Approval of the appropriate faculty sponsor.
Hrs. to be arranged
May be taken twice for credit.
Approval of the appropriate faculty sponsor.
Hrs. to be arranged
Psychological research and seminar for candidates for the General M.A. degree who are engaged in thesis research. Offered each semester. Required for M.A. students on thesis track.
Hrs. to be arranged
This course provides an overview of the history of psychology from ancient times to the present day. The aim of the course is to document the historical origins of the assumptions about science and psychology that shaped the development of twentieth century scientific psychology, and to identify conceptual continuities and discontinuities in the historical development of theories of human psychology and behavior.
3 hr./wk.
Statistics I focuses primarily on learning the conditions under which one would employ different statistical analyses, how to select the relevant analysis and how to analyze the data under study.
3 hr./wk.
Statistics II focuses on further development of statistical skills through advanced analyses of complex data sets.
The course is designed to provide clinical graduate students in psychology with an overview of the history, theory, and measurement of human cognition and affect from a basic science perspective. The focus of this course will be the basic sciences of human cognition and emotion, how these two domains of human functioning can mutually influence each other, and how they can be harnessed to inform us about psychopathology.
3 hr./wk.
This course will focus on the development of the individual across the lifespan. Multiple strands come together across a range of developmental stages to create the individual, and thus, psychological development must always be seen in the context of an individual’s biology, her unique relational environment, her cognitive capacities, her social world, her community, and her culture.
3 hr./wk.
Advanced group supervision of research proposals with individual faculty.
This doctoral level course serves as an in depth introduction to the work of Sigmund Freud, using primary source material as well as supplemental texts. It will trace the development of the tenets of Freudian theory (i.e. the centrality of instincts and the hegemony of internal as opposed to external determinants of experience, the discovery of the unconscious and varied modes of representation, the primacy of memory in our apprehension of the present) and examine how current research and practice approach these areas.
3 hr./wk.
This doctoral level elective clinical/theoretical course will introduce advanced clinical psychology graduate students to the basic concepts relevant to understanding transference and counter transference processes in psychotherapy. The course offers a comprehensive introduction to these constructs, and an opportunity, within a case presentation format, to consider their impact within the context of ongoing clinical work.
This seminar provides a broad overview of social psychology, both classic and current. Social psychology has been described as “the thoughts, feelings, and behaviors of individuals” in the context of and shaped by “actual, imagined, or implied presence of others.”
This course aims to provide an exposition of research and theory in the biological bases of normal and abnormal behavior. A survey of literature will span from nerve cells, the organization and functioning of the nervous system, to the neurobiological systems that underlie sensation, motor behavior, emotion, cognition, and self-other representation, and social behavior.
3 hr./wk.
The aim of this doctoral course is to introduce clinical psychology graduate students to the basic concepts relevant to understanding psychopathology in adult patients. The course examines the clinical, research, and theoretical literature of a range of Axis I and Axis II disorders including personality disorders, affective disorders and psychotic disorder.
This course in Child Psychopathology is organized against the backdrop of 1) developmental factors, including level of emotional and cognitive/language functioning, capacities for affect and self-regulation, 2) risk factors, including biological, temperamental, neurodevelopmental, and genetic factors, as well as environmental factors such as parental psychopathology, family disruption, abuse, neglect, and other forms of trauma, 3) protective factors, and, finally, 4) cultural and other contextual factors.
Standardized measures are used across all areas of psychological research, and provide a critical lens through which we can observe human nature—from diagnostic to characterological, neurocognitive to unconscious, intellectual, social and cultural. This second course in the testing sequence exposes doctoral-level clinical psychology students to methods by which psychologists strive to conceptualize human behavior and individual differences in terms such as skills, aptitudes, attitudes, values, personality, and intelligence.
This doctoral level course is the third in the diagnostic sequence and provides a broad overview of the assessment of the psychological and educational problems encountered by children with learning disabilities during their inevitably altered developmental trajectory.
This is the first semester of a three-semester-long approach to the psychological understanding of adult and child patients through psychological testing. The methods of clinical inference and the purpose of synthesizing the inferences into a coherent portrait of someone will hopefully be of use throughout one’s professional career. It is certainly, both historically and heuristically, a hallmark of a clinical psychologist's training.
This course is designed to introduce clinical psychology doctoral graduate students to the psychodiagnostic and therapeutic skills of the practicing clinical psychologist. The focus will be on mastering the art of interviewing and the initial phases of clinical processes with an emphasis on the psychological evaluation and diagnosis of adult patients including an understanding of the multicultural context and social location of the patient.
3 hr./wk.
The purpose of the course is to introduce students to a comprehensive range of ethical and legal issues in the field of clinical psychology. We shall discuss various ethical systems in the history of western philosophy; bioethics; and research, clinical and professional ethics, as represented by the APA code of ethics.
The purpose of this course is to teach the essentials of child evaluation and assessment. These are real world skills that are critical in making decisions regarding treatment, school placement, testing, and medication, and involve developing your skills in parent interviewing, child play sessions, formulation, and diagnosis.
3 hr./wk.
This doctoral course is designed to introduce graduate students in clinical psychology to the research process from the beginning to the end, while providing an overview of clinically relevant behavioral research method designs in psychology.
3 hrs./wk.
An advanced course that integrates affective, biological and cognitive aspects and origins of behavior, all through a clinical lens.
3 hrs./wk.
This course is designed to support advanced graduate students in clinical psychology in the development of their dissertations. The course will review the research process, from defining a research population to disseminating findings. Additionally, the course will touch upon the key components of a research question, the fundamentals of research methodology, and research ethics. These skills are critical to becoming independent researchers.
3 hr./wk.
This course number is reserved for the development and trial of new courses in the realm of clinical psychology and psychopathology.
Independent study on a pre-dissertation research topic with core faculty member.
The aim of this doctoral course is to introduce clinical psychology graduate students to the basic concepts relevant to understanding the process of treatment for addictive behaviors. The course will review modern theoretical viewpoints of addictions including neurobiological, harm-reduction and stages of change models and contrast these with psychodynamic models of addiction.
PSY 8500J
3 hr./wk.
The overall aim of the course is to develop an understanding of the way the key approaches to psychotherapy in our field have evolved, to evaluate their often unstated assumptions, their basis in clinical observation and systematic research, and their compatibilities and incompatibilities.
PSY 8500J
This course aims to address the determinants, development, and implications for mental and physical health and for positive adaptation of sex and gender identities. By the end of the course, the student should appreciate and understand the biopsychosocial factors underlying sex and gender, as well as the relations of those factors to health.
This course will introduce students to the assessment and cognitive-behavioral treatment of mood and anxiety disorders. Students will gain familiarity with the diagnostic criteria for mood and anxiety disorders using the Diagnostic and Statistical Manual Fifth Edition (DSM-5) as well as semi-structured clinical interviews and self-report measures for these disorders. Students will learn about and gain skills in CBT case conceptualization, treatment planning and treatment implementation.
3 hr./wk.
I think that a respectful way to approach Winnicott's work is to think dynamically, in the literal sense of the word. That is, to see his ideas as a presentation of paradoxes, never fully resolvable by words alone, yet capable of stirring us to find greater and deeper meanings to even the simplest of gestures and symbols. This course investigates his work in that context.
This course is designed to help students to develop their skills as psychotherapists. We will work on the ongoing challenge of diagnosing adult patients (and utilizing diagnosis in treating them), and we will discuss progress and how to handle lack of progress with treatment plans.
3 hr./wk.
This is a practicum on working in therapy with children and adolescents Its aims are to: improve your ability to link diagnostic considerations to the process and content of your work with children; to better understand the meaning and nature of a child’s play, both in terms of its diagnostic meaning and in its link to developmental/cognitive considerations and to be better able to link work in the therapy room to work with parents and school personnel.
3 hr./wk.
This doctoral-level graduate course is designed to enhance the level at which clinical psychologists in training consider and discuss pertinent topics affecting the mental health of ethnic minority populations. Course material will focus largely on populations of African, Latino, and Asian descent, highlighting the variability that lies within these groups.
3 hr./wk.
Lesbian, gay, and bisexual (LGB) individuals are a neglected segment of the population whose health has only recently been investigated systematically. The health of LGB individuals requires attention, given reports of poor mental and physical health. This course will examine the mental and physical health of LGB individuals.
This doctoral level clinical course will focus on psychodynamic evidence based treatments. Students will be exposed to current evidence based treatment and assessment models for personality disorders, affective disorders and panic disorder.
3 hr./wk.
This course is designed to equip advanced doctoral students with the fundamental theories, research, and techniques of clinical and academic supervision and consultation. Many graduates of our doctoral program include supervising and consulting as part of their careers. In addition, most find that after several years of absorbing clinical theories and practices as a student, the process of mentoring and guiding others in clinical and academic work and organizational change results in a next level of consolidation in the integration of theory, research, and practice.
3 hr./wk.
An independent study course regarding advanced integration of clinical and research endeavors with a core faculty member.
Upon attaining candidacy, students register for this course while completing their doctoral thesis.
The historical development of modern psychology. Among the topics to be considered are: (1) psychological problems as they developed in philosophy; (2) psychological problems as they developed in natural science; (3) the early psychological systematists; (4) modern schools of psychology.
3 hr./wk.
Lectures deal with experimental methodology and research design, and with related problems such as the ethics of psychological experimentation. Laboratory work includes independent research, which may be conducted individually or by a group of students. Required for General Psychology M.A. students.
2 lect., 4 lab. hr./wk.
Probability and statistical inference; estimation of parameters in survey research; analysis of variance and designs for experimental research; correlation methods for psychometrics. Required for General Psychology M.A. and Ph.D. students.
2 rec., 2 lab. hr./wk.
A continuation of Psychology V0500. Also, multivariate analysis of correlation matrices and the use of computers for data analysis. Required for Ph.D. students.
2 rec., 2 lab. hr./wk.
Considers the interrelation of structure and behavior of the organism, and the physiological background of various psychological processes. The structure and function of the nervous system are surveyed. Various problems relating to the concept of "reflex," the organization, development and coordination of motor activities, and the physiological basis of emotions are discussed in detail.
3 hr/wk.
This course provides an overview of the field of neuropsychology, focusing on what is known about the functional organization of brain systems. No prior knowledge of psychophysiology or cognition is required but would be helpful.
3 hr./wk.
Science of drugs and their actions. Study of neuronal membranes and potentials, synaptic communication, neurotransmitters, receptor pharmacology, brain chemical circuits, neuroendocrine systems, hormones and neuropeptides. Primary is the goal of providing mental health professionals with a core knowledge of the biological bases and treatment of individuals with mental and addictive disorders.
3 hr./wk.
The development of children, from infancy to adolescence, will be discussed from a wide variety of theoretical perspectives, including Piagetian, psychoanalytic, behavioral, and cross-cultural viewpoints.
3 hr./wk.
Psychology of maturity, with emphasis on the later years. Social and cultural determinants of aging. Age-related changes in biological structure and function, perceptual processes, psychomotor skills, cognition, learning, and memory. Emotional and social adjustment during the later years. Maintaining the effectiveness of the older adult.
3 hr./wk.
Analysis of contemporary researchand theory in the area of behavior modification.
3 hr./wk.
This course provides a broad overview of the psychological and educational problems encountered by children and adults with learning disabilities during their inevitably altered developmental trajectory. While it is not a course in the neuropsychology of learning disabilities, some background is essential and will be covered in the presentation of the three syndromes to be covered. These syndromes are: 1) developmental language disorders, 2) attention deficit hyperactivity disorder, and 3) right hemisphere learning disorders. Diagnosis and evaluation are a central component of the course, and a case presentation format is used to flesh out our understanding of each disorder.
Doctoral Students must have completed at least one semester of Diagnostic Testing.
3 hr./wk.
This course reviews basic psychophysics, psychophysiology and signal detection theory before an in-depth study primarily of vision and audition, with some comparisons from the touch systems and small and taste. Examination of the visual system will comprise both modern structuralist receptive field approaches and behavioral approaches from the Gestalt psychologists through Gibson and visual scene building and attention. Classes are primarily lecture and demonstration.
3 hr./wk.
Cognitive Psychology is the study of human thinking from behavioral, artificial intelligence and neuropsychological perspectives. The course touches on neural basics and brain organization, to focus on pattern recognition, attention, memory, imagery, language and problem-solving processes. Research in these areas to be reviewed will come from classic cognitive behavioral studies, neuroimaging studies and computer modeling studies.
3 hr./wk.
This course is an introduction to health psychology. Health psychology brings the corpus of psychological knowledge to bear on understanding physical health. Many prevalent diseases are under the control of the individual both in terms of risk behaviors elevating the probability of disease and with respect to adherence to health promoting behaviors or treatment regimens that aim to control, reduce, or eliminate the disease cause agents. Health psychology is concerned with understanding the psycho-behavioral factors that explain physical disease. It also focuses on designing, implementing, and evaluating preventive interventions to reduce or eliminate the behaviors that place the individual at risk for poor health.
PSY 70500.
3 hr./wk.
An introduction to the scientific study of optimal human functioning. Focus is on the factors that allow individuals and communities to thrive. In this course, students will critically assess primary readings in the field, covering topics such as optimism, happiness, resilience, spirituality, wisdom, and positive emotions.
Master's level Statistics or Experimental Psychology or permission from the instructor.
3 hr./wk.
This course introduces students to occupational health psychology (OHP). OHP involves the application of psychology to the study of the relation of the work organization to the physical and mental health and well-being of individual who work. The primary focus of OHP is the relation of ill health by creating healthy work environments.
3 hr./wk.
What is language, is it unique to humans conferring special cognitive power to us, and how is it shaped by human social, perceptual, and cognitive constraints? What role does biology play in shaping language structure? This course explores basic linguistic issues in semantics, syntax, phonology, language acquisition, literacy and pragmatics, and the cognitive processes underlying them. In addition, we look at sociolinguistics, bilingualism, secondary language processes, and second language reading and writing. While considering the neural underpinnings and nativist hypotheses, we also strongly emphasize the role of social processes in constructing meaning, in language and literacy acquisition, and in language change.
3 hr/wk.
Covers the entire field of clinical expression of psychodynamics of the total personality as demonstrated in various forms of the psychoses and neuroses. It stresses the evolution of modern psychiatric thought. It is substantially supported by demonstrations of patients at a psychiatric hospital and clinic. The course stresses the functional psychoses.
3 hr./wk.
The course will focus on theories and findings related to why specific psychological disorders tend to be much more prevalent among women and others tend to be much more prevalent among men. Readings will include theoretical work on gender, studies of the methodology used in relating gender and psychopathology, and research on the connection between gender and particular disorders, including perhaps depression, some anxiety disorders, disordered eating, autism, and conduct disorder.
3 hr./wk.
This course aims to provide an exposition of research and theory in the biological bases of normal and abnormal behavior. A survey of literature will span from nerve cells, the organization and functioning of the nervous system, to the neurobiological systems that underlie sensation, motor behavior, emotion, cognition, and self-other representation, and social behavior. The course also integrates understanding of altered behavioral processes of brain-damaged and psychiatric patients with knowledge of basic neuronal and neurobiological processes.
3 hr./wk.
Lesbian, gay, and bisexual (LGB) individuals are a neglected segment of the population whose health has only recently been investigated systematically, and who may be at greater risk for poor mental and physical health. We will examine theories and consider sociodemographic characteristics to help students develop a solid grasp of the biopsychosocial exigencies and health of LGB individuals.
3 hr./wk.
Topics covered include the psychometric principles of testing and assessment, with an emphasis upon intelligence testing and the measurement of cognitive abilities. Hands-on experience with psychodiagnostic tests in a workshop format is an integral part of the course.
2 lect., 2 lab. hr./wk.
Theoretical foundations of major contemporary approaches to counseling and psychotherapy and their applications are critically examined. Basic counseling skills are developed through lectures, demonstrations, small-group discussions and experiential activities.
3 hr./wk.
This graduate level course offers the student a comprehensive exploration of the psychological trauma field, including its history, current theories, the nature of trauma (e.g., sexual violence, armed conflict, and natural disasters), how trauma affects individual and systems, grief reactions and traumatic stress. Students will develop a foundation for assessing and treating post trauma reactions in children, adolescents and adults.
3 hr./wk.
This course provides the essential knowledge and skills necessary for understanding, organizing, and working with groups within the counseling field. Students gain knowledge and competencies in these areas through a combination of traditional didactics and optional participation in an in-class personal growth group.
3 hr./wk.
An introduction to the role of political and socio-cultural factors such as ethnicity, race, social class, religion, gender, and age in the delivery of culturally relevant and psychologically appropriate mental health services. Students develop the appropriate skills relevant to working with diverse communities in the United States.
3 hr./wk.
This course reviews the fundamentals of research methods and evaluation methods. Students are introduced to some aspects of evaluation theory, basic research methods used in applied research and evaluation, and to practical approaches to conducting and interpreting research. Students are introduced to research design and assessing program implementation. Students are expected to apply previous statistics and introductory research methods course content.
3 hr./wk.
This course is designed to provide students with the fundamental concepts and skills needed to create, evaluate, and disseminate prevention-oriented programs in communities. Students learn how to utilize qualitative and quantitative research, along with the interpersonal skills and sensitivity to diversity issues needed to implement and sustain community programs.
3 hr./wk.
The interview is the core technique for conducting a thorough clinical assessment that includes a diagnosis and formulation as well as an assessment of the clients' resources and strengths, and is the first step in creating a therapeutic relationship. In this course, students hone their interviewing and assessment skills.
3 hr./wk.
Adolescent counseling is examined with emphasis on the issues unique to their stage of life. These include pubertal development, cognitive development, identity, dating and sexuality, family, peer relationships, school, and work all within a multicultural context.
3 hr./wk.
This course provides the knowledge and skills necessary to recognize signs and symptoms of physical abuse, sexual abuse, psychological abuse, and neglect. Students acquire knowledge of the ethical and legal issues pertinent to the role of counselors, and the required steps for reporting child abuse.
1 hr./wk.
This course provides knowledge of the ethical, legal, and professional standards relevant to the counseling field. It provides an overview of the history of the counseling field and an introduction to the roles, responsibilities, and identity of the professional counselor. Professional organizations, preparation and credentialing are addressed.
2 hr./wk.
This course introduces students to the assessment and diagnosis of mood and anxiety disorders and evidence-based treatments for these disorders. Students learn how to administer the Structured Clinical Interview for DSM-IV and reliable self-report measures. Students learn how to conceptualize and treat cases utilizing a Cognitive-Behavioral Treatment model.
3 hr./wk.
Students serve as counselors-in-training at pre-arranged practicum sites providing an integration of on-site counseling experiences with theories, treatment interventions, and legal/ethical issues learned in previous courses. Site and department supervisors provide formal evaluations of students' performance upon completion of the practicum experience.
3 hr./wk.
Students serve as counselors-in-training at pre-arranged practicum sites providing an integration of on-site counseling experiences with theories, treatment interventions, and legal/ethical issues learned in previous courses. Site and department supervisors provide formal evaluations of students' performance upon completion of the practicum experience.
3 hr./wk.
This course examines the major theories of career development. The course examines the effect of depression, anxiety and substance abuse in a work environment. The effects of ethnicity, socio-economic status, age, gender and sexual orientation on career development are also examined.
3 hr./wk.
The capacities and difficulties of individuals are best understood in context of family functioning, and the broader systems within which families exist. This course covers the major approaches to family and couples therapy, including theories and research on family organization, affect and communication, development, culture, problem formation, resilience, and intervention.
3 hr./wk.
This course provides an introduction to empirically-based practices (EBPs) in the field of family and couple therapy and counseling. It will cover the history of the development of EBPs, the scientific methods used to establish a treatment as empirically-based, assessment strategies, and empirically-based therapeutic techniques.
3 hr./wk.
Prepares students in essential clinical and professional competencies. Students gain further experience with Psychodynamic, Person-Centered, Cognitive-Behavioral, and other approaches through readings and working with videotaped demonstrations, and in-class exercises with client cases from a wide range of cultural and ethnic backgrounds. Special emphasis is given to suicide assessment and intervention, professional ethics and HIPAA requirements.
3 hr./wk.
This practicum consists of a semester of supervised counseling experience in which students serve as CASAC counselors-in-training at approved practicum sites. Students perform 300 clock hours, including at least 120 direct service hours. Students will receive one hour weekly of face-to-face supervision with a qualified site supervisor, plus in-class supervision with the course instructor.
3 hr./wk.
Theories of individual psychotherapy from behavioral, client centered, cognitive, gestalt, existential and psychoanalytical perspectives are contrasted using written materials and films. The central place of value and cultural perspective is emphasized.
3 hr./wk.
Examines the stages and processes of addiction to alcohol and other drugs from the initiation of substance use through abuse and dependence, to treatment, recovery, and relapse prevention. Primary focus is on theories and techniques of substance abuse treatment. The range of treatment settings and services are examined for their relative benefits and limitations in treatment. Overview of short-term and long-term effects of major categories of abused drugs on abuser and community.
3 hr./wk.
This course aims to help students to understand the challenges to mental health caused by chemical dependency. A particular focus of the course will be on the concept of "dual diagnosis" and how it affects treatment. A number of specific (especially behavioral) techniques for the treatment of chemical dependency is examined.
Undergraduate courses in substance abuse and/or abnormal psychology.
3 hr./wk.
An introductory course designed to explore issues of normal and pathological emotional development during the school age years. Review of basic psychoanalytic notions of development during this period; classical analytic as well as object relations in attachment theories will be discussed. A number of specific syndromes and their possible etiologies; depression, additional situational disturbances, personality disorder, borderline syndromes and childhood schizophrenia are also reviewed. Discussion of major diagnostic classifications systems, including DSM-III and the GAP manual.
Permission of the instructor.
3 hr./wk.