellow, Palo Alto VAMC, CA
Jennifer J. Pells (2005; Dr. Sandra Sigmon, advisor). “The role of negative affect and emotional avoidance in the maintenance of Binge Eating Disorder.” Director of Research, The Structure House, Durham, NC.
Bethany Sallinen (2005; Dr. Marie Hayes, advisor). “Parent-child interactions, childhood behavioral inhibition, and parental psychopathology in the maintenance of childhood anxiety disorders.” Assistant Professor, Department of Pediatrics, University of Michigan, Ann Arbor.
Elizabeth J. Shepherd (2008; Dr. Douglas Nangle, advisor). “Intervening to promote social skill usage in Head Start preschoolers: A single-group design evaluation of effectiveness.” Psychologist, Clinical Services of Easter Seals, New Hampshire.
PROGRAM STATISTICS |
|
|
|
|
|
|
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Applicant Data |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
|
Number of Applicants |
105 |
109 |
107 |
98 |
129 |
84 |
104 |
95 |
|
Number Accepted for Admission |
14 |
10 |
10 |
10 |
7 |
9 |
7 |
6 |
|
Actual Size of Incoming Class |
6 |
5 |
6 |
5 |
4 |
4 |
4 |
4 |
|
Number of Incoming Students Receiving Financial Aid |
6 |
5 |
5 |
5 |
4 |
3 |
4 |
4 |
|
|
|
|
|
|
|
|
|
|
|
Incoming classes |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
|
GRE-Verbal Average |
572 |
588 |
560 |
582 |
550 |
608 |
573 |
565 |
|
GRE-Quantitative Average |
663 |
630 |
676 |
648 |
678 |
690 |
655 |
615 |
|
GRE-Advanced Average |
670 |
678 |
610 |
603 |
677 |
677 |
697 |
* |
|
Average Undergraduate GPA |
3.45 |
3.69 |
3.35 |
3.59 |
3.46 |
3.56 |
3.56 |
3.59 |
| * Psychology GRE is no longer required. |
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|
|
|
|
|
|
|
Attrition |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
|
Number of students who left program before completion |
2 |
1 |
1 |
0 |
0 |
1 |
2 |
0 |
|
*Of the 39 students matriculating in this 8-year period, 8 (21%) failed to complete the program. |
|
|
|
|
|
|
|
|
Applicant for Internship |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
|
Number of Total Applicants |
2 |
5 |
2 |
3 |
6 |
6 |
3 |
2 |
|
Number (%) Accepted on APPIC "Match Day" |
2(100) |
5(100) |
2(100) |
3(100) |
6(100) |
6(100) |
3(100) |
2(100) |
|
Number (%) Accepted After APPIC "Match Day" |
0(0) |
0(0) |
0(0) |
0(0) |
0(0) |
0(0) |
0(0) |
0(0) |
|
Number (%) Accepted at APA/CPA Accredited Sites |
2(100) |
5(100) |
2(100) |
3(100) |
6(100) |
6(100) |
3(100) |
2(100) |
|
Number (%) Accepted at APPIC Member Sites |
2(100) |
5(100) |
2(100) |
3(100) |
6(100) |
6(100) |
3(100) |
2(100) |
|
Number (%) Accepted at Funded Positions |
2(100) |
5(100) |
2(100) |
3(100) |
6(100) |
6(100) |
3(100) |
2(100) |
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|
|
|
|
|
|
|
|
Graduation Outcomes |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
|
Number of Students Completing Program* |
6 |
5 |
5 |
4 |
1 |
2 |
7 |
2 |
|
Number (%) of Program Graduates who are licensed |
5(83) |
5(100) |
4(80) |
4(100) |
1(100) |
1(50) |
NA |
NA |
*For the 32 graduates in this 8-year period, the mean number of years to complete all program requirements was 5.97 (median=6.0): 0% completed the requirements in less than 5 years; 38% in 5 years; 40% in 6 years; 16% in 7 years; and 6% in more than 7 years. There was no difference in terms of time to completion for those entering the program with Bachelor’s v. a Masters degree.
CONTACT PERSON
Douglas W. Nangle, Ph.D.
Professor and Director of Clinical Training
Phone: (207) 581-2038
Fax: (207) 581-6128
email: doug.nangle@umit.maine.edu
In complying with the letter and spirit of applicable laws and in pursuing its own goals of pluralism, the University of Maine System shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veterans status in employment, education, and all other areas of the University. The University provides reasonable accommodations to qualified individuals with disabilities upon request. Questions and complaints about discrimination in any area of the University should be directed to the Director of Equal Opportunity, 318 Alumni Hall, 581-1226 (Voice and TTY).
1Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, N.E.
Washington, DC 20002-4242
(202) 336-5979
