All Courses

MSC-560 The Psychology of Social Media Strategy

1. Demonstrate understanding of network properties and the implications for social interaction and social capital.   
2. Demonstrate where social technologies alleviate social failures.
3. Demonstrates the relationship between individual and social identity in a digital world.
4. Demonstrates how social technologies influence individual and collective agencies.
5. Demonstrates how to evaluate the strengths and weaknesses of different technology affordances in promoting interaction, connection, and belonging.
6. Demonstrates the impact on consumer/user psychology of converging technologies and the blurring boundaries of user/producer/distributor roles.
7. Demonstrates and creates effective and persuasive messaging in social platforms.    
8. Demonstrates the critical design elements to promote social engagement with brands, products and applications.    
9. Demonstrates the cultural and social implications of social and digital access.
10. Demonstrates a general understanding of Gamification.
11. Demonstrates knowledge of the potential of social technologies for behavioral and social change.

MSC-562 Innovation, Learning and Online Education

MSC-563 The Social Impact of Immersive Technology

1. Understand strategic applications of immersive media in education, entertainment, advocacy, healthcare, and general well-being.
2. Ability to apply case methods to specific media outcomes.
3. Understand cognitive psychology theory and application to immersive media
4. Be able to understand and analyze the level of presence for various immersive media technologies.
5. Ability to identify level of presence needed for various narratives and goals of specific immersive technology matched to the audience.

MSC-564 Argumentation: The Art of Critical Writing

MSC-566 Brand Psychology and Transmedia Storytelling

1. Demonstrate an understanding of how social media norms have changed consumer psychology and how that influences persuasive communications and media design and use.    
2. Understand the psychology of story and how stories engage metaphors, archetypes and mental models to construct brand meaning.
3. Describe the structural and psychological differences between transmedia and cross media or multi-media.
4. Evaluate the role of transmedia storytelling and the impact on user experience in marketing and messaging campaigns.
5. Examine and compare the benefits and limitations of different media assets and platforms in delivering a story based strategy taking into consideration the psychology of immersion, presence, engagement and efficacy while maintaining developmental and cultural appropriateness and sensitivity.
6. Demonstrate how to use psychological theory to inform.

MSC-567 The Psychology of Neuromarketing

1. Understand the limits of conventional research methods used to evaluate media effect.
2. Demonstrate a basic understanding of the nervous system and brain anatomy.
3. Learn core functional systems such as attention, memory, cognition, affect and decision-making.
4. Articulate the relative appropriateness of the most popular modalities used to measure the effect of media on the nervous system.
5. Discuss the major ethical issues raised by the commercial use of neuroimaging technologies.

MSC-568 Audience Engagement

1. Understand the definitions of engagement relative to goals. 
2. Define the role of the persona and understand how it contributes internally and externally.
3. Evaluate the psychological factors that contribute to persona development.
4. Apply psychological theory to construct a persona for a specific goal.
5. Create an ad hoc persona and test it using qualitative research methodologies.
6. Translate the persona into the consumer’s story.
7. Develop visual and narrative collateral for stakeholder buy-in.
8. Create a persona-based strategy for a purposed application from marketing, branding, advocacy or product design.

MSC-569 Introduction to Consumer Neuroscience

4 semester credits

Students will increase their knowledge and/or strengthen competencies in each of the following areas:

1. Learn popular persuasion theories
2. Review pros and cons of traditional persuasion frameworks
3. Learn the value and limitations of pre-conscious measures: implicit association tests (IAT)
4. Learn the contribution of neuroscience towards our understanding of critical information and emotional processing functions such as attention, memory, preferences, emotions and behavioral intentions.
5. Learn the value and limitations of peripheral measures (eye tracking, skin conduction, heart rate, respiration, voice, facial expressions)
6. Learn the value and limitations of direct brain measures (EEG, fMRI)
7. Learn to read and critique neuromarketing studies (peer-reviewed, business cases)

MSC-570 Special Topics

MSC-601 Media Psychology Capstone Project

PSY-781 Dissertation Preparation

4 semester credits

Identify a research area for your dissertation.
• Develop a general research question (RQ) based on a combination of psychological theory and research to guide your inquiry.
• Determine the general methodological approach that fits your RQ (quantitative or qualitative).
• Develop a testable research hypothesis (quantitative) or research objective (qualitative).
• Propose a suitable research methodology.
• Draft an initial plan and rationale for analyzing the data that you would collect.
• Draft a preliminary research proposal in APA Style.
• Draft a preliminary IRB proposal.
• Consider your options for Dissertation Committee Chair.

NEPSY-825 Neuroanatomy and Brain-Behavior Relationships

NEPSY-826 Neuropsychological Disorders

NEPSY-827 Methods and Principles of Neuropsychological Assessment

NEPSY-830 Neuropsychological Assessment of Neurological Disorders

NEPSY-831 Neuropsychological Assessment of Psychiatric Disorders

NEPSY-832 Neuropsychological Assessment of Developmental Disorders

NEPSY-836 Final Professional Evaluation

NEPSY-889 Clinical Hours Continuance

NEPSY-892 Clinical Case Conference

NEPSY-893 Clinical Experience

ODL-501 Organizational Behavior & Leadership

• Identify and define organizational behavior (OB) concepts.
• Understand what organization development (OD) is and the similarities and differences between OB and OD.
• Apply organizational behavior theories and models to improve their understanding of their own work attitudes and behaviors.
• Identify principles and challenges related to organizational behavior at the level of individual, team and organization.
• Use leadership theories to improve individual, team or organization performance.
• Create a plan to improve their own leadership skills.

ODL-502 Organizational Culture

• Identify and define organizational culture and how it is structured and formed.
• Understand how discussions and realities of identity, diversity, equity, and inclusion fit within organizational culture.
• Identify the impact of organizational culture on structures and outcomes.
• Develop proficiency in conducting culture assessments.
• Identify the role of organization development in changing culture.
• Apply knowledge of culture toward creating a learning culture.

ODL-503 Organizational Change

ODL-504 Organizational Design

ODL-505 Organizational Consulting

ODL-506 OD&L Capstone Project

PSY-PA Dissertation Proposal Approval

PSY-RSS02 Scholarly Argument

1 semester credits

1. Develop critical reviewing skills.
2. Describe how a body of knowledge is conceptualized and then developed.
3. Develop proficiency in focused note-taking (or other mechanisms that facilitate condensing and organizing bodies of knowledge) and outlining of critical argument.
4. Develop research questions to organize literature review.
5. Outline a story, argument, or logical progression of material from references.
6. Write a paper including a critical review of selected literature built around a scholarly argument.

PSY-RSS03 Questionnaire Construction

1. Articulate when it is appropriate to use questionnaires.
2. Design a questionnaire that will elicit appropriate information from respondents.
3. Describe questionnaire formatting, coding, and data entry.
4. Explain how questionnaire design impacts return rates.
5. Develop and administer a questionnaire using web-based applications.

PSY-RSS04 Presenting Research: Matters of Form

0.5 semester credits

1. Recognize the differences between quantitative, qualitative, mixed methods, and theoretical dissertations.
2. Locate the structural specifications for the traditional and for the alternative “publication-ready” dissertation format on MyFielding.
3. Discuss how to prepare the written dissertation according to APA and FGU style requirements.
4. Recognize what belongs in each section of the dissertation.
5. Prepare simple statistical tables using APA format.
6. Describe the sequence of steps in the dissertation process, from start to finish.

PSY-RSS05 Publishing and Presenting Scholarly Work

1. Identify conventions of APA style.
2. Compose and present an argument cogently in writing.
3. 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. Discuss findings in journal articles, posters, and oral conference presentations.

PSY-RSS07 Sample Size, Effect Size and Power Analysis

1. Describe the concept of statistical power and its relationship to effect size, sample size and Type I and II error.
2. Explain the difference between “effect size” and “statistical significance.”
3. Conduct a power analysis for a variety of statistical models using G-Power software.
4. Determine appropriate sample size estimates for a variety of statistical models.
5. Write a scientifically supportable sample size estimate for a grant proposal or dissertation.

PSY-RSS08 Testing/Mediating/Moderating Hypotheses

1 semester credits

Students must have laptop with SPSS software installed. We will be adding the Hayes’ PROCESS add-on during the seminar, though you can do this prior to session if you like.
Pre-requisites: PSY-717  
Delivery Method: In person
Grading Default: Credit/No Credit Only
Learning Outcome(s):  

1. Discuss standard approaches to multiple (linear) regression analysis (MRA).
2. Test moderating relations using ANOVA and MRA.
3. Differentiate between direct and indirect effects in regression models and the logic of path analysis.
4. Describe the nature of statistical mediation and moderation.
5. Discuss modern approaches to testing moderating relationships that move beyond the Baron and Kenny model, including bootstrapping methods and structural modeling approaches.
6. Use IBM-SPSS and A. Hayes PROCESS software to run procedures to test for mediation and moderation.
7. Write narrative descriptions of analyses of mediation and moderation.

PSY-RSS15 Factor Analysis and Structural Equation Modeling

1 semester credits

1. Discuss the logic of causal modeling and the general purpose and process of creating a statistical model.
2. Differentiate between FA and PCA.
3. Run, interpret, and present the results of FA and PCA.
4. Discuss the purpose and practice of conducting a full structural equation model.
5. Use software to conduct both CFA and SEM.
6. Assess the various components of model evaluation, including an assessment of model fit.

PSY-RSS21 Interviewing for Qualitative Research

1 semester credits

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):  

1. Frame an interview in line with the conceptual questions of the research.
2. Frame an experience-near interview plan.
3. Reflect on and manage the interpersonal aspects of the interview.
4. Practice the empathic response in an interview.
5. Review the ethics of the interview.

PSY-RSS22 Analyzing Narrative Interviews

1. Discuss different approaches to reading narrative interviews for research purposes.
2. Explain the epistemological assumptions that ground qualitative analysis.
3. Apply at least one approach to a research interview text.

PSY-RSS23 Qualitative Data Analysis

1. Describe the link between a research method, data collection sources, and data analysis.
2. Discuss scholarly research articles using a variety of qualitative data analyses including content analysis and composite stories.
3. Present, critique, and discuss scholarly research articles with emphasis on defining the research methods, data collection, and analysis as related to results.
4. Describe validity and reliability issues as related to data analysis.
5. Load narrative data set and demographic descriptors in Dedoose, and code data creating themes.
6. Create qualitative content analysis mini-result section based on Dedoose coding, including meaningful themes aligned to narrative coded excerpts.

PSY-RSS24 Introduction to Content Analysis

1. Identify 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. Review content analysis methods for reliability, coding, and constructing themes used in two current research articles chosen by students.
4. Code a narrative data set and create a mini results write-up.

PSY-RSS26 Introduction to Qualitative Research

1. Distinguish and compare primary assumptions of quantitative and qualitative paradigms.
2. Identify and appraise similarities and differences among core terms: quantitative, qualitative, epistemology, positivistic, non-positivistic, open-ended qualitative interviews, ethnography, participant action research, phenomenology, hermeneutics, narrative, grounded theory, case study, critical theory, and ethnomethodology.
3. Demonstrate critical analysis of qualitative research studies.
4. Design, prepare, and submit a qualitative research proposal for 1 credit course.

PSY-RSS27 Pre-Dissertation Seminar

1. Explain the basic epistemological assumptions and tenets that underlie the student’s focus for scientific inquiry.
2. Discuss possible research methods that would be appropriate to the student’s focus of inquiry.
3. Apply ethical standards to the student’s arena of study, and document sensitivity to identified groups that might be recruited for the dissertation proposal.
4. Articulate an overview of a scholarly argument both orally and in written form.

PSY-RSS28 Dissertation Bootcamp: Post Pre-Proposal

0.5 semester credits

1. Formulate emergent research questions and associated hypotheses.
2. Design research methods appropriate for these questions/hypotheses.
3. Write a dissertation proposal methods section for their research questions/hypotheses.
4. Devise solutions to deal with problems encountered in data collection and analysis if s/he is beyond the proposal stage.

PSY-RSS30 Special Topics in Research and Statistics

• 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)

1. Be able to utilize/implement the special topic statistical or research method;
2. Additional learning objectives dependent on the topic.

PSY-500 New Student Orientation (NSO)

4 semester credits

Part 1: Through Zoom meetings and synchronous and asynchronous work, this month-long course provides incoming doctoral students with an overview of their course of graduate study while orienting them to Fielding’s online environment and the expectations and standards for PhD level study including critical thinking and writing skills. During the course students register for their first term of study and complete a series of written assignments.

Part 2: This 5-day in person course provides students who successfully complete the NSO-Online with a growing understanding of their course of graduate study and standards/expectation for successful PhD level work. While continuing to assess critical thinking and writing skills, this segment of NSO focuses primarily on the students’ suitability for the profession which includes demonstration of entry level foundational competencies, ethical attitudes, attentiveness to cultural diversity, self-awareness, and ability to work independently and collaboratively.
Delivery Method: In person/Blended
Grading Default: Credit/No Credit Only
Learning Outcome(s):  

Part 1: Students completing this course will be expected to:  

1. Successfully use Moodle, myFielding, and online library with ease
2. Effectively utilize APA style
3. Clearly summarize and critique journal articles
4. Be timely and open to and benefit from feedback

Part 2: Students completing this course will be expected to meet the following:  

1. Describe the academic, clinical, and research components of the program
2. Clearly summarize and critique journal articles and then argue an issue from opposing perspectives
3. Be open to and benefit from feedback
4. Demonstrate capacity for ethical judgement
5. Demonstrate professional values and attitudes (i.e., honesty, accountability, empathy, beginning identification as a psychologist).
6. Demonstrate awareness of individual differences and acceptance of difference broadly defined to include culture, race, privilege, age, gender, disability, etc.
7. Work collaboratively and effectively with individuals and groups
8. Evidence self-awareness/reflection and self-care

PSY-500A Foundations of Post-Doctoral Study

4 semester credits

Part 1: Students completing this course will be expected to:

1. Successfully use Moodle, myFielding, and online library with ease
2. Effectively utilize APA style
3. Be able to clearly summarize and critique journal articles
4. Be timely and open to and benefit from feedback

Part 2: Students completing this course will be expected to meet the following:

1. Understand of the academic, clinical, and research components of the program
2. Be able to clearly summarize and critique journal articles and then argue an issue from opposing perspectives
3. Be open to and benefit from feedback
4. Demonstrate capacity for ethical judgement
5. Demonstrate professional values and attitudes (i.e., honesty, accountable, empathic, beginning identification as a psychologist).
6. Demonstrate awareness of individual differences and acceptance of difference broadly defined to include culture, race, privilege, age, gender, disability, etc.
7. Work collaboratively and effectively with individuals and groups
8. Evidence self-awareness/reflection and self-care

PSY-501 Introduction to Clinical Psychology

PSY-502 Critical Thinking in Clinical Psychology

PSY-503 Scholarly Writing in Clinical Psychology

PSY-504 Clinical Psychology Research Lab

PSY-505 Clinical Psychology Research Lab

0 semester credits

After successful completion of the course, students will be able to:

1. apply the APA ethical principles and code of conduct to various research situations
2. critique prior research
3. write integrative reviews of clinical psychology research literature
4. design doctoral-level research that addresses gaps in the literature
5. accurately and concisely describe the results of clinical psychology research through conference presentations and/or journal article publications

PSY-525 Foundations of Critical Theory

1. Demonstrates an understanding of the fundamentals of the research process used at the doctoral level through writing and scholarly discussion.
2. Demonstrate an understanding of some of the theories and applications of critical thinking at a doctoral level through writing and scholarly discussion.
3. Demonstrate, through writing and scholarly discussion, an understanding of the perspectives, skills and responsibilities needed to successfully produce doctoral level work and succeed in an academic program at the doctoral level.

PSY-527 Asmt- Other Objective Personality Tests

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

PSY-532F Asmt- Overview of Rorschach

1. Explore basic principles of the clinical application of the Rorschach Inkblots
2. Learn basic coding principles of the clinical application of the Rorschach Inkblots
3. Gain basic understanding of interpretation of clinical protocols using the Rorschach Inkblots.

PSY-533 Foundations of Media Psychology

1. Understanding of what it means to be a leader in field of media psychology as a scholar and practitioner. 
2. 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.
3. 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.
4. Extend media psychology scholarship to identification of real world problems where media technologies have impact or offer viable solutions. Explanation: Ability to apply media psychology in the field, to identify problems and develop appropriate interventions and solutions that take advantage of media and technology affordances and leverage.

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

PSY-535 Asmt- Evaluation of Addictions

PSY-536 Asmt- WPSSI-R

PSY-537 Asmt- Malingering and Deception

PSY-560C Asmt- Forensic Assessment

PSY-564 Asmt- The Luria-Nebraska Demonstration

PSY-566 Asmt - Clinical Assessment in Health Psychology

1. Familiar with the major types of assessment measures used by health professionals in the clinical assessment of medical patients.
2. Familiar with the key clinical/psychological issues in medical patients.
3. Familiar with various select medical conditions and specific clinical assessment techniques for each of them.

PSY-567 Asmt- Clinical Interview Idiographic

PSY-569 Asmt- Clinical Interview Structured

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

PSY-582 Asmt- Mental Status Examination

PSY-583 Asmt- Assessment of Autism

PSY-584 Asmt-Psychosocial History Ideographic

PSY-585 Media Psychology Practicum

PSY-588 Asmt- Forensic Evaluation in Criminal Settings

1. Familiar with various types of legal competency in criminal cases and understand the role of psychologists in assessing competency.
2. Able to distinguish between competency and​ criminal responsibility.​
3. Understands the role of psychologists in assessing criminal responsibility.
4. Familiar with common methods for assessing malingering in criminal evaluations.
5. Understands best practices in conducting forensic assessments in criminal cases.

PSY-589 Asmt- MMPI-A

PSY-590B Asmt- Intermediate MMPI-2 Interpretation

PSY-590C Asmt- Advanced MMPI-2 Interpretation

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

PSY-593 Asmt- WISC Administration and Scoring

PSY-594 Applied Research Practicum: Media Psychology

PSY-599 Residency Hours Completion

PSY-620 Practicum Case Presentations

PSY-621 Clinical Training Days

0 semester credits

Students entering in Fall 2016 or before 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, student must accrue six Training Days consistent with their PCS orientation.  

Students entering in Fall 2018 must take at least 7 training days. Five training days must be consistent with the student’s selected PSY 629 (PCS) orientation; the two remaining required training days may be taken in any of the three PCS orientations.

Students entering in Fall 2017 have the option to do the 6 or 7 training day option.

Training days may begin at any time in the program.

Students keep a record of Training Days on a form available on myFielding and submit the completed form for recordation.
Pre-requisites: PSY-710A  and PSY-711A1  
Delivery Method: In person
Grading Default: Credit/No Credit Only

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

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

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

PSY-626 Special Topics in Forensic Psychology Lab

PSY-627 Asmt- Projective Drawings

PSY-628 Special Topics Practicum: Media Psychology

PSY-629A1 Practicum Case Seminar: Psychodynamic

2 semester credits

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. The Psychodynamic track introduces students to a philosophically informed approach to psychotherapy that is congruent with the psychoanalytic traditions but which is cognizant of the postmodernist, dialectic, and systems- informed modes of thinking. Students will be introduced to basic philosophical ideas that formed the foundation of the psychoanalytic theory and practice.
Pre-requisites: PSY-708 , PSY-709 , PSY-711A1 , PSY-746  
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of psychoanalytic theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the psychoanalytic perspectives.
3. Conduct appropriate treatment planning in consideration of patient goals, diagnosis, ego strengths, and challenges consistent with psychoanalytic perspectives.
4. Intervene therapeutically and empathically with clients utilizing a psychodynamic framework.
5. Describe the research on the strengths and weaknesses of psychodynamic theories and practice.
6. Demonstrate cultural competency in case applications consistent with psychodynamic theory and practice. 

PSY-629A2 Practicum Case Seminar: Psychodynamic

2 semester credits

PSY-629A focuses on developing a strong knowledge base in psychodynamic theories and the application of these theories and related research to the conceptualization and practice of psychotherapy. The Psychodynamic track introduces students to a philosophically informed approach to psychotherapy that is congruent with the psychoanalytic traditions but which is cognizant of the postmodernist, dialectic, and systems- informed modes of thinking. Students will be introduced to basic philosophical ideas that formed the foundation of the psychoanalytic theory and practice.
Pre-requisites: PSY-708 , PSY-709 , PSY-711A1 , PSY-746 . In addition, each course in this sequence is a prerequisite to those that follow.
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of psychoanalytic theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the psychoanalytic perspectives.
3. Conduct appropriate treatment planning in consideration of patient goals, diagnosis, ego strengths, and challenges consistent with psychoanalytic perspectives.
4. Intervene therapeutically and empathically with clients utilizing a psychodynamic framework.
5. Describe the research on the strengths and weaknesses of psychodynamic theories and practice.
6. Demonstrate cultural competency in case applications consistent with psychodynamic theory and practice.  

PSY-629A3 Practicum Case Seminar: Psychodynamic

2 semester credits

PSY-629A focuses on developing a strong knowledge base in psychodynamic theories and the application of these theories and related research to the conceptualization and practice of psychotherapy. The Psychodynamic track introduces students to a philosophically informed approach to psychotherapy that is congruent with the psychoanalytic traditions but which is cognizant of the postmodernist, dialectic, and systems- informed modes of thinking. Students will be introduced to basic philosophical ideas that formed the foundation of the psychoanalytic theory and practice.
Pre-requisites: PSY-629A2  
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of psychoanalytic theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the psychoanalytic perspectives.
3. Conduct appropriate treatment planning in consideration of patient goals, diagnosis, ego strengths, and challenges consistent with psychoanalytic perspectives.
4. Intervene therapeutically and empathically with clients utilizing a psychodynamic framework.
5. Describe the research on the strengths and weaknesses of psychodynamic theories and practice.
6. Demonstrate cultural competency in case applications consistent with psychodynamic theory and practice.

PSY-629A4 Practicum Case Seminar: Psychodynamic

2 semester credits

PSY-629A focuses on developing a strong knowledge base in psychodynamic theories and the application of these theories and related research to the conceptualization and practice of psychotherapy. The Psychodynamic track introduces students to a philosophically informed approach to psychotherapy that is congruent with the psychoanalytic traditions but which is cognizant of the postmodernist, dialectic, and systems- informed modes of thinking. Students will be introduced to basic philosophical ideas that formed the foundation of the psychoanalytic theory and practice.
Pre-requisites: PSY-629A3  
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of psychoanalytic theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the psychoanalytic perspectives.
3. Conduct appropriate treatment planning in consideration of patient goals, diagnosis, ego strengths, and challenges consistent with psychoanalytic perspectives.
4. Intervene therapeutically and empathically with clients utilizing a psychodynamic framework.
5. Describe the research on the strengths and weaknesses of psychodynamic theories and practice.
6. Demonstrate cultural competency in case applications consistent with psychodynamic theory and practice.  

PSY-629B1 Practicum Case Seminar: Cognitive/Behavioral

2 semester credits

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-747 .
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of cognitive behavioral theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the cognitive behavioral perspective.
3. Conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths, and challenges consistent with CBT and practice. 
4. Intervene therapeutically and empathically with clients from a cognitive behavioral perspective. 
5. Describe the research on the strengths and weaknesses of CBT and practice.
6. Demonstrate cultural competency in case applications consistent with CBT and practice.

PSY-629B2 Practicum Case Seminar: Cognitive/Behavioral

2 semester credits

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-747 . In addition, each course in this sequence is a prerequisite to those that follow.
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of cognitive behavioral theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the cognitive behavioral perspective.
3. Conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths, and challenges consistent with CBT and practice. 
4. Intervene therapeutically and empathically with clients from a cognitive behavioral perspective. 
5. Describe the research on the strengths and weaknesses of CBT and practice.
6. Demonstrate cultural competency in case applications consistent with CBT and practice.

PSY-629B3 Practicum Case Seminar: Cognitive/Behavioral

2 semester credits

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 Only
Learning Outcome(s):  

1. Identify a broad spectrum of cognitive behavioral theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the cognitive behavioral perspective.
3. Conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths, and challenges consistent with CBT and practice.
4. Intervene therapeutically and empathically with clients from a cognitive behavioral perspective.
5. Describe the research on the strengths and weaknesses of CBT and practice.
6. Demonstrate cultural competency in case applications consistent with CBT and practice.

​

PSY-629B4 Practicum Case Seminar: Cognitive/Behavioral

2 semester credits

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  
Co-requisites: PSY-710F  must be taken concurrently if not completed prior.
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of cognitive behavioral theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the cognitive behavioral perspective.
3. Conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths, and challenges consistent with CBT and practice.
4. Intervene therapeutically and empathically with clients from a cognitive behavioral perspective.
5. Describe the research on the strengths and weaknesses of CBT and practice.
6. Demonstrate cultural competency in case applications consistent with CBT and practice.

​

PSY-629C1 Practicum Case Seminar: Humanistic/Experiential

2 semester credits

PSY-629C focuses on developing a strong knowledge base in humanistic/experiential theories, and the application of these theories, and related research to the conceptualization, and practice of psychotherapy. The Humanistic/Experiential track introduces students to a philosophically informed approach to psychotherapy that is congruent with the humanistic and experiential traditions but which is cognizant of the postmodernist, 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/experiential movement, as well as selections from the “classic” writings of humanistic psychology, there will be equal emphasis upon subsequent and recent developments within the broad humanistic tradition that have endeavored to integrate these into practice with psychodynamic ideas, neurobiology, and systems theory including approaches that have attempted to ground humanistic therapy in empirical support.
Pre-requisites: PSY-708 , PSY-709 , PSY-711A1 , PSY-748 .
Delivery Method: Blended
Grading Default: Letter
Learning Outcome(s):  

1. Identify a broad spectrum of humanistic/experiential theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the humanistic/experiential perspectives.
3. Conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths, and challenges consistent with humanistic/experiential perspectives.
4. Intervene therapeutically and empathically with clients from a perspective of specific humanistic/experiential theories.
5. Describe the research on the strengths and weaknesses of humanistic/experiential theories and practice.
6. Demonstrate cultural competency in case applications consistent with humanistic/experiential theory and practice.

PSY-629C2 Practicum Case Seminar: Humanistic/Experiential

2 semester credits

PSY-629C focuses on developing a strong knowledge base in humanistic/experiential theories, and the application of these theories, and related research to the conceptualization, and practice of psychotherapy. The Humanistic/Experiential track introduces students to a philosophically informed approach to psychotherapy that is congruent with the humanistic and experiential traditions but which is cognizant of the postmodernist, 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/experiential movement, as well as selections from the “classic” writings of humanistic psychology, there will be equal emphasis upon subsequent and recent developments within the broad humanistic tradition that have endeavored to integrate these into practice with psychodynamic ideas, neurobiology, and systems theory including approaches that have attempted to ground humanistic therapy in empirical support.
Pre-requisites: PSY-629C1  
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of humanistic/experiential theories and principles.
2. Discuss cases from the theory and bvidence-based underpinning of the humanistic/experiential perspectives.
3. Conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths, and challenges consistent with humanistic/experiential perspectives.
4. Intervene therapeutically and empathically with clients from a perspective of specific humanistic/experiential theories.
5. Describe the research on the strengths and weaknesses of humanistic/experiential theories and practice.
6. Demonstrate cultural competency in case applications consistent with humanistic/experiential theory and practice.

PSY-629C3 Practicum Case Seminar: Humanistic/Experiential

2 semester credits

PSY-629C focuses on developing a strong knowledge base in humanistic/experiential theories, and the application of these theories, and related research to the conceptualization, and practice of psychotherapy. The Humanistic/Experiential track introduces students to a philosophically informed approach to psychotherapy that is congruent with the humanistic and experiential traditions but which is cognizant of the postmodernist, 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/experiential movement, as well as selections from the “classic” writings of humanistic psychology, there will be equal emphasis upon subsequent and recent developments within the broad humanistic tradition that have endeavored to integrate these into practice with psychodynamic ideas, neurobiology, and systems theory including approaches that have attempted to ground humanistic therapy in empirical support.
Pre-requisites: PSY-629C2  
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of humanistic/experiential theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the humanistic/experiential perspectives.
3. Conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths, and challenges consistent with humanistic/experiential perspectives.
4. Intervene therapeutically and empathically with clients from a perspective of specific humanistic/experiential theories.
5. Describe the research on the strengths and weaknesses of humanistic/experiential theories and practice.
6. Demonstrate cultural competency in case applications consistent with humanistic/experiential theory and practice.

PSY-629C4 Practicum Case Seminar: Humanistic/Experiential

2 semester credits

PSY-629C focuses on developing a strong knowledge base in humanistic/experiential theories, and the application of these theories, and related research to the conceptualization, and practice of psychotherapy. The Humanistic/Experiential track introduces students to a philosophically informed approach to psychotherapy that is congruent with the humanistic and experiential traditions but which is cognizant of the postmodernist, 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/experiential movement, as well as selections from the “classic” writings of humanistic psychology, there will be equal emphasis upon subsequent and recent developments within the broad humanistic tradition that have endeavored to integrate these into practice with psychodynamic ideas, neurobiology, and systems theory including approaches that have attempted to ground humanistic therapy in empirical support.
Pre-requisites: PSY-629C3  
Delivery Method: Blended
Grading Default: Letter Only
Learning Outcome(s):  

1. Identify a broad spectrum of humanistic/experiential theories and principles.
2. Discuss cases from the theory and evidence-based underpinning of the humanistic/experiential perspectives.
3. Conduct appropriate treatment planning in consideration of client goals, diagnosis, strengths, and challenges consistent with humanistic/experiential perspectives.
4. Intervene therapeutically and empathically with clients from a perspective of specific humanistic/experiential theories.
5. Describe the research on the strengths and weaknesses of humanistic/experiential theories and practice.
6. Demonstrate cultural competency in case applications consistent with humanistic/experiential theory and practice.

PSY-630 Clinical Assessment Practicum

PSY-631 Qualifying Exam

PSY-632A Internship Qualification Evaluation

1. Demonstrate an integrative understanding of your preferred theoretical orientation and its research base
2. Demonstrate understanding of how one’s selected theory addresses cultural difference