Doctor of Psychology (Psy.D.) in Clinical Psychology

This course teaches entry-level doctoral students fundamental relationship, intervention, diagnostic, and interviewing skills using role-plays and other experiential activities to prepare for clinical work on practicum. The course covers intake and semi-structured interviewing, the mental status exam, treatment planning, and providing client feedback.

Social, cultural, biological and psychological issues of prenatal life, childhood, adolescence, adulthood and aging are presented. Psychosocial development, cognitive functioning, life transitions, coping and adaptation, work and retirement, bereavement and related issues are explored.

This class is one of two courses foundational to understanding human behavior in context and examining the impact of diversity, power, and privilege. Diversity broadly defined, including aspects of individual and group identity such as age, gender, sexual orientation, culture, race, ethnicity, religion, socioeconomic status, and health/ability status, will be examined.

This course is designed to provide students with a solid foundation for the ethical practice of professional psychology. Students will learn the American Psychological Association Ethical Principles of Psychologists and Code of Conduct as well as the history of professional psychology and psychotherapy.

This course examines historical and conceptual issues in diagnosis and psychopathology, including how wellness is differentiated from pathology. The course examines dimensional versus categorical models, diagnostic validity, the DSM-5 and its predecessors, models of personality development, and the biopsychosocial model of mental illness.

This course is a continuation of PSY 648 with a focus on both the science of psychopathology and DSM-5 diagnosis.

Students learn theory and research on the role of community psychology in treating problems related to a range of pervasive social justice issues that impact the health of individuals and communities. Community Psychology takes an ecological approach to human functioning, locating health and dysfunction in the interaction between individuals and larger social systems.

This course introduces students to the theoretical basis, psychometrics, ethics, and clinical application of cognitive and academic assessment. Cultural influences and diversity issues involving assessment procedures are emphasized, and classical and contemporary theories of intelligence are explored to provide students with a useful framework.

This course provides students with an overview of the conceptual, theoretical, empirical, and psychometric issues in clinical assessment through self-report, actuarial, and narrative approaches to the psychological assessment of personality and psychopathology.

This course provides students with an overview of the conceptual, theoretical, empirical, and psychometric issues in clinical assessment through the use of the Rorschach Performance Assessment System (R-PAS).

This course is designed to provide an introduction to alcoholism, substance abuse, and other addictive disorders. Included is an overview of the information needed to assess along with the treatment models of addictive disorders.

This course covers the theoretical principles of Individual Psychology including striving, holism, phenomenology, teleology, and social interest. The course addresses the cognitive, affective, sociocultural dimensions of the individual’s development; the selectivity of perception in the formation of one’s worldview; motivational factors; creativity; and the indivisibility of the person.

Adlerian II explores the psychodynamics of psychopathology and development and maintenance of symptoms given the recursive influence between society and the individual. Students will learn to connect the Adlerian conceptualization of psychopathology to the practical application of Adlerian approaches to psychotherapy.

The course objectives are to make the student aware of pertinent gross and microscopic human neuroanatomy, to build a foundational understanding of neurophysiology and the biology of the nerve, and to become familiar with a variety of clinical issues as they relate to neurophysiology.

This course concerns concepts and applications of descriptive and inferential statistics and focuses on the statistical methods of data analysis, t-test, F-test, nonparametric statistics (Chi-square), the analysis of variance, multivariate analysis, and other techniques.

This course introduces various approaches to research design, methodology, and data analysis. Doctoral students’ clinical interests are integrated with information about a variety of research approaches, including theoretical and quantitative designs.

This course introduces students to the practice of qualitative research that is applicable to research and evaluation contexts in psychological practice. This course reviews the assumptions, theories, and processes of qualitative inquiry.

This course emphasizes the most recent theoretical developments in cognitive-affective bases of behavior. Areas of emphasis will include attention, memory, knowledge, language, reasoning, problem solving, the cognitive bases of affect and consciousness, human learning, and theories of motivation.

This course provides an overview of the social-psychological cognition, perception, and behavior of individuals and groups.

A survey of the historical development of major theories, research, and practice in psychology is presented. Major systems of psychology are examined. In addition, the course is structured around a number of major philosophical issues and how major theories of psychology have understood and addressed these issues.

This is an advanced course for understanding human behavior in social context. It will provide an understanding of the ways in which contemporary social forces, including globalization, impact health and well-being.

This course, intended to occur late in the doctoral curriculum, during or just before the internship, focuses primarily on clinical supervision with secondary focus on clinical and programmatic consultation.

See below for more information.

See below for more information.

See below for more information.

See below for more information.

This is a clinical competency examination focusing particularly on knowledge and skills in assessment required for entry-level practice as well as the ability to integrate science and practice and provide service in a socially responsible manner.

This is a clinical competency examination focusing particularly on knowledge and skills in intervention required for entry-level practice as well as the ability to integrate science and practice and provide service in a socially responsible manner.

The Social Justice Practicum (SJP) is a first-year, nonclinical and non-discipline-specific experiential practicum that begins in the fall term. Students gain the knowledge, skills, and perspectives to utilize collective power and social justice strategies to build a more equitable society. The SJP is designed to help students learn how to work alongside different communities as agents of social change and serves as the catalyst for students to realize and understand their own strengths and responsibility to contribute to social equity.

The Social Justice Practicum (SJP) is a first-year, nonclinical and non-discipline-specific experiential practicum that continues through the spring term. Students gain the knowledge, skills, and perspectives to utilize collective power and social justice strategies to build a more equitable society. The SJP is designed to help students learn how to work alongside different communities as agents of social change and serves as the catalyst for students to realize and understand their own strengths and responsibility to contribute to social equity.

Assessment Seminar is taken concurrently with the assessment practicum. This seminar provides a setting for the student to discuss and apply the fundamentals of clinical and diagnostic interviewing; to formulate DSM diagnostic impressions; to write an accurate assessment report based on data from the interview, mental status exam, and psychological test data; and to appreciate how diversity issues affect the content and processes of clinical interviewing and more broadly of psychological assessment.

Assessment Seminar is taken concurrently with the assessment practicum. This seminar provides a setting for the student to discuss and apply the fundamentals of clinical and diagnostic interviewing; to formulate DSM diagnostic impressions; to write an accurate assessment report based on data from the interview, mental status exam, and psychological test data; and to appreciate how diversity issues affect the content and processes of clinical interviewing and more broadly of psychological assessment.

Assessment Seminar is taken concurrently with the assessment practicum. This seminar provides a setting for the student to discuss and apply the fundamentals of clinical and diagnostic interviewing; to formulate DSM diagnostic impressions; to write an accurate assessment report based on data from the interview, mental status exam, and psychological test data; and to appreciate how diversity issues affect the content and processes of clinical interviewing and more broadly of psychological assessment.

Therapy seminar is taken concurrently with the therapy practicum experience. This seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research and discuss professional development and the supervision experience.

Therapy seminar is taken concurrently with the therapy practicum experience. This seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research and discuss professional development and the supervision experience.

Therapy seminar is taken concurrently with the therapy practicum experience. This seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research and discuss professional development and the supervision experience.

This advanced seminar is taken concurrently with an advanced practicum experience. The seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research, and discuss professional development and the supervision experience.

This advanced seminar is taken concurrently with an advanced practicum experience. The seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research, and discuss professional development and the supervision experience.

This seminar provides first-year students with support for and orientation to becoming a socially responsible psychologist. The seminar focuses on personal and professional development to help students prepare to engage in clinical and community work, explore their personal and professional identity, and begin to understand the impact of diversity and social justice issues on their work.

This seminar continues throughout the first year and provides students with support and orientation to becoming a socially responsible psychologist. The seminar focuses on personal and professional development to help students prepare to engage in clinical work, explore their personal and professional identity, and begin to understand the impact of diversity and social justice issues on their work.

This seminar continues throughout the first year and builds on professional identity development and integration of socially responsible practice values and skills. In the last term of this seminar, students will continue to explore and integrate the personal and professional impact of working with diverse communities, drawing from their service-learning practicum experiences.

Taken concurrently with the assessment practicum, this seminar provides a setting for the student to discuss and apply the fundamentals of clinical and diagnostic interviewing; to formulate DSM diagnostic impressions; to write an accurate assessment report based on data from the interview, mental status exam, and psychological test data; and to appreciate how diversity issues affect the content and processes of clinical interviewing and more broadly of psychological assessment.

Taken concurrently with the assessment practicum, this seminar provides a setting for the student to discuss and apply the fundamentals of clinical and diagnostic interviewing; to formulate DSM diagnostic impressions; to write an accurate assessment report based on data from the interview, mental status exam, and psychological test data; and to appreciate how diversity issues affect the content and processes of clinical interviewing and more broadly of psychological assessment.

Taken concurrently with the assessment practicum, this seminar provides a setting for the student to discuss and apply the fundamentals of clinical and diagnostic interviewing; to formulate DSM diagnostic impressions; to write an accurate assessment report based on data from the interview, mental status exam, and psychological test data; and to appreciate how diversity issues affect the content and processes of clinical interviewing and more broadly of psychological assessment.

Taken concurrently with the therapy practicum, this seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research and discuss professional development and the supervision experience. Specific cases students are working on in their therapy practicum are discussed to illustrate general principles of therapy and intervention.

Taken concurrently with the therapy practicum, this seminar provides students with an opportunity to review clinical cases integrating theory, practice, and research and discuss professional development and the supervision experience. Specific cases students are working on in their therapy practicum are discussed to illustrate general principles of therapy and intervention.

The steps and requirements for adequate progress through the Dissertation sequence are more fully outlined in the Doctoral Dissertation Handbook. Students begin to register for the dissertation sequence at the beginning of their third year in the program.

The steps and requirements for adequate progress through the Dissertation sequence are more fully outlined in the Doctoral Dissertation Handbook. Students begin to register for the dissertation sequence at the beginning of their third year in the program.

The steps and requirements for adequate progress through the Dissertation sequence are more fully outlined in the Doctoral Dissertation Handbook. Students begin to register for the dissertation sequence at the beginning of their third year in the program.

The steps and requirements for adequate progress through the Dissertation sequence are more fully outlined in the Doctoral Dissertation Handbook. Students begin to register for the dissertation sequence at the beginning of their third year in the program.

The steps and requirements for adequate progress through the Dissertation sequence are more fully outlined in the Doctoral Dissertation Handbook. Students begin to register for the dissertation sequence at the beginning of their third year in the program.

The steps and requirements for adequate progress through the Dissertation sequence are more fully outlined in the Doctoral Dissertation Handbook. Students begin to register for the dissertation sequence at the beginning of their third year in the program.

Students defend their doctoral dissertation and must submit their dissertation for publication to complete the Doctoral Oral Defense. Students must submit the Certification of Preparedness form found in the Dissertation Handbook.

Prerequisites: PSY 901-PSY 903 and permission of the Doctoral Dissertation Committee.

Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.

Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.

Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.

Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.

Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.

Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.

Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.

Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.

Following completion of academic and practicum requirements, doctoral students must complete an internship of a minimum of 2,000 clock hours of training over a 12- to 24-month period. Most internships require a one-year, full-time commitment. A two-year, half-time internship may also be obtained.

This course will examine basic concepts and applications of cognitive, behavioral, and cognitive-behavioral theories and therapies within the historical context of the prominent theories. Students will be introduced to theory, basic techniques, and evidence-based applications of various models.

This course is designed to provide an overview of the history and development of psychoanalysis, including but not limited to classical Freudian (drives, dreams, defenses, and transference) ego psychology, object relations (British and Middle Schools), self-psychology, relational, intersubjective, affect regulation (Allan Schore and colleagues), and mentalization (Peter Fonagy and colleagues) approaches.

This course will examine basic concepts and approaches in the humanistic, existential, constructivist, and phenomenological schools of psychology (H-E). The course will cover theoretical models, conceptualization, and the historical relevance of H-E approaches relative to other major psychological theories/approaches.

This course introduces students to the major and evolving family and couples models. It will focus on theory and conceptualization, understanding the etiology and maintenance of presenting issues, basic techniques, and evidence-based applications for various models.

(Military Emphasis students only; meets the requirement of PSY 723)
This course focuses on the treatment of military clients (including reserve and active duty, veterans, and retirees) and their families. The treatment modalities will be explored in the context of individual, couples, family, and group psychotherapy techniques using both lectures and role-plays methodologies.

This course is designed to apply evidence-based theories of psychoanalysis, including but not limited to classical Freudian (drives, dreams, defenses, and transference) ego psychology, object relations (British & Middle Schools), self-psychology, relational, intersubjective, affect regulation (Allan Schore and colleagues), and mentalization (Peter Fonagy and colleagues) approaches to clinical practice.

This is an advanced course that will cover in-depth applications of cognitive, cognitive-behavioral, and third wave therapies including mindfulness-based cognitive therapy (MBCT; Zindel Segal, Mark Williams, and John Teasdale), acceptance and commitment therapy (ACT; Steven Hays), dialectical behavior therapy (DBT; Marsha M. Linehan), and cognitive processing therapy (CPT; Patricia Resick).

This course builds on the knowledge and skills developed in the introductory course in humanistic and existential approaches by developing a more in-depth appreciation of particular theories and perspectives in this area of practice.

This is an advanced course that will cover classical family and couples models through postmodern approaches. This course will build on the knowledge and skills acquired in Couples and Family Therapy Approaches I (PSY 723).

This class will teach Adlerian theory and interventions within play therapy, group therapy, family therapy, and assessment of lifestyle and social interest.

Major theories of etiology, social dynamics, and psychology of alcohol and other drug disorders are presented within the context of human development. Clinical research is reviewed, which enhances a further understanding of the basic physiological, psychological, social, and spiritual aspects.

Psy.D. students in their 2nd year or beyond

The purpose of this course is to provide an understanding of the major psychological disorders of childhood and adolescence. The focus is on the interaction of biogenic, familial, environmental, and sociocultural factors.

Psy.D. students in their 2nd year or beyond

The history, theory, methods, and applications of group psychotherapy are examined, discussed, and demonstrated. The development of competency in group methods is enhanced through didactic presentation, role-playing, and participation in an ongoing group.

Psy.D. students in their 2nd year or beyond

This course focuses on LGBTQ persons across the life span and examines the evolution of the LGBTQ movement from multiple dimensions. This course includes strategies useful in working with LGBTQ individuals of different ages and ethnicities.

Psy.D. students in their 2nd year or beyond

This course presents a structured approach to the psychological assessment of children and adolescents, including advanced issues in interviewing children and adolescents; conducting mental status examinations with young clients; and evaluating cognitive, social, and emotional functioning in children and adolescents.

Psy.D. students in their 2nd year or beyond

This course introduces the student to military culture, structures, and systems. The course also introduces the student to the specialty of military psychology, which aims to improve the lives of service personnel and is applicable to a wide range of areas within the military community.

Psy.D. students in their 2nd year or beyond

Examination of the psychological impact of direct or secondary experiencing of conflict, including the physical and psychological sequelae of combat and the impact of combat-related manifestations on family members and others.

Psy.D. students in their 2nd year or beyond

This course will provide doctoral students with a cultural-immersion experience outside of the United States. Students will be engaged in a nonclinical service-learning program for a limited period of time.

Psy.D. students in their 2nd year or beyond

This course covers the history, etiology, symptoms, diagnosis, and treatment of trauma-related dysfunction, particularly post-traumatic stress disorder (PTSD), acute stress disorder (ASD), and common comorbidities.

Psy.D. students in their 3rd year or beyond

This course will focus on the examination and evaluation of evidence-based treatment practices for addictive disorders, including process addictions.

Psy.D. students in their 3rd year or beyond

This class covers the special and unique role of psychologists as part of an integrated healthcare team in a primary care medical setting. Students will learn about interprofessional collaboration with physicians, nurses, social workers, and other providers.

Psy.D. students in their 3rd year or beyond

This course covers medical conditions with which psychologists usually intervene, including diseases of the endocrine system, nervous system, cardiovascular system, pulmonary system, and musculoskeletal system.

Psy.D. students in their 3rd year or beyond

This integrated experiential and scientific course will teach students to manage their own stress and to teach mindfulness-based meditation to others to help them to manage their stress.

Psy.D. students in their 3rd year or beyond

Psy.D. students in their 3rd year or beyond

The focus of the course is management of mild to moderate disease, disease prevention, and positive health behaviors. Illustrative interventions that integrate wellness will involve disorders such as hypertension, diabetes, and somatoform disorders.

Psy.D. students in their 3rd year or beyond

This course focuses on coping with acute and chronic disease states in which disease/disability, rather than lifestyle/prevention, dominates. The disease or disability is sufficiently severe to require major behavioral changes, and, often, changes in personal identity.

Psy.D. students in their 3rd year or beyond

This course will provide students an opportunity to study topics pertinent to the diagnosis and treatment of children, adolescents, young adults, and/or their families.

Psy.D. students in their 3rd year or beyond

The purpose of this course is to provide a conceptual framework for interventions with children and adolescents. The course will focus on specific interventions and research on the major psychotherapeutic approaches for children and adolescents, including cognitive-behavioral, psychodynamic, family systems, Adlerian, person-centered, and parent-infant psychotherapy.

Psy.D. students in their 3rd year or beyond

This class presents the theory and application of applied psychophysiology (biofeedback) as it is practiced today within mind-body medicine. A review of the components of the autonomic and central nervous systems underlying commonly used psychophysiological measures (EEG, EMG, HR, etc.) will be presented.

Psy.D. students in their 3rd year or beyond

This course is the first in a three course sequence designed to familiarize students with the foundations of neuropsychological assessment. This course provides a detailed overview of neuropsychological assessment techniques in common usage.

Psy.D. students in their 3rd year or beyond

This course is a continuation of PSY 764 and is designed to be taken immediately after this prerequisite.

Psy.D. students in their 3rd year or beyond

This course presents a structured approach to the psychological assessment of children and adolescents, including advanced issues in interviewing children and adolescents; conducting mental status examinations with young clients; and evaluating cognitive, social, and emotional functioning in children and adolescents.

Psy.D. students in their 3rd year or beyond

Psychological and neurological assessment of active duty, veteran, and retired military service members and their families is the focus of this course. Assessment methodology includes integrative, objective, and performance-based personality assessments and self-report measures.

Military Emphasis students only

This course is dedicated to the various aspects of the trauma spectrum. Subject areas include psychological trauma due to combat or combat-related exposure, moral injury, military sexual assault, military sexual harassment, traumatization due to minority discrimination and oppression-based race, sexuality, gender, ability, and/or religious affiliation.

Military Emphasis students only

This course covers advanced intervention strategies and emerging developments in the treatment of children and adolescents.

Psy.D. students in their 3rd year or beyond

This course covers advanced issues concerning the diagnosis and treatment of trauma-related dysfunction, particularly post-traumatic stress disorder (PTSD) and common comorbid conditions.

Psy.D. students in their 3rd year or beyond

This advanced course builds on foundational knowledge from Introduction to Addictive Disorders (PSY 709) and Trauma-Focused Interventions (PSY 706). The course will explore selected theories and methods for engaging and retaining clients in substance abuse and trauma treatment.

Psy.D. students in their 3rd year or beyond

This course will teach how many of the current theories and evidence-based practices complement and support Adlerian theory and practice. Students will learn how master therapists in most approaches focus on the relationship, social connection, schemas, and behaviors just as Adler did.

Psy.D. students in their 3rd year or beyond

This course covers the psychological theories, cultural responses, individual and family system reactions, and treatment relevant to individuals facing death, dying, life-threatening illness, bereavement, other losses, and long-term caregiving.

Psy.D. students in their 3rd year or beyond

This course will teach students child guidance and parenting knowledge and skills based on Adlerian principles to be practiced in parent consultation and family therapy.

Psy.D. students in their 3rd year or beyond

This course will focus on analysis of multiple independent/predictor variables using multiple regression and analysis of covariance (ANCOVA) approaches.

Psy.D. students in their 3rd year or beyond

This course provides training in the neuropsychological assessment of children, with an emphasis on trauma and developmental disorders. An array of neuropsychological instruments is used. Students develop skills in the administration, scoring, contextual interpretation, and write-up of pediatric neuropsychological assessment methods.

Clinical Neuropsychology Emphasis students only

This course offers a structured approach to case conceptualization and analysis in preparation for clinical practice and ultimately board certification. It covers advanced topics in neuropsychological assessment through the application of fact-finding exercises and didactic instruction.

Clinical Neuropsychology Emphasis students only

This course is designed to increase the sensitivity and competence of clinicians to the spiritual concerns of clients. This sensitivity includes familiarity with the research on spirituality and health; basic knowledge of diverse religious/spiritual paths; awareness of the potential benefits, harm, resources, and issues of spirituality for clients as well as an understanding of the clinician’s spiritual perspective.

Psy.D. students in their 3rd year or beyond

This course focuses on the development of knowledge and skills necessary to perform psychological assessments and neuropsychological screenings, with an emphasis on older adults.

Clinical Neuropsychology Emphasis students only

This course is an introduction to the scientific principles and clinical information needed for a basic understanding of the uses and limitations of the major classes of psychopharmacologic agents.

Psy.D. students in their 3rd year or beyond

This course emphasizes theories and treatment approaches related to the experiences of trauma, grief, and loss with children, adolescents, and their families.

Psy.D. students in their 3rd year or beyond

This course emphasizes assessment and intervention approaches focused on the treatment of children and adolescents diagnosed with autism spectrum and/or other developmental disorders. Research-supported treatments, such as applied behavior analysis (ABA), will be the central focus of this course.

Psy.D. students in their 3rd year or beyond

This course emphasizes theories and treatment approaches related to the treatment of older adolescents and young adults. Specifically, the unique developmental task associated with this phase of the life span and associated impact on mental health and well-being will be addressed.

Psy.D. students in their 3rd year or beyond