Clinical training in the Wheaton College Psy.D. Program.

Flanagan, Kelly S. ; Kahn, Ted ; Gregory, Robert J. 等

The Wheaton College Psy.D. program began in 1993 and was accredited by the American Psychological Association (APA) in 1998, in time for the first graduating class of doctoral students. The philosophy of our clinical training flows from the practitioner-scholar model (Gregory & McMinn, 2004), with an emphasis on servant-hood which truly makes our program distinctive. In particular, there is a vital imperative for doctoral training to prepare psychologists for work with underserved populations given the disparity in the need for psychological services and the provision of these services among underserved populations (Krous & Nauta, 2005; Kruse & Canning, 2002). The founders of the Wheaton College doctoral program were greatly influenced by their desire for and calling to serve the underserved (Isaiah 61:1-4, Romans 12 1-2) and that influence has continued to impact the continuity and changes of our program, and specifically the clinical training of our students, over the past 17 years.

This desire is reflected in the mission statement for the Psy.D. program which includes four strivings 1) educate students in a manner grounded in, informed by, and shaped by the beliefs and practices of the Christian faith; 2) produce highly competent clinical psychologists who will be practitioner-scholars, capable of benefiting from and contributing to both the theoretical and applied empirical scholarly literature of the clinical psychology field, adept at advancing our understanding of the interface of psychological and spiritual understandings of the person, and competent to intervene to enhance human welfare; 3) emphasize and model a commitment to professional practice as service, especially to the Body of Christ, the Church, and also to those persons who have been marginalized and wounded by our society on the basis of racial or ethnic identification, age, socioeconomic status, or gender; and 4) conduct training in the context of an intentional community of faith which will emphasize a balanced approach to spiritual, personal, professional, and interpersonal growth and development. The wording of the mission statement highlights how important clinical training is to the program in its focus on the development of Christian clinical psychologists who are effectively and holistically trained to enhance human welfare and to serve others.

With regard to the structure of the program, during graduate study at Wheaton College students are building a foundation upon which all later clinical development will occur. The academic curriculum includes breadth and depth in both clinical psychology and theology courses. This scholarly basis is critical to the professional development and clinical practice of students. We recognize the importance of diversity in models of professional practice as an impetus for personal growth as each student trains to become a competent professional. We strive to integrate theory with practice early in the program through student involvement in practicum training, which begins in the second year of the program. Throughout the sections included in this article, it will be apparent that the experiences that students receive in their clinical practica training in years two through four are central to their development. These experiences occur off-site at numerous and diverse settings, including hospitals, community centers, VA hospitals, private practices, counseling centers, and schools. Thus, the assignment of students to year-long Practicum Seminar Groups assures that although training experiences occur off-site, each student receives oversight from Christian clinical psychologists (i.e., our faculty) during the formative years of the program. These Practicum Seminar Groups (described in more detail below) are led by our core doctoral faculty with 5-6 students in each group and consist of both monthly individual meetings as well as weekly group meetings. These groups are an example of our program as a whole which is designed as an intentional community of faith to facilitate the personal, professional, and spiritual formation of each student as these three domains relate to being an effective Christian clinical psychologist.

Basic Philosophy of Clinical Training at Wheaton College

The general philosophy of training entails a process of gradual introduction of the student to the responsibilities of the clinician. As greater knowledge and skills are developed, a greater level of responsibility and autonomy is given. While clinical supervisors outside of the psychology program have substantial impact on the student's training, the oversight and final responsibility of that training remains with the psychology department faculty. In their practicum training experiences during years two through four students are expected to understand and cooperate with the ethical guidelines of the professional community (taught in Ethics classes). In light of their importance, it is imperative that these practicum training experiences are directed by core faculty members who also oversee the other aspects of the student's training. It should be noted that the information that follows in this section on the basic philosophy of clinical training at Wheaton College was drawn from the program's student handbook which can be found on the college website (Wheaton College Psy.D. Program, n.d.). (1)

Training Model: Practitioner-Scholar

The Psy.D. program was founded on the recognition in the Christian community of the profound needs for healing and growth among the religious and nonreligious populace, as well as recognition of the intimate interrelationship of psychological and emotional needs and the spiritual or religious realms of life. There continues to be a need for skilled practitioners in the field of psychology who are respectful and informed about the religious traditions which form the fundamental commitments in life for so many in American society and across the world (Worthington & Aten, 2009).

Our doctoral program in clinical psychology attempts to address these needs by providing training deliberately directed at producing highly competent practitioner-scholars of clinical psychology who are respectful of the Christian faith and at the same time personally committed to embracing the professional identity of psychology. The practitioner-scholar model upholds the training of students to be professional psychologists (practitioner) who are also informed consumers of research (scholar) (Gregory & McMinn, 2004). Thus, our goal is to produce psychologists who are ready to be effective practitioners, equipped not only with up-to-date skills in assessment, diagnosis, and intervention, but also the capacities to continue growing over their professional life. We also desire for our graduates to be capable of understanding not only evolving research and scholarship in the field of clinical psychology, but in the biblical and theological domains as well. We are convinced that the most effective practitioner will be the scholarly person who is multidisciplinary in focus and prepared to think in an analytical and sophisticated way in as many areas as possible that address our understanding of the human condition.

Recognizing that no single model or theoretical approach in the mental health field has succeeded in dominating the field, the doctoral program in clinical psychology is intentional in its pluralistic focus with regard to theoretical orientation. From the beginning of the program, we have sought, and we continue to seek, a broad range of theoretical orientations in the hiring of new faculty members, including cognitive-behavioral, psychodynamic, community, and family systems approaches to the practice of psychology.

The curriculum offered is intended to foster development of practitioner-scholars. It is designed to prepare ethnically- and culturally-sensitive Christian psychologists to deal with diverse needs found in a pluralistic culture and throughout the world. Because psychologists attempt to build clinical theories and techniques on scientific principles, courses in the four core content areas in psychology are required (biological bases of behavior, social bases of behavior, cognitive/affective bases of behavior, and individual differences). Psychologists also must be wise consumers of, and often contributors to, the scientific literature, so the curriculum includes coursework in advanced statistics, research design, program evaluation, and clinical research. Effective practitioners are aware of the theoretical underpinnings of their work while appreciating the work of those with differing theoretical views, and so diverse coursework on the theoretical bases of professional psychology is included (e.g., psychometric theory, cognitive-behavioral theory, psychoanalytic theory, family theory). Because of our commitment to Christian distinctiveness and our desire to produce scholars with a multidisciplinary focus, courses in other fields that contribute to an understanding of the human condition also are included in the curriculum (spirituality, diversity, theological anthropology, Bible and theology). Thus, the foundation of the curriculum is based on a broad understanding of scientific and theoretical psychology and on multiple perspectives of the human condition. The curriculum also provides courses and supervised practica in the technical skills necessary for professional psychologists (intellectual, personality, and neuropsychological assessment, psychotherapy, program evaluation, group therapy, and community psychology).

Many courses are conducted with a special focus on professional applications, with the practitioner-scholar model affecting the use of classroom time and assignments. Some themes, including multicultural awareness, knowledge of ethical standards, and integration of Christianity and psychology, are so central to the curriculum that they are found in virtually all courses offered throughout the program. Although some courses are specifically devoted to these topics, these themes are of such critical importance for Christian practitioner-scholars in psychology that they cannot be relegated to isolated spots in clinical training or the curriculum.

Professional Practice as Service

The Graduate School of Wheaton College exists to "relate Christian education to the needs of contemporary society ... to enable the committed Christian student to formulate and articulate a biblical and global understanding of life and ministry and to apply it to service for Christ and His kingdom. The emphasis of the graduate program throughout its history has been on practical scholarship--scholarship totally rooted in the final authority of the Scriptures but practical so that educated and trained Christian leaders are equipped to relate to the real needs of people today" (Wheaton College Psy.D. Program, n.d., p.5).

In keeping with these values, the doctoral program seeks to equip students with the skill set to provide for other's psychological needs with a servant's heart. We seek to expose students to training with underserved populations, which include but are not limited to children and adolescents, older adults, those from low socioeconomic backgrounds, some ethnic minority groups, and those with severe or chronic medical or mental health illnesses (Canning, Case & Kruse, 2001). As a community, we strive to model Christ's love to all regardless of their personal religious faith. We strive to model the very compassion of Christ, who mourned for the poor and ministered to the down-trodden and the victims of injustice. We firmly believe that as psychologists and as Christians, we are called to compassionately seek justice and peace for those marginalized by society (Campbell, Gordon & Chandler, 2002; Canning et al., 2001; DeVries & Kruse, 2002; Sisemore & Moore, 2002; Yarhouse & Anderson, 2002). We hope to infuse our students' training with this belief such that it will be reflected in their personal, clinical and spiritual development during their graduate training and in their professional practice thereafter.

Community Context of Training

We strive to be a Christian community of learning, fostering life-growth above narrowly professional domains. We work to build caring relationships encouraging growth in all areas of the lives of students, faculty, staff, and families. Effective learning occurs when traditional teaching methods are complemented by active study in a context in which mentorship and apprenticeship relationships with faculty can be formed. The doctoral program attempts to foster this kind of learning environment by maintaining a small training program. The program is budgeted on sixty-five full-time students (equivalent), and a student to faculty ratio of 10 to 1. Further, faculty are involved in the oversight of student clinical work and as examiners for the professional qualifying examination process, which is organized in a similar fashion to the ABPP examination.

As a complement to our relative religious uniformity, we desire to maintain and celebrate diversity in terms of gender, culture, ethnicity, and age. Wheaton College is committed to an international focus and to valuing the various cultural traditions of the United States. The Wheaton College Psy.D. Program is located in the Western Suburbs of Chicago, approximately 25 miles from the Chicago Loop. This location provides many opportunities as well as presenting certain challenges associated with a highly religious suburban location. In general, being close to the 3rd largest U.S. city to the east as well as rural settings to the west offers students many opportunities for clinical training experiences that fit the objectives of our mission statement, particularly in serving the underserved.

Collaboration and Interface with the Professional Community

In general, the Director of Clinical Training (DCT) has been the primary contact with the broader professional community in which our students work, responsible for articulating the Wheaton distinctiveness with sites and interfacing with the professional community about particular training requirements. Due to the caliber of our students' abilities and our program's reputation, students are sought out by sites that have worked with us for many years and hold "slots" for our students. For example, we have developed a partnership with the Chicago Area Christian Training Consortium, which is a strong network of five training sites organized around and engaged in work with underserved clients and communities (Kruse & Aten, 2007). The organizations collaborating in this consortium provide practicum training as well as pre-doctoral internships for which our students apply. Several of our alumni have gone on to work at these organizations post-graduation. Our students also have been well-received at new training sites. Student professionalism, openness to learning and hunger for clinical work, helps maintain the openness of sites to the training of Wheaton students in the future. We emphasize to students that they are representing the program but more importantly Christ to their practica sites and to their clients.

Although the DCT is the professional liaison for the program, all of our Psy.D. program faculty are involved in clinical work in the community with most modeling the mission statement in their work with underserved populations. Their clinical work provides the opportunity for connection and collaboration with other professionals in the community and contributes to the strong standing of the program within the community. To further develop these relationships, we hold an annual practicum fair that allows practitioners to become familiar with our program and our students, and for us to show our appreciation for their training of our students.

The same Christian distinctiveness that can communicate greatly valued qualities and can bring notice by the professional community can also alienate some internship sites. However, in the past several years, we have seen more and more high quality secular sites offer training to our students. In interviews, students sometimes face difficult questions about the integration of their faith with their clinical work (e.g., What would you do if working with pregnant teenage women who want an abortion? How would you interact with a client who is questioning his/her sexual identity?). We do not avoid these issues but rather try to prepare them well for responding to these questions within their coursework and professional development classes. Students also do an amazing job talking with each other and sharing experiences and ideas on how to handle difficult interview questions. The possibility of encountering these questions and wary attitudes often seem daunting to our first year students but the three years of practicum interviews leaves them well-prepared for their pre-doctoral internship interviews as well as their interface with the broader professional community after graduation.

As a program, we recognize the critical importance of involvement in the National Council of Schools and Programs of Professional Psychology (NCSPP). Over the years, our DCT and Psy.D. Program Director have maintained active involvement in this group, which focuses on advocacy and standards of training in professional psychology. We have been full members of NCSPP since 1998. Ongoing interactions with this broad professional community have helped to shape our program in regard to clinical training standards and other training issues. Further, several of us have also sought to provide service to the profession of clinical psychology by serving as site visits for accreditation on behalf of the APA Commission on Accreditation. For example, the former Psy.D. Director (now department Chair) has served on 21 site visits (15 as chair of the team). In addition to being a service to the profession, this professional involvement provides invaluable insights into the best practices in training. We strive to remain current of new attempts to facilitate integration between the professional, personal, and spiritual domains of the student's professional formation. This includes an explicit focus on integration of Christianity and psychology, but also supports the integration of personal-professional (e.g., use of self in psychotherapy), spiritual-personal (e.g., spiritual health while in graduate school), and spiritual-professional (e.g., use of spiritual interventions in clinical contexts) domains.

Within at least one of their three practicum training experiences, many students train in an explicitly faith-based clinical context (see Table 1). This type of training setting provides an opportunity to gain perspectives of integration outside of the program with other Christian psychologists. Students can overtly discuss integration issues that arise in clinical practice with their supervisors and colleagues at the site. In secular settings, students engage the same integration issues but most often within the Practicum Seminars.

From a curricular viewpoint, students are provided with a foundation in integration of psychology with the Christian faith in a year-long course Professional Development Seminar in their first year. The aim of this course is to facilitate the transition of students into the program and the practice of professional psychology, with special attention afforded to the integration of Christian faith in accordance with the program mission statement. To bookend this experience, students in their last year of training (prior to literature in doctoral training that would improve our program and clinical training in particular (e.g., Fouad et al., 2009).

Integrative Dimensions of Clinical Training

A critical aspect of students' clinical training occurs in Practicum Seminar groups. These seminars afford opportunities for students to develop professionally as Christian practitioner-scholars with the guidance of faculty clinicians. The primary role of the faculty practicum seminar leader is to mentor students in assimilating our program's mission and values with their practicum experiences. All faculty members leading the seminars are practicing clinicians who can address integration issues that arise in students' clinical work. Thus, the practicum seminar experience serves as the primary classroom-to-consulting-room bridge. Significant time and effort focuses on the development of students' capacity to move from cognitive knowledge to experiential understanding, and vice versa. Class content may include assessment, intervention, research/evaluation, diversity, and ethics. Students and faculty leaders together focus on development of professional identity, empathy, self- and other-awareness, contextual competency, and vocational mission and calling--all aspects of professional development that rely on the personhood and character of the student. Faculty leaders and students focus on the spiritual health and formation of students as their spirituality relates to being an effective Christian clinical psychologist. The practicum seminar pre-doctoral internship) participate in a capstone course called "Theological and Religious Issues in Psychotherapy" which is co-led by a psychologist and a theologian. Within this course, the students give case presentations which are then discussed from both psychological and theological perspectives. In addition to these specific courses, students are required to take 20 credits in theology and Christian spirituality. Students often bring their theological coursework into the more clinically-related psychology courses, which makes the integration task more engaging and tangible.

Rewards and Challenges

It is truly exciting to see students grow professionally, personally, spirituality, and interpersonally during their four to five years with us. They are inherently interested and invested in their training as practitioner-scholars, with an emphasis on the servant aspect of that role. They are diverse in their backgrounds, interests, abilities, and trajectories which makes clinical training an exciting and rewarding endeavor every year. With many years in existence as a program at this point, we are strengthened and humbled by the stories we hear from graduates and as we see what alumni are doing post-graduation. They truly are living out the mission statement and contributing to Christ's kingdom, in which both theological and psychological truths and activities are embedded. We are afforded the opportunity to see how these men and women are living out their calling and how God is working towards His purpose in them. At times during their training, students can become frustrated by the amorphous nature of integration, particularly in the application of the vast amount of theological training they receive in their coursework at Wheaton to their clinical training. Within the theology courses, it can be difficult for students to make sense of the theological concepts in light of the psychological knowledge they are also acquiring, having to do much of the integrative work on their own within classes taken jointly with theology students. The practicum seminar courses in the second, third, and fourth year and capstone integration course in their final year provide dedicated spaces to wrestle with their disillusionment. These year-long practicum seminar courses also provide the opportunity for students to develop holistically as Christian psychologists through a relationship with a faculty member, and within a small group context with peers who help keep one another accountable.

As students become immersed in the world of psychology and seek to meet program requirements (comprehensive exam, professional qualifying exam, dissertation) they sometimes lose sight of their calling to the field and the unique task of integration. Ultimately, their identity is in Christ and he works through them for his purpose, and thus their development apart from this initial calling and purpose will be incomplete. We have attempted to maintain the focus on calling and the importance of spiritual disciplines in our interactions with students throughout the program and at specific "checkpoints" during their training experience. At the admissions interview, we have found that it is important to determine whether potential applicants want to engage in this integration journey or would be better suited to pastoral counseling or missions work or to secular training in psychology. Applicants for the most part have a strong desire to "help others" but what this looks like varies.

Another challenge lies in the quality of training sites, particularly in regard to the lack of faith-praxis integration as part of the training. We address this in the structure of the program (coursework, practicum seminar groups) but it remains a challenge in students' development as Christian psychologists. Students find that it is easy to divorce theology and faith from their clinical work. Our challenge as faculty is to impress upon them the need to constantly remain engaged in self-evaluation, to connect with other Christian psychologists, and to be lifelong scholars of integration.

There are many funding challenges for training and practice in work with underserved populations (Krous & Nauta, 2005). Funding sources ranging from public governmental bodies to private foundations and from private individuals to church and para-church organizations are stressed especially during difficult economic times, thereby resulting in a decrease in overall funding of training sites which serve underserved individuals and families. Another challenge is the debt level of our graduates, which averages nearly $80,000 per student. Although we seek to reduce student debt through increasing our scholarship support (which has more than doubled in the last five years), there is a limit to the support we can provide, given the fact that we are substantially a tuition-driven program. The high level of student debt can hamper the ability of our graduates to work with the underserved. Though many of our graduates might be willing to take, so to speak, a vow of poverty so that they can follow their hearts into work with the underserved (which may not pay as well as "traditional" clinical positions), students may find it difficult or impossible to extend that vow to spouses and children. We are reminded here of verses from Isaiah 61, which are historically important to our Psy.D. program:

"The Spirit of the Lord GOD is upon me, because the LORD has anointed me to bring good news to the poor; he has sent me to bind up the brokenhearted, to proclaim liberty to the captives, and the opening of the prison to those who are bound; to proclaim the year of the LORD's favor, and the day of vengeance of our God; to comfort all who mourn; to grant to those who mourn in Zion--to give them a beautiful headdress instead of ashes, the oil of gladness instead of mourning, the garment of praise instead of a faint spirit; that they may be called oaks of righteousness, the planting of the LORD, that he may be glorified. They shall build up the ancient ruins; they shall raise up the former devastations; they shall repair the ruined cities, the devastations of many generations." (Isaiah 61:1-4, English Standard Version)

The Gospel and our Program Mission statement compel us to serve the poor, the orphaned, the naked, the hungry, the imprisoned and the broken-hearted (Canning et al., 2001; Canning, Pozzi, McNeil & McMinn, 2000). It is a challenge to our Director of Clinical Training, other faculty members, and the entire Psy.D. Program to do what we can to continue to strengthen relationships with training sites that provide services to these populations and to be on the lookout with them for continued funding. It is also a challenge to continue to collaborate with other professionals within the Christian community to continue to meet the needs of Christian communities.

New Directions

With the recent focus of APA on competencies in doctoral training (Fouad et al., 2009), we are provided with both an opportunity as well as a significant challenge. The opportunity lies in the ability of our program and other integration programs to show that our training meets the standards set out by the professional community. Outlining competencies, however, means that we must take the task of integration even more seriously and coordinate efforts to define what competence in this task actually means.

Our program could benefit from a collaborative approach to clinical training by exchanging ideas with other Christian doctoral programs in professional psychology. This collaboration might result in best practices, more vibrant training models and support for DCTs who work in unique conditions that must interface between APA regulations and the faith-based distinctives of doctoral programs located within Christian institutions.

Other critical questions that might lead to new directions in training are: Who are the underserved in today's global community? How does clinical training occur to meet these global needs? Should we be training more international students who can take their skills back to global communities that face enormous mental health challenges? We may need to examine our program culture to determine ways in which we could support international students through successful completion of training. While considering how to better support international students in our program at Wheaton, we may also do well to consider ways in which we can bring programmatic training experiences to students in places of need outside the United States.

Another practical challenge that begs for new directions in training is the shortage of internship sites, particularly sites that favor the integration of faith and practice. Nationwide, there is a shortage of internship sites, and Christian programs are not immune to this crisis. Over the last six years, the nationwide average for students matched with Association of Psychology Postdoctoral and Internship Centers (APPIC) or APA approved internship sites is 72%, which is down from 76% from earlier years, and this downward trend will likely continue even further in the near future (APPIC, 2010). Our program does somewhat better than the national average, but even so it is a rare year in which we show a 100% placement rate. The implication for training that we face is a mandate to find captured internship sites (especially those that are friendly to faith-based training). We have informal agreements with some such internship sites nearby, but we need to develop more. We are looking for additional opportunities, including the possibility of developing our own captured internship sites.

References

APPIC Board of Directors (2010). APPIC Match 2000-2010: Match Rates by Doctoral Program. Washington, DC: Author.

Campbell, C. D., Gordon, M. C., & Chandler, A. A. (2002). Wide open spaces: Meeting mental health needs in underserved rural areas. Journal of Psychology and Christianity, 325-332.

Canning, S. S., Case, P. W., & Kruse, S. L. (2001). Contemporary Christian psychological scholarship and 'the least of these': An empirical review. Journal of Psychology and Christianity, 20, 205-223.

Canning, S. S., Pozzi, C. F., McNeil, J. D., & McMinn, M. R. (2000). Integration as service: Implications of faith-praxis integration for training. Journal of Psychology and Theology, 28, 201-211.

DeVries, H. M., & Kruse, S. J. (2002). A rationale and training model for cultivating competency to work with older adults. Journal of Psychology and Christianity, 21, 309-317.

Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., Collins, F. L., & Crossman, R. E. (2009). Competence benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology, Supplemental Issue: Establishing and Assessing Core Competencies in Professional Psychology: A Call to Action, 3(4), S5-S26.

Gregory, R. J., & McMinn, M. R. (2004). Research training in the Wheaton College Psy.D. program in clinical psychology. Journal of Psychology and Christianity, 23, 351-354.

Krous, T. M., & Nauta, M. M. (2005). Values, motivations, and learning experiences of future professionals: Who wants to serve underserved populations? Professional Psychology, Research and Practice, 36, 688-694.

Kruse, S. J., & Aten, J. D. (2007). Preparing psychologists to work with underserved populations: A faith-based pre-doctoral training model. Journal of Psychology and Theology, 35, 123-131.

Kruse, S. J., & Canning, S. S. (2002). Practitioners' perceptions of the vocational rewards in work with underserved groups: Implications for "rightsizing" the psychology workforce. Professional Psychology: Research and Practice, 33, 58-64.

Sisemore, T. A., & Moore, R. L. (2002). Embracing the call to the least of these: Welcoming children in Jesus' name. Journal of Psychology and Christianity, 21, 318-324.

Wheaton College Psy.D. Program (n.d.). Wheaton College Doctor of Psychology in Clinical Psychology Program (Psy.D.) 2010-11 Student Handbook. Retrieved November 1, 2010 from Wheaton College website: http://www.wheaton.edu/psychology/graduate/overview/handbooks.html.

Worthington, E. L., & Aten, J. D. (2009). Psychotherapy with religious and spiritual clients: An introduction. Journal of Clinical Psychology: In Session, 65, 123-130.

Yarhouse, M. A., & Anderson, G. (2002). Persons with HIV/AIDS. Journal of Psychology and Christianity, 21, 333-340.

Kelly S. Flanagan

Ted Kahn

Robert J. Gregory

Wheaton College

Notes

(1.) The first version of the Wheaton College Psy.D. Program Student Handbook was written primarily by Dr. Stanton Jones, currently the provost of Wheaton College. It has undergone numerous changes since then, but his significant contributions to the development of the program's mission statement and this handbook should not go unrecognized.

Authors

Kelly S. Flanagan is the program director for the Psy.D. Clinical Psychology program at Wheaton College. She has been on faculty at Wheaton College since 2005 after completing her Ph.D. in Child Clinical Psychology at the Pennsylvania State University.

Ted Kahn earned his M.A. in Clinical Psychology at Wheaton College in 2007. He is currently the Graduate Psychology Program Administrator at Wheaton College.

Robert J. Gregory (Ph.D. in Adult Clinical Psychology, University of Minnesota, 19 72) is the current Department Chair and interim Director of Clinical Training. He served as Director of the Psy.D. program from 1999 to 2004.

Correspondence concerning this article should be sent to Kelly S. Flanagan, Wheaton College, 501 College Avenue, Wheaton, IL 60187. Ph: 630-752-5754. Fax: 630-752-7033. Email: [email protected].

Table 1
Types of Wheaton College Training Sites Available
to Wheaton College Students

Type of Training Site             Total (AT =81)   Faith-based

Community Mental Health Center         23              11
Medical Center                          3               0
Private General Hospital                6               0
Veterans Affairs Medical Center         1               0
Private Psychiatric Hospital            2               1
State or County Hospital                2               0
Correctional Facility                   4               0
School District or System               5               0
University Counseling Center           11               8
Other--Private Practice                21              10
Other                                   3               2