Psychology Masters Programs
The psychology graduate programs at California Lutheran University are designed to develop competencies and skills for students to pursue a career in the helping professions. Master of Science degrees are offered in Counseling Psychology (with an Emphasis in Marital and Family Therapy) and in Clinical Psychology.
The Counseling Psychology program provides comprehensive and practical training focused on the development of counseling skills. This program meets all academic requirements for the California state license in marital and family therapy.
The Clinical Psychology program provides training in both counseling and research skills. This program is designed for students who wish to complete a terminal master’s degree and work in a mental health agency, or for students who plan to pursue a doctorate.
These intellectually rigorous programs offer a fascinating study of human thoughts, emotions and behaviors. Students in both programs develop effective interpersonal communication skills, gain a thorough understanding of professional legal and ethical responsibilities and acquire knowledge of major theories and interventions in counseling.
Additionally, all students in the psychology graduate programs are trained to utilize the technology available through CLU’s award-winning computer network system. These stimulating programs of learning promote both personal and professional growth.
The psychology graduate programs can be completed using either a part-time or full-time schedule, which range from two years to three years for completion. The part-time schedule (2.5 to three years) is recommended for students with demanding work or personal responsibilities.
Students attend classes during the fall and spring semesters and also in summer terms. Classes are scheduled in the late afternoon and evening, and some classes are offered on Saturdays.
Graduate classes are taught by full-time professors and by professionals who integrate experiences from their professional practice into the classroom. The University takes pride in its accomplished faculty members who are committed to excellence in teaching.
Admission Requirements
Applicants to the Counseling Psychology and the Clinical Psychology programs will be considered for admission for the fall term only. Preference will be given to complete application portfolios submitted by March 1. In addition, there is an early admission program, the deadline for which is October 1. All application documents and required interviews should be complete at least 45 days prior to the beginning of the desired start term. Admission requirements are as follows.
- Prerequisites:
- The Counseling Psychology (MFT) program requires prior coursework that includes:
- General Psychology (Introduction to Psychology)
- Abnormal Psychology
- One of the following:
- Physiological Psychology
- Statistics
- Research Methods
- Experimental Psychology
- The Clinical Psychology program requires prior coursework that includes:
- General Psychology
- (Introduction to Psychology)
- Developmental Psychology
- (Child, Adult or Lifespan)
- Abnormal Psychology
- Statistics
- Research Methods or Experimental Psychology
- The Counseling Psychology (MFT) program requires prior coursework that includes:
- Interviews. Applicants should schedule an appointment with an admission counselor as early as possible. They will then be referred to the program director for a personal interview and program advisement
- Application. Applicants must submit a completed application form with a $50 application fee.
- Transcripts. An official transcript showing a bachelor’s degree from a regionally accredited institution is required.
- Graduate Record Examination (GRE). This exam is required for applicants who earned their undergraduate degree in a foreign country and candidates whose official transcripts do not reflect the following:
- An undergraduate, upper division GPA of 3.0 or higher; or
- A combined GPA of 3.0 or higher for the most recent 60 credits of study consisting of any of the following: graduate course work, upper division postbaccalaureate course work (exclusive of extension or continuing education work), and upper division undergraduate course work; or
- A minimum of nine credits of graduate course work with a GPA of at least 3.5; or
- A previously earned master’s degree.
- Two Recommendation Forms.
- Personal Statement. Candidates must submit a personal statement addressing personal interests, professional goals, and objectives for a career in psychology.
Note: Applicants to the Counseling Psychology program must demonstrate personal aptitude for work as a marriage and family therapist. Letters of recommendation should address the aptitude and/or experience of the applicant for work in marriage and family therapy. The personal statement submitted by the applicant should include an examination of significant influences and events that have helped develop present values and approach to life, as well as ways in which these factors may contribute to preparation for a career as a therapist. Psychological testing may be used as an aid in determining readiness for graduate study in this program.
The University reserves the right throughout a student’s course of study to continually evaluate his or her personal suitability for professional involvement as a counselor. As part of this process, all Counseling Psychology students will be evaluated at the end of the first year to determine their suitability for proceeding on to the counseling practicum component of the program. Faculty assessment using psychological testing and other evaluation techniques may be used to assist in the determination.
The Master of Science in Counseling Psychology
The Master of Science in Counseling Psychology is a 60-credit program, which prepares the student to become a professional Marriage and Family Therapist. It is designed to meet all academic requirements for the California state license in marriage and family therapy. Licensing by the California Board of Behavioral Sciences requires a master’s degree with specified content, supervised counseling experience, a post-master’s internship, and two written examinations.
Marriage and family therapy has been described by the American Association of Marriage and Family Therapists as “one of the most delicate and complex undertakings in the whole field of the helping professions.”
It requires all the skills taught in the usual academic training program for counseling and therapy, and in addition, a considerable amount of preparation in the dynamics of interpersonal interaction within marriage and the family setting.
Also required is a thorough understanding of the varied roles of intimate relationships, and the understanding of the psychodynamics of family systems and the context in which people live.
In addition, the family therapist needs specific preparation in the issues of child and adolescent clients as well as issues arising from the early life of adult clients.
The Counseling Psychology program is designed to prepare the student for this undertaking from a perspective which takes into account the human being as a whole person with physical, mental, emotional and spiritual dimensions, and which focuses on the family as an interactive system.
The focus of this program is on developing an integration of academic knowledge and clinical skills so that, at the time of graduation, students are well prepared as beginning marriage and family therapists. In addition, students develop personal insights and communication skills to enable them to work effectively in a wide variety of settings.
Over the years, graduates of the CLU program have an outstanding record of obtaining internships, passing the state licensing examinations, and establishing successful practices in both private and institutional fields.
Counseling Practicum
A special feature of the California Lutheran University Counseling Psychology program is a 12-month practicum placement in one of the University’s two Community Counseling Parent Child Study Centers.
The Centers are low-cost community counseling facilities which provide an intensive on-site clinical training experience for graduate students. The clients who are seen by student therapists at the centers provide experience in working with a full range of marital, family, and child problems.
Individual supervision, group supervision, staff training, peer support and shared learning experiences, in an atmosphere designed to facilitate growth as a therapist, create exceptional opportunities. Each student-therapist experiences a variety of client types, client problems, and therapeutic approaches.
Work as a sole therapist and as a co-therapist is included, and up to 700 hours applicable to the California licensing requirement may be obtained. A fee is required in addition to tuition for the counseling practicum experience.
Requirements for the Master of Science in Counseling Psychology
(60 credits required)
Required Courses (54 Credits) | ||
PSYC 510 | Psychopathology | 3 |
PSYC 512 | Systems of Counseling and Psychology | 3 |
PSYC 515 | Survey of Psychopharmacology | 2 |
PSYC 516 | Counseling Skills | 2 |
PSYC 517 | Lifespan Development | 3 |
PSYC 518 | Gender and Sexuality | 3 |
PSYC 520 | Law and Ethics | 2 |
PSYC 522 | Cultural Diversity | 2 |
PSYC 524 | Substance Abuse and Dependency | 3 |
PSYC 526 | Domestic Violence and Abuse | 2 |
PSYC 530 | Diagnostic and Therapeutic Interviewing | 3 |
PSYC 534 | Group Therapy | 2 |
PSYC 540 | Principles and Techniques in Child Therapy | 3 |
PSYC 541 | Principles and Techniques in Adolescent Therapy | 3 |
PSYC 542 | Principles and Techniques in Couples Therapy | 3 |
PSYC 543 | Principles and Techniques in Family Therapy | 3 |
PSYC 550 | Survey of Psychological Testing | 3 |
PSYC 561 | Research Synthesis and Evaluation | 3 |
PSYC 591 | Counseling Practicum I | 2 |
PSYC 592 | Counseling Practicum II | 2 |
PSYC 593 | Counseling Practicum III | 2 |
Total Hours | 54 |
Graduate Psychology Elective Tracks (6 credtis) (Subject to change)
Select a two-course series from the following: | 6 | |
Theories of the Recovery Model and Techniques of the Recovery Model | ||
Theories of Latino Counseling and Techniques of Latino Counseling | ||
Theories of Counseling and Spirituality and Intimate Partner Violence: Advanced Clinical Applications | ||
Attachment Theory and Attachment Techniques | ||
Family Mediation Theory and Research and Family Mediation Application and Practice | ||
Intimate Partner Violence: Advanced Research, Theory, and Technique and Intimate Partner Violence: Advanced Clinical Applications | ||
Total Hours | 6 |
Graduate Psychology is offering the above elective tracks for students as well as post degree and post license individuals who have an interest in developing knowledge and skill in a specialized area.
Other Requirements
Successful completion of a comprehensive examination.
Personal experience in therapy is required for a minimum of 20 sessions. Students are encouraged to begin therapy in the second semester of the first year of the program and must complete the 20 hours of personal therapy before beginning Practicum at the Counseling Center. Consult program adviser for details.
A special feature of the Counseling Psychology program is a 12-month practicum placement in one of the University’s two Community Counseling Parent Child Study Centers. Alternatively, students may request to complete the practicum experience at an external site such as a nonprofit counseling agency.
Students who are placed in an external practicum continue to meet for weekly seminars at CLU’s Community Counseling Parent Child Study Centers. Students begin the practicum with faculty approval after completing a minimum of 18 credits and PSYC 520 as well as 20 hours of personal psychotherapy.
The Master of Science In Clinical Psychology
The Master of Science degree in Clinical Psychology is a 34- to 37-credit program emphasizing both research and clinical skills. This combination provides a strong foundation for the advanced study of psychology. The development of research skills takes place through completing advanced courses in statistics and research methods. Students have the option of successfully completing a comprehensive examination or of conducting their own research study and completing a thesis (which involves an additional 3 credits of course work, for a total of 37 credits).
Clinical skills are developed in many of the courses offered in the Clinical Psychology program. Students gain an understanding of psychological disorders and methods of treating those disorders. They also develop skills in interviewing, group therapy and applied behavior analysis. Students are exposed to an overview of psychological testing, and they learn how to effectively develop treatment plans and engage in program evaluation. Legal and ethical issues related to both research and counseling are emphasized in the program.
The Clinical Psychology program offers students the option of completing two courses in child and adolescent therapy or two courses in the recovery model which focus on working with adults who have serious mental illnesses.
The courses in the recovery model emphasize the goal of improving the quality of life for the seriously mentally ill by assisting them in functioning as independently as possible. Students choosing the two-course sequence in the recovery model develop skills in areas such as symptom assessment, functional assessment, and skills training.
The two-course sequences in child and adolescent therapy or in the recovery model provide an opportunity for students to focus on treatment techniques related to a particular population.
A number of career options are available to graduates of the Clinical Psychology program. The curriculum is designed to prepare students who plan to continue their graduate studies in a doctoral program.
The program is also designed for students who desire to complete a terminal master’s degree in psychology and do not intend to become a licensed practitioner. Many of our graduates choose this career path and are successfully employed overseeing treatment programs in mental health agencies.
Graduates of the Clinical Psychology program are also qualified for registration in California as a psychological assistant to work under the supervision of a licensed psychologist. Additionally, graduates are qualified for employment in the community college system as instructors of psychology or as counselors.
Newly admitted students start the Clinical Psychology program in the summer or fall semester. Completion of the program generally takes two years if full time and three years if part time.
Requirements for the Master of Science in Clinical Psychology
(34 credits)
Required Courses (25 credits) | ||
PSYC 510 | Psychopathology | 3 |
PSYC 512 | Systems of Counseling and Psychology | 3 |
PSYC 520 | Law and Ethics | 2 |
PSYC 530 | Diagnostic and Therapeutic Interviewing | 3 |
PSYC 532 | Applied Behavior Analysis | 3 |
PSYC 534 | Group Therapy | 2 |
PSYC 550 | Survey of Psychological Testing | 3 |
PSYC 562 | Advanced Statistics | 3 |
PSYC 564 | Advanced Research Methods | 3 |
Electives (3 credits) | ||
PSYC 565 | Research Practicum | 3 |
Select one of the following series: (6 credits) | 6 | |
Principles and Techniques in Child Therapy and Principles and Techniques in Adolescent Therapy | ||
Theories of the Recovery Model and Techniques of the Recovery Model | ||
Comprehensive Exam or Thesis Option 1 | 0-3 | |
Total Hours | 34-37 |
1 | Students must either take a comprehensive examination or complete a thesis, which requires taking an additional course, PSYC 566. Students choosing to take PSYC 566 will need to takePSYC 565 as a prerequisite. |
Courses
PSYC 510. Psychopathology. (3).
Study of psychopathology using the DSM-IV,
including etiology, assessment, diagnosis,
treatment and prognosis. Prerequisite:
Undergraduate course in abnormal psychology.
PSYC 512. Systems of Counseling and Psychology. (3).
Major theories and interventions in counseling
and psychotherapy.
PSYC 515. Survey of Psychopharmacology. (2).
Students gain an understanding of the role of
pharmacology in the treatment of mental
disorders. They become familiar with major
classifications of psychotropic drugs and learn
their modes of action.
PSYC 516. Counseling Skills. (2).
PSYC 517. Lifespan Development. (3).
Current theories and research in cognitive,
physical, social and emotional development over
the life span. Prerequisite: Undergraduate course
in child or lifespan development.
PSYC 518. Gender and Sexuality. (3).
Issues relating to gender identity, gender
differences, gender socialization and related
topics. An overview of physiological,
psychological, and social-cultural variables
associated with sexual identity, sexual behavior,
and sexual dysfunction. Includes assessment and
treatment of sexual abuse and its consequences.
PSYC 520. Law and Ethics. (2).
Law and ethics applicable to the professional
practice of counseling and psychotherapy; scope
of practice issues; mandated reporting laws
including the assessment and reporting of child
abuse.
PSYC 522. Cultural Diversity. (2).
Cultural variations in lifestyle and values, and
the relationship of cultural issues to treatment
procedures.
PSYC 524. Substance Abuse and Dependency. (3).
Meets the California licensure requirement for
training in the detection and treatment of
alcoholism and other chemical abuse and
dependency.
PSYC 526. Domestic Violence and Abuse. (2).
Meets the California licensure requirement for
training in assessment, detection, and
intervention of domestic violence, interpersonal
partner violence, and child abuse.
PSYC 530. Diagnostic and Therapeutic Interviewing. (3).
Knowledge and skills necessary for evaluations,
diagnosis, preliminary case formulation,
recommendations, and appropriate referrals.
Communication skills are developed for effective
therapeutic interactions.
PSYC 532. Applied Behavior Analysis. (3).
Principles and techniques for performing a
functional analysis of problematic behavior using
principles of single-case experimental design to
develop and evaluate intervention strategies.
PSYC 534. Group Therapy. (2).
Examines group formats for therapeutic change.
PSYC 540. Principles and Techniques in Child Therapy. (3).
This course is designed to help the student
appreciate the special nature of child
psychotherapy. The course will explore a variety
of therapeutic orientations including the
psychodynamic, family systems,
cognitive-behavioral and narrative approaches.
Students will be expected to provide a critical
analysis of the literature as well as be willing
to explore their own personal views and beliefs.
The course will teach the student to assess
children for treatment and to arrive at a working
diagnosis. The multifaceted issues of ethnicity
and culture will also be examined as will issues
of divorce, loss of caretakers and domestic
abuse. The student will be expected to become
familiar with both research and clinical
literature as it relates to psychotherapy with
children and to produce a scholarly research
project. Lectures, movies and classroom
activities will all be part of the educational
experience.
PSYC 541. Principles and Techniques in Adolescent Therapy. (3).
This course is designed to help the student
appreciate the special nature of adolescent
psychotherapy. The course will explore a variety
of therapeutic orientations including the
psychodynamic, family systems,
cognitive-behavioral and neuropsychological.
Students will be expected to provide a critical
analysis of the literature as well as be willing
to explore their own personal views and beliefs.
Findings from research in adolescent development
will be integrated with the literature on
psychotherapy to help guide the student in
constructing effective treatment plans. Clinical
assessments will be taught that include DSM
diagnoses as well as the impact of situational
factors such as peer pressures, substance abuse,
sexuality and violence. The student will be
expected to become familiar with both research
and clinical literature as it relates to
psychotherapy with adolescents and to produce a
scholarly research project. Lectures, movies and
classroom activities will all be part of the
educational experience.
PSYC 542. Principles and Techniques in Couples Therapy. (3).
Marital relationships; various approaches to
marital therapy; assessment and intervention;
issues of divorce.
PSYC 543. Principles and Techniques in Family Therapy. (3).
Family relationships; application of family
therapy theory and techniques.
PSYC 544. Theories of the Recovery Model. (3).
Principles and philosophy of working with adults
with serious mental illnesses. Use of functional
assessment methods to analyze behavioral assets,
excesses and deficits in order to define and plan
rehabilitation goals.
PSYC 545. Techniques of the Recovery Model. (3).
Application of behavioral and social learning
principles in working with adults with serious
mental illnesses. Development of the ability to
conduct skills training necessary for consumers
to maintain independent living skills,
interpersonal skills, social perception skills,
problem-solving skills, and vocational skills.
PSYC 550. Survey of Psychological Testing. (3).
Introductory survey of assessment issues,
acquainting students with techniques of
assessment and an understanding of the use of
testing and test results.
PSYC 561. Research Synthesis and Evaluation. (3).
Research methodology, with a focus on developing
skills in utilizing the professional literature.
Emphasis will be given to helping students become
knowledgeable consumers of research.
Prerequisite: Undergraduate course in statistics.
PSYC 562. Advanced Statistics. (3).
Advanced statistical methods, including
univariate and multivariate analysis of variance,
correlation, multiple regression, factor
analysis, and other methods. Computer
applications of statistical software for data
analysis purposes will be emphasized.
Prerequisites: Undergraduate statistics plus
undergraduate experimental psychology or research
methods.
PSYC 564. Advanced Research Methods. (3).
Research and evaluation methodology, including
consideration of experimental,
quasi-experimental, and other methods. Students
write a detailed prospectus of a research project
applying research methodology to a topic of
interest. Prerequisite: PSYC 562.
PSYC 565. Research Practicum. (3).
Applied knowledge base and research skills
necessary for successful completion of a thesis.
Requires completion of the first three chapters
of the thesis. Prerequisites: PSYC 564.
PSYC 566. Thesis. (3).
Supervised experience in conducting research for
writing the master's thesis.
PSYC 569. Career Counseling: Theory & Practice. (3).
This course provides an overview of the models,
systems, processes, programs, and procedures
facing career counselors today. Methods of client
analysis, vocational selection instruments, and
new theories will be discussed. Students will
leave this course with an ability to provide
career counseling, an understanding of the
underlying psychological foundations of career
counseling, and the information needed to
synthesize their own models of career counseling.
PSYC 570. Theories of Latino Counseling. (3).
The Latino Counseling Track with an emphasis on
Theory explores psychological theories of
development, pathology and normal functioning as
examined from a Latino cultural perspective. The
track considers issues such as the definition of
self in Latino cultures and the implications that
a different construction of self has for theories
of development and treatment. The course
challenges precepts in our psychological
theories: For example, from what perspective is a
culture-bound syndrome defined?; or, What is the
role of a transitional object in a culture that
values separation and individuation differently?
The course provides a basic foundation for
exploring techniques of psychotherapy with Latino
populations.
PSYC 571. Techniques of Latino Counseling. (3).
The Latino Counseling Track with an emphasis on
Technique draws on the theoretical implications
covered in Part I of the Latino Track with an
emphasis on Theory. In this course students see
how theoretical implications find application in
the clinical setting. The course addresses, for
example, the possible function of code switching
(switching between two languages) in the
treatment of bilingual patients by bilingual
therapists and its implications in terms of
anxiety and defense. How do familial values get
enacted in the treatment of patients of the same
culture? What are the implications for treatment
of culture bound syndromes, such as ataque de
nervios? Prerequisite: PSYC-570.
PSYC 574. Attachment Theory. (3).
Attachment theory deals with the central human
question of the formation of lasting connections.
The course introduces students to the
fundamentals of attachment theory as well as to
basic research on various aspects of the theory.
The course provides a developmental perspective
on infant, child, and adult attachment. It also
focuses on the interaction between the attachment
and other behavioral systems, including the
caregiving and sexual systems.
PSYC 575. Attachment Techniques. (3).
Drawing on the research and theoretical work
examined in Attachment, Part I: Theory; this
course reviews a number of attachment-based
clinical applications in the work with couples,
families, children and individuals. The course
explores how current interventions with mothers
who suffer from post-partum depression change the
quality of a child's attachment, and how
treatment with couples that focuses on
elucidating attachment styles leads to meaningful
change in quality of the relationship. The course
critically examines current research assessing
the clinical applications of attachment-based
interventions. Prerequisite: PSYC-574.
PSYC 577. Family Mediation Theory and Research. (3).
This course will examine theories of conflict,
family dynamics of divorce, child development
implications, and mental health issues in
divorce. Models of mediation of family disputes
and alternate dispute resolution models will be
introduced. Other topics to be studied include
the legal context underlying divorce, legal
remedies and limitations, as well as mental
health interventions, including co-parenting
therapy, reunification of parents and alienated
children, and parent plan coordination.
PSYC 578. Family Mediation Application and Practice. (3).
Observation of and in vivo practice in family
mediation of child custody and related issues
will be introduced in this course. An overview of
and practice in family mediation techniques will
be presented. A main focus will be on the
application of the theories covered in the first
course on Family Mediation. Other topics will
include management of conflicted families,
interaction with court mediators, attorneys, and
judicial officers and the principles of expert
testimony. Prerequisite: PSYC-577.
PSYC 580. Theories of Counseling and Spirituality. (3).
This course will examine the ways in which
spirituality is an influence upon the human
experience. We will examine spirituality both
from a theological perspective as it takes shape
in various religions and as it impacts persons as
a private and transcendent process. The goal of
the course is to draw comparisons between
psychotherapy and spirituality as processes that
influence personal growth and change and to
appreciate the role of spirituality in mental
health recovery.
PSYC 581. Techniques of Counseling and Spirituality. (3).
This applied course picks up from the discussions
of spirituality theories in the previous course
and extends them into contributions for
psychotherapeutic interventions. In particular,
schools of psychotherapy represented by
psychoanalysis, Jungian, existential/humanistic
and the neurosciences will be used as the models
for applying spirituality to the healing process.
The student will learn how various interventions
from these models address the transpersonal
dimension of psychotherapy and how to consider
the interventions as part of a comprehensive
treatment approach. Prerequisite: PSYC-580.
PSYC 582. Selected Topics. (3).
Topics of current and particular interests or
concern in counseling or clinical psychology.
Students may enroll in more than one selected
topics course.
PSYC 583. Intimate Partner Violence: Advanced Research, Theory, and Technique. (3).
This course will examine the history of intimate
partner violence from multiple perspectives
including psychological and psychosocial
understandings. Current research will be
presented and multiple theoretical frameworks
will be explored. In addition, the course will
review current approaches to treating clients who
have been exposed to intimate partner violence
including evidence-based practices. Cultural
understanding and influences will also be studied.
PSYC 584. Intimate Partner Violence: Advanced Clinical Applications. (3).
This course will provide an in-depth examination,
analysis and evaluation of current practices
utilized in working with clients who have been
exposed to intimate partner violence. Students
will examine research, view video of therapy
sessions and present their own work with clients.
PSYC 590. Independent Study. (1-4).
Approved research in an area not covered by
course work listed in this catalog.
PSYC 591. Counseling Practicum I. (2).
Placement in the University's Marriage, Family
and Child Counseling Center or external practicum
site. Completion of PSYC 591, 592 and 593
constitutes a 12-month practicum. Hours
applicable to licensing requirement. Practicum
fee in addition to tuition. Prerequisites: PSYC
530 and consent of center director.
PSYC 592. Counseling Practicum II. (2).
Placement in the University's Marriage, Family
and Child Counseling Center or external practicum
site. Completion of PSYC 591, 592 and 593
constitutes a 12-month practicum. Hours
applicable to licensing requirement. Practicum
fee in addition to tuition. Prerequisite: PSYC
591.
PSYC 593. Counseling Practicum III. (2).
Placement in the University's Marriage, Family
and Child Counseling Center or external practicum
site. Completion of PSYC 591, 592 and 593
constitutes a 12-month practicum. Hours
applicable to licensing requirement. Practicum
fee in addition to tuition. Prerequisite: PSYC
592.
PSYC 599C. Thesis Continuation. (1).
PSYC 599D. Thesis Supervision. (1).
PSYC 701. Research Seminar 1. (1).
Throughout the first two years of the program,
five to seven students work with a faculty member
who mentors student research. The class will
introduce various research methodologies used in
clinical psychology and assist students in
exploring their research interests.
PSYC 702. Research Seminar 2. (1).
A continuation of PSYC-701, this course will
focus on introducing students to various research
tools and strategies as students develop their
research projects. Specific attention will be
given to developing the literature review. It is
expected that students will complete their
literature reviews over the summer.
PSYC 703. Research Seminar 3. (1).
A continuation of PSYC-702, this course assists
students in becoming familiar with completing IRB
forms, developing the methodology sections of
their research projects, and examining the ethics
of research and data collection. By the
completion of this course, students are expected
to have a completed proposal and be ready for
data collection.
PSYC 704. Research Seminar 4. (1).
A continuation of PSYC-703, this course examines
data analysis and writing results. By the
completion of this course, students are expected
to have completed their second year projects,
which may function as pilot studies for the
dissertation project.
PSYC 705. Research Methods 1. (3).
This course examines qualitative and
correlational research designs including case
studies, survey research, focus groups,
conducting interviews and collecting data to
support hypotheses regarding possible
relationships and associations. In addition,
students will learn the appropriate statistical
analyses to use with qualitative and
correlational research. Issues involving
validity, bias and cultural diversity in research
will be addressed.
PSYC 706. Research Methods 2. (3).
This course examines quantitative research
designs including experimental,
quasi-experimental, multivariate, cross-sectional
and longitudinal studies. In addition, students
will gain experience using SPSS for analysis of
variance and covariance, simple effects analysis,
factorial designs and multivariate analysis of
variance.
PSYC 711. Colloquia 1. (1).
Professionals in the mental health field will
conduct presentations on a wide range of issues
that are relevant to careers in psychology. By
drawing on local resources, the colloquia series
addresses issues that are particularly applicable
to our neighboring communities. The colloquia
also include formal clinical case presentations
from students, faculty and invited guests.
PSYC 712. Colloquia 2. (1).
Continuation of PSYC 711.
PSYC 713. Colloquia 3. (1).
Continuation of PSYC 712.
PSYC 714. Colloquia 4. (1).
Continuation of PSYC 713.
PSYC 716. Biological Aspects of Behavior. (3).
This course examines brain-behavior
relationships. An emphasis is placed on
understanding neuropsychological functions,
physiological mechanisms and biochemical
processes.
PSYC 717. Human Development. (3).
This course examines theory and research related
to lifespan development. Clinical application of
course material will be emphasized.
PSYC 718. Cognitive-Affective Aspects of Behavior. (3).
This course examines current theory and research
in human cognitive and affective. The impact of
cognitive and affective processes on the
individual are studied and applied to clinical
material.
PSYC 719. Social Psychology. (3).
This course examines the social and cultural
bases of human behavior by examining relevant
theory and research. Consideration is given to
the ethnic/cultural issues that impact clinical
practice.
PSYC 721. Practicum 1. (2).
The Practicum is structured to provide clinical
experience in conducting psychotherapy. Students
provide psychotherapy services to clients at the
Community Counseling and Parent Child Study
Center under the close supervision of licensed
clinicians who are part of the Psy.D. program's
clinical faculty. In addition to direct
face-to-face contact and supervision, the
practicum also provides supervised training in
assessment, using standard test batteries that
include intelligence tests, projective tests and
self-report inventories. In practicum, students
acquire the skills to present test findings to
their clients and integrate assessment into their
clinical practice.
PSYC 722. Practicum 2. (2).
Continuation of Psyc-721.
PSYC 723. Practicum 3. (2).
Continuation of PSYC 722.
PSYC 724. Practicum 4. (2).
Continuation of PSYC 723.
PSYC 725. Practicum 5. (2).
Continuation of PSYC 724.
PSYC 726. Practicum 6. (2).
Continuation of PSYC 725.
PSYC 728. Case Conference 1. (1).
As part of this yearlong seminar, students
present information from clinical intakes that
they are conducting as part of their practicum,
as well as information on ongoing treatments, to
a small group of peers and supervisors. The case
conference gives each student the opportunity to
develop skills in discussing presenting problems,
diagnostic impressions, psychodynamic case
formulation and treatment planning.
PSYC 729. Case Conference 2. (1).
Continuation of PSYC 728.
PSYC 731. Dissertation Reserach Seminar 1. (1).
This course is designed for five to seven
students led by a faculty member who will mentor
students through the dissertation project
process. Students will support one another by
acting as peer mentors in the course as
dissertation proposals are explored.
PSYC 732. Dissertation Research Seminar 2. (1).
A continuation of PSYC-731, this course continues
to provide support for students as they actively
develop their dissertation projects. At the
conclusion of this course, students are expected
to have completed their proposals, chosen a
dissertation committee, and successfully defended
their proposals. They should be ready for data
collection and analysis over the summer.
PSYC 733. Dissertation Research Seminar 3. (1).
A continuation of PSYC-732, this course supports
students as they analyze data and begin to write
the results chapter of their dissertation
projects.
PSYC 734. Dissertation Research Seminar 4. (1).
A continuation of PSYC-733, this course provides
support for students as they complete their
dissertation projects. In addition, students
explore various methods of presenting their
research including journal articles, conferences
and community forums. Students are expected to
complete their final defense by the conclusion of
this course and are encouraged to present and
publish their work.
PSYC 735. Dissertation Supervision. (2).
This course is intended for students who have not
completed their dissertations within the first
four years of coursework and who require
additional supervision.
PSYC 740. Diagnostic Interviewing. (3).
Diagnostic and therapeutic interviewing skills
are essential for a clinician. In this course,
students will develop techniques for conducting
diagnostic interviews of clients with a range of
symptoms and psychological disorders. The course
involves hands-on interviewing exercises and a
review of etiological and treatment issues
specific to psychological disorders, such as
anxiety, depression and eating disorder. Includes
interviewing strategies that focus on symptoms,
behaviors and dynamics that are specific to each
disorder.
PSYC 741. Basic Attending Skills. (2).
This course examines one of the basic skills
necessary for effective psychotherapy - the
development of listening skills. The course
explores concepts such as empathy, sympathy,
reassurance, the importance of process versus
content, and the importance of examining
obstacles that interfere with a therapist's basic
listening skills, including countertransference.
PSYC 742. Frame. (2).
Frame refers to the establishing and maintaining
of a therapeutic structure of protocols,
guidelines, boundaries and any other technical
parameters. The handling of frame constitutes a
critically important skill for the treatment of
character pathology, serious mental disorders and
other complex treatments. Students will learn and
have the opportunity to practice these skills in
role-play and simulated therapy sessions. They
will also be presented with videos of therapy
sessions where they can critique other
clinician's attempts to manage frames.
PSYC 743. Child and Adolescent Interventions. (2).
This course will examine specific treatment
strategies for psychotherapy from the approaches
of psychodynamic, cognitive-behavioral and family
systems theories. Students will learn how to
organize their clinical interventions according
to these psychotherapeutic models and how to
direct their treatment goals accordingly.
PSYC 744. Principles of Psychodynamic Psychotherapy. (2).
The course surveys some of the basic treatment
modalities that fall under the rubric of
psychodynamic psychotherapies, including
perspectives from object relations, self
psychology, ego psychology and interpersonal
psychology. Students develop the capacity for
distinguishing and finding points of convergence
between the different theoretical perspectives
and their application in clinical practice.
Traditional concepts such as transference,
countertransference, resistance, neutrality and
compromise formation are discussed. This course
also addresses the role of enactments,
self-disclosure and insight in effecting
therapeutic change.
PSYC 745. ABA and CBT Interventions. (3).
This course examines the conceptual foundations
underlying behavioral and cognitive approaches to
assessment and treatment. The principles and
techniques of applied behavioral analysis and
cognitive behavioral therapy will be reviewed. In
addition, relevant outcome research will be
presented to support the use of these therapies
with specific populations.
PSYC 746. Couples and Family Therapy. (2).
This is an advanced course on the study of
conjoint therapy with couples and families. A
number of theoretical perspectives and related
clinical techniques will be studied including
cognitive-behavioral, system theory and
psychodynamic approaches. The intervention
techniques can be applied with pre-marital
couples for couple enrichment and as part of
psychotherapy with distressed couples.
Interventions will be taught for dealing with a
variety of marital and divorce issues, e.g.,
dual-career, multicultural/multinational,
domestic violence, alcoholism and remarriage.
Instruction is through lecture, discussions,
role-playing and video. Students will complete a
course project either through a practicum
experience or some other applied experience
developed with the instructor.
PSYC 747. Group Psychotherapy. (2).
This course is designed to help students learn
about group theory and the practice of group
psychotherapy. Students acquire information and
skills on different types of psychotherapy
groups, including inpatient and outpatient
groups, as well as psycho-educational groups,
symptom-focused groups (e.g., eating disorder
group), and others. The course examines the
value, as well as the potential for iatrogenic
effects, of group work as it is impacted by
diagnostic categories, age populations and other
relevant factors.
PSYC 750. Child and Adolescent Disorders. (3).
This course will integrate psychological and
neuroscientific research on child and adolescent
development with issues of learning disabilities,
behavioral and impulse disorders, addictions and
other psychopathologies. The student will
understand how psychological, social, cultural
and biological factors influence the problems and
disorders experienced by children and adolescents.
PSYC 751. Personality and Dissociative Disorders. (3).
This course is designed to review the major
theories of personality and dissociative
disorders, addressing psychoanalytic, behavioral
and humanistic schools of thought, as well as
biological approaches that include the study of
genetics and heritability. The course takes a
developmental approach to the study of these
disorders and examines points of convergence and
divergence between the different theories.
PSYC 752. Mood and Anxiety Disorders. (3).
This course provides an in-depth examination of
mood disorders (e.g., depression, bipolar
disorder, dysthymia) and anxiety disorders (e.g.,
obsessive-compulsive disorder, phobia, panic
disorders). The course examines the etiology and
course of the disorders from multiple
perspectives. In addition, the course requires a
critical review of psychotherapeutic
interventions that have been proven effective
from a variety of theoretical and treatment
modalities. The most current approaches to
assessment are reviewed.
PSYC 753. Gender and Sexual Disorders. (2).
This course will explore gender and sexual
disorders from multiple perspectives including
historical, object relational, attachment,
cognitive, behavioral, systems, biological and
social. Diagnostic criteria and etiology will be
examined while considering the influence of
culture and societal values. Multiple treatment
approaches and interventions will be examined as
found in relevant research. Students will explore
their own sexual attitudes and develop an
awareness of and comfort with the complexities of
human sexuality.
PSYC 754. Eating Disorders/Substance Abuse/ Somatoform Disorders. (2).
The course examines the major theories addressing
somatoform disorders (body dysmorphia,
conversion, hypochondriasis, pain disorder and
somatization), as well as substance abuse and
eating disorders. Students will explore possible
overlap between these disorders as understood
from a variety of theoretical frameworks
(including psychoanalytic, behavioral, humanistic
and social learning theory), as well as findings
from neuroscience. The course emphasizes a
developmental perspective in the understanding of
these issues.
PSYC 755. Schizophrenia and Other Cognitive Disorders. (2).
This course examines major theories on the
etiology of schizophrenia and other cognitive
disorders and their symptomatic manifestations.
The course includes a historical overview of the
disorders as well as recent findings from the
fields of biology and neuroscience. The course
also includes a review of medications and the
neural pathways by which pychotropic medications
are thought to affect thought disorders.
PSYC 761. Professional Seminar. (2).
The purpose of this course is to assist students
in the development of a professional identity.
Students will investigate the various roles of
clinical psychologists. They will examine
practice issues in light of relevant ethical and
legal issues. Each student will develop a plan
for transitioning from student to professional.
PSYC 762. Test and Measurement. (2).
This course introduces students to test theory
and the psychometric properties of tests.
Controversies and ethical issues in assessment
are explored from both a quantitative and
qualitative perspective. Particular attention is
given to potential test biases and the potential
misuse of testing in clinical psychology.
PSYC 763. Ethics. (2).
This course is designed to explore the advanced
legal and ethical issues for professional
psychology. Students will examine and discuss
complex and controversial legal and ethical
issues as they pertain to clinical practice and
research. Students will be expected to
demonstrate a good working knowledge of many
legal and ethical concepts and to demonstrate
their ability to offer a critical analysis of the
professional literature. Classroom discussion is
an essential part of this course and students are
expected to come to each meeting prepared to ask
questions and debate topics. Several take-home
assignments and a final exam will also be used to
assess grades.
PSYC 770. Assessment: Cognitive. (3).
This course is designed to provide graduate level
students with training in the administration,
scoring and interpretation of the current
editions of the Wechsler Adult Intelligence Scale
(WAIS-IV), the Wechsler Intelligence Scale for
Children (WISC-IV), and the Woodcock-Johnson
Achievement Test (WJ-III). In addition, other
measures of cognitive assessment will be
reviewed. Issues relating to the appropriate use
of intelligence tests, theories of intelligence,
ethical test use, testing culturally diverse
populations, integration of data and effective
report writing will be addressed.
PSYC 771. Assessment: Personality. (3).
This course is designed to provide graduate level
students with training in the administration,
scoring, and interpretation of personality
measures including projective drawings, sentence
completion, Thematic Apperception Test (TAT, CAT,
RAT), Minnesota Multiphasic Personality
Inventory-2 (MMPI-2, MMPI-A), Millon Clinical
Multiaxial Inventory-III (MCMI-III), California
Personality Inventory-R (CPI-R), Beck Depression
Inventory-II (BDI-II), and the Achenbach Child
Behavior Checklist (CBCL). In addition, other
measures of personality assessment will be
reviewed. Issues relating to the appropriate use
of personality measures, theories of personality,
ethical test use, testing culturally diverse
populations, integration of data and effective
report writing will be addressed.
PSYC 780. History and Systems. (3).
The intention in this course is to guide you to
understand psychological science through its
history, and through the histories of the
societies in Europe and North America within
which that science has been embedded. Much of
psychology's past has found its roots within the
social histories of the countries where Western
psychology has developed - Germany, France, Great
Britain and the United States. This course will
take you on a journey into some of the
fascinating theories developed by our
intellectual forefathers who proved to have a
profound influence on later psychological
thought, combining those with investigations into
the cultural-historical contexts within which
these works were written. Often we erroneously
assume that what has been written decades or even
centuries ago is too old and must be outdated.
Yet, as we will see, the great dinosaurs from the
old schools of psychology are still able to teach
us modern psychologists a great deal.
PSYC 781. Consultation/Supervision. (3).
This course examines the role of psychologists as
consultants and as supervisors. Theories of
consulting and supervising will be presented, as
well as experiential exercises. Students will
consider the roles of consultant and supervisor
from developmental perspectives.
PSYC 782. Cultural Theory and Research. (3).
This is a course for interested students who want
to learn about cultural perspectives in
psychology at large, and particularly in the
cases of human development within varied cultural
contexts. Crucial philosophical, theoretical and
methodological research issues that are central
for developmentally focused cultural psychology
will be covered in this course. This course is
tailored toward students with philosophical and
interdisciplinary interests, whose goals are to
learn more about our basic scientific
understanding of human psychology. The course is
primarily based on an active learning approach
founded on the principles of Accountable Talk,
which dictates that all students must be held
accountable to their learning community, to
accurate and appropriate knowledge, and to
rigorous thinking. In other words, this will not
be a standard lecture course in which students
passively absorb knowledge, rather the course
format will take a partnership approach in which
students help one another build knowledge (based
on the course textbook and instructor guidance),
in order to make sense of who we are and the
culture in which we live.
PSYC 783. Intimate Partner Violence: Advanced Research, Theory and Technique. (3).
This course will examine the history of intimate
partner violence from multiple perspectives
including psychological and psychosocial
understandings. Current research will be
presented and multiple theoretical frameworks
will be explored. In addition, the course will
review current approaches to treating clients who
have been exposed to intimate partner violence
including evidence-based practices. Cultural
understanding and influences will also be studied.
PSYC 784. Intimate Partner Violence: Advanced Clinical Applications. (3).
This course will provide an in-depth examination,
analysis and evaluation of current practices
utilized in working with clients who have been
exposed to intimate partner violence. Students
will examine research, view video of therapy
sessions and present their own work with clients.
PSYC 790. Neuropsychoanalysis. (3).
This course will provide an interface between
modern neuroscientific research and
psychoanalytic theory and practice. Students will
explore the relationships between brain structure
and function as they relate to the
phenomenological expression of the human
condition. They will examine how brain
development may underlie both psychosexual and
psychosocial maturity and the implications of
these changes for psychotherapy. By building from
the neuroscience of understanding brain injuries
and anomalies, we will consider how psychogenic
processes may involve similar biological and
anatomical systems. The student will also become
versed in the modern scientific epistemologies of
complex dynamic systems. These epistemologies
will also be integrated with psychoanalytic
concepts in consideration of expanding our
conventional understanding of depth psychology.
PSYC 791. Psychopharmacology. (2).
This course will examine the principles of
psychopharmacology and will review individual
classes of drugs as well as their mechanisms.
Special attention will be given to drug-to-drug
interactions, particularly with the elderly.
Students will become familiar with the FDA drug
review process and will consider relevant legal
and ethical issues.
PSYC 792. Advanced Topics. (3).
PSYC 795. Internship 1. (1).
PSYC 796. Internship 2. (1).