The Master of Science (MS) in Behavioral Health Psychology (BHP) prepares master’s-level clinicians and scholars with grounding in the counseling and clinical psychology knowledge and skills required of today’s behavioral health professional. Inspired by the scientist-practitioner model, graduates are prepared to work in a variety of healthcare settings with clinical populations, to conduct applied behavioral health research, or pursue doctoral training. The program is guided by the four following themes:
- Evidenced-based treatment: With scientific psychology at its core, students learn to critically evaluate and apply evidence-based assessment and interventions with a variety of clients. Competent in critically evaluating science, students use research to inform their clinical practice.
- Decreasing Behavioral Healthcare Disparities: Guided by the biopsychosocial-spiritual model, students consider behavior from a holistic lens, and are motivated to ensure that behavioral healthcare is inclusive and accessible. The program of study prepares compassionate, self-reflecting clinicians sensitive to the developmental, biological, psychosocial, and spiritual contributions to the behavioral health outcomes of diverse populations.
- Experiential learning in a variety of settings: Immersed in experiential learning, students apply their knowledge and skills in research laboratories, classroom labs, and practical settings under the supervision of seasoned professionals. Students team with Carroll faculty and community partners to advance their skills in research, practica, and internship settings assessing and responding to unique clinical needs in varied populations.
- Specialization: Students may choose to specialize in one of several concentrations relevant to today’s mental health professional - Clinical Assessment, Adult and Geriatric Behavioral Health, Youth Behavioral Health, or Applied Research. Students’ elective coursework, practica and internship placements, and thesis/comprehensive projects are all tied to their chosen area of specialization. As such, graduates will have developed expertise in their chosen area - an opportunity rarely found in Master’s programs preparing clinicians for licensure.
Students choosing the Applied Research concentration are required to complete an empirically-based thesis that provides an original contribution to the field; students choosing other concentrations are strongly encouraged, but not required, to do so.
In lieu of an empirically-based thesis, these students complete a comprehensive project related to the student’s chosen concentration area. Graduates choosing all but the Applied Research concentration are eligible for licensure as a Licensed Professional Counselor (LPC) in the state of Wisconsin, provided they pursue the post-graduate supervised practice obtained under a Professional Counselor Training license. Those choosing the Applied Research concentration are well-prepared to apply for seats in psychology-related doctoral training programs or to pursue applied research careers.
Program Mission
The MS in Behavioral Health Psychology Program prepares compassionate, self-reflective individuals with the foundational counseling, clinical, and research skills to provide compassionate, evidence-based behavioral health care to diverse populations.
Behavioral Health Psychology Program Academic Progression
BHP graduate students must demonstrate satisfactory progress in both their coursework and professional dispositions to remain in good standing.
Satisfactory ongoing assessment of dispositional skills are essential to the work of behavioral health professionals and not subject to accommodation per Section 504 of Rehabilitation Act and ADA. Advisors and faculty are committed to supporting students’ development along these dispositional criteria, but students will not be allowed to complete the degree program if assessments remain unsatisfactory. In this case, advisors and faculty will work closely with the student to generate meaningful alternative post-baccalaureate training options.
Course Progression
A grade of B/C or better is required in all Behavioral Health Psychology courses. A letter grade of C, D, F in a Behavioral Health Psychology course requires the student to repeat the course before progressing to subsequent courses for which the failed course is a prerequisite. When repeating a course, a student may be required to successfully complete ancillary learning experiences or clinical competencies/practicums that validate theoretical knowledge. Due to course sequencing, repeating a course may delay progression through the program by one semester to one year. A course may be repeated only one time. A student receiving a C, D, F or U in the same Behavioral Health Psychology course twice may be dismissed from the program.
Students must achieve and maintain a minimum cumulative and semester GPA of 3.0 If a student earns a semester grade point average below 3.0, they are placed on academic probation. To be removed from academic probation the student must earn a GPA of 3.0 or better in the following semester.
If a student is placed on academic probation a second time during their tenure in the program, they may be dismissed. Students who cancel or withdraw from the Behavioral Health Psychology program forfeit their position in the program. Students wishing to re-enter the graduate program after cancelling or withdrawing must go through the full re-application process.
Professional Dispositions
Satisfactory ongoing assessment of dispositional skills are essential to the work of behavioral health professionals and not subject to accommodation per Section 504 of Rehabilitation Act and ADA. Advisors and faculty are committed to supporting students’ development along these dispositional criteria, but students will not be allowed to complete the degree program if assessments remain unsatisfactory. In this case, advisors and faculty will work closely with the student to generate meaningful alternative post-baccalaureate training options.
Faculty advisors formally provide feedback on students’ ability to display competency in the professional dispositions each semester.
If the faculty advisor determines there is a significant concern(s) in this area, the student and advisor will work toward the development of a plan to address the concerns. The plan will include clear descriptions of the areas of concerns, clear descriptions of the desired outcomes, and specific plans/steps toward goal attainment. The advisor and student will develop a realistic timeline for goal attainment. The written plan will be forwarded to the program director for approval.
The following progression of interventions will ensue when 1) formal professional disposition remediation plans have been put into place as described above, or 2) when a specific student behavior occurs that is clearly in opposition to the professional dispositions and could have serious consequences for a practicing behavioral health professional and for which the faculty advisor and program director jointly agree warrants such action.
- First incident:
A formal professional disposition remediation plan is created as described above, OR the student will meet with the program director and their advisor to discuss the behavior. The program will document the behavior in writing which will remain on the student’s permanent record.Remediation as determined by the program will be appropriate to the behavior in question.
2. Second incident:
The student will meet with the program director and their advisor. The behavior (new or continuing) will be documented and become part of the student’s permanent record. The program will then meet to determine the appropriate course of action which may include further remediation as determined by the program, probation, or dismissal from the program.
3. Third incident:
The student will meet with the program director and their advisor. The behavior will be documented and become part of the student’s permanent record. They will determine the appropriate course of action which will likely result in dismissal from the program. In this case, advisors and faculty will work closely with the student to generate meaningful alternative post-baccalaureate training options.
Clinical Experience and End-of-Program Evaluation
Students must be deemed competent in skill pre-practicum and pre-internship skills by the BHP faculty before students may start practicum or internship. Likewise, they must display competency in the post-practicum and internship skills to satisfy the practicum and internship requirements of the program.
To graduate from the program, students must pass a final competency evaluation by the faculty in the student’s clinical skills, scientific competency skills, and professional dispositions.