M.A. in Psychology

Discussion of the concepts, use, and interpretation of data visualization, descriptive statistics, and inferential statistics methods in research, with an emphasis on the social sciences. Topics and tools include scales of measurement, measures of central tendency, measures of variability, univariate and bivariate graphical plots, measures of correlation, simple linear models, confidence intervals for means and proportions, and hypothesis testing for means and association. Data analysis software including SPSS will be used.

Covers principles of research design in psychology from two-group comparisons to complex multiple treatment designs. Also includes guidelines and criteria for writing research reports and articles, questionnaire and survey research, case studies and other single-subject designs, correlational studies, naturalistic observation, and ethical considerations in research.

An intensive course in theory, methods, and clinical skills in appraisal of individual intelligence, including a critical analysis of individual tests, criteria for evaluating and selecting tests, values, limitations of tests, test selection, administration & scoring, analysis and interpretation of test results, preparation of reports, and legal and ethical standards in assessment.

This course introduces clinical psychology doctoral students to ethical issues and professional practice in clinical psychology. The course covers the APA Code of Ethics, ethical decision-making and clinical judgment, professional expectations and guidelines, legal obligations of psychologists, and an overview of clinical practice settings. Cross-cultural and social justice issues in clinical practice are emphasized as they relate to ethical decision making in the evolving world of clinical practice.

This course provides an understanding of normal and psychopathological variants of adult functioning and development. Diagnostic criteria, psychodynamic issues, and applications of DSM-IV will be discussed. Treatment implications of various diagnostic categories will be included.

This seminar introduces students to ongoing faculty, staff, and student research projects. The seminar also includes direct experience as a research assistant in a faculty or staff member's research program. Ethical issues in research with human subjects receive particular emphasis.

Covers inferential statistics including simple and complex analysis of variance, multiple comparisons between means, and analysis of covariance. Chi-square and other nonparametric statistics and partial and multiple regression are included. Experience with computer programs (SPSS) for these statistical analyses will be provided.

During this course, students learn the basic principles of projective and objective personality assessment theory and techniques. Students learn how to administer, score and interpret the Rorschach Test, Thematic Apperception Test, and projective drawings. Students also will learn objective personality testing theory and techniques including the MMPI-3; MMPI-2-RF, PAI, and MCMI-IV. Screening instruments will be introduced and discussed in relation to minoritized populations including deaf and hard of hearing individuals. Students will practice case conceptualization and integrative report-writing skills.

This course focuses on clinical observations and interviewing skills, and is an introduction to the practice of psychotherapy. The focus is on building skills for planning, initiating, conducting, and evaluating therapeutic interventions with clients. Students will learn how to: conduct a mental status evaluation; use semi-structured interviews; conduct open-ended interviews with adults and children; and conduct behavioral observations. Emphasis is on the development of skills necessary in the practice of clinical psychology.

An overview of methods and theories of psychotherapy used with adults. Covers professional and ethical guidelines as applied to the conduct of psychotherapy.

This seminar introduces students to ongoing faculty, staff, and student research projects. The seminar also includes direct experience as a research assistant in a faculty or staff member's research program. Ethical issues in research with human subjects receive particular emphasis.

Review of theoretical approaches in the historical development of psychology as a discipline, including the emergence of clinical and experimental psychology from philosophical and physiological perspectives. The principal systems and schools of thought in the history of psychology will be surveyed, including psychophysics, structuralism, functionalism, behaviorism, gestalt theory, psychoanalysis, and cognitive theories. These systems and schools of thought will be analyzed as they relate to contemporary psychology.

This course provides in-depth exploration of the complex interrelationships between the functioning of deaf and hard-of-hearing individuals and psychological, biological, and socio-cultural aspects within a human systems framework that incorporates multicultural perspectives. Psychological principles and theories related to the emotional, cognitive/linguistic, behavioral, and cultural development of deaf and hard -of-hearing individuals are considered. Also considered are factors including the influence of etiology/genetics, varying levels of hearing loss and age of onset, familial variables, linguistic and communication approaches, technology, educational settings, psychopathology, and cultural aspects.

This fall course is generally taken in the second year of the clinical psychology program. It provides clinical training through a practicum placement at the University Counseling and Psychological Center (CAPS). Students will participate in a weekly seminar, as well as weekly individual and group supervision. Training will focus on diagnostic interviewing, clinical assessment, case formulation, treatment planning, therapeutic interventions, report writing, and client feedback. Supervision (i.e., individual and group) is provided by licensed psychologists (i.e., program faculty and on-site supervisors). Cultural, linguistic, and individual diversity factors are emphasized throughout the course and will be applied to clinical work. Supervision and consultation theories and practices also are introduced at this level of training.

This fall course is generally taken in the second year of the clinical psychology program. It provides clinical training through a practicum placement at the University Counseling and Psychological Center (CAPS). Students will participate in a weekly seminar, as well as weekly individual and group supervision. Training will focus on diagnostic interviewing, clinical assessment, case formulation, treatment planning, therapeutic interventions, report writing, and client feedback. Supervision (i.e., individual and group) is provided by licensed psychologists (i.e., program faculty and on-site supervisors). Cultural, linguistic, and individual diversity factors are emphasized throughout the course and will be applied to clinical work. Supervision and consultation theories and practices also are introduced at this level of training.

This course provides credit for individual student research projects at the pre-dissertation stage, conducted under approved faculty supervision.

This course provides a foundation in functional neuroanatomy, neurophysiology, and the presentation and effects of brain injuries, illnesses, and syndromes. It also includes material on peripheral sensory and perceptual functions. When you complete this course, you should have a basic knowledge of brain structure and function/dysfunction and the interaction of mind and body. An emphasis is placed on application of the information to clinical populations and the ability to critically evaluate neurophysiological and neuropsychological research.

This course reviews theories and empirical research on human development from conception through old age, with specific emphasis on psychological frameworks. Theoretical and methodological considerations in the study of human development are discussed with special attention on deaf and hard of hearing populations.

This course introduces doctoral students in psychology to the history, philosophy, theoretical perspectives, and methodological considerations for understanding human cognition and emotion. The course will examine each domain separately as it relates to human functioning, as well as the relationship between the two fields. Cross-cultural perspectives of each domain will be explored throughout the course.

This spring course is generally taken in the second year of the clinical psychology program. It provides continued clinical training through a practicum placement at the University Counseling and Psychological Center (CAPS). Students will continue to participate in a weekly seminar, as well as weekly individual and group supervision. Training will focus on the continued development of the following: diagnostic interviewing, clinical assessment, case formulation, treatment planning, therapeutic interventions, report writing, and client feedback. Supervision (i.e., individual and group) is provided by licensed psychologists (i.e., program faculty and on-site supervisors). Cultural, linguistic, and individual diversity factors will continue to be emphasized throughout the course and will be applied to clinical work. Supervision and consultation theories and practices are further explored at this level of training.

This spring course is generally taken in the second year of the clinical psychology program. It provides continued clinical training through a practicum placement at the University Counseling and Psychological Center (CAPS). Students will continue to participate in a weekly seminar, as well as weekly individual and group supervision. Training will focus on the continued development of the following: diagnostic interviewing, clinical assessment, case formulation, treatment planning, therapeutic interventions, report writing, and client feedback. Supervision (i.e., individual and group) is provided by licensed psychologists (i.e., program faculty and on-site supervisors). Cultural, linguistic, and individual diversity factors will continue to be emphasized throughout the course and will be applied to clinical work. Supervision and consultation theories and practices are further explored at this level of training.

This course provides credit for individual student research projects at the pre-dissertation stage, conducted under approved faculty supervision.

This course provides credit for individual student research projects at the pre-dissertation stage, conducted under approved faculty supervision.