Psychology, Clinical Community
Jane Roberts, Department Chair
Graduate Directors
Each graduate director chairs the graduate faculty committee responsible for degrees in a given area.
Bret Kloos, Director , Clinical-Community
Amit Almor, Director, Experimental
Samuel McQuillin, Director, School
Overview
The Department of Psychology offers programs leading to the degrees of Master of Arts and Doctor of Philosophy. There are three graduate programs in the department, including clinical-community psychology, experimental psychology, and school psychology. Faculty in all three areas are available to each graduate student in every program. Detailed information concerning each of these programs (including details of admission procedures and degree requirements not included in this bulletin) may be obtained directly from the department, the director of each graduate program, and the graduate admissions office.
The clinical-community psychology program offers the Ph.D. degree for students who seek to be clinical scientists and researchers/scholars. In addition to formal courses, supervised training in diagnosis and intervention, and supervised research experience, the program offers a wide range of clinical skills and community-based intervention experiences. Applicants for the Ph.D. program in clinical-community psychology who do not already have a research-based master’s degree in psychology are required to earn the M.A. in Psychology in the course of earning their Ph.D. degrees. Graduates are employed in providing services within public and private institutions and service organizations, are engaged in independent practice as psychologists, and are employed as faculty members in colleges and universities. The program is fully accredited by the American Psychological Association as a doctoral program in clinical psychology.
The Department of Psychology also participates in the Certificate Program in Gerontology, which is administered by The College of Social Work, and in the Certificate Program in Drug and Addiction Studies, which is administered by the Department of Criminology and Criminal Justice. These certificates are interdisciplinary in nature and are open to qualified graduate students in psychology and other participating departments.
It is important to note that graduate training in psychology includes all of the following: core content courses in the discipline, training and supervision in delivery and application of professional skills, and integration of these components as part of a formal program. Although didactic courses are open, under appropriate conditions, to students not in the psychology degree programs, such students do not have access to professional skills courses and practica or to the integrative program as mentioned. This is to clarify that individual course work is a necessary component of professional training, but such course work is not appropriate for professional applications unless taken by a degree-seeking student in one of the graduate programs in psychology.
Admissions
Graduate students are permitted to begin programs only in the Fall term. The application deadline is December 1.
To be admitted to full graduate standing, a student should have an undergraduate major in psychology or a closely related discipline with a minimum of 18 semester hours of psychology courses. Admission is competitive and is based upon the content of undergraduate and prior graduate courses taken in degree-seeking programs; performance in those courses (grade point average of better than 3.00 in all courses, and 3.50 or better in psychology course work is desirable); performance on the GRE (successful applicants in the past year have had an average of 1175 quantitative and verbal GRE combined scores); three letters of recommendation; prior research involvement; and (for clinical-community psychology and school psychology programs) prior work and volunteer experiences relevant to the program practice area. The GRE Advanced Psychology test is recommended but not required for applicants to all three programs: the clinical-community program, experimental and school psychology programs. Applicants also are asked for a written statement of career goals and educational expectations. Criteria are somewhat compensatory (that is, high performance on one criterion can compensate for somewhat lower performance on another).
Courses
Application of research in experimental psychology to ergonomics, the design of human-environment systems, with emphasis on work settings.
Research and theoretical considerations of substance abuse. Pharmacological, sociological, psychological, medical, economic, forensic, and other relevant research and treatment disciplines.
Theories of speech perception, linguistic theories of syntax and semantics, the brain mechanisms underlying language, the development of language in children, and the role of language in thought.
Cross-listed course: LING 567
Research and theories on the role of the brain in facets of cognitive behavior, including attention, short-term and working memory, perception, language, executive function, thinking, and problem solving.
Theories, description, and assessment of child behavior problems and disorders; methods of intervention.
Graduation with Leadership Distinction: GLD: Community Service
Examination of development from conception through older childhood. Specific cognitive and social processes will be given in-depth study.
Theories and research examining social, emotional, and intellectual development in adolescence. Explores influence of family, peer, school, and cultural contexts.
Developmental changes in abilities, personality, and behavior which occur between adolescence and old age.
Psychological, social, and biological phenomena associated with maturity and aging.
Nature and causes of mental retardation; behavior and potentialities of persons with mental retardation.
Graduation with Leadership Distinction: GLD: Diversity and Social Advocacy
Biological, social, and psychological aspects of the midlife woman.
Cross-listed course: WGST 525
Graduation with Leadership Distinction: GLD: Professional and Civic Engagement Leadership Experiences
Etiology, prevention of, and intervention in behavioral, social, emotional, educational, and psychological problems in children and youth at risk.
Graduation with Leadership Distinction: GLD: Diversity and Social Advocacy
Characteristics, causes, needs, and intervention strategies for children with a broad range of exceptionalities including mental, physical, social/emotional difficulties and atypical gifts and talents.
Intensive study of topics selected from the field of social psychology.
Intensive study of topics selected from the field of sensation and perception.
Intensive study of topics selected from the field of neuroscience.
Practice in surgical, histological, and behavioral testing methodology. Two lectures and one three-hour laboratory per week.
Methods of observation and experimentation in cognitive neuroscience. Two lectures and one three-hour laboratory per week.
Practice in the experimental techniques used in the study of cognitive psychology. Two lectures and one three-hour laboratory per week.
Concepts and principles in the study of sensation and perception in the laboratory. Two lectures and one three-hour laboratory per week.
Methods of observation and experimentation on human psychological development. Two lectures and one three-hour laboratory per week.
Advanced analysis of the uses and applications of statistics to research in psychology, and interpretation of statistics in the psychological literature.
Introduction to the theory and practice of measuring psychological attributes. Emphasis on test construction in a laboratory setting. Hands-on experience in designing, administering, and analyzing psychological tests and measures.
Systematic approaches to psychology.
Course content varies and will be announced in the schedule of classes by title.
Planning and execution of supervised research in psychology. Approved contract required.
Planning and execution of supervised research in psychology. Approved contract required.
Introduction to gerontology from the fields of demography, psychology, sociology, social welfare, and economics.
Cross-listed course: SOWK 771
A combination of lecture and practicum experiences emphasizing the application of behavioral assessment and intervention techniques in educational, institutional, and home settings. Students receive individual and group supervision throughout the semester.
Functional organization of the nervous system; research and theories of the neurological bases of behavior.
Research and theories on attention, memory, language, thinking, and other cognitive processes.
Research and theories of psychological development across the lifespan.
Research and theories of instrumental conditioning, classical conditioning, learning, and motivation.
This course covers basic principles of sound experimental design, including such topics as internal and external validity, subject selection factors, and techniques for reducing sampling error and minimizing bias. In addition, the course will discuss practical limitations to ideal experimental design and have students identify the design conventions specific to their field of study.
Research and theories of cognitive neuroscience.
Research and theories of cognitive development.
Presentation of research and theories that cross different areas within psychology.
Offered for an interdisciplinary student clientele interested in group processes and structures. Training is provided in observational methods and techniques of group assessment. Laboratory and field study required.
Contemporary trends in systematic approaches and behavior theories.
Research and theories of processes in judgment, choice, and decision making.
Quantitative methods for graduate students in psychology and other behavioral sciences. Emphasizes logical/intuitive understanding of the basic techniques, focuses heavily on the application of these methods to psychological research. Three lecture/discussion hours and a one-hour scheduled lab per week.
Consideration of basic issues in evaluation of children, such as reliability, validity, item selection, standardization groups, criterion-referenced vs. norm-based testing, ethics, etc. Includes presentations via various instructional modes of a wide range of psychoeducational assessment procedures with a wide variety of children.
A combination of lectures and practicum concerned with interviewing, behavioral observation and analysis, and cognitive-intellectual assessment. Requires involvement in school psychology training-service centers in the schools.
A combination of lectures and practicum concerned with assessment of perceptual-motor processes, academic achievement, and personality and interpersonal skills. Requires involvement in school psychology training-service centers in the schools.
Consideration, via lecture and/or practicum, of special areas of psychoeducational assessment. Topics will include infant assessment, criterion-referenced assessment, and assessment of neurological problems.
Issues, theories, and research on personality.
Integration of theory, research, and practice in child clinical and family psychology. Focus on systemic, behavioral, and other orientations in the treatment of children and families.
Theoretical, empirical, and methodological issues in the development of psychopathology or resilience in children, adolescents, and families. Emphasis on research topics related to nature, course, and etiology.
Seminar emphasizing a critical analysis of psychotherapy systems and theories.
A survey of clinical disorders, their origins and characteristics. Includes a review of contemporary diagnostic systems, research, and theory.
Survey of theoretical foundations, research and practice in community psychology. Topics include prevention, social systems intervention, community participation, innovation in community service delivery systems, and community change processes.
Designated to accompany Psychology 727. Laboratory will target specific problems, resources, or populations and will provide students with elementary exposure to a community system.
Overview of relationships between brain structures and function and the assessment of cognitive and emotional behavior in adults and children.
Applications of neuropsychological theory and research to the study of the learning process, with emphasis upon assessment and intervention with learning disabilities.
Assessment procedures for screening neuropsychological factors in individuals with neurobehavioral deficits.
The effect of drugs upon internal psycho-physiological functioning and upon the behavior of human and animal subjects. Particular emphasis will be given to the psychoactive drugs.
Focus on understanding the theoretical bases of consultation and developing the skills necessary for the practice of mental health consultation.
Continues the practicum begun in Psychology 742 and develops the skills of administrative mental health consultation and evaluation of consultation programs.
Analysis of the organization as a complex interaction system.
Fundamental, conceptual and empirical knowledge regarding dimensions of diversity, social inequality and the application of this knowledge to psychological research, teaching and practice. Restricted to psychology students. Non-Psychology students need instructor permission to register.
Women’s diversity explored through research on personality, stereotypes, status and power, biological aspects, socialization, sexuality, relationships, mothering, work and achievement, violence against women, psychological disorders, and feminist therapies.
Cross-listed course: WGST 750
The presentation of ethics in research and practice in clinical-community psychology and the discussion of current professional issues. Covering history and systems in psychology and providing in depth training on the ethical conduct of research.
Develop assessment skills through interviewing, observation, performance testing, and report writing. Experience includes assessment of individuals, couples, and/or families from a variety of perspectives. Didactic/practicum.
Theory of measurement and the construction of measures specific to clinical and community psychology. Intellectual achievement, objective personality, and projective measures. Didactic/practicum.
Conceptualization of cases involving psychological measures. Clients include individuals, couples, and families. Didactic/practicum. May be repeated for up to 4 credits.
A closely supervised 20-hour-per-week externship in the techniques of psychological services in school systems. Staff.
Issues, research, and theories in social psychology.
Nonquantitative aspects of research methodology and experimental design in laboratory and field settings. A critical investigation of artifacts and ethical issues in behavioral research.
Supervised training in the conduct of empirical research in clinical-community psychology. May be repeated once for credit.
The study of human behavior and satisfaction in relation to the natural and person-made environment. Topics include environmental stress, risk, social ecology of families, behavior setting theory, and person-environmental relationships.
A survey of principles, theory, methods, issues, and research in behavior therapy. Behavioral interventions with adults, children and families, organizations, and community settings.
Intensive practicum experience in the use of behavioral and cognitive-behavioral therapy with adult inpatients (psychiatric, geriatric, alcoholic, imprisoned), outpatients, and marital therapy clients.
Individually supervised practicum in therapy with children, adolescents, and families. Includes exposure to multiple approaches including behavioral and family systems modes of intervention.
Scientific study of the application of psychological principles to prevention of illness, maintenance of health, and the treatment of related medical dysfunctions. Primary emphasis on the use of behavior therapy and behavior modification techniques.
Psychotherapy research and selected topics in other clinical research, such as alcoholism and hypnosis.
Didactic, seminar, and experiential coverage of the teaching of psychology at the college level.
Didactic, seminar, and experiential coverage of the teaching of psychology at the college level.
Ethical issues and dilemmas in research. Compliance with national standards.
Presentation of ethics and issues pertaining to the teaching of psychology and psychological research.
To be arranged by candidates for the MA degree with the thesis advisor.
Techniques and methodologies of cognitive neuroscience, emphasizing classic research and theoretical perspectives as well as cutting-edge findings. Areas of focus include sensation and perception, attention, motor control, short-term/working memory, and reward/decision-making.
Detailed exploration of the techniques and methodologies of cognitive neuroscience and the brain mechanisms sub-serving long-term memory, autobiographical memory, language, emotion, social cognition, and cognitive development.
Causal Inference for Observational Studies.
Supervised training in the conduct of empirical research in clinical-community psychology.
Supervised psychological research on school-related problems; participation in ongoing program of research. Required of all doctoral candidates in psychology.
Theoretical and empirical issues in an area of current interest in biological psychology. May be repeated with different topics.
Theoretical and empirical issues in an area of current interest in developmental psychology. May be repeated with different topics.
A survey of psychological scaling and factor theory, together with special techniques for achieving reliability and validity, including item analysis.
Theoretical and empirical issues in an area of current interest in cognitive psychology. May be repeated with different topics.
Advanced topics in multiple-variable research. Topics include multiple linear regression, polynomial regression, canonical correlation, discriminant function, and the analysis of variance using orthogonal polynomials and multidimensional scaling, both metric and nonmetric approaches.
Theoretical and empirical issues in an area of current interest in quantitative methods and quantitative psychology. May be repeated as content varies by title.
Analysis of longitudinal data using both structural equation and multilevel modeling approaches.
Individually supervised practice in individual and couples psychotherapy.
Advanced theory and research methods with supervised practice in the modification of personality and behavior through group interaction.
Individually supervised field assignments in the community.
Individually supervised advanced practicum in child, adolescent and family therapeutic intervention.
Training for advanced students in testing, assessment, and psychodiagnostics under the supervision of psychology staff.
Qualified advanced students will perform psychological evaluations and render other services in a public school setting under the supervision of the school psychology faculty. Cases dealt with include children with general or special learning difficulties.
Qualified advanced students will perform psychological evaluations and render other services in a public school setting under the supervision of the school psychology faculty. Cases dealt with include children with general or special learning difficulties.
Qualified advanced students will perform psychological evaluations and render other services in a public school setting under the supervision of the school psychology faculty. Cases dealt with include children with general or special learning difficulties.
A survey of experimental findings on psychological behavior in animals and humans and their theoretical implications. An introduction to applicable research procedures.
Theoretical and empirical issues in an area of current interest in psychopharmacology. May be repeated with different topics.
Theory, methods and comprehensive assessment of autism spectrum disorders in children and adolescents using a developmental approach. Emphasizes the development of critical thinking in relation to the selection, administration, interpretation, and application of gold-standard diagnostic measures of autism.
Theoretical and empirical issues in an area of current interest in learning and conditioning. May be repeated with different topics.
A survey of the role of the psychologist functioning in a school setting, the associated problems and methods, including relationships with children and parents with teachers, administrators, and other school personnel.
Special assignments to meet the needs of individual students. Conferences with instructor and staff. May be repeated with different topics.
Theoretical and empirical issues in an area of current interest in social psychology. May be repeated with different topics.
Theoretical and empirical issues in an area of current interest in community psychology. May be repeated with different topics.
Overview of consultation and systems-level interventions in psychological services.
Two semesters required for Ph.D. Student is registered upon recommendation of the student’s advisory committee. Will be graded as satisfactory (S) or unsatisfactory (U).
Intensive study in an advanced area in psychology. May be repeated for credit.
Doctoral-level research additional to that involved in the doctoral dissertation.