Apr 27, 2024

Academic Catalog 2017-2018

Academic Catalog 2017-2018 [ARCHIVED CATALOG]

All Courses

Course Type	Prefix
Continuing Education	CE
Education	EDU
Educational Leadership for Change	ELC
Human and Organizational Development	HOD
Infant and Early Childhood Development	IECD
Media Psychology	MSC
Neuropsychology	NEPSY
Organizational Development and Leadership	ODL
Psychology	PSY
Research	RES
School of Leadership Studies	SLS

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Organizational Development and Leadership
	ODL-685 Personal Leadership Development I 2 semester credits The ODL personal development leadership series is a sustaining and distinctive thread that runs throughout the entire ODL journey. Personal Leadership Development I will focus on community building, relationship development, and fostering deeper understanding of Fielding’s history, values and culture. Students practice accessing and increasing self-awareness about their personal history, their current stage of personal development, and their desired future. They engage creatively in learning about themselves, discovering their preferences, evoking their dreams and aspirations, and becoming clear about their gifts and talents. The series is designed to assist students to integrate what they are learning as an ODL student, broaden and deepen their knowledge and skills, and introduce them to the process of inquiry and different ways of knowing as they begin to think about their final project and advance their learning plan. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Students will be able to: Use double-loop learning, reflective inquiry, and critical thinking to examine their observations, emotions, intentions, reactions, assumptions, and interpretation of events. Articulate ways in which new learning expands their leadership skills and capacities. Develop an appreciation of new ways of knowing and alternative perspectives. Use different lenses to understand organizations and increase understanding of the practitioner’s role as a change agent. Identify and synthesize key learning from each quarter and communicate these learnings to others. Enhance their growth and development through the formation of, and engagement with, a formal mentoring structure. Develop approaches to organizational interventions that can be applied in the master’s project.
	ODL-688 Personal Leadership Development IV 2 semester credits The ODL personal leadership development series is a sustaining and distinctive thread that runs throughout the entire ODL journey. Personal Leadership Development IV is designed to assist students as they begin their Master’s Project (ODL-690 ) to develop their specific action inquiry proposal for the final project. The process involves each participant leading a discussion on a focused intervention to produce change or increase knowledge (or both), with a small group of colleagues and faculty serving as scholar/practitioner consultants. In addition, Personal Leadership IV shifts intention and attention from internal to external considerations and from the student declaring their vocation to their claiming their “work in the world.” Through the development of a formal Learning Commitment, students define their vocation (interpreted as the intersection between their deep gladness and their contribution to the world) and design their own plan of action to declare and claim it. Students reflect on how they are showing up in their external environments, where they are experiencing their learning edge as well as their “deep gladness,” and how their Theory of Practice and Learning Commitments align with their values and deep purpose. Students reflect more deeply on their external engagements while building their capacity to reflect “in action” as well as “on their action. Pre-requisites: ODL-685 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Students will be able to: Use double-loop learning, reflective inquiry, and critical thinking to examine their observations, emotions, intentions, reactions, assumptions, and interpretation of events. Articulate ways in which new learning expands their leadership skills and capacities. Develop an appreciation of new ways of knowing and alternative perspectives. Use different lenses to understand organizations and increase understanding of the practitioner’s role as a change agent. Identify and synthesize key learning from each quarter and communicate these learnings to others. Enhance their growth and development through the formation of, and engagement with, a formal mentoring structure. Develop approaches to organizational interventions that can be applied in the master’s project.
	ODL-690 Master’s Project I 4 semester credits This is the first of a two-trimester course sequence in which students complete and submit a Master’s Project that: (a) identifies one or more theoretically or practically significant questions relevant to the student’s organization and/or the field of ODL; (b) critically reviews the literature and other resources with respect to theory and real-world examples relevant to their question(s); (c) where appropriate, integrates and builds on relevant models and practices; (d) proposes an organizational intervention project that contributes to our knowledge about their key question (s) and (e) describes a range of reasonable project outcomes and their implications, including a critical assessment of potential unintended outcomes. The course emphasizes rigor in the students’ work in terms of theory, inquiry, reflection and action. Pre-requisites: ODL-669 , ODL-670 , ODL-671 , ODL-672 , ODL-685 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Integrate knowledge across ODL coursework. Reflect on how you have integrated new learnings into your life and work. Engage in reflective and critical thinking and creativity in addressing organizational issues and concerns. Unravel a practical or theoretical issue by applying and integrating the methods and concepts studied in ODL program. Engage fully in dialogue with your consultation team, providing constructive support of others’ ideas but also constructive questions to help refine topics and deepen investigation. Evaluate proposed interventions using multiple points of reference - your own experience, your passion for problem-solving, and your own compass of intellectual curiosity, as well as theory and published data on similar solutions. Develop an applied master’s intervention project to include planning the project, carrying it out, synthesizing the results, assessing the quality of the process and self-reflection as the project lead.
	ODL-691 Master’s Project II 4 semester credits This is the second of a two-trimester course sequence in which students complete and submit a Master’s Project that: (a) identifies one or more theoretically or practically significant questions relevant to the student’s organization and/or the field of ODL; (b) critically reviews the literature and other resources with respect to theory and real-world examples relevant to those questions; (c) where appropriate, integrates and builds on relevant models and practices; (d) proposes an organizational intervention project that contributes to our knowledge about those questions and (e) describes a range of reasonable project outcomes and their implications, including a critical assessment of potential unintended outcomes. The course emphasizes rigor in the students’ work in terms of theory, inquiry, reflection and action. Pre-requisites: ODL-688 , ODL-690 Delivery Method: Online Grading Default: Letter Learning Outcome(s): Students will be able to: Integrate knowledge across ODL coursework. Reflect on how you have integrated new learnings into your life and work. Engage in reflective and critical thinking and creativity in addressing organizational issues and concerns. Unravel a practical or theoretical issue by applying and integrating the methods and concepts studied in ODL program. Engage fully in dialogue with your consultation team, providing constructive support of others’ ideas but also constructive questions to help refine topics and deepen investigation. Evaluate proposed interventions using multiple points of reference - your own experience, your passion for problem-solving, and your own compass of intellectual curiosity, as well as theory and published data on similar solutions. Develop an applied master’s intervention project to include planning the project, carrying it out, synthesizing the results, assessing the quality of the process and self-reflection as the project lead.
Psychology
	PSY-PA Dissertation Proposal Approval 0 semester credits The proposal is approved when the committee chair is satisfied with the student’s response to the feedback which has been received by the full committee, including the external examiner, and this has been documented appropriately. Pre-requisites: For MEDIA and CLIN: pre-proposal approval (PSY-638 ). Additional for CLIN: PSY-RSS02 , PSY-RSS04 , PSY-RSS27 , 0.5 credits chosen from other RSSs and 5 credits of PSY-680 . Delivery Method: Distance/Electronically Mediated Grading Default: Credit/No Credit
	PSY-RSS02 Scholarly Argument 1 semester credits This research skills seminar will provide didactic material on using evidence, making and organizing a scholarly argument, and synthesizing the existing literature. The seminar includes a number of writing and conceptualization exercises to create a scholarly argument for a proposed new study based on several articles provided by the instructor. Developing a scholarly argument is an essential skill required in writing scholarly papers for other classes as well as for the development of a dissertation or any other research report. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Develop critical reviewing skills. Understand how a body of knowledge is developed. Develop proficiency in focused note-taking and outlining of critical arguments. Understand how to adapt visual maps and diagrams to his/her understanding of existing literature. Be able to synthesize existing literature as assigned by the instructor. Be knowledgeable about how to develop a research question which results from the reading of the assigned literature. Be competent in outlining an argument for a study to be proposed that answers the research question. Be proficient in writing a paper including a critical review of the literature built around a scholarly argument.
	PSY-RSS03 Questionnaire Construction 0.5 semester credits In this course students will learn the theory and practice of questionnaire construction, whether creating a simple background questionnaire, or developing more complex instruments. The focus of this seminar will be to design questionnaires to be used for research purposes rather than clinical applications. Students will also get practice and guidance on using Word or WordPerfect to format questionnaires in a way that invites participants to complete them and avoid confusion, which can lead to unusable responses. Web-applications are also covered. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): 1. Demonstrate an understanding of when to use questionnaires. 2. Demonstrate the ability to design a questionnaire that will elicit appropriate information from respondents. 3. Demonstrate an understanding of questionnaire formatting, coding and data entry. 4. Demonstrate an understanding of how questionnaire design impacts return rates. 5. Demonstrate the ability to develop and administer a questionnaire using web-based applications.
	PSY-RSS04 Presenting Research: Matters of Form 0.5 semester credits Introduces students to the two potential formats for School of Psychology dissertations. Helps student understand what information should be contained in the various chapters and sections of a dissertation using either format. Provides extensive training in the logic and methods for table construction using APA format. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): 1. Understand the differences between quantitative, qualitative, mixed methods, and theoretical dissertations. 2. Understand the structural specifications for the traditional and for the alternative “publication-ready” dissertation format. 3. Be able to prepare the written dissertation according to APA and FGU style requirements. 4. Know what belongs in each section of the dissertation. 5. Be able to prepare simple statistical tables using APA format.
	PSY-RSS05 Publishing and Presenting Scholarly Work 0.5 semester credits This seminar is designed to help students prepare research publications and presentations. Differences among outlets will be discussed (e.g. refereed journals, books, book chapters, posters, panel presentations, individual presentations). All significant aspects of the process will be covered, including planning and preparation, authorship issues, developing the proposal, the review process, writing the actual article or presentation, visual aids, and making the presentation. Students should come prepared with either a plan for a presentation or publication based on actual work, or a fictional plan. Details will be sent to registered students in advance of the seminar. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): 1. Know conventions of APA style. 2. Be able to present an argument cogently in writing. 3. Be able to present results of both quantitative and qualitative studies clearly and meaningfully, including the use of tables and graphic methods appropriate to each type of analysis. 4. Be able to discuss findings in journal articles, posters, and oral conference presentations.
	PSY-RSS07 Sample Size, Effect Size and Power Analysis 0.5 semester credits The goal of this Research Skills Seminar is to introduce students to power analysis. Students will learn the relationships between power, effect size, Type I and II error and sample size. The Seminar requires the use of both SPSS and G-Power statistical software. At the conclusion of the seminar students will be able to determine appropriate sample sizes for a variety of research designs and statistical analyses, and be able to write a scientifically supportable sample size estimate for a grant proposal or dissertation. Students will understand the concept of power and its relationship to effect size and sample size. Students will have a clear understanding of the difference between “effect size” and “statistical significance.” Pre-requisites: PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): 1. Understand the concept of statistical power and its relationship to effect size, sample size and Type I and II error. 2. Understand the difference between “effect size” and “statistical significance.” 3. Be able to conduct a power analysis for a variety of statistical models using G-Power software. 4. Be able to determine appropriate sample size estimates for a variety of statistical models. 5. Be able to write a scientifically supportable sample size estimate for a grant proposal or dissertation.
	PSY-RSS08 Testing/Mediating/Moderating Hypotheses 1 semester credits The goal of this Research Skills Seminar is to provide students with a framework for understanding moderation and mediation in the context of statistical modeling. At the conclusion of the seminar students will understand mediating and moderating relations, and will be able to test mediating and moderating relations using SPSS. Students will be exposed to modern approaches to testing moderating relationships that move beyond the Baron and Kenny model, including bootstrapping methods and structural modeling approaches. Pre-requisites: PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): 1. Understand the conceptual differences between mediating and moderating relations. 2. Be able to test moderating relations using ANOVA and MRA. 3. Understand modern approaches to testing moderating relationships that move beyond the Baron and Kenny model, including bootstrapping methods and structural modeling approaches.
	PSY-RSS14 Advanced Topics in SPSS 0.5 semester credits The goal of this Research Skills seminar is to guide students in more advanced use of SPSS. It is assumed that students will have some familiarity with the software (i.e. creating data files, running basic procedures) which they will have obtained in prerequisite courses (PSY-716A ). The seminar will emphasize data manipulation and management and introduces students to working with syntax. Particular attention will be given to the creation and modification of variables, archival data, merging data sets, and creating sub-sets of data files. Pre-requisites: PSY-716A or PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Be able to manipulate data in the IBM-SPSS environment (i.e. recode/compute). Be familiar with multiple data transformations and the criteria for their use. Be able to merge, split and reformat files. Know how to test the assumptions of parametric statistical procedures. Be able to work with SPSS syntax to run procedures and perform data manipulations.
	PSY-RSS15 Factor Analysis and Structural Equation Modeling 1 semester credits This Research Skills Seminar will introduce students to both principal components analysis (PCA) and confirmatory factor analysis (FA) and will explore the use of statistical techniques that fall under the general heading of structural equation modeling. Students will learn the distinctions between PCA and FA, the difference between orthogonal and oblique rotation, and principles for interpreting the results of these analyses. Students will explore what it means to develop a “causal model” and the logical principles that underlie the concept of causation. Examples of structural equation models and measurement models will be presented using the AMOS software program. Students taking this seminar should have a good knowledge of intermediate statistics, including regression analysis, and should have completed applicable pre-requisite courses. Pre-requisites: PSY-716A and PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Understand the logic of causal modeling and the general purpose and process of creating a statistical model. Understand the difference between FA and PCA. Understand how to run, interpret, and present the results of FA and PCA. Understand the purpose and practice of conducting a full structural equation model. Learn how to use R and the lavaan package to conduct both CFA and SEM. Know how to assess the various components of model evaluation, including an assessment of model fit.
	PSY-RSS21 Interviewing for Qualitative Research 1 semester credits This seminar will be conducted primarily as a workshop, the goal of which will be to reflect upon and to improve our skills as interviewers in the context of qualitative research. Such interviewing has as its goal an in-depth understanding of another person and attempts to understand what is not said as well as what is. In this seminar, we will take up the problems of orienting to the interview through a clear conceptualization of the research question and we will consider the interrelationship between the theoretical context that frames the research and the actual interaction in the interview with the participant. Taking a close look at the interview itself, we will focus on understanding the interpersonal process and thinking about how best to invite the data. Throughout, we will keep in mind the question: What does it mean to know another person? Students will conduct interviews and receive feedback about their interviewing strengths and will explore the interpersonal aspects of the interviews they conduct. Each seminar member should be prepared both to interview other people and also to be a subject of an interview. There will be a written assignment between the first and second day-long class sessions. Students should come to the seminar having completed the assigned readings and also outfitted with a voice recording device. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Know how to frame an interview in line with the conceptual questions of the research. Frame an experience-near interview plan. Know how to reflect on and manage the interpersonal aspects of the interview. Practice the empathic response in an interview. Review the ethics of the interview.
	PSY-RSS22 Analyzing Narrative Interviews 0.5 semester credits This Research Skills Seminar focuses on reading and interpreting narrative texts for research purposes. We will together engage in a close reading of the text of one or two interviews attending to multiple levels of meaning, development of themes, and the different approaches inherent in single case and cross-case analysis. Students will be required to do a write-up of the interview(s) demonstrating competence in the skills taught. Pre-requisites: PSY-RSS21 Recommended Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Know different approaches to reading narrative interviews for research purposes. Understand the epistemological assumptions that ground qualitative analysis. Apply at least one approach to a research interview text.
	PSY-RSS23 Qualitative Data Analysis 0.5 semester credits Introduces students to an array of data analyses techniques that are related to qualitative research methods tracing the logic between the method, the privileged way of knowing (epistemology), data collection sources, data analysis and results. Methods included will be generic qualitative, narrative, phenomenology, heuristic, grounded theory, participant action research, co-inquiry and ethnography. Data sources reviewed are open ended qualitative interviews, short answer questionnaires, field notes, stories or narratives, archival materials and focus groups. Data analyses examples will include various forms of content analysis, open ended coding, code book applications and composite stories among others. Discussions and examples will show how to assess the fit between a research question and a possible research method. Students will code a narrative data set using Dedoose. Students are required to purchase a one month subscription to Dedoose prior to the workshop. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Understand the link between a research method, data collection sources, and data analysis. Be able to read and understand scholarly research articles using a variety of qualitative data analyses including content analysis and composite stories. Be able to present, critique, and discuss scholarly research articles with emphasis on defining the research methods, data collection, and analysis as related to results. Understand validity issues as related to data analysis.
	PSY-RSS24 Introduction to Content Analysis 0.5 semester credits Content analysis is a method for analyzing data collected as texts or images. These types of analyses identify major themes and categories that appear in the data and determine common themes. In this introductory workshop, participants will learn the definition of categorical content analysis, and its place in the world of qualitative research. A review of qualitative research articles and their related data collection methods will inform methods of how categorical content can be used to create themes. Lieblich’s (Lieblich, Tuval-Mashiach & Zilber, 1998) four quadrant model of content analysis will be the conceptual frame for understanding the categorical approach. Students will share summaries of qualitative research articles, and practice coding narrative produced during the workshop. Finding patterns in human experience in context will enrich students’ understanding of qualitative research. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Define epistemological assumptions of qualitative research, including human experience in context and rich description. Discuss and review examples of Lieblich’s model of content analysis including categorical content analysis, categorical form, holistic content analysis and holistic form analysis. Use open coding on student produced narratives. Present content analysis methods for reliability, coding, and constructing themes used in two current research articles chosen by students. Create a content analysis research outline.
	PSY-RSS26 Introduction to Qualitative Research 0.5 or 1 semester credits This Research Skills Seminar provides an overview of different approaches to qualitative research (e.g. phenomenological, ethnographic, grounded theory). A focus of the seminar will be on understanding the paradigm shift required to do qualitative research. Data collection and data analysis approaches will be explored. A number of exercises will be included. When offered for 1 unit, students will need to attend the entire seminar and complete an additional homework assignment. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Understand the primary assumptions of the quantitative and qualitative paradigms. Understand the following terms: quantitative, qualitative, epistemology, positivistic, non-positivistic, open ended qualitative interviews, ethnography, participant action research, phenomenology, participatory/action research, hermeneutics, narrative, grounded theory, case study, critical theory, ethnomethodology, heuristics and hermeneutics. Be able to critically review a qualitative research journal article.
	PSY-RSS27 Pre-Dissertation Seminar 0.5 semester credits This seminar will be given at National Sessions and Research and Clinical Sessions. Each student brings a conceptual idea, and preliminary ideas regarding the niche for their research. This requires a 2-3 page paper outlining their ideas. Pre-requisites: Recommended: PSY-701A and PSY-701B Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Understand the basic epistemological assumptions and tenets that underlie the student’s focus for scientific inquiry. Become familiar with possible research methods that would be appropriate to the student’s focus of inquiry. Be able to apply ethical standards to the student’s arena of study. Document sensitivity to identified groups that might be recruited for the dissertation proposal. Be able to articulate an overview of a scholarly argument.
	PSY-RSS28 Dissertation Bootcamp: Post Pre-Proposal 0.5 semester credits This seminar is offered at residential sessions for students with an approved pre-proposal who are actively working on aspects of their dissertation. The focus is on helping students work through any current issues they are having with their dissertation. For example, students present issues with developing their proposal or IRB applications, challenges with data collection, addressing feedback, and writing up results or the discussion section. Participants are given feedback by faculty and students and class time is given to work on the issue. The day ends by writing an outline on the progress and reviewing this with faculty. Pre-requisites: PSY-638 , PSY-717 , PSY-RSS27 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Know how to formulate emergent research questions and associated hypotheses; Know how to design research methods appropriate for these questions/hypotheses; Be able to write a dissertation proposal methods section for their research questions/hypotheses; and (if beyond the proposal stage) Be able to deal with problems encountered in data collection and analysis.
	PSY-500 Foundations of Doctoral Study 4 semester credits All new students must complete a series of orientation activities designed to prepare students for success in the program. Online activities provide an overview of program requirements, library resources, and the online learning environment. These activities include an overview of professional conduct expectations, and how students will be assessed throughout their program regarding those expectations. During a six-day in-person orientation, students work with faculty and advanced students, primarily in a small group format, to familiarize new students with our learning model and to help new students develop a personalized and sequenced plan of studies called a Learning Plan. Your Learning Plan serves as a blueprint of your individual graduate studies specifically in relation to the program’s requirements and your academic background, prior professional training, and special interests. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-500A Foundations of Post-Doctoral Study 4 semester credits All new students must complete a series of orientation activities designed to prepare students for success in the program. Online activities provide an overview of program requirements, library resources, and the online learning environment. These activities include an overview of professional conduct expectations, and how students will be assessed throughout their program regarding those expectations. During a six-day in-person orientation, students work with faculty and advanced students, primarily in a small group format, to familiarize new students with our learning model and to help new students develop a personalized and sequenced plan of studies called a Learning Plan. Your Learning Plan serves as a blueprint of your individual graduate studies specifically in relation to the program’s requirements and your academic background, prior professional training, and special interests. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-501 Introduction to Clinical Psychology 4 semester credits Overview of major subdisciplines of psychology with emphasis on clinical psych; includes reading, discussing, and writing about primary sources and current research; explores distinctions among mental health disciplines; includes introduction to DSM-5, psychology ethics, and research on psychotherapy. Delivery Method: Distance/Electronically Mediated Grading Default: Letter Note: This course may be waived if student completed a graduate degree in clinical psychology from a regionally accredited U.S. university within the past 10 years.
	PSY-502 Critical Thinking in Clinical Psychology 4 semester credits Enhances critical thinking skills related to issues in the field of clinical psychology. Delivery Method: Distance/Electronically Mediated Grading Default: Letter Note: This course may be waived if the student scored a 4.5 or higher on the analytical writing portion of the GRE; or earned a PhD in any subject area from an accredited U.S. university within the past 10 years.
	PSY-503 Scholarly Writing in Clinical Psychology 4 semester credits Enhances scholarly writing and APA style skills related to clinical psychology topics. Delivery Method: Distance/Electronically Mediated Grading Default: Letter
	PSY-504 Clinical Psychology Research Lab 2 or 4 semester credits This course provides students with hands-on experience designing, conducting, and disseminating clinical psychology research. Consistent with a clock hour to credit ratio of 40:1, students taking the course for 2 credits will complete approximately 5 hours per week of lab/research work, while students taking the course for 4 credits will complete approximately 10 hours per week of lab/research work. The default expectation is 2 credits over two terms each. Students who enroll for 4 credits in one term need special permission from the Program Director. Delivery Method: Distance/Electronically Mediated Grading Default: Credit/No Credit Only
	PSY-525 Foundations of Critical Theory 4 semester credits This course addresses basic competencies relevant to student work in media psychology: academic writing from the perspective of organization and expression, generating a research question and following the research process, critical thinking, narrative structure, diversity, and ethics. The objective of this course is not mastery, but rather to familiarize students with these fundamental competencies, which they will further develop throughout their programs. Online activities provide an overview of program requirements, library resources, and the online learning environment. These activities include an overview of professional conduct expectations, and how students will be assessed throughout their program regarding those expectations. Delivery Method: Distance/Electronically Mediated Grading Default: Letter Learning Outcome(s): Demonstrates an understanding of the fundamentals of the research process used at the doctoral level through writing and scholarly discussion. Demonstrate an understanding of some of the theories and applications of critical thinking at a doctoral level through writing and scholarly discussion. Demonstrate, through writing and scholarly discussion, an understanding of the perspectives, skills and responsibilities needed to successfully produce doctoral level work and succeed in an academic program at the doctoral level.
	PSY-527 Asmt- Other Objective Personality Tests 0.5 semester credits This lab will briefly review several of the objective personality tests frequently used by psychologists. The emphasis will be on the PAI (Personality Assessment Inventory) and the MCMI-III (Million Clinical Multiaxial Inventory III). The 16PF, CPI, and NEO will be discussed briefly. The reasons for selecting one of these tests as part of an assessment battery will be discussed. Students will gain practice in the administration, scoring, and interpretation of the PAI and the MCMI-III. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-532E Asmt- Adv Rorschach: Transition from the Comprehensive System to the R-PAS 0.5 semester credits This course will introduce and orient you to the new Rorschach Performance Assessment System (R-PAS. It will review the coding and variables for which there is sufficient empirical support and discuss those variables that have been eliminated. Reliability and validity of the new system will be examined. Familiarity with the Comprehensive system is required. Students must have taken PSY-532A and PSY-532B (or have administered the test and have been supervised in practicum. Students will be required to purchase the new manual prior to attending the course. Manuals can be obtained at http://www.r-pas.org/. Pre-requisites: PSY-532A Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-533 Foundations of Media Psychology 4 semester credits Media psychology is the application of psychological theory and research to the analysis of media and technology use, development and impact. This course introduces six major domains in psychology–cognitive, social, developmental, biological/neuroscience, individual differences and positive–to provide a foundation for approaching media technologies from multiple dimensions. We will spend time exploring the question “what is media psychology” to think about why a definition matters and to give students the chance to examine their assumptions about media and technology. Each week we will address different topics in the current media landscape, such as social media, collective behaviors, games, media immersion, transmedia messaging, mobile devices and global impact, to see how different perspectives in psychology provide relevant theoretical and practical anchors. In every area, we will be evaluating media technologies based on: 1) inherent physical and psychological attributes; 2) impact on individuals and society; 3) design implications; and 4) user experience. The final project will focus on media’s ability to leverage ideas, cross boundaries, and connect people applied to the question: how can media technologies create social change? Delivery Method: In person/Blended Grading Default: Letter Learning Outcome(s): Understanding of what it means to be a leader in field of media psychology as a scholar and practitioner. Understand the complex interaction of media technologies with human behavior and society. Explanation: Ability to understand and explain the reciprocal influence of environment, behavior, emotion and human psychosocial and biological development with media and technology content, creation and use to think critically about impact and use. Understanding the appropriate application of psychological theory to the complex media environment. Explanation: Ability to identify theoretical relevance and to synthesize theoretical perspectives to critically analyze media use, impact and development. Growing familiarity with basic tenets of social, cognitive, developmental and positive psychologies and demonstrate their applicability to the development, use and impact of media technologies, particularly as they related to individual and collective welfare, identity and wellbeing. Extend media psychology scholarship to identification of real world problems where media technologies have impact or offer viable solutions. Explanation: Ability to apply media psychology in the field, to identify problems and develop appropriate interventions and solutions that take advantage of media and technology affordances and leverage.
	PSY-534A Asmt- WISC-IV Administration and Scoring 1 semester credits This lab introduces the administration and scoring of the WISC-IV. First the instrument is reviewed subtest by subtest. Then, the participants receive hands-on training in this widely used measure of intelligence through practice administrations and scoring the protocols under supervision. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-535 Asmt- Evaluation of Addictions 1 semester credits Substance use disorders are prevalent among those seeking mental health treatment and yet such disorders are often overlooked or mistaken for psychological disorders. It is critical that psychologists develop the skills necessary to assess for substance related disorders as well as the behavioral/process addictions that so often accompany them. The primary purpose of this lab is to help students to develop a clearer picture of the scope of addictive behaviors and learn how to identify, assess, and diagnose such problems. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-536 Asmt- WPSSI-R 1 semester credits The WPSSI-R, a scale of intelligence for 3-7 year old children will be taught in this lab. Theory behind child assessment and individual sub-test meanings will be delineated. Correct scoring of sub-tests, verbal, performance and total scores will be taught. Students will have the hands-on opportunity to administer the test items in practice and practice scoring the test. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-537 Asmt- Malingering and Deception 1 semester credits This is an advanced lab. Basic stats, MMPI-2 and WAIS-III are minimum prerequisites. In this lab we will review the issues of feigning, malingering, and problematic response styles in psychological assessment. These issues are important to assess in any psychological evaluation where issues of primary or secondary gain are significant. This includes all forensic settings and any evaluations where disability issues are or may become relevant. In this lab we will review conceptual frameworks for understanding and describing the issues related to feigning and malingering, particularly Richard Rogers’ work. Participants will learn to administer the SIRS and each student will do a practice demonstration. We will score the SIRS and discuss interpretation and reporting of the results. Additionally, the utility of information from other tests such as the MMPI-2 will be discussed. Finally, a variety of other instruments for the assessment of feigning and malingering will be reviewed, including several designed to assess lack of effort in cognitive assessment. Pre-requisites: PSY-710B or PSY-710C Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-540A Generating and Gathering Qualitative & Quantitative Evidence 4 semester credits The first course in the Media Psychology research sequence. The course builds on the idea of research as a process of generating evidence as a warrant for a knowledge claim. The focus of the course is on the production and collecting of research evidence. Topics covered include the different properties of numeric and verbal/image evidence and methods for generating and gathering qualitative and quantitative data in the context of media psychology. As a result, emphasis is given to the development of media psychology research questions and the use of instruments for measuring media and psychological constructs within the context of different methodological approaches. Students are introduced to statistical analysis to develop statistical descriptions of numeric data as well as being introduced to content analysis to develop understanding of linguistic/image data. Pre-requisites: PSY-525 , PSY-533 Delivery Method: Distance/Electronically Mediated Grading Default: Letter Learning Outcome(s): Understand and employ research as a process of using evidence to make knowledge claims in answer to a research question. Understand and apply the methods used to generate and interpret numeric and linguistic research evidence. Understand and apply ethics relevant to research. Develop a simple research question pertinent to media psychology, turn it into a brief research proposal, and collect data.
	PSY-540B Analyzing Qualitative & Quantitative Evidence 4 semester credits The second course in the Media Psychology research sequence. The course builds on the understandings and skills developed in PSY-540A . This includes a deeper exploration of methodological approaches as well as quantitative and qualitative analytic techniques. A distinction between knowledge claims about local situations and about properties of populations in relation to media psychology allows a focus on the production of local knowledge claims by different kinds of qualitative analyses and the production of general knowledge by different kinds of quantitative analyses. A research project is developed. Pre-requisites: PSY-540A Delivery Method: Distance/Electronically Mediated Grading Default: Letter Learning Outcome(s): Understand and apply a broad range of methods used to generate and interpret numeric evidence. Understand and apply a broad range of methods used to generate and interpret linguistic research evidence. Develop a complete research project.
	PSY-540C Developing Claims from Qualitative & Quantitative Evidence 4 semester credits The third course in the Media Psychology research sequence. The course builds on the understandings, skills, and research project developed in PSY 540A and PSY 540B . The course continues the examination of complex quantitative designs and their statistical tests as well as additional qualitative methodological approaches and analytic techniques. Media Psychology faculty members present descriptions and examples of media psychology research. The previously developed research project is completed and written in the form of a journal article building a claim from the research evidence gathered. Pre-requisites: PSY-540B Delivery Method: Distance/Electronically Mediated Grading Default: Letter Learning Outcome(s): Demonstrate understanding of complex quantitative designs and their statistical tests. Demonstrate understanding of complex qualitative methodological approaches and analytic techniques. Conduct, analyze, interpret, and write in journal article form a research project.
	PSY-560C Asmt- Forensic Assessment 1 semester credits Will focus on a variety of legal questions and the strategies for answering those questions. Specific forensic tools will be reviewed such as the SIRS, the Georgia Court Competency Test, and the MacArthur approach to competency. More general instrumentation will be considered as it applies to forensic questions (including MMPI-2, cognitive assessment, and projectives, especially Rorschach). The importance of interviewing and its adaptation to forensic purposes will be presented. Pre-requisites: PSY-708 , PSY-709 . In addition, one from each of the following four sequences: 1) PSY-710A or PSY-710B ; 2) PSY-710C ; 3) PSY-710D1 , PSY-710D2 , PSY-710E . Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-564 Asmt- The Luria-Nebraska Demonstration 1 semester credits This lab is a demonstration of The Luria-Nebraska Examination. The demonstration will include administration, scoring, interpreting and reporting the findings of a complete battery. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-566 Asmt - Clinical Assessment in Health Psychology 1 semester credits This lab focuses on clinical assessment principles and techniques widely utilized by health psychologists. Emphases will include professional, ethical, and diversity issues faced by health psychologists performing psychological assessments in medical contexts, as well as guidelines for effective practice in these settings. Specific approaches to the assessment of several representative types of patients often seen by health psychologists will be considered. Pre-requisites: One from: PSY-710A , PSY-710B , PSY-710C Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Familiar with the major types of assessment measures used by health professionals in the clinical assessment of medical patients. Familiar with the key clinical/psychological issues in medical patients. Familiar with various select medical conditions and specific clinical assessment techniques for each of them.
	PSY-567 Asmt- Clinical Interview Idiographic 0.5 semester credits Supervised practice in person-centered interviewing, with emphasis on implications for diagnostic and therapeutic implications of findings. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-569 Asmt- Clinical Interview Structured 0.5 semester credits Supervised practice in the use of objective clinical information-gathering techniques. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-580D Asmt- MMPI-2-RF: Transition from MMPI-2 0.5 semester credits This one day seminar will review the changes involved in the new MMPI-2-RF. The rationale for the restructured format change will be delineated, and an overview of the 50 MMPI-2-RF scales will be provided. An interpretive strategy specific to the MMPI-2-RF will be offered, and case materials will be provided for practice in interpretation. Prerequisites: Completion of PSY-580 or a working knowledge of and initial skill interpreting the MMPI-2. Pre-requisites: PSY-710C Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-582 Asmt- Mental Status Examination 0.5 semester credits Practice in collecting mental status information along the relevant dimensions of psychological functioning. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-583 Asmt- Assessment of Autism 0.5-1 semester credits This course will cover best practices related to the assessment of Autism Spectrum Disorder. Emphasis will be on developmental and clinical indicators as well as commonly used psychometric tools. Topics may include the Autism Diagnostic Observation Schedule as well as other commonly used rating scales with an emphasis on integration of assessment results with regard to issues of diversity. May be repeated for credit. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-584 Asmt-Psychosocial History Ideographic 0.5 semester credits This lab focuses on integrating important psycho-historical information in the context of a clinical interview. The material will be covered didactically as well as experientially. Handouts of key topics to be covered in psychosocial history-taking will be provided by the instructor. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-585 Media Psychology Practicum 4 semester credits The purpose of the Media Psychology Practicum is to obtain skills in the hands-on application of theory, technology and practice of media applications necessary to conduct independent research in the field of media psychology. The practicum includes experience in any relevant phase of research, creation, production or assessment under the direct supervision of a Media Psychology faculty member and/or an accredited professional in the media or enabling technology industries. The purpose of this requirement is to complement the more didactic and independent learning about media that occurs in other contexts in order to develop the student’s media competencies. The amount and types of practicum training necessary to achieve those competencies will vary as a function of the entering student’s prior research education, training, and experience. The student may require more than the minimum hours of training in order to develop the competencies needed to conceptualize and carry out doctoral-level research and application. Media Psychology practicum training activities follow an apprenticeship model and include the following types of activities: (a) serving as an apprentice or an assistant to a qualified media producer; (b) assisting another student with supervised dissertation research or application under the supervision of that student’s dissertation committee chair; (c) conducting a pre-dissertation media application under faculty supervision; (d) participating in a Fielding-sponsored institutional media project; (e) participation in Hands-On Media Labs offered at research and national sessions, in clusters, and online; (f) collaborate in the actual production, editing and/or engineering of a media or multimedia project; (g) participating in the research, design and production of a presentation for delivery before a professional audience or specialty application; (h) any other applied media activity approved by a Media Psychology faculty member. Pre-requisites: PSY-525 , PSY-533 Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	PSY-588 Asmt- Forensic Evaluation in Criminal Settings 0.5 semester credits This lab focuses on the practical aspects of conducting and reporting on a forensic psychological evaluation in criminal settings. Students must have a basic working knowledge of clinical interviewing and minimally to have completed PALS on WAIS and MMPI. We will examine the various legal issues that a criminal forensic psychologist may be asked to consider, including various competencies (trial, sentence, Miranda waiver), the capacity of a minor to be tried as an adult, criminal responsibility (insanity, extreme emotional disturbance, diminished capacity), criminal intent, suggestibility/coercion, false confessions, sentencing issues, capital mitigation, and dangerousness. A model for conducting forensic psychological exams will be provided, and the use of defendant and collateral interviews, psychological tests, reviewing records and discovery will be presented. Practical issues relating to the determination of malingering will be reviewed, and special problems associated with unusual diagnoses will be considered. The preparation of psychological reports in a criminal setting will be reviewed, and a sample report presented for discussion. Pre-requisites: PSY-710B , PSY-710C Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Familiar with various types of legal competency in criminal cases and understand the role of psychologists in assessing competency. Able to distinguish between competency and criminal responsibility. Understands the role of psychologists in assessing criminal responsibility. Familiar with common methods for assessing malingering in criminal evaluations. Understands best practices in conducting forensic assessments in criminal cases.
	PSY-589 Asmt- MMPI-A 0.5 semester credits Administration, scoring and application of the adaptation of the MMPI for use with adolescents. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-590B Asmt- Intermediate MMPI-2 Interpretation 0.5 semester credits Practice in the interpretation of MMPI-2 profiles. Pre-requisites: PSY-710C Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-590C Asmt- Advanced MMPI-2 Interpretation 0.5 semester credits Practice in advanced interpretation of profiles, special scales and special populations. Pre-requisites: PSY-590B or PSY-710C Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-591 Asmt- Forensic Evaluations in Personal Injury and Employment Discrimination 0.5 semester credits This lab will explore the basic concepts of personal injury forensic work while addressing the specific legal and psychological issues associated with employment discrimination and harassment. Students will learn basic evaluation strategies and protocols for performing such evaluations and preparing expert reports as well as providing expert testimony. Pre-requisites: PSY-710G or PSY-800B. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-593 Asmt- WISC Administration and Scoring 1 semester credits This lab introduces the administration and scoring of the most current version of the WISC. First the instrument is reviewed subtest by subtest. Then, the participants receive hands-on training in this widely used measure of intelligence through practice administrations and scoring the protocols under supervision. Last, the participants will gain experience with basic interpretation. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-594 Applied Research Practicum: Media Psychology 0.5-4 semester credits The Applied Research Practicum is designed for students seeking to research and publish topics in academic journals or other juried media (books, e-journals, etc.) and/or for students seeking to research and present topics before professional or academic audiences. This practicum is offered under the supervision of Media Psychology Faculty. It may apply to publication or presentation outside those offered by the Media Faculty, at an external site, but must be supervised by a Media Psychology faculty member. Unit credit for activities under this practicum may range from 0.5 to 4 semester credits. The maximum that may be accrued is 4 semester credits. Pre-requisites: PSY-525 , PSY-533 Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	PSY-599 Residency Hours Completion 0 semester credits To support full participation in the Fielding learning community, the Clinical Psychology program has a residency requirement specifying a minimum amount of contact with faculty members in a variety of activities. The residency requirement consists of a minimum of 600 hours of demonstrated, face-to-face faculty-student contact in a variety of contexts. Students maintain a residency log on which faculty verify the hours of contact between the student and faculty during cluster meetings, regional and national sessions, and other times throughout the student’s tenure at Fielding. Students must complete and document 150 hours of residency in year one of their enrollment and another 150 hours in year two; the remaining 300 hours can be completed during the remainder of their student tenure at Fielding. In addition, students must document attendance at two days’ worth of professional conferences during their student tenure in order to complete this requirement. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-620 Practicum Case Presentations 0 semester credits Case presentations are an integral component of the Practicum Case Seminar (PCS) which is the oversight course for practicum training during the second and third years of the student’s program. Case presentations consist of a student’s presentation of a clinical case from their practicum, framed in the particular concentration they have chosen as their orientation to clinical intervention. Each PCS will have its own schedule for and organization of the presentation. Students must complete a minimum of 10 case presentations, 5 of which must be of their own cases from practicum. Two of these case presentations must occur in cluster, the remaining three case presentations with the PCS faculty from the student’s PCS track. The remaining 5 presentations can be observed. Students keep a record of their case presentations on a form available on myFielding and submit the completed form for recordation. Pre-requisites: PSY-708 , PSY-709 , PSY-710A , PSY-710B , PSY-711A1 , PSY-711A2 , PSY-715A , and either PSY-746 , PSY-747 or PSY-748 . Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-621 Clinical Training Days 0 semester credits Clinical Training Days are offered to enhance clinical skills development during the program period prior to a student’s beginning the pre-doctoral internship. They are developed as part of the three training tracks: Psychodynamic, CBT and Humanistic/Systems. Students are required to accrue a minimum of six Training Days before they begin their internship. While a student may attend a Training Day from any orientation, a student must accrue six Training Days consistent with their PCS orientation. Some Training Days fulfill more than one training track’s requirements. Students keep a record of Training Days on a form available on myFielding and submit the completed form for recordation. Pre-requisites: PSY-710A and PSY-711A1 Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-625A Asmt- Thematic Apperception Techniques (TAT) Introduction 1 semester credits Covers introduction and administration of the TAT Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-625B Asmt- Thematic Apperception Techniques (TAT) Interpretation 1 semester credits This lab covers interpretation at the intermediate level. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-625C Asmt- Advanced Thematic Apperception Techniques (TAT) Interpretation 1 semester credits This lab covers advanced interpretation of TAT. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-626 Special Topics in Forensic Psychology Lab 1 or 2 semester credits This lab will focus on specific legal questions and the strategies and tools for answering them. A student can take this course more than once as long as the focus of the assessment and assessment tools or their use differs. Delivery Method: In person Grading Default: Credit/No Credit Only Note: Elective
	PSY-627 Asmt- Projective Drawings 0.5 semester credits Administration, scoring and interpretation of projective drawings. Participants may be asked to practice on each other. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-628 Special Topics Practicum: Media Psychology 0.5-1 semester credits Workshops, seminars, conferences and special topics designated as PSY-628 accrue credit toward the 4 unit (generally 8 day) residency requirement required prior to the formation of a dissertation committee. Generally, each face-to-face workshop is valued at .5 credit hours per day. Multi-day workshops are valued at a maximum of 1.0 credit hours. Workshops are offered at national sessions, regional clusters and special events throughout the year. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-629A1 Practicum Case Seminar: Psychodynamic 2 semester credits Each 2 unit PSY-629 term (term 1 is 629A1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. The PSY-629A series focuses on developing a strong knowledge base in psychoanalytic theories and the application of psychodynamic theory and research to the practice of psychotherapy. Pre-requisites: PSY-708 , PSY-709 , PSY-711A1 /PSY-711A2 , PSY-746 . Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with psychodynamic theory and principles across its historical iterations. Be able to appropriately conceptualize cases from a psychodynamic perspective with a clear theory and evidence-based underpinning. Be able to conduct appropriate treatment planning in consideration of diagnosis, client goals, ego strength and potential for regression. Be able to utilize psychodynamic principles to diagnose a broad range of psychopathology. Be able to intervene therapeutically and empathically with clients in psychodynamically relevant and effective ways. Be able to form a solid working therapeutic alliance. Be able to assess treatment outcomes in a psychodynamic framework. Be able to maintain professional standards and provide treatment consistent with ethical and legal standard.
	PSY-629A2 Practicum Case Seminar: Psychodynamic 2 semester credits Each 2 unit PSY-629 term (term 1 is 629A1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. The PSY-629A series focuses on developing a strong knowledge base in psychoanalytic theories and the application of psychodynamic theory and research to the practice of psychotherapy. Pre-requisites: PSY-708 , PSY-709 , PSY-711A1 /PSY-711A2 , PSY-746 . In addition, each course in this sequence is a prerequisite to those that follow. Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with psychodynamic theory and principles across its historical iterations. Be able to appropriately conceptualize cases from a psychodynamic perspective with a clear theory and evidence-based underpinning. Be able to conduct appropriate treatment planning in consideration of diagnosis, client goals, ego strength and potential for regression. Be able to utilize psychodynamic principles to diagnose a broad range of psychopathology. Be able to intervene therapeutically and empathically with clients in psychodynamically relevant and effective ways. Be able to form a solid working therapeutic alliance. Be able to assess treatment outcomes in a psychodynamic framework. Be able to maintain professional standards and provide treatment consistent with ethical and legal standard.
	PSY-629A3 Practicum Case Seminar: Psychodynamic 2 semester credits Each 2 unit PSY-629 term (term 1 is 629A1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. The PSY-629A series focuses on developing a strong knowledge base in psychoanalytic theories and the application of psychodynamic theory and research to the practice of psychotherapy. Pre-requisites: PSY-629A2 Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with psychodynamic theory and principles across its historical iterations. Be able to appropriately conceptualize cases from a psychodynamic perspective with a clear theory and evidence-based underpinning. Be able to conduct appropriate treatment planning in consideration of diagnosis, client goals, ego strength and potential for regression. Be able to utilize psychodynamic principles to diagnose a broad range of psychopathology. Be able to intervene therapeutically and empathically with clients in psychodynamically relevant and effective ways. Be able to form a solid working therapeutic alliance. Be able to assess treatment outcomes in a psychodynamic framework. Be able to maintain professional standards and provide treatment consistent with ethical and legal standard.
	PSY-629A4 Practicum Case Seminar: Psychodynamic 2 semester credits Each 2 unit PSY-629 term (term 1 is 629A1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. The PSY-629A series focuses on developing a strong knowledge base in psychoanalytic theories and the application of psychodynamic theory and research to the practice of psychotherapy. Pre-requisites: PSY-629A3 Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with psychodynamic theory and principles across its historical iterations. Be able to appropriately conceptualize cases from a psychodynamic perspective with a clear theory and evidence-based underpinning. Be able to conduct appropriate treatment planning in consideration of diagnosis, client goals, ego strength and potential for regression. Be able to utilize psychodynamic principles to diagnose a broad range of psychopathology. Be able to intervene therapeutically and empathically with clients in psychodynamically relevant and effective ways. Be able to form a solid working therapeutic alliance. Be able to assess treatment outcomes in a psychodynamic framework. Be able to maintain professional standards and provide treatment consistent with ethical and legal standard.
	PSY-629B1 Practicum Case Seminar: Cognitive/Behavioral 2 semester credits Each 2 unit PSY-629 term (term 1 is 629B1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. PSY-629B focuses on developing a strong knowledge base in cognitive and behavioral theories and related therapies and relevant research. Emphasis will be placed on the application of these theories and therapies to clinical disorders. Pre-requisites: PSY-708 , PSY-709 , PSY-711A1 /PSY-711A2 , PSY-747 . Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with the theories and therapies that constitute Cognitive Behavioral Therapies. Know the principles of classical, operant, and vicarious learning and how they can be used to effect change. Know the role of Social Cognitive Theory in the paradigm shift from a purely behavioral perspective of personal change to an integrated cognitive/ behavioral perspective. Know the mediating processes of personal change and the importance of self-efficacy in adaptive functioning. Be able to develop a therapeutic alliance. Be able to develop Cognitive Behavioral case conceptualizations and treatment plans with measurable outcomes that are theoretically sound, empirically based, and culturally sensitive. Be familiar with different cognitive behavioral therapies and how to apply cognitive, behavioral, and environmental interventions contextually for different psychological disorders. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
	PSY-629B2 Practicum Case Seminar: Cognitive/Behavioral 2 semester credits Each 2 unit PSY-629 term (term 1 is 629B1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. PSY-629B focuses on developing a strong knowledge base in cognitive and behavioral theories and related therapies and relevant research. Emphasis will be placed on the application of these theories and therapies to clinical disorders. Pre-requisites: PSY-708 , PSY-709 , PSY-711A1 /PSY-711A2 , PSY-747 . In addition, each course in this sequence is a prerequisite to those that follow. Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with the theories and therapies that constitute Cognitive Behavioral Therapies. Know the principles of classical, operant, and vicarious learning and how they can be used to effect change. Know the role of Social Cognitive Theory in the paradigm shift from a purely behavioral perspective of personal change to an integrated cognitive/ behavioral perspective. Know the mediating processes of personal change and the importance of self-efficacy in adaptive functioning. Be able to develop a therapeutic alliance. Be able to develop Cognitive Behavioral case conceptualizations and treatment plans with measurable outcomes that are theoretically sound, empirically based, and culturally sensitive. Be familiar with different cognitive behavioral therapies and how to apply cognitive, behavioral, and environmental interventions contextually for different psychological disorders. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
	PSY-629B3 Practicum Case Seminar: Cognitive/Behavioral 2 semester credits Each 2 unit PSY-629 term (term 1 is 629B1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. PSY-629B focuses on developing a strong knowledge base in cognitive and behavioral theories and related therapies and relevant research. Emphasis will be placed on the application of these theories and therapies to clinical disorders. Pre-requisites: PSY-629B2 Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with the theories and therapies that constitute Cognitive Behavioral Therapies. Know the principles of classical, operant, and vicarious learning and how they can be used to effect change. Know the role of Social Cognitive Theory in the paradigm shift from a purely behavioral perspective of personal change to an integrated cognitive/ behavioral perspective. Know the mediating processes of personal change and the importance of self-efficacy in adaptive functioning. Be able to develop a therapeutic alliance. Be able to develop Cognitive Behavioral case conceptualizations and treatment plans with measurable outcomes that are theoretically sound, empirically based, and culturally sensitive. Be familiar with different cognitive behavioral therapies and how to apply cognitive, behavioral, and environmental interventions contextually for different psychological disorders. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
	PSY-629B4 Practicum Case Seminar: Cognitive/Behavioral 2 semester credits Each 2 unit PSY-629 term (term 1 is 629B1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. PSY-629B focuses on developing a strong knowledge base in cognitive and behavioral theories and related therapies and relevant research. Emphasis will be placed on the application of these theories and therapies to clinical disorders. Pre-requisites: PSY-629B3 Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with the theories and therapies that constitute Cognitive Behavioral Therapies. Know the principles of classical, operant, and vicarious learning and how they can be used to effect change. Know the role of Social Cognitive Theory in the paradigm shift from a purely behavioral perspective of personal change to an integrated cognitive/ behavioral perspective. Know the mediating processes of personal change and the importance of self-efficacy in adaptive functioning. Be able to develop a therapeutic alliance. Be able to develop Cognitive Behavioral case conceptualizations and treatment plans with measurable outcomes that are theoretically sound, empirically based, and culturally sensitive. Be familiar with different cognitive behavioral therapies and how to apply cognitive, behavioral, and environmental interventions contextually for different psychological disorders. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
	PSY-629C1 Practicum Case Seminar: Humanistic/Systemic 2 semester credits Each 2 unit PSY-629 term (term 1 is 629C1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. PSY-629C focuses on developing a strong knowledge base in humanistic and systemic theories (including existentialism and constructivism) and the application of these theories and related research to the conceptualization and practice of psychotherapy. The Humanistic/Systems track introduces students to a philosophically informed approach to psychotherapy that is congruent with the humanistic and phenomenological-existential traditions but which is cognizant of the postmodernist (constructivist), dialectic, multi-perspectivist, systems and spiritually informed modes of thinking that many humanistic practitioners have integrated into their practice. While students will be introduced to basic philosophical ideas that formed the foundation of the humanistic/phenomenological movement, as well as selections from the “classic” writings of humanistic-existential psychology, there will be equal emphasis upon subsequent and recent developments within the broad humanistic tradition that have endeavored to integrate existential/humanistic practice with psychodynamic ideas (e.g. Yalom), neurobiology (e.g. Siegel), and system theory (e.g. von Bertalanffy), including approaches that have attempted to ground humanistic therapy in empirical support (e.g. Emotion-Focused Therapy). Pre-requisites: PSY-708 , PSY-709 , PSY-711A1 /PSY-711A2 , PSY-748 . Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with a broad spectrum of humanistic and systemic theories and principles. Be able to conceptualize cases from a humanistic/systemic perspective with a clear theory and evidence-based underpinning. Be able to conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths and challenges. Be able to intervene therapeutically and empathically with clients from a humanistic/systemic perspective. Be able to form a therapeutic alliance. Be familiar with different humanistic/systemic therapies and how to apply them effectively for different psychological disorders. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
	PSY-629C2 Practicum Case Seminar: Humanistic/Systemic 2 semester credits Each 2 unit PSY-629 term (term 1 is 629C1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. PSY-629C focuses on developing a strong knowledge base in humanistic and systemic theories (including existentialism and constructivism) and the application of these theories and related research to the conceptualization and practice of psychotherapy. The Humanistic/Systems track introduces students to a philosophically informed approach to psychotherapy that is congruent with the humanistic and phenomenological-existential traditions but which is cognizant of the postmodernist (constructivist), dialectic, multi-perspectivist, systems and spiritually informed modes of thinking that many humanistic practitioners have integrated into their practice. While students will be introduced to basic philosophical ideas that formed the foundation of the humanistic/phenomenological movement, as well as selections from the “classic” writings of humanistic-existential psychology, there will be equal emphasis upon subsequent and recent developments within the broad humanistic tradition that have endeavored to integrate existential/humanistic practice with psychodynamic ideas (e.g. Yalom), neurobiology (e.g. Siegel), and system theory (e.g. von Bertalanffy), including approaches that have attempted to ground humanistic therapy in empirical support (e.g. Emotion-Focused Therapy). Pre-requisites: PSY-708 , PSY-709 , PSY-711A1 /PSY-711A2 , PSY-748 . In addition, each course in this sequence is a prerequisite to those that follow. Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with a broad spectrum of humanistic and systemic theories and principles. Be able to conceptualize cases from a humanistic/systemic perspective with a clear theory and evidence-based underpinning. Be able to conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths and challenges. Be able to intervene therapeutically and empathically with clients from a humanistic/systemic perspective. Be able to form a therapeutic alliance. Be familiar with different humanistic/systemic therapies and how to apply them effectively for different psychological disorders. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
	PSY-629C3 Practicum Case Seminar: Humanistic/Systemic 2 semester credits Each 2 unit PSY-629 term (term 1 is 629C1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. PSY-629C focuses on developing a strong knowledge base in humanistic and systemic theories (including existentialism and constructivism) and the application of these theories and related research to the conceptualization and practice of psychotherapy. The Humanistic/Systems track introduces students to a philosophically informed approach to psychotherapy that is congruent with the humanistic and phenomenological-existential traditions but which is cognizant of the postmodernist (constructivist), dialectic, multi-perspectivist, systems and spiritually informed modes of thinking that many humanistic practitioners have integrated into their practice. While students will be introduced to basic philosophical ideas that formed the foundation of the humanistic/phenomenological movement, as well as selections from the “classic” writings of humanistic-existential psychology, there will be equal emphasis upon subsequent and recent developments within the broad humanistic tradition that have endeavored to integrate existential/humanistic practice with psychodynamic ideas (e.g. Yalom), neurobiology (e.g. Siegel), and system theory (e.g. von Bertalanffy), including approaches that have attempted to ground humanistic therapy in empirical support (e.g. Emotion-Focused Therapy). Pre-requisites: PSY-629C2 Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with a broad spectrum of humanistic and systemic theories and principles. Be able to conceptualize cases from a humanistic/systemic perspective with a clear theory and evidence-based underpinning. Be able to conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths and challenges. Be able to intervene therapeutically and empathically with clients from a humanistic/systemic perspective. Be able to form a therapeutic alliance. Be familiar with different humanistic/systemic therapies and how to apply them effectively for different psychological disorders. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
	PSY-629C4 Practicum Case Seminar: Humanistic/Systemic 2 semester credits Each 2 unit PSY-629 term (term 1 is 629C1 and so on) is designed to complement the student’s clinical practicum experience. The primary goals of PSY-629 are: a) to provide depth exposure to one broad clinical theoretical orientation, including theoretical understanding, applied skill development, and related research and; b) to provide ongoing case consultation and supervision linked to the training the students are concurrently receiving at their practicum sites. PSY-629C focuses on developing a strong knowledge base in humanistic and systemic theories (including existentialism and constructivism) and the application of these theories and related research to the conceptualization and practice of psychotherapy. The Humanistic/Systems track introduces students to a philosophically informed approach to psychotherapy that is congruent with the humanistic and phenomenological-existential traditions but which is cognizant of the postmodernist (constructivist), dialectic, multi-perspectivist, systems and spiritually informed modes of thinking that many humanistic practitioners have integrated into their practice. While students will be introduced to basic philosophical ideas that formed the foundation of the humanistic/phenomenological movement, as well as selections from the “classic” writings of humanistic-existential psychology, there will be equal emphasis upon subsequent and recent developments within the broad humanistic tradition that have endeavored to integrate existential/humanistic practice with psychodynamic ideas (e.g. Yalom), neurobiology (e.g. Siegel), and system theory (e.g. von Bertalanffy), including approaches that have attempted to ground humanistic therapy in empirical support (e.g. Emotion-Focused Therapy). Pre-requisites: PSY-629C3 Delivery Method: Blended Grading Default: Letter Learning Outcome(s): Be familiar with a broad spectrum of humanistic and systemic theories and principles. Be able to conceptualize cases from a humanistic/systemic perspective with a clear theory and evidence-based underpinning. Be able to conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths and challenges. Be able to intervene therapeutically and empathically with clients from a humanistic/systemic perspective. Be able to form a therapeutic alliance. Be familiar with different humanistic/systemic therapies and how to apply them effectively for different psychological disorders. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
	PSY-630 Clinical Assessment Practicum 1-6 semester credits Assessment Practicum training is an organized field experience for credit that provides supervised, face to face training with clients/patients in psychological assessment, scoring, and reporting. It complements the didactic components of the curriculum and the Clinical Practicum by providing opportunities to apply assessment skills in a clinically-oriented setting. Assessment practicum experience allows student trainees to develop skills and for these skills to be evaluated to ensure that they are properly prepared for internship. The goal of practicum training is to develop the student’s clinical competencies to the levels needed for the clinical internship. Those competencies are defined as a minimum rating of 3 on all scales of the Clinical Skills Inventory (CSI). The minimum total practicum experience is 12 units, (approximately 1,000 hours), with most students completing more hours to develop the competency levels needed to pass the Comprehensive Examination and to be competitive in seeking an internship. Students may receive a maximum of 6 units of credit for Assessment Practicum (approximately 500 hours). Awarded one semester unit of credit per 80 real-time clock hours. Pre-requisites: PSY-708 , PSY-709 , PSY-710A , PSY-710B , PSY-711A1 , PSY-711A2 , PSY-715A Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-631 Qualifying Exam 4 semester credits For the written portion of the qualifying exam, the student selects a central dissertation question, preparing an in-depth written analysis using methodological and theoretical analysis and scholarly argument. For the oral portion of the exam the student defends the written analysis in front of the QE committee, either in person at a session, or via conference call. The committee then votes on the student’s readiness to advance to the dissertation work. Pre-requisites: Complete all 68 credits of coursework excluding research practicum and dissertation. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	PSY-632A Internship Qualification Evaluation 2 semester credits This section of the IQE tests knowledge of theory applied to clinical work. It requires the student to write a review article of their specific theoretical orientation to intervention in a style and length that would be appropriate for submission to a professional journal. Additionally the student would have to discuss ethical issues that may arise in the course of their training and indicate how they would resolve those dilemmas, referencing APA Ethical Standards. Pre-requisites: First and second term of the Practicum Case Seminar Orientation: either PSY-629A1 and PSY-629A2 , or PSY-629B1 and PSY-629B2 , or PSY-629C1 and PSY-629C2 . Delivery Method: Distance/Electronically Mediated Grading Default: Letter
	PSY-632B Internship Qualification 2 semester credits This section of the IQE tests the competence of the student in applying their theoretical orientation via appropriate interventions to a therapy case from their practicum experience. The student will submit an annotated therapy transcript, indicating interventions used and possible missed intervention opportunities. The case will be situated in a case conceptualization and contextual information. Pre-requisites: PSY-620 , PSY-632A , first 4 terms of PSY-629 Practicum Case Seminar, 9.5 credits of clinical practicum as either PSY-630 or PSY-695 , three training days. Co-requisites: Recommended that PSY-710G be completed previously or taken concurrently. Delivery Method: Distance/Electronically Mediated Grading Default: Letter
	PSY-633 Oral Review of Dissertation 0 semester credits When the dissertation is approved by the dissertation committee, a Final Oral Review (FOR) is scheduled. Here the student makes a formal presentation of his/her dissertation. This includes a brief summary of the literature review, the reasons for the study and specific hypotheses, methods, results, and recommendations. Following the FOR, the committee may accept the dissertation or agree to require further revisions. The FOR is open to the entire community, and attendees are given the opportunity to question the student on his/her methods and findings. These meetings are well attended and provide other students with exposure to models for successfully completing the dissertation process. Pre-requisites: Dissertation Proposal Approval Delivery Method: In person Grading Default: Credit/No Credit
	PSY-637 Dissertation Research 2 semester credits PSY-637 Dissertation Research is a 2 credit course available for registration each term and is not associated with any particular step. It is the only dissertation course a student can register for directly. Students register with their chair as the instructor. If the chair is unavailable to supervise dissertation work during a term due to sabbatical or illness, or some other extenuating circumstance, another Fielding faculty member from the student’s committee may supervise as a proxy for the chair. The course is designed to demonstrate active engagement with the dissertation from concept paper to final product. Students registered in the course should have a plan with their chair for said dissertation engagement for the term. A written summation of progress must be submitted to the chair before the end of the term. The course is graded pass/fail (CR/NC), or can be given an Incomplete as per the university grade policy. The course can be registered for a total of 6 terms; the terms need not be consecutive. Delivery Method: Distance/Electronically Mediated Grading Default: Credit/No Credit Only
	PSY-638 Dissertation in Progress 0 semester credits Completion of this course signifies the student has a full dissertation committee and is working on their dissertation proposal. Delivery Method: Distance/Electronically Mediated Grading Default: Credit/No Credit
	PSY-639 Dissertation Completion 18 semester credits Completion of this course signifies the full dissertation committee has reviewed the final draft of the dissertation and has indicated it is ready to be proofread and prepared for binding. Pre-requisites: PSY-633 Delivery Method: Distance/Electronically Mediated Grading Default: Credit/No Credit Only
	PSY-640 Asmt- Anger Assessment 0.5 semester credits Supervised practice in techniques for evaluating and describing anger. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-642 Asmt- Introduction to Child Assessment 0.5 semester credits Practice in special procedures and techniques in the psychological assessment of children. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-643 Asmt- Forensic Evaluation Report 0.5 semester credits Various aspects of the Forensic Neuropsychological evaluation and the report will be discussed. The differences between the Forensic and Clinical report will be emphasized as well Daubert and other impedimenta involved in the assessment. Various topics such as depositions and expert witness will also be covered. This laboratory will serve as an introduction into the world of forensic neuropsychology. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-644 Asmt- NEPSY 1 semester credits This seminar begins with a review of cognitive development from the preschool through the middle school years (preoperational and concrete operational stages) from several viewpoints, including the Minime orientation. Then the theoretical basis for the NEPSY will be presented followed by a description of the subtests, their administration procedures, and the scoring. Caveats on interpretation will be included. A few examples, including one on videotape, will be presented and an introduction to interpretation provided. A background in developmental and neuropsychology are required. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-645 Asmt- Principles of Report Writing 1 semester credits This lab focuses on the necessary skills in composing a meaningful report. It will cover the customary ways of responding to referral questions, stating findings and diagnostic impressions, making recommendations, and supplying prognostic information. It will be helpful, although not required, to bring a laptop computer to the lab. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-645A Asmt- Beginning Principles of Psychological Reporting 1 semester credits Practice exercises in the composition of various elements in psychological assessment reports. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-646 Asmt- Cultural Sensitivity in Psy Assessment 1 semester credits In this lab the role of culture in psychological assessment is discussed. Topics such as the assessment of acculturation, etic and emic measures, and what constitutes culturally sensitive assessment are examined. In addition, students are asked to engage in some initial personal exploration of the meaning of culture and its effects in contemporary society. Culturally sensitive alternatives to standard assessment procedures are also explored. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-647 Asmt- Introduction to Infant Assessment 0.5-1 semester credits Practice in special procedures and techniques in the psychological assessment of infants and young children. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-648 Asmt- Clinical Pediatric Psychology 1 semester credits This lab focuses on clinical assessment principles and techniques widely utilized by pediatric psychologists. Emphases will include professional, ethical, and diversity issues faced by psychologists performing psychological assessments in pediatric settings, as well as guidelines for effective practice in these settings. Specific approaches to the assessment of several representative types of patients often seen by pediatric psychologists will be considered. Pre-requisites: PSY-569 , PSY-710G Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-675B Asmt- Introduction to WAIS Interpretation 0.5 semester credits Examination of profiles for qualitative diagnostic information beyond mere IQ values. Pre-requisites: PSY-710B Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-676A Asmt- Neuropsychological Screening 0.5 semester credits Administration, scoring and use of several screening instruments. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-677 Asmt- Introduction to Neuropsychological Assessment 1 semester credits This lab presents practice in administering, scoring and interpreting the salient components of neuropsychological assessment. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Familiar with the major types of assessment measures used in neuropsychological assessment. Familiar with the application of brain-behavior relationships to neuropsychological assessment. Familiar with neuropsychological measures for specific neurological/neurocognitive functions and impairments.
	PSY-678 Asmt- Halstead-Reitan Battery 1 semester credits The H-R neuropsychological battery, one of the most prominent comprehensive neuropsychological assessment devices, will be demonstrated in detail. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-680 Research Practicum: Clinical Psychology 5 semester credits Development of a broad set of research skills serves as preparation for conducting dissertation research. Students are required to obtain a minimum of 200 hours of research training experience prior to the approval of the dissertation proposal. This 200-hour research practicum consists of supervised, hands-on applied research training. Students with substantial prior research experience should plan their 200 hours to develop skills in new areas. All research practicum hours must be reviewed and pre-approved (i.e., before the student begins the practicum) by the Program Director, with the exception of intensives in qualitative or quantitative research. Program Director approval is also required upon completion of the research practicum for these hours to be recorded as complete. Hours are recorded at the ratio of 40 clock hours equals 1 semester credit. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	PSY-681 Asmt- Competency Assessment 0.5 semester credits Training in the assessment of competency of persons to stand trial and/or make legal decisions. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-682 Asmt- Advanced Topics in Neuropsychology 1 semester credits This lab will cover special advanced topics in the area of neuropsychological assessment and reporting. Students will review measures and modalities of neuropsychological assessment that are specific to the chosen topic of study. A description of the content to be covered in this lab will be provided by the presenting faculty. Delivery Method: In person Grading Default: Credit/No Credit Only
	PSY-683 Asmt- Advanced Cognitive Assessment 1 semester credits This course will provide a brief overview of theories that underlie various measures of cognitive assessment as well as an introduction to alternative cognitive assessments that have evolved out of those theories (e.g., Stanford-Binet, KABC, Woodcock Johnson Cognitive, Weschler Q-interactive test administration). It will focus on best practices related to test selection given both test characteristics and population characteristics. Issues related to bias broadly and specifically will be discussed. Pre-requisites: PSY-703 , PSY 710B Delivery Method: In person Grading Default: Credit/No Credit Only

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ODL-685 Personal Leadership Development I

ODL-688 Personal Leadership Development IV

ODL-690 Master’s Project I

ODL-691 Master’s Project II

PSY-PA Dissertation Proposal Approval

PSY-RSS02 Scholarly Argument

PSY-RSS03 Questionnaire Construction

PSY-RSS04 Presenting Research: Matters of Form

PSY-RSS05 Publishing and Presenting Scholarly Work

PSY-RSS07 Sample Size, Effect Size and Power Analysis

PSY-RSS08 Testing/Mediating/Moderating Hypotheses

PSY-RSS14 Advanced Topics in SPSS

PSY-RSS15 Factor Analysis and Structural Equation Modeling

PSY-RSS21 Interviewing for Qualitative Research

PSY-RSS22 Analyzing Narrative Interviews

PSY-RSS23 Qualitative Data Analysis

PSY-RSS24 Introduction to Content Analysis

PSY-RSS26 Introduction to Qualitative Research

PSY-RSS27 Pre-Dissertation Seminar

PSY-RSS28 Dissertation Bootcamp: Post Pre-Proposal

PSY-500 Foundations of Doctoral Study

PSY-500A Foundations of Post-Doctoral Study

PSY-501 Introduction to Clinical Psychology

PSY-502 Critical Thinking in Clinical Psychology

PSY-503 Scholarly Writing in Clinical Psychology

PSY-504 Clinical Psychology Research Lab

PSY-525 Foundations of Critical Theory

PSY-527 Asmt- Other Objective Personality Tests

PSY-532E Asmt- Adv Rorschach: Transition from the Comprehensive System to the R-PAS

PSY-533 Foundations of Media Psychology

PSY-534A Asmt- WISC-IV Administration and Scoring

PSY-535 Asmt- Evaluation of Addictions

PSY-536 Asmt- WPSSI-R

PSY-537 Asmt- Malingering and Deception

PSY-540A Generating and Gathering Qualitative & Quantitative Evidence

PSY-540B Analyzing Qualitative & Quantitative Evidence

PSY-540C Developing Claims from Qualitative & Quantitative Evidence

PSY-560C Asmt- Forensic Assessment

PSY-564 Asmt- The Luria-Nebraska Demonstration

PSY-566 Asmt - Clinical Assessment in Health Psychology

PSY-567 Asmt- Clinical Interview Idiographic

PSY-569 Asmt- Clinical Interview Structured

PSY-580D Asmt- MMPI-2-RF: Transition from MMPI-2

PSY-582 Asmt- Mental Status Examination

PSY-583 Asmt- Assessment of Autism

PSY-584 Asmt-Psychosocial History Ideographic

PSY-585 Media Psychology Practicum

PSY-588 Asmt- Forensic Evaluation in Criminal Settings

PSY-589 Asmt- MMPI-A

PSY-590B Asmt- Intermediate MMPI-2 Interpretation

PSY-590C Asmt- Advanced MMPI-2 Interpretation

PSY-591 Asmt- Forensic Evaluations in Personal Injury and Employment Discrimination

PSY-593 Asmt- WISC Administration and Scoring

PSY-594 Applied Research Practicum: Media Psychology

PSY-599 Residency Hours Completion

PSY-620 Practicum Case Presentations

PSY-621 Clinical Training Days

PSY-625A Asmt- Thematic Apperception Techniques (TAT) Introduction

PSY-625B Asmt- Thematic Apperception Techniques (TAT) Interpretation

PSY-625C Asmt- Advanced Thematic Apperception Techniques (TAT) Interpretation

PSY-626 Special Topics in Forensic Psychology Lab

PSY-627 Asmt- Projective Drawings

PSY-628 Special Topics Practicum: Media Psychology

PSY-629A1 Practicum Case Seminar: Psychodynamic

PSY-629A2 Practicum Case Seminar: Psychodynamic

PSY-629A3 Practicum Case Seminar: Psychodynamic

PSY-629A4 Practicum Case Seminar: Psychodynamic

PSY-629B1 Practicum Case Seminar: Cognitive/Behavioral

PSY-629B2 Practicum Case Seminar: Cognitive/Behavioral

PSY-629B3 Practicum Case Seminar: Cognitive/Behavioral