MLCU-IORT PhD
Scientist-Practitioner Model (in counseling psychotherapy)
The scientist-practitioner model is founded on the notion that trained professional psychologists must be competent in both research and clinical practice. Singular training in either research or practice, is seen as not fulfilling the requirements of a practitioner who needs to apply trustworthy principles for understanding and alleviating human suffering.
There are three essential suppositions that inform the scientist-practitioner model of MLCU-IORT
Mental health practitioners with sophisticated knowledge of human personality, multifaceted understanding of human behaviour and high proficiency in practice will provide valuable and ethical services.
Research that stems from the real world of psychotherapy practice are crucial to the development of knowledge that informs good practice in that specific socio-cultural setting.
The participation of practitioners in research will result in studies that can meaningfully contribute to addressing individual, familial and social concerns.
Core Values
This program rests on the core value of developing culturally aware, sensitive, affirming and competent therapists. The program strives for all staff, faculty and scholars to be educated on and demonstrate kindliness to diversity and individual differences in all areas of work. This is inclusive of race, ethnicity, sex assigned at birth, gender identity, sexual orientation, religion, region, caste, tribe, culture, nationality, immigration status, age, socioeconomic status, disability status, and any other minoritized groups. Our program encourages a commitment to an attitude of dignity in thought and actions. Cultural awareness, community care and response-ability are built into theoretical and practical training, through specific courses and experiential learning.
The training goals given below are grounded in our core values and all individuals involved in the program are expected to model ethical and professional behaviour. We are committed to the well-being of those in our program and our larger community beyond the university. To support this value, we hope to nurture an environment that is respectful of dignity of all and foster psychological safety within the program. This includes a fundamental humility that encourage inclusive listening, an attitude of wonder to novel ideas, openness to constructive feedback, hermeneutics of trust and pursuit of learning.
Training Goals
- Enhance personal awareness to support a nurturing relationship with self, one’s clients and community.
- Acquire advanced knowledge in the major schools of psychotherapy.
- Acquire multicultural competency through understanding, appreciating, and implementing knowledge related to individual differences and diversity.
- Expand knowledge and skills in assessment, case conceptualisation and intervention.
- Appreciate ethical and legal issues, and engage in ethical conduct in all areas of one’s work.
- Develop and apply skills in research, major area paper, publication and presentation of work.
- Build competency in teaching and supervision.
- Make unique contributions to a distinct area of interest through research.
- Communicate and spread psychological knowledge and support to one’s community.
Curriculum
The psychotherapy program curriculum consists of the general requirements for the PhD (namely quantitative and qualitative training), the specific requirements of advanced theoretical understanding (three major forces of psychotherapy), and mandated courses in family and couples therapy, developmental psychology, cultural sensitivity, psychopathology, ethics in practice and fundamentals of assessment and intervention.
Duration / Structure
This program is of four-year duration and the following sequence of training is required for the PhD certification.
Each year is divided into following semesters: Pyrem (Spring), Lyiur (Summer), Synrai (Autumn) and Tlang (Winter).
Year 1
Ground of the Scientist Practitioner
Scholars will learn research methodology, assessment and diagnosis, psychopathology, recent developments in psychodynamic psychotherapy and multicultural sensitivity. Through the design of the first-year experience, scholars will learn to integrate these domains.
- Qualitative and Quantitative research methods
- Assessment and diagnosis, case write up and case seminar
- Developmental psychopathology
- Multicultural sensitivity
- Advanced learning in Psychodynamic Psychotherapy
In the beginning of the semester the scholar will identify their research topic and methodology with the help of a guide/supervisor and supporting peers. The synopsis needs to be submitted to the PhD committee by the end of the first semester. The validation of topic will be a collaborative effort between supervisor, guide, the scholar, peers and the PhD committee.
Practical Training
Students learn interviewing and assessment skills in the first-year practicum. They also practice in their group during their training. Live supervision will be offered to build practitioner competency. Along with this student will access individual supervision to further their practice and learning. This will be ongoing till the third year and scholars will log in these hours for building their practicum hours.
Year 2
Foundations of Practice and Research
The curriculum for year two will continue to build the knowledge, practice and research foundations for scholars to become scientist practitioners.
- Professional ethics and guidelines for practice and research
- Continue to learn about assessment, case conceptualisation and intervention
- Cultural sensitivity
- Recent advances in Cognitive Behaviour Therapy and Neuroscience
- Humanistic-Existential Therapy
Practical Training
Students learn interviewing and assessment skills in the second-year practicum. They also practice in their group during their training. Live supervision will be offered to build practitioner competency. Along with this student will access individual supervision to further their practice and learning. This will be ongoing till the third year and scholars will log in these hours for building their practicum hours.
Year 3
Integration of Scientist-Practitioner
The curriculum for this year continues to help scholars implement their scientist practitioner training in a clinical setting through internship/those who are already in private practice will be given the flexibility of choice for logging in the hours. However, a minimum of 15hrs of community service will be needed. Scholars will also continue to build their research program.
- Continue to learn about assessment, case conceptualisation and intervention
- Application of it in major case paper and conference presentation
- Supervision training (we will have a vertical team here wherein the third-year scholars will supervise the work of first- and second-year scholars under the guidance of their allocated supervisor). These hours can be logged in for extra credits
- The third-year scholars will also conduct classes for first year and second year scholars. These hours can be logged in for extra credits
Practical Training
Third year scholars are responsible for seeing clients in the Department’s Therapy Clinic as well as 15hrs of mandated community work.
Community Placement
The practicum component, the core experiential learning element of the PhD program, provides doctoral candidates with the opportunity to integrate theory and practice in different settings. From the beginning of the program scholars’ intern at placements by spending 12 hours per week working in one of the many community placements under the supervision of external practicum supervisors (the faculty will be flexible towards those candidates in private practice for logging in hours). In this year, scholars can receive advanced training in child/adolescent or adult therapy, and other areas of interest based on their preferences.
Year 4
In the fourth year, scholars will develop more advanced and specialized skills as a clinician through community placement/ mandated community work, major case paper presentation and thesis.
Dissertation Research and Internship
The curriculum allows the student to spend time completing their thesis and preparing for their final defence.
Practical Training
The program does not require any specific practical experience during the year; however, scholars are encouraged to remain engaged in clinical activities. Scholars are expected to provide supervision to junior scholars, thus supporting and improving their community while getting experiential training. This supervised supervision experience is an indispensable part of the program.
Examination / Assessment
- Thesis completion and acceptance.
- Major area case paper: a comprehensive case presentation of work with one client.
- Presentation of major area paper/ thesis at a national/ international conference.
Note: Students who do not clear the prelim requirement between third and fourth year must submit a Plan of Study for the next year that includes a timeline of program-related activities. This is primarily to support them and their unique learning styles while accommodating the time constraints of resources/faculty.
Certification
Certification of PhD Completion from MLCU-IORT
- Completion of thesis and defense
- Major area case paper presentation
- Presentation at a conference
- Completion of credit requirements
- Completion of community/internship hours