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The Graduate School of Applied and Professional Psychology
 
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Professional Psychology 820
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Clinical Psychology 821
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  Graduate School of Applied and Professional Psychology 2017-2019 Course Listing GSAPP Courses Professional Psychology 820  

Professional Psychology 820

18:820:502 Theoretical Foundations: Systems (2)
This course has been replaced by 18:820:508.
18:820:503 Theoretical Foundations: Analytical (2) The model of human functioning offered by psychoanalytic/psychodynamic theory, with a focus on understanding the person in the context of the life history. A goal for the class is for students to obtain "psychoanalytic literacy," familiarity with terms and concepts from this tradition that the students will encounter in a variety of contexts throughout their careers. Topics include: the unconscious, dreams, defense mechanisms, psychodynamic understandings of personality, research in psychoanalysis, the integration of attachment theory into modern psychoanalytic psychotherapy, and applications of the theory with examples from everyday life and from clinical practice.
18:820:504 Theoretical Foundations: Cognitive-Behavioral (2)
An introduction to the theoretical foundations of the cognitive-behavioral paradigm for understanding human action. Included are the paradigm's behavioral roots in learning theory and its cognitive roots in theories such as Aaron Beck's. Cognitive-behavioral concepts will be learned and applied to formulate case examples from the clinic, schools, the community, businesses, and the students' own lives.
18:820:505 Cognitive and Affective Psychology (3) Reviews selected theory and research in the areas of cognitive and affective psychology. Format will be a mix of lecture, formal presentations, and class discussion based on assigned readings, and demonstrations/activities to emphasize key concepts.
18:820:506 Social and Developmental Foundations of Human Behavior (3) This course is designed to provide students with an integrated overview of the social and developmental foundations of human behavior. It is difficult to understand any human behavior--either typical or atypical--without employing a developmental perspective. Likewise, human behavior is largely influenced by social factors and processes. These influences on human behavior wane and wax over a period of time, with time defined variously (i.e., historically, chronologically, biologically, and/or other experience-related time scales). Furthermore, these influences are not uniform across subgroups and across different contexts. To pull together these various issues, a life-span systems perspective will be utilized to examine contemporary, as well as classic issues in social and developmental psychology.
18:820:507 Learning Theory and Cognitive Behavioral Foundations (3) Introduces students to cognitive behavioral and learning theories, concepts, principles, and strategies, especially as they apply to psychotherapy. Students will become familiarized with several theories, techniques, and strategies that form the basis of most CBT approaches. In addition, they will learn to generate, from a learning theory perspective and a cognitive theory perspective, explanations of (case formulations of) (case conceptualizations of) (interpretations of) human events, through modeling, rehearsal, and shaping. Finally, case conceptualization skills from a CBT standpoint will be emphasized.
18:820:508 Systems Theory and Analysis  (3) The goals of this course are to help students: a) use systems theory to better understand and deal with the social forces that affect them and their clients; b) become familiar with the organizational dynamics of schools, clinics, hospitals, and other human service organizations; c) learn about how systems concepts are used as a theoretical foundation for work with individuals, families, groups, organizations, and communities; d) become familiar with the systemic factors that affect the implementation and dissemination of evidence-based treatment programs; e) learn about the basic principles of community psychology and prevention; and f) become familiar with evidence-based prevention programs. Clinical
18:820:509 Analytic Foundations (3) This course is designed to introduce students to fundamental tenets of psychoanalytic theory and therapy, with an emphasis on clinically relevant models and concepts. Examines ways in which practitioners working in the psychoanalytic/psychodynamic tradition think about the people we work with, the nature of their distress, and the potential benefits of psychoanalytically informed treatment. Students will videotape an initial session with a client conducted from a psychodynamic framework and write a case formulation of that client.
18:820:531 Clinical Interviewing and Assessment (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.
18:820:532 Basic Therapeutic Strategies with Children and Adolescents (3) This course has changed to 18:826:532.
This course is designed to introduce first year graduate students to the therapeutic interview and to basic attending and communication skills that are essential to both the initial visit and the ongoing therapeutic process with children and adolescents.

18:820:543 Human Development (3)
Overview of normative, as well as atypical, development from birth to old age from the life-span developmental perspective. Students are exposed to the current body of knowledge in social, emotional, and cognitive development that will be useful for clinical work. Topics covered include development in perception and cognition; motor development; emotion and behavior regulation; temperament and personality; relationships with parents, peers, and romantic partners; and successful aging. In addition, developmental pathways of risk and resilience are discussed throughout the course, especially during transitional periods such as puberty and emerging adulthood. Gender differences and cultural/ethnic variations are also discussed.
School psychology students use course number 18:826:543.
18:820:550 History 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; and existential, humanistic, and phenomenological approaches.
18:820:560 Self, Psychopathology, and the Modern Age (3)
An interpretive or hermeneutic perspective on psychological aspects of modern culture and society. The course focuses on various forms of psychopathology and on exemplary expressions of modernist and postmodernist culture--with each used to shed light on the nature of the self and subjectivity in the modern era. The forms of psychopathology considered include schizophrenia and schizoid personality disorder, as well as some of the following: narcissistic personality, depression, eating disorders, and dissociative identity disorder. Provides an introduction to hermeneutics, phenomenology, and cultural psychology as alternative approaches to an understanding of personality and psychopathology.
Offered in alternate years.
18:820:563 Child Psychopathology: Theoretical, Experimental, and Descriptive (3) This course will provide an overview of the most common expressions of child and adolescent psychopathology. The learning objectives include conceptual, empirical, and clinical issues related to the mental health of children and adolescents. The diverse factors that influence the etiology and expression of disorders will be considered, such as genetics, family influences, and culture. Students will become familiar with the DSM-5 and how to conceptualize cases. Students will also be taught how to communicate as a professional through writing and presentations, in order to convey information in a clear and understandable manner. Although interventions will be discussed, they will not be a primary emphasis in this course. This course is designed to advance the student's understanding of the current state of knowledge with regard to etiological factors and the diagnostic issues related to the expression of various childhood disorders.
18:820:565 Adult 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 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.
18:820:570 Psychological 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 is addressed. Both semesters (fall and spring) include both didactic and experiential group process formats.
Prerequisite: Must be at least a second-year GSAPP student.
18:820:575 Diversity and Racial Identity (3)
Using an empirically and theoretically based seminar format with both didactic and discussion components, this course teaches about the history, experiences, and backgrounds of racial and ethnic groups such as African Americans, Asians, and Hispanics/Latinos. Examines how diverse factors such as sexuality, gender, religion, socioeconomic status, and tendency to stereotype may function as risk and protective factors that are associated with human functioning, and how they may influence the development of one's identity. 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 supervision/training. The course considers cross-cultural societal and organizational contexts. The course meets diversity requirements and may facilitate preparation for dissertation and/or comprehensive exams.
Prerequisite: One completed year of doctoral study.
18:820:576 Context-Centered and Justice-Oriented Therapy with People in Marginalized Communities (3) In this course the conceptual foundations for relationship- and context-centered therapy will be presented. We will examine concepts such as diversity, identity, intersectionality, race, and oppression as social constructions. Special attention will be paid to learning cultural competency in clinical work with families, couples, and adolescents in poor, racially oppressed, and marginalized communities, such as African-American, immigrant, Latino, and/or sexually or gender variant communities. The course aims to incorporate relationally and socially inflicted trauma and justice-oriented therapy into the scope of the professional work done by psychologists. It will require from the participants personal openness to discover their own socially constructed blind spots and micro-aggressions against others. Equally, the willingness is expected to contribute to difficult conversations in an atmosphere of humility, courage, and respectful curiosity.
18:820:579 Gender and Psychotherapy (2)
Examines gender issues in psychotherapy. Covers topics from the psychology of women and the psychology of men and masculinity, including development and socialization, diagnosis and assessment, couples and family therapy, the impact of gender of the psychotherapist, and emerging areas such as transgender concerns.
18:820:581 Statistical 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.
18:820:585 Advanced 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 Community Psychology (3) Presents the primary constructs of the community psychology perspective and explores how these can help psychologists better understand and improve the functioning of community groups and organizations. Also 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. School psychology students are encouraged to take the section that emphasizes schools.
18:820:593,594 Community 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. Course emphasis varies from semester to semester, and can be on schools, organizational settings, or mental health systems.
Prerequisite: 18:820:502 or advanced standing at GSAPP.
18:820:601,602 Independent Study in Professional Psychology (BA,BA) Papers required based on independent study. Prerequisites: Prior to registration, students must consult faculty members to determine arrangements and secure an approval form.
18:820:609 Crisis Intervention (3)
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.
18:820:610 Seminar in Professional Psychology: Psychology, Sickness, and Human Suffering (3) Serious illness can shatter everyday assumptions, create unwanted dependencies, force examination of long-held values, and call out the best and worst in most of us. This course examines the role of the psychologist in understanding and, where possible, making more tolerable, the psychological component of bodily misfortunes. Specific illnesses will be considered (e.g., HIV/AIDS, cancer, cardiac disorder) and attention will be paid to the role of the psychologist in medical settings. Clinical topics include: paid and pain management; recognition and treatment of psychological comorbidities of illness; and hospice, death, and end-of-life interventions. Throughout, the course will emphasize the links between well-developed research areas and clinical interventions, as well as the influence of social context on the understanding of biomedical phenomena.
18:820:613 Ethics and Professional 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, the American Psychological Association's ethical standards, involuntary commitment, right to treatment, confidentiality versus access to clinical information, managed care and the funding of mental health services, and career development.
Prerequisite: One-and-a-half years of study at GSAPP or equivalent.
18:820:614 Professional Ethics, Standards, and Career Development (3) The course will focus on the professional development of psychologists in schools and other organizations, including the development of course participants as professionals and development of psychology as profession. Topics include: professional values, ethics, and regulations; the development of professional psychology as a field with diverse clients, objectives, and practices; and the professional development interests and experiences of course participants. Recommended for second- and third-year students.
18:820:615 Family 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 and externalizing disorders, as well as developmental challenges experienced across the family life cycle. 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 role-plays.
For students of all levels.
18:820:622 Biological Bases of Human Behavior (3)
Basic principles necessary for understanding brain behavior 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.
18:820:631 Social-Emotional, Behavioral, and Personality Assessment: Child (3) The purpose of this course is to attain knowledge of school-based, social-emotional, and behavioral assessment of preschoolers, children, and adolescents. The course integrates multidimensional assessment (interviews, direct behavior observations, behavioral ratings, and functional behavioral analysis) with current theories, research, and best practices. Assessment includes the evaluation of externalizing/internalizing disorders, social competence, and adaptive skills. Assessment findings will be linked to developmentally appropriate evidenced-based interventions. Issues regarding children from culturally and linguistically diverse backgrounds will be integrated throughout the course in the form of lectures and case studies. The content of this course is designed to provide students with (a) fundamental knowledge of behavioral and social-emotional development within an ecological perspective; (b) competency to develop and conduct behavioral assessments; and (c) skills to present assessment findings accurately and clearly through oral and written presentations.
18:820:632 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. Instruction and supervision in administration and scoring of individual intelligence tests, interpretation of findings in written reports, and use of findings for relevant intervention.
18:820:633 Individual Cognitive Assessment (3)
The purpose of this course is to attain knowledge of intellectual functioning and develop skills in the cognitive assessment of children and adolescents. This course integrates the skills of administration and scoring of major cognitive assessment instruments (e.g., WISC-IV, WJ-III COG, KABC-II, DAS-II, and SB5) in the context of recent cognitive theories and research. The Cattell-Horn-Carroll (CHC) theory of cognitive abilities will be the primary underlying framework for interpreting test data. This course will also discuss APA and National Association of School Psychologists (NASP) ethics codes and professional standards pertinent to testing and dissemination of test results, social and educational implications of assessment, and development of communication skills and appropriate interventions. Issues of assessing culturally and linguistically diverse children and adolescents are integrated throughout the course. Individual supervision provided.
18:820:635 Cognitive-Behavioral Assessment of Psychological Disorders: Adult (2)
An introduction to cognitive-behavioral assessment, case conceptualization, and treatment planning for adult psychological disorders. Emphasis will be on Axis I disorders, but Axis II disorders and adjustment reactions will be covered as well. 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, use the data to conceptualize the case using a modification of Person's approach, and implement cognitive-behavioral treatment interventions to resolve symptoms and address underlying causes. Students will learn to administer semistructured clinical interviews such as an intake interview, the SCID I, the ADIS, and a variety of self-report questionnaires, such as the BDI, OQ-45.2, PAI, and/or MMPI. Each student will do an intake assessment with an incoming clinic patient over the course of one to three sessions, and will then retain the case for therapy if appropriate. Assessment will include semistructured clinical interviews as well as self-reports to cover a wide domain of psychological disorders and problems.
Corequisite: Plus a clinic credit.
18:820:636 Personality 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.
18:820:637 Objective Adult, Child, and Family Assessment (3)
Course covers the following five areas of assessment: 1) broad-band individual measures (e.g., the Child Behavior Checklist, SCL-90-R, etc.); 2) broad-band family measures (e.g., the Dyadic Adjustment Scale, FACES IV, the Family Environment Scale, etc.); 3) measures of specific child/adult problems (e.g., Beck Depression and Anxiety Inventories, etc.); 4) diagnostic interviewing (e.g., SCID); and 5) individual personality measures (e.g., the MMPI-2/A). Students will learn basics of interviewing, administering, and interpreting an integrated assessment of a child, adult, and/or couple/family using at least three assessment instruments.
18:820:638,639 Personality Assessment: Adult (3,3) Fall semester: An introduction to the use of the major "projective" techniques in psychological assessment: the Rorschach Inkblot Method and the Thematic Apperception Test. The main focus will be on learning to administer, code (in the case of the Rorschach), and interpret these tests. Individual supervision is provided. Spring semester: A continuation of the fall semester course Personality Assessment: Adult. Provides a more advanced introduction to personality assessment, with emphasis on the interpretation and preparation of integrated psychological reports. Individual supervision is provided. Prerequisites: 18:820:531and 634; or permission of the instructor.
18:820:640 Elements of Psychodynamic Therapy (1) This course provides an introduction to the fundamental techniques of psychodynamic therapy, as they apply to ongoing treatment. The focus is on the pragmatics of session-to-session process: how to use guiding psychodynamic principles to inform clinical choices; how to treat symptoms in the context of ongoing exploratory therapy; how to think about what to say in challenging clinical moments; how to tailor interventions to the phase of treatment. While this course is designed to be concurrent with students' first supervised psychodynamic work, students without ongoing cases may enroll and use published case material as a vehicle for exploring course concepts.
Prerequisites: Foundations/Analytic and Psychodynamic Interview or permission of the instructor.
18:820:689 Professional Practicum Placement (3)   One day per week. Required during most semesters for full-time Psy.D. students. Special section(s) for regional public school practicum. For characteristic placements, see listings under each program.
18:820:690 Professional Practicum Placement (3) For characteristic placements, see listings under each program.
Corequisite: For students taking a two-day-per-week practicum, register for 18:820:689 and 690.
18:820:691 Professional Practicum Placement (BA, 1)  
18:820:693 Advanced Professional Practicum and Supervision (3)
18:820:694 Advanced Community Psychology (1)
Focus on the integration of theory, research, and practice in community psychology. Class sessions will primarily involve discussion of current student practicum experiences from a community-psychology perspective. Students also will be able to get support planning a community-oriented dissertation. Meets five times during the semester--approximately once every three weeks. Can be taken more than once.
Prerequisites:  Theoretical Foundations: Organizational (18:820:502), Community Psychology (18:820:593 or 18:830:653), and permission of the instructor. 
18:820:695 Professional Practicum (3) One day per week. Required during most semesters for full-time Psy.D. students. Special section(s) for regional public school practicum. For characteristic placements, see listings under each program.
Open to students who entered in 2014 and after.
18:820:696 Fourth-Year School Psychology Practicum (0.5) Enrollment is only open to fourth-year and advanced school psychology students who have completed all of their practicum requirements. One full day of practicum is equivalent to 0.5 credits.
18:820:697 Fourth-Year School Psychology Practicum (0.5) Fourth-year school students taking a second day of practicum.
18:820:700 Advanced 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.
18:820:701,702 Dissertation 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.
18:820:703 Dissertation in Professional Psychology (1) For students defending during the first two weeks of September only (by special permission of the department chair).
18:820:800 Matriculation Continued (0) May be used only if a student has a written official leave of absence granted by the department chair.
18:820:811 Graduate Fellowship (0)
18:820:866 Graduate Assistantship (BA)
18:820:877 Teaching Assistantship (BA)
 
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