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Academic Catalog 2015-2016 [ARCHIVED CATALOG]

All Courses

Course Type Prefix
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

 
 

Organizational Development and Leadership
  

  • ODL-633A Small Group Supervision I

    0 semester credits
    In small group supervision learners present critical incidents which have occurred in the course of their coaching practice and engage in collaborative investigation of learning opportunities and alternative strategies. This course equates as 2 coach training hours from ICF.
    CCEUs: 2
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-633B Small Group Supervision II

    0 semester credits
    In small group supervision learners present critical incidents which have occurred in the course of their coaching practice and engage in collaborative investigation of learning opportunities and alternative strategies. This course equates as 2 coach training hours from ICF.
    Pre-requisites: ODL-633A 
    CCEUs: 2
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-650A Evidence Based Coaching: Overview

    4 semester credits
    This course covers the theoretical foundations from which coaching has developed: theories of psychology, communication, adult development, organizational systems, and social psychology. This course equates as 32 coach training hours from ICF.
    CCEUs: 32
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-650B Skills Training: Evidence Based Coaching

    0 semester credits
    Must be taken concurrently with ODL-650A . The course includes 8 sessions of conference call instruction and coaching practice. This course equates as 12 coach training hours from ICF.
    CCEUs: 12
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-651A Theories of Personal Coaching

    4 semester credits
    This depth course in techniques of personal coaching includes coaching through family system dynamics, humanistic psychology approaches to coaching, cognitive behavioral techniques, emotional intelligence theory, and developing personal coaching skills via phone and online. This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-650A 
    CCEUs: 32
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-651B Skills Training: Personal Coaching

    0 semester credits
    Must be taken concurrently with ODL-651A . This course includes 6 sessions of conference call instruction and coaching practice. This course equates as 9 coach training hours from ICF.
    Pre-requisites: ODL-650A , ODL-650B 
    CCEUs: 9
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-652A Theories of Leadership & Organizational Coaching

    4 semester credits
    This course covers all aspects of coaching within organizations, including leadership development, aligning coaching with business strategy, defining the role of the internal coach, coaching for leadership performance in organizations, coaching teams, and organizational coaching via phone and online. This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-650A 
    CCEUs: 32
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-652B Skills Training: Leadership & Organizational Coaching

    0 semester credits
    This course must be taken concurrently with ODL-652A . The course includes 6 sessions of conference call instruction and coaching practice. This course equates as 9 coach training hours from ICF.
    Pre-requisites: ODL-650A , ODL-650B 
    CCEUs: 9
    Delivery Method: Online
    Grading Default: Credit/No Credit Only
  

  • ODL-653A Coaching for Education Leadership

    4 semester credits
    Participants study a broad range of theories and models of school leadership and coaching for change within the context of education organizations; specific coaching skills, tools and strategies for working with individuals and teams in education contexts. Participants practice relevant coaching skills and resource sharing with a community of educational leadership coaches. This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-650A , ODL-650B 
    CCEUs: 32
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-654 Orientation & Skills Training

    0 semester credits
    This session orients participants to the Evidence Based Coaching program and curriculum; teaches concepts of mindfulness and self-reflection; and involves four face-to-face days of skills training including three observed coach training sessions (required by the International Coach Federation). This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-650A , ODL-650B 
    CCEUs: 32
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • ODL-655 Final Skills Training

    0 semester credits
    This session includes the final four days of required face-to-face skills training and 3 observed coach training sessions, training in ethics, and advanced coaching techniques. Participant portfolios are collected at this training as a requirement for graduation. This course equates as 32 coach training hours from ICF.
    Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 
    CCEUs: 32
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • ODL-656 Final Coaching Exam

    0 semester credits
    Each participant must demonstrate coaching capability by coaching a fellow participant for 30 minutes. Coaching engagement is observed and graded by an Evidence Based Coaching faculty member.
    Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 
    Delivery Method: In person/Blended
    Grading Default: Credit/No Credit Only
  

  • ODL-669 Organizational Development: Origins, Evolution, and Current Practices

    4 semester credits
    This course provides a history and overview of the field of organizational development, including the current and projected state-of-the-art. It explores the work of key theorists and contributors to the field of organizational development. The course will identify the basic values, principles, theories, and models for understanding how and why organizations develop, behave and change in the ways that they do, and the practices for leading and managing change at the individual, group and system levels. Foundational concepts, terminology and methodologies needed to understand, design and evaluate applied organizational development interventions will be explored.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-670 Leadership: Theory and Practice

    4 semester credits
    This course lays a theoretical and practical foundation in leadership. It explores the breadth and limitations of leadership theories (past and present) and traces their evolution. The course looks first at the organization as the context for leadership and how that context influences both leadership and followership. The course also focuses on ways leadership can, in turn, shape the organization. Students connect with their core values and aspirations as a foundation for expanding their leadership capacity. Through the fundamental leadership skills of observation, interpretation, and intervention students become instruments of organizational transformation.
    Grading Default: Letter
  

  • ODL-671 Leading by Design: Theory and Practice

    4 semester credits
    This course focuses on different theories of organizations and their relevance in today’s workplace. It provides an overview of leading models of organizational structure, processes, rules, behavior, roles and function. The course considers chaos/complexity theory, addressing organizations as complex adaptive systems, co-evolving with an environment that is often turbulent and non-predictable. Students will critically examine different types of change – incremental, transitional, transformative and strategic - and how to best enable intentional change from a design perspective. Students will explore their own orientation toward design and their use of self in the design process.
    Grading Default: Letter
  

  • ODL-672 Group Dynamics: Effective Teams and Group Development

    4 semester credits
    This course focuses on group dynamics and the impact of collaborative working teams. Elements of an effective team in various situations is discussed, such as mergers and acquisitions or inter-organizational projects. Students examine how work gets done in virtual or geographically dispersed teams, including the impact of web technologies on group potential, performance, and learning. By simultaneously studying and participating in a group, students gain an understanding of group processes and how to facilitate and collaborate with groups online and face-to-face.
    Pre-requisites: ODL-670  or ODL-671 .
    Grading Default: Letter
  

  • ODL-673 Systems: Theory and Practice

    4 semester credits
    This course presents an overview of systems theory including the shift from the mechanistic paradigm to one of holism and interrelatedness that focuses on the development of systems thinking habits and skills. Key systems concepts and principles such as interdependence, context, boundaries, feedback, structure, and mental models are explored. Students learn how to use systems thinking and apply systems thinking tools and skills in their everyday lives to address the many complex challenges found in their family, community, and organizational systems.
    Grading Default: Letter
    Learning Objective: Students will be able to:
    Identify and explain concepts and principles of systems theory and how it is distinguished from a more linear, mechanistic worldview.
    Recognize systems, make them visible, and identify leverage points for systemic change.
    Conduct a systems analysis to identify places to intervene in an organization or community.
    Shift to a systems perspective to see the connections and interrelationships that must be understood to create a better future.
  

  • ODL-673P Praxis: Systems - Theory and Practice

    2 semester credits
    This course presents an overview of systems theory including the shift from the mechanistic paradigm to one of holism and interrelatedness that focuses on the development of systems thinking habits and skills. Key systems concepts and principles such as interdependence, context, boundaries, feedback, structure, and mental models are explored. Students learn how to use systems thinking and apply systems thinking tools and skills in their everyday lives to address the many complex challenges found in their family, community, and organizational systems. This course is only offered in a face-to-face format.
    Delivery Method: In person
    Grading Default: Letter
  

  • ODL-674 Designing and Leading Effective Team Meetings

    4 semester credits
    This course provides hand-on experience and real-time feedback in designing and leading participative meetings to ensure that objectives are met while encouraging involvement of others. It pays special attention to crafting key questions for appropriately engaging group members while learning visual tools for working with group input. Students also learn how to give and receive clear and constructive feedback that can be received and acted upon. Students connect course concepts to professional applications.
    Grading Default: Letter
    Learning Objective: Students will be able to:
    Design and lead meetings to give clear information, gather input from others, and develop possible solutions based on group input.
    Participate effectively in meetings to ensure objectives are met while modeling behaviors that contribute to success.
    Formulate and ask questions designed to obtain, clarify, and justify input from others.
    Give and receive helpful performance feedback that can be received and acted upon.
    Identify and explain concepts they believe are essential to designing and leading effective participative meetings.
  

  • ODL-674P Praxis: Designing and Leading Effective Team Meetings

    2 semester credits
    This course provides hand-on experience and real-time feedback in designing and leading participative meetings to ensure that objectives are met while encouraging involvement of others. It pays special attention to crafting key questions for appropriately engaging group members while learning visual tools for working with group input. Students also learn how to give and receive clear and constructive feedback that can be received and acted upon. Students connect course concepts to professional applications. This course is only offered in a face-to-face format.
    Delivery Method: In person
    Grading Default: Letter
  

  • ODL-675 Interventions in Multicultural Organizations

    2 or 4 semester credits
    This course begins with an exploration of culture as the foundation of organizational inquiry. We will then move on to examine Self from a cultural perspective. Students address intervention techniques for multi-cultural organizations in trans-national contexts and in single locations with culturally diverse work forces. Critical evaluation of interventions includes reference to international cultural differences in approaches to human resource management. The course addresses ways that culture can influence the potential for individuals and teams to work in autonomous, self-organizing ways versus ways that culture favors more, such as hierarchical, tightly constrained lines of communication and control. Students design interventions for particular problems of their own choosing.
    Pre-requisites: ODL-670  or ODL-671 .
    Grading Default: Letter
  

  • ODL-676 Social Methodologies for Transformational Change

    4 semester credits
    This course explores two participative and powerful methods for creating change in social systems - Appreciative Inquiry (AI) and World Café. Both approaches consciously engage large groups and systems in effective appreciative conversation for the purpose of large-scale systems transformation. Because appreciative conversation represents a major shift in how organizational development practitioners work with organizations, students will learn the theory and practice of these approaches, particularly as it relates to taking an intentional “stance” from which one engages the world.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-676P Praxis: Social Methodologies for Transformational Change

    2 semester credits
    This course explores two participative and powerful methods for creating change in social systems - Appreciative Inquiry (AI) and World Café. Both approaches consciously engage large groups and systems in effective appreciative conversation for the purpose of large-scale systems transformation. Because appreciative conversation represents a major shift in how organizational development practitioners work with organizations, students will learn the theory and practice of these approaches, particularly as it relates to taking an intentional “stance” from which one engages the world. This course is only offered in a face-to-face format.
    Delivery Method: In person
    Grading Default: Letter
  

  • ODL-677 Consultative Approach to Change

    4 semester credits
    This course provides an overview of consulting models and frameworks. It focuses on the fundamental steps in the consulting process from both a consultant and client perspective. It examines how consulting models can be applied to achieve high impact outcomes. It explores the opportunities and challenges facing internal and external consultants dealing with real world issues. It concludes with an examination of the role of ethics and professionalism.
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-677P Praxis: Consultative Approach to Change

    2 semester credits
    This course explores one model of consultation, using the Gestalt Center for Organization and Systems Development’s (OSD) lens for assessing organizations. Based on the Gestalt OSD training program, this intensive provides you with a combination of theory, conceptual presentations as well as practicum in which you’ll practice your intervention skill and receive feedback from other participants and faulty. The Gestalt Center’s approach will enable you to develop yourself as an effective instrument of change, focus energy on solving the challenges at hand, as well as create appropriate designs for interventions that consider the consequences for individuals, groups, and the organization level of system. In this residential course, students explore “use of self” in organizations and how to become a better intervener. This course is only offered in a face-to-face format.
    Delivery Method: In person
    Grading Default: Letter
    Learning Objective: Students will be able to:
    Demonstrate client engagement skills required for engagement in the consulting process.
    Increase the effectiveness of intervention skills through exposure to and practice with the Gestalt Center for Organization and Systems Development principles and concepts.
    Enhance ability to recognize and balance task and maintenance, i.e. process and relational aspects of group functioning.
  

  • ODL-678 Developing a Consulting Practice

    2 or 4 semester credits
    This course is designed for people who want to develop a thriving and soul-satisfying consulting practice. They may be aspiring external independent consultants, internal consultants who want to demonstrate their value within their current organizations, or clients who want to achieve desired outcomes from a consultative engagement. The course will be practical and the material will be adaptable to the student’s stage of development. Students will learn how to build their identity, develop their practice, and position themselves as trusted advisors.
    Grading Default: Letter
  

  • ODL-679 Organizations as Living Systems

    2 semester credits
    This course explores living systems theory and systems thinking and their application to working with human social systems. A leader, change agent, or intervener must develop new skills to create the conditions for a social system to emerge into a new whole. Students explore how to design and create the conditions for a social system to self-organize to a new and higher level of functioning by “coming along side” the emerging system to midwife it into this higher state of complexity and functionality.
    Grading Default: Letter
    Learning Objective: Students will be able to:
    Define the characteristics and principles of living systems.
    Apply living systems concepts and principles to inform the design and leadership of change in social systems.
    Use systems thinking tools and skills to increase understanding of an adaptive challenge faced by a client system.
    Demonstrate a heightened awareness of the importance of ascertaining and working at the appropriate depth of intervention in a system.
  

  • ODL-680P Praxis: Leadership from a Design Perspective

    2 semester credits
    This course explores the notion that leadership is fundamentally an act of design -imagining and implementing the formal and informal structures that enable an organization to get work done, and in the best of organizations, to thrive. The course also explores core attitudes and skills from the designer’s toolkit - from beginner’s mind through prototyping and experimentation - and show how they can be applied to common leadership challenges such as fostering innovation, enabling collaboration, and managing complexity. Students are asked to use the tools of design throughout the course to understand opportunities, envision and prototype future states, and introduce change in the form of a design experiments that they will be able to apply in their organization contexts. This course is only offered in a face-to-face format.
    Pre-requisites: ODL-671  
    Delivery Method: In person
    Grading Default: Letter
    Learning Objective: Students will be able to:
    Develop organizational structures using design thinking tools and methods.
    Assess leadership behaviors and mental models such as beginner’s mind (not knowing), creative thinking, presenting partially formed ideas (prototypes), and launching experiments for feedback.
    Respond to an organizational need for change using design thinking.
    Test new structures in organizational settings.
  

  • ODL-681 Adaptive Leadership: Disciplines and Practice

    4 semester credits
    This course focuses on the disciplines and practice of adaptive leadership in complex adaptive systems and explores the qualities of leadership and followership needed for a systemic and holistic approach to designing and leading organizations. Observation, interpretation, and intervention skills are further developed while students work to identify the adaptive challenge and mobilize others to do adaptive work while advancing the purpose of the organization.
    Grading Default: Letter
    Learning Objective: Students will be able to:
    Practice the leadership skills of observation, interpretation, and intervention in order to effectively address identified adaptive challenges.
    Differentiate between the activity of leadership and the functions of authority and leverage the strengths of each.
    Practice exerting leadership to mobilize others to address complex problems that require learning and adaptation in order for individuals, organizations, and communities to thrive.
    Apply leadership theory to practice by engaging in strategies that include: using authority and power wisely, mobilizing engagement across boundaries, generating innovation, orchestrating multi-party conflict, regulating disequilibrium, and building a culture of adaptability for the long-term.
  

  • ODL-682 Soul and Spirit in the Workplace

    4 semester credits
    This course examines the emerging concepts and literature on the value of soul and spirit in the workplace. We focus on meaningful work and the impact on work performance and explore the alignment of personal and work life on job satisfaction. We explore the leader’s role in creating and fostering a meaningful work environment and identify different employee developmental designs and interventions that can be used to promote soul and spirit in the workplace.
    Pre-requisites: ODL-669 , ODL-670  or ODL-672 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-683 Good Work, Meaningful Work

    4 semester credits
    This course explores “good work” as the fulfillment of human potential rather than the fulfillment of performance expectations. It examines the social and economic implications of redesigning workplaces to draw on the contributions that people are inherently motivated to provide in the first place. It demonstrates that “meaningful work” can turn conventional economics on its head, as illustrated by the phenomena of wikinomics, the open source movement, and the growth of socially responsible business practices. Students will develop a picture of what “good, meaningful work” means to them personally.
    Pre-requisites: ODL-669 , ODL-671  or ODL-672 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-684 Self as Leader of Change

    4 semester credits
    This course focuses on enhancing your skills to influence and mobilize others to accomplish key organizational goals. Through reading and online discussion, the course spotlights leadership principles, complexities, and challenges, as well as students strengths and developmental leadership needs. The course is designed for students who want to increase their knowledge and skills of “Self” as leader.
    Pre-requisites: ODL-669 , ODL-670  or ODL-672 .
    Delivery Method: Online
    Grading Default: Letter
  

  • ODL-685 Personal Leadership Development I

    2 semester credits
    The ODL 685-689 series is a sustaining and distinctive thread that runs throughout the entire ODL journey. Personal Leadership Development I - III 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: Letter
  

  • ODL-686 Personal Leadership Development II

    2 semester credits
    The ODL 685-689 series is a sustaining and distinctive thread that runs throughout the entire ODL journey. Personal Leadership Development I - III 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: Letter
  

  • ODL-687 Personal Leadership Development III

    2 semester credits
    The ODL 685-689 series is a sustaining and distinctive thread that runs throughout the entire ODL journey. Personal Leadership Development I - III 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: Letter
  

  • ODL-688 Personal Leadership Development IV

    2 semester credits
    The ODL-685-689 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 and V shift 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: Letter
  

  • ODL-689 Personal Leadership Development V

    2 semester credits
    The ODL-685-689 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 and V shift 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.”
    Delivery Method: In person
    Grading Default: Letter
  

  • 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  or ODL-673 , ODL-670 , ODL-671 , ODL-672 , ODL-685 .
    Grading Default: Letter
  

  • 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-690 
    Grading Default: Letter

Psychology
  

  • 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 Objective: 1. Develop critical reviewing skills.
    2. Understand how a body of knowledge is developed.
    3. Develop proficiency in focused note-taking and outlining of critical arguments.
    4. Understand how to adapt visual maps and diagrams to his/her understanding of existing literature.
    5. Be able to synthesize existing literature as assigned by the instructor.
    6. Be knowledgeable about how to develop a research question which results from the reading of the assigned literature.
    7. Be competent in outlining an argument for a study to be proposed that answers the research question.
    8. 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 Objective: 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 Objective: 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 Objective: 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 & 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 Objective: 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 Objective: 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
  

  • 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
  

  • PSY-RSS20 Research Intensive: Qualitative

    1.5 semester credits
    The purpose of this course is to introduce students to the essentials of conducting qualitative research in psychology. The course involves a combination of lecture, discussion, and experiential formats and consists primarily of students working as a group to fabricate a qualitative (interview) study on an assigned topic and use previously collected narrative data to learn the skills of research design, coding and data analysis, and generating hypotheses and deriving theoretical implications in relation to existing research literature.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
    Learning Objective: 1. Know the differences between quantitative methods and qualitative methods of research.
    2. Know the defining characteristics of qualitative research.
    3. Be familiar with research questions and procedures from different qualitative traditions, including phenomenology, grounded theory, and narrative approaches.
    4. Know how to code, analyze, and draw conclusions from qualitative data from a general grounded theory perspective.
  

  • 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 Objective: 1. Know how to frame an interview in line with the conceptual questions of the research.
    2. Frame an experience-near interview plan.
    3. Know how to reflect on and manage the interpersonal aspects of the interview.
    4. Practice the empathic response in an interview.
    5. 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 Objective: 1. Know different approaches to reading narrative interviews for research purposes.
    2. Understand the epistemological assumptions that ground qualitative analysis.
    3. 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 Objective: 1. Understand the link between a research method, data collection sources, and data analysis.
    2. Be able to read and understand scholarly research articles using a variety of qualitative data analyses including content analysis and composite stories.
    3. 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.
    4. 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 Objective: 1. Define epistemological assumptions of qualitative research, including human experience in context and rich description.
    2. 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.
    3. Present content analysis methods for reliability, coding, and constructing themes used in two current research articles chosen by students.
    4. Create a content analysis research outline.
  

  • PSY-RSS26 Introduction to Qualitative Research

    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. In order to earn 1 unit students will need to attend the entire seminar and complete the homework assignment.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
    Learning Objective: 1. Understand the primary assumptions of the quantitative and qualitative paradigms.
    2. 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.
    3. 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 Objective: 1. Understand the basic epistemological assumptions and tenets that underlie the student’s focus for scientific inquiry.
    2. Become familiar with possible research methods that would be appropriate to the student’s focus of inquiry.
    3. 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.
    4. Be able to articulate an overview of a scholarly argument.
  

  • 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
    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.
    Grading Default: Letter
  

  • 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
    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.
    Grading Default: Letter
  

  • 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
  

  • PSY-526A Generating and Gathering Evidence

    6 semester credits
    PSY 526A is the first course in the 526 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 difference between gathering evidence about media and persons, the different properties of numeric and verbal/image evidence, methods for generating and gathering qualitative and quantitative data. Emphasis is given to the use of instruments for measuring media and psychological constructs. Students are introduced to the use of IBM SPSS to develop displays and statistical descriptions of numeric data.
    Delivery Method: Distance/Electronically Mediated
    Grading Default: Letter
  

  • PSY-526B Analysis of Evidence

    6 semester credits
    PSY 526B is the second course in the 526 sequence. The course builds on the understandings and skills developed in PSY-526A . A distinction between knowledge claims about local situations and about properties of populations divides the course’s two sections. The first section is focused on the production of local knowledge claims by different kinds of qualitative analyses, and the second section examines the production of general knowledge by different kinds of quantitative analyses.
    Pre-requisites: PSY-526A 
    Delivery Method: Distance/Electronically Mediated
    Grading Default: Letter
  

  • PSY-526C Types of Claims in Media Psychology

    6 semester credits
    PSY 526C is the third course in the 526 sequence. The course begins with a continuation of the examination of complex numeric designs and their statistical tests with a focus on factorial designs. Then media faculty members present descriptions and examples of media research. The final section addresses construction of a literature review and the procedures for writing a research proposal.
    Pre-requisites: PSY-526A , PSY-526B 
    Delivery Method: Distance/Electronically Mediated
    Grading Default: Letter
  

  • 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-528A Asmt- Introduction to CBT

    0.5 semester credits
    This 1-day training workshop will acquaint students with domain specific self-report and structured interview-based measures of several DSM-IV Axis I mental disorders (particularly anxiety and depression). Students will be exposed to the underlying logic of this type of assessment for empirically supported psychological interventions, as well as how to specify outcomes for which clinical significance can be determined.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • PSY-528B Asmt- CBT Case Formulation

    0.5 semester credits
    This lab focuses on idiographic case formulation principles and techniques widely utilized by cognitive-behavioral therapists. Specific examples of case formulations applied to the assessment of the major DSM-IV Axis I mental disorders will be reviewed, and students will develop cognitive-behavioral case conceptualizations of two of their own cases.
    Pre-requisites: PSY-528A 
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • PSY-528C Asmt- CBT Integration

    0.5 semester credits
    The purpose of this lab is to familiarize students with a psychological report format that integrates cognitive-behavioral domain specific client self-report measures, and structured interview based measures of DSM-IV Axis I mental disorders, with objective psychological tests such as the WAIS-III and the MMPI-2, in order to provide clear, behaviorally specific assessments and treatment recommendations. Students will learn how to develop a CBT treatment plan from the case formulation, and then present the results of the assessment and the treatment recommendations to the client using an interactive discussion based on Finn’s therapeutic assessment model.
    Pre-requisites: PSY-528A , PSY-528B 
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • PSY-532A Asmt- Rorschach Coding Accuracy

    1.5 semester credits
    Hands-on training in the administration, scoring and interpretation of the Rorschach (Exner system) Labs contain a combination of online and face-to- face formats; faculty may require successive completion of components at the three expertise levels.
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • PSY-532B Asmt- Rorschach Administration & Inquiry

    1 semester credits
    Participants in this lab will sharpen their Rorschach inquiry skills. At the in-person session, participants will practice administration and inquiry under close supervision. During each of the on-line sessions, participants will be presented with Rorschach responses and will formulate inquiry questions in real time. The questions themselves will be discussed in terms of their effectiveness in eliciting the desired coding information. Students must have the ability to download the necessary software for the class, have instant messaging capability, and a sound card and microphone.
    Pre-requisites: PSY-532A 
    Delivery Method: In person
    Grading Default: Credit/No Credit Only
  

  • PSY-532C Asmt- Rorschach Structural Summary

    1 semester credits
    Offers hands-on training in the administration, scoring and interpretation of the Rorschach (Exner system). Contains a combination of online and face-to-face formats; faculty may require successive completion of components at the three expertise levels.
    Pre-requisites: PSY-532A , PSY-532B 
    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
  

  • PSY-534A Asmt- WISC-IV Administration & 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 & 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-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 Objective: 1. Familiar with the major types of assessment measures used by health professionals in the clinical assessment of medical patients.
    2. Familiar with the key clinical/psychological issues in medical patients.
    3. 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 semester credits
    This course will review the common features and symptoms associated with an Autism spectrum disorder and survey the most commonly used instruments that are used to assess children and adults. Diagnostic differences between Autism and Social Communication Disorder (DSM-V) will be discussed, as well as the classification of Asperger’s Disorder (DSM-IV). Students will observe an administration and scoring of the Autism Diagnostic Observation Scale (ADOS2), have the opportunity to score the GARS and GADS, and learn how to use other techniques that are commonly used in a comprehensive evaluation for autism. Students will review comprehensive evaluation reports.
    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.
    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 Objective: 1. Familiar with various types of legal competency in criminal cases and understand the role of psychologists in assessing competency.
    2. Able to distinguish between competency and​ criminal responsibility.​
    3. Understands the role of psychologists in assessing criminal responsibility.
    4. Familiar with common methods for assessing malingering in criminal evaluations.
    5. 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 & 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.
    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 day’s 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-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
  

  • 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
 

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