Transcript Committee on Accreditation

Accreditation Site Visitor
Training Materials
As presented at COA Site Visitor Workshops
*This material may serve as a refresher for current
site visitors, but new site visitors must be trained
and approved. Contact the Accreditation Office
for information on upcoming workshops and
requirements for becoming a site visitor.*
1
Accreditation Site Visitor Workshop
Learning Objectives
The workshop will enable participants to:

Use the Guidelines and Principles for Accreditation (G&P) to review program structure through
application of Domains A-H. Specifically, participants will be able to:
-Explain how a program meets accreditation eligibility requirements. (Domain A)
-Review and discuss a program’s specified philosophy of education and training. (Domain B)
-Describe all resources available to the program. (Domain C)
-Review and discuss how the program addresses cultural and individual differences and
diversity. (Domain D)
-Discuss the nature of student-faculty relations. (Domain E)
-Review and discuss how the program ensures self-assessment and quality enhancement.
(Domain F)
-Discuss the quality and sufficiency of all public materials representing the program. (Domain
G)
-Discuss the program’s relationship with the accrediting body. (Domain H)
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Conduct interviews with training directors, department chairs, faculty and staff, interns and students, and
agency administrators.
Review and assess the accuracy and completeness of the self-study report in terms of consistency with
the G&P, and determine what additional information must be collected during the site visit to
supplement program materials.
Write a site visit report according to the domain by domain format in the G&P.
Discuss potential critical incidents that may occur during a site visit.
2
2007 Committee on Accreditation
Graduate Departments of Psychology/ COGDOP (four seats)
Clinical Psychology/ CUDCP (two seats)
Counseling Psychology/ CCPTP (two seats)
School Psychology/ CDSPP (two seats)
Schools of Professional Psychology/ NCSPP (two seats)
Postdoctoral and Internship Centers/ APPIC (two seats)
Professional Practice/ BPA, CAPP (four seats)
General Public/(two seats)
Graduate Students of Psychology/ APAGS (one seat)
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2008 Commission on Accreditation
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Graduate Departments of Psychology/ COGDOP (four seats)
APS/BSA (one seat)
BEA/NCSPP (one seat)
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Clinical Psychology/ CUDCP (two seats)
Academy of Clinical Science (one seat)
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Counseling Psychology/ CCPTP (two seats)
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School Psychology/ CDSPP (two seats)
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Schools of Professional Psychology/ NCSPP (two seats)
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Postdoctoral and Internship Centers (total - 6 seats)
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APPIC (three seats)
Internships – not specified (2 seats)
Postdoctoral residencies – not specified (1 seat)
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Professional Practice/ BPA, CAPP (four seats)
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General Public/(two seats)
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Graduate Students of Psychology/ APAGS (one seat)
Open Seats (2 seats)
Individual and cultural diversity (1 seat)
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4
Accreditation
Voluntary Internal (Self-Study) and External (CoA/Site Visit)
Evaluation in order to:
Protect
public interest
Improve quality of programs
Publicly recognize quality programs
Foster innovation in education and training
5
Scope of Accreditation
Doctoral Training Programs in substantive professional
areas:
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 Clinical, Counseling and School
 Other Developed Practice Areas
 Combinations of 2 or 3 of the above areas
Doctoral Internship Programs in Professional Psychology
(10, 12, 24 Months)
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Post-Doctoral Residencies (See Implementing Regulation C-11 (a))
 Traditional Practice Programs
 Specialty Practice Programs
 Integrated Practice Programs
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Types of Accreditors
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Regional Accreditors
National Accreditors
Programmatic Accreditors (Specialized and
Professional) - CoA is a programmatic
Accreditor recognized by:
 US Department of Education
 Council for Higher Education Accreditation (CHEA)
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Guiding Principles of
Accreditation
Broad
and general preparation for entry level practice
Integration
of science and practice
Evaluation
in light of program’s own education and training model,
providing this model is consistent with:
Principles
generally accepted as appropriate to the profession;
The
model, mission, goals and objectives of the sponsor institution or
agency;
Local,
regional and/or national needs; and
The
evolving knowledge base of the area of emphasis in professional
psychology for which the program prepares its students.
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Outcome Oriented Evaluation
Process

The clarity, consistency, and appropriateness of
institutional or program goals and objectives;
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The quality of education and training outcomes
in relation to these goals/objectives;
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The ability of a program actually to achieve its
goals/objectives; and
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The likelihood that such outcomes can be
consistently maintained.
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Overview of the Accreditation
Operating Procedures
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Program application for initial/periodic CoA review
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Assignment to a review cycle (for continuing programs)
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Submission of the Self-Study following provided outline and
instructions
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Preliminary review of self-study and feedback to program
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Decision Re: Site visit and selection of site visitors
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Site visit
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Site visit report and program response
CoA Decision
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Purposes of Site Visit and Role
of the Site Visitors
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A site visit is an assessment of a program’s quality and its
consistency with its stated model.
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The site visitor’s responsibility usually terminates upon completion
of the report. Occasionally the Committee may request
clarification of some matter prior to making its decision. Site
Visitors should communicate with programs only through APA
until CoA decision is final.
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It is not the role of the site visitor to provide expert consultation
regarding program emphases or personnel needs or to make
prescriptive programmatic recommendations.
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Site Visitor role continued...
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Address all aspects of each domain and support with data.
Maximum benefit is obtained when the report adds both specific
data to that already provided by the self-study and evaluation of
the less tangible features of a program whose variance could not
otherwise be captured.

The site visitor must maintain objectivity and be a neutral
observer. The role is sensor not censor.
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Key Concepts

What is the program’s philosophy and model and does
this fit within the home institution (Domain A)?

How does the program link the science and practice of
professional psychology (Domain B)?
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How does this model lead to goals, objectives and
measurable competencies (Domain B)?
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Key Concepts continued...
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How well does the program prepare students to
achieve those competencies as reflected through
outcome data (Domain F1.a – linkage of
Domain B with Domain F)?
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How well does the program prepare students to
be competent in those areas designated by the
G&P (Domain F1.a)?
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Does the program have the resources to achieve
its goals (Domain C)?
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Key Concepts continued...
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Does the program educate and train students to
become professionals in a diverse and
multicultural society (Domain D)?
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How does the program (faculty and students)
engage in reflective self-examination and
enhancement (Domain F)?
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Does the program make sure all of its public
information is accurate (Domain G)?
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Key Concepts continued...
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How does the program make sure that all students are
informed of the program’s policies and procedures
(Domains A, E, and G)?
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Overview of Accreditation
Domains
A. Eligibility of Program and Setting
B. Program Philosophy, Objectives, Curriculum Plan
C. Program Resources
D. Cultural and Individual Differences and Diversity
E. Student-Faculty Relations
F. Program Self-Assessment and Quality Enhancement
G. Public Disclosure
H. Relationship with Accrediting Body
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Domain A
Eligibility
As a prerequisite for accreditation, the
program’s purpose must be within the
scope of the accrediting body and must
be pursued in an institutional setting
appropriate for the education and
training of professional psychologists.
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Highlights:
(Domain A)
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A1. Program offers doctoral education and training in
professional psychology including preparation for practice.
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A2. Program sponsored by an institution of higher
education that is accredited by a nationally recognized
regional accrediting body in the U.S. or is a member in good
standing of the Association of Universities and Colleges of
Canada*.
*The APA CoA is currently phasing out accreditation of programs in
Canada.
Continued...
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(Domain A)
 A3. The program:
Is an integral part of the mission of the academic unit
in which it resides
 Is represented in the institution’s budget
 Has sufficient students and necessary facilities to
ensure meaningful interaction, support, and
socialization
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(Domain A)
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A4. The program:
Requires 3 full-time academic years of graduate study (or the
equivalent) and completion of an internship prior to awarding
the doctoral degree
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At least 2 of the 3 years must be at the institution (or the
equivalent)
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At least 1 year must be in full-time residence (or the equivalent)
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(Domain A)
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A5. Program engages in actions that indicate respect for
and understanding of cultural and individual diversity
as reflected in its recruitment and retention policies for
faculty and students, curriculum and field placements,
nondiscriminatory policies and operating conditions,
and avoidance of actions that restrict program access
on grounds irrelevant to success. The definition of
diversity includes but is not limited to:
 Age
 Disabilities
 Ethnicity
 Gender
 Gender Identity
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(Domain A)
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Language
National origin
Race
Religion
Culture
Sexual orientation
Social economic status
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A6. Formal written policies are available concerning:
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Admissions and degree requirements
Financial and administrative assistance
Student performance evaluation, feedback, advisement, retention &
termination decisions
Due process and grievance procedures for students and faculty
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Domain B
Program Philosophy,
Objectives, and Curriculum
The program has a clearly specified philosophy
of education and training, compatible with the
mission of the sponsor institution, and
appropriate to the science and practice of
psychology. The program’s education and
training model and its curriculum plan are
consistent with this philosophy.
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Highlights
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(Domain B)
B1. Program publicly states a philosophy and model of
training consistent with the sponsoring institution’s
mission that emphasizes:
 Integration of science and practice
 Education that is sequential, cumulative, and graded in
complexity
B2. Program specifies objectives in terms of
competencies expected of graduates consistent with:
 Program’s philosophy and training model
 Substantive area of professional psychology that is
represented
 An understanding of legal, ethical, and quality
assurance principles
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(Domain B)
B3. Program implements a coherent curriculum that
enables students to demonstrate substantial
understanding of and competence in the following
areas (see Implementing Regulation C-16, Broad & General
Preparation for Doctoral Programs):
(a) The breadth of scientific psychology including:
 Biological aspects
 Cognitive and affective aspects
 Social aspects
 History and systems
 Psychological measurement
 Research methodology
 Techniques of data analysis
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C-16. Evaluating Program Adherence to the Principle of
“Broad and General Preparation” for Doctoral Programs
(Committee on Accreditation, November 2001)

The Guidelines and Principles for Accreditation of
Programs in Professional Psychology (G&P) stipulate,
in section II, B., 1., that preparation at the doctoral
level should be broad and general. According to the
G&P, “this preparation should be based on the existing
and evolving body of knowledge, skills, and
competencies that define the declared substantive
practice area(s) and should be well integrated with the
broad theoretical and scientific foundations of the
discipline and field of psychology in general.”
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IR C-16 continued...
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Accredited programs ensure the competence in these content
areas including the history of thought and development in
those fields, the research methods, and the applications of
the research. Demonstrating that the program is consistent
with the G&P in this regard would preclude coverage only
of …
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… a narrow segment of the aspect of the content area (such as
biological basis of gerontology, race relations, preschool learning)
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… the application of these aspects of the content area to practice
problems or settings (such as cognitive therapy; group therapy,
multicultural counseling)
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IR C-16 continued...
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Further, it is expected that the program will insure
understanding and competence in these content areas at the
graduate level.
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It is recognized that there are a variety of ways in which
programs achieve this component of their program
requirements, and that there are multiple points in the
curriculum sequence at which these experiences may be
placed.
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(Domain B)
(b) Foundations of practice in the program’s substantive area
including:
 Individual differences
 Human development
 Dysfunctional behavior/psychopathology
 Professional standards and ethics
(c) Diagnosing or defining problems through assessment and
implementing intervention strategies (including empirically
supported procedures) including exposure to the current body
of knowledge in at least the following areas:
 Theories and methods of assessment and diagnosis
 Effective intervention
 Consultation and supervision
 Evaluating the efficacy of interventions
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(Domain B)
(d) Issues of cultural and individual diversity relevant to all of the
above.
(e) Attitudes essential for life-long learning, scholarly inquiry, and
professional problem-solving in the context of an evolving
body of scientific and professional knowledge.
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(Domain B)
B4. Program requires adequate and appropriate
practicum experiences that include:
a) Placement of students in settings committed to training
with appropriate and adequate supervision that provide
a wide range of training experiences including
empirically supported procedures
b) Integration of the practicum component with other
program elements including provision of adequate
forums for the discussion of the practicum experience
c) Appropriate sequencing, duration, nature, and content
of the practicum experiences consistent with the
program’s goals and objectives
d) Justification of the sufficiency of the practicum
experiences for internship preparation
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(Domain B)
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Note: Program is responsible for documenting how
students achieve knowledge and competence and for
setting minimal levels of acceptable achievement in the
above areas (B1-4).
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Domain C
Program Resources
The program demonstrates that it has
resources of appropriate quantity and
sufficiency to achieve its education and
training goals and objectives.
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(Domain C)
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C1. Program has an identifiable core faculty (see Implementing
Regulation C-18, Core Faculty):
a)
b)
c)
d)
e)
f)
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Includes a designated psychologist leader(s) with appropriate
credentials and experience
Who function as an integral part of the academic unit
Sufficient in number for the necessary academic responsibilities
Have theoretical perspectives and academic/applied experiences
appropriate to the program’s goals and objectives
Demonstrate competence and credentials congruent with the
program’s goals and objectives
Are available and function as role models for students
Note: In addition to core faculty, other individuals with faculty
appointments may augment and expand the students’ educational
experiences.
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C-18. Core Faculty in Doctoral Programs
(Committee on Accreditation, June 2003; Updated May
2005)
To clarify the term “core faculty” and to provide the basis for a
fair, reliable, and valid measurement process to determine the
core faculty time available for the program, the following
guidelines are provided.
1. Core faculty must be consistent with the G&P, C.1., as quoted
above.
2. Core faculty must be composed of individuals whose
education, training, and/or experience is consistent with his/her
role in the program in light of the substantive area in which the
program seeks accreditation.
36
IR C-18 continued...
3. Core faculty must be composed of individuals whose
primary professional employment (50% or more) is at the
institution in which the program is housed, and to whom the
institution has demonstrated a multi-year commitment (as
supported by an examination of the history of appointments
in the program or by contracts).
4. Core faculty must be identified with the program and
centrally involved in program development, decision-making,
and student training. “Identified with the program” means
that each faculty person is included in public and
departmental documents as such, views himself or herself as
core faculty, and is seen as core faculty by the students.
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IR C-18 continued...
5. At least 50% of core faculty professional time must be
devoted to program-related activities. That means, for
example, that a faculty person who is 50% at the institution
would need to have 100% of that time spent as a core
faculty. (The day per week institutions often allow for
professional development activities such as research,
consultation, or practice is not intended to be added to or
subtracted from this calculation. That is, a 100% core faculty
person in an institution with a consultation policy should be
thought of as a 100% person, not 125% or 80%, regardless
of the activities done on that day.) A full time 9-month or
11-month core faculty person are both seen as 100%. Core
faculty activities directly related to the doctoral program
include program-related teaching, research, scholarship,
and/or professional activities;
38
IR C-18 continued...
supervision of students’ research, students’ dissertations, and
students’ teaching activities; mentoring students’ professional
development; providing clinical supervision; monitoring of
student outcomes; teaching in a masters program that is an
integral part of the doctoral program; and developing,
evaluating, and maintaining the program. Core faculty
activities not directly related to the doctoral program and not
seen as aspects of the core faculty role include undergraduate
teaching in general and related activities; teaching and related activities
in terminal masters or other graduate programs; and clinical work or
independent practice not directly associated with training such as at a
counseling center.
39
IR C-18 continued...
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In addition to core faculty, programs may also have
associated program faculty, contributing faculty, and adjunct
(visiting, auxiliary, or “other”) faculty.

Consistent with the program’s model, the psychology
doctoral program faculty, and in particular, the core faculty,
needs to be large enough to advise and supervise students’
research and practice, conduct research and/or engage in
scholarly activity, attend to administrative duties, serve on
institutional or program committees, provide a sense of
program continuity, be assured of appropriate class sizes,
provide sufficient course offerings to meet program goals
and objectives, and monitor and evaluate practicum facilities,
internship settings, and student progress.
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(Domain C)

C2. Program has an identifiable body of students at
different levels of matriculation who:
a)
Are sufficient in number for meaningful peer
interaction and socialization
By interest, aptitude, and prior achievement are
qualified for the program
Reflect through their intended careers and
professional development the program’s philosophy,
goals, and objectives
b)
c)
41
(Domain C)
 C3. Program has additional resources needed to
accomplish its goals and objectives including:
a)
b)
c)
d)
e)
f)
Financial support for educational and training activities
Clerical and technical support
Training materials and equipment
Physical facilities
Student support services
Access to or control over practicum training sites
appropriate to the program’s training model, goals, and
objectives
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(Domain C)

C4. If the program is a consortium of multiple
independent entities then there is a formal written
consortium agreement that articulates:
a)
b)
c)
d)
e)
f)
Nature and characteristics of the participating entities
Rationale for the consortial partnership
Each partner’s commitment to the program and its
philosophy, model, and goals
Each partner’s obligations regarding contributions and
access to resources
Each partner’s adherence to central control and coordination
of the training program
Each partner’s commitment to uniform administration and
implementation of the program including student admission,
financial support, training resource access, performance
expectations, and student evaluations
43
Domain D
Cultural and Individual
Differences and Diversity
The program recognizes the importance of
cultural and individual differences and
diversity in the training of psychologists.
These include, but are not limited to, age,
disability, ethnicity, gender, gender identity,
language, national origin, race, religion,
culture, sexual orientation, and social
economic status.
44
(Domain D)
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D1. The program:
Has made systematic and long-term efforts to
attract and retain students and faculty from differing
ethnic, racial, and personal backgrounds (see A.5 for
definition of diversity)
 Ensures a supportive learning environment for
training diverse individuals who represent a broad
cultural and individual spectrum
 Avoids actions that restrict program access on
grounds irrelevant to success in graduate training (see
Footnote 4 for exceptions)
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45
*Footnote 4
This requirement does not exclude programs from having a religious affiliation
or purpose and adopting and applying admission and employment policies that
directly relate to this affiliation or purpose so long as
(1) Public notice of these policies has been made to applicants,
students, faculty, or staff before their application or affiliation with the
program; and
(2) the policies do not contravene the intent of other relevant
portions of this document or the concept of academic freedom.
These policies may provide a preference for persons adhering to the religious
purpose or affiliation of the program, but they shall not be used to preclude
the admission, hiring, or retention of individuals because of the personal and
demographic characteristics described in Domain A (and referred to as cultural
and individual diversity). This footnote is intended to permit religious policies
as to admission, retention, and employment only to the extent that they are
protected by the United States Constitution. It will be administered as if the
United States Constitution governed its application.
46
(Domain D)
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D2. Program has a thoughtful and coherent plan to
provide students with relevant knowledge and
experiences about the role of individual and
cultural diversity in psychological science and
practice.
47
Domain E
Student-Faculty Relations
The program demonstrates that its
education, training, and socialization
experiences are characterized by mutual
respect and courtesy between students and
faculty, and that it operates in a manner that
facilitates educational experiences.
48
(Domain E)
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
E1. The program:
 Recognizes the rights of students and faculty to
be treated with courtesy, respect, collegiality, and
ethical sensitivity
 Informs students of these principles and of their
avenues of recourse should issues arise
E2. Faculty members are accessible to students,
provide guidance and supervision that encourages
timely completion, and serve as role models who
promote students’ acquisition of relevant
knowledge, skills, and competencies.
49
(Domain E)
 E3. Respect for cultural and individual diversity
is demonstrated in accordance with the
definition of cultural and individual diversity in
Domain A5.
50
(Domain E)

E4. Upon admission students’ are given written
policies and procedures regarding requirements,
expected performance, program continuance, and
termination procedures. Students receive, at least
annually, written feedback on the extent to which
they are meeting the program’s requirements and
expectations including:
 Timely, written notification of all problems
and opportunity to discuss them
 Guidance regarding steps to remediate all
problems (if remediable)
 Written feedback on the extent to which
corrective actions have or have not been
successful in addressing the issues of concern
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(Domain E)

E5. Programs keep records of all formal complaints and
grievances filed since the last accreditation site visit and make
these available as part of the CoA’s periodic reviews.

Note: Programs must adhere to institutional regulations and
applicable local, state, and federal statutes concerning due
process and fair treatment.
52
Domain F
Program Self-Assessment and
Quality Enhancement
The program demonstrates a commitment to
excellence through self-study, which assures that
its goals and objectives are met, enhances the
quality of the professional education and training
obtained by its students, and contributes to the
fulfillment of its sponsor institution’s mission.
53
Highlights:

(Domain F)
F1. With appropriate involvement of students, the
program engages in regular, ongoing self-studies
that address:
a) Its effectiveness in achieving goals and
objectives in terms of outcome data while
students are in the program and after
completion
NOTE: F1(a). is particularly important as it reflects
student achievement in accordance with Department of
Education and CHEA regulations
54
(Domain F)
F1(a)
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Consistent with the spirit of the G&P, each program defines its
goals, objectives and competencies. To reflect the outcomeoriented nature of the process, those competencies outlined in
Domain B should be linked to:
 Aggregate outcome data on student competencies while in
the program; and
 Aggregate outcome data gathered from program graduates
Thus, for each competency stated in Domain B, there should be
some aggregate data on student success with that competency.
55
(Domain F.1)
b)
c)
How its goals and objectives are met through the
program’s educational and training processes
Its procedures to maintain current achievements or
to make program changes as necessary
56
(Domain F)

F2. Program periodically and systematically reviews its goals
and objectives, training model, and curriculum, and related
outcome data relative to:
a)
b)
c)
d)
e)
Sponsoring institution’s mission and goals
Local, state, regional, and national needs for psychological
services
National standards of professional practice
Evolving body of scientific and professional knowledge
Graduates’ job placements and career paths
57
Domain G
Public Disclosure
The program demonstrates its commitment to public
disclosure by providing written materials and other
communications that appropriately represent it to the
relevant publics.
58
(Domain G)

a)
b)
G1. Program describes itself accurately and completely in
documents available to current and prospective students and
other “publics”:
Descriptions of the program should include:
 Goals, objectives, and training model
 Requirements for admission and graduation
 Curriculum
 Faculty, students, facilities, and other resources
 Administrative policies and procedures
 The kinds of research and practicum experiences it provides
 Its education and training outcomes
Accreditation status including name, address, and telephone
number of the CoA is included
59
(Domain G)

G2. Information is presented in a manner that
allows applicants to make informed decisions
about entering the program.
(See Implementing regulation C-20)
60
IR C-20: General Outcomes
In all public information, programs should include education and training outcomes as well as
information that will allow applicants to make informed and comparative decisions. The
Committee believes that all doctoral programs should therefore minimally provide the following
information regarding education and training outcomes and accurate program descriptions to
potential students in its public documents including its website, if it has one: As of January 1,
2007 - time to program completion; costs (tuition and fees); internship acceptance rates;
fellowships and other funding available; student attrition rates; and, beginning January 1, 2008
licensure outcomes. These are further defined below:
1. Time To Completion
In their public materials, programs should provide the mean and the median number of years that
students have taken to complete the program from the time of program entrance. These data
should be provided for all graduates over the past seven years. Where applicable, these measures
should be provided separately for students who began the program as bachelor level graduates
and those who began with advanced standing (e.g., after having completed a separate master's
program in psychology). The program should also provide the percentage of students completing
the program in fewer than five years, five years, six years, seven years, and more than seven years.
2. Program Costs
Programs are expected to make available the costs (i.e., tuition and fees) per student for the
current first year cohort. This information should include full time student tuition, tuition per
credit hour for part time students, and any fees assessed to students beyond tuition costs.
Programs may also provide information regarding current adjustments to tuition including, but
not limited to: financial aid, grants, loans, tuition remission, assistantships, and fellowships.
61
IR C-20 continued...
3. Internships
Programs are expected to provide data for at least the most recent seven years of
graduates showing their success in obtaining internships. These data should show the
number and percentage of students in the following categories:
 Those who obtained internships
 Those who obtained paid internships
 Those who obtained APPlC member internships
 Those who obtained APA/CPA accredited internships
 Those who obtained internships conforming to CDSPP guidelines (school
psychology only)
 Those who obtained two year half-time internships
NOTE: In calculating the percentages, the program must use the total number of
students applying for internship that year.
4. Attrition
Programs are expected to report the number and percentage of students who have
failed to complete the program once matriculated. These data should be calculated by
dividing the number of matriculated students who have left the program for any
reason by the total number of students matriculated in the program. These data
should be provided for all students who have left the program in the last seven years
or for all students who have left since the program became initially accredited,
whichever time period is shorter.
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IR C-20 continued...
5. Licensure
This section EFFECTIVE January 1, 2008 and for published materials for 20082009
Reporting of program licensure data is an expectation of the US Secretary of
Education’s National Advisory Committee on Institutional Quality and Integrity for
program accreditors, including the APA Committee on Accreditation. Programs are
expected to report the number and percentage of program graduates who have
become licensed psychologists within the preceding decade. This percentage should
be calculated by dividing the number of students who have both graduated and
become licensed psychologists within the 8 years spanning the period of 2-10 years
post-graduation by the number of doctoral degrees awarded by the program over that
same period. That is, the figures reported by a program for 2007 would be number of
students who graduated from the program during the period 1997-2005 and who have
achieved licensure divided by the number of students graduating from the program
during that same 8-year period. Program licensure rates are to be updated at least
every three years.
Programs may interpret their licensure rate in light of their training model and
program goals and objectives.
63
Domain H
Relationship with Accrediting
Body
The program demonstrates its commitment
to the accreditation process by fulfilling its
responsibilities to the accrediting body from
which its accredited status is granted.
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(Domain H)

H1. Program abides by the CoA’s published policies
and procedures.

H2. Program informs the CoA in a timely manner of
changes in its environment, plans, resources, and
operations that could affect program quality (see
Implementing Regulation C-19, Notification of Changes to
Accredited Programs).

H3. Program pays necessary fees to maintain accredited
status.
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C-19. Notification of changes to accredited programs
(Committee on Accreditation, February 2005; revised
October 2006 )
In accordance with Domain H.2 of the Guidelines and Principles and Section
4.7(b) of the Accreditation Operating Procedures, all accredited programs
(doctoral, internship and postdoctoral residencies) whether under a single
administrative entity or in a consortium, must inform the accrediting body in
a timely manner of changes that could alter the program's quality.
The Committee on Accreditation must be informed in advance of major
program changes such as changes in model, degree offered,
policies/procedures, administrative structure, faculty resources, supervision
resources, area of emphases, or tracks/rotations. In the case of doctoral
programs, this includes changes in the areas of emphasis. For
internship/postdoctoral programs, this includes new, additional, or eliminated
rotation or training sites. For example, consortium programs must inform the
CoA of any substantial changes in structure, design or training sites.
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IR C-19 Continued...
Programs must submit a detailed description of the proposed change(s) and
the potential impact upon the relevant accreditation domains. The CoA will
review the program change(s) and may request additional information or a
new self -study. In the case of a substantive change (such as a change in
consortium membership), the committee may also determine that a site visit is
needed to assess whether the revised program is consistent with the G&P.
Upon completion of this review, the committee will note the proposed
change and include the information in the next scheduled review or inform
the program of any needed immediate additional actions.
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IR C-19 continued...
The only exception to the policy of informing the Committee in advance is the
occurrence of an unavoidable event beyond the reasonable control and
anticipation of the program (e.g., educational/training site unexpectedly
withdrawing from a consortium because of financial crisis). In such
circumstances, it is incumbent upon the program to immediately inform the
CoA in writing of the change and to include in its notification a proposed plan
for maintaining program consistency with the G&P. The committee will then
proceed as above.
Consultation on program changes is available from the Office of Program
Consultation and Accreditation.
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Preparation by Members of the Site
Visit Team

When contacted by a program to schedule a visit, assure you have
adequate time in your calendar to complete the entire site visit,
including the report. Keep in mind the visit itself lasts two
days.

Review conflict of interest policy to assure none exists regarding
the program to be visited.

The Chair of the visiting team should coordinate the team’s
schedule, travel plans, and local arrangements with the program.

Prior to the visit, review the current G&P , CoA procedures, and
Implementing Regulations so you can represent them faithfully
and avoid idiosyncratic interpretations.
Continued...
69

Review the program’s Self-Study report in detail and plan
questions/areas of concern.

Review the inquiry sent to the program by CoA following
their review of the Self-Study to further refine your site visit
focus.

All communication should be treated as confidential and
transmitted only by means that are secure.

Prior to the visit, each visitor should review the HIPAA and
State Privacy Laws and sign the Site Visitor Confidentiality
Agreement:
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Avoid Conflict of Interest

Avoid even the appearance of a conflict of interest with the program. The
responsibility to determine any possible conflict, actual or apparent, lies equally with
the program and the site visitors. Examples of possible conflicts of interest are:

Former employment at the program;

Having been a former student at the program;

Family connection with the program;

Having an ‘old’ friend at the program;

Having a former classmate on staff at the program;

Having a close professional acquaintance with a member of the staff at the
program; and

Having a former student at the program.
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Conduct of Site Visit
Pre-Site Visit Planning Session:
Team
meets the evening before the visit begins to:
share
impressions of the program;
review CoA concerns or additional information;
plan the team’s division of work;
review the planned schedule; and
make initial plans for the site visit report.
Continued...
72
First-Day Meeting for Site Visit Team:

Schedule a meeting mid-to-late-day to review and discuss the
following:
 the data gathered;
 initial impressions;
 changes required for the next day’s schedule;
 substantive areas yet to be addressed;
 plans for conducting the closing conference; and
 the timetable for writing the site visit report.
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Decorum of Visit

Visitors are expected to give full and objective attention to the work
of the visit during their time with the program and institution.

Be prompt for meetings and interviews and remain for the entire
visit. Departure may not be scheduled prior to the final close
of business.

Socializing with program staff or students must be avoided.

Visitors must limit personal free time and be available for all
meetings.

All program material is to be treated as confidential.
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
Do not give the impression that a decision has been reached,
offer solutions to problems or program concerns, or imply
criticism of the program.

Members of the team are not to give the impression that any
interview is pro-forma.

Be particularly sensitive to the potential for conflicting demands
placed upon students during the visit.
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Interviews
When conducting interviews, remember that the site
visitor must maintain objectivity and be a neutral
observer. Please avoid:
Providing
expert consultation regarding program
emphases or personnel needs or making prescriptive
programmatic recommendations.
Being
seen as an advocate for change.
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Interviews with the Training
Director/Departmental Chair

When meeting with the training director, the team should seek
information about:










an overview of the program;
unique characteristics of program as related to the G&P
and program model;
opportunities for program enhancement as related to the
G&P and program model;
long-range plans for the program;
faculty and student morale;
clarification of the program’s training model;
the method of faculty decision making;
the method of delegation of responsibility;
matters unique to this program; and
matters unique to the training director’s role.
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
When meeting with the Department Chair, the team should seek
information about the following:








how the program fits within the overall department;
adequacy of resources provided to the program;
department investment in the program;
morale of faculty and students;
the administration stance toward the program;
the method of department decision making;
the commitment to cultural/individual diversity; and
the policies to promote professional/academic growth of
the faculty.
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Interviews with University
Administrator

When conducting an interview with university/agency administrators the
team should seek information about:

the place of the program in the institution’s master plan;

financial resources and problems;

the program’s contribution to the mission of the institution;
and

planned changes, if any, for the program.
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Interviews with Faculty

Site visitor should obtain information about the following from each
member of the program’s faculty:







the person’s role in the program;
teaching load, courses taught and clinical responsibilities;
clinical supervisory load;
involvement in dissertation committees;
unique characteristics of program as related to the G&P and
program model;
opportunities for program enhancement as related to the G&P and
program model;
view of administrative leadership;
Continued...
80
research productivity, as appropriate to the
program model;
 morale and satisfaction with position;
 tenure/promotion issues;
 program decision making;
 questions unique to that person’s vita;
 their understanding of the program’s model,
processes and outcomes; and
 involvement in the self-study process.

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Interviews with Students

When meeting with students the site visitor should:




Acquaint students with the purposes and procedures of the
site visit;
Assure students of anonymity;
Discuss student’s understanding of the program’s goals,
processes, and outcomes; and
Be sensitive to the ‘conflict’ students may have about the
accreditation process.
Continued...
82
Seek
student perceptions of the following:
program
strengths and weaknesses;
morale and dignity;
student familiarity with professional and ethical issues;
general satisfaction with the program;
opportunity for student interaction;
availability of faculty/staff;
program decision making and student input;
discrimination and sexual harassment issues;
83
faculty support for research, as appropriate to the
program’s model;
 financial support;
 finding a mentor;
 integration of practicum experiences;
 preparation for the internship and/or entry into
profession; and
 what they would change about the program?

84
Interviews and Domains
Type of
Interview
Domain A
Domain B
Domain C
Director of
Training
Adequacy
Curricular
Faculty
Other
Administrators
Knowledge
of and N/A
support for program
Faculty
Faculty
Perceived
Perceived
of support
Policies and
Procedures
in program
Courses
taught/advising/supervis
ion
Curricular issues
Students
Perceived
Curricular
Faculty
of
support
Policies and
Procedures
adequacy
adequacy
of support
Policies and
Procedures
issues related
to G&P and program
model
Practicum
sufficiency
Student qualifications
Other program and
institutional resources
and student issues
that have come to
administrator’s attention
Role
issues –
adequacy of
training/supervision/
advising
Practicum
support from
department and
administration
Student qualifications
sufficiency and
availability
Other program and
institutional resources
85
Type of Interview
Domain D
Domain E
Director of
Training
Program’s
efforts at
recruitment/retention
Curriculum plan
Cultural & Individual
Diversity
Accessibility
Other
Administrators
Institutional
context
and support for
diversity recruitment
and education
Complaints
procedures and use
of
program within
institution
Faculty
Knowledge
of and
involvement with
diversity educational
plan
Accessibility
Involvement
Support
Faculty
Students
for diverse
students
Diversity curriculum
and experiences
Domain F
of
faculty
Annual review of
ALL students
Formal complaints
selfevaluation &
enhancement
Student outcome data
Evaluation
Climate
for
students/faculty
Annual evaluations
availability
Climate
Knowledge
Program
of
procedures
Annual evaluations
in
program evaluation and
enhancement
Involvement
in
program evaluation and
enhancement
86
Type of Interview
Domain G
Domain H
Director of
Training
Availability
and accuracy of
program information
Documentation
Other
Administrators
Availability
and accuracy of
program information
Documentation
Faculty
Availability
and accuracy of
program information
N/A
Students
Awareness
N/A
of stated program
policies and information
Accuracy of information
of providing CoA
information of changes
of providing CoA
information of changes
87
Closing Conference

When conducting the closing conference, the
site visit team should:
present the unique characteristics of program and
the opportunities for program enhancement;
 request any correction of facts; and
 request program interpretations of the data
gathered.

88
Site Visit Report

Preparation of the site visit report should consider the following:

Agree upon an outline of the report, respective writing
assignments and date for submission to APA (i.e., must be within
30 days of the site visit).

Follow the principles outlined in the Quick Reference Guide for
doctoral programs so that the report addresses each item of the
Guidelines and Principles.

Chair is responsible for the final report; all members of the team
should develop and have a copy of the report’s outline.
89

Preferred reports are concise and comprehensive and convey
the observations and elaboration of the site visit team
regarding the extent to which the program is consistent with
the provisions of the domains of the G&P.

Do not evaluate - cite observations, information, and
statements that explain or clarify, consistent with the G&P
and program model - Be a ‘sensor’ rather than a ‘censor’.

No further interaction with the program except through APA
office until CoA decision is final.
90
What would you do?
Quiz yourself with these potential
uncomfortable situations.
91
1. Sexual Harassment
In a meeting with the graduate students late on the first day of the site
visit, the team gleaned that there may be a sexual harassment problem
in the program. One of the advanced graduate students alludes to
inequities in practicum assignments. When queried, she suggests that
the individual making the assignments is partial to certain female
students and when pressed, admits that these women are both attractive
and tolerant of suggestive language and touching that makes her
uncomfortable. When comments from the other students are solicited,
their discomfort and silence are telling. Given the clarity of the
grievance procedures endorsed by the University and the program, the
team is confronted with discerning whether or not students feel
empowered to use them.
What would you do?
92
2. Impaired Faculty
During the course of the first day of the visit, it becomes apparent that one of the faculty
members who teaches a core graduate course is not doing an adequate job. Her syllabus is
complete but the students report that she never covers the majority of topics about which
they are assigned readings. When they express concerns that she is falling further behind
schedule with each class, she upbraids them for focusing on “learning to tests.” Yet, she
insists on sticking to the examination dates specified on the syllabus and is angry with the
students for their poor exam performance. She chastises them publicly for their inability
to master complex materials without her explanation, and her anger with her classes verges
on verbal abuse. The students are clearly afraid of her and express concern about their
inadequate preparation in the substantive area she teaches. The DCT and chair both
report that their efforts to get her to address the students’ concerns are met with unbridled
fury but they have no one else on the faculty available to teach this critical course. When
she is not enraged, her demeanor is sluggish and her affect flat.
What do you do?
93
3. Anonymous Communications
A. You are chairing a site visit to the clinical doctoral program at Podunk State. The
night before the visit you get a phone call at the hotel. The caller says he is a former
faculty member in the program but does not wish to be identified by name. He states
that he resigned from the program because of serious exploitation of students by
other members of the faculty. Students are alleged to be serving without pay to
generate fees in the private practices of these faculty and are, in one instance, serving
as unpaid research assistants whose contributions to faculty research and publications
are never acknowledged. The caller says that he tried to call attention to these abuses,
but the Department Chair and the Dean did not want to hear about them and the
DCT was one of the chief offenders. He does not wish to be identified since he fears
reprisals. He depends on referrals from members of the department to sustain his
practice.
How should you respond to this communication?
94
B. Right after leaving the internship site visit you receive a letter.
The writer identifies herself as a recent former intern but does
not wish to give her name. She states that she still needs
recommendations from the internship. She describes a situation
in which interns were compelled to generate large numbers of
billable hours from patients and that their performance ratings
were based in large part on the number of paid hours. The time
spent in direct clinical service put the interns’ work week well
beyond 40 hours and was at the expense of training activities and
time for paper work. Supervision time was not commensurate
with the number of clinical hours. The writer reports that her
attempts to protest this situation were ineffective and other
interns were reluctant to protest for fear of jeopardizing
evaluations.
How should you respond to this letter?
95
4. Inappropriate Site Visitor Behavior
A. In the course of the site visit, you become aware that another
member of the team seems to have a close acquaintance with one
of the program faculty. Upon inquiring, you discover that they
were colleagues and close friends at another program. Later you are
aware that they are spending a lot of time in private conversation
and arrange to meet socially at the end of the visit. In conferences
among site team members, this visitor expresses opinions about
aspects of the program that seem quite at variance with the rest of
the team’s observations. He is quite insistent that his opinions be
included in the final report.
How should you respond?
96
B. At the conference among the site visit team members the
evening before the site visit ends, Dr. Paltry announces that
he will need to leave to catch a plane at 11:00 the following
morning. It is a large and complex program and the
schedule calls for a full two days of visit. Dr. P. insists that
he must leave at that time. He has a site visit coming up on a
grant submission and he also has family obligations. He
cannot be dissuaded from his plans and leaves on the second
morning, missing the interview with the students, the visit to
the department clinic and the exit interviews.
What is the responsibility of the other visitors?
97
5. Conflicts of interest discovered at the
last minute
A. You have agreed to be a site visitor to Program X. A visit has been scheduled
and travel arrangements have been made. As you prepare for the visit, while reading
the self-study materials, you discover that the newly appointed Director of Clinical
Training is a former student of yours.
What do you do?
B. This is your first site visit. Your chair is a seasoned site visitor. During your first
meeting, which is with the DCT, the Chair of your team in his opening remarks
indicates that he is a long-time graduate of the program. He then goes on to talk
about what it was like in the program when he was a student.
What do you do with this information, and how do you handle the interview?
98
6. Faculty who denigrate the program
You have been given the responsibility for interviewing significant
members of the core faculty. You are spending some time with Dr.
Jones who teaches assessment. Dr. Jones tells you that he has been
passed over for a promotion, that the program does not value its
professional faculty, and that in a recent faculty meeting, the DCT
tried to prepare for the site visit by laying out a list of problems and
instructing the others present that under no circumstances were
faculty members to mention any of these topics to the site visitors.
All who attended were to say only what had been agreed upon.
What do you do with this information, and how do you handle the
interview?
99
7. Collusive relationships between the site
visitors and the program
You are a member of a site visit team visiting Program B. As you
meet with the different constituents of the program it becomes
apparent that there are clearly different agendas. There is a clear
split in the faculty’s perspective of the direction in which the
program should go. One faction is clearly supportive of the DCT
and the direction of the program. The other faction, which is
highly vocal and persuasive in its argument begins to win over
members of our team. When the team meets for its discussion,
you observe that your colleagues, in the language of the vocal
faculty, are making the same arguments they have put forth. You
now find yourself a minority of one.
What do you do?
100
8. Dismissed (and disgruntled) faculty and
student
You are visiting a counseling program. The chair of the visiting
team has been sent a letter from a former student of the program
two days before the visit. In the letter, the student has written that
he has been terminated from the program. He stated that his
termination was a result of his voicing unpopular opinions in class
and rampant homophobia among the faculty and students alike.
With his request to be heard, he has enclosed two glowing letters
about his capabilities from an adjunct faculty member and from a
practicum supervisor. The team chairperson has asked you to
spend some time with the student who, when you see him, makes
allegations about a lack of any real evaluation criteria in student
evaluations.
What do you do with this information, and how do you handle the
interview?
101
9. Site Visitor Advocacy
A. During your meeting with the training director of an
internship program, this individual tells the site visit team that the
higher administration is considering cutting the support for the
program. The resource cut could be so severe that the quality of
the overall training program would be negatively affected, and any
cuts at this point would negatively influence staff morale. The
training director says to the team, “I am counting on you to
convince the administration not to cut resources to the program.
I’ve already said if this happens, we will lose our accreditation. I
hope you will back me up.”
How do you handle this?
102
B. You are site visiting a program that has experienced recent
reductions in faculty. During your meeting with the students,
they express grave concerns about faculty overload and
burnout. One of the students says to the site visit team,
“You’ve got to help the faculty. If they keep continuing at
this pace, they all will be hospitalized with stress disorders in
the next month.”
What do you do?
103
10. Conflicts between the site visitors
You are visiting a scientist practitioner doctoral training program
in the Midwest. The visit is within a few hours of being
completed, and the team is taking a short break to assess where
they are before withdrawing to begin blocking out their findings
and setting up plans to complete the work. In the discussion,
one of the team members says that he cannot in good faith give a
positive evaluation of this program in Domain B because
students receive absolutely no exposure to transpersonal
psychology. A general discussion ensues about this matter. No
one else is sympathetic to the position being enunciated, but the
team member remains adamant.
As a fellow team member, what is your responsibility and what
would you do about it?
104
11. Impaired site visitor
You are a member of a team visiting an internship program.
When you arrive for your pre-visit planning with the team chair,
he appears to be unsteady on his feet and his speech is slurred. It
proves difficult to get clear with him how the two of you are to
proceed, because he tends to ramble and be somewhat
incoherent. When the two of you meet with the program
director, the troublesome behavior continues, and you are
concerned that the chairperson is either drunk or in difficulty
because of some other chemical substance.
What is your responsibility, and what do you do next?
105
Office of Program Consultation
and Accreditation
Office Phone: (202) 336-5979
Office Fax: (202) 336-5978
Web Address: http://www.apa.org/ed/accreditation
Dr. Susan Zlotlow, Director
e-mail address: [email protected]
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