Clinical Psychology 821

The study of group leadership and group therapy from a psychodynamic perspective covered through lectures and readings; experiential process group and/or observation of an ongoing psychotherapy group; sharing or group leadership experiences; and observation of videotapes.

This two-semester course focuses on the clinical application of specific treatment protocols shown to be effective in controlled research studies to address anxiety and depression. Students learn how to conduct a multidimensional assessment using structured clinical interviews, generate a cognitive-behavioral case conceptualization, and implement specific cognitive-behavioral strategies targeting the diagnosed symptoms and problems. Outcomes will be assessed before and after therapy to measure treatment success. Students evaluate and treat one case in the clinic following a general introduction to assessment and treatment in the first few weeks of the course. A second case is added in the spring semester. Topics in class will cover child and adult assessment and treatment, and cases will be either child or adult. Supervision of cases will be conducted in group format, and students will be expected to arrange a 1.5-hour group supervision in addition to regularly scheduled class time.

Training in psychological assessment and integrative report writing is a fundamental and necessary requisite for being a well-rounded psychologist. The primary objective of this course is to teach and train students on individual psychological tests (cognitive, academic, neuropsychological, objective personality) in preparation for conducting cognitive evaluations through the GSAPP Center for Psychological Services Clinic. Through didactic lecture, experiential group exercises, and group supervision of cases, students are expected to demonstrate knowledge and competency in the administration, scoring, and interpretation of various assessment tools, and understand how foundations of assessment are relevant to the field. In addition to providing training on particular assessment tools, the course is also designed to expose students to a range of disorders that are commonly assessed using cognitive measures (ADHD, Specific Learning Disorder, etc.). This course is designed for student interaction and application of principles offsets and measurement. The didactic component of the course will be expanded by case data presentations, pragmatic experiential experiences (e.g., in-class mock administration/scoring of measures), and group discussion of cases.

Introduces students to national couple trends and normative couple behavior. Teaches theoretical and empirical bases of behavioral couples therapy and clinical applications. Topics include interviewing; ethics; self-report and observational assessment procedures; treatment planning; intervention techniques such as behavior exchange, communication, and problem solving; and cognitive and affective interventions. Applies behavioral couples therapy to couples from diverse ethnic/racial backgrounds and to gay/lesbian couples.

Focuses on theory and techniques used in play therapy with children under the age of 12. Use of play in assessment and treatment of children. Play therapy interventions in treatment of specific disorders including behavioral disorders, anxiety and depressive disorders, and traumatic/stress disorders. Focus on work with children, parents, and teachers. Carrying a child case is required.

This practically oriented course reviews behavioral assessment and therapy applied to selected topics of child disorders typically encountered on an outpatient basis. Some of the topics covered include clinical interviews, observations, rating scales, and questionnaires used in behavioral assessment; attention-deficit/hyperactivity disorder; oppositional defiant disorder; pervasive developmental disorder; obsessive-compulsive disorder; and fears and phobias. The major theoretical approach is cognitive behavior therapy. Lecture, demonstration, case material, audio, and videotapes will be used as primary teaching tools. Students are required to carry at least one case and conduct a behavior change project for which they will receive behavioral supervision from an outside supervisor.

Provides an overview of the epidemiology, causes, and treatment of obesity and eating disorders. The focus is on the interplay among biological, psychological, and cultural factors of the development and maintenance of these disorders. Open to students from doctoral programs in psychology and nutrition.

Concerned with people who have schizophrenia, bipolar disorder, severe/recurrent depression, and severe personality disorder. The course is roughly divided into three parts. The first part is effectively a course in advanced psychopathology, examining the evolving scientific understanding of these disorders. Also considered will be issues related to social roles, such as parenthood, work, and involvement with groups. A second part addresses treatments for these conditions: what we know, what we don't know, what we might know. The third is concerned with the larger systemic and institutional context of care for these individuals, and how this may influence their care.

Discusses family systems theory as a new paradigm for conceptualizing human dilemmas; major theoreticians and schools in the family therapy field; core concepts and their relevance for the clinical application; phases of psychotherapy with a family, basic interventions, implementation of change, and the main attitudes of a family therapist exemplified through clinical experiences; formulation of a psychosocial assessment of a family system with the therapist's use of self within the "therapeutic system." Participants study their own clinical work and focus on specific strategies of intervention according to different types of families. Family therapy case with supervision required.

Analysis of the theoretical and clinical foundations of cognitive behavior therapy (CBT) and clinical practice of CBT with adult disorders.

Introduction to existential, phenomenological, and hermeneutic approaches to clinical psychology, with emphasis on psychopathology. Includes some discussion of the relevant philosophical background and possibly of certain poststructuralist developments. In the past, readings have included philosophers (selected from the following: Husserl, Heidegger, Merleau-Ponty, Sartre, Foucault) and various psychiatrists and psychologists (Jaspers, Binswanger, Minkowski, Blankenburg, Schachtel, Lacan, and Laing). Student interests are taken into account.

Provides a comprehrensive introduction to schizophrenia and the schizophrenia spectrum of disorders, with a focus on the nature of the psychopathology, its causes, and current psychological forms of treatment. Emphasis will be placed on considering these disorders from a variety of different perspectives, including psychology, cognitive science, psychiatry, phenomenology, philosophy, and cultural anthropology. Special attention will be paid to the subjective dimension--the patient's own experience of, and perspective on, his or her illness.

Introduction to standard psychoanalytic therapy, described via case presentation and literature from the domains of ego psychology, self-psychology, the relational movement, and control-mastery theory. Overview of psychodynamic approaches to problems involving neurotic, borderline, psychotic, and post-traumatic conditions. Topics include the analytic attitude, the real relationship, the working alliance, transference and countertransference, resistance, and phases of treatment.

Psychodynamic understanding and technique as applied to the short-term treatment (10 to 35 sessions) of selected clients; current models of practice based on either drive/structural, relational, cognitive/dynamic, or integrative concepts; and theory and application demonstrated through use of videotapes. Discussion topics include psychotherapy integration, transference and resistance, curative factors, research approaches, gender and sociocultural factors, and values and visions in psychotherapy. Therapy case with supervision required.

For advanced students seeing clients in long-term, analytically influenced therapy. Students present their work for help in the areas of dynamic and diagnostic formulations, analysis of transference and resistance configurations, exploration of individual and group countertransference, and counterresistance phenomena.

Advanced students seeing diverse clients in cross-cultural therapy will present their work for help in areas of cross-cultural formulation and treatment. Cultural diversity is defined broadly, including differences (between client and therapist) in race, ethnicity, national status, religion, and sexual identity. The supervision will emphasize self-awareness in the therapist regarding his or her own cultural beliefs and assumptions, and facilitate a cross-cultural understanding of individual and group transference, countertransference, and resistance configurations to enhance treatment effectiveness. Although the focus will largely be on individual and couples cases, students interested in presenting cross-cultural group therapy or outreach activities are also welcome.

For students who have special interest in group psychotherapy. Includes discussion of groups being lead or co-lead at the GSAPP clinic or at students' practicum sites.  Discussions will include treatment group's content and process, leadership and co-leadership issues, transference and countertransference issues, and parallel process issues that may emerge within the context of the supervision group. To highlight certain learning points, the supervision group's process may be explored as well. Students must be leading or co-leading a psychotherapy group, or be willing to start a group during the semester. Additionally, students must be willing to participate in the preliminary activities (promoting the group, screening candidates, etc.) required for starting a psychotherapy group.

Biweekly group supervision to discuss cases and issues that arise in practicum settings.

Required for all Psy.D. students in the clinical psychology program, usually during the fourth or fifth year of training. Provides a 12-month (1,750 hours) supervised experience in a setting determined by the program chair and the student.

For students who have approval to complete the supervised experience over a two-year period. Register for 2 credits in the fall and 1 credit in the spring semester, totaling 3 credits each year. 

Cases presented; discussions focus on assessment and intervention methods.