Psychology

This course examines the biopsychosocial 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.

The course examines basic statistical measures, on both theoretical and applied levels, utilized in data analysis within clinical research. Topics covered include measures of distribution, mean comparisons, ANOVA, including repeated measures, correlations, power analysis and regression analyses. Discussion will be given to how gender and diversity factors may contextualize statistical plans of analysis and the interpretation of results. This course is designed to introduce students to necessary concepts and techniques to begin clinical research.

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. 

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 including special attention to 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 focus on administration of 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. 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 MMPI-3, PAI, and Millon Scales. Basic interpretation and report writing skills are taught for the objective personality assessment instruments. Biopsychosocial, 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 introduces the student to the various psychotherapeutic traditions. Treatment approaches examined include psychoanalytic, psychodynamic, Gestalt, behavioral, cognitive/behavioral, interpersonal, and others. Through both didactic and experiential means, the student will be exposed to the fundamental aspects of each treatment approach. The current literature on empirically supported treatment approaches as well as issues related to culture, ethnicity, gender, and ability are also reviewed.

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

This course reviews the theory and research underlying anxiety-based, personality, and other disorders. Topics include anxiety disorders, trauma and stressor-related disorders, obsessive-compulsive disorders, dissociative, somatic symptom disorders, personality disorders, disruptive impulse control disorders, and sexual dysfunctions.

This course reviews the theory and research underlying the psychotic and mood disorders. Topics include symptoms and symptom presentations of schizophrenia, depressive and bipolar disorders, other psychotic disorders, cognitive disorders, and substance abuse and dependence. 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. 

Clerkship is a weekly seminar to discuss practice-based issues such as professional identity, ethics, diversity, and how to be a supervisee. It also includes a supervised, observational learning field experience, focusing on the development of clinical inquiry skills, assessment ability, knowledge of community resources, diversity issues, and consultation skills. The field experience may take place at hospitals, clinics, human service agencies, schools, or practices. Students participate in field experience under the direct supervision of a site supervisor and receive feedback from faculty in the clinical psychology program.

This is a continuation of PSYCG 1582. Clerkship is a weekly seminar to discuss practice-based issues such as professional identity, ethics, diversity, and how to be a supervisee. It is also comprised of a supervised observational learning field experience, focusing on developing clinical inquiry skills, assessment ability, knowledge of community resources, diversity considerations, and consultation skills. The field experience may take place at hospitals, clinics, human service agencies, schools, or practices. Students participate in the field experience under the direct supervision of a site supervisor and receive feedback from faculty in the clinical psychology program.

This course explores the role of cognition (including topics such as learning, memory, though processes, and decision-making) and emotion (including topic such as affect, mood, and emotion) in determining 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 identity, 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.

This course examines core marriage and family therapy treatment models and systems theories while considering the biopsychosocial perspective. Using core readings, empirical studies, case studies, videos, and therapy demonstrations, the course examines fundamental techniques of both therapy and diagnostic evaluation from various family systems perspectives. This course will also explore ways to apply marriage and family models to diverse groups and cultures.

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 Wundt, Watson, James, Freud, Jung, Sumner, Maslow, Rogers, Skinner, Piaget, Gilligan, and Beck are examined. This course will also discuss the field’s history of discrimination, racism, bias and pathologizing of diverse sexual and gender identities.

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 course facilitates mentorship for the student in the development and analysis of student-based research. The faculty advisor provides advanced understanding and ability to formulate research questions, design research methods, and analysis to prepare a professional manuscript.  This course will also examine concepts related to research ethics and cross-cultural and diversity considerations in research.

This course examines advanced ethical, legal, and regulatory topics in professional psychology across difference areas of practice. Topics include (i) licensure and regulatory processes, (ii) professional and ethical standards of practice, (iii) risk and liability management, (iv) laws and regulations that affect practice, (v) court-related testimony and evaluations, and (vi) documentation, record keeping, and information protection.

This course focuses on advanced quantitative, mathematical modeling and analysis of psychological data, including statistical description and inference. It will also examine clinical research with emphasis on research design and multivariate statistical analysis. Particular attention will be given to the application of research methodology, and psychometric issues regarding theory and practice. The course will examine how statistical approaches have been misapplied by not adequately considering culture and diversity contextual factors.

The purpose of this course is to provide the Clinical Psychology student with an introduction to human sexuality throughout the life-cycle. Sexual development, sexual and gender identity, and issues affecting individuals and couples will be examined. Sexual dysfunctions will be reviewed along with treatment modalities for the most common disorders. Upon completion of the course the student will be able to recognize and address the range of sexual and sexuality issues which they may encounter in a clinical practice.

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 covers fundamental skills in assessment and conceptualization of traumatic stress reactions and provides evidence-based treatments to those affected by trauma. The course materials include readings and discussion on the physiological, cognitive, emotional, and behavioral impact of traumatic stress as well as instruction and practice on the application of treatment techniques, including cognitive-behavioral therapies and complementary and alternative medicine interventions. Students are exposed to principles of psychological first aid to trauma victims and early intervention in crisis situations. All of the course material is presented in light of the cultural and contextual factors that influence the onset, course, and outcomes of psychological distress that results from exposure to traumatic events. 

In a three-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.

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. This is typically offered as a three credit class.

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. This is typically offered as a two credit class.

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. This is typically offered as a two credit class.

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. This is typically offered as a two credit class.

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. This is typically offered as a three credit class.

As a part of a three-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.

As a part of a three-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.

As a part of a three-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.