18:820:500Neuroanatomy Primer (1NC) Background preparation for clinical psychopharmacology, biological bases of behavior, and introduction to neuropsychological assessment. It is a requirement for students without or with minimal background in physiological psychology. No graduate credit is given. An introduction to basic neuroanatomy with a clinical focus; includes the structure of the cerebral hemispheres as it relates to higher cortical functions and the neuroanatomical pathways of the visual, auditory, somesthetic, and motor systems. |
18:820:502Theoretical Foundations of Intervention-Organizations (2) Explores how organizational theory can help psychologists to better understand the underlying causes of behavior in organizations. Also demonstrates how such an understanding can be used to improve the quality of life and organizational effectiveness. Theoretical concepts are illustrated through examples drawn primarily from educational and human service organizations. |
18:820:503Theoretical Foundations of Intervention-Analytic (2) The model of human functioning offered by psychoanalytic theory, with a focus on understanding the person in the context of the life history; topics include drives, inferred psychic structures, dreams, psychopathology, ego psychology, object relations, research in psychoanalysis, and psychoanalytic psychotherapy; integration of theory and application with examples from everyday life and from clinical practice. Unique sections for clinical/ organizational and school students have been developed. |
18:820:504Theoretical Foundations of Intervention-Cognitive Behavioral (2) An introduction to the theoretical foundations of the cognitive behavioral paradigm for understanding psychological and social behavior and experience. Cognitive behavioral concepts are reviewed so that they can be applied to formulate case examples from the community, clinics, schools, businesses, and the students` own lives. |
18:820:505Foundations of Cognitive/Affective Psychology (1.5) Introductory overview of topics concerned with cognition and emotion. Includes action, perception, attention, learning, memory, and reasoning and intelligence. |
18:820:506Foundations of Social Psychology (1.5) Surveys classic research and recent developments in major areas of social psychology. Topics include social perception, self-identity, social influence, and intergroup relations. |
18:820:531Systematic Observation and Interviewing (3) Preparation for clinical work through experiential training. Demonstration and practice of basic helping skills and strategies for facilitating communication and change, with exploration and feedback on one`s helping style. Provides the basic orientation to the role of the practicing psychologist. |
18:820:543Human Development (3) Overview of norms, transitions, and crises in the life structure from birth to old age, to provide students with an understanding of life- span development that will be useful in their clinical work. Topics covered include developmental milestones for infancy; childhood; adolescence; early, middle, and late adulthood; effect of divorce on children; developmental trajectories; gender differences; cultural and ethnic variations in life-span development; and successful aging. Life-span interview and report and one term paper required. Required for school psychology students; elective for all others. |
18:820:550Philosophy and Systems of Psychology (3) Compares the different metatheoretical paradigms in psychology. Considers historical and epistemological roots of the different images of the person underlying contemporary approaches to the study of personality, psychopathology, and psychological assessment and treatment. Focuses on the value framework within which these perspectives operate. Considers a variety of methods in research, including both quantitative and qualitative approaches and group and individual case study models. Develops ability to examine critically the different epistemological and theoretical approaches in professional psychology. Paradigms include positivism and associated philosophy-of-science models; pragmatism; postmodernism; hermeneutics; psychoanalysis; existential, humanistic, and phenomenological approaches. |
18:820:560Self, Psychopathology, and the Modern Age (3) An interpretive or hermeneutic perspective on psychological aspects of modern culture and society. Focuses on various forms of psychopathology: schizoid and schizophrenic conditions, narcissistic personality, depression, and eating disorders, and exemplary expressions of modernist and postmodernist culture-each used to shed light on the nature of the self and subjectivity in the modern era. An introduction to hermeneutics, phenomenology, and cultural psychology as alternative approaches to understanding personality and psychopathology. Offered in alternate years. |
18:820:563Child Psychopathology: Theoretical, Experimental, and Descriptive (3) Descriptive and experimental psychopathology of childhood covers disorders usually first evident in infancy, childhood, or adolescence; includes mental retardation, attention deficit disorders, conduct disorders, anxiety disorders, pervasive developmental disorders, disorders with physical manifestations, and related DSM-IV categories. Demonstrations, interviews, and observation. |
18:820:565Adult Psychopathology: Theoretical, Experimental, and Descriptive (3) Largely DSM-based; covers the process of diagnosis, differential diagnosis, case description, and the conduct of specialized diagnostic assessments including the mental status examination and various tests and inventories. Students visit local psychiatric facilities to interview patients and write up findings. Classroom instruction combines interactive group exercises and role-plays, web-based resources, video and film characterizations, lectures, readings, and class discussion. Frequent papers and assignments are required. |
18:820:567Adult Psychopathology (3) Detailed overview of current theory and research on adult psychopathology with emphasis on interaction among biological, psychological, and social influences on the development, maintenance, and modification of specific disorders. Introduction to DSM-IV and the use of the SCID in formal assessment of clinical disorders; behavioral genetics; a biopsychosocial approach to risk and protective factors. |
18:820:570Psychological Intervention with Ethnic and Racial Minority Clients and Families (3) Focuses on the psychological and cultural experiences of African- American, Hispanic/Latino, Asian, Asian Indian, and gay and lesbian populations. Implications of these findings are discussed in terms of their impact on assessment, intervention, research, and training in the cross-cultural context. The need for alternative strategies in the delivery of psychological services to minorities are addressed. Both terms (fall and spring) include both didactic and experiential group process formats. Prerequisite: Must be at least a second-year GSAPP student. |
18:820:575Diversity and Racial Identity (3) Using an empirically and theoretically based seminar format with both didactic and discussion components, provides knowledge of important advances in racial, ethnic, and diversity issues. Teaches about the history, experiences, and backgrounds of African- American, Asian, and Latino populations likely to be encountered in one`s practice. Examines how diverse factors such as one`s sexuality, gender, religion, socioeconomic status, and tendency to stereotype pertain to human functioning. Students learn to alter and improve consideration of what is healthy or abnormal, while acquiring a broader repertoire of effective practices with diverse populations in the areas of intervention, assessment, research, and training as well as cross-cultural societal and organizational contexts. Course meets diversity requirements and may facilitate preparation for dissertation and/or comprehensive exams. Prerequisite: One completed year of doctoral study. |
18:820:579Gender and Psychotherapy (2) Examines gender issues in psychotherapy: gender roles, development and socialization, gender issues in diagnosis and assessment, gender issues and incidence of mental health disorders, gender in couples and family therapy, and gender of the psychotherapist. Postmodern theories of gender, research on biology and sex differences, psychology of women, and psychology of men and masculinity are included. Focus is on psychotherapy with adults and adolescents from a variety of theoretical perspectives. |
18:820:581Statistical Methods and Design Analysis (3) Develops a practical, conceptual understanding of statistical data analysis, hypothesis testing, statistical inference, and power analysis. Develops skills in conducting and interpreting several types of analysis of variance (ANOVA) and Pearson correlation/ bivariate regression analysis. SPSS computer software is used for data analysis. |
18:820:585Advanced Statistics and Research Design (3) Covers multiple regression and Cook and Campbell`s (1979) threats to validity (construct, statistical conclusion, internal and external). Provides the necessary foundation for critically analyzing and evaluating research. Prerequisite: 18:820:581. |
18:820:593,594Community Psychology (3,3) Presents the primary constructs of the community psychology perspective and how these can help psychologists better understand and improve the functioning of community groups and institutions. Special attention is paid to how the interplay of personal, interpersonal, and social system factors influence psychological well-being in community settings such as schools, mental health programs, other human service agencies, and community groups. Examines innovative strategies for preventing psychological disorders and promoting psychological well-being. In different terms, course emphasis is on schools, organizational settings, or mental health systems. Prerequisite: 18:820:502 or advanced standing at GSAPP. |
18:820:595Self Regulation Methods: Mind/Body Interventions (3) Use of relaxation methods, breathwork, meditation, and biofeedback. The kinds of psychological and medical disorders that can be helped by these interventions are discussed. Data from clinical research and theoretical bases for these interventions are presented. Class time is divided between didactic and practice. Students are evaluated by observation and exam and expected to demonstrate personal competence with the practices, a theoretical understanding of the psychological and psychophysiological aspects of these practices, and an ability to teach clients. |
18:820:600AdvancedPsychology (BA) In the past, this course has focused on psychoneurological assessment. |
18:820:601,602Independent Study in Professional Psychology (BA,BA) Papers required based on independent study. Prior to registration, students must consult faculty members to determine arrangements and secure an approval form. |
18:820:605Forensic Psychology (1) Provides a basic introduction to the American legal system, the roles psychologists may play in assisting the legal system, guidelines for forensic psychologists, and preparation for being an expert witness and testifying in court. Stresses a critical approach to the practice of forensic psychology and an awareness of both the strengths and limitations of psychological science in the legal process. |
18:820:609Crisis Intervention (2) Historical and conceptual bases for crisis intervention as a distinct treatment modality. Students learn generic individual and community-based crisis intervention strategies, current approaches for the assessment and outpatient management of suicidal individuals, and basic disaster response approaches. |
18:820:610Seminar in Professional Psychology: Psychology, Sickness, and Human Suffering (3) Examines the role of the psychologist in understanding and, where possible, making more tolerable the psychological component of bodily misfortunes. Specific illnesses are considered (e.g., HIV/AIDS, cancer, cardiac disorder) and attention is given to the role of the psychologist in medical settings. Clinical topics may include pain and pain management; recognition and treatment of psychological comorbidities of illness; hospice, death, and end of life interventions; and empirical studies of the impact of religious beliefs on health/sickness outcomes. Throughout, the course emphasizes the links between well-developed research areas and clinical interventions and the influence of social context on the understanding of biomedical phenomena. |
18:820:611Seminar in Professional Psychology: Childhood Sexual Abuse (1) Develops a knowledge base of theoretical considerations, diagnostic and therapeutic approaches, and pertinent ethical and legal issues. Highlights the impact of childhood sexual abuse on the individual, family, and community. |
18:820:613,614Professional Development (3,3) Issues involved in the delivery of professional psychology services, including general ethical principles, professional self-definition and self-regulation, and governmental sanctions (judicial, legislative, and executive). Sample areas covered include history and identity of professional psychology; APA`s ethical standards; state licensing; involuntary commitment; confidentiality versus access to client information; school psychology legislation; managed care and the funding of mental health services; and the nature and ethics of organizational psychology practice. Prerequisite: One and one-half years at GSAPP or equivalent. |
18:820:615Family Treatment of Childhood Disorders (3) Provides a representative sampling of empirically supported cognitive behavioral and systems-oriented treatments for families having children with a range of behavioral, emotional, and developmental disorders, including internalizing, externalizing, and disorders related to common family issues. Through lectures and readings, students are exposed to theoretical and philosophical underpinnings of an integrated cognitive behavioral (especially parent training) and family systems (especially structural) orientation, and participate in experiential in-class activities such as roleplays. For students of all levels. |
18:820:616Qualitative Research Methods (1) Provides an overview of the broad range of qualitative research methods that are available, from traditional coding of narrative information into quantitative categories, to pragmatic case studies, to ethnographic methods, to hermeneutic studies. Three possible goals of qualitative research are covered: description, theory development, and program evaluation. Finally, the course provides an opportunity to practice qualitative research skills by designing, conducting, and writing systematic, semistructured narratives. |
18:820:617Crisis Intervention in Schools (1) Provides students with strategies, materials, and resources for helping school systems to develop and implement programs and planned responses to a variety of crises including natural disasters, suicide and other traumatic losses and violence. Core elements of prevention programming are also addressed. Last 5 weeks of spring term. |
18:820:618Case-Based Program Evaluation (2) Explores the nature, historical background, many forms, and many uses of program evaluation, with particular emphasis upon comparing and contrasting the use of qualitative and quantitative research methods in program evaluation and how to translate evaluation questions into the design of one or more case studies. To learn how to apply the course`s concepts and methods, each student designs, conducts, and writes a systematic evaluation case study employing both qualitative and quantitative data. Recommended to build upon 18:820:616. |
18:820:622Clinical Psychopharmacology (3) Basic principles necessary for understanding mind-body relationships; emphasis on linkage between models of neuropsychological functions, physiological mechanisms, and biochemical processes; issues, methods, and problems fundamental to understanding the role and limitations of psychotropic drugs in management and treatment of major clinical problems such as pain, anxiety, major affective disorders, schizophrenia, other psychoses, and alcohol and drug dependencies. Prerequisite: Undergraduate course in physiological psychology or equivalent; or 18:820:500. |
18:820:629Biological Bases of Human Behavior (3) Presents the study of human behavior and experience as it relates to normal and abnormal brain functioning. Neuroanatomy is reviewed with a focus on the functions performed by discrete brain regions and interconnected systems. The neurophysiological bases of motor, sensory, attentional, language, perceptual, emotional, behavior regulation, and other cognitive functions are covered. The effects of various disease processes and injuries on neuropsychological functioning are examined. Includes extensive use of clinical presentations and discussion. Prerequisite: Undergraduate course in physiological psychology or equivalent; or 18:820:500. |
18:820:632Individual Cognitive Assessment (3) The process of integration of various means of assessment and communication of assessment findings; recent theory, research, principles of measurement, and sociocultural factors relevant to individual cognitive assessment; and instruction and supervision in administration and scoring of individual intelligence tests, interpretation of findings in written reports, and use of findings for relevant intervention. |
18:820:633Individual Cognitive Assessment (3) Integrates the skills of administration of the major cognitive assessment instruments with recent theory and research; social and educational implications of assessment; and development of communication skills and of appropriate interventions. Individual supervision. |
18:820:634Psychodynamic Interview (2) Enhance interviewing skills; formulate a case within a broad, psychodynamic and life-history framework, arriving at a diagnostic impression, along with appropriate recommendations for treatment. Students interview clients while being observed and receive feedback on interviewing style and assessment reports. Each student must conduct one interview based on videotaped interviews. Prerequisite: 18:820:531. |
18:820:635Cognitive Behavioral Assessment of Psychological Disorders (2) An introduction to cognitive behavioral assessment and treatment planning for psychological disorders. The use of evidence-based assessment and treatment strategies is emphasized. Course focuses on providing step-by-step instructions so students can learn to systematically assess patients and implement cognitive behavioral treatment interventions to resolve symptoms. Evaluations of the effectiveness of treatment used are discussed. Separate sections are developed to focus on either child or adult disorders. |
18:820:636Personality Assessment-Child (3) Theory, administration, scoring, and interpretation of projective techniques and objective tests with children and adolescents. Primary concentration on objective measures used in the schools, clinical interviewing, projective drawings, and various apperception techniques. Critical evaluation of legal and ethical issues surrounding personality testing in schools, the use of projective techniques, and psychological report writing. Prerequisites: 18:820:503, 531; or equivalent as determined by instructor. |
18:820:637Objective Personality Assessment (3) Covers the development and interpretation of major objective personality assessment instruments, such as the MMPI-2, MCMI-3, and PAI. Students develop basic competency in interpretation by administering and interpreting test protocols. |
18:820:638Personality Assessment-Adult (3)
Instructor's special permission to take fall term only. |
18:820:638-639Personality Assessment-Adult (3,3) First term: use of projective techniques in the formulation of diagnosis and treatment planning; emphasis on administration and interpretation of the Rorschach test, the Thematic Apperception Test, and projective drawings. Second term: advanced course in the above areas, leading to the preparation of integrated psychological reports. Individual supervision both terms. Prerequisites: 18:820:531, 632, and 634; or permission of instructor. YEARLONG COURSE. |
18:820:681Judgment and Decision Making (3) Explores theory and research on judgment and decision making, including decision theory and judgmental heuristics. Includes research from cognitive, social, and clinical psychology, as well as organizational behavior and management. |
18:820:689Professional Practicum Placement (E3)
One day per week, E3. Required during most terms for full-time Psy.D. students. Special section(s) for regional public school practicum. For characteristic placements, see listings under each program. |
18:820:690Professional Practicum Placement (E3)
For students taking a two-day-per-week practicum, register for 18:820:689 and 690. For characteristic placements, see listings under each program. |
18:820:691Professional Practicum Placement (BA)
Special sections for Rutgers/Somerset counseling project (E1), Work and Careers practicum (E1). |
18:820:700Advanced Dissertation and Research (3) Dissertation research design and conduct from selecting a topic through interpreting the results and writing the final manuscript. Group supervision in dissertation research. This course can be used to meet some of the 9 required dissertation credits. |
18:820:701,702Dissertation in Professional Psychology (3,3) Required of all Psy.D. students actively involved in and soliciting input on dissertation preparation, literature research, data collection, and writing of a doctoral project (fall, spring, summer). Student must register with a particular faculty adviser. |
18:820:703Dissertation in Professional Psychology (1) For students defending first two weeks of September only (by special permission of the department chair). |
18:820:800Matriculation Continued (0) For students who will have completed all course work and the dissertation defense by September 1. May be used only if a student has a written official leave of absence granted by the department chair. |
18:820:811Graduate Fellowship (0) |
18:820:866Graduate Assistantship (BA) |
18:820:877Teaching Assistantship (BA) |
