The clinical-community psychology program at the University of Illinois at Urbana-Champaign is a Clinical Science program designed to train scholarly and scientifically oriented researchers and professionals with a variety of interests. A program of study leading to the Ph.D. degree is offered. Terminal Masters degrees are not normally offered. Our program is accredited by the *Psychological Clinical Science Accreditation System (PCSAS) and the *Commission on Accreditation of the American Psychological Association (APA). Our program is also a member of the Council of University Directors of Clinical Psychology (CUDCP).
The clinical-community psychology program at the University of Illinois at Urbana-Champaign is a member of the Academy of Psychological Clinical Science, which is a coalition of Ph.D. and internship training programs that share a common goal of producing and applying scientific knowledge to the assessment, understanding, and amelioration of human problems. Membership in the Academy is granted only after a thorough peer review process. Its membership in the Academy indicates that our program is committed to excellence in scientific clinical training and to using clinical science as the foundation for designing, implementing, and evaluating assessment and intervention procedures. Our program is proud to have been the first program ever accredited by the Psychological Clinical Science Accreditation System (PCSAS). Our accreditation by PCSAS is evidence of our program succeeding in its goal of increasing the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhancing the scientific knowledge base for mental and behavioral health care. While in our program, students are actively engaged in research and in the integration of science and practice. The large majority of our graduates go on to careers in which they are actively engaged in research and the integration of science and practice – they do so in a variety of professional roles, such as university professors, public policy analysts, and social service, community organization, and healthcare setting managers and administrators.
Our educational philosophy emphasizes a creative, scholarly, and socially responsible approach to clinical and community psychology. Our mission is to produce graduates who assume leadership roles and contribute to the discipline and to society. For example, our graduates have gone on to careers as university professors, college teachers, public policy analysts, faculty in medical centers and research institutes, and directors of community mental health centers. We do not aim to train students for careers in private practice, although our students do receive high-quality training in clinical and community practice.
Our program has four primary goals: a) to prepare students to be independent scholars in the field of clinical-community psychology, b) to prepare students to engage in applied work that bridges science and practice, c) to prepare students to conduct research and applied work that is effective in meeting the needs of diverse individuals and/or communities and meets accepted ethical standards, and d) to prepare students to be skilled higher education instructors. For more detail regarding each goal and its associated objectives and competencies please click here. Click here for more detail our Goals, Objectives and Competencies.
Sensitivity to ethical issues as well as gender, ethnic, cultural, and other kinds of human diversity is strongly emphasized. Our program was awarded the Suinn Minority Achievement Award from the American Psychological Association in 2003 for our record of recruiting, and training ethnic minority scholars.
Future Accreditation Plans: The Graduate Program in Clinical-Community Psychology at the University of Illinois at Urbana-Champaign is committed to training psychologists who strive to produce and apply scientific knowledge to the assessment, understanding, and amelioration of human problems. Our program is currently accredited by APA and PCSAS through 2023. Our program provides training and professional development opportunities that are highly individualized and science-focused; we view the evolving curricular and other demands associated with APA accreditation as sometimes inconsistent with our training philosophy. As the 2023 APA renewal approaches, we may or may not seek subsequent accreditation from APA. Discussion of this issue would include students in our program and would in no way represent a departure from our core mission to produce graduates who assume leadership roles and contribute to the discipline and to society, and our guiding values of collaboration, mutual respect, fairness, diversity, and the highest ethical standards.Whatever we decide will be driven by our desire to continue training scholarly and scientifically oriented researchers and professionals with a variety of interests. We will not make any changes that would limit our students’ training opportunities or threaten the ability of our graduates to have the sorts of successful careers they have long enjoyed (e.g., as university professors, college teachers, public policy analysts, faculty in medical centers and research institutes, and administrators/directors of a variety of community agencies/organizations).
*Questions related to the program's APA accredited status should be directed to the Commisssion on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979/E-mail: email@example.com
*Questions related to the program's
PCSAS accreditation status should be directed to:
Psychological Clinical Science Accreditation System
1800 Massachusetts Ave NW, Suite 402, Washington, DC 20036-1218 USA
Phone: (301) 455-8046/E-mail: AKraut@PCSAS.org
In the first year of study, all students take a series of team-taught courses intended to provide a foundation for understanding functional and dysfunctional behavior and strategies of intervention. Individual, group, and community perspectives are discussed in the context of theory and research. Courses in quantitative methods and research design also are taken in the first year. Students are strongly encouraged to participate actively in research during their first year. In the second year of study, students must take a course regarding assessment/measurement. The remainder of a student's schedule is arranged with his or her academic advisor, although it will normally involve a year-long practicum and continuing research. In subsequent years, each student's plan of study becomes even more individualized. The academic advisor will help the student plan the remainder of his or her curriculum, including minor and practicum courses as well as other experiences necessary to meet the student's individual career goals. The student will complete certain general requirements, but there is considerable flexibility in the specific means by which the requirements can be met. Throughout their program of study, students are encouraged to participate in two weekly program-wide meetings, one that addresses issues of diversity in a wide variety of formats and one that involves research presentations by faculty and students within and outside of the program, with extensive opportunities for the exchange of ideas about issues of interest in clinical and community psychology.
Ordinarily, the student will complete a program of study that includes at least two year-long supervised practica, a minor area of study, at least one semester of teaching experience, an internship, and M.A. and Ph.D. theses. At the end of each semester the entire clinical faculty meet and review the progress of every student in the program. The student's academic advisor is responsible for communicating the discussion and conclusions back to the individual student. In addition, individual advising and feedback are done on a continuous basis as needed.
Statement of Diversity Values and Commitments
The Clinical-Community Psychology program at the University of Illinois Urbana-Champaign values and aspires to embrace human diversity and inclusion. Diversity refers to individual and social group differences including, but not limited to, learning styles, life experiences, race, ethnicity, country of origin, class, gender identity, sexual orientation, age, parental status, ability and health, as well as cultural, religious, political and other affiliations. We view diversity as fundamental to the human experience, operating at all levels of the social environment (i.e., individual, organizational, institutional, system and societal). Inclusion refers to “the active, intentional, and ongoing engagement with diversity—in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institution” (American Association of Colleges and Universities). We seek to create an inclusive and diverse faculty and student body: first as a matter of fairness and dignity, second because it is vital to each of our learning and work and third because it is critical to the development of research and practice in our field.
As such, we
- seek ongoing development in our awareness of and capacity to think critically about diversity issues, recognizing that such work never ends; in part because of the dynamic nature of social identities and categories and the dynamic nature of the language and definitions we employ;
- respect that each of us is at a different place in this process;
- seek to scaffold support for all members’ continued growth;
- strive to understand how history, power and privilege shape our thinking and engagement;
- acknowledge the implicit and explicit challenges that members of minority and marginalized groups face in navigating academic settings that historically were designed without them in mind;
- seek to recognize, label and challenge dominant narratives, social norms and structures that underlie intentional and unintentional harms or bias, including educational policies and practices;
- believe that thoughtful and critical engagement with diversity is necessary to achieve competence in any of the core domains of professional activity in clinical community psychology (ethics, research, teaching, assessment, intervention, supervision, consultation);
- embrace our own individual responsibility for engaging diversity in each of these domains;
- work to restore or put right the unavoidable conflicts and harms that occur among members of our diverse program;
- approach engagement in a spirit of humility, empathy, openness to inquiry, honest dialogue and self-reflection.
Commitment to Follow APA Ethical Principles
Students in our program are expected to uphold the APA Ethical Principles for Psychologists and Code of Conduct (http://www.apa.org/ethics/code/index.aspx).
The APA Ethical Principles includes the following:
“Principle E: Respect for People's Rights and Dignity
Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination. Psychologists are aware that special safeguards may be necessary to protect the rights and welfare of persons or communities whose vulnerabilities impair autonomous decision making. 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.”
Students in the clinical-community program who fail to uphold these ethical standards will face disciplinary action.
We believe that fostering and celebrating diversity in our program is key to enhancing our endeavors as scientists, practitioners, teachers, and scholars.
Facilities and Resources
Diverse research facilities are available for faculty and student research, including laboratories in the Psychology Department, the local public schools, the Campus Biomedical Magnetic Resonance Lab, the Beckman Institute, and Carle and Provena Covenant Medical Centers. Resources at these sites include a variety of psychophysiology labs including EEG and fMRI. Extensive computer facilities and consulting services are available in the Psychology Department and other departments around campus.
The major setting operated by the Department of Psychology for applied training and clinical research is the Psychological Services Center, where the majority of clinical training takes place. The PSC offers assessment, treatment, and consultation services to individuals, couples, families, and organizations in the community. The clientele include children, adolescents, and adults from a variety of socio-economic and cultural/ethnic backgrounds. Specialized practica are offered in topics such as clinical neuropsychology, psychological testing, child/adolescent assessment and treatment, multicultural counseling, mood and anxiety disorders, adult group therapy, forensic consultation and evaluation, community and organizational consultation and neighborhood organization. Our faculty and students have also developed working relationships with local institutions and service agencies (e.g., schools, inpatient psychiatric unit, outpatient mental health clinic, police departments, probations office, refugee assistance center, women's shelters, residential treatment facility for children and adolescents) to facilitate research and training in applied work. The PSC is staffed by graduate students and faculty from the Psychology Department and allied departments and is administered by a full-time professional director. A full-time community outreach coordinator facilitates ongoing and newly developing relationships with a variety of treatment and non-treatment settings.
Our faculty and students also work closely with other campus units as sites for applied training, namely the Counseling Center, McKinley Health Center's mental health unit, and the Disability Resources and Educational Services.
Affiliated Departments, Programs, and Institutes
Some faculty members in Clinical-Community psychology have appointments in the Beckman Institute for Advanced Science and Technology. Other members have affiliations or appointments with the Gender & Women's Studies program and Asian American Studies program. In addition, faculty and students collaborate with faculty members in other program areas within the Department (e.g., Social-Personality, Developmental, Visual Cognition & Human Performance) and other departments at UIUC (e.g., Educational Psychology, Anthropology, and Human & Community Development). Our faculty and students also participate in a number of cross-campus initiatives such as Promoting Family Resiliency.
Clinical-Community Division Faculty
Mark Aber, Associate Professor
Collaborative community-based intervention, participatory action research, community organization and development, contextual influences on individuals' understanding of race, racial equity in public schooling, school racial climate.
Office: Room 725 | (217) 333-6999 | firstname.lastname@example.org
Nicole E. Allen, Professor
Processes and outcomes associated with community collaboration and the antecedents of safety for survivors of domestic assault.
Office: Room 721 | (217) 333-6739 | email@example.com
Howard Berenbaum, Professor
Experimental psychopathology, focusing on the experience, expression, and awareness of emotions in adults, and how different forms of psychopathology are associated with different types of emotional disturbances.
Office: Room 727 | (217) 333-9624 | firstname.lastname@example.org
Joseph R. Cohen, Assistant Professor
I am interested in the processes that lead children and adolescents to experience internalizing symptoms at a young age. My research also focuses on translating these basic findings into improved community and healthcare screening procedures for emotional distress in at-risk (e.g., maltreated) youth.
Office: Room 709 | email@example.com
Catharine Fairbairn, Assistant Professor
I research alcohol's rewarding effects within the context of social interaction with the aim of understanding the basic social processes that underlie alcohol use disorder. .
Office: Room 719 | firstname.lastname@example.org
Benjamin L. Hankin, Fred and Ruby Kanfer Professor
Developmental psychopathology. Using longitudinal data with youth and parents that integrates multiple levels of analysis of different vulnerabilities (e.g., cognitive, interpersonal, temperament, genetic, stress biology, neural), stress, risk mechanisms research to understand depression, anxiety, suicidality, and comorbid conditions. How developmentally sensitive clinical science informs and translates into evidence-based assessment and intervention, including personalized prevention efforts
Office: Room 725 | (217) 300-4701| email@example.com
Wendy Heller, Professor and Department Head
My research investigates the role of the brain in emotion, personality, and psychopathology, particularly anxiety and depression.
Office: Room 315/715 | (217) 244-8249 | firstname.lastname@example.org
Carla D. Hunter, Associate Professor
Mental health, well-being, and race-related stressors in persons of African descent with attention to the role of identity, interdependence, and worldviews.
Office: Room 713 | (217) 244-0671 | email@example.com
Thomas Kwapil, Professor
My research examines factors that underlie risk for schizophrenia and bipolar disorders. This involves developing and testing symptom, trait, cognitive, biobehavioral, and daily life measures of vulnerability.
Office: Room 729 | (217) 300-4629 | firstname.lastname@example.org
Heidemarie Laurent, Assistant Professor
Defining and fostering stress regulation to alleviate mood disorders: integrating biological (i.e., neural, neuroendocrine, autonomic) and behavioral aspects of stress response, developmental paths shaping regulation within families, stress in parent-child and romantic relationships, role of mindfulness in intra- and interpersonal regulation.
Office: Room 731 | (217) 300-4629 | email@example.com
Nathan Todd, Assistant Professor
Religious settings, Whiteness, social justice, quantitative methodology
Office: Room 711 | (217) 244-7871 | firstname.lastname@example.org
Amy Cohen, Clinical Assistant Professor, Director Psychological Services Center
My clinical interests include early diagnosis of autism spectrum disorders (ASD) and other developmental disabilities, evidence-based intervention, ASD within a familial context, and pediatric neuropsychology
Office: 505 E. Green Street | (217) 333-0041 | email@example.com
Mikhail Lyubansky, Lecturer
My research interests are focused broadly on conflict and restorative approaches to conflict. I am particularly interested in a restorative practice developed in Brazil by Dominic Barter and associates called Restorative Circles. My current work is focused on supporting the development, evaluation, and adoption of this practice in a variety of contexts, including schools, organizations, and the juvenile justice system
Office: Room 723 | (217) 333-7740 | firstname.lastname@example.org
Christopher Menard, Associate Director, Psychological Services Center
Chris Menard, Psy.D., is a licensed clinical psychologist. His clinical training roles at the Psychological Services Center (PSC) include training and supervising doctoral students in diagnostic assessment and mindfulness based interventions. He is a board member of the Mindfulness Teacher Foundation and he is helping to bring mindfulness to C-U k-12 teachers and students. Chris teaches the Clinical Psychology Mindfulness Instructor Training course (Psy-546) for the UIUC Psychology Department.
Psychological Services Center | (217) 333-0041 | email@example.com
Gregory A. Miller, Professor Emeritus
Mechanisms relating cognitive, emotional, and physiological aspects of normal human behavior and psychopathology, using the methods of cognitive, affective, social, and clinical psychophysiology including cognitive and affective neuroscience.Currently Distinguished Professor and Chair of the Department of Psychology at UCLA.
Office: 1257D Franz Hall, UCLA | (310) 825-2288 | firstname.lastname@example.org
Julian Rappaport, Professor Emeritus
Interests span the broad domain of community psychology and include prevention, empowerment, self and mutual help especially for the seriously mentally ill, narrative theory and identity, collaborative and qualitative research.
Office: Room 733 | (217) 333-8547 | email@example.com
Click on the title to check out these pictures from the classroom remodeling project in the basement. A second project to replace the elevators will begin in September. Beginning with the freight elevator, each elevator will be out of service for three months. To get quickly from one floor to another, and improve your fitness, we will encourage the use of the stairs. The repainting of the northeast stairwell has been completed, and the painter is starting on the southwest stairwell.