 |
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This course has been replaced by 18:820:508.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 their development. 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, play and dreams, defense mechanisms, psychodynamic
understandings of personality, theories of group dynamics and bullying, the
integration of attachment theory into modern psychoanalytic psychotherapy, and
applications of the theory to school and 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)
What is systems theory? Systems of psychology. Learn about how
systems concepts are used in cognitive psychology
and as a theoretical foundation for work with
individuals, families, groups, organizations, and communities.
What
are the social impacts when systems fail? Social
aspects of behavior. Use systems theory to better understand and deal with
the social forces that affect clinical psychologists and their clients, contributing to individual differences in behavior, human
development, psychopathology, cultural and individual diversity, systems of oppression, and health disparities.
What can we do to fix it? Dissemination and implementation
science. Become familiar with the systemic factors that affect the
implementation and dissemination of evidence-based treatment programs and
clinical interventions. Become familiar
with the organizational dynamics of schools, clinics, hospitals, and other
human service organizations where clinical psychologists work.
|
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 video-record an initial session with a client conducted from a psychodynamic framework and write a case formulation of that client.
|
18:820:511
Practicum Applied Behavior Analysis (3)
Practica are defined as field practice (either through internal practica housed at GSAPP or external practica at other sites) pursued under the intensive on-site supervision of practitioner supervisors. The practicum experience will vary according to the student's training level, the coursework taken, and the experiences available at the particular site. Practica are designed to provide you with the opportunity to practice what has been and is being learned through coursework, as well as an opportunity to learn directly from experienced field supervisors. Students can learn about possible clinical practica through the annual Practicum Fair. Clinical and School psychology students are approved for these positions by the GSAPP coordinator of practicum placements.
|
18:820:512
Introduction to Analysis and Single-Case Design
Introduces
the student to the process of analysis using baseline logic and
learning how it applies to single-case methodology. Provides an overview
of behavior measurement and recording, visual analysis, and graphing.
Basic single-case research designs will be discussed, including general
characteristics, strengths, and considerations. General issues regarding
internal and external validity will be explored, as well as ethical
considerations in research design and implementation. Students will
practice applying the principles of research design and ethics to the
interpretation of research literature.
|
18:820:513
Basic Principles of Behavior Analysis
Presents
the student with an introduction to the basic principles and historical
overview of applied behavior analysis, learning theory, and the
fundamental principles of science and behavior. Students will learn to
distinguish between respondent and operant models of behavior and
conditions. Concepts and principles of behavior including reinforcement,
punishment, stimulus control, verbal behavior, and motivional
operations will be defined and discussed in the context of behavioral
learning theory in order to establish a theoretical foundation for
applications in advanced-level courses.
|
18:820:514
Applications of Behavior Analytic Principles: Changing Behavior
Presents
information on the applications of behavior analytic principles in
changing behavior. Specifically, students will learn to select behavior
targets for change, to establish and strengthen behavior, and to weaken
behavior. Strategies for strengthening behaviors include a review of
reinforcement, prompting, commonly used instructional approaches (e.g.
DTI, incidental teaching), delayed reinforcement systems (e.g., token
systems, contracts), and self-management approaches. Strategies covered
for weakening behavior include extinction, differential reinforcement
procedures, positive punishment procedues (e.g., aversive stimuli,
overcorrection), and negative punishment procedures (e.g., time-out,
response cost). Significant time is spent on discussing the ethics of
behavior reduction and the negative side effects of the use of
punishment procedures. The application of these principles in changing
behavior will be illustrated through reviewing a variety of books and
articles, which highlight the breadth, power, and ethical considerations
of applied behavior analysis (ABA) in this context.
|
18:820:516
Advanced Topics in Applied Behavior Analysis: State-of-the-Art Strategies for Teaching Children with Autism and Related Disorders
A
sampling of state-of-the-art teaching strategies for children with
autism and related disorders. Specifically, the student will develop a
framework for conceptualizing verbal behavior and gain familiarity with
the application of this framework to the education of children with
autism and related disorders. Furthermore, the student will develop an
understanding of additional teaching strategies, such as precision
teaching, rate building, and activity schedules. Other topics addressed
include effective strategies for staff training and for working with
families, increasing social skills in learners with acute stress
disorders (ASDs), and collaborating with other disciplines. The goal of
this course is to develop an understanding of the unique applications of
a variety of applied behavior analysis (ABA) instructional techniques
for learners with autism. The students should be able to conceptualize a
comprehensive ABA program, and be able to select specific methodologies
to address specific skill deficits.
|
18:820:517
Applications of Behavior Analytic Principles: Functional Assessment and Functional Analysis
Focuses
on understanding the functions of challenging behavior, becoming
familiar with various methods of determining the functions of behaviors,
and developing behavior intervention plans that match the functions of
the behaviors. The student will learn how to observe, collect data, and
interpret data in the assessment of challenging behaviors. Specifically,
students will learn the methods for obtaining descriptive data and the
procedures for conducting systematic manipulations, such as functional
analyses (FA). Variations of FA procedures will be described, including
brief FA and procedures that are easier to implement in natural
settings. Specific single-subject experimental designs will be reviewed
in the context of FA. The ethical considerations inherent in behavioral
assessment, treatment, and research will be reviewed. A variety of
articles describing state-of-the-art methods for FA will be assigned and
discussed.
|
18:820:518
Intensive Practicum in Applied Behavior Analysis and Autism
Offers students pursuing certification in applied behavior analysis practicum experience working with individuals with autism.
|
18:820:519
Intensive Practicum in Home-Based Applied Behavior Analysis and Autism
Provides
students pursuing certification in applied behavior analysis with
practicum experience working with individuals with autism in home-based
service delivery settings.
|
18:820:521
Ethics For Behavior Analysis
This
course will familiarize the student with ethical issues and
responsibilities of special educators and behavior analysts in the
fields of education and mental health. Informed consent, due process,
protection of confidentiality, and selection of least intrusive, least
restrictive behavior change procedures will be presented and discussed
within the context of case method. Ethical decision-making processes
will be emphasized, and the relationship between ethics and law will be
explored.
Prerequisites: 18:820:512, 18:820:513.
|
18:820:522
Personnel Supervision and Management in Applied Behavior Analysis
This
course will offer an introduction to the application of behavior
analytic concepts and principles to problems of human behavior in
complex organizations such as businesses, human service agencies,
industries, and governments. Students will learn the basics of
performance management, behavioral systems analysis, and supervision.
Students will practice applying the concepts discussed in class through a
semester-long OBM project.
|
18:820:523
Applied Behavior Analysis and Autism
Through
weekly reading assignments, group discussions, and brief lectures,
students will learn the principles and techniques currently employed to
support individuals with autism spectrum disorder (ASD) acquire
functional language, appropriate social behavior, and general academic
and living skills, as well as decrease problematic behaviors. Students
will have the option to participate in the coursework for Registered
Behavioral Technician (RBT) certification.
|
18:820:524
Pediatric Feeding Disorders
Through
weekly reading assignments, group discussions, rehearsal in class, and
lectures, students will learn the behavior-analytic principles and
techniques currently employed to help children with feeding disorders.
|
18:820:525
Prevention and Intervention in Tiered Systems (3)
The purpose of this course is to provide students an in-depth introduction to the foundational concepts and recent history of multi-tiered systems of service delivery (MTSS) in primary and secondary
school settings. Students will learn of the rationale behind, and intended outcomes of tiered services in K-12 settings; how tiered services are often organized and function; and critically, how school systems begin the process of designing and implementing their own tiered services.
|
18:820:526
Assessment and Data-Based Decision-Making in MTSS (3)
The purpose of this course is to provide students with the foundational
knowledge and applied skills required to engage in multiple forms of assessment used within MTSS frameworks, and to use data collected from such assessments to guide decision-making and consultation at the individual and systems levels. This course will help students learn the
basics of educational measurement, assessment, and evaluation, and will familiarize students with current best-practices in data-based decision-making. It is expected that students completing this course will be able to translate findings from research into data practices that guide and
improve services for all learners.
|
18:820:529
Analysis of Quantitative Data
Presents
the student with an introduction to the graphical depiction and
analysis of quantitative data, with an emphasis on quantitative or
computational models of behavioral data. Students will learn to
distinguish between common models of behavior, including those in the
domains of matching, behavioral economics, and relapse. Basic learning
processes including reinforcement, punishment, stimulus control, and
motivating operations will be discussed in relation to their independent
and combined effects on responding. Students will learn to construct
common models, simulate experimental conditions they might encounter in a
clinical setting, conduct model fits of obtained behavioral data, and
describe how well the model performed.
|
18:820:531
Systematic Observation and Interviewing
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 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.
This course has been replaced by 18:826:532.
|
18:820:533
Data-based Decision Making for Intervention in Elementary Literacy
Students
who take this course will build upon their knowledge of assessment and
intervention in MTSS, as well as their knowledge of how children develop
reading skills. Lessons will cover key constructs involved in
development of literacy, how highly effective elementary reading
instruction is planned and delivered, and how to plan and deliver
increasingly individualized interventions to help all students grow in
reading skill.
|
18:820:534
Culture in ABA
This
course is designed to prepare students to bring a lens of cultural
awareness to their practice of ABA. A primary focus will be learning how
cultural variables can impact different aspects of behavioral
intervention including building therapeutic rapport with families,
client intake, behavioral assessment, treatment, and social validity.
Students will gain
knowledge and tools that prepare them to
provide culturally responsive intervention to clients and to work
effectively in diverse professional settings. For context, a brief
history of the field's treatment of marginalized groups and a basic
overview of concepts such as systemic oppression, privilege, and
intersectionality will be provided. Finally, cultural-level analysis of
large-scale problems of social significance will be discussed along with
ways that students can seek to address inequality and promote social
justice as behavior analysts and as global citizens.
|
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)
This
course examines the nature and sources of the major theoretical paradigms in
psychology. The focus is on historical and epistemological roots of the
dominant schools of psychology, as well as on the diverse value frameworks and
images of the human being that underlie contemporary approaches to psychopathology,
personality, and psychotherapy. Develops the student's ability to examine
critically the different theoretical approaches in professional psychology.
Paradigms studied include positivism and associated philosophy-of-science
models, behaviorism, psychoanalysis, pragmatism, hermeneutics, postmodernism,
cultural psychology, humanistic psychology, and existential-phenomenology.
|
18:820:559
Theory and Practice of Adult Learning and Training
Experiential
learning of the issues and problems that confront adults in training
groups: issues of trust, resistance to change, power and authority,
norms and practices, cultural diversity, and conflict management. Design
and facilitation of adult training modules for corporate employees,
health service workers, educators, and parents. Focuses on the
individual as a unit of learning.
|
18:820:560
Self, Psychopathology, and the Modern Age (3)
Offers 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 (including
literature and the visual arts)--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, borderline 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.
Not offered every year.
|
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.
|
18:820:568
Equity and Anti-Racism in Education (3)
What would it look like for all learners to have equitable, fair, and just opportunities for success in school? By taking this course, students are invited to understand the multidimensional, dynamic concepts of oppression and marginalization and their role in education. We will adopt an intersectional perspective that recognizes multiple social categories and the associated power imbalances within them, while also centering race as a focal point of analysis. We will investigate pervasive narratives about the educational experiences of historically marginalized groups, explore what sustains those narratives, and identify ways to disrupt them. We will analyze policies and practices that hold promise for addressing systemic inequalities in education. Finally, we will engage in and value sticky dialogues about (in)equity, marginalization, and (anti)racism, and think critically about our own personal assumptions about and experiences with these topics.
|
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), chi square analysis, and Pearson
correlation/bivariate regression analysis. This course also develops
theoretical knowledge and applied skills in psychometrics including classical
test score theory, reliability, validity, and test construction. SPSS computer
software is used for data analysis.
|
18:820:585
Advanced Statistics and Research Design (3)
Covers multiple regression, further
topics in psychometrics and measurement theory, and Cook and Campbell's (1979)
threats to validity (construct, statistical conclusion, internal, and external)
and research design. Provides the necessary foundation for critically analyzing
and evaluating research.
Prerequisite: 18:820:581.
|
18:820:593
Community Psychology (3)
This course will introduce community psychology to students as a specific approach to understanding a
range of mental health and psychosocial issues. The course will take a broad ecological and global perspective in terms of examining some of the most pressing large-scale concerns we face at this
time (e.g., chronic illness; discrimination and stigmatization; disasters, epidemics, and complex emergencies; violent conflicts; and the "three I's": inequality, injustice, and intolerance). The course will address how specific community-based interventions can impact the health of local communities through promoting cultural dialogue, engagement, and well-being, with a
continued focus on prevention. Three basic questions will guide the course: 1) what are the factors in various community settings (large and small) that most strongly affect psychological well-being? 2) what are the best evidence-based
programs for preventing mental, emotional, and behavioral problems and promoting psychological well-being? 3) what do we know about the problems
associated with implementing these programs and the most effective implementation strategies?
Prerequisite: 18:820:508.
|
18:820:594
Community Psychology
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.
|
18:820:595
Self-Regulation Methods: Mind/Body Interventions
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 are 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.
|
18:820:601,602
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)
This course is designed to introduce students to crisis intervention as a distinct theoretical and clinical intervention model. The course is divided into two distinct yet related sections: crisis and early intervention principles and models, and suicide risk assessment and intervention models. Unifying principles of crisis and early intervention will be presented, with clinical and community case examples and applications. Evidenced-based early intervention models
from individual, family, and community perspectives will be provided for review, discussion, and application to case vignettes. Suicide risk assessment and management models will be reviewed, as well as identifying risk factors related
to specific groups/populations. In-class
practice exercises will represent a significant aspect of the suicide risk assessment segment of the class. The critical need for integrating cultural responsiveness in service delivery will be emphasized throughout the course.
|
18:820:610
Seminar in Professional Psychology (BA)
|
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
understanding of the matrix of sanctions in which the professional psychologist
functions: the APA Code of Ethics,
federal and state laws, court cases, and the administrative policies and
regulations of the institutions within which we work. Focus will be on the development of
reflective ethical thinking and the resolution of ethical dilemmas when these
values and sanctions come into conflict. 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 of 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, behavioral, and
personality assessment of children and adolescents. The course
integrates multidimensional assessment (interviews, direct behavioral
observations, behavioral ratings, functional behavioral analysis, and screening
tools) with current theories, research, and best practices. Assessment
includes the evaluation of externalizing disorders, internalizing disorders,
social competence, adaptive skills, and personality. Issues related to
working with children from diverse populations will be integrated throughout
the course in the form of lectures, assignments, and discussions.
|
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 develop competent skills for the cognitive assessment of children, adolescents, and adults. This course integrates the
skills of administration and scoring of major cognitive assessment instruments
(i.e., WISC-V, WAIS-IV, WJ-IV COG) in the context of recent cognitive theories and research. An overview of the Stanford Binet Intelligence Scale and other tests will also be presented. The Cattell-Horn-Carroll Theory of Cognitive Abilities will be contrasted with other conceptualizations of
intelligence. The conceptualizations of intelligence will examine the historical and contributions of racism in the development of the tests and how information from the tests is used in education, employment, and and social
intercourse. The topics of Learning Disorders and neuro-psychological assessment are introduced along with historical, conceptual, and relevant clinical issues. The APA/AERA Ethics Codes and Professional Standards pertinent to testing and dissemination of test results will be discussed along with educational, employment, and social implications of assessment and development
of communication skills and appropriate interventions. Issues of assessing culturally and linguistically diverse individuals are integrated throughout the course and systemic cultural contributors to the "achievement gap."
|
18:820:634
Psychodynamic Interview
Enhance
interviewing skills and 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.
|
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
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.
|
18:820:638,639
Personality Assessment: Adult (3,3)
An
introduction to the major "projective" techniques used in the
psychological assessment of adults: the Thematic Apperception Test and the Rorschach
Inkblot Method. The main focus will be on learning to administer, code (in the
case of the Rorschach), and interpret these tests; and, more generally, to
understand their relevance for developing a complex grasp of personality
structure and dynamics. Some individual supervision is provided.
|
18:820:640
Elements of Psychodynamic Therapy (1.5)
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. This course is designed as an optional
continuation of the Analytic Foundations course for clinical students, and
first-year clinical students have priority enrollment. If there is room, others
may enroll with instructor permission.
Prerequisites: Foundations/Analytic 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 Professional Practicum/Externship (6)
|
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)
|
|
Course Listing 
