Psychology

This course details the various models used in the treatment of alcohol and chemical abuse/dependency. Topics include psychopharmacologic interventions, group therapy, detoxification, Alcoholics Anonymous, cognitive therapy, and other empirically supported treatment approaches. A minimum enrollment of 5 students is required for this course to be offered.

This course will explore the cross-cultural aspects of death and dying in the context of trauma and bereavement. Students will explore the various definitions of trauma from a cognitive, affective and behavioral perspective. Treatment approaches to grief, bereavement and complicated grief will be discussed. Students will be encouraged to explore their preexisting beliefs regarding grieving and loss, and will be asked to explore more functional ways of dealing with issues of bereavement.

This course provides a framework for the integration of technology with the practice of clinical psychology. The course will highlight important factors related to the use of telehealth interventions in practice. Topics include the historical context for the use of technology with healthcare services, the need for novel means of reaching individuals in need of care, ethical and legal considerations, HIPAA compliance, considerations for synchronous modalities, practice considerations for asynchronous modalities, mHealth, and supervision and consultation models.

This course will explore the different assessments use when working with children and adolescents presenting with mild to moderate emotional/behavioral/developmental concerns (e.g., anxiety, mood disorders, ADHD, disruptive behavior). In addition to overviews of different assessment tools, the role or diagnostic interviewing with both caregivers and children will be reviewed.

This course will explore the different emotional and behavioral assessment used when working with children and adolescents presenting with emotional and behavioral problems. A brief overview of child and adolescent psychopathology will be covered, as well as different assessment tools utilized to assess for several pathologies in children, including Bipolar Disorders, Autism Spectrum Disorders, and Childhood Schizophrenia.

This course will explore evidence-based psychosocial treatment strategies and interventions to address emotional/behavioral difficulties common to youth, as delineated in DSM-5. Focus will be given to the treatment of, but not necessarily limited to, Disruptive, Impulse-Control, and Conduct Disorders, ADHD, Anxiety Disorders, Obsessive-Compulsive and Related Disorders, and Depressive/Mood Disorders. Theories and research will be integrated with modeling and in-class practice of techniques, as appropriate.

This course will explore evidence-based psychosocial treatment strategies and interventions to address emotional/behavioral difficulties throughout youth, as delineated in the DSM-5. Focus will be given to the treatment of, but not necessarily limited to, Somatic Disorders, Elimination Disorders, Sleep Disorders, Feeding/Eating Disorders, and Trauma. Theories and research will be integrated with modeling and in-class practice of techniques, as appropriate.

This course permits focused exploration of an approved topic in clinical or professional psychology. With the consultation of a program faculty member, a reading list is developed around a relevant topic. The readings focus on the interchange between theory, research, professional practice and diversity issues. A comprehensive plan for evaluation of performance is developed in consultation with program faculty and the approval of the Program Director.

This course permits focused exploration of an approved topic in clinical or professional psychology. With the consultation of a program faculty member, a reading list is developed around a relevant topic. The readings focus on the interchange between theory, research, professional practice and diversity issues. A comprehensive plan for evaluation of performance is developed in consultation with program faculty and the approval of the Program Director.

The science and practice of clinical psychology will be applied to the assessment and treatment of offender populations. Examples will include cultural, social and economic issues in working with forensic populations in inpatient, legal and institutional settings. A minimum enrollment of 5 students is required for this course to be offered.

This course permits the student to pursue individualized study in foundational psychology, empirical research, clinical psychology or a related topic under the direct supervision of a faculty member. A comprehensive study plan with methods for evaluation of performance is developed in consultation with program faculty and the approval of the Program Director.

This course permits the student to pursue individualized study in foundational psychology, empirical research, clinical psychology or a related topic under the direct supervision of a faculty member. A comprehensive study plan with methods for evaluation of performance is developed in consultation with program faculty and the approval of the Program Director.

This course permits examination of an approved specialized topic in clinical or professional psychology. Courses focus on the interchange between theory, research, professional practice and diversity issues in that topic area. This course can include a variety of topic areas not addressed in other courses including Crisis Intervention, Autism Spectrum, Geriatric Psychology, etc.

Legal, ethical, and professional issues are discussed in the context of the delivery of mental health services. This includes the American Psychological Association Ethical Standards and Code of Conduct (APA, 2017), current practice guidelines, state and federal mental health law and regulations relating to privacy and confidentiality in interdisciplinary contexts, ethical standards in research, and issues related to competency, licensure and lifelong learning.

Life Span Development I is the foundational course intended to provide a theoretical framework for working with children and adolescents. The course will build upon undergraduate courses highlighting human development. It will examine the major human developmental issues from birth through adolescence related to the physical, biological, cognitive, social, and emotional functioning for both normal and abnormal development. Topics will include theories of child development, prenatal considerations, early skill acquisition, family-related social/emotional/behavioral development, peer-related social/emotional/behavioral development, influences of maltreatment, gender development, and personality development. Assessment, interventions, and prevention models related to abnormal development will also be addressed, and the course will provide an overview of more severe pathology that originates in childhood.

This course examines the biopsychosocial factors in adult development and aging. Topics include physical, psychological, and social changes that occur from early adulthood through senescence, and normal and abnormal changes through this cycle including cognitive changes. The course examines the role of work, career, and retirement as it impacts on basic adult life processes. The prospect of death and dying is also covered. Individual diversity factors and interdisciplinary collaboration are emphasized.

This course is a survey of the methods used in empirical and clinical research, program evaluation, and intervention outcome studies. Students will learn both experimental and quasi-experimental designs. Strategies for research design, subject selection, and statistical analysis will also be examined. Special emphasis is placed on students developing their own original research protocols and the practical considerations involved.

Each seminar reviews the professional development of entry level students. Students meet with faculty to discuss issues related to their professional development in their pursuit education and training to become clinical psychologists. Each seminar is evaluated on a pass/fail basis.

Each seminar reviews the professional development of entry level students. Students meet with faculty to discuss issues related to their professional development in their pursuit education and training to become clinical psychologists. Each seminar is evaluated on a pass/fail basis.

This course is a survey of the historical development of both experimental and clinical psychology. Major systems of psychology include sensory-perceptual psychology (Gestalt), Freudian, psychodynamic, behavioral, cognitive, social, family, humanistic, and existential. Major theorists such as Freud, Adler, Jung, Maslow, Skinner, Piaget, Beck, and Meichenbaum are examined.

Building on the skills and techniques acquired in PSYCD 1504 (Research Methods and Design), this course explores research in various applied settings, and further explores the direct relationship between research and clinical practice. Special emphasis is placed on students developing their own original research protocols and the practical considerations involved.

The course examines basic statistical measures including parametric and nonparametric tests at both the theoretical and applied levels. The course will allow the student to understand the statistical methods used in clinical research. Emphasis is placed on the preparation of the students for their own clinical dissertation research.

This course focuses on scientific bases for for psychological testing. The course examines the philosophical, historical, and theoretical foundations of psychological testing, assessment and measurement. The course also addresses the methodological and statistical basis for psychological assessment, including test construction, validity, reliability, and other applications important for test interpretation.

This course provides the clinical psychology trainee with a comprehensive approach to learning the techniques of clinical interviewing and diagnostic assessment. The student will learn what questions to ask and how to structure and guide the clinical interview. Development of clinical interviewing skills is both didactic and experiential with the student conducting mock interviews of patients. Students are introduced to diagnostic assessment, active listening, psychological inference and basic report writing.

This course introduces the student to the theory, administration, scoring, and interpretation of standard intelligence tests. Intellectual assessment scales examined include the Stanford-Binet, and the various Wechsler Scales. Basic interpretation and report writing skills are developed. Biopsychosocial, cultural, ethnic, and disability factors affecting test validity and interpretation are also examined.

The purpose of this course is to emphasize the use of clinical instruments to assess cognitive functioning of children and adults. The course is designed to develop competency in administration, scoring, and report writing. It consists of lectures, demonstrations, practice administrations, and individual checkouts of competencies in test administration. The students receive constructive feedback in areas related to test administration, scoring, interpretation of results and report writing.

This course introduces the student to the administration, interpretation, and scoring of the objective tests for personality assessment. Tests examined include the MMPI-3, and Millon Scales. Basic interpretation and report writing skills are taught for the objective personality assessment instruments. Biopsychosocial, cultural, ethnic, gender, and disability factors affecting assessment validity and interpretation are also examined.

This course provides the clinical psychology student with instruction and practice in the administration, scoring, and interpretation of the projective techniques including the Rorschach, Thematic Apperception Test, Children's Apperception Test, and projective drawings. The course addresses relevant cultural, ethnic, gender, and disability factors in considering interpretation of results and in the development of integrative report writing.

This course provides an overview of the biological processes underlying human behavior. This encompasses fundamental nervous system structures and processes, including evolutionary theory, genetics, neuroanatomy, synaptic transmission, sensory processing, neurodevelopment, and neuroplasticity.

The clerkship sequence is a supervised pre-practicum field experience for students, focusing on the development of clinical and clinical research skills. A clerkship may take place in a number of settings under the direct supervision of program faculty. Students work at training sites in a variety of clinical and research roles. A student must complete a minimum of 2 credits of clerkship.

The clerkship sequence is a supervised pre-practicum field experience for students, focusing on the development of clinical and clinical research skills. A clerkship may take place in a number of settings under the direct supervision of program faculty. Students work at training sites in a variety of clinical and research roles. A student must complete a minimum of 2 credits of clerkship.

Using a biopsychosocial model, this course examines the impact of culture, race, ethnicity, sexual orientation and gender identity, socioeconomic status, and religion on theory and practice in clinical psychology. The course looks at the interaction between the clinician's own perceptions of culture and that of the patient. The impact of ethnicity, economics, disability, gender, and race is also discussed as it affects the delivery of psychological and psychiatric services. The societal impact due to differential access to services is also examined along with possible solutions to this problem.

This course is designed to promote learning of additional statistical methods used to analyze and interpret quantitative data, focusing on the implementation of statistical methods for experimentation, research, and data-driven decisionmaking. Appropriate statistical software packages will be reviewed.

This course concentrates on the development of knowledge, skills and attitudes needed in the interpretation and reporting of test findings. Emphasis is placed on a synergistic understanding of the contributions of various test findings to the formulation of a valid diagnostic impression and recommendations. Examination of differential diagnoses, formulating a case conceptualization and recommendations, clinical report writing and feedback are reviewed with consideration of diversity issues.

Starting with the pioneering work of Beck and Ellis and progressing to the current theory and practice, this course examines the major paradigm shift in clinical psychology with the so-called "Cognitive Revolution." The course reviews the impact of cognitive therapy on the development of empirically verified treatment approaches. It also reviews the current research supporting the use of a cognitive psychotherapy approach with certain diagnostic conditions and diverse populations.

Beginning with the seminal work of Freud, this course examines the development of the rich and diverse psychodynamic approaches to theory and technique. The drive, ego, object relations and self-psychological models are reviewed and contrasted. Application of psychodynamic theory in treatment is also discussed. Case studies are used to exemplify the various techniques used in the psychodynamic approach.

This advanced course will examine the application of learning theory to behavior therapy and CBT as applied to a variety of psychopathologies, behavior disorders, and other mental health conditions in adults. Behavioral and cognitive-behavioral therapy techniques shown to be most effective in the treatment/remediation of symptoms and psychopathological conditions will be introduced. Also examined will be how behavior therapy is applied to various, sometimes underserved populations such as individuals with chronic mental illness and individuals with different ethnic, racial, or cultural backgrounds.

This course reviews the major systems and structures of the brain and central nervous system. In addition to examining normal neurological functioning, the course discusses common impairments in cognition, language, and perception with neurological bases. Topics covered include neurological syndromes such as cerebral vascular accidents (CVAs), head trauma and concomitant brain injury, seizure disorders, and various forms of dementia. Case studies and neuropsychological test data highlight each syndrome.

This course examines the influence of socioeconomic, diversity, and cultural influences on behavior. Normative behavior is examined in the biopsychosocial context. Also covered is the consideration of individual behavior in new, diverse, or unfamiliar sociocultural contexts.

This is a discussion of topics related to the cognitive and affective bases of behavior. Specific cognitive processes such as learning, perception, memory, mental representations, and embodiment are reviewed. In addition, the roles of motivation and emotion in behavior are discussed. Special emphasis will be placed on examining the biological underpinnings of cognitive and how neuroimaging is used to prove cognition function in different populations.

The course provides students with theory and research underlying anxiety and personality disorders. Topics include introduction to categorical vs. dimensional classification of dual diagnoses, anxiety disorders, obsessive-compulsive and related disorders, trauma and stressor-related disorders, somatic symptom and related disorders, dissociative disorders, and personality disorders. Biopsychosocial aspects of disorders are reviewed. Diagnostic differentiation and empirically supported assessment and treatment approaches are presented. Inter-individual diversity and interdisciplinary aspects of care related to diagnostics are highlighted.

This course will provide students with an introduction to underlying depressive disorders, bipolar and related disorders, and schizophrenia spectrum and other psychotic disorders. Other topics covered include suicide, neurocognitive disorders, feeding and eating disorders, sexual dysfunctions, gender dysphoria, and paraphilic disorders. Clinical presentations, diagnostic differentiation, biopsychosocial understanding, and empirically supported assessment and therapy are presented and discussed. Case studies are used to present variations in symptom presentation. The roles of culture, gender, ethnic, age, and disability factors are also discussed as are interdisciplinary aspects of care related to diagnostics.

This course provides a broad overview of child and adolescent psychopathology, including a focus on understanding basic concepts (e.g., DSM-V diagnostic criteria), issues related to classification and assessment, the historical context of disorders, developmental influences (including maltreatment), theoretical perspectives, existing research. An introduction to assessment, diagnosis, case conceptualization, and developing treatment interventions will also be covered.

This course sequence is designed to provide the practical experiences in psychodiagnostics that are appropriate for the training of practitioners in clinical psychology. Students complete a diagnostic practicum at an approved training site. Students must complete a minimum of 15 quarter hours in the block. Enrollment may begin in summer or fall quarter.

Students come together from various diagnostic practicum sites for the purpose of supervision and discussion of the clinical experience. Students are supervised in order to maximize the learning experience in the clinical setting.

This course provides an extensive review of the research process through examination of published empirical and clinical research articles. Students are expected to become good consumers of the research literature in order to develop sound research habits and identify the empirical support for evidence based practice.

Working on hospital wards and outpatient clinics, the student experiences direct patient contact under the supervision of attending psychiatrists. This third-year experience integrates previous learning with clinical experiences. A series of didactics including lectures and demonstrations facilitate this process.

The family as a system will be reviewed by examining external and internal boundaries, internal hierarchy, self-regulation through feedback, and lifecycle changes. Theory and research will be discussed within the context of relevant cultural, age, gender, and ethnic factors.

This course will focus on ethical decision making and the practical application of ethical principles to examine ethical and legal dilemmas utilizing a case-based format.

This course examines the aspects of clinical supervision, the supervisory processes and the pertinent theories and practice models for supervision in a variety of employment settings. The course will highlight the skills and qualities of the supervisor and supervisee while focusing on ways to promote effective supervision.

This course reviews the pertinent theories and practice models for consultation in a variety of employment settings. This course is focused on the knowledge of consultation models and application of consultation skills.

This course is an advanced study of group psychotherapy. A variety of theoretical approaches are explored. This course examines the use of group techniques for various psychological conditions such as depression, PTSD, and others. It also focuses on working with diverse populations.

This course examines the development and use of pharmacological agents in the treatment of psychopathology. Further, the course examines the use of medication with empirically verified therapy approaches. All classes of psychopharmacological agents are reviewed including neuroleptics, anxiolytics, mood stabilizers, and antidepressants.

This course reviews, expands, and integrates the basic knowledge base of scientific psychology first established in previous foundational, discipline specific knowledge courses on the affective, biological, cognitive, developmental, and social bases of behavior. Knowledge from these discipline specific courses is integrated and then applied to a variety of clinical issues, demonstrating comprehensive, scientific understanding of core knowledge of behavior and of psychology as a broader, inclusive discipline.

The therapy practicum sequence involves direct clinical experiences at an approved training location. Students are enrolled while completing the required therapy practicum. Students must complete a total of 15 credits in the block. Enrollment may begin in summer or fall quarter.

This seminar sequence reviews the progress of students enrolled in a therapy practicum at an approved training location. Students are required to meet on campus to review training experiences and present clinical cases to the attendees.

This course introduces Health Psychology concepts and empirically supported interventions as they apply to multidisciplinary assessments and treatment of medical populations. The course focuses on applying this information to health promotion, prevention, and treatment.

This course will focus on the practice of integrated behavioral healthcare in medical settings. Students will learn about the roles and responsibilities of psychologists as behavioral healthcare providers in primary care medicine. Much of the focus of the course will be on learning about models of integrated care and ways in which these models are applicable to clinical work with patients. Students will also learn about roles that psychologists play in the collaborative assessment and treatment of chronic medical conditions.

This course is designed to facilitate completion of the Dissertation during the fourth year of the program. Once enrolled, the student must be enrolled in this sequence for 4 consecutive quarters. A student must complete a maximum total of 8 credits.

This course is designed to facilitate completion of the Dissertation during the fourth year of the program. Once enrolled, the student must be enrolled in this sequence for 4 consecutive quarters. A student must complete a maximum total of 8 credits.

This course is designed to facilitate completion of the Dissertation during the fourth year of the program. Once enrolled, the student must be enrolled in this sequence for 4 consecutive quarters. A student must complete a maximum total of 8 credits.

This course is designed to facilitate completion of the Dissertation during the fourth year of the program. Once enrolled, the student must be enrolled in this sequence for 4 consecutive quarters. A student must complete a maximum total of 8 credits.

Professional Development and Lifelong Learning is a sequence of courses addressing the factors and processes that advance students' professional development and promote an emphasis on lifelong learning. This includes preparation for entry level practice, the business aspects of practice, preparation for licensure, and maintenance of competency. This four-part sequence must be taken in numerical order.

Professional Development and Lifelong Learning is a sequence of courses addressing the factors and processes that advance students' professional development and promote an emphasis on lifelong learning. This includes preparation for entry level practice, the business aspects of practice, preparation for licensure, and maintenance of competency. This four-part sequence must be taken in numerical order.

Professional Development and Lifelong Learning is a sequence of courses addressing the factors and processes that advance students' professional development and promote an emphasis on lifelong learning. This includes preparation for entry level practice, the business aspects of practice, preparation for licensure, and maintenance of competency. This four-part sequence must be taken in numerical order.

Professional Development and Lifelong Learning is a sequence of courses addressing the factors and processes that advance students' professional development and promote an emphasis on lifelong learning. This includes preparation for entry level practice, the business aspects of practice, preparation for licensure, and maintenance of competency. This four-part sequence must be taken in numerical order.

The advanced practicum involves direct clinical experiences at an approved training location. Students are enrolled while completing the required advanced practicum. Students must complete a total of 15 credits in the block. Enrollment may begin in summer or fall quarter.

This seminar reviews the progress of students enrolled in an advanced practicum at an approved training location. Students are required to meet on campus to review training experiences and present clinical cases to the attendees.

The internship is a 12-month full-time commitment (2,000 hours) that is designed to provide an intensive clinical experience expanding upon the required didactic coursework, clerkship, diagnostic practicum, therapy practicum, and advanced practicum experiences. In some approved circumstances, students may complete the requirement in 24 months. (This replaces PSYCD 1900,1901,1902, and 1903 Internship.) Enrollment is required for four consecutive quarters, 50 credits total. Enrollment may begin in Summer or Fall quarter.

This course sequence is reserved for students on internship needing additional time for completion of the required Dissertation.

This course sequence is reserved for students on internship needing additional time for completion of the required Dissertation.

This course sequence is reserved for students on internship needing additional time for completion of the required Dissertation.

This course sequence is reserved for students on internship needing additional time for completion of the required Dissertation.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.

This course is reserved for students needing additional time after internship for completion of the required Dissertation. A fee will be assessed for students who are registered for this course beyond year 5 of the program.