Psychology

Presents a conceptual framework and major contributions to studying familial functioning across the life cycle.

This course offers an introduction to the field of Psychopharmacology from the perspective of how drug actions in the brain affect psychological processes. Students will further develop their basic understanding of neuroanatomy and the neurotransmitters of the nervous system associated with major diagnoses. Additionally, the use of medications to treat specific psychiatric disorders and the historical, political, and ethical context of psychotropic medications in mental health services will be explored.

Students will be introduced to the logic behind psychological research and common research designs.

Course Description: This course is a survey and overview of research methodology in psychology as a scientific field. The goal of the course is to acquaint students with fundamental questions and issues concerning approaches to scientific, experimentation-based psychology---cf. a hands-on experience of research may only be gained by participating in research activities in each student's area of study. The central questions recurring in various forms during the course are: a) What is scientific knowledge? (What is the kind of knowledge that we can accept in science?); b) How do we contribute to the body of such knowledge with our own research? (What are the designs and methods that can ensure research conclusions are valid statements?); c) What position would you take about the usefulness of psychological research as its consumer or practitioner?

Treats the development of psychology from philosophy and physiology and major systems and their influence.

Topics include probability and the logic of hypothesis testing, confidence intervals and effect sizes, parametric statistical tests (e.g., t-tests, ANOVA, and regression), nonparametric statistical tests, use of statistical data packages, and writing the results of a scientific report.

A continuation of PSYC-207. Topics include probability and the logic of hypothesis testing, confidence intervals and effect sizes, parametric statistical tests (e.g., t-tests, ANOVA, and regression), nonparametric statistical tests, use of statistical data packages, and writing the results of a scientific report.

Deals with roles, functions, and organizations of psychologists; the teaching of psychology; curricula; professional and research ethics; social and legal controls; evaluation; and public policy.

Introduction to concepts and research to understand relations between bodily processes and behavior, with a focus on human brain structure and function.

Students will be introduced to the logic behind psychological research and common research designs.

Covers individual and group pathology and treatment, with emphasis on social systems and their role in behavior disorder.

There are two components to this course: one is experientially-based and the other is theory-based. These two dimensions will be synthesized in the seminar discussions, readings, and assignments. This will require the ability to learn from experience as well as in-class activities.

This course is a survey of the broad field of cognitive development from the perspective of education and the learning sciences

This course examines the basic topics in personality and social development. It is intended to provide a comprehensive overview of current research and theory in the field of developmental psychology.

This course is designed to provide you with a fundamental understanding of neuropsychological concepts, principles and issues. We will critically examine the clinical and experimental approaches used in the study of human brainbehavior relations, their influence in generating research questions and their contribution to the understanding of the brain's functional and structural organization. The paradigms that we will examine are organized around the idea that a host of sociocultural, biological, psychological and spiritual factors influences brain functions. Diversity topics (e.g., gender, race/ethnicity, religion, SEP, age) and brain health are considered in the context of these biopsychosocial and spiritual factors.

Specialized course for those in the developmental psychology area focusing on current and/or seminal topics in the field.

A rotating discussion of topics in the wide domain of developmental psychology.

This course examines the techniques of longitudinal, cross-sectional, normative and experimental studies. It is intended to provide a comprehensive overview of current research and theory in the field of developmental psychology, and the various methods used to investigate topics in the field. In order to achieve this goal, a hybrid format is often used where 50% of course instruction is conducted in the traditional manner in the classroom, and 50% of the instruction is offered online, at the instructor�s discretion

Over a four-year period, this course provides the comprehensive examination of a different sub-disciplines (Cognitive, Affective, Social, and Health Neuropsychology) in human neuropsychology. A critical review of theory, research, and methodology in each of these human neuropsychology sub-disciplines is offered.

This course is designed to help students in the developmental area achieve a level of mastery that is consistent with the goals of our graduate program, which include training the next generation of Black psychologists and others to produce new knowledge, teach, engage in clinical practice, develop policy, and transform lives, though the scientific work in the area of developmental psychology.

This course is designed to provide students with in-depth exploration of theoretical frameworks within health psychology. Additionally, students investigate how health issues and health behaviors impact psychological functioning and well-being.

This course examines the scientific status of efforts to cleave human variability into races. It provides a psychological perspective on the conceptual and empirical work related to racism that is available in an array of disciplines. Prerequisites: Graduate Status.

This course is designed to familiarize you with the psychology and special problems of children who have health, intellectual, academic, emotional, behavioral, sensory and physical exceptionalities.

This course will provide students with an introduction to psychopharmacology, summarizing the basic concepts of the functions of the organs and systems of the human body and brain. Students will identify and assess the actions, effects, uses and abuses of legal and illegal drugs.

This course covers advanced-level multivariate statistical methods, including an overview of the general linear model, assumptions of multivariate statistical procedures, MANOVA and MANCOVA, discriminant function analysis, canonical correlation analysis, cluster analysis, and principal components analysis.

Introduces students to clinical psychology, including a comprehensive review of clinical techniques and a community practicum.

Involves clinical techniques in the assessment of intellectual and personality processes and a community practicum.

Students undertake supervised administration, scoring, and evaluation of psychological tests in settings where psychological testing is a daily activity.

A continuation of testing activities begun in PSYC-284.Practicum I. . Students undertake supervised administration, scoring, and evaluation of psychological tests in settings where psychological testing is a daily activity

Supervised psychotherapy practice.

Supervised psychotherapy practice.

Supervised psychotherapy practice.

Supervised psychotherapy practice.

Analyzes principles and experience in program development. Study of community structure; social systems/environmental influences, change process, and the development and evaluation of community intervention. Practicum.

Supervised psychotherapy practice.

Introduces student to individual psychotherapy. Focus on psychotherapy with adults. Practicum.

A continuation of PSYC-294. Introduces student to individual psychotherapy. Focus on psychotherapy with adults. Practicum.

In addition, to conceptualizing a client's problems and treatment options, this course covers the skills needed to conceptualizing system wide problems. Students will develop consultation skills that are needed in a variety of education and health systems. Finally, we will learn how to conceptualize the supervision process for different levels of clinical experience.

The externship program is designed for advanced doctoral students in Clinical Psychology, Counseling Psychology, or other related fields who are interested in further developing their clinical skills, building their theoretical knowledge, and working with students in a university counseling center setting. The theoretical perspective of the training program is integrative, with a relational and multicultural focus.

The externship program is designed for advanced doctoral students in Clinical Psychology, Counseling Psychology, or other related fields who are interested in further developing their clinical skills, building their theoretical knowledge, and working with students in a university counseling center setting. The theoretical perspective of the training program is integrative, with a relational and multicultural focus.

The externship program is designed for advanced doctoral students in Clinical Psychology, Counseling Psychology, or other related fields who are interested in further developing their clinical skills, building their theoretical knowledge, and working with students in a university counseling center setting. The theoretical perspective of the training program is integrative, with a relational and multicultural focus.

Supervised research course reserved for working to fulfil the requirement for milestone projects (thesis equivalency, dissertation proposal, etc.).

Students may obtain course credit by working for a human service organization during one semester of the academic year and simultaneously enrolling in an academic course that includes weekly meetings, reading, and writing assignments, along with student-created learning plans and an independent project.

Students may obtain course credit by working for a human service organization during one semester of the academic year and simultaneously enrolling in an academic course that includes weekly meetings, reading, and writing assignments, along with student-created learning plans and an independent project.