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Academic Catalog 2020-2021 [ARCHIVED CATALOG]
All Courses
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Course Type |
Prefix |
Course Type |
Prefix |
Continuing Education |
CE |
Neuropsychology |
NEPSY |
Educational Leadership for Change |
ELC |
Org. Dev. and Leadership |
ODL |
Human and Organizational Dev. |
HOD |
Psychology |
PSY |
Infant and Early Childhood Dev. |
IECD |
Research |
RES |
Media Psychology (MA) |
MSC |
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Media Psychology |
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MSC-601 Media Psychology Capstone Project 4 semester credits The Capstone course is the culmination of the work in the MSC program. The purpose is for the student to demonstrate the synthesis of the knowledge gained from the program and present that achievement in a way that reflects their proficiency in applying concepts in a personally and social relevant way. Different professional and academic settings are increasingly using digital or electronic communications in both practical and pedagogical applications. This trend impacts administrative and learning functions as well as commercial and professional opportunities. Central to this process becomes how an individual presents him or herself digitally and how that presentation is received. Historically, individuals have created their identities in many ways through representations of self. The proliferation of media, information access, and the pressure to conserve resources imply that digital identities will play an increasingly important role in social and business applications. The increasingly porous boundaries between media platforms and tools require that our presentation of personal and professional selves must be increasingly integrated and authentic. The capstone examines the psychological components of digital identity across multiple media applications in the context of presenting the accumulation of knowledge from the MSC program. The results will be a digital portfolio representative of a student’s professional identity and pro-social goals. During the course of the capstone project, the student will assemble their works while examining identity relative to digital presence. These include agency, reflected self, presence, authenticity, narrative, constructed self, fantasy, social modeling, and collected experiences across time that serve witness to personal evolution by studying the theoretical works that articulate these considerations. Each student will develop a capstone project that illustrates the development of their thought and evaluation of self in their individual work Delivery Method: Online Grading Default: Letter Note: Students should register for Capstone in their last term.
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Neuropsychology |
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NEPSY-825 Neuroanatomy and Brain-Behavior Relationships 4 semester credits The structure and function of the peripheral, autonomic and central nervous systems with emphasis upon the brain regions critical for neuropsychological functioning from the brain stem, cerebellum, thalamus, hypothalamus, limbic system, basal ganglia and the cerebral cortex. A broad range of topics, such as the cortical organization of language, perception, and action; hemispheric specialization; the frontal lobes; cognitive development and aging, will be discussed. Delivery Method: In person Grading Default: Letter
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NEPSY-826 Neuropsychological Disorders 4 semester credits The major disorders and syndromes associated with injury to the brain including language disorders (aphasia), perceptual disorders (agnosia), movement disorders (apraxia), memory disorders (amnesias), spatial disorders, emotional and personality disorders and disorders of executive functions. Emphasis will be placed upon a functional systems approach focusing upon the role of different brain regions in the production and breakdown of these behaviors. Delivery Method: In person Grading Default: Letter
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NEPSY-827 Methods and Principles of Neuropsychological Assessment 4 semester credits Covers the components and methods of performing a comprehensive neuropsychological evaluation including the clinical interview and history, behavioral observations and mental status, and the administration and interpretation of a wide range of neuropsychological and personality tests and measures. A dynamic, flexible approach to case assessment and interpretation emphasizes the role of individual age, education, handedness, language, culture, gender, etiology, neurodiagnostic findings, and several other factors impacting the neuropsychological performance. Delivery Method: In person Grading Default: Letter
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NEPSY-830 Neuropsychological Assessment of Neurological Disorders 4 semester credits The review will include dementias, cerebrovascular diseases, traumatic brain injury, seizures, viral/bacterial encephalopathies, neoplasms, movement disorders, and other disorders. Delivery Method: In person Grading Default: Letter
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NEPSY-831 Neuropsychological Assessment of Psychiatric Disorders 4 semester credits The review will include schizophrenia, affective disorders, obsessive-compulsive disorder, Tourette’s syndrome, and other disorders. Delivery Method: In person Grading Default: Letter
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NEPSY-832 Neuropsychological Assessment of Developmental Disorders 4 semester credits The review will include language-based learning disabilities, nonverbal learning disabilities, attention deficit (hyperactivity) disorder, autism, and other disorders. Delivery Method: In person Grading Default: Letter
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NEPSY-836 Final Professional Evaluation 0 semester credits The Final Professional Evaluation assesses skills in intervention and assessment at the postdoctoral level. The evaluation takes place after completion of all course work and of the majority of the clinical practicum experience. You submit a written, comprehensive case study and do a final oral presentation to your faculty as your final professional evaluation. It is reviewed by two faculty examiners. Delivery Method: In person Grading Default: Credit/No Credit Only
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NEPSY-889 Clinical Case Conference Continuance 0 semester credits This zero credit course is used to show the student is continuing with the process of accruing clinical case conference and/or practica experience hours in their third year. Delivery Method: In person Grading Default: Credit/No Credit Only
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NEPSY-892 Clinical Case Conference 5 semester credits Your 200-hour case conferencing requirement is typically obtained in a group format. You are required to present at least one full case workup two times each year. Delivery Method: In person Grading Default: Credit/No Credit Only
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NEPSY-893 Clinical Experience 25 semester credits One thousand hours of self-guided clinical experience involving neuropsychological testing and report writing with a minimum of fifty cases is completed and recorded by the end of the program. This experience is typically found on-the-job. Delivery Method: In person Grading Default: Credit/No Credit Only
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Organizational Development and Leadership |
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ODL-501 Organizational Behavior & Leadership 6 semester credits Organizational leadership requires a deep and nuanced understanding of how individuals behave in organizational settings. Effective leaders create environments that are consistent with the fundamentals of human behavior in organizations. This course examines the nature of individual and group behavior in work environments and how it affects organizational performance. Special emphasis is placed on psychological principles, how and why people act as they do, and the use of (leadership) theories as conceptual tools for analyzing and solving organizational problems. Delivery Method: Online Grading Default: Letter
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ODL-502 Organizational Culture 6 semester credits It is essential to understand the relationship between organizational culture and behavior. This course examines the development, nature, classifications, and characteristics of organizational culture. Emphasis is placed on the investigation of behaviors and their relationship to organizational culture. The interaction of the individual, groups, the organization and environment are explored. Special emphasis is placed on conceptualizations of culture, theoretical perspectives linking culture to behavior, how culture affects psychological processes and organizational behaviors, including motivation, cognition, social networking, leadership, and teams. Delivery Method: Online Grading Default: Letter
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ODL-503 Organizational Change 6 semester credits Organizational culture influences the likelihood of success or failure for change strategies and initiatives. This course examines the factors that drive organizational change, focusing on change in organizational culture, structure, and communication. Special emphasis is placed on change resistance, dimensions of change, and approaches to the change management process. Students will analyze, evaluate, and apply change models to real-life organizational change and development initiatives. Delivery Method: Online Grading Default: Letter
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ODL-504 Organizational Design 6 semester credits Organizational analysis, planning, implementation, and evaluation of social and technical systems are essential. This course examines the design, redesign, and implementation of effective organizations. There will be a focus on the external environment, technology, structure (and their interrelationship), organizational culture, and change management. Special emphasis is placed on the structural changes necessary to best ensure constructive organizational behaviors, quality of work life, productivity and achievement of overall organizational goals. Delivery Method: Online Grading Default: Letter
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ODL-505 Organizational Consulting 6 semester credits Developing and maintaining effective consultative approaches, consulting practices, and consultative engagements are essential program outcomes. This course examines consulting models, frameworks and fundamental steps in the consulting process from both a consultant and client perspective. Students will learn how to build their identity, develop a consulting practice, and position themselves as trusted advisors. Special emphasis is placed on examining consulting models for high impact outcomes, opportunities and challenges facing internal and external consultants, role of ethics, and professionalism. Delivery Method: Online Grading Default: Letter
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ODL-506 OD&L Capstone Project 6 semester credits Students will complete a multifaceted organizational intervention project that serves as a culminating academic, intellectual, and practical experience. The project will integrate and build on relevant models and practices across organizational behavior, culture, change, design, and consulting. The project will evince a range of outcomes and their implications, including a critical assessment of intended and potential unintended outcomes. The project proposal, implementation, and presentation will be rigorous in terms of theory, inquiry, reflection and action. Delivery Method: Online Grading Default: Letter
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ODL-600 Online Learning Orientation 0 semester credits Designed to introduce students to the online environment and practices in Fielding’s ODL program, this online seminar takes place prior to the beginning of the first academic trimester. Students will learn to use Fielding’s website and software to navigate, post and complete initial assignments. Students will meet online and begin building community with their entering cohort and receive course introductions in preparation for beginning the academic term. Faculty and staff participate in facilitating dialogue and increasing online skills as the seminar progresses. Delivery Method: Online Grading Default: Credit/No Credit Only Learning Outcome(s):
- Students will get to know one another, meet faculty and begin to develop a sense of connection with one another.
- Students will demonstrate proficiency in using Moodle and in accessing important areas of myFielding.
- Students will demonstrate understanding of the collaborative learning model in ODL.
- Students will demonstrate their preparation for beginning the first academic term through completion of course introductions and interaction with their student colleagues.
- Students will produce a draft of their initial learning plan to guide their progress through the ODL program.
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ODL-632A Individual Mentor Coaching I 0 semester credits Learners will present a recorded demonstration of a coaching session and debrief with an assigned mentor coach. This is an adjunct to the video conference training and is intended to help learners identify learning edges in practice, resolve practice challenges and design development plans for honing their coaching skills. This course equates as 1 coach training hour from ICF. Pre-requisites: ODL-650A , ODL-650B CCEs: 1 Delivery Method: Online Grading Default: Credit/No Credit Only
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ODL-632B Individual Mentor Coaching II 0 semester credits Learners will present two recorded demonstrations of coaching sessions and debrief with an assigned mentor coach. This is an adjunct to the video conference training and is intended to help learners identify learning edges in practice, resolve practice challenges and design development plans for honing their coaching skills. This course equates as 2 coach training hours from ICF. Pre-requisites: ODL-632A CCEs: 2 Delivery Method: Online Grading Default: Credit/No Credit Only
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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. CCEs: 2 Delivery Method: Online Grading Default: Credit/No Credit Only
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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 CCEs: 2 Delivery Method: Online Grading Default: Credit/No Credit Only
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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. CCEs: 32 Delivery Method: Online Grading Default: Letter
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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. CCEs: 12 Delivery Method: Online Grading Default: Credit/No Credit Only
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ODL-651A Theories of Individual Coaching 4 semester credits This depth course in techniques of individual coaching includes coaching through family system dynamics, humanistic psychology approaches to coaching, cognitive behavioral techniques, emotional intelligence theory, and developing individual coaching skills via phone and online. This course equates as 32 coach training hours from ICF. Pre-requisites: ODL-650A CCEs: 32 Delivery Method: Online Grading Default: Letter
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ODL-651B Skills Training: Individual 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 CCEs: 9 Delivery Method: Online Grading Default: Credit/No Credit Only
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ODL-652A Theories of Leadership and 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 CCEs: 32 Delivery Method: Online Grading Default: Letter
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ODL-652B Skills Training: Leadership and 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 CCEs: 9 Delivery Method: Online Grading Default: Credit/No Credit Only
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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 CCEs: 32 Delivery Method: Online Grading Default: Letter
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ODL-654 First Coaching 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 CCEs: 32 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
- Students practice coaching skills as defined by the ICF Core Competencies and PCC markers in a live setting face to face and receive written and verbal feedback on their coaching skills by other students and the ICF Certified faculty.
- Each student is required to serve as coach and coachee at least three times during the course.
- Students reflect on their learning and growth as a coach after the course and documents their learning in the course reflections.
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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 coaching sessions, group mentor coaching sessions, training in ethics, and advanced coaching techniques. Advanced coaching techniques may include use of assessments in coaching, advanced coaching models, coaching theories and how advanced techniques are related to the core competencies of coaching. Students explore developing their professional identity as a coach, which may include discussing coaching career options, starting a coaching business, and marketing a coaching business. Understanding the requirements and processes for applying for an ICF credential is also discussed. Participant portfolios are collected after the training as a requirement for graduation.
This course equates as 27 coach training hours from ICF. Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 CCEs: 27 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s): Students will be able to:
- Improve their coaching skills through observed coaching sessions, feedback, and group mentor coaching sessions.
- Understand coaching ethics.
- Explore advanced coaching techniques.
- Learn advanced coaching techniques (varies by term), based on student and faculty interest and may include use of assessments in coaching, advanced coaching models, coaching theories and how advanced techniques are related to the core competencies of coaching.
- Explore developing their professional identity as a coach, which may include discussing coaching career options, starting a coaching business, and marketing a coaching business.
- Understand the requirements and processes for applying for an ICF credential.
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ODL-656 Final Performance Evaluation 0 semester credits Each participant must demonstrate coaching skills and capability by submitting a recording and transcript of a coaching session of 30 minutes in length. The coaching session is evaluated by an Evidence Based Coaching faculty member based on the International Coach Federation’s requirements at the PCC level. Pre-requisites: ODL-632A , ODL-632B , ODL-633A , ODL-633B , ODL-650A , ODL-650B , ODL-654 Co-requisites: ODL-655 must be taken in the same term if not completed prior. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
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ODL-674 Introduction to Analytical Process 4 semester credits Big data and predictive models have become common in society. Yet for too many who encounter data, the analytic process remains conceptually obscure and seemingly reserved for domain experts and computer scientists. This course will introduce students to the lifecycle of big data processes beyond numbers and technology. The course will provide a conceptual introduction to analytic processes and will be especially useful for individuals who encounter data in various domains in society and organizations. Delivery Method: Online Grading Default: Letter Note: ODL-674 must be chosen for students declaring a concentration in Organizational Analytics.
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ODL-679 Big Data in Organizations 4 semester credits Increasingly, big data is used in organizations to drive policies; as part of an accountability movement and as part of human resource management. This course will explore the application of data within organizations. Students will be encouraged to think critically about the use and application of data in organizations. Topics covered include: data and accountability; data-driven policies; employee hiring and workplace management—-as well as legal, ethical and issues of algorithmic transparency. Pre-requisites: ODL-674 Delivery Method: Online Grading Default: Letter
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ODL-680 Methods for Organizational Analytics 4 semester credits This course will introduce students to the use of qualitative and quantitative methods of research and explore the relationship between data science methods and research methods. Students will be introduced to statistical reasoning and methods that form the substance of the analytic process. Action Inquiry will be used as a method to explore critical engagement beyond the numbers in the analytic process. Pre-requisites: ODL-674 Delivery Method: Online Grading Default: Letter
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ODL-681 Data Visualization and Communication 4 semester credits Visualization, Information and Perception - This course will explore the role images and visualizations play in data analytics and how information is conveyed through images. Students will consider advantages and possible limitations of using images and visualizations for communication. This course will look at visualization through the psychology and sociology of perception. Topics covered include: image and perception; what defines an image; visual models; mental maps and localization images; the (sub) objectivity of the image; and the collective meaning of images. Pre-requisites: ODL-674 Delivery Method: Online Grading Default: Letter
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Psychology |
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PSY-PA Dissertation Proposal Approval 0 semester credits The proposal is approved when the committee chair is satisfied with the student’s response to the feedback which has been received by the full committee, including the external examiner, and this has been documented appropriately. Pre-requisites: For MEDIA and CLIN: pre-proposal approval (PSY-638 ).
Additional for CLIN: PSY-RSS02 , PSY-RSS04 , PSY-RSS27 , 0.5 credits chosen from other RSSs and 5 credits of PSY-680 . Delivery Method: Distance/Electronically Mediated Grading Default: Credit/No Credit
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PSY-RSS02 Scholarly Argument 1 semester credits This research skills seminar will provide didactic material on using evidence, making and organizing a scholarly argument, and synthesizing the existing literature. The seminar includes a number of writing and conceptualization exercises to create a scholarly argument for a proposed new study based on several articles provided by the instructor. Developing a scholarly argument is an essential skill required in writing scholarly papers for other classes as well as for the development of a dissertation or any other research report. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
- Develop critical reviewing skills
- Understand how a body of knowledge is developed
- Develop proficiency in focused note-taking and outlining of critical argument
- Understand how to use mind mapping to synthesize content across references
- Be knowledgeable about how to develop a point of view or thesis to organize literature review.
- Be competent in outlining a story, argument or logical progression of material from references.
- Be proficient in writing a paper including a critical review of the literature built around a scholarly argument.
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PSY-RSS03 Questionnaire Construction 0.5 semester credits In this course students will learn the theory and practice of questionnaire construction, whether creating a simple background questionnaire, or developing more complex instruments. The focus of this seminar will be to design questionnaires to be used for research purposes rather than clinical applications. Students will also get practice and guidance on using Word or WordPerfect to format questionnaires in a way that invites participants to complete them and avoid confusion, which can lead to unusable responses. Web-applications are also covered. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
1. Demonstrate an understanding of when to use questionnaires.
2. Demonstrate the ability to design a questionnaire that will elicit appropriate information from respondents.
3. Demonstrate an understanding of questionnaire formatting, coding and data entry.
4. Demonstrate an understanding of how questionnaire design impacts return rates.
5. Demonstrate the ability to develop and administer a questionnaire using web-based applications.
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PSY-RSS04 Presenting Research: Matters of Form 0.5 semester credits Introduces students to the two potential formats for School of Psychology dissertations. Helps student understand what information should be contained in the various chapters and sections of a dissertation using either format. Provides extensive training in the logic and methods for table construction using APA format. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
- Understand the differences between quantitative, qualitative, mixed methods, and theoretical dissertations.
- Understand the structural specifications for the traditional and for the alternative “publication-ready” dissertation format.
- Be able to prepare the written dissertation according to APA and FGU style requirements.
- Know what belongs in each section of the dissertation.
- Be able to prepare simple statistical tables using APA format.
- Understand the sequence of steps in the dissertation process, from start to finish.
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PSY-RSS05 Publishing and Presenting Scholarly Work 0.5 semester credits This seminar is designed to help students prepare research publications and presentations. Differences among outlets will be discussed (e.g. refereed journals, books, book chapters, posters, panel presentations, individual presentations). All significant aspects of the process will be covered, including planning and preparation, authorship issues, developing the proposal, the review process, writing the actual article or presentation, visual aids, and making the presentation. Students should come prepared with either a plan for a presentation or publication based on actual work, or a fictional plan. Details will be sent to registered students in advance of the seminar. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
1. Know conventions of APA style.
2. Be able to present an argument cogently in writing.
3. Be able to present results of both quantitative and qualitative studies clearly and meaningfully, including the use of tables and graphic methods appropriate to each type of analysis.
4. Be able to discuss findings in journal articles, posters, and oral conference presentations.
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PSY-RSS07 Sample Size, Effect Size and Power Analysis 0.5 semester credits The goal of this Research Skills Seminar is to introduce students to power analysis. Students will learn the relationships between power, effect size, Type I and II error and sample size. The Seminar requires the use of both SPSS and G-Power statistical software. At the conclusion of the seminar students will be able to determine appropriate sample sizes for a variety of research designs and statistical analyses, and be able to write a scientifically supportable sample size estimate for a grant proposal or dissertation. Students will understand the concept of power and its relationship to effect size and sample size. Students will have a clear understanding of the difference between “effect size” and “statistical significance.” Pre-requisites: PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
1. Understand the concept of statistical power and its relationship to effect size, sample size and Type I and II error.
2. Understand the difference between “effect size” and “statistical significance.”
3. Be able to conduct a power analysis for a variety of statistical models using G-Power software.
4. Be able to determine appropriate sample size estimates for a variety of statistical models.
5. Be able to write a scientifically supportable sample size estimate for a grant proposal or dissertation.
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PSY-RSS08 Testing/Mediating/Moderating Hypotheses 1 semester credits The goal of this Research Skills Seminar is to provide students with a framework for understanding moderation and mediation in the context of statistical modeling. At the conclusion of the seminar students will understand mediating and moderating relations, and will be able to test mediating and moderating relations using SPSS. Students will be exposed to modern approaches to testing moderating relationships that move beyond the Baron and Kenny model, including bootstrapping methods and structural modeling approaches. Pre-requisites: PSY-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
- Be familiar with standard approaches to multiple (linear) regression analysis (MRA).
- Be able to test moderating relations using ANOVA and MRA.
- Understand the difference between direct and indirect effects in regression models and the logic of path analysis.
- Understand the nature of statistical mediation and moderation.
- Understand modern approaches to testing moderating relationships that move beyond the Baron and Kenny model, including bootstrapping methods and structural modeling approaches.
- Become proficient with IBM-SPSS and A. Hayes PROCESS software to run procedures to test for mediation and moderation.
- Be able to write narrative descriptions of analyses of mediation and moderation.
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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 (SEM). 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 examined using SEM-focused software programs. 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-717 Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
- Understand the logic of causal modeling and the general purpose and process of creating a statistical model.
- Understand the difference between FA and PCA.
- Understand how to run, interpret, and present the results of FA and PCA.
- Understand the purpose and practice of conducting a full structural equation model.
- Learn how to use software to conduct both CFA and SEM.
- Know how to assess the various components of model evaluation, including an assessment of model fit.
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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 Outcome(s):
- Know how to frame an interview in line with the conceptual questions of the research.
- Frame an experience-near interview plan.
- Know how to reflect on and manage the interpersonal aspects of the interview.
- Practice the empathic response in an interview.
- Review the ethics of the interview.
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PSY-RSS22 Analyzing Narrative Interviews 0.5 semester credits This 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, preferably ones that are part of a student’s ongoing research. Students will be required to read some literature about interpretation in qualitative research to put the experience in context. The seminar is open to those who are engaged in doing narrative research, preparing to do so, or curious about it. Pre-requisites: PSY-RSS21 recommended Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
- Know different approaches to reading narrative interviews for research purposes.
- Understand the epistemological assumptions that ground qualitative analysis.
- Apply at least one approach to a research interview text.
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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 Outcome(s):
- Understand the link between a research method, data collection sources, and data analysis.
- Be able to read and understand scholarly research articles using a variety of qualitative data analyses including content analysis and composite stories.
- Be able to present, critique, and discuss scholarly research articles with emphasis on defining the research methods, data collection, and analysis as related to results.
- Understand validity issues as related to data analysis.
- Load narrative data set and demographic descriptors in Dedoose, and code data creating themes.
- Create qualitative content analysis mini-result section based on Dedoose coding, including meaningful themes aligned to narrative coded excerpts
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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 Outcome(s):
- Define epistemological assumptions of qualitative research, including human experience in context and rich description.
- Discuss and review examples of Lieblich’s model of content analysis including categorical content analysis, categorical form, holistic content analysis and holistic form analysis. Use open coding on student produced narratives.
- Present content analysis methods for reliability, coding, and constructing themes used in two current research articles chosen by students.
- Create a content analysis research outline.
- Code a narrative data set and create a mini results write-up.
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PSY-RSS26 Introduction to Qualitative Research 0.5 or 1 semester credits Introduces students to epistemology of qualitative research, showcasing differences with quantitative traditions. We will define phenomenology, ethnography, participant action research and other research traditions. Non-Western epistemologies and research ethics will also be included. Workshop activities include critically analyzing journal articles and completing a beginning research activity. Learners will be required to read posted journal articles and chapters from the text and complete discussion questions before the session. For the 1.0 credit offering, students will create a qualitative research proposal, with research question, research genre and data collection and data analysis techniques. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
- Understand the primary assumptions of the quantitative and qualitative paradigms.
- Understand the following terms: quantitative, qualitative, epistemology, positivistic, non-positivistic, open ended qualitative interviews, ethnography, participant action research, phenomenology, participatory/action research, hermeneutics, narrative, grounded theory, case study, critical theory, ethnomethodology, heuristics and hermeneutics.
- Be able to critically review a qualitative research journal article.
- For the 1 credit version of this course, create a qualitative research proposal.
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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: PSY-701A Co-requisites: PSY-RSS02 is a required co-requisite if not already completed. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Outcome(s):
- Understand the basic epistemological assumptions and tenets that underlie the student’s focus for scientific inquiry.
- Become familiar with possible research methods that would be appropriate to the student’s focus of inquiry.
- Be able to apply ethical standards to the student’s arena of study. Document sensitivity to identified groups that might be recruited for the dissertation proposal.
- Be able to articulate an overview of a scholarly argument.
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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 Learning Outcome(s):
- Know how to formulate emergent research questions and associated hypotheses;
- Know how to design research methods appropriate for these questions/hypotheses;
- Be able to write a dissertation proposal methods section for their research questions/hypotheses; and (if beyond the proposal stage)
- Be able to deal with problems encountered in data collection and analysis.
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PSY-RSS30 Special Topics in Research and Statistics 0.5-1 semester credits The topic of this Research Skills seminar will vary based on student and instructor interest. It is intended to expose students to a variety of research and statistical approaches. The specific content at each session will be described prior to registration. Topics may include, but are not limited to:
- Advanced regression techniques
- Advanced ANOVA applications
- meta-analysis
- multilevel modeling
- archival data analysis
- mixed methods
- R statistical software
- Partial Least Squares- Structural Equation Modeling (PLS-SEM)
Pre-requisites: PSY-717 Delivery Method: In person Grading Default: Credit/No Credit only Learning Outcome(s):
- Be able to utilize/implement the special topic statistical or research method;
- Additional learning objectives dependent on the topic.
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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 Grading Default: Letter Note: This course may be waived if student completed a graduate degree in clinical psychology from a regionally accredited U.S. university within the past 10 years.
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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 Grading Default: Letter Note: This course may be waived if the student scored a 4.5 or higher on the analytical writing portion of the GRE; or earned a PhD in any subject area from an accredited U.S. university within the past 10 years.
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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 Learning Outcome(s):
- Demonstrates an understanding of the fundamentals of the research process used at the doctoral level through writing and scholarly discussion.
- Demonstrate an understanding of some of the theories and applications of critical thinking at a doctoral level through writing and scholarly discussion.
- Demonstrate, through writing and scholarly discussion, an understanding of the perspectives, skills and responsibilities needed to successfully produce doctoral level work and succeed in an academic program at the doctoral level.
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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-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 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 Learning Outcome(s):
- Understanding of what it means to be a leader in field of media psychology as a scholar and practitioner.
- Understand the complex interaction of media technologies with human behavior and society. Explanation: Ability to understand and explain the reciprocal influence of environment, behavior, emotion and human psychosocial and biological development with media and technology content, creation and use to think critically about impact and use.
- Understanding the appropriate application of psychological theory to the complex media environment. Explanation: Ability to identify theoretical relevance and to synthesize theoretical perspectives to critically analyze media use, impact and development. Growing familiarity with basic tenets of social, cognitive, developmental and positive psychologies and demonstrate their applicability to the development, use and impact of media technologies, particularly as they related to individual and collective welfare, identity and wellbeing.
- Extend media psychology scholarship to identification of real world problems where media technologies have impact or offer viable solutions. Explanation: Ability to apply media psychology in the field, to identify problems and develop appropriate interventions and solutions that take advantage of media and technology affordances and leverage.
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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-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 Outcome(s):
- Familiar with the major types of assessment measures used by health professionals in the clinical assessment of medical patients.
- Familiar with the key clinical/psychological issues in medical patients.
- Familiar with various select medical conditions and specific clinical assessment techniques for each of them.
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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 0.5-1 semester credits This course will cover best practices related to the assessment of Autism Spectrum Disorder. Emphasis will be on developmental and clinical indicators as well as commonly used psychometric tools. Topics may include the Autism Diagnostic Observation Schedule as well as other commonly used rating scales with an emphasis on integration of assessment results with regard to issues of diversity. May be repeated for credit. Delivery Method: In person Grading Default: Credit/No Credit Only
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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 0.5-4 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. Every 20 clock hours of media practicum earns 0.5 credits. Pre-requisites: PSY-525 , PSY-533 Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
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