Psychology

The legal, ethical, and professional issues are discussed in the context of the delivery of mental health services. These issues include APA ethical standards, privacy issues, confidentiality, mental health codes, mental health law and legislation, certification and licensure, ethical standards in research, confidentiality in insurance and managed care contexts, and ethical standards in private practice, schools, hospitals and clinics, community settings, and government.

This course examines the major developmental issues from birth through adolescence. The topics include normal and abnormal development in the context of physical, biological, cognitive, social, and emotional functioning. Other topics include a study of models of development including learning theory, cognitive theory (Piaget), and other theories. Speech and language development are also examined as a basis for later human cognition. Developmental factors related to issues of culture, ethnicity, disabilities, and gender are addressed.

This course examines the biopsycho-social factors in adult development and aging. Topics include physical and psychological changes that occur from early adulthood through senescence, and normal and abnormal changes through this cycle including cognitive changes. The course examines the role of work and career as it impacts on basic adult life processes. Retirement is examined as it relates to psychological consolidation and the prospect of death and dying. Cross-cultural, gender, familial, and gender perspectives are included.

This course introduces the student to the basic guidelines for the correct usage of the APA style in writing. The course provides a comprehensive overview of the publication manual of the American Psychological Association seventh edition. Throughout the quarter, participants in this course will increase their familiarity with the APA style guidelines through an in-depth examination of each chapter of the manual.

This course serves as a broad overview of basic skills necessary for graduate-level writing; it provides a review of fundamental grammatical rules and principles, including but not limited to: sentence structure, spelling, punctuation, tense shifting, transitions, subject-pronoun agreement, and use of formal tone. Participants in this course will have the opportunity for in-class writing as well as peer editing.

This course is a survey of the methods used in empirical clinical research, program evaluation, and clinical outcomes studies. Students will learn both experimental and quasi-experimental designs. Strategies for research design, subject selection, and statistical analysis will also be examined.

This is the first in a two course sequence about the measurement of individual differences designed for students in the clinical psychology program. This course examines the philosophical, historical, and methodological foundations of psychological testing, assessment, and measurement. The course focuses on the statistical basis of validity, reliability, tests of intelligence, personality assessment, counseling and assessment, neuropsychological assessment, computer-assisted assessment, and the assessment of persons with disabilities. Previously Test and Measurements I.

This course provides the student with basic principles and techniques of clinical interviewing and assessment. The approach is both didactic and experiential with the student conducting mock interviews of patients. Emphasis is placed not only on understanding verbal information but also on meta-communication including body language, voice quality, and pacing, and other aspects of nonverbal interpersonal interaction. Students are introduced to differential diagnosis, report writing, inferential analysis, diversity issues related to appraisal and interviewing, and psychological inference.

This course is to supplement the concepts and knowledge on psychodiagnostic interviewing with practice skills and applications of concepts in psychodiagnostic interviewing. The format of the course is lab-based, allowing for a safe environment for students to develop competency in psychodiagnostic interviewing.

This course introduces the student to the theory, administration, scoring, and interpretation of standard intelligence tests. Intellectual assessment scales examined include the Stanford-Binet, and the various Wechsler Scales. Basic interpretation and report writing skills are developed. Biopsychosocial, cultural, ethnic, and disability factors affecting test validity and interpretation are also examined.

The purpose of this course is to emphasize using the clinical instruments to assess cognitive functioning of children and adults. The course is designed to develop competency in administration and report writing and consists of lecture, demonstration, practice administrations, and individual checkouts of competencies in test administration. The students receive constructive feedback in the areas of test administration, scoring, interpretation of results and report writing.

This course introduces the student to the administration, interpretation, and scoring of the objective tests for personality assessment. Tests examined include the MMPI2, PAI, and Millon Scales. Basic interpretation and report writing skills are taught for the objective personality assessment instruments. Biopsycho social, cultural, ethnic, gender, and disability factors affecting assessment validity and interpretation are also examined.

This course provides the clinical psychology student with instruction and practice in the administration, scoring, and interpretation of the projective techniques including the Rorschach, TAT, and projective drawings. The course addresses relevant cultural, ethnic, gender, and disability factors in considering interpretation of results and in the development of integrative report writing.

This course concentrates on the development of skills needed in the interpretation of test findings. Emphasis is placed on a synergistic understanding of the contributions of various test findings to the formulation of a valid diagnostic impression. Students are expected to continue development of skills in formulating diagnostic conclusions, clinical report writing, research report writing, and examination of differential diagnoses. Previously PSYCG 1620.

From a historical basis, this course introduces the student to the various psychotherapeutic traditions. Treatment approaches examined include psychoanalytic, psychodynamic, Gestalt, behavioral, cognitive/behavioral, Adlerian, and others. Through both didactic and experiential means, the student will be exposed to the fundamental aspects of each treatment approach. Also reviewed is the current literature on empirically supported treatment approaches as well as issues related to culture, ethnicity, gender, and disabilities.

This course examines the historical and current understandings of the physical/neurological underpinnings of human behavior. Recent advances in imaging techniques are examined as they relate to our understanding of the structure and function of the neurological substrate in human functioning.

Building upon concepts introduced in the Fundamentals of Graduate Level Writing and Fundamentals of APA Style classes, this course examines applications of writing style to a diverse array of professional documents, including empirical article reviews, psychotherapy documentation, and psychodiagnostic report writing.

This course provides the student with a basic understanding of the major psychological disorders of childhood and adolescence. Topics include an examination of developmental disorders, impulse disorders, eating disorders, and disorders of behavior and affect. Theories on the etiology of the disorders are reviewed in the context of both diagnosis and treatment.

This course reviews the theory and research underlying the anxiety-based and personality disorders. Topics include anxiety disorders, dissociative and somatoform disorders, personality disorders, impulse control disorders, and psychosexual disorders.

This course reviews the theory and research underlying the psychotic and mood disorders. Topics include symptoms and diagnostic criteria of schizophrenia, depressive and bipolar disorders, other psychotic disorders, neurocognitive disorders, and substance use disorders. The importance of cultural, gender, ethnic, and disability factors will be discussed in relation to the psychiatric disorders.

This lecture course is meant to prepare students for didactic and clinical experiences in the Program. The course will focus on graduate students’ rights and responsibilities, professional behavior and expectations, difference between administrative and clinical supervision, and peer mentorship. This course will also introduce students to the Comprehensive Assessment Method in Psychology (CAMP), including profession-wide competencies in Clinical Psychology, and how they relate to field training experiences. (Previously Intro to Clerkship).

The clerkship is a supervised observational field experience, focusing on the development of clinical inquiry skills, assessment ability, knowledge of community resources, diversity issues, and consultation skills. The clerkship is a supervised experience that may take place at hospitals, clinics, human service agencies, schools, shelters, or faith based institutions. Students participating in the clerkship are under the direct supervision of a site supervisor and also receive feedback from faculty in the clinical psychology program.

This is a continuation of PSYCG 1582.

This is a continuation of PSYCG 1583.

This course explores the role of thought and emotion in its influence on human behavior. Normative cognitive and affective processes are examined, including major theoretical perspectives, research findings, and controversies. Historic and current research is examined in support of various models as well as gender, cultural, ethnic, and disability issues. Previously PSYCG 1560.

This course examines the impact of culture, race, ethnicity, gender, sexual orientation, disability and religion on theory and practice in clinical psychology. The course looks at the interaction between the clinician’s own perceptions of culture and that of the patient. The impact of these issues is also discussed as it affects the delivery of psychological and psychiatric services. The societal impact due to differential access to services is also examined along with possible solutions to this problem.

From the pioneering work of Beck and Ellis to the current theory and practice, this course examines the history and theoretical foundations of cognitive behavioral therapy (CBT) and its application as an empirically validated treatment for mood and anxiety disorders. It also reviews the current research supporting the use of cognitive behavioral approaches with specific diagnostic conditions and populations. Previously Cognitive Theories and Approaches to Psychotherapy

This course is designed to introduce students to the theory and practice of psychodynamic psychotherapy. Focus is placed on understanding the dynamic unconscious, transference, countertransference, defense mechanisms and other key psychodynamic concepts underlying a psychodynamic therapeutic frame. Models, including brief therapy models, will be examined along with the evidence bases for interventions. Special attention will be given to case formulation and to adapting techniques to account for cultural and diversity factors.

Taking from family systems theory, this course examines the basic models, theories and assumptions underlying marriage and family therapy while considering the biopsycho social perspective. Using case studies, videos, and therapy demonstrations, the course examines fundamental techniques of both therapy and diagnostic evaluation such as the use and development of the genogram.

This course focuses on the skills needed to provide psychological services in primary care settings. Topics include consultation and collaboration with primary care physicians; improving patient adherence to medical treatment regimens; flexibility of scheduling to match services to patients’ identified needs; brief, focused assessment and intervention strategies; and health behaviors for lifestyle changes.

This course reviews the major systems and structures of the brain and central nervous system. In addition to examining normal neurological functioning, the course discusses common impairments in cognition, language, and perception with a neurological base. Topics covered include neurological syndromes such as cerebral vascular accidents, head trauma and concomitant brain injury, seizure disorders, and various forms of dementia. A variety of neuropsychological assessment instruments will also be introduced.

This course includes the history and current models and theories of group therapy. Both didactic and experiential methods are used to introduce the student to different kinds of group interventions. The recommended uses of group interventions for different types of problems, settings, and age groups are included.

This course examines the development and use of pharmacological agents in the treatment of psychopathology. Further, the course examines the use of medication with empirically verified therapy approaches. All classes of psychopharmacological agents are reviewed including neuroleptics, anxiolytics, mood stabilizers, and antidepressants.

This course covers principles and techniques of Existential and Humanistic (E-H) models of therapy through an examination of the history, theoretical framework, and practical applications of E-H therapy with clientele. There will be a focus on Person-Centered Therapy, Contemporary Gestalt Therapy, Existential and Emotion-focused therapies, among others. This course includes both didactic and experiential approaches. Through video demonstrations, role-play, and structured exercises, students practice and further develop their intervention skills within an E-H framework. Previously Humanistic and Experiential Theory and Therapy (PSYCG 1753).

This course is a survey of the historical development of both experimental and clinical psychology. Major systems of psychology include sensory-perceptual psychology (Gestalt), Freudian, psychodynamic, behavioral, cognitive, social, family, humanistic, and existential psychology. Major theorists such as Freud, Adler, Jung, Maslow, Skinner, Piaget, Beck, and Meichenbaum, are examined.

The course is designed to assist the student in developing a personal approach to psychotherapy practice, based upon their training in theoretical models and treatment, and their individual personality, preferences, and values. The course focuses on using the students’ theoretical model to conceptualize their clients and to provide appropriate treatment interventions within that theoretical model. Case management, formulation, and ongoing evaluation are discussed. Previously PSYCG 1730.

This psychopathology course focuses on complex case studies to provide greater breadth and depth of knowledge in the areas of clinical theory, research findings, co-morbidity, and socio-cultural diversity. Special consideration is given to conceptualization of problems from diverse theoretical orientations and perspectives. The course will be taught through lectures, class discussions, readings, and group presentations. Class assignments will incorporate differential diagnosis, case formulation, and socio-cultural considerations designed to mirror activities of practicing psychologists. Previously PSYCG 1771.

This course provides supervision for the student in the development and analysis of student-based research. The faculty advisor provides the student with direction in the formulation of the research question, research design, analysis, and write-up. Effectiveness and efficacy of various interventions are also reviewed.

This course is designed to provide the practical experiences in psychodiagnostics and psycho therapeutics that are appropriate for the training of practitioners in the human services.

In a four quarter sequence, students meet on campus to discuss training experiences and progress at their practicum training site during their first year of practicum training. Students receive feedback on cases with the goal of integrating theory with practice to supplement direct supervision received by site supervisors. Seminar discussion focuses on psycho-diagnostic formulation, case conceptualization, treatment processes, and review of peer cases. Administrative and organizational issues are discussed to develop a professional attitude and capacity for problem solving.

This is a continuation of PSYCG 1682.

This is a continuation of PSYCG 1683.

This is a continuation of PSYCG 1684.

This is a continuation of PSYCG 1685.

This is a continuation of PSYCG 1686.

This is a continuation of PSYCG 1687.

This course examines the role of the psychologist in divergent settings. Topics include ethics, standards of practice, models and techniques of supervision, practice development and management, documentation needs, record keeping, and information protection in light of the latest Department of Health and Human Services and Health Insurance Portability and Accountability regulations and liability management.

This course provides an overview of the judicial/legal aspects as they pertain to the practice of psychology. Risk management considerations, forensic psychological issues, and other mental health law issues will be explored.

Building on basic information of the legal system and mental health law, students will gain a broad understanding of the ways in which psychologists interact with the legal system. This may include assessment, evaluation, treatment, testimony, and consultation.

This course focuses on clinical research with emphasis on research design and multivariate analysis. Particular attention is given to the application of research methodology, and psychometric issues regarding theory and practice.

This course focuses on the concepts of grief and loss in psychology. Major issues as established by the Association for Death Education and Counseling (ADEC) will be covered including: Dying, End-of-Life Decision Making, Loss, Grief and Mourning, Assessment and Intervention, Traumatic Death and Death Education. Both didactic and experiential methods of instruction will be used to expose students to the vast body of knowledge covering this area.

The course examines the biopsycho social factors in aging/geropsychology. Topics include history of aging studies, biological underpinnings of aging, psychological components of aging, as well as social aspects of aging. Cross-cultural, familial, and gender perspectives are included. The goal of this class is to provide an introduction to the specialty field of geropsychology and to help students gain an understanding of both the conceptual and empirical foundations underlying the practice of clinical geropsychology in today’s society.

Animal Assisted Psychotherapies (AAT), as well as their theoretical foundations, are reviewed in this course. Both canine assisted psychotherapy (CAP) and equine assisted psychotherapy (EAP) approaches will be addressed as well as brief discussions of AAT with other animals. There is an emphasis on developing skills in case analysis and treatment, with special attention to the development and processing of treatment activities.

The purpose of this course is to provide the Clinical Psychology student with an introduction to human sexuality throughout the life-cycle. Sexual development and issues affecting individuals and couples will be examined and sexual dysfunctions will be reviewed along with treatment modalities for the most common disorders.

This course focuses on supervision and consultation in psychology. Major models of supervision and consultation will be presented. Both didactic and experiential methods of instruction will be used to expose students to the implementation and practices of supervision and consultation.

This course will introduce students to business principles as they apply to professional psychology. Students will be exposed to various business-of-practice issues and decisions, such as starting, managing, marketing, and diversifying a psychology practice, and will consider the related ethical, legal, and financial issues involved.

Beginning with the work of the major learning theorists such as Pavlov, Hull, Thorndike, and Skinner the course examines the basic theories and techniques that underlie the behavioral therapy approach in clinical psychology. Using recent studies in empirical verification of therapeutic approaches, the course will review the use of specific behavioral interventions with such disorders as anxiety, behavior problems, phobia, and obsessive-compulsive disorder. Previously PSYCG 1636.

This course presents major theories of etiology and treatment of substance abuse and dependence. Addictions to different classes of substances, intoxication and withdrawal effects, and methods of assessment, diagnosis, treatment, management, and relapse prevention will be discussed.

This course serves as a study of theory, research, and applications of health psychology including the psychological factors that influence physical health and illness and the application of behavioral principles to the prevention and treatment of illness and the promotion of health.

This course serves as a study of applications of health psychology including the psychological factors that influence physical health and illness and the application of specific behavioral principles to the prevention and treatment of illness and the promotion of health.

This course is for intermediate students in the neuropsychology concentration. This course provides an introduction to the assessment of brain-behavior relationships. A variety of neuropsychological tests will be introduced, covering the major cognitive domains in Human Neuropsychology, with an emphasis on the process by which such tests are interpreted, in light of all the data available, including historical, interview, observational, and test data.

The focus of this course is the gross anatomy of the human brain and spinal cord, and the functional organization of the central nervous system. The major neuroanatomic structures including the motor system, somatosensory system, cranial nerves, cerebellum, basal ganglia, limbic structures, ventricles, meninges, and the vascular supply of the brain will be discussed. The functionality of these systems as well as the consequences of damage to that system will be presented.

This advanced assessment course will use a case conference format to explore advanced topics in neuropsychological assessment including a more comprehensive understanding of functional neuroanatomy and central nervous system functioning, treatment and assessment of diverse populations, clinical ethics, clinical interventions for neuropsychological conditions and other special topics. Emphasis is on exploration of special topics using a single case format with each student presenter responsible for helping to guide discussion for that week.

This course will cover the neuroscience basis for important aspects of behavior. Neurobiological, genetic, and neurochemical etiology of neurological and psychological disorders will be discussed. Students will gain a more comprehensive understanding of the fundamental mechanisms that underlie normal neurological functioning as well as diseases and disorder of the central nervous system.

This is a supervised field experience for students in the neuropsychology track, designed to integrate field training with course content. It focuses on the development of clinical inquiry skills, knowledge of interventions, assessment ability, knowledge of community resources, diversity issues, and consultation skills with an emphasis on neuropsychological assessment. The practicum is a supervised experience that may take place at hospitals, clinics, human service agencies, schools, or appropriate organizations. Students are under the direct supervision of a site supervisor and receive feedback from faculty and advanced students in the Program.

Students will become aware of the causes of violence, the impact on victims of violence, and programmatic attempts to reduce violence. Students will explore current research regarding violence and learn prevention and treatment strategies.

This course presents major theories and techniques of chronic pain management from the psychological perspective. Varying pain disorders, co-occurring disorders, treatment and management modalities, special populations, and relapse prevention will be explored.

This course surveys stress management, relaxation and other techniques across theoretical orientations and philosophies that may be useful and effective in interventions to manage stress, reduce anxiety, and promote relaxation. Complementary and alternative medicine approaches, such as yoga and meditation, psychoneuroimmunology and its relationship to health, self-care skills, and health behavior change will be included.

This course covers assessment and conceptualization of traumatic stress reactions and provides empirically-supported treatments to those affected by trauma. Readings and discussion focus on the physiological, cognitive, emotional, and behavioral impact of traumatic stress and provide instruction on the application of treatment techniques, such as relaxation training, biofeedback and exposure-based interventions. Students are exposed to principles of psychological first aid to trauma victims and early intervention in crisis situations. Course examines the cultural context in which trauma occurs.

This course examines how individuals impact and are impacted by, their social, cultural, economic, and political environments. Topics covered will include social cognition, attribution theory, social influence, attitudes, and attitude change, conformity, attraction and relationships, aggression, and stereotypes, and prejudice. Classic research in the field will be explored to establish core social psychological principles and theories, and current research will be examined to provide a contemporary view of the field and its various applications. Emphasis will be placed on the application of social psychological principles, theory, and research to a clinical context. Previously PSYCG 1654

This course provides exposure, practice, and research on therapeutic orientation and techniques with children and adolescents. Focus will be on how to incorporate developmental models into conceptualization, treatment planning, and treatment outcome, and on current evidence-based counseling and intervention methods. Additional areas of focus will include discussion about ethical issues in treatment with minors, involving family/caregivers/school-based systems, accessing community supports, and the impact of diversity on the child’s functioning and treatment.

This course will assist students in expanding approaches to psychotherapy practice through the incorporation of adjunctive forms of intervention. The course builds upon the students’ pre-existing theoretical models for conceptualization and intervention, addressing empirical support for creative therapeutic techniques. Within the context of clinical, developmental, and cultural considerations, various adjunctive interventions will be discussed, including art therapy, play therapy, music therapy, and animal-assisted therapy.

This course permits the student to pursue individualized study in a relevant area of clinical psychology under the direct supervision of program faculty. A study plan is developed in consultation with program faculty and with the approval of the Program Director.

This course permits the student to pursue individualized study in a relevant area of clinical psychology under the direct supervision of program faculty. A study plan is developed in consultation with program faculty and with the approval of the Program Director.

This course permits the student to pursue individualized study in a relevant area of clinical psychology under the direct supervision of program faculty. A study plan is developed in consultation with program faculty and with the approval of the Program Director.

This course permits extensive exploration of an approved topic in clinical psychology. With the consultation of a program faculty member, a reading list is developed around a relevant issue. The readings focus on the interchange between theory, research, diversity issues, and clinical practice.

This course focuses on the development of the dissertation prior to the proposal defense. Students will meet regularly with their dissertation chair to make progress toward the completion of their dissertation proposals. Matriculating class of 2017 only.

This course focuses on the development of the dissertation after the proposal defense. Students will meet with their dissertation chair on a regular basis to make progress toward data collection and analysis (for empirical projects). Students completing empirical projects will begin data collection during the quarter with the goal of starting data analysis by the start of the following quarter. Students completing non-empirical projects will work with their dissertation chair to ensure that significant progress is made. Matriculating class of 2017 only.

This practicum experience offers the opportunity to enhance the student’s skills in a particular area of interest.

In a four-quarter sequence, students meet on campus to discuss training experiences and progress at their practicum training site during their second year of practicum training. Students receive feedback on cases with the goal of integrating theory with practice to supplement direct supervision received by site supervisors. Seminar discussion focuses on conceptualizing cases and treatment through peer case review. Administrative and organizational issues are also discussed to develop an effective professional attitude and capacity for pragmatic problem-solving.

This is a continuation of PSYCG 1782.

This is a continuation of PSYCG 1783.

This is a continuation of PSYCG 1784.

This is a continuation of PSYCG 1785.

This is a continuation of PSYCG 1786.

Successful graduation from the Program requires completion of a Dissertation, an essential component of a student’s academic and clinical education. The Dissertation is intended as a doctoral level scholarly work that permits students to enhance their understanding about a particular clinical issue; its completion permits the Program to evaluate the student’s ability to apply theory, research, and practice in the area of clinical psychology.

Successful graduation from the Program requires completion of a Dissertation, an essential component of a student’s academic and clinical education. The Dissertation is intended as a doctoral level scholarly work that permits students to enhance their understanding about a particular clinical issue; its completion permits the Program to evaluate the student’s ability to apply theory, research, and practice in the area of clinical psychology.

Successful graduation from the Program requires completion of a Dissertation, an essential component of a student’s academic and clinical education. The Dissertation is intended as a doctoral level scholarly work that permits students to enhance their understanding about a particular clinical issue; its completion permits the Program to evaluate the student’s ability to apply theory, research, and practice in the area of clinical psychology.

Successful graduation from the Program requires completion of a Dissertation, an essential component of a student’s academic and clinical education. The Dissertation is intended as a doctoral level scholarly work that permits students to enhance their understanding about a particular clinical issue; its completion permits the Program to evaluate the student’s ability to apply theory, research, and practice in the area of clinical psychology.

Successful graduation from the Program requires completion of a Dissertation, an essential component of a student’s academic and clinical education. The Dissertation is intended as a doctoral level scholarly work that permits students to enhance their understanding about a particular clinical issue; its completion permits the Program to evaluate the student’s ability to apply theory, research, and practice in the area of clinical psychology.

Successful graduation from the Program requires completion of a Dissertation, an essential component of a student’s academic and clinical education. The Dissertation is intended as a doctoral level scholarly work that permits students to enhance their understanding about a particular clinical issue; its completion permits the Program to evaluate the student’s ability to apply theory, research, and practice in the area of clinical psychology.

The internship is a 12-24 month commitment (2,000 hours) that is designed to provide an intensive clinical experience expanding upon the required didactic and the practicum experiences.

This course sequence is reserved for students on internship needing additional time for completion of the required Dissertation.

This course sequence is reserved for students on internship needing additional time for completion of the required Dissertation.

This course sequence is reserved for students on internship needing additional time for completion of the required Dissertation.

This course sequence is reserved for students on internship needing additional time for completion of the required Dissertation.

This course is reserved for students needing additional quarters beyond the internship year in the program to complete the required Dissertation.

This course is reserved for students requiring additional time to complete internship requirements beyond the fourth year in the program.

This elective practicum experience offers the opportunity to enhance the student’s skills in a particular area of interest.

As a part of a four-quarter sequence, students meet on campus to discuss their training experiences and progress at their practicum training site placement during their third year of practicum training. Students receive feedback on cases with the primary goal of integrating theory with practice to supplement direct supervision received by site supervisors. Seminar discussion focuses on conceptualizing cases and treatment through peer review of cases. Administrative and organizational issues are also discussed to develop an effective professional attitude and capacity for pragmatic problem-solving.

This elective practicum experience offers the opportunity to enhance the student’s skills in a particular area of interest.

As a part of a four-quarter sequence, students meet on campus to discuss their training experiences and progress at their practicum training site placement during their third year of practicum training. Students receive feedback on cases with the primary goal of integrating theory with practice to supplement direct supervision received by site supervisors. Seminar discussion focuses on conceptualizing cases and treatment through peer review of cases. Administrative and organizational issues are also discussed to develop an effective professional attitude and capacity for pragmatic problem-solving.

This elective practicum experience offers the opportunity to enhance the student’s skills in a particular area of interest.

As a part of a four-quarter sequence, students meet on campus to discuss their training experiences and progress at their practicum training site placement during their third year of practicum training. Students receive feedback on cases with the primary goal of integrating theory with practice to supplement direct supervision received by site supervisors. Seminar discussion focuses on conceptualizing cases and treatment through peer review of cases. Administrative and organizational issues are also discussed to develop an effective professional attitude and capacity for pragmatic problem-solving.

This elective practicum experience offers the opportunity to enhance the student’s skills in a particular area of interest.