Psychology Courses

Successful aging depends not only on an individual's personal lifestyle choices, but also on their community's attitudes toward aging and on society's resources for the aged. This course aims to educate learners about (1) strategies for personal health, wellbeing, and longevity, (2) the impacts of development life stages and socio-historical socialization on generational cohorts' worldviews, (3) the importance of considering multiple perspectives and striving for cultural competence of all ages, (4) how to become anti-ageist, and (5) ways to advocate for older adults and promote structural improvements that will increase the quality of late life for all citizens.

An integrative learning experience which addresses the practice of citizenship and promotes an awareness of and participation in public affairs by incorporating community service with classroom instruction. Includes 40 hours on-task service to a community organization, agency or public service provider. The community service placement agency and service assignment will vary, dependent on the course topic and learning objectives. May be repeated.

Students will be introduced to common stereotypes held about the elderly within our society and statistics and information which prove these stereotypes to be false. Public perceptions of the elderly will be studied through the use of five commercial motion pictures and a review of four articles covering topics related to the theme of each of the films. The class will focus on how stereotypes about the elderly are both reinforced and challenged in commercial motion pictures, how stereotypes affect an older person's self-concept, and how popular ageist stereotypes shape our own views on growing older.

Emphasizes the experience of aging as perceived from the older person's point of view and that of society. Situations in later life will be explored through the use of short stories, selected articles, and videos. The topics covered will include health, friendship and relationships, widowhood, family and intergenerational relationships, perceptions of death and dying, and finding purpose and meaning in life. Students will acquire a basic understanding of identity issues and factors that contribute to well-being in later life. Identical with PSY 309. Cannot receive credit for both GER 309 and PSY 309.

Principles and practical applications in development of the adult. Includes psychological effects of personality and intellect. Both normal and abnormal phenomena are considered. Identical with PSY 350. Cannot receive credit for both GER 351 and PSY 350.

A comparison of the aging experiences of men and women in later life. The relevance of gender, gender roles and sexuality to the aging process will be considered. Specific topics of analysis will include the gender gap in longevity, psychological and physical health, LGBTQ status, minority status, socioeconomic status, family relationships, and public policy issues. Identical with PSY 354. Cannot receive credit for both GER 354 and PSY 354.

An introduction to the varied aspects of death and dying. The course will focus on attitudes toward death, fears of death and dying, special needs of those who have a life threatening illness, means of helping the survivors and techniques for prolonging life. Identical with PSY 363. Cannot receive credit for both GER 363 and PSY 363.

Examination of the structure and function of families in later life. Topics of interest include demographic trends impacting the structure of the family, marriage, sibling relations, parent-adult child relations, grandparenthood, widowhood, and retirement. The application of family theories and their relevance to later life families will be discussed. Identical with CFD 365, SWK 365, and PSY 366. Can only receive credit for one of following: CFD 365, GER 366, PSY 366 or SWK 365.

Personality adjustment in old age, with emphasis both on adequate and maladjusted development. Factors influencing adjustment are considered. Both functional and organic sources of maladjustment are surveyed. Identical with PSY 370. Cannot receive credit for both GER 370 and PSY 370.

Examines the aging process, demographic trends, and the social, economic, and social-psychological aspects of aging in the United States. Students will be introduced to current theories on aging in social gerontology and their application to the everyday lives of older people. Topics of interest include social attitudes toward aging, family and social bonds, work and retirement, gender issues, ethnicity and aging, living environments, and approaches to aging well. Students will learn about the role of federal, state and local agencies in meeting the needs of the elderly. Identical with SOC 375. Cannot receive credit for both GER 375 and SOC 375.

Readings designed to supplement material introduced in previous Gerontology courses. Includes a wide selection of literature in the field. May be repeated to a maximum of six hours.

In-depth inquiry into selected interdisciplinary topics of contemporary interest in gerontology. Variable content course. May be repeated to a maximum of six hours when topic changes.

Covers the services, programs and institutions involved in providing services to older adults in the United States, with a focus on community-based services. Typical needs, issues, concerns and desires of older persons are identified and corresponding community-based services to address these needs are discussed. Emerging issues and developments in the field of gerontology will also be discussed as they relate to community services and resources. Site visits to agencies and organizations serving older adults will enhance students' familiarity with resources to improve the quality of life and well-being of aging members in our society. Identical with SWK 470. Cannot receive credit for both GER 470 and SWK 470.

Students will be introduced to the development and practice of social policy, on the state and federal level, and how it affects services to the older adult population. Political organizations that influence the lives of the elderly (e.g., the American Association of Retired Persons, Gray Panthers, Older Women's League) will be examined as well as government and social welfare programs (i.e., Social Security, Medicaid and Medicare). What constitutes "citizenship" and the role of a "senior citizen" will also be explored.

Allows students to gain research experience by working with an individual faculty member either as a research assistant or as a primary researcher working under faculty supervision. May be repeated to a maximum of six hours.

In-depth inquiry into selected interdisciplinary topics of contemporary interest in gerontology. Variable content course. May be repeated to a maximum of six hours when topic changes. May be taught concurrently with GER 697. Cannot receive credit for both GER 597 and GER 697.

Onsite contacts with elderly individuals through an internship at a residential or community placement approved by the coordinator. Direct supervision will be provided by qualified professionals in the field of gerontology. Students will serve 45 clock hours for each credit hour awarded. May be repeated to a maximum of 12 hours. Public Affairs Capstone Experience course.

Weekly meetings to allow students to correlate experiences in GER 598 with academic knowledge, share experiences, and broaden contacts in the field of aging. Survey of current literature in gerontology from various disciplines will be included. Public Affairs Capstone Experience course.

Recommended Prerequisite: 12 hours of Gerontology. In-depth inquiry into selected interdisciplinary topics of contemporary interest in gerontology. Variable content course. May be repeated to a maximum of six hours when topic changes. May be taught concurrently with GER 597. Cannot receive credit for both GER 597 and GER 697.

A study of the emotional, intellectual, and interpersonal experiences of self and others in order to enhance self-understanding, to make informed choices, and to promote adjustment. Will not count toward the major or minor in psychology.

An examination of how psychology enhances our understanding of human behavior; a survey of basic biological, experiential, cognitive, emotional, and sociocultural influences on behavior and self-understanding. Students must choose either to be research participants or fulfill an alternative library assignment as part of the course requirements. Honors sections are taught in a lecture/lab format.

Exploration of careers, educational paths, and professional development for new psychology majors (typically, first-year students, sophomores, and some transfer students with limited coursework completed in psychology.

Explore the sources of our moods with an emphasis on skills for achieving healthy, happy, and productive feelings.

Selected topics especially appropriate for lower division students (examples: meaning of death, preparation for marriage, and child rearing practices). May be repeated to a maximum of four hours.

Principles and methods of statistics used in psychology; understanding and interpreting psychological data. Cannot receive credit toward a degree for more than one of the following courses: AGR 330, IPE 381, MTH 340, PSY 200, QBA 237, REC 328, SOC 220.

This course will provide an integrated approach to elementary research design and statistical methods. Students will review current research and develop small projects for which statistical methods will be selected and applied. This course cannot be substituted for PSY 200 and/or PSY 201 on the psychology major and will not count toward the Psychology major. This course is designed for psychology minors and will not prepare students for graduate work in Psychology.

Introduction to psychology of humor, includes theories of humor and explorations of humor through different areas of psychology, for example cognitive, social, developmental, personality, and health psychology. Focus will be on thinking critically about humor research.

Ongoing processes of interpersonal behavior. Observation and experience as participant of a self-analytic group in the human relations laboratory.

An alternative approach to social psychological processes. Involves text analysis, materials analysis, interviewing, and participant observation in naturally occurring, non-laboratory field settings. Focus will be on small group behavior.

Psychological methodology; major emphasis on experimentation.

An examination of the nature and treatment of the stress response. Laboratory experience with several forms of relaxation training including biofeedback.

Psychopathology and the systems of classification, methods of assessment, and modes of treatment from research, clinical, ethical, and cultural perspectives.

A survey of the major topics that are studied and the methods that are used in I-O psychology. The topics and methods will be viewed from a psychological perspective and will include psychological testing and personnel selection; training and development; job analysis, employee evaluation and performance appraisal; human motivation and job satisfaction; leadership, communication and group processes; organization theory and development.

A survey of the methods of classical and instrumental conditioning.

A balanced and comprehensive perspective of the field of human sexuality. Content includes the psychological, physiological, and interpersonal variables of human sexuality.

Emphasizes the experience of aging as perceived from the older person's point of view and that of society. Situations in later life will be explored through the use of short stories, selected articles, and videos. The topics covered will include health, friendship and relationships, widowhood, family and intergenerational relationships, perceptions of death and dying, and finding purpose and meaning in life. Students will acquire a basic understanding of identity issues and factors that contribute to well-being in later life. Identical with GER 309. Cannot receive credit for both PSY 309 and GER 309.

Practical areas of application of psychology. Limited enrollment; field trips required.

This service component for an existing course incorporates community service with classroom instruction in psychology to provide an integrative learning experience that addresses the practice of citizenship and promotes an awareness of, and participation, in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated.

Present psychological systems in the light of their historical development from ancient Greek and medieval thought.

Students in the course will learn basic psychological and psychophysiological processes involved in the progression of substance use, abuse, and addiction. Topics covered will include the conduct of individual assessment, interviewing techniques, and counseling processes. This course is intended to give students an understanding of individual, motivational, and social psychological perspectives.

This course is a survey of psychology applied to the legal system. The course includes topics in mental health law, such as competency and insanity, as well as the psychology of law enforcement, crime, juries, eyewitness testimony, and legal socialization.

Our world is becoming increasingly digital. Achieving and succeeding in educational and workplace settings now requires a range of digital learning, literacy, and citizenship skills. Using a self-regulation framework, this course will explore the role of these skills needed to engage effectively in a digital learning environment. Students will synthesize information regarding self-regulation approaches and digital literacy, learning, citizenship, and professional community to create an action-oriented plan for success in future digital and seated learning environments. To support the development of this plan, students will learn to: find, use, share, and evaluate information from online sources, accessing commonly used digital learning platforms, sites, and resources; analyze digital citizenship in the context of both academic and global communities; participate in online professional communities for students and professionals in the field of psychology; reflect on current readiness for online learning and engagement using self-assessments; and utilize evidence-based approaches to stress management and problem solving to support psychological well-being.

This course examines major psychological issues, theories and research concerning child development. Influences on cognitive, personality and social development are analyzed.

The study of the behavior of animals in a natural setting will be emphasized. The viewpoints of ethology, comparative psychology, behavioral ecology, and sociobiology will be used to study the behavior of animals, including humans. This course cannot be credited toward a degree if the student has taken PSY 497: Animal Behavior.

A survey of the field of clinical psychology from a broad conceptual and historic perspective. The course examines professional issues such as various mental health delivery systems, ethics, and graduate training. The course also presents an overview of different approaches to psychotherapy along with assessment methods commonly used in evaluation of therapy, research, and decision making in a clinical setting.

Principles and practical applications in development of the adult. Includes psychological effects of personality and intellect. Both normal and abnormal phenomena are considered. Identical with GER 351. Cannot receive credit for both PSY 350 and GER 351.

A comparison of the aging experiences of men and women in later life. The relevance of gender, gender roles and sexuality to the aging process will be considered. Specific topics of analysis will include the gender gap in longevity, psychological and physical health, LGBTQ status, minority status, socioeconomic status, family relationships, and public policy issues. Identical with GER 354. Cannot receive credit for both GER 354 and PSY 354.

This course will provide an in-depth examination and survey of the research and theory on psychological gender differences and similarities. An exploration will be made of the influence of biology, social, and culture on the development of gender in a variety of areas (e.g., emotions, attitudes, relationships, aggression, mental health, physical health, stress, coping, intelligence, work and achievement).

A survey of research strategies in social psychology; social perception; interpersonal attraction; attitudes and persuasion; sex differences in social behavior.

Introduction to theory and research in educational psychology. Topics include cognitive and social development, learning, memory, cognition, intelligence, motivation, measurement, and individual differences.

An introduction to the varied aspects of death and dying. The course will focus on attitudes toward death, fears of death and dying, special needs of those who have a life threatening illness, means of helping the survivors and techniques for prolonging life. Identical with GER 363. Cannot receive credit for both PSY 363 and GER 363.

Examination of the structure and function of families in later life. Topics of interest include demographic trends impacting the structure of the family, marriage, sibling relations, parent-adult child relations, grandparenthood, widowhood, and retirement. The application of family theories and their relevance to later life families will be discussed. Identical with CFD 365, GER 365, and SWK 365. Can only receive credit for one of following: CFD 365, GER 366, PSY 366, or SWK 365.

Personality adjustment in old age, with emphasis both on adequate and maladjusted development. Factors influencing adjustment are considered. Both functional and organic sources of maladjustment are surveyed. Identical with GER 370. Cannot receive credit for both PSY 370 and GER 370.

An introduction to the psychological predictors, processes, and outcomes associated with individual and group decision making about sustainable living, including individual differences, motivation, social influence, self-regulation, altruism, persuasion, ethics, and emotive responses. These variables will then be applied to issues of individual and social behavior change.

Life-span development, with a strong emphasis on grades K-12. Includes cognitive, physical, social, and emotional development. Coverage of developmental issues, such as divorce, child abuse, substance abuse, sexuality, and peer pressure. Also includes learning and motivation theory. Required for students seeking special education, K-9, or K-12 certification. Also will count toward any certification. May substitute for PSY 385 or PSY 390. Will not count towards the major or minor in psychology. Credit will be awarded for only one of the following: PSY 380, PSY 385, PSY 390.

Life-span development, with a strong emphasis on preschool through sixth grade. Coverage of developmental issues, such as divorce, child abuse, substance abuse, and peer pressure. Also includes learning and motivation theory. Required for students seeking early childhood, early childhood-special education, or elementary education certification. PSY 380 may be taken instead of PSY 385. Will not count towards special education, K-9, K-12, middle school or secondary education certification. Will not count towards the major or minor in psychology. Credit will be awarded for only one of the following: PSY 380, PSY 385, PSY 390.

Life-span development, with a strong emphasis on the middle school and secondary education years. Includes cognitive, physical, social, and emotional development. Coverage of developmental issues, such as substances abuse, sexuality, divorce, and peer pressure. Also includes learning and motivation theory. Required for students seeking middle school or secondary education certification. PSY 380 may be taken instead of PSY 390. Will not count towards special education, K-9, K-12, early childhood, early childhood-special education or elementary education certification. Will not count towards the major or minor in psychology. Credit will be awarded for only one of the following: PSY 380, PSY 385, PSY 390.

An examination of the research, theory, and practical applications of the field of exercise psychology. Content includes exercise adherence, psychological effects of exercise, and motivation to continue programs. Intersession course only.

Knowledge base, theory, research, professional ethics, workplace skills, and cultural context related to diversity. Public Affairs Capstone Experience course.

Theoretical, empirical, and practical consideration of human memory and cognition. Laboratory will focus on investigation and demonstration of various cognitive phenomena.

This course is open only to psychology majors who have completed the application and selection process for an undergraduate learning assistant in Introductory Psychology and who are available to attend training sessions prior to the beginning of semester. Students will be assisting in the teaching of Introductory Psychology by serving as undergraduate learning assistants. Experiences will include facilitating group study sessions, individually mentoring students, and gaining exposure to the skills necessary for successful teaching. Emphasis will be on learning and practicing mentoring skills, the implementation of innovative pedagogical techniques, and course development. May be repeated to a maximum of six hours.

This course examines major psychological issues, theories, and research concerning adolescent development. Influences on cognitive, personality, and social development are analyzed.

Focuses on systematic attempts to develop principles and data to be applied in adapting equipment, machines, work space, and environments for human use.

Planning, constructing, using, and analyzing a variety of assessment practices and understanding uses of standardized testing in education. Covers adolescent social behavior, management theory and strategies that promote effective learning and development while minimizing disruptive behavior. Application of theory to classroom practice and everyday situations. Identical with SFR 486. Cannot receive credit for both PSY 486 and SFR 486.

Survey of the patterns of maladjustment in childhood from infancy through early adolescence. Introduction to the concepts related to the origin, manifestation, and treatment of childhood psychopathology emphasizing a developmental approach.

Primarily for senior students considering graduate study in psychology and related fields. Emphasis is on career awareness and the practical activities involved in the application process.

This course is designed for transfer students who are seeking teacher certification and who need to complete a limited number of MOSTEP standards. The course will involve inquiry into selected topics of educational psychology.

Activities to help students identify and explore postgraduate career opportunities. A major field achievement test and program evaluation will be administered.

Outstanding students who wish to undertake directed readings must consult with a professor of the department who specializes in the area selected, and with his or her consent present a written proposal to the head of the department for approval. Such proposals must be presented and approved before final registration for the course. Credited only on BA and BS degrees. May be repeated tor a maximum of six hours.

In depth inquiry into selected topics of psychology. Approved recurring course topic: Ethical Issues and Concepts. Exploration of the ethical principles and standards that guide the practice of psychology. Approved recurring course topic: Psychological Disorders in the Movies. Exploration and examination of psychological disorders in film. Approved recurring course topic: Psychology of Sexual and Intimate Relationships. Exploration of issues related to sexual and intimate relationships including techniques to enhance communication, sexual intimacy and relationships. May be repeated to a maximum of nine hours if topic is different.

Allows students to gain research experience by working with an individual faculty member either as a research assistant or as a primary researcher working under faculty supervision. May be repeated to a maximum of six hours.

Offers an opportunity for the student to obtain experience through field work. Such experience need not be confined to the campus. May be repeated to a maximum of six hours.

An introduction to contemporary theories about learning and behavior, emphasizing the experimental basis of these phenomena. May be taught concurrently with PSY 602. Cannot receive credit for both PSY 502 and PSY 602.

Explores the basics of forensic psychology with emphasis on factors that affect children, how these factors are assessed and how communities intervene to reduce both child crime and child victimization. The class will involve text analysis as well as analysis of primary source readings. May be taught concurrently with PSY 604. Cannot receive credit for both PSY 505 and PSY 604.

Nature of perception, concept formation and role of language. May be taught concurrently with PSY 606. Cannot receive credit for both PSY 506 and PSY 606.

Serves as an introduction to the field of applied behavior analysis. During this course, students are introduced to content areas contained in the Behavior Analysis Certification Board Task List. This includes core concepts such as reinforcement, punishment, stimulus control, and principles of shaping. Students will be introduced to functional assessments and functional analyses. Additional topics include verbal behavior and ethical considerations for behavior analysts. May be taught concurrently with PSY 614. Cannot receive credit for both PSY 508 and PSY 614.

Advanced course in research methodology for psychology. The course focuses on individual research projects.

Current theories of personality, research background and historical development. May be taught concurrently with PSY 612. Cannot receive credit for both PSY 512 and PSY 612.

Introduction to the field of neuropsychology. Includes careers, history, behavioral changes after brain injury, assessment, and ethical considerations. May be taught concurrently with PSY 613. Cannot receive credit for both PSY 513 and PSY 613.

Study of forensic issues related to child abuse and exploitation. Students will gain an understanding of the forensic and psychological issues that often arise during child abuse investigations. The Child Advocacy Center, Inc. will participate in the design of the course, thus the specific forensic issues discussed will remain current and may change based on the needs of the community. May be taught concurrently with PSY 617. Cannot receive credit for both PSY 514 and PSY 617.

Study of cognitive development in children and adolescents. Topics to be included: perception, memory, visual imagery, problem solving, language development, cognitive style, social learning theory, information processing theory, and Piaget's theory. Applications in education, child rearing, and behavior management. May be taught concurrently with PSY 619. Cannot receive credit for both PSY 519 and PSY 619.

Physiological correlates underlying behavior, including sensory and response mechanisms, central nervous system. May be taught concurrently with PSY 622. Cannot receive credit for both PSY 521 and PSY 622.

Recommended Prerequisite: 6 hours of Psychology. An examination into the nature of and research in human language and its relationship to psychology. Topics will include the biological bases of language, speech production and perception, word recognition, sentence processing, reading, discourse, dyslexia, grammar and the lexicon. This course will cover current theories on these topics and experimental paradigms analyzing language and psychology. May be taught concurrently with PSY 623. Cannot receive credit for both PSY 523 and PSY 623.

Students will revise and expand their individual research project completed for PSY 510. The final project from this course must be submitted to a student conference or student journal, as well as to the Honors College as the student's Honors Project.

Psychological and physiological motives, needs, drives and instinctual mechanisms; emotional effects of these upon the organism. May be taught concurrently with PSY 625. Cannot receive credit for both PSY 525 and PSY 625.

A review of introductory statistics and investigation of research methods in behavioral sciences that require multivariate statistical models. This course takes an applied orientation and emphasizes the use of statistical packages. Topics include: linear models, principal components analysis, discriminant analysis, multiple regression analysis, multiple regression with categorical variables, and multi-factor ANOVA. May be taught concurrently with PSY 627. Cannot receive credit for both PSY 527 and PSY 627.

Theory and techniques underlying measurement of human traits and abilities. Critical analysis of intellectual, achievement, interest and personality tests, including their development, application and potential abuses. May be taught concurrently with PSY 629. Cannot receive credit for both PSY 529 and PSY 629.

Comprehensive overview of historical background, research methods, and contemporary issues involving behavior and religious beliefs. Psychological research in the areas of religious development and cognition will be included. May be taught concurrently with PSY 633. Cannot receive credit for both PSY 533 and PSY 633.

Theory and research on the maturation and cognition of the human infant in the first two years, from a developmental psychometric perspective. General principles of the mental and motor assessment of the infant and interpretation will be emphasized through class demonstrations so that the student may understand the use of these procedures in interpreting development and research. May be taught concurrently with PSY 634. Cannot receive credit for both PSY 534 and PSY 634.

Provides a psychological perspective of individual and social factors necessary to develop an effective eclectic approach to discipline and an understanding of social behavior in the classroom. Includes an emphasis on personal, social, and motivational development. May be taught concurrently with PSY 635. Cannot receive credit for both PSY 535 and PSY 635.

Techniques and skills in utilizing psychological tests as they pertain to diagnosing reading disabilities and prediction of success in remedial programs. Students receive supervised practice in administration. May be taught concurrently with PSY 648. Cannot receive credit for both PSY 550 and PSY 648.

This delivers leadership, team processes, and motivation principles to help coaches develop the leadership skills of sport team athletes. This course aligns sport program goals with educational goals by utilizing athletic settings to promote skills that student-athletes can apply on sport teams and in other group settings. Coaches will learn how to set specific leadership goals with team leader-athletes and will learn concrete and constructive ways to mentor leader-athletes. Coaches will use course principles to construct a plan for developing sport team leaders and for making "team leadership" a core team value. May be taught concurrently with PSY 649. Cannot receive credit for both PSY 555 and PSY 649.

Complementing PSY 555 Developing Sport Team Leadership, this course provides a 2-credit option for students to document the application of a leadership development plan on a sport team. This course reinforces the value of leadership and leadership development on sport teams by helping to make "team leadership" a core team value. Advancing this objective, students learn to align the values of sport teams with the broader values of educational institutions. Students taking this course must provide evidence that they have permission to implement a leadership development program on an organized sport team prior to enrolling in the class (hours the student spends with the team must exceed 90 hours). May be taught concurrently with PSY 656. Cannot receive credit for both PSY 556 and PSY 656.

Study of the legal issues related to child abuse and exploitation. Students will gain an understanding of the law pertaining to child cases and how interactions with children can bolster or diminish the quality of children's memory report as seen by the judicial system. The Greene County Prosecutor's Office will participate in the design of this course, thus the specific legal issues discussed will remain current and may change based on the needs of the community. May be taught concurrently with PSY 657. Cannot receive credit for both PSY 557 and PSY 657.

Description of dementias, with particular references to Alzheimer's Disease and with emphasis on behavioral consequences for both patient and caregiver. Directed practicum. May be taught concurrently with PSY 669. Cannot receive credit for both PSY 565 and PSY 669.

Specialized investigation into selected topics in psychology. Graduate students will be required to complete an extra project to be determined by the instructor. Variable content course. May be repeated to a maximum of nine hours if topic is different. May be taught concurrently with PSY 695. Cannot receive credit for both PSY 597 and PSY 695.

Recommended Prerequisite: PSY 121 and 3 additional hours of psychology. An introduction to contemporary theories about learning and behavior, emphasizing the experimental basis of these phenomena. May be taught concurrently with PSY 502. Cannot receive credit for both PSY 502 and PSY 602.

Recommended Prerequisite: PSY 121. Explores the basics of forensic psychology with emphasis on factors that affect children, how these factors are assessed and how communities intervene to reduce both child crime and child victimization. The class will involve text analysis as well as analysis of primary source readings. May be taught concurrently with PSY 505. Cannot receive credit for both PSY 505 and PSY 604.

Recommended Prerequisite: PSY 121 and 3 additional hours of psychology. Nature of perception, concept formation and role of language. May be taught concurrently with PSY 506. Cannot receive credit for both PSY 506 and PSY 606.

Recommended Prerequisite: PSY 121 and PSY 304. Current theories of personality, research background and historical development. May be taught concurrently with PSY 512. Cannot receive credit for both PSY 512 and PSY 612.

Introduction to the field of neuropsychology. Includes careers, history, behavioral changes after brain injury, assessment, and ethical considerations. May be taught concurrently with PSY 513. Cannot receive credit for both PSY 513 and PSY 613.

Serves as an introduction to the field of applied behavior analysis. During this course, students are introduced to content areas contained in the Behavior Analysis Certification Board Task List. This includes core concepts such as reinforcement, punishment, stimulus control, and principles of shaping. Students will be introduced to functional assessments and functional analyses. Additional topics include verbal behavior and ethical considerations for behavior analysts. May be taught concurrently with PSY 508. Cannot receive credit for both PSY 508 and PSY 614.

Study of forensic issues related to child abuse and exploitation. Students will gain an understanding of the forensic and psychological issues that often arise during child abuse investigations. The Child Advocacy Center, Inc. will participate in the design of the course, thus the specific forensic issues discussed will remain current and may change based on the needs of the community. May be taught concurrently with PSY 514. Cannot receive credit for both PSY 514 and PSY 617.

Recommended Prerequisite: PSY 121 and PSY 331 and 3 additional hours of psychology. Study of cognitive development in children and adolescents. Topics to be included: perception, memory, visual imagery, problem solving, language development, cognitive style, social learning theory, information processing theory, and Piaget's theory. Applications in education, child rearing, and behavior management. May be taught concurrently with PSY 519. Cannot receive credit for both PSY 519 and PSY 619.

Recommended Prerequisite: PSY 121 and 3 additional hours of psychology. Physiological correlates underlying behavior, including sensory and response mechanisms, central nervous system. May be taught concurrently with PSY 521. Cannot receive credit for both PSY 521 and PSY 622.

Recommended Prerequisite: 6 hours of Psychology. An examination into the nature of and research in human language and its relationship to psychology. Topics will include the biological bases of language, speech production and perception, word recognition, sentence processing, reading, discourse, dyslexia, grammar and the lexicon. This course will cover current theories on these topics and experimental paradigms analyzing language and psychology. May be taught concurrently with PSY 523. Cannot receive credit for both PSY 523 and PSY 623.

Recommended Prerequisite: PSY 121 and 3 additional hours of psychology. Psychological and physiological motives, needs, drives and instinctual mechanisms; emotional effects of these upon the organism. May be taught concurrently with PSY 525. Cannot receive credit for both PSY 525 and PSY 625.

Recommended Prerequisite: introductory statistics course selected from PSY 200, 711; AGR 330; ECO 308; MTH 340; QBA 237; REC 328; SOC 220; or equivalent. A review of introductory statistics and investigation of research methods in behavioral sciences that require multivariate statistical models. This course takes an applied orientation and emphasizes the use of statistical packages. Topics include: linear models, principal components analysis, discriminant analysis, multiple regression analysis, multiple regression with categorical variables, and multi-factor ANOVA. May be taught concurrently with PSY 527. Cannot receive credit for both PSY 527 and PSY 627.

Recommended Prerequisite: PSY 121 and PSY 200 or equivalent. Theory and techniques underlying measurement of human traits and abilities. Critical analysis of intellectual, achievement, interest and personality tests, including their development, application and potential abuses. May be taught concurrently with PSY 529. Cannot receive credit for both PSY 529 and PSY 629.

Recommended Prerequisite: PSY 121 and REL 100. Comprehensive overview of historical background, research methods, and contemporary issues involving behavior and religious beliefs. Psychological research in the areas of religious development and cognition will be included. May be taught concurrently with PSY 533. Cannot receive credit for both PSY 533 and PSY 633.

Recommended Prerequisite: PSY 121 and PSY 331. Theory and research on the maturation and cognition of the human infant in the first two years, from a developmental psychometric perspective. General principles of the mental and motor assessment of the infant and interpretation will be emphasized through class demonstrations so that the student may understand the use of these procedures in interpreting development and research. May be taught concurrently with PSY 534. Cannot receive credit for both PSY 534 and PSY 634.

Recommended Prerequisite: PSY 121; and either PSY 360, PSY 380, PSY 385, or PSY 390. Provides a psychological perspective of individual and social factors necessary to develop an effective eclectic approach to discipline and an understanding of social behavior in the classroom. Includes an emphasis on personal, social, and motivational development. May be taught concurrently with PSY 535. Cannot receive credit for both PSY 535 and PSY 635.

Techniques and skills in utilizing psychological tests as they pertain to diagnosing reading disabilities and prediction of success in remedial programs. Students receive supervised practice in administration. May be taught concurrently with PSY 550. Cannot receive credit for both PSY 550 and PSY 648.

This course delivers leadership, team processes, and motivation principles to help coaches develop the leadership skills of sport team athletes. This course aligns sport program goals with educational goals by utilizing athletic settings to promote skills that student-athletes can apply on sport teams and in other group settings. Coaches will learn how to set specific leadership goals with team leader-athletes and will learn concrete and constructive ways to mentor leader-athletes. Coaches will use course principles to construct a plan for developing sport team leaders and for making "team leadership" a core team value. May be taught concurrently with PSY 555. Cannot receive credit for both PSY 555 and PSY 649.

Complementing PSY 649 Developing Sport Team Leadership, this course provides a 2-credit option for students to document the application of a leadership development plan on a sport team. This course reinforces the value of leadership and leadership development on sport teams by helping to make "team leadership" a core team value. Advancing this objective, students learn to align the values of sport teams with the broader values of educational institutions. Students taking this course must provide evidence that they have permission to implement a leadership development program on an organized sport team prior to enrolling in the class (hours the student spends with the team must exceed 90 hours). May be taught concurrently with PSY 556. Cannot receive credit for both PSY 556 and PSY 656.

Study of the legal issues related to child abuse and exploitation. Students will gain an understanding of the law pertaining to child cases and how interactions with children can bolster or diminish the quality of children's memory report as seen by the judicial system. The Greene County Prosecutor's Office will participate in the design of this course, thus the specific legal issues discussed will remain current and may change based on the needs of the community. May be taught concurrently with PSY 557. Cannot receive credit for both PSY 557 and PSY 657. Identical with CRM 657. Cannot receive credit for both CRM 657 and PSY 657.

Recommended Prerequisite: PSY 121 and PSY 370. Description of dementias, with particular references to Alzheimer's Disease and with emphasis on behavioral consequences for both patient and caregiver. Directed practicum. May be taught concurrently with PSY 565. Cannot receive credit for both PSY 565 and PSY 669.

Recommended Prerequisite: 9 hours of Psychology. Specialized investigation into selected topics in psychology. Graduate students will be required to complete an extra project to be determined by the instructor. Variable content course. May be repeated to a maximum of nine hours if topic is different. May be taught concurrently with PSY 597. Cannot receive credit for both PSY 597 and PSY 685.

Individual investigation into a problem or problems of concern to the student and deemed of significance by the instructor. Written report required.

Specific topics selected to introduce graduate students to research and theory. May be repeated to a maximum of six hours.

Depth investigation of growth and development during elementary school years. Experimental evidence and clinical evaluations used to supplement consideration of major theories of development.

Depth investigation of growth and development during the adolescent period. Experimental evidence and clinical evaluation used to supplement consideration of major theories of adolescence.

Development of intellectual functions, personality, and social psychological processes across the adult life span will be emphasized. Normal as well as abnormal phenomena unique to young, middle-aged, and elderly adults will also be considered.

Provides in-depth analyses of historical and current theories and associated research in higher mental cognition processing. Primary emphasis is on normal human adult functioning, although associated topics such as cognitive development, learning dysfunctions and skill enhancement will be considered.

Program involving both theory and practice in psychological evaluation of pre-school children.

Orientation to the use of psychology in education.

Statistical techniques used in education and psychology; overview of scaling techniques, sampling, descriptive techniques, inferential techniques (to include t and x2), reliability and validity.

A survey of the psychological principles, theory, and research related to human resource practices in organizations. Topics include job analysis, performance appraisal and criterion development, EEO compliance, individual differences measurement, selection and validation research.

Recommended Prerequisite: PSY 121 and PSY 304. A survey of the psychological principles, theory, and research related to behavior in organizations. Topics include work motivation, job satisfaction and performance, leadership and group processes, organizational design and development.

Analysis of individual tests of intelligence; Wechsler Scales and the Revised Stanford Binet. Students receive supervised practice in administration, scoring and interpretation of individual tests.

Analysis of individual tests of intelligence; Stanford-Binet Fourth Edition and Kaufman Assessment Battery for Children. Students will receive supervised practice in administration, scoring, and interpretation.

Introduction to theory of and basic underlying projective methods.

Students of clinical psychology will be introduced to the process of psychological diagnosis. They will be expected to master the administration, scoring, and interpretation of individual instruments and become acquainted with the foundations and theory and research on which they rest. In addition the course will emphasize the differential applicability of tests and assessment techniques to a wide range of referral problems and the principles of clinical inference that may be used to interpret, integrate, and communicate their diagnostic findings.

Supervised experience in assessment, diagnoses and report-writing with clients at a community mental health facility. Site arrangements must be made by the Practicum Coordinator during the preceding semester. Consists of a one-hour seminar on campus and four hours at the practicum site each week. May be repeated and a minimum grade of B must be maintained.

Recommended Prerequisite: introductory statistics course from PSY 200, 611; AGR 330; ECO 308; MTH 340; QBA 237; REC 328; SOC 220; or equivalent. Use of the Analysis of Variance (ANOVA) Models and Multivariate Analysis in the design and analysis of psychological experiments.

Provides instruction in the use of single subject design research methods, in both experimental and applied settings. Instruction provided in behavioral measurement via direct and indirect observation, the employment of group and individual (single-subject) time series designs, statistical approaches for within-group and single-subject design data analysis and interpretation, and use of data to evaluate interventions. The course also considers professional issues in the ethical conduct of research and practice.

Reinforce breadth of knowledge of psychology in the areas of Biological bases of behavior, Sensation and Perception, Memory, Cognition, Motivation, Development and Social Psychology.

Investigation of research methods employed in education and psychology.

Provides an understanding of the research methods employed in experimental and applied settings. Includes ethical considerations.

The application of research methods to the evaluation of programs and planned change interventions in organizations.

Recommended Prerequisite: PSY 614. Current research and best practices in the area of behavioral assessment. Topics include behavioral definitions, observational recording techniques, data analysis, functional and stimulus preference assessment methods, and issues of validity and reliability of measurement.

Must be taken prior to or concurrent with first teaching of any regular or laboratory section of any course. Preparation for teaching college courses, includes development of personal philosophies of teaching; suggestions for active student learning; maintaining student motivation; preparing assignments, in-class presentations, and exams; grading; and classroom management. Designed to help graduate students prepare for their first independent college teaching experiences.

Introduction to the nature of the helping process with emphasis on strategies of behavior change, interpersonal communication, and development of basic helping skills.

An exploration of ethical issues, including values, professional responsibilities, and professional ethics codes. Issues are explored both from ethical and legal perspectives. Current professional issues, such as changing modes of assessment and intervention, are examined.

An extensive analysis of the factors contributing to the development and maintenance of therapeutic groups in a variety of settings. The prevention and education uses of small groups and small group processes will be included.

Investigation of the major theoretical approaches and strategies of psychotherapy and counseling along with the techniques associated with each theory. Emphasis on theoretical bases and critical analysis of comparative research.

Focus is on the differential diagnosis of psychological disorders, the appropriate use of current diagnostic systems, and relevant research.

Course focuses on assessment and treatment of common childhood behavior disorders. The course emphasizes 1) the study of biological, behavioral, cognitive, and systemic variables in the development of childhood behavior disorders; 2) training in multiaxial diagnostic assessment; and 3) interventions.

A survey of the major theoretical and practical issues in the study of personality and social development. The course will focus on application of personality to universal human concerns.

Behavioral Systems Analysis (BSA) comes from a synthesis of the fields of behavior analysis and systems analysis and can be defined as the analysis of behavior that occurs in complex and organized social environments. This course will cover applications of BSA in order to promote behavioral solutions to socially significant practices within large social units like organizations and cultures. Applications will focus on settings such as organizations and the culture more broadly from a functional contextual perspective.

An in-depth consideration of the psychological principles, theory, research, applications and problems associated with occupational stress, safety and health. Topics include personal, organizational, work-related and social antecedents to stress, as well as the short-term and long-term responses to stress.

An in-depth consideration of theory, research, applications and problems of performance assessment in organizations. Topics include criterion development and validation, models of effectiveness, performance appraisal, methods and sources of evaluation, performance feedback, team performance measurement, and biases in assessment.

Provides an introduction to human factors engineering (ergonomics) primarily in the workplace. Involves emphasis on analyzing job requirements, human capabilities, human-machine interactions, and safety.

An in-depth consideration of theory, research, applications, and problems in the design, conduct and evaluation of training programs in organizational settings. Topics include needs assessment, theories of learning and motivation, transfer of training, and evaluation of training processes and outcomes.

An in-depth consideration of the theory, research, applications, and problems in matching of individual needs, preferences, skills and abilities with the needs and preferences of organizations. Topics include job analysis, theories of human performance, test development and use, alternative selection techniques, EEO law, criterion development, and validation of selection decisions.

The course addresses the history of behavior analysis, philosophy of science, advanced behavioral principles and processes and their application to various content domains in the behavioral, social, and cognitive sciences (e.g., emotion, language, cognition, and culture).

An in-depth consideration of theory, research, applications, and problems in group processes in organizations. Topics include models and typologies of group performance, group decision making, group social influence and ecology, leadership, and team staffing and development.

Advanced study of selected topics in I-O psychology. Course requirements include extensive readings and a paper. May be repeated to a maximum of nine hours if different topics.

Advanced study of interactions and social cognition, including attitude change, person perception, and group dynamics.

Offers an opportunity for the graduate student to gain additional training through field experiences in research, clinical or organizational settings. Such experience need not be confined to the campus. Variable content course. May be repeated to a maximum of six hours.

Offers an opportunity for the graduate student to gain additional training through guided research. Such research need not be confined to the campus. May be repeated to a maximum of six hours.

Supervised fieldwork in a professional psychology setting. Includes a seminar paper as a requirement.

Independent research and study leading to the completion of the thesis.

This course is a study of the foundations of the discipline of clinical psychology and the relationship between historical development and current systems and issues within the field. Students will review the growth of the science of psychology, including principal systems, key theoretical debates and developments, and contemporary views on the history of the field. In addition, students will analyze the role the field of psychology has played in creating, perpetuating, and failing to challenge racism, discrimination, and other harms to communities of color and other underrepresented and marginalized groups and consider the current and future efforts to reconcile and repair both past and present inequities in the field.

Contextual Behavioral Science is grounded in the root philosophical models of functional contextualism as a contemporary extension of radical behaviorism. This course will explore the importance of philosophy in the science and practice of clinical psychology. Success, in this course, is achieved through successful working (i.e., pragmatic truth criterion) and behavior is examined as the on-going interaction between behavior (i.e., adaptive responses of individuals) and context (i.e., the environment within which behavior occurs). Students will explore functional contextualism within multiple current approaches to assessment and intervention across populations.

The purpose of this course is to provide students with an advanced understanding of adult and child psychopathology. Students will acquire detailed information related to the major adult and child psychological disorders, with an emphasis on low-prevalence disorders. Students will refine skills in utilizing the current DSM classification system to formulate diagnostic impressions for low-prevalence disorders. By the end of the course students should be able to consume a case study and develop a problem list, formulate diagnostic impressions, and be knowledgeable about the features (i.e., symptoms, course of illness, prognosis, comorbidity, and etiological theories) of a variety of low-prevalence psychological disorders. Additionally, students will consider cultural variables as they relate to differential diagnosis and discuss current and future trends in psychopathology.

This course is designed to provide advanced training in the principles of psychological assessment. Training will be provided in diagnostic assessment using the DSM-5, with an emphasis on personality assessment, symptom-specific assessment tools, neuropsychological assessment tools and case formulation. Students will be expected to master the administration, scoring, and interpretation of individual instruments and become acquainted with the foundations and theory and research on which they rest. In addition, the course will emphasize the differential applicability of tests and assessment techniques to a wide range of referral problems and the principles of clinical inference that may be used to interpret, integrate, and communicate their diagnostic findings. Students will learn how to synthesize data from multiple sources and develop a case formulation.

This course is designed to develop an awareness of issues related to diversity and inclusion in the field of psychology and to build a foundation for multicultural competence. Students will explore contemporary theories and research, with an emphasis on how different cultural groups interact with a single social structure. As well, students will become familiar with the science and practice of multicultural psychology and with a clinical psychology emphasis. Students will gain an appreciation of the experience of oppressed and marginalized groups, with a goal of forming sensitive and informed therapeutic services. By the end of this course, students will be prepared to develop their professional skills in a way that is inclusive and effective given the cultural values, systems, and identities of a wide range of clients.

This course will explore identity development and considerations in prevention and treatment research within clinical psychology. Psychology has traditionally adopted a white normative view of intervention (i.e., treatment of disorders) with less attention given to the experiences of diverse populations and the prevention of psychological suffering. Course will explore the shared and diverse experiences of multiple communities on the basis of race, sexual orientation, gender identity, and neurological diversity. Prevention and intervention must consider the unique experiences of groups that have historically been underrepresented in practice and in research.

The purpose of this course is to familiarize students with a breadth of empirically supported treatments for psychological disorders, with an emphasis on the delivery of evidence-based interventions for adults. Students will explore various approaches to intervention and consider the theoretical and conceptual foundations of each approach. Students will learn to establish and maintain effective therapeutic relationships and develop evidence-based treatment plans specific to client goals that are informed by current scientific literature, assessment findings, and relevant cultural and contextual variables. As well, students will learn to evaluate intervention effectiveness and adjust treatment plans accordingly.

The purpose of this course is to familiarize students with a breadth of empirically supported treatments for psychological disorders, with an emphasis on the delivery of evidence-based intervention for children and adolescents. Students will explore various approaches to intervention and consider theoretical and conceptual foundations of each approach as well as the specific considerations and challenges present when providing treatment to younger populations. Students will learn to develop evidence-based treatment plans specific to client goals that are informed by current scientific literature, assessment findings, and relevant cultural and contextual variables. As well, students will learn to evaluate intervention effectiveness and adjust treatment plans accordingly.

This practicum is designed for students to gain additional training through field experiences in clinical and applied settings. The experience is specifically designed to support students in integrating their academic experiences with experiences outside of the classroom, developing clinical skills as well as fulfilling program requirements. Students will receive a Clinical Psychology Doctoral Program handbook that will delineate specific expectations, requirements, and considerations for various practicum placements, and the course will include variable content given the practicum site to which a student is assigned. May be repeated to a maximum of 14 hours to fulfill degree requirements for the Doctor of Psychology program.

This course aims to provide an exposition of research and theory in the biological bases of normal and abnormal behavior with an introduction to psychopharmacology. A survey of literature will span from nerve cells, the organization and functioning of the nervous system, to the neurobiological systems and interventions that target sensation, motor behavior, emotion, cognition, self-other representation, and social behavior. Course will also integrate understanding of altered behavioral processes of brain-damaged and psychiatric patients with knowledge of basic neuronal and neurobiological processes.

This course explores the nature of human intellectual functioning, the cognitive basis of behavior and the research methods utilized. Topics pertaining to basic research and theory in cognition include the historical development of the empirical study of cognitive psychology, as well as how basic and complex mental processes contribute to human behavior. Topics discussed include the domains of perception, attention, memory, decision making, and language. This course also explores emotion and affective processing within the context of cognitive models and theory. Topics include basic emotions, emotion, consciousness and the brain, emotion and attention, emotion and memory, as well as prospective emotions and future directions.

An overview and in-class practice of qualitative research methods including in-depth interviewing, focus groups, naturalistic observation, content analysis, and thematic analysis of textual information. The course will use a combination of didactic, interactive, and applied techniques to teach knowledge and skills relevant to qualitative research. Through the course, students will be expected to conduct their own qualitative study and/or qualitative program evaluation.

This course is designed to develop students' multicultural competence in the practice of clinical psychology. Students will obtain a thorough review of multicultural competencies related to the practice of psychology. Students will be asked to thoroughly consider the intersectionality of clients' cultural identities (in terms of ethnicity, race, age, ability, religion, gender, sexual orientation, etc.) in forming sensitive and informed therapeutic services. In addition, students will consider how their own cultural identity informs their behavior as a professional. This course will include discussion both of the limitations of traditional assessment and therapeutic approaches and of how consideration of multicultural competencies can improve these services.

This course will examine the psychological principles and knowledge base underlying the major models and theories of individual, organizational consultation, and supervision, with an emphasis on two modes of service-related work that psychologists may be expected to participate in as professionals: consultation and clinical supervision. Within the context of consultation, students will develop knowledge and skills related to the construction, dissemination, and implementation of specialized programming offered to small (e.g. individual clients) and large (e.g. organizational) systems. Secondly, this course is designed to introduce developing clinicians to the process of supervision. Students will be introduced to and exposed to a number of theories, techniques, and processes that will help them become more effective supervisors. In addition, a number of additional topics relevant to professional practice will be addressed throughout the course.

Professional seminars will provide in-depth inquiries into selected and variable topics relevant to the professional practice of clinical psychology. Seminar topics will be developed and provided based on current trends/needs within the field of psychology and the expertise of course instructors, and students may repeat this course for a maximum of five credit hours if the topic of each is different. Topics of professional seminars may include, but are not limited to: Grief Studies, LGBTQIA Community Topics, Business and Licensure, Psychopharmacology, Forensic Psychology, Prevention, Telehealth, and "Specialty" Courses in Assessment and Treatment (e.g., Process-Based Therapy, Neuropsychological Assessment).

This course provides an exploration of select, major treatment approaches utilized in couples, marriage, and family therapy. The primary focus of this course will be the development of applied skills and techniques utilized in the treatment of couples and groups, including formulating hypotheses about couple and family structure and process, developing treatment goals for couples and families, and designing and practicing therapeutic and empirically supported interventions with pairs or groups of individuals. Students will be prepared to identify and respond to culturally sensitive issues and ethical issues that may arise during the treatment process.

The purpose of this course is to develop advanced clinical case conceptualizations that integrate material covered throughout all previous courses and practicum experiences. The first part of the course will focus on clinical diagnosis and idiographic assessment to guide clinicians towards identifying effective processes of change. The assessment process emphasizes multicultural perspectives and moving beyond normalization. The second part of the course will focus on process-based intervention approaches that address process of change targets to achieve valued outcomes in the lives of clients. The final part of the course will focus on integrating analytic methods throughout assessment and treatment to ensure target outcomes are achieved with clients and can be conveyed to stakeholders and advocates of change.

This course will explore contemporary advances in behavioral theories of language and cognition as a centralizing framework for what it means to be human – with implications for assessment, prevention, and treatment. The coarse will primarily explore topics in stimulus equivalence and relational frame theory, as well as more advanced concepts like hyperdimensional and multilevel modelling and relational density theory. The course will emphasize hands-on learning and applications in psychological and behavioral treatment.

This course highlights and pays tribute to the intellectual tradition of radical scholars, activists, and practitioners that laid the foundation for the study of healing of historical oppression. Rather than reducing the roots of oppression to individual-level phenomena, course will consider the extent to which individual experience exists in a dynamic relationship with oppressive structures of the everyday worlds that people inhabit. Course will examine various critical perspectives (within and outside the discipline) that may more adequately respond to interests of broad human liberation. Course includes foundational texts, emerging frameworks, multimedia links, and proposed assignments designed to encourage a deeper and revolutionary exploration of radical healing in psychological theory, research, practice, and action.

This course will introduce students to the concept of mental health equity and will provide a broad overview of mental health disparities in the United States. The course will examine relevant historical issues, theories, and empirical data, emphasizing critical theory and application of knowledge. Through readings, films, and class discussion course will trace the history of concepts related to race, gender, sex, and disability as they relate to mental health access. Course will highlight these cultural constructions and how they are incorporated into our systems of law and governance, and course will examine how cultural constructions lead to disparities in exposure to health hazards, and diagnosis and treatment of mental illness.

This course is designed to give students a working knowledge of the legislative practice, specifically at the state level, with implications for addressing issues related to diversity and mental health disparities. Students learn how national and regional contexts shape political cultures, governing institutions, stakeholders, and strategies, and will develop tools to inform and influence policymaking given these differences. The course also covers conceptual and analytic frameworks for understanding political processes, institutions, stakeholders, contexts, and decision making. In addition, the course builds written and verbal communication skills, emphasizing the ability to convey clear and concise positions and to make requests related to public advocacy and activism

The purpose of this course is to explore multicultural foundations that relate to assessment, treatment, and consultation within clinical psychology. This class promotes an understanding and appreciation of cultural and ethnic differences among individuals, groups, and families and the impact of such differences on the theory and clinical practice of psychology. Activities within the course are designed to enhance students' abilities to apply their knowledge in the area of multicultural perspectives to their personal lives and professional work. Culture will be defined broadly to address ethnicity (including national origin), religion, gender, socioeconomic status, age, sexual orientation, and persons with disabilities.

The purpose of this course is to introduce the principles of clinical health psychology. The course will be divided into two primary sections: health promotion and disease prevention and chronic disease management. In the area of health promotion and disease prevention, students will explore health behaviors, stress and coping, and moderators of the stress response. In the area of chronic disease management, there will be an emphasis on healthcare and policy, the psychosocial aspects of coping with illness and a focus on cancer, cardiovascular disease, diabetes, pain, and grief/life-limiting illness. Students will be prepared to continue studies within the area of integrated healthcare, work on multidisciplinary teams to support health and well-being, and engage in the area of public health policy.

This course is designed to provide an overview of the etiology, diagnosis, and treatment of illnesses and disorders commonly treated within an integrated healthcare system. Students will consider treatment from a multidisciplinary team-based approach that includes psychological, cognitive, and physiological processes, as well as the ethical and cultural considerations relevant to work in this area. Diagnoses and disorders including, but not limited to chronic pain, eating disorders, and substance use will be explored throughout this course. Students will be prepared to work in an integrated healthcare setting by developing a holistic understanding of the psychological and biological variables relevant to the various illnesses and disorders included.

This course will provide an overview of consultation and collaboration theory and process in the field of clinical psychology. Students will gain a foundation for facilitating change in human systems, as well as consultation with within integrated healthcare settings. This course will utilize reading from the required textbook, journal articles and other selected publications, lectures, discussion, and various activities to help students learn and apply the basics of consultation and collaboration to professional practice. Consultation models will be developed with an intentional view toward addressing mental health disparities and promoting equity and social justice in systems.

Doctoral-level clinical training will culminate in the Clinical Internship during students' final year. This advanced training experience will include direct assessment and intervention clinical hours, extensive advanced supervision, and didactics. Students will be challenged to further develop their clinical skills, advance their practical learning through experience, and expand their qualifications. Students will receive a Doctor of Psychology program handbook that will delineate specific expectations and requirements as well as describe the process through which students will apply for, obtain, and complete their internship experience and the course will include variable content given the internship site to which a student is accepted. May be repeated to a maximum of nine hours to fulfill degree requirements for the Doctor of Psychology program.

The dissertation represents one of the culminating experiences of clinical psychology doctorate students. The purpose of the dissertation is to provide each student with the opportunity to conduct research at a level that conveys mastery of the scientific method within clinical practice (i.e., scientist-practitioner). The specific requirements for completion of the dissertation are described in the Doctor of Psychology program handbook. The topic, methods, and analytic strategy will be developed in conjunction with a faculty dissertation advisor and the final document will be defended to a selected faculty committee members from within and outside of the university. May be repeated to a maximum of nine hours to fulfill degree requirements for the Doctor of Psychology program.