Academic Advising and Supervision

Advising

Advising mechanisms have been put in place to ensure that students are aware of and benefit from the many sources of support available. An individual student's advisor plays a key role, as do the peer support and the student government organization in providing the support that students need.

Each student is assigned an advisor from the core faculty prior to registering for the first semester of studies. This advisor will continue to work with his or her students throughout their progress in the program. Advisors' office hours are posted each semester. Students are encouraged to meet with their advisor on a regular basis, particularly for help in selecting a major area paper topic, preparing for the comprehensive examination, selecting an internship, and considering career goals. As a minimum, students should expect to meet with their advisor in the Fall and in the Spring to discuss their progress through the program and how to best meet their educational needs. Please note that the advisor- advisee relationship is intended to offer discrete, reflective consideration of issues students face in their graduate education and training (i.e., the larger issues mentioned above as well as nuts and bolts issues of navigating graduate school, including but not limited to course selection, relationships with peers and core faculty, referrals for professional consultation for psychotherapy or psychoanalysis, relationships with supervisors). The advisor uses discretion in what is shared with the wider faculty from advisor-advisee interactions, but the relationship is not confidential.

A written annual review of each student’s progress in three areas (academic, clinical and ethical) is prepared and distributed by students’ advisors. Any area of concern identified is accompanied by recommendations for improvement, and should be discussed in detail with your advisor. This evaluation is conducted early-to-mid fall for the preceding academic year.


Supervision

Supervision is a critical component of training. Quality supervision is another vital component of the PsyD Program at the George Washington University. Throughout enrollment, doctoral candidates review, understand, interpret, and make meaning of their clinical experiences with a combination of seasoned clinical supervisors, faculty members, and fellow students. Clinical supervisors at each site provide regular feedback to doctoral candidates in "real world" settings, and at many sites, students receive both individual and group supervision. Additionally, students present and discuss clinical material with their classmates and with faculty in their practicum seminar sections. Faculty members are also available, on an individual basis, to provide supplementary guidance and consultation.

In addition to supervision, students may be mentored by faculty, local practitioners, and advanced PsyD students.


List of Supervisors

Coming soon!