Rachele Moskowitz, LMFT is Clinical Faculty and Director of Clinical Training in the MACP program (Masters of Art in Clinical Psychology). Rachele has 15 years of clinical experience and a combined experience of 12 years in research and teaching. As an instructor in MACP since 2017, Rachele is enthusiastic about engaging students and actively participates in enriching curriculum, and further developing the program’s specializations. As a clinical practitioner, she works with a diverse population of clients specializing in the treatment of complex trauma and closely follows the field of interpersonal neurobiology as it pertains to the ways in which psychotherapists can incorporate relational neurobiological concepts into their work. Rachele possesses a certificate in Integrated Somatic Trauma Therapy and is an EMDR Certified Clinician. She is also passionate about the promotion of social justice and anti-racist therapy in the field of clinical psychology and in the training of future mental health professionals. Rachele attained her MA in clinical psychology with an emphasis in marriage and family therapy from Antioch University. Her BA in Psychology is from Duke University. Rachele has taught a range of psychology courses at Antioch and the University of California Santa Barbara in clinical skills, relationships, theory, trauma, and career counseling. She is an active member of the EMDR International Association, CAMFT, Santa Barbara CAMFT, the Postpartum Health Alliance, and the Humanitarian Assistance Program.
Whitney J. Detar, PhD, BCBA-D, received her PhD from the University of California, Santa Barbara in 2013, specializing in differential diagnosis and therapies for Autism Spectrum Disorders (ASD). Following her interdisciplinary training, she has worked to bridge disciplines and collaborate to enhance practitioner training and disseminate empirically validated practices worldwide. She has taught at several institutions of higher education at various levels, including Antioch Santa Barbara, UCSB, and Cal State Channel Islands, among others, and through various modalities (on-ground, online, & blended) in Clinical and Developmental Psychology, Education, Applied Behavior Analysis and others.
She has experience chairing doctoral dissertation committees and has graduated 15 learners with their PhDs in Psychology the last 4 years alone. She has authored 12 professional publications, served as a peer reviewer for several empirical journals, and conducted trainings across the U.S. and internationally. Her current research interests are broad, from investigating growth mindset in traditional and nontraditional students to social skills interventions for young adults with ASD.
She was a Clinical Supervisor and Researcher at the renowned UCSB Koegel Autism Center. Not only a Doctoral level Board Certified Behavior Analyst, she is also a Certified expert in Pivotal Response Treatment for children with autism and an Authorized Continuing Education Provider, regularly consulting with professionals on nuanced cases. She has published a professional online course with MadeCraft translating psychology research to practice on increasing workplace wellness by being empathetic and is working on another on halting procrastination. She brings to the interim chair role expertise in instructional technology, working with adult learners, experience collaborating across departments and institutions for student success, and a high level of organization and responsiveness.
We are very excited to announce that we have now combined the Santa Barbara and Los Angeles low-residency MA in Clinical Psychology programs. Please click here to learn more about our SoCal MA in Clinical Psychology low residency program offered out of our LA campus.
Foster positive change as a licensed therapist.
Psychotherapists are professionals committed to helping others achieve psychological and emotional well-being and overall quality of life. Antioch University Santa Barbara’s Award-winning Master of Arts in Clinical Psychology program is a two-year one day per week, cohort based program which is primarily remote, with residencies on our Santa Barbara, CA campus twice a year, for a total of four residencies within the two-year program. Students attend classes remotely within a one day a week model devoted to experiential learning within the remote classroom with time allotted for out of class assignments and course related experiences. The on campus residencies will offer additional opportunities to connect with the cohort and instructors in person as well as with other student peers within the University and community professionals and mentors.
The overall program emphasizes authentic relationships from multicultural perspectives, qualifying you for an MA in Clinical Psychology with eligibility to become a Licensed Marriage and Family Therapist (LMFT) and/or Licensed Professional Clinical Counselor (LPCC). At the core of the graduate degree program is a strong emphasis on supporting positive individual, family, couples and group change within the greater context of diverse communities and with an eye towards social justice. Student in the Low-residency program can also choose to enroll in a ninth quarter Somatic Psychotherapy course of study on the Santa Barbara campus upon completion of their first eight quarters.
The evolving world of psychotherapy has reached unprecedented demands for qualified practitioners offering therapy and assessment, supervision, management, applied research, administration, and organizational development. Our experienced faculty find themselves with a wealth of opportunities in their fields having experienced a strong real-world experience in the classroom, through an experiential learning model attending to serving diverse populations. As a full-time MACP low-residency student, you could attend classes from any location, one day per week, and attend classes 4 times a year on the Santa Barbara campus to complete the program towards an MA in Clinical Psychology in just two years (for Somatic Psychotherapy, this includes a ninth quarter of Somatic training).
This degree is offered by AU Santa Barbara.
Program Overview
The MA in Clinical Psychology degree provides students with a community-based, holistic approach to psychotherapeutic practice. You will gain practical and theoretical knowledge for a sustainable and successful career within varied practice contexts with skills to work with diverse client needs and perspectives. Graduates of the MACP program and its concentrations complete academic requirements for LMFT licensure in California (with optional courses for LPCC licensure), while gaining the necessary preparation for academic coursework and local community traineeships.
Degree Requirements
Program Length:
The MA in Clinical Psychology program can be completed in a minimum of 8 quarters (24 months) of remote learning through consecutive, full-time study in a one-day-per-week schedule from anywhere. The MA in Clinical Psychology is a 90 quarter unit program. Depending on optional concentrations and LMFT/LPCC track, additional units may be required. All MACP concentrations meet California licensing requirements for Marriage and Family Therapists (MFTs). To complete the degree a student must meet both a 90- unit requirement and practicum (traineeship) requirements.
In the MACP program, students must be enrolled for a minimum of 90 units and 8 full- time quarters, or 16 half-time quarters, or the equivalent. Some of the coursework requirements are satisfied through weekend courses or may be completed in asynchronous courses online. A full-time quarter consists of 10-15 units. All quarters must be completed for graduation. To complete the program with a Master in Clinical Psychology with a concentration in Somatic Psychotherapy, Low-residency students will enroll in a ninth quarter of (ten weeks of) intensive study on the Santa Barbara campus.
Concentrations
Students in the Low-residency track have an option to pursue their Master’s in Clinical Psychology Degree or, a Master’s in Clinical Psychology Degree with a concentration in Somatic Psychotherapy.
In addition to already qualifying toward MFT licensure upon completion, the Program also offers a track for students interested in meeting qualifications for Professional Clinical Counselor (LPCC) licensure through asynchronous courses.
Completion Deadlines
Students must complete their degree within 5 calendar years of the first admission including any leaves of absence or periods of withdrawal. Students are able to transfer up to 9 units of graduate psychology courses taken elsewhere if they meet Antioch University’s requirements for transfer credit. Units must be current and no older than 5 years. To apply for transfer credit, obtain the Permission to Transfer Units Form from the Registrar’s Office.
Course Sequence
First Quarter:
- Theories of Psychotherapy in Context
- Human Development and Diversity
- Multicultural Awareness: Self, Culture, and Context
- Crisis, Disaster, and Emergency Response *
Second Quarter:
- Research Methods
- Psychopathology *
- Clinical Skills I: The Psychotherapeutic Relationship
- Contemporary Theories of Psychotherapy
Third Quarter:
- Lifespan Human Development: The Older Adult *
- Theories of Family Systems
- Clinical Skills II: The Psychotherapeutic Process
- Professional Ethics and the Law
Fourth Quarter:
- Clinical Skills with Families and Couples
- Psychological Assessment *
- Group Theories
- Practicum: Professional Orientation -w-
- Domestic Violence: Spousal, Elder and Child Abuse
Fifth Quarter:
- Practicum I: Clinical Evaluation and Crisis Intervention
- The Process of Group Psychotherapy
- Intimate Relationships
- Psychopharmacology for Therapists *
Sixth Quarter:
- Practicum II: Treatment Planning and Clinical Interventions
- Psychotherapy with Children and Adolescents
- Loss and Bereavement -w-
- Substance-Related Disorders and Other Addictive Behaviors
Seventh Quarter:
- Practicum III: Case Conceptualization
- Clinical Skills in the Multicultural Context
- Advanced Family Therapy: Special Populations -w-
- Community Mental Health
- Dual Diagnosis: Substance-Related and Co-Occurring Disorders *
Eighth Quarter:
- Practicum IV: Integrating Clinical Skills
- Advanced Family Therapy: Evidence-Based Practice *
- Trauma Counseling
- Human Sexuality and Counseling
Ninth Quarter (Concentration in Somatic Psychotherapy only):
- Introduction to Theories and Techniques of Somatic Psychotherapy
- Somatic Approaches to Trauma and PTSD
- Movement, Mindfulness, and the Expressive Arts in Somatic Psychotherapy
- Practicum: Somatic Psychotherapy Consultation -w- (3)
Or
Practicum: Somatic Psychotherapy Consultation- The Art and Science of Sensory Awareness in the environment (Field Studies
course in Costa Rica)
Optional LPCC coursework:*
- Assessment and Evaluation for PCC
- Social and Cultural Factors of Assessment and Evaluation
- Career Theories and Practices I
- Career Theories and Practices II
- Psychopharmacology for PCC
* = online/asynchronous/hybrid or weekend
w = weekend only
View the course sequences for the MACP concentration in Somatic Psychotherapy.
Licensure & Career Outlook
Students in the MA in Clinical Psychology Program gain the professional skills towards competency in psychotherapeutic diagnosis, treatment planning, and counseling for individuals, couples, and families.
Board of Behavioral Sciences Educational Requirements
Students awarded the MA degree in Clinical Psychology from Antioch University meet the Board of Behavioral Sciences (BBS) curriculum requirements for licensure as a Marriage and Family Therapist (LMFT) in the State of California. Students interested in licensure in a state other than California should contact that state’s professional licensing body for information on academic and clinical training requirements for licensure in that state. Although our accredited degree generally meets out-of-state requirements, most states have specific course or training requirements unique to that jurisdiction.
The California Board of Behavioral Sciences regulations specify the coursework and professional training experience that must be completed within a 90 unit degree. Degree requirements for all students include 225 hours of face to face hours of clinical training experience. Students enrolled in the Healthy Aging Concentration must complete 75 clinical training hours in face-to-face contact and/or client advocacy with older adults and their families. Students enrolled in the Latinx Mental Health Concentration must complete 75 clinical training hours in face-to-face contact and/or client advocacy with Latinx or Hispanic clients.
Students awarded the MA degree in Clinical Psychology from Antioch University will have met the California BBS curriculum and training requirements leading up to licensure.
Personal Psychotherapy Requirement
The Psychology Program requires all students in the Clinical Program to engage in personal therapy. This requirement is based upon the belief that psychotherapy is a vital component of the training and growth of psychotherapists, and that it is the professional responsibility of every therapist to identify, address, and work through personal issues that may have an impact on clinical interactions with future clients.
Graduate students in the MACP program are required to complete 20 hours of personal individual, couples, family, or group therapy during the course of the program and must begin before the end of their second quarter. This requirement is met by seeing a Licensed Marriage and Family Therapist (LMFT), a Licensed Clinical Social Worker (LCSW), a Licensed Psychologist, or a Board Certified Psychiatrist. A completed Psychotherapy Documentation form is filed with the Office of Student Services to verify the completion of the personal psychotherapy requirement. Psychotherapy hours earned prior to beginning the program are not eligible for meeting this requirement. Students are advised to plan for this requirement and to complete their hours early in their enrollment in order to finish prior to graduation.
Clinical Training
Clinical traineeships are an integral component of the MACP program. These experiences prepare students for psychotherapy and counseling work, and the training is completed under the supervision of a licensed professional.
The clinical training portion includes:
- 225 hours of face-to-face counseling experience with individuals, couples, families, and/or groups are required.
This program is not currently enrolling students.
Introduction
Our Master of Arts in Education and Masters in Education degree programs with Teaching Credentials will prepare you to lead the field of education and meet the challenges inside America’s classrooms. Learn to meet the needs of all kinds of learners and foster an educational atmosphere of mutual respect, individualized attention, and social awareness. Your classroom will be as diverse as the cities in which your students live, so we prepare educators to become an active voice in education reform and teach students with diverse backgrounds, becoming conduits for student success within their school.
Explore Degree Programs
- MA in Education with M/M Education Specialist Credential
- Master of Education (MEd) with Multiple Subject Credential
These degrees are offered by AU Santa Barbara.
Program Overview
Students say that our programs are rigorous! But they also say that Antioch’s emphasis on intellectual development, ecological literacy, diversity and how to create caring inclusive learning communities well prepares them for their real-world teaching careers. Our graduates are highly sought after for employment and become active participants in their schools and communities.
Upcoming Events
There are no upcoming events at this time.
Recent News
-
Five Questions With Retired Parole Officer Jeff Imboden
by Georgina Marie Guardado on July 27, 2022
-
Antioch University is Helping Teachers Build Capacity for Social Emotional Learning
by Sierra-Nicole E. DeBinion on June 16, 2022
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Charles Durrett is Working to Help Refugees on the Ukrainian Boarder
by Georgina Marie Guardado on June 3, 2022
This program is not currently enrolling students.
Earn the credential you need to start teaching.
Antioch’s Multiple Subject Credential Teacher Preparation Program prepares candidates to teach multiple subjects in self-contained classrooms to young people generally in grades K-6. Taught by practitioners in the field, this credential provides candidates with up to the minute skills that will create a successful teaching experience.
The program’s course of study is accredited by the Commission on Teacher Credentialing.
This credentialing program is offered by AU Santa Barbara.
Preliminary Multiple Subject Teacher Credential
AT A GLANCE
- 12-month program*
- 2 classes, twice a week (Mon. and Thurs.)
- 4:00pm-10:00pm
- 19-20 courses
- 75 quarter units
*Participate in novice teaching for 2 quarters (10 weeks each quarter)
Program Details
Schedule
The Preliminary Multiple Subject is designed to be completed in a 12-month period and is full-time. Students generally attend classes on Monday and Thursday evenings from 4pm-10pm, and participate in novice teaching for 2 quarters, or 20 weeks (10 weeks each quarter). Placements are made by the University and are sensitive to the geographic considerations of the student.
Candidates are placed in schools in each of the 4 quarters, beginning with 10 hours of observation in the first quarter, followed by 10 days for the second quarter, and half-time field experiences for quarter 3, and full-time novice teaching for quarter 4. For those who are already school aides or teachers, your school might be a possible site for the novice teaching experience. Check with the Department for approval.
Curriculum
Quarter 1: Connecting
Systems: TEP 5360: Foundations of Social Justice Education
Access: TEP 5440: Child Development and Learning
Communication: TEP 5450: Language Development and Acquisition
Integration and Currency: TEP 6010A: Social and Legal Dimensions of Special Education and TEP 6010B: Teaching and Accommodating Students with Disabilities
Quarter 2: Designing
Systems: TEP 5331: Field Practicum, TEP 5650: Adaptation Pedagogy and TEP 5611 Assessment of Student Learning
Access: TEP 5100: Science: Discovery Teaching, Action Learning
Communication: TEP 5130: Arts in Culture and Learning
Integration and Currency: TEP 5070: Real World Math
Quarter 3: Evaluating
Systems: TEP/TESE 5120: Student Teaching with Proseminar I
Access: TEP 5380: Classroom Organization and Assessment
Communication: TEP 5050: Reading Instruction in Elementary School Classrooms
Integration and Currency: TEP 5040: Social Science and Children’s Experience
Quarter 4: Integration and Currency
Systems: TEP/TESE 5122: Student Teaching with Proseminar II
Access: TEP 5371: Mediation and Conflict Resolution
Communication: TEP 5110: Language Arts Curricula: Theory and Methods
Integration and Currency: TEP 6020: Advocating for Healthy Children, TEP 5250: Physical Education and Movement and TEP 5190: Educational Technology
View Course Matrix
Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 | |
---|---|---|---|---|
Theme / Goal | Connecting | Developing | Evaluating | Reflecting |
Systems | TEP 5360: Foundations of Social Justice Education | TEP 5331: Field Practicum
TEP 5650: Adaptation Pedagogy TEP 5611: Assessment of Student Learning |
TEP/TESE 5120: Student Teaching with Professional Seminar I | TEP/TESE 5122: Student Teaching with Professional Seminar II |
Access | TEP 5440: Child Development and Learning | TEP 5100: Science Discovery Teaching, Action Learning | TEP 5380: Classroom Organization Theory & Practice | TEP 5371: Meditation & Conflict Resolution in Schools |
Communication | TEP 5450: Language Development and Acquisition | TEP 5130: The Arts in Culture & Learning | TEP 5050: Reading Instruction in the Elementary Classroom | TEP 5110: Language and Arts Curricula |
Integration & Currency | TEP 6010A: Social and Legal Dimensions of Special Education
TEP 6010B: Teaching and Accommodating Students with Disabilities |
TEP 5070: Real World Mathematics | TEP 5040: Social Science and Children’s Experience | TEP 6020: Advocating for Healthy Children
TEP 5250: Physical Education and Movement TEP 5190: Educational Technology |
Revised Jan. 2021
This course of study has been approved by the Commission on Teacher Credentialing.
Upcoming Events
There are no upcoming events at this time.
Recent News
-
Five Questions With Retired Parole Officer Jeff Imboden
by Georgina Marie Guardado on July 27, 2022
-
Antioch University is Helping Teachers Build Capacity for Social Emotional Learning
by Sierra-Nicole E. DeBinion on June 16, 2022
-
Charles Durrett is Working to Help Refugees on the Ukrainian Boarder
by Georgina Marie Guardado on June 3, 2022
This program is not currently enrolling students.
Build upon your ability to teach and inspire.
The educational specialist teacher credential prepares candidates to teach students with disabilities that include specific learning disabilities, mild to moderate intellectual disability, attention deficit and attention deficit hyperactivity disorders, and serious emotional disturbance, for grades K-12, as well as in Adult Education.
This course of study has been approved by the Commission on Teacher Credentialing.
This credentialing program is offered by AU Santa Barbara.
Education Specialist Mild/Moderate Teacher Credential
AT A GLANCE
- 12-month program*
- 2 classes, twice a week (Mon. and Thurs.)
- 4:00pm-10:00pm
- 19-20 courses
- 75 quarter units
*Participate in novice teaching for 2 quarters (10 weeks each quarter)
Program Overview
Schedule
The Education Specialist Mild/Moderate is designed to be completed in a 12-month period. Students attend classes on generally 2 evenings a week from 4–10 pm and participate in novice teaching for 2 quarters, or 20 weeks (10 weeks each quarter). Placements are made by the University and are sensitive to the geographic considerations of the student.
Candidates are placed in schools each of the 4 quarters, beginning with 10 hours of observation in the first quarter, followed by 10 days for the second quarter, and half-time field experiences for quarter 3, and full-time novice teaching for quarter 4. For those who are already school aides or teachers, your school might be a possible site for the novice teaching experience. Check with the Department for approval.
Curriculum
Quarter 1: Connecting
Systems: TEP 5360: Foundations of Social Justice Education
Access: TEP 5440: Child Development and Learning
Communication: TEP 5450: Language Development and Acquisition
Integration and Currency: TEP 6010A: TEP 6010A: Social and Legal Dimensions of Special Education and TEP 6010B: Teaching and Accommodating Students with Disabilities
Quarter 2: Designing
Systems: TEP 5331: Field Practicum, TEP 5650: Adaptation Pedagogy and 5611 Assessment of Student Learning
Access: TESE 5410: Introduction to Autism Spectrum Disorders
Communication: TESE 5380: Comprehensive Behavior Assessment and Positive Behavior Support
Integration and Currency: TEP 5070: Real World Math
Quarter 3: Evaluating
Systems: TEP/TESE 5120: Student Teaching with Proseminar
Access: TESE 5160: Understanding and Teaching Students with M/M Disabilities I and Communication: TEP 5050: Reading Instruction in Elementary School Classrooms
Integration and Currency: TESE 5090: Assessment in Special Education
Quarter 4: Reflecting
Systems: TEP/TESE 5122: Student Teaching with Proseminar
Access: TESE 5170: Understanding and Teaching Students with M/M Disabilities II and TESE 5180: Family Dynamics and Communication for Special Education Services
Communication: TESE 6010B: Individualized Education Design and Policy Implementation
Integration and Currency: TEP 6020: Advocating for Healthy Children
View Course Matrix
Quarter 1 | Quarter 2 | Quarter 3 | Quarter 4 | |
---|---|---|---|---|
Theme / Goal | Connecting | Developing | Evaluating | Reflecting |
Systems | TEP 5360: Foundations of Social Justice Education | TEP 5331: Field Practicum
TEP 5650: Adaptation Pedagogy TEP 5611: Assessment of Student Learning |
TEP/TESE 5120: Student Teaching with Professional Seminar I | TEP/TESE 5122: Student Teaching with Professional Seminar II |
Access | TEP 5440: Child Development and Learning | TESE 5410: Introduction to Autism Spectrum Disorders | TESE 5160: Understanding and Teaching Students with M/M Disabilities I | TESE 5170: Understanding and Teaching Students with M/M Disabilities II
TESE 5180: Family Dynamics and Communication for Special Education Services |
Communication | TEP 5450: Language Development and Acquisition | TESE 5380: Comprehensive Behavior Assessment and Positive Behavior Support | TEP 5050: Reading Instruction in the Elementary Classroom | TESE 6010B Individualized Education Design & Policy Implementation |
Integration & Currency | TEP 6010A: Social and Legal Dimensions of Special Education
TEP 6010B: Teaching and Accommodating Students with Disabilities |
TEP 5070: Real World Mathematics | TESE 5090: Assessment in Special Education | TEP 6020: Advocating for Healthy Children |
Revised Jan. 2021
This course of study has been approved by the Commission on Teacher Credentialing.
Upcoming Events
There are no upcoming events at this time.
Recent News
-
Five Questions With Retired Parole Officer Jeff Imboden
by Georgina Marie Guardado on July 27, 2022
-
Antioch University is Helping Teachers Build Capacity for Social Emotional Learning
by Sierra-Nicole E. DeBinion on June 16, 2022
-
Charles Durrett is Working to Help Refugees on the Ukrainian Boarder
by Georgina Marie Guardado on June 3, 2022