Rutgers, The State University of New Jersey
The Graduate School of Applied and Professional Psychology
About the University
About the School
Faculty and Administration Biographies
Affiliated Faculty
Academic Programs
Doctor of Psychology (Psy.D.)
American Psychological Association (APA) Resolution, January 1987
Definition of a Professional Psychologist
Modes of Instruction
Time Commitments
Psy.D. Program in Clinical Psychology (Department of Clinical Psychology)
Psy.D. Program in School Psychology (Department of Applied Psychology)
Ph.D. Program in Clinical Psychology (School of Graduate Studies)
Master of Psychology (Psy.M.)
Master of Applied Psychology (M.A.P.)
Bachelor of Arts/Master of Applied Psychology (M.A.P.) Program
Clinical Child, Adolescent, Family, and Pediatric Psychology (CCAFP) Concentration
Community Psychology Concentration
Multicultural Psychology Concentration
Certificate in Alcohol Studies
Certificate in Applied Behavior Analysis
Degree Requirements
Financial Aid
Academic Policies and Procedures
Student Services
Course Listing
Divisions of the University
Camden Newark New Brunswick/Piscataway
  Graduate School of Applied and Professional Psychology 2019-2021 Academic Programs Doctor of Psychology (Psy.D.) Modes of Instruction  

Modes of Instruction

The school offers relatively little instruction using only the straight lecture mode. Instead, considerable emphasis is placed upon learning by doing. Even in the first year of training, students observe clinical and applied demonstrations, try out newly developing skills through role-playing, participate in classroom exercises, sit in with experienced practitioners, and receive careful supervision in their preliminary attempts at the application of professional techniques. Thus, applied issues and concerns are immediate and meaningful to the student. The student's level of involvement becomes progressively more intense throughout the course of training. During the later years, most courses include a seminar component oriented to case discussions or substantive theoretical issues of clinical and applied import, a practicum component during which students see clients in the intervention mode or problem area under study, and a supervision component in which the student receives guidance from an experienced instructor. All three components are coordinated around a central conceptual issue, such as a mode of intervention or a client problem.

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