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): 

This lab focuses on helping students develop the interpretive and report-writing skills needed to pass the assessment part of the Pre-Internship Evaluation (RCP requirement) or Comprehensive Exam (Doctoral requirement). Students should bring assessment data to the lab. For students not yet ready to present the results of a complete psychological assessment battery, data will be provided by the instructor. Participants discuss principles of translating these date into a coherent report addressing the referral question and presenting salient information not requested in the referral. Participants then write or revise a report of psychological assessment and both give and receive feedback on their work. By the end of the lab, participants should know how to write a report of psychological assessment at the level of complexity expected of a clinical psychology intern at the beginning of the internship year. Evaluation of student work is based on both the written reports and on participation in the class discussions. The same case may not be used for this lab and for the PIE or Comps.

Administration, scoring and profiling of this psychometrically derived personality measure.

This lab is an integration of four aspects of dimensions of the clinical interview: 1) Referral and presenting problem information, including information on current functioning in activities of daily living, the social domain, and the occupational/educational domain; 2) Psychosocial history, including information on previous mental health concerns, medical history, developmental and social history, legal history; 3) Current mental status; 4) DSM-IV Diagnostic impression, write-up and recommendations. This lab addresses the integration of each element of the interview as it occurs in the clinical situation, so that a description of the patient/client can be cohesive.

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 professional conferences during their student tenure in order to complete this requirement.

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.

Experiential training in the impact of cultural variations on assessment.

Administration, scoring and application of this widely used intellectual measure. Participants will practice on each other under lab faculty supervision.

Pre-requisites: PSY-710

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. Ultimately, the research practicum requirement is met when the student passes the CARS requirement.

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.

Students are expected to demonstrate a thorough understanding of the components of critical thinking and the ability to apply these skills. Upon successful completion of this course, students will be able to accurately evaluate claims, evidence, and conclusions and to develop coherent, well-articulated, convincing, formal arguments.

All students are expected to possess the ability to conduct scholarly inquiry and to understand complex research problems and issues. This course provides an overview of research epistemology and ethics, as well as the assumptions that underlie scientific inquiry. Students are expected to be familiar with major research methodologies and designs and to be competent at critiquing existing research studies. Mastery of this content is fundamental to dissertation research.

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.

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.

Psychological assessment refers to the appraisal of individuals, groups, and other human systems. This course examines the assumptions, uses, and limitations of diagnostic appraisal, including the relationship between diagnostic formulations and treatment planning. It also examines the construction, application, and evaluation of prominent personality, aptitude, and ability tests.

This course goes beyond an introduction to the primary models of psychotherapy and focuses on process and research. Students develop a conceptual understanding of how psychotherapy works. They become familiar with current issues in practice as well as the state of research, including studies, methods, and contemporary developments.

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 is a prerequisite for PSY-717 Intermediate Statistics. 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 KA 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

Students are expected to develop competence in supervising and consulting with trainees, laypeople, and other professionals. Topics include approaches to supervision, the theories involved, and the major contributors to this area; the supervisory process and predominant ways of supervising; and the structure of the supervisory process.

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 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. 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).

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.

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.

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 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, PSY-675A

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, and PSY-710

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: PSY-569, PSY-710

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 PSY-675A or PSY-675C

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

Practice in the interpretation of MMPI-2 profiles.

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

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.

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.

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.

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.

Tests and measurements refer to standardized instruments used in psychological or educational assessment. This course involves a basic understanding of the purposes of assessment and their influence on assessment design. Students develop an appreciation of how tests are used in psychological research, including validity considerations in test construction and administration.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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

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.

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.

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

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

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

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.

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.

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.

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 explores the role of the psychologist in organizational consultation. It includes the study of general systems theory and the study of organizational development and change.

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.

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