The doctorate in clinical social work and psychotherapy is divided into four phases and can be completed in 4-6 years, depending on the individual student’s pace. The following is a sample time line for completing the program in 5 years. Click to download our course catalog for 2016-17.
PHASE I: Student is enrolled in the Colloquium and other foundation seminars and is working on Preliminary Educational Plan.
Colloquium on the Integration of Clinical Theory and Practice in Cultural Context: 5 four-hour meetings per quarter (60 per year) with readings, group discussion, case presentations and papers focused on the integration of theory and practice in cultural context. Year one covers psychoanalytic theories (Fall Quarter: Freud, ego psychology, and Jung; Winter Quarter: object relations; and Spring Quarter: self psychology)
Epistemological Considerations: 3 two-hour meetings per quarter (18 per year) with readings and discussion relating to the nature and origins of knowledge and its social construction.
Clinical Supervision [Practicum]: weekly meetings for one hour with clinical consulting faculty member (cost included in tuition)
Mentorship: minimum of monthly one-hour meetings at a mutually convenient time for student and mentor to help students prepare and implement his/her individualized course curriculum plan and papers. The Sanville Institute Course Curriculum (as described in our catalogue) is uniquely designed so that each student, in collaboration with her/his mentor, is able to pursue a wide variety of clinical, organizational, socio-cultural or administrative pathways depending on their interests, experience and professional goals.
Independent Study Course 110 Foundations of Doctoral Study: Basics of Independent Learning and Integrative Thought
Convocations: 3 weekends per year when faculty members, students, and guest speakers present papers and courses on topical themes relevant to Institute course work. Fall and spring convocations are held in Berkeley and winter is in Los Angeles. All travel, lodging and food is covered by yearly tuition.
Colloquium on the Integration of Clinical Theory and Practice in Cultural Context: 5 four-hour meetings per Quarter (60 per year) with focus on attachment and the neurobiology of attachment and relational psychotherapy.
Research Concepts, Methods and Process: 5 two-hour meetings per Quarter (30 per year) with a focus on understanding research concepts and process. Qualitative research approaches, including grounded theory, are emphasized.
Clinical Supervision: as in year one
Mentorship: as in year one – continue to implement individualized course curriculum plan.
Convocations: as in year one
Independent Study Courses: student encouraged to begin planning and writing independent study courses.
YEAR THREE (and beyond, depending on the individual student’s pace)
Phase II: Preliminary Educational Plan has been approved. Student is primarily working on independent study (“Grid”) courses.
Writing Practice Seminar: 3 two-hour meetings per Quarter (18 per year). Group seminar to discuss student course papers in progress
Mentorship: as in year one – continue to implement and move toward completion of individualized course curriculum plan. Student completes minimum of 8 2-credit independent study courses and 4 4-credit independent study courses, as described in Course Requirements and Options for Independent Study and Curriculum sections of the Catalog.
Convocations: as in year one
Dissertation Proposal Tutorial: 3 two-hour meetings per Quarter (18 per year). Small group seminar to support students in developing their research topic, writing the research proposal, and beginning the research
Advance to Candidacy; convene dissertation committee
YEAR FOUR (and beyond, depending on the individual student’s pace)
Phase III: Final Educational Plan has been approved. Dissertation Committee is formed and student begins writing Dissertation Proposal.
Dissertation Proposal Tutorial continued as above
Convocations – as in year one
Complete the dissertation proposal
YEAR FIVE (and beyond, depending on the individual student’s pace)
Phase IV: Dissertation Proposal has been approved; student is engaged in conducting dissertation research and writing the Dissertation.
Dissertation Proposal Tutorial continued as above
Convocations – as in year one
Work closely with dissertation committee; and complete the dissertation.
A minimum of three years of academic work and completion of a dissertation study are required for the degree. The student should anticipate from four to six years of work to complete requirements for the degree. Since the PhD program is designed for clinicians who intend to work in the field while they earn the degree, carrying a full-time workload may extend the time required to complete the program.
Course credit is awarded based on credit hours. A student must earn a minimum of 85 credit hours in order to be awarded a PhD.
One credit hour is equivalent to ten hours spent in class and a corresponding twenty hours spent studying outside of class. Thus one credit hour is equivalent to a total of thirty hours of academic work.
Credits are earned for:
- Participation in Mentorship
- Clinical Supervision
- Colloquium on the Integration of Clinical Theory and Practice in Cultural Context
- Epistemological Considerations
- Research Concepts, Methods, and Process
- Writing Seminar
- Independent Study Courses
- Dissertation Proposal Tutorial
A significant portion of the student’s course credit is earned in independent study measured both qualitatively and quantitatively in relation to hours spent. A minimum of thirty-two credits are earned by independent study in six learning areas: Foundations, Social Phenomena, Psychosocial Theories, Theories and Methods of Treatment, Clinical Education and Administration, Theories and Methods of Research.
A two-credit course requires approximately sixty hours of independent work in conjunction with the mentor. The two-credit course must reflect adequate doctoral level knowledge that includes the ability to identify and assess a major clinical and theoretical issue and to discuss it lucidly with knowledgeable peers. At least three of the required number of two-credit courses must include written papers. The remaining two-credit courses may be completed through oral presentations or written papers.
A four-credit integrative course requires a written work that entails approximately 120 hours of independent study in conjunction with the mentor. The quality of work submitted must reflect an extensive investment in research and writing and must demonstrate integration of theory and practice, including case material, at an advanced level.
Sixteen credits are granted for the completed and accepted dissertation.
Credit is assigned for student work that reflects doctoral level proficiency in keeping with the study hours assigned. The student is responsible for submitting to the mentor and the institute office all required quarterly reports, papers, evaluations, and forms documenting completion of academic work for credit to be granted.
To graduate and be awarded the PhD degree, a student must complete a minimum of 85 quarter credits, 16 of which are granted for the dissertation. Prior to beginning work on the dissertation, the student will have advanced to candidacy, based on completion of all curriculum requirements.
- Prepare advanced clinical practitioners skilled at the integration of theory and practice in cultural context.
- Build leadership skills in the mental health field to be expressed through writing, teaching, supervision, professional presentations, and social policy.
- Enhance critical thinking and the development and analysis of clinical theory, culture, ethics, and contemporary social issues.
- Promote deep awareness and support social advocacy on issues related to social justice, social privilege, oppression, diversity, and intersectionality in clinical practice, in the Sanville community, and in society at large.
- Design and produce research that will create, critique, expand, or refine clinical theory or practice and social issues.
Learning in the mental health professions occurs in the context of relationship: between students, between students and teachers, and between students and those they serve. These relationships provide the medium for growth in the learner’s integrative capacity. The student’s maximum participation in the learning process is encouraged and supported.
The adult learner brings to the educational process her or his own life experience, value system, learning style, and goals. The effective teacher focuses attention on the learner toward facilitating the learner’s capacity to use these personal incentives for self-directed study and independent inquiry.
The highest goal of the educational process is to develop the capacity to ask meaningful questions about the unknown and to free the individual to pursue and extend his or her own education. Learning is an open-ended process that occurs throughout the life span of the individual.
The research philosophy of the Institute stresses that students should learn to think critically about empirical research and should be able to evaluate the basic assumptions upon which knowledge is based. Students should be able to derive research questions from clinical and social problems and to apply appropriate methodologies. The Institute emphasizes qualitative research, believing that the “grounded theory” approach to both descriptive and interpretive research is most relevant to the study of clinical issues and the phenomenology of social problems. An individual who possesses the PhD degree, however, should be conversant with quantitative methodology. Students who wish to pursue dissertation research that employs quantitative methods are encouraged to do so.
Clinical theory and practice
1. Understands and is conversant in a broad range of clinical theories
2. Masters two or more clinical theories and applies them to first-hand clinical situations
3. Show evidence of deep and comprehensive understanding and application of the clinical process
Socio-cultural context and cultural sensitivity
4. Considers, and integrates the relative socio-cultural context within which the practitioner, the client, and the theory exist
5. Thinks critically about theory, including its explanatory and ameliorative aspects, strengths, weaknesses and blind spots
6. Applies critical thinking to own work, that of peers and to the program, as well as to institutions, social policy and research
7. Articulates in a scholarly manner matters related to theory, practice, research and culture in writing and orally
8. Identifies and explicates relationships among theories, concepts, and culture
9. Develops and applies a discerning ethical attitude while grounded in basic professional standards
10. Understands the social context of theory; finds, validates, critiques and applies appropriate information resources/research materials when writing scholarly works
11. Produces, designs, and analyzes research that contributes to, expands, evaluates, or refines clinical or social theory or social policy