Fielding Graduate University

All new students must complete a series of orientation activities designed to prepare students for success in the program. Online activities provide an overview of program requirements, library resources, and the online learning environment. These activities include an overview of professional conduct expectations, and how students will be assessed throughout their program regarding those expectations. During a six-day in-person orientation, students work with faculty and advanced students, primarily in a small group format, to familiarize new students with our learning model and to help new students develop a personalized and sequenced plan of studies called a Learning Plan. Your Learning Plan serves as a blueprint of your individual graduate studies specifically in relation to the program's requirements and your academic background, prior professional training, and special interests.

Faculty/Instructor(s): 

To support full participation in the Fielding learning community, the Clinical Psychology program has a residency requirement specifying a minimum amount of contact with faculty members in a variety of activities. The residency requirement consists of a minimum of 600 hours of demonstrated, face-to-face faculty-student contact in a variety of contexts. Students maintain a residency log on which faculty verify the hours of contact between the student and faculty during cluster meetings, regional and national sessions, and other times throughout the students tenure at Fielding. Students must complete and document 150 hours of residency in year one of their enrollment and another 150 hours in year two, the remaining 300 hours can be completed during the remainder of their student tenure at Fielding. In addition, students must document attendance at two days worth of professional conferences during their student tenure in order to complete this requirement.

Faculty/Instructor(s): 

Pre-requisites: PSY-680 Research Practicum (200 clock hours/5 credits) and 6 credits of Research Skills Seminars.

Practicum Case Seminar is a required course for students in practicum through the completion of their Capstone examination for the Intervention portion of their Comprehensive Examination. The Seminars are designated by theoretical orientation to intervention (e.g., Psychoanalytic, CBT), and combine didactic training, consultation with training faculty on cases encountered in the practicum, and case presentations of practicum work by students. Attention will be given to the application of research in the particular intervention track to application of the techniques of the track orientation.

Pre-requisites: PSY 704, 708, 709, 710A, 710B, 711A, 715A.

Faculty/Instructor(s): 

When the dissertation is approved by the dissertation committee, a Final Oral Review (FOR) is scheduled. Here the student makes a formal presentation of his/her dissertation. This includes a brief summary of the literature review, the reasons for the study and specific hypotheses, methods, results, and recommendations. Following the FOR, the committee may accept the dissertation or agree to require further revisions. The FOR is open to the entire community, and attendees are given the opportunity to question the student on his/her methods and findings. These meetings are well attended and provide other students with exposure to models for successfully completing the dissertation process.

Pre-requisites: Dissertation Proposal Approval

Completion of this course signifies the student has a full dissertation committee and is working on their dissertation proposal.

Pre-requisites: PSY-700

Completion of this course signifies the full dissertation committee has reviewed the final draft of the dissertation and has indicated it is ready to be proofread and prepared for binding.

Development of a broad set of research skills serves as preparation for conducting dissertation research. Students are required to obtain a minimum of 200 hours of research training experience prior to the approval of the dissertation proposal. This 200-hour research practicum consists of supervised, hands-on applied research training. Students with substantial prior research experience should plan their 200 hours to develop skills in new areas. All research practicum hours must be reviewed and pre-approved (i.e., before the student begins the practicum) by the Associate Dean for Research (ADR), with the exception of Hands-On-Training (HOT) Labs. ADR approval is also required upon completion of the research practicum for these hours to be recorded as complete. Hours are recorded at the ratio of 40 clock hours equals 1 semester credit.

Faculty/Instructor(s): 

Practicum training is an organized field experience for credit that provides supervised, face to face training with clients/patients in psychological assessment and intervention. The goal of the practicum training is to develop competencies at levels required for the clinical internship. The minimum practicum experience is 1,000 hours, with most students completing more hours to develop the competency levels needed to pass the Comprehensive Examination and to be competitive in seeking an internship. Awarded one semester unit of credit per 80 real-time clock hours.

They provide a planned, integrated sequence of clinical and didactic experiences with the goal of providing sufficient training and supervision so that the intern can, upon completion, function responsibly as a professional psychologist.

This is the first part of a two course requirement in research design and methodology. This course provides an overview of research epistemology and ethics and the assumptions that underlie scientific inquiry. Students are expected to become familiar with major research methodologies and designs and the principles underlying their implementation.

This is the second part of a two course requirement in research design and methodology. This course focuses on developing the abilities make scholarly arguments, critique existing research studies, and design research studies. The primary outcome of the course is writing a research proposal, including a scholarly review of the literature and methodology, on a topic of interest.

Pre-requisites: PSY-701A, PSY-716A. Recommended: 717

Faculty/Instructor(s): 

Normal human development across the lifespan is examined in this course. Included are the major theories and contributors to the understanding of emotions, cognition, language, social behavior, moral reasoning, intelligence, sex roles, and identity. Students analyze how different development approaches/models might conceptualize a given topic of interest.

This course offers a historical understanding of the field of psychology with attention to its major systems and the individuals who contributed to its evolution as an organized discipline. Students demonstrate independent and critical thinking and examine how psychological theory, methods of inquiry, and professional practice are historically and culturally embedded.

This course explores major personality theories, the status of knowledge regarding personality variables and primary schools of psychotherapy and behavior change. Students evaluate emic (culture-specific) and etic (universal) hypotheses related to clients from identified groups and develop accurate clinical conceptualizations.

The functioning of the individual within the context of the social environment is examined in this course. It comprises an appraisal of current research and theory in the sub-areas of social psychology, including perception of self and others, interpersonal relationships, group dynamics, attitudes and social behaviors, and cultural/sexual roles.

Students investigate how human behavior is shaped and modulated by cognition, affect, and their interaction. Findings from the fields of perception, motivation, language, memory, and learning are covered. Topics include artificial intelligence, fuzzy logic, metacognition, Gestalt theory, Gibson's ecological view, and Marr's computational approach.

This course surveys the structural and functional relations of the central nervous system, physiology, sensory processes, and behavior. Study is divided into two subsections: (1) physiological psychology and (2) evolution, genetics, and behavior. Students become familiar with the biology of memory and the biological/genetic aspects of psychiatric disorders.

This course presents approaches to the systematic description of psychological disorders: historic- al, sociopolitical, medical, behavioral, and epidemiological. Topics include the nosological system (DSM-IV), the differential diagnoses among its subcategories, etiology, possible alternatives to the existing system, and research in this field.

Faculty/Instructor(s): 

This course highlights legal and ethical problems that confront psychologists in professional practice and the vital issues facing the profession. Students gain knowledge of the APA code of ethics and standards regarding professional practice and demonstrate familiarity with the laws that establish qualifications, rights, and duties of psychologists in their local jurisdiction.

Pre-requisites: Recommended: PSY-710A, PSY-715A

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Pre-requisites: PSY-710A, PSY-715A, PSY-717

Faculty/Instructor(s): 

Pre-requisites: PSY-710A, PSY-710B, PSY-710C, PSY-715A, and PSY-710D (or PSY-710E and PSY-710F).

This course introduces students to the theory and practice of psychotherapy skills and issues across theory orientations. It is a generic introduction to both intervention and assessment courses and the first clinical practicum placement. Content includes basic interviewing and relationship skills, managing client engagement and resistance, and developing a theoretical focus for practice.

Faculty/Instructor(s): 

This course provides an understanding of the psychotherapy literature in terms of issues of evidence and outcomes. Readings will cover how psychologists from different perspectives understand the practice of psychotherapy, including contemporary dialogue in the field. The course emphasizes the application of research methods to the study of psychotherapy process and outcome. Students are expected to learn how to apply research to make informed clinical decisions and to be familiar with evidence-based practice and related issues.

Pre-requisites: PSY-711A

This course addresses the implications of a multi- cultural perspective for developing improved approaches to social and individual problems and intergroup and international conflict. The aim of this course is to progress toward intercultural competence in the theory and practice of clinical psychology.

This course is designed to give students a broad understanding of psychometric principles related to psychological assessment. Special emphasis will be placed on understanding the science of psychological assessment including reviewing statistics which are foundational to the field of psychological assessment, the development of tests, reliability, validity, development of norms and item analysis. Classical and Modern Test Theory (including IRT) will be reviewed. The objectives of this course are: 1. To demonstrate an understanding of test theory 2. To demonstrate an understanding of the concepts of standardization and norming, reliability and validity 3. To demonstrate the ability to make selection decisions with assessment instruments based on psychometric data. 4. To demonstrate an understanding of the concepts of test construction, including scaling, item construction and item analysis 5. To demonstrate a familiarity with cultural issues related to psychological assessment. 6. To demonstrate an understanding of legal and ethical standards associated with psychological assessment

This is a prerequisite for PSY-717. Course content covers basic concepts and measures in descriptive and inferential statistics, including the chi-square test, t-tests, one-way ANOVA, and bivariate regression and correlation analysis. Students typically demonstrate competence in this course by a written multiple-choice examination.

Faculty/Instructor(s): 

All students are expected to have a solid under- standing of common statistical procedures and choose appropriate procedures for analyzing research data. This course develops familiarity with univariate and multivariate tests, including MANOVA and multiple regression, as well as critiques of/alternatives to null hypothesis significance testing. Students learn to manipulate data sets using appropriate statistical software.

Pre-requisites: PSY-716 or 716A

Faculty/Instructor(s): 

Students are expected to develop competence in supervising and consulting with trainees, laypeople, and other professionals. Topics include approaches to supervision and consultation, the theories involved, and predominant ways of supervising and consulting and understanding these processes.

Pre-requisites: Student must be engaged in or have completed clinical practicum.

Faculty/Instructor(s): 

The comprehensive examination assesses a studen's professional knowledge and skills as a clinical psychologist at the pre-internship level of proficiency. The examination consists of two parts. The first requires students to demonstrate, through the writing of scholarly essays and submission of clinical material, generic doctoral-level scholarship skills that transcend the content of any particular Knowledge Area; evidence of an integrated perspective whereby scholarship informs practice and practice informs scholarship; knowledge of ethical principles in academic, clinical, and research activities, and clinical skills typical of entry-level clinical psychology interns.

Pre-requisites: PSY-500, 531, 532A or 625A, 580, 581, 646, 675A, 6 credits of 695, 700, 701, 704, 708, 709, 710, 711, 712, 716A, 717.

Faculty/Instructor(s): 

The comprehensive examination assesses a student's professional knowledge and skills as a clinical psychologist at the pre-internship level of proficiency. The examination consists of two parts. The second part is an oral scholarly discussion of all the submitted materials that demonstrates a student's ability to present a clinical case to an audience of mental health professionals. Students registering for the examination must indicate their theoretical orientations (psychoanalytic, cognitive-behavioral, or humanistic-existential).

Pre-requisites: PSY-800A

Faculty/Instructor(s): 

This research skills seminar will provide didactic material on using evidence, making and organizing a scholarly argument , and synthesizing the existing literature. The seminar includes a number of writing and conceptualization exercises to create a scholarly argument for a proposed new study based on several articles provided by the instructor. Developing a scholarly argument is an essential skill required in writing scholarly papers for other classes as well as for the development of a dissertation or any other research report.

Faculty/Instructor(s): 

Introduces students to the two potential formats for School of Psychology dissertations. Helps student understand what information should be contained in the various chapters and sections of a dissertation using either format. Provides extensive training in the logic and methods for table construction using APA format.

This lab is designed to help students prepare research publications and presentations. Differences among outlets will be discussed (e.g. refereed journals, books, book chapters, posters, panel presentations, individual presentations). All significant aspects of the process will be covered, including planning and preparation, authorship issues, developing the proposal, the review process, writing the actual article or presentation, visual aids, and making the presentation. Students should come prepared with either a plan for a presentation or publication based on actual work, or a fictional plan. Details will be sent to registered students in advance of the lab.

This lab will briefly review several of the objective personality tests frequently used by psychologists. The emphasis will be on the PAI (Personality Assessment Inventory) and the MCMI-III (Million Clinical Multiaxial Inventory III). The 16PF, CPI, and NEO will be discussed briefly. The reasons for selecting one of these tests as part of an assessment battery will be discussed. Students will gain practice in the administration, scoring, and interpretation of the PAI and the MCMI-III.

This 1-day training workshop will acquaint students with domain specific self-report and structured interview-based measures of several DSM-IV Axis I mental disorders (particularly anxiety and depression). Students will be exposed to the underlying logic of this type of assessment for empirically supported psychological interventions, as well as how to specify outcomes for which clinical significance can be determined.

This lab focuses on idiographic case formulation principles and techniques widely utilized by cognitive-behavioral therapists. Specific examples of case formulations applied to the assessment of the major DSM-IV Axis I mental disorders will be reviewed, and students will develop cognitive-behavioral case conceptualizations of two of their own cases.

Pre-requisites: PSY-528A

The purpose of this lab is to familiarize students with a psychological report format that integrates cognitive-behavioral domain specific client self-report measures, and structured interview based measures of DSM-IV Axis I mental disorders, with objective psychological tests such as the WAIS-III and the MMPI-2, in order to provide clear, behaviorally specific assessments and treatment recommendations. Students will learn how to develop a CBT treatment plan from the case formulation, and then present the results of the assessment and the treatment recommendations to the client using an interactive discussion based on Finn's therapeutic assessment model.

Pre-requisites: PSY-528A, PSY-528B

Introduces and develops clinical assessment skills from an existential-phenomenological perspective. The lab includes didactic and experiential components; participants will practice assessments according to principles of Existential-Phenomenologically Informed Clinical Psychology (EPICP).

Hands-on training in the administration, scoring and interpretation of the Rorschach (Exner system) Labs contain a combination of online and face-to- face formats; faculty may require successive completion of components at the three expertise levels.

Participants in this lab will sharpen their Rorschach inquiry skills. At the in-person session, participants will practice administration and inquiry under close supervision. During each of the on-line sessions, participants will be presented with Rorschach responses and will formulate inquiry questions in real time. The questions themselves will be discussed in terms of their effectiveness in eliciting the desired coding information. Students must have the ability to download the necessary software for the class, have instant messaging capability, and a sound card and microphone.

Pre-requisites: PSY-532A

Faculty/Instructor(s): 

Offers hands-on training in the administration, scoring and interpretation of the Rorschach (Exner system). Contains a combination of online and face-to-face formats; faculty may require successive completion of components at the three expertise levels.

Pre-requisites: PSY-532A, 532B

Faculty/Instructor(s): 

Hands-on training in the administration, scoring, and interpretation of the Rorschach (Exner system) Contain a combination of online and face-to-face formats; faculty may require successive completion of components at the three expertise levels.

This course will introduce and orient you to the new Rorschach Performance Assessment System (R-PAS. It will review the coding and variables for which there is sufficient empirical support and discuss those variables that have been eliminated. Reliability and validity of the new system will be examined. Familiarity with the Comprehensive system is required. Students must have taken 532a and 532b (or have administered the test and have been supervised in practicum. Students will be required to purchase the new manual prior to attending the course. Manuals can be obtained at http://www.r-pas.org/.

Pre-requisites: PSY-532A, PSY-532B

Faculty/Instructor(s): 

This lab introduces the administration and scoring of the WISC-IV. First the instrument is reviewed subtest by subtest. Then, the participants receive hands-on training in this widely used measure of intelligence through practice administrations and scoring the protocols under supervision.

This is an intermediate lab focusing on the interpretation of the WISC-IV. Prior experience with administration and scoring the WISC-IV is required. Methods of estimating premorbid intelligence, how to take culture/ethnicity into account in interpretation, basic cognitive analysis, personality factors, cognitive strengths and weaknesses, and neurocognitive factors will be discussed.

Pre-requisites: PSY-534A

Substance use disorders are prevalent among those seeking mental health treatment and yet such disorders are often overlooked or mistaken for psychological disorders. It is critical that psychologists develop the skills necessary to assess for substance related disorders as well as the behavioral/process addictions that so often accompany them. The primary purpose of this lab is to help students to develop a clearer picture of the scope of addictive behaviors and learn how to identify, assess, and diagnose such problems.

The WPSSI-R, a scale of intelligence for 3-7 year old children will be taught in this lab. Theory behind child assessment and individual sub-test meanings will be delineated. Correct scoring of sub-tests, verbal, performance and total scores will be taught. Students will have the hands-on opportunity to administer the test items in practice and practice scoring the test.

This is an advanced lab. Basic stats, MMPI-2 and WAIS-III are minimum prerequisites. In this lab we will review the issues of feigning, malingering, and problematic response styles in psychological assessment. These issues are important to assess in any psychological evaluation where issues of primary or secondary gain are significant. This includes all forensic settings and any evaluations where disability issues are or may become relevant. In this lab we will review conceptual frameworks for understanding and describing the issues related to feigning and malingering, particularly Richard Rogers' work. Participants will learn to administer the SIRS and each student will do a practice demonstration. We will score the SIRS and discuss interpretation and reporting of the results. Additionally, the utility of information from other tests such as the MMPI-2 will be discussed. Finally, a variety of other instruments for the assessment of feigning and malingering will be reviewed, including several designed to assess lack of effort in cognitive assessment.

Pre-requisites: PSY-580 , and one of the following: PSY-675A, PSY-710, PSY-710B or PSY-710C.

Faculty/Instructor(s): 

In this lab, students will examine the essential differences in terms of data collection and evaluation, using a conceptual scheme and standards deriving from psychometrics to organize their thinking when it comes to objective and projective testing, referencing primarily the MMPI-2 and the Rorschach and TAT. Other tests, however, may also be considered. A sequential and linear model will be presented that facilitates the more global and nonlinear task of integrating data from these sources. The emphasis will be on meeting the requirements of scientific adequacy and recognizing the impact of examiner and contextual bias on interpretive operations. It is expected that students will have either had the psychological assessment lab training in MMPI-2 and Rorschach and TAT, or have at least equivalent ability to understand and use those instruments by virtue of training and experience. This lab will not be appropriate for anyone without that background. Student should attend prepared with questions and illustrative material from their own work/training or from the literature. This lab is at the Intermediate/Advanced level. At the end of the lab the student should be able to derive relevant information from combinations of objective and projective tests, with a respect for evaluative context, and use that information to triangulate on assessment questions. Ability to manage the exercises and submission of a written report during the week following the lab will be the basis of evaluating students' performance.

View and discuss sample interactions from the APA videotape series and similar demos from adult/child and adolescent interview, stopping at various points so that participants in the seminar can suggest/demonstrate, via discussion and role plays, how they might intervene and with what rationale(s). Sample interview material will be selected to ensure comprehensiveness across theoretical orientations and promote flexible integration of idiographic and structured interview techniques.

Will focus on a variety of legal questions and the strategies for answering those questions. Specific forensic tools will be reviewed such as the SIRS, the Georgia Court Competency Test, and the MacArthur approach to competency. More general instrumentation will be considered as it applies to forensic questions (including MMPI-2, cognitive assessment, and projectives, especially Rorschach). The importance of interviewing and its adaptation to forensic purposes will be presented.

Pre-requisites: PSY-708, PSY-709. In addition, one of the following: PSY-710, PSY-710A, or PSY-710B. In addition, either PSY-710C or PSY-580. In addition, either PSY-710D or PSY-532A. In addition, either PSY-710E or PSY-625A.

Faculty/Instructor(s): 

This lab is a demonstration of The Luria-Nebraska Examination. The demonstration will include administration, scoring, interpreting and reporting the findings of a complete battery.

This lab focuses on clinical assessment principles and techniques widely utilized by health psychologists. Emphases will include professional, ethical, and diversity issues faced by health psychologists performing psychological assessments in medical contexts, as well as guidelines for effective practice in these settings. Specific approaches to the assessment of several representative types of patients often seen by health psychologists will be considered.

Pre-requisites: One from: PSY-710, PSY-710A, PSY-710B, PSY-710C, PSY_710D, PSY-710E, PSY-710F, PSY-710G.

Faculty/Instructor(s): 

Supervised practice in person-centered interviewing, with emphasis on implications for diagnostic and therapeutic implications of findings.

Supervised practice in the use of objective clinical information-gathering techniques.

This one day seminar will review the changes involved in the new MMPI-2-RF. The rationale for the restructured format change will be delineated, and an overview of the 50 MMPI-2-RF scales will be provided. An interpretive strategy specific to the MMPI-2-RF will be offered, and case materials will be provided for practice in interpretation. Prerequisites: Completion of PSY-580 or a working knowldge of and intiial skill interpreting the MMPI-2.

Pre-requisites: PSY-580

Practice in collecting mental status information along the relevant dimensions of psychological functioning.

Practice of the diagnostic process, the use of decision trees, and differential diagnosis.

This lab focuses on the practical aspects of conducting and reporting on a forensic psychological evaluation in criminal settings. Students must have a basic working knowledge of clinical interviewing and minimally to have completed PALS on WAIS and MMPI. We will examine the various legal issues that a criminal forensic psychologist may be asked to consider, including various competencies (trial, sentence, Miranda waiver), the capacity of a minor to be tried as an adult, criminal responsibility (insanity, extreme emotional disturbance, diminished capacity), criminal intent, suggestibility/coercion, false confessions, sentencing issues, capital mitigation, and dangerousness. A model for conducting forensic psychological exams will be provided, and the use of defendant and collateral interviews, psychological tests, reviewing records and discovery will be presented. Practical issues relating to the determination of malingering will be reviewed, and special problems associated with unusual diagnoses will be considered. The preparation of psychological reports in a criminal setting will be reviewed, and a sample report presented for discussion. Prerequisites: MMPI-2 (PSY-580) and either WAIS-III (PSY-675A) or WAIS-IV (PSY-675C). Prerequisites can be waived only by the advance consent of the instructor.

Pre-requisites: PSY-580, and one of the following: PSY-675A, PSY-675C or PSY-710B.

Faculty/Instructor(s): 

Administration, scoring and application of the adaptation of the MMPI for use with adolescents.

Practice in the interpretation of MMPI-2 profiles.

Pre-requisites: PSY-580

Faculty/Instructor(s): 

Practice in advanced interpretation of profiles, special scales and special populations.

Pre-requisites: PSY-590B

Faculty/Instructor(s): 

A three-day lab, conducted under the supervision of two lab faculty. On day one, each participant will administer a complete psychological assessment to a volunteer. Day two entails the scoring, profiling and interpreting of findings and drafting a psychological report. On day three the participants will take a part in a 'mock' staffing in which they will present their findings and discuss them.

Covers introduction and administration of the TAT

This lab covers interpretation at the intermediate level.

This lab covers advanced interpretation of TAT.

Administration, scoring and interpretation of projective drawings. Participants may be asked to practice on each other.

Assessment Practicum training is an organized field experience for credit that provides supervised, face to face training with clients/patients in psychological assessment, scoring, and reporting. It compliments the didactic components of the curriculum and the Clinical Practicum by providing opportunities to apply assessment skills in a clinically-oriented setting. Assessment practicum experience allows student trainees to develop skills and for these skills to be evaluated to ensure that the they are properly prepared for internship. The goal of practicum training is to develop the student's clinical competencies to the levels needed for the clinical internship. Those competencies are defined as a minimum rating of 3 on all scales of the Clinical Skills Inventory (CSI). The minimum total practicum experience is 12 units, (approximately 1,000 hours), with most students completing more hours to develop the competency levels needed to pass the Comprehensive Examination and to be competitive in seeking an internship. Students may receive a maximum of 6 units of credit for Assessment Practicum (approximately 500 hours). Awarded one semester unit of credit per 80 real-time clock hours.

This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson.

Faculty/Instructor(s): 

Supervised practice in techniques for evaluating and describing anger.

Practice in the application of ethical principles to clinical assessment on the basis of student-generated work samples.

Practice in special procedures and techniques in the psychological assessment of children.

This seminar begins with a review of cognitive development from the preschool through the middle school years (preoperational and concrete operational stages) from several viewpoints, including the Minime orientation. Then the theoretical basis for the NEPSY will be presented followed by a description of the subtests, their administration procedures, and the scoring. Caveats on interpretation will be included. A few examples, including one on videotape, will be presented and an introduction to interpretation provided. A background in developmental and neuropsychology are required.

This lab focuses on the necessary skills in composing a meaningful report. It will cover the customary ways of responding to referral questions, stating findings and diagnostic impressions, making recommendations, and supplying prognostic information. It will be helpful, although not required, to bring a laptop computer to the lab.

Practice exercises in the composition of various elements in psychological assessment reports.

In this lab the role of culture in psychological assessment is discussed. Topics such as the assessment of acculturation, etic and emic measures, and what constitutes culturally sensitive assessment are examined. In addition, students are asked to engage in some initial personal exploration of the meaning of culture and its effects in contemporary society. Culturally sensitive alternatives to standard assessment procedures are also explored.

Faculty/Instructor(s): 

Builds on the information learned in PSY-646 Cultural Sensitivity, and students' experiences doing assessments with individuals who are culturally different from themselves. Six weeks prior to the lab, students are required to submit an assessment report (including all protocols) in which the client's culture was a salient factor. Most of the 2-day lab will be spent discussing these submitted cases. Students will be evaluated based on the report they submit, their case presentation, and their class participation.

Pre-requisites: PSY-646

Practice in special procedures and techniques in the psychological assessment of infants and young children.

This lab focuses on clinical assessment principles and techniques widely utilized by pediatric psychologists. Emphases will include professional, ethical, and diversity issues faced by psychologists performing psychological assessments in pediatric settings, as well as guidelines for effective practice in these settings. Specific approaches to the assessment of several representative types of patients often seen by pediatric psychologists will be considered.

Pre-requisites: PSY-569, PSY-710

Examination of profiles for qualitative diagnostic information beyond mere IQ values.

Pre-requisites: PSY-675A or PSY-710B.

Faculty/Instructor(s): 

This lab focuses on updating those students who have current knowledge of the administration and scoring of WAIS III to an equivalent level of understanding and skill of administration and scoring of the new WAIS IV. Pre-requisite: PSY-675A WAIS-III Administration and Scoring (taken prior to August 2008), or demonstrated equivalent.

Administration, scoring and use of several screening instruments.

This lab presents practice in administering, scoring and interpreting the salient components of neuropsychological assessment.

The H-R neuropsychological battery, one of the most prominent comprehensive neuropsychological assessment devices, will be demonstrated in detail.

Training in the assessment of competency of persons to stand trial and/or make legal decisions.

This lab will cover special advanced topics in the area of neuropsychological assessment and reporting. Students will review measures and modalities of neuropsychological assessment that are specific to the chosen topic of study. A description of the content to be covered in this lab will be provided by the presenting faculty.

Various theories of cognition will be reviewed with a view toward the changes in the concept. This will be followed by an historical account of cognitive assessment, concluding with a presentation and discussion of the current status of cognition and the instruments used to measure it. A background in History and Systems and the Cognitive Bases of Behavior as well as neuropsychology will be helpful. Advanced interpretation of the Stanford-Binet and other standard tests of intellectual functioning will be discussed. The seminar will begin with theories of intelligence and then progress through an analysis of how the various non-Wechsler instruments address the needs of the clients. Several theories of cognition will be reviewed with a view toward the changes in the concept. This will be followed by an historical account of cognitive assessment, concluding with a presentation and discussion of the current status of cognition and the instruments used to measure it. A background in History and Systems and the Cognitive Bases of Behavior as well as neuropsychology will be helpful.

Practice in the application of techniques for evaluating specific executive functions in the context of head trauma and/or frontal lobe lesions.

Practice in the application of techniques for evaluating specific memory functions in the context of brain structures and functions.

The course is the culmination of the Cognitive Behavioral Therapy Training Track which is devoted to providing students with a fundamental background in this orientation146s theory and therapy. Track offerings are designed to help students understand the theoretical background that underlies the principles of cognitive behavioral therapies and expand their ability to apply those principles in diverse clinical situations. Track seminars will include such topics as clinical assessment and case conceptualization and application to disorders of anxiety, mood, anger, and personality. Relationship issues and topics relevant to adolescent and child problems are also addressed. The faculty strives to provide diverse seminar offerings. Most track seminars also offer the option of course credit or clinical case consultation hours. Full descriptions of the track requirements are located on the website.

Students receive comprehensive theory, experiential training, and supervision in humanistic Transactional Analysis Redecision Therapy (TART). While focusing on short term group therapy, the training also is well suited for learning individual therapy. A specific goal is to help students to learn therapy skills in preparation for demonstrating therapy competence at the pre-internship level. All sessions include theory, while emphasizing experiential peer learning and practice of skills, where training work is done with each other as leaders, co-leaders, and clients in small groups. Students begin to practice supervision skills in the second seminar.

The track has the goal of fostering interaction among students and faculty interested in deepening their understanding of psychodynamic theory, its history and evolution, contemporary controversies, and relevance to psychology and psychotherapy. We offer track seminars and special events at national sessions and a track forum on FELIX.

The track has the goal of fostering interaction among students and faculty interested in deepening their understanding of psychodynamic theory, its history and evolution, contemporary controversies, and relevance to psychology and psychotherapy. We offer track seminars and special events at national sessions and a track forum on FELIX.

The track has the goal of fostering interaction among students and faculty interested in deepening their understanding of psychodynamic theory, its history and evolution, contemporary controversies, and relevance to psychology and psychotherapy. We offer track seminars and special events at national sessions and a track forum on FELIX.

The track has the goal of fostering interaction among students and faculty interested in deepening their understanding of psychodynamic theory, its history and evolution, contemporary controversies, and relevance to psychology and psychotherapy. We offer track seminars and special events at national sessions and a track forum on FELIX.

Intensive and formally supervised training in the provision of direct psychological services. The goal of the practicum is to develop at least minimal competencies in each of the four dimensions, and to make students desirable candidates for good internships. 1,000 hours of practicum are required, to include 150 hours of direct service; 75 hours supervision; 10 hours of case conference. The remaining 765 hours may be distributed in direct service, indirect service, or supervision. Semester credit accrued at ratio of one credit to 80 clock hours.

Intensive and formally supervised training in the provision of direct psychological services. The goal of the practicum is to develop at least minimal competencies in each of the four dimensions, and to make students desirable candidates for good internships. 1,000 hours of practicum are required, to include 150 hours of direct service; 75 hours supervision; 10 hours of case conference. The remaining 765 hours may be distributed in direct service, indirect service, or supervision. Semester credit accrued at ratio of one credit to 80 clock hours.

Intensive and formally supervised training in the provision of direct psychological services. The goal of the practicum is to develop at least minimal competencies in each of the four dimensions, and to make students desirable candidates for good internships. 1,000 hours of practicum are required, to include 150 hours of direct service; 75 hours supervision; 10 hours of case conference. The remaining 765 hours may be distributed in direct service, indirect service, or supervision. Semester credit accrued at ratio of one credit to 80 clock hours.

Specialized clinical training are seminars that are in addition to the basic requirements. Depending on the nature of the clinical training, faculty and students may develop seminars that increase the knowledge and clinical skills in a specific area/modality.

Pre-requisites: PSY-710A, PSY-715A

Pre-requisites: PSY-710A, PSY-710B, PSY-715A

Faculty/Instructor(s): 

Pre-requisites: PSY-710A, PSY-710B, PSY-715A

Faculty/Instructor(s): 

Qualitative research usually involves analyzing text from transcribed interviews, focus groups, reports, field notes, and other sources. This course focuses on computer software that extracts patterns and meaning from large amounts of text. Most students learn NVivo, a further development of NUD*IST. Training sessions on NVivo are available at research and national sessions. Students may learn other packages with the agreement of their assessor.

Pre-requisites: PSY-701A

Faculty/Instructor(s): 

Quantitative data analysis software programs have simplified storing, processing, and analyzing large amounts of research data. This course helps students become competent in the use of software such as SPSS. Training sessions on SPSS are available at research and national sessions. Students may learn other packages with the agreement of their assessor.

Pre-requisites: PSY-716 or 716A and PSY-701A or 701.

Faculty/Instructor(s): 

This course might include coursework in qualitative interviewing, qualitative data analysis, qualitative data presentation, construction of data collection instruments, and advanced research methodology. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-701B

Faculty/Instructor(s): 

This course might include coursework in causal modeling, classification methods, multi-level modeling, etc. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-717

Faculty/Instructor(s): 

The purpose of this course is for students to learn the theory and practice of quantitative analysis of textual messages. The course focus is on analysis of messages in public media and documents, in person-to-person communications, and in open-ended responses in questionnaires. Students will learn to select messages which relate to a research question, analyze those messages with the SPSS Text Analysis software, and report findings.

Pre-requisites: PSY-716A or 716 and PSY-701A or 701.

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-706 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-706

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-707 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-707

Faculty/Instructor(s): 

This course extends the study of brain chemistry into the topic of drugs and the chemical treatment of emotional and behavior disorders. This course provides an overview of drugs and biological interventions commonly used in clinical practice, their underlying brain mechanisms, and the research to support their effectiveness.

Pre-requisites: PSY-707

Faculty/Instructor(s): 

This course addresses the wide-ranging discipline of clinical neuropsychology. This field is represented by four emerging areas: the classic analysis of behavioral sequelae to brain damage, including substance abuse; pathology from slow development of specific cognitive functions; neuropsychological deficits based on unusual learning histories which have no organic basis; and the developing and aging brain.

Pre-requisites: PSY-707

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-728 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-728

Faculty/Instructor(s): 

This course covers the structure and function of the various portions of the brain, what lies next to what, and what does what. Knowledge from this course will help students estimate the structures involved in a given trauma and the functions that are expected to be disrupted by it.

Pre-requisites: PSY-706, PSY-707

Faculty/Instructor(s): 

This course recognizes the broadening role of psychologists in health care settings. Students examine psychological principles and interventions to treat and prevent illness, promote health, and analyze and improve the health care system. Topics include research on the interaction of psychology, biology, sociology, anthropology, economics, and the environment, as well as controversies, current research, and interventions in the field.

This advanced course builds on the knowledge gained in PSY-731 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-731

Faculty/Instructor(s): 

The development of language takes place from birth to adulthood and is directly linked to cognitive and cultural variables that can be understood from multiple perspectives. Language disorders, on the other hand, may involve central deficits in phonemics, semantics, syntax, morphology, and pragmatics. This course focuses on the basic concepts of language development in the early school age years and different forms of language and reading deficits and their remediation.

Pre-requisites: PSY-706, PSY-707.

Faculty/Instructor(s): 

This knowledge area addresses the underlying neurological and organic bases, psychological ramifications, and neuropsychological consequences of common neurological disorders.

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-702 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-702

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-705 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-705

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-704 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-704

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-708 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-708

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-710 or the 710A-G series and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-710 or PSY-710G

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-712 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-712

Faculty/Instructor(s): 

This advanced course builds on the knowledge gained in PSY-709 and goes beyond it. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Pre-requisites: PSY-709

Faculty/Instructor(s): 

This course includes a consideration of the terminology, major figures, and theories of psychopathology and psychotherapy from psychoanalytic and neoanalytic orientations.

Pre-requisites: PSY-704 and PSY-711A or 711.

Faculty/Instructor(s): 

This course examines the roots of contemporary behavior theory, as well as more recent developments in the behavioral and cognitive therapies.

Pre-requisites: PSY-704 and PSY-711 or 711A.

Faculty/Instructor(s): 

This course looks at the major concepts and issues of humanistic, existential, phenomenological, and organismic personality theories and their respective approaches to intervention.

Pre-requisites: PSY-704 and PSY-711 or 711A.

Faculty/Instructor(s): 

This course embraces historical and cross-cultural views of the complex and changing social unit known as the family, dealing with contemporary theories and current issues in marriage and family therapy.

Pre-requisites: PSY-711A

Faculty/Instructor(s): 

Theories of group psychotherapy, practice issues, and research are part of this course. Major theoretical orientations to group psychotherapy theory are covered, including topics such as group formation and development, dynamics, and leadership. Current research on group interaction, gender issues and group cohesion form additional areas of study.

Pre-requisites: PSY-711A or 711.

Faculty/Instructor(s): 

This course might include coursework in crisis intervention, brief psychotherapy, re-decision therapy, managed care, etc. The specific content of this course must be negotiated and approved with a faculty member using an assessment contract.

Positive psychology is an orientation to the field of psychology going beyond the emphasis on illness and pathology and instead examines areas such as happiness, well-being, optimism, and fulfillment. The course readings will examine topics including strength, virtue, and positive institutions; subjective well-being and happiness; the science of happiness; self-esteem; hope and optimism; resiliency; humor, flow, and emotional intelligence; creativity; and the role of religiosity.

This course helps students develop skills that form one of the cornerstones of scholarship as well as provide a thoughtful approach to every aspect of life. Students identify their existing critical thinking skills and learning needs and obtain an understanding of metacognition, which forms the foundation for critical thinking skill development.

This course assists both new students who wish to develop their graduate-level writing skills and ongoing students who wish to polish their skills.

Faculty/Instructor(s): 

The underpinnings of scientific psychology foster inquiry into the fundamental forces that shape human thought, emotion, and action. This knowledge area entails study of the philosophical and methodological contexts within which our science has developed and which guide psychological inquiry.

Special elective course number that may be designed and offered as appropriate in response to current issues, trends, and events. Each offering is a one-time course that may take advantage of a current issue, pilot a new course, or one-time colloquium. Title and content will vary.

Students may propose and develop an independent study contract in subject areas or sub-areas of psychology not encompassed by another course.

The objective of this course is the development of information and attitudes that enable psychologists to deal effectively with sexual problems and sex-related issues presented to them. Topics include the physiology of sexual behavior, sexual development, and treatment of psychologically based sexual disorders.

This course considers a wide range of issues that affect the mental and social functioning of the aged. Topics include mental illnesses related to aging and other health issues that influence social, physical, and mental functioning, as well as social attitudes, stereotypes, and bias related to this stage of life.

Forensic psychology applies psychological art and science to legal and quasi-legal problems. This course addresses principles that underlie the use of psychologists in legal problem solving and the growth of forensic psychology. Topics include the role of forensic specialists in child psychology, neuropsychology, abnormal psychology, and psychological measurement.

Pre-requisites: PSY-708, PSY-709

Faculty/Instructor(s): 

This course allows for elective study in forensic psychology on advanced topics that go beyond the overview of the field covered in PSY-765.

Pre-requisites: PSY-765

Faculty/Instructor(s): 

The Research Intensive (RSS01 & RSS20) is composed of two working groups, one focusing on qualitative data analysis and one focusing on quantitative data analysis. Students meet as one group at the beginning (to learn something about both quantitative and qualitative approaches to research) and then again at the end of the session (to share the results of the research studies). In between students meet separately to develop either quantitative or qualitative research reports. Each session utilizes a unique research topic that is approached both qualitatively and quantitatively. Students may take both RSS01 & RSS20 for credit.

Pre-requisites: PSY-716A

In this course students will learn the theory and practice of questionnaire construction, whether creating a simple background questionnaire, or developing more complex instruments. The focus of this seminar will be to design questionnaires to be used for research purposes rather than clinical applications. Students will also get practice and guidance on using Word or WordPerfect to format questionnaires in a way that invites participants to complete them and avoid confusion, which can lead to unusable responses. Web-applications are also covered.

Guides students through all phases of the data analysis process using SPSS. We will begin with the assumption that you have developed a research question and hypotheses and have collected the data needed to test these questions and hypotheses. I will first present an example and conduct an analysis as you follow. You will then conduct a similar analysis on your own. We will focus on two main data analytic procedures, multiple regression analysis, and factorial analysis of variance and the steps that must be completed prior to executing these procedures. These include assessing the accuracy of the data, dealing with missing data, assessing the effects of outliers, and assessing the adequacy of the fit between data characteristics and the assumptions of the statistical procedure. We will also construct a scale and assess the psychometric properties of that scale.

Pre-requisites: PSY-717

Introduces students to the concept of statistical power and explores the relationships between power, sample size, and effect size. Students will learn to answer the question, "How many subjects do I need?" At the completion of the seminar students will (a) understand the concepts of statistical power, (b) be able to calculate sample size for several different types of analysis, and (c) be able to write a justification for a proposed sample size in a grant or dissertation proposal. Prerequisites are Psychology 716/716A & 717. Students must have a laptop computer available with SPSS. A post-session assignment must be completed to receive research practicum credit.

Pre-requisites: PSY-717

Introduces students to the concepts of moderation and mediation. The student will learn how to test moderating and mediating relations using both ANOVA and multiple regression models. Prerequisites are Psychology 716/716A & 717. Students must have a laptop computer available with SPSS. A post-session assignment must be completed to receive research practicum credit.

Pre-requisites: PSY-717

Pre-requisites: PSY-717

Faculty/Instructor(s): 

Pre-requisites: PSY-717, PSY-RSS08

Faculty/Instructor(s): 

Pre-requisites: PSY-717

Faculty/Instructor(s): 

The Capstone RSS is meant to provide students an opportunity to demonstrate the research skills necessary for approaching their own dissertations or independent research. Students participating in the Capstone RSS will complete a study of childhood resilience utilizing a publicly available dataset. References that detail potential models and highlight theoretical issues for the study of this topic will be provided. Participants will have three months to complete the project, with milestones and feedback provided. This seminar is meant only for advanced students who, at a minimum, have completed Psychology 716/716A and 717.

Pre-requisites: PSY-717

Faculty/Instructor(s): 

The Research Intensive (RSS01 & RSS20) is composed of two working groups, one focusing on qualitative data analysis and one focusing on quantitative data analysis. Students meet as one group at the beginning (to learn something about both quantitative and qualitative approaches to research) and then again at the end of the session (to share the results of the research studies). In between students meet separately to develop either quantitative or qualitative research reports. Each session utilizes a unique research topic that is approached both qualitatively and quantitatively. Students may take both RSS01 & RSS20 for credit.

Faculty/Instructor(s): 

This seminar will be conducted primarily as a workshop, the goal of which will be to reflect upon and to improve our skills as interviewers in the context of qualitative research. Such interviewing has as its goal an in-depth understanding of another person and attempts to understand what is not said as well as what is. In this seminar, we will take up the problems of orienting to the interview through a clear conceptualization of the research question and we will consider the interrelationship between the theoretical context that frames the research and the actual interaction in the interview with the participant. Taking a close look at the interview itself, we will focus on understanding the interpersonal process and thinking about how best to invite the data. Throughout, we will keep in mind the question: What does it mean to know another person? Students will conduct interviews and receive feedback about their interviewing strengths and will explore the interpersonal aspects of the interviews they conduct. Each seminar member should be prepared both to interview other people and also to be a subject of an interview. There will be a written assignment between the first and second day-long class sessions. Students should come to the seminar having completed the assigned readings and also outfitted with a voice recording device.

Faculty/Instructor(s): 

This seminar focuses on reading and interpreting narrative texts for research purposes. We will spend most of the time doing a close reading of the text of one or two interviews, preferably ones that are part of a student's ongoing research. The seminar is open to those who are engaged in doing narrative research, preparing to do so or curious about it.

Pre-requisites: PSY-RSS21

Faculty/Instructor(s): 

This seminar provides an overview of software programs to assist in the organization and analysis of qualitative data from interviews, open-ended questionnaires, field notes, or other materials. Sample software that will be discussed and evaluated includes ATLAS.ti, NVivo, and Dedoose. Students will be taught the advantages and disadvantages of using computer programs to incorporate and analyze qualitative data, including photos, videos, and audio files, and how to conduct these analyses.

Faculty/Instructor(s): 

Content analysis is a method for analyzing data collected as texts or images. It is used in studies in which one or more of the variables is the content of newspaper articles, emails, social media messages, blogs, photos, television programs, videos, motion pictures, etc. The analysis identifies major themes and categories that appear in the data and determines how often they are present. The categorization is conducted either by trained raters or computer software such as Leximancer or CATPAC. Statistical procedures are conducted to test a hypothesized relationship between the content of different texts or images or between the text and reader or between images and viewers. The workshop includes conducting a class content analysis study.

Faculty/Instructor(s): 

This research skills seminar provides an overview of different approaches to analyzing qualitative data. A number of exercises to apply each of the different analytic approaches will be included.

Faculty/Instructor(s):