Psychology

This course examines the forensic mental health system, the professionals within this system, and its consumers, or persons with mental disorders who also have legal troubles. Students will be introduced to the pathways for persons with mental disorders into and out of the criminal justice, mental health, social service, and juvenile justice systems. An overview of policies and outcomes of the FMH systems in also examined.

This course examines four important topics pertaining to victimology and victim services. These include the nature and scope of victim's rights; the nature and incidence of victimization, especially pertaining to the victimization of women, children and the elderly; the construction of victim services to respond to victims with special needs, including disabilities, substance abuse, mental health issues, HIV/AIDS; and ethical, mental health, media relations, and training needs to victim service providers.

This course has two emphases: evaluation and treatment. The student will be introduced to the assumptions, theories, methods and instrumentation used in the psychosocial and psycholegal evaluation of adults involved in the judicial and correctional systems. The special ethical issues presented by practice in forensic settings are emphasized. Students will learn how to appreciate relevant clinical and legal issues, and how to communicate findings to courts and social policymakers. Additionally, systems and clinical approaches to treating mentally disordered offenders will be addressed, with particular attention to the dual role of the forensic mental health professional in providing treatment and assuring public safety. Treatment and intervention methods will be examined from both individual and societal perspectives.

This course has two emphases: evaluation and treatment. The student will be introduced to the assumptions, theories, methods and instrumentation used in the psychosocial and psycholegal evaluation of court-involved youth. Evaluation questions pertaining to child welfare, child custody, and juvenile offenders will be considered. The special ethical issues presented by practice in forensic settings are emphasized. Students will learn how to appreciate relevant clinical and legal issues, and how to communicate findings to courts and social policymakers. Additionally, students will explore treatment and intervention models for court involved youth, in both community and institutional settings. Treatment of child victims as well as youthful offenders will be addressed. Treatment and intervention models will be examined from both individual and societal perspectives.

This class is designed for first semester Counseling & Community Psychology students.  This course provides an introduction to professional issues related to mental health counseling.  Specifically, the course acculturates the student to the profession of counseling, acquaints the student with professional codes of ethics and ethical decision-making in counseling, and lays the foundation for multicultural competence in counseling practice and research.

This is an interdisciplinary course exploring biopsychosocial factors in health, illness and related physiological dysfunction. Topics include prevention, stress, psychological responses to medical diagnosis and treatment, chronic illness and adjustment, and psychological interventions with health populations, psychoneuroimmunology, and cardiovascular disease.

This course provides an introduction to psychopharmacology, the biological basis, classes of drugs, and introductory terminology related to psychotropic medication.  This course is designed for graduate students in the Counseling and Community Psychology program.

The major psychological disorders across the lifespan are examined from a clinical, theoretical and empirical frame of reference.  Nosological issues are critically considered, with reference throughout to the DSMV.  The evidence from various paradigms for conceptualizing psychopathology is critically examined, and a biopsychosocial model is adopted as an organizing frame, with an exploration of the bridge between clinical and community psychology.  In keeping with the scientist-practitioner model of graduate training, students will focus on clinical assessment, diagnosis, and treatment planning.

This course serves as an introduction to working with clients presenting with career-related issues.  Topics includes career development, theory, assessment, exploratory activities, and ethical dilemmas in counseling.  The ranges of roles and practice settings unique to career counselors will be explored in addition to how career issues can be addressed within the context of other mental health or developmental concerns.  Students will have the opportunity to review case studies and apply techniques through practice sessions in class.

This course provides an introduction to the importance of understanding community systems and their influence on interactions, roles, norms, and values. Emphasized is the role of change agents (community psychologists, community-based and school counselors, community health educators, forensic psychologists, etc.) in interventions in the community and the theories and principles needed to help people in various settings achieve maximum quality of life.~

This course is designed to acquaint the graduate student with the process of research in the behavioral sciences from start to finish.  The course will explore the materials and techniques of behavioral research including research design, the protection of human subjects, and the reporting and dissemination of research results.  Undergraduate statistics course is required.

Students examine selected theories of group counseling and group process, and learn about the stages of group development including the characteristics of each stage. Effective and ineffective group member and group leader behaviors pertinent to each stage are examined. The processes of forming counseling and task oriented groups are discussed, and theory and research on small group functioning is examined. In class exercises are utilized to illustrate the dynamics of counseling group functioning. Techniques for establishing counseling groups for children, adolescents, and the elderly are explored.

Theories of Counseling is designed to provide students with experiences that include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling. These studies will facilitate the understanding of the nature and needs of individuals at all developmental levels through examination of theories of individual and family development and transitions across the life-span. Particular emphasis will be placed on theoretical application in the school setting.

Theories of Counseling is designed to provide students with experiences that include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling. These studies will facilitate the understanding of the nature and needs of individuals at all developmental levels through examination of theories of individual and family development and transitions across the life-span. Particular emphasis will be placed on theoretical application in the school setting.  Students must be matriculated in the Professional School Counseling Program to be eligible for this course

This course addresses the theoretical issues and techniques related to the assessment of personality, intellectual ability, and career choices through the study of the appropriate psychological and vocational assessments. Included are methodological issues such as reliability and validity and issues of application in problematic situations both in interpersonal relations and in the community.

The major psychological disorders across the lifespan are examined from a clinical, theoretical and empirical frame of reference. Nosological issues are critically considered, with reference to the DSM. A biopsychosocial model is adopted as an organizing frame.

An examination of the research and theories surrounding the psychopathology of the human personality and the interactions with the community.

This course provides an overview of the field of family counseling including an examination of underlying assumptions and central concepts. Major schools of family therapy will be studied along with their various techniques and strategies for system change.

This course is designed to enable students to utilize transtheoretical counseling skills and apply them to the counseling process. The multicultural implications of each skill are discussed.

Students will be provided the opportunity (1) to work therapeutically with a variety of clients from diverse backgrounds; (2) learn new and refine existing skills in counseling assessment, intervention and conceptualization; and, (3) to further your assimilation as a practitioner-scientist into the counseling profession.  Students will be engaged in group and individual counseling, peer supervision, case conceptualization and presentation, monitoring and maintaining client files with partner agencies.

A supervised field experience in counseling in an individual or group setting designed to develop and increase competency in assessment and counseling skills and community applications.

This course is designed as an experiential class with hands-on training.  It addresses the techniques related to the administration and scoring of intellectual ability, and neuropsychological assessment through the practice of observation, test administration and scoring of the appropriate psychological assessments.  Included are an understanding of test selection rationale, test administration, scoring, and client observation in order to obtain a mastery and skill level to administer and score advanced psychological tests.

The development of strategies for prevention and intervention is examined from the perspective of the importance of such strategies along the full spectrum of social problems (e.g., AIDS, alcoholism, serious physical or mental illness, parental divorce, etc.). Additionally, theories and strategies which guide optimal development, specifically in the context of school, work and careers, are addressed. Potential roles of community psychologists in facilitating planned change (prevention or intervention) are explored.

A consideration of the theories and methods available to evaluate the need for, effectiveness and progress of, programs implemented by human service agencies, elementary, middle, and high schools, and other community settings.

This course is designed to help students assess the feasibility of and develop the foundation for a thesis in their area of interest.  To ensure timely progress with their research, students will develop their research question(s), literature review, and methods with their thesis advisor.  Most work will be completed independently.  Meetings will be scheduled at the discretion of the thesis chair.

This course guides students through the completion of a master's thesis providing students with an opportunity to engage in original research.  Students will recruit a faculty member willing to supervise thesis research.  Under faculty supervision, students will investigate a research topic of special interest, develop the necessary skills to conduct research, analyze data, complete a manuscript and perhaps publish an article.

As a culminating experience, students will complete and present a scholarly paper which will assess the state of the art of some topic of their choice under faculty supervision. Students should have completed at least 33 credits and passed the comprehensive exam.