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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
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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(s):
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.
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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(s):
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.
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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(s):
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.
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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(s):
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.
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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(s):
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.
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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 Objective(s):
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.
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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(s):
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.
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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PSY-532B Asmt- Rorschach Administration and 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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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(s):
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.
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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
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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
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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
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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
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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
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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
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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
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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(s):
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.
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
Note: Elective
Grading Default: Credit/No Credit Only
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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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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
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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 . In addition, each course in this sequence is a prerequisite to those that follow.
Delivery Method: Blended
Grading Default: Letter
Learning Objective(s):
1. Be familiar with psychodynamic theory and principles across its historical iterations.
2. Be able to appropriately conceptualize cases from a psychodynamic perspective with a clear theory and evidence-based underpinning.
3. Be able to conduct appropriate treatment planning in consideration of diagnosis, client goals, ego strength and potential for regression.
4. Be able to utilize psychodynamic principles to diagnose a broad range of psychopathology.
5. Be able to intervene therapeutically and empathically with clients in psychodynamically relevant and effective ways.
6. Be able to form a solid working therapeutic alliance.
7. Be able to assess treatment outcomes in a psychodynamic framework.
8. Be able to maintain professional standards and provide treatment consistent with ethical and legal standard.
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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
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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
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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
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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 . In addition, each course in this sequence is a prerequisite to those that follow.
Delivery Method: Blended
Grading Default: Letter
Learning Objective(s):
1. Be familiar with the theories and therapies that constitute Cognitive Behavioral Therapies.
2. Know the principles of classical, operant, and vicarious learning and how they can be used to effect change.
3. 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.
4. Know the mediating processes of personal change and the importance of self-efficacy in adaptive functioning.
5. Be able to develop a therapeutic alliance.
6. Be able to develop Cognitive Behavioral case conceptualizations and treatment plans with measurable outcomes that are theoretically sound, empirically based, and culturally sensitive.
7. Be familiar with different cognitive behavioral therapies and how to apply cognitive, behavioral, and environmental interventions contextually for different psychological disorders.
8. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
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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
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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
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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
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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 . In addition, each course in this sequence is a prerequisite to those that follow.
Delivery Method: Blended
Grading Default: Letter
Learning Objective(s):
1. Be familiar with a broad spectrum of humanistic and systemic theories and principles.
2. Be able to conceptualize cases from a humanistic/systemic perspective with a clear theory and evidence-based underpinning.
3. Be able to conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths and challenges.
4. Be able to intervene therapeutically and empathically with clients from a humanistic/systemic perspective.
5. Be able to form a therapeutic alliance.
6. Be familiar with different humanistic/systemic therapies and how to apply them effectively for different psychological disorders.
7. Be able to maintain professional standards and provide treatment consistent with ethical and legal standards.
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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
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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
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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
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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
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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
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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
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PSY-632B Internship Qualification 2 semester credits
This section of the IQE tests the competence of the student in applying his/her theoretical orientation via appropriate interventions to a therapy case from his/her 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-632A , first 4 terms of PSY-629 Practicum Case Seminar, 6 credits of clinical practicum as either PSY-630 or PSY-695 .
Co-requisites: Recommended that PSY-710G be completed previously or taken concurrently.
Delivery Method: Distance/Electronically Mediated
Grading Default: Letter
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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 Objective(s):
1. Familiar with the major types of assessment measures used in neuropsychological assessment.
2. Familiar with the application of brain-behavior relationships to neuropsychological assessment.
3. Familiar with neuropsychological measures for specific neurological/neurocognitive functions and impairments.
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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
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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
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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
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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
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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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PSY-684 Asmt- Executive Functions 0.5 semester credits
Practice in the application of techniques for evaluating specific executive functions in the context of head trauma and/or frontal lobe lesions.
Delivery Method: In person
Grading Default: Credit/No Credit Only
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PSY-685 Research Practicum: Media Psychology 0.5-4 semester credits
Research practicum consists of supervised, hands-on applied research training acquired through team research projects, and research projects at various organizations. Students with substantial prior research experience should plan their hours to develop skills in new areas. All research practicum hours must be reviewed and pre-approved (i.e., before the students begins the practicum). Approval of acquired hours is also required upon completion of the research practicum for these hours to be recorded as complete. Hours are recorded as the ratio of 40 clock hours equals one semester credit.
Pre-requisites: PSY-540A , PSY-540B
Delivery Method: In person/Blended
Grading Default: Credit/No Credit Only
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PSY-689 Asmt- Memory Assessment 1 semester credits
Practice in the application of techniques for evaluating specific memory functions in the context of brain structures and functions.
Delivery Method: In person
Grading Default: Credit/No Credit Only
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PSY-692 Cognitive and Behavioral Assessment/Intervention 3 semester credits
The course is the culmination of the Cognitive Behavioral Therapy Training Track which is devoted to providing students with a fundamental background in this orientation’s theory and therapy. Track offerings are designed to help students understand the theoretical background that underlies the principles of cognitive behavioral therapies and expand their ability to apply those principles in diverse clinical situations. Track seminars will include such topics as clinical assessment and case conceptualization and application to disorders of anxiety, mood, anger, and personality. Relationship issues and topics relevant to adolescent and child problems are also addressed. The faculty strives to provide diverse seminar offerings. Most track seminars also offer the option of course credit or clinical case consultation hours. Full descriptions of the track requirements are located on the website.
Delivery Method: In person/Blended
Grading Default: Credit/No Credit Only
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PSY-694 Psychodynamic Clinical Training 3 semester credits
The track has the goal of fostering interaction among students and faculty interested in deepening their understanding of psychodynamic theory, its history and evolution, contemporary controversies, and relevance to psychology and psychotherapy. We offer track seminars and special events at national sessions and a track forum on FELIX.
Delivery Method: In person/Blended
Grading Default: Credit/No Credit Only
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