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.