Psy.D. CORE & CLUSTER COURSES

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Summer 2008

Advanced Assessment
The focus of this course is the selection, administration, scoring, and interpretation of appropriate tests in various clinical settings. Included will be tests for personality, pathology, intelligence, achievement, adaptive functioning, and neurological screening. Populations include geriatric, adult, adolescent, and child. Issues of validity, reliability, and clinical utility will be addressed. (PSY 540, 3 cr)

Advanced Child and Adolescent Therapy
Currently empirically validated treatments are presented, focusing on severely disturbed children and adolescents. (PSY 603, 3 cr)

Advanced Forensic Case Analysis & Report Writing
This course presents advanced case analysis techniques. Students cover the multiple data sources model of forensic psychological assessment and apply this knowledge to clinical/diagnostic formulation, competency to stand trial, and legal sanity. Emphasis is placed on writing logical, coherent, and non-conclusionary reports. Considerable emphasis is also placed on theory and methods of detecting symptoms of exaggeration and feigning in the areas of cognition, amnesia, psychosis. This course is designed for advanced level students who have completed a portion of the clinical skills courses. Class size is limited and preference is given to students who have completed PSY 681, Forensic Case Law and Assessment. (PSY 688)

Advanced MMPI
The focus of this course is on the use of the Minnesota Multiphasic Personality Inventory – 2 (MMPI-2), and Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A) in a variety of clinical settings. Topics will include the impact of cultural, ethnicity, socioeconomic status, and clinical setting on interpretive considerations. Current research and newly developed scales will be a particular focus. (PSY 903)

Advanced Neuropsychological Case Analysis and Report Writing
This course presents advanced case analysis techniques. Students integrate and apply their understanding of neuroanatomy and pathology with their understanding of neuropsychological interpretative strategies to clinical/diagnostic formulation and report writing. Emphasis is placed on writing logical, coherent, and non-conclusory reports. Emphasis is also placed on the theory and methods of detecting symptom exaggeration and feigning in the areas of cognition, amnesia, and psychosis. (PSY 853)

Anatomy & Physiology
The focus of this course is to become familiar with the essential concepts of human anatomy
and physiology. (PSY 503, 3 cr)

Applications in the Psychology of Religion and Spirituality
The focus of this course is on integrating spiritual and religious applications to psychological theory and practice. Strong emphasis is placed on decision-making in the therapeutic setting and ethical issues involved in working with religious/spiritual clients. (PSY 712, 3 cr)

BioPsychology
The focus of this course is to examine the structure and function of the nervous system and brain behavior. Topics covered include neurotransmitters and hormones, sensory and motor functions, learning and memory, language, arousal and sleep, emotional behavior, and behavioral and neurological disorders. The interaction between physical and psychological functioning as it relates to sensation and perception will also be addressed. A review of current research and research methods pertaining to the above topics is included in the course material. (PSY 504, 3 cr)

Career Assessment
The focus of this course is a survey of career assessment development and related methods relevant to clinicians, counselors, and consultants. It addresses career choices, systematic analysis of career needs, aptitudes, attitudes, and the development of careers and career goals over the lifespan of the individual. The course material also addresses the overall occupational/professional opportunities and challenges in modern society, and the historical origins of career counseling are also explored. Students will be required to administer and score appropriate career counseling assessment instruments. (PSY 924, 3 cr) *NOTE: This course is a requirement for matriculation of the masters’ program and serves as an elective in the doctoral program.

Child Assessment
To be successful as a clinical psychologist in the scientist-practitioner model the psychologist must have a comprehensive understanding and administrative skill in multiple assessments. This course will focus on the process and administration of child assessment. It will be based upon the assessment structure of the four pillars as defined by Sattler. In each pillar specific tests and approaches will be taught and practiced. Physical, cognitive, social and emotional aspects of human development will be the main areas of study. An awareness of the cultural variations throughout development will also be a topic of study as how it relates to assessment. Additionally, report writing with child and adolescent test batteries will be practiced.
(PSY 6002, 3 cr)

Cognitive-Affective Bases of Behavior
The focus of this course is to address the principles of cognition and emotion in relation to human functioning. A review of the research regarding memory, problem solving and reasoning is conducted. The relationship of emotion with cognition and functioning is addressed by examining the theories of emotion, research on individual emotion, and the relationship between emotion, stress, and physical health. Application to clinical practice is discussed when appropriate. (PSY 516, 3 cr)

Cognitive Assessment with Lab
This course addresses theories of intelligence and the assessment of intellectual functioning. The focus of the course is on the administration and interpretation of the most widely-used intelligence tests - the Wechsler Adult Intelligence Scale - III (WAIS-III) and the Wechsler Intelligence Scale for Children - III (WISC-III) and the Stanford-Binet. The topics to be covered include historical perspectives of intelligence; psychometric theory and procedures; standardized tests; statistical and technical considerations (e.g. standard deviation, confidence intervals, significance levels, reliability, and validity); and ethical standards of assessment practices. The student is expected to learn how factors such as organicity, personality traits, anxiety, psychosis, cultural and diversity factors, social factors, and occupational expertise effect cognitive functioning as measured on standardized tests. This course additionally has a mandatory lab that coincides with the course material being presented, in which students practice actual administration, and scoring of intelligence testing instruments. (PSY 521, 4 cr)

Deal

Weis

Leftwich


Peitz

Consultation and Education
The focus of this course is the acquisition of knowledge, skills, and attitudes related to the delivery of consultation and educational activities. Theoretical and empirical knowledge base for consultation processes are studied that include behavioral theory, mental health, organizational development, and their related consultation approaches. The students are expected to learn to research the referral question, formulate a needs assessment, and to demonstrate relationship skills that are appropriate to the type of consultation interventions being delivered. (PSY 891, 3 cr)

Ethics, Professional, and Legal Issues
This course presents an overview of ethical and legal issues associated with the professional practice of psychology. The American Psychological Association’s Ethics Code and other relevant guidelines are reviewed, with an emphasis on their application to ethical decision-making in specific professional practice environments and situations. The interface between ethical and legal requirements is explored, and managed care and other contemporary issues impacting clinical practice are considered. Specific legal issues that are addressed include conditions of malpractice, psychotherapist-patient privilege, and child abuse reporting. Additionally, contemporary professional issues are introduced and examined. (PSY 501, 3 cr)

Section A


Section B

Family Intervention
The focus of this course addresses the historical perspective, theory, and practice of marriage and family therapy from a variety of models. Various marital and family therapy paradigms, family development, family assessment methods, and systems theory are studied. Underlying assumptions, interventions, symptom development, and the operation of relationship skills within marital and family systems are also explored. (PSY 533, 3 cr)

Foundations of Relationship Development and Interviewing
The focus of this course is an examination of the common factors and therapeutic alliance variables and techniques that help students establish and maintain appropriate relationships with patients, with research subjects, with colleagues, and other professionals and lay persons. Students are expected to acquire the psychological knowledge relevant to relationships, and to demonstrate the interpersonal skills and relational attitudes of the professional psychologist. Theoretical foundations for relationship development and clinical interviewing will also be addressed. (PSY 551, 3 cr)

Functional Neuroanatomy and Neuropathology
This course is an in-depth study of the structures and pathology of the central nervous system. Although the course has a functional neuropsychological emphasis, clinical neurology is covered as it relates to assessment and pathology. Neuroradiology is also addressed from a neuropsychological and research perspective. An integration of other physiological systems is included to equip the future practitioner for dealing with a broad spectrum of rehabilitative concerns. (PSY 836,3 cr)

Group Intervention
The focus of this course involves the theory and practice of group psychotherapy and techniques. The topics addressed in the course include the nature of interpersonal learning, the dynamics of group structure, the stages of group development, group interventions, and the selection factors associated with group participation. The relationship skills inherent to group organizations, such as cohesion, differentiation, and conflict management are emphasized.
(PSY 532, 3 cr)

Health Psychology
This course is designed to acquaint the student with the research and practice associated with being a health psychologist in the 21st century. Upon completion of the course, students will have a practical and scholarly understanding of diverse issues such as psychoneuroimmunology, hypnosis, acupuncture, biofeedback, stress, exercise, clinical procedures in medical settings, and an overview of anatomy and physiology. The course is intended to inform the student about health matters that can be applied both personally and professionally. Further, the course is designed to facilitate an interdisciplinary perspective on the basic problems, processes, and unresolved issues in biopsychosocial aspects of health, illness, and healing. (PSY 661, 3 cr)

History and Systems of Psychology
This course orients the student to psychology in the intellectual and philosophical traditions of Western thought. Specialized domains within the field are studied in relation to the broader discipline of psychology. (PSY 515, 3 cr)

Human Diversity
The focus of this course is to examine major historical and contemporary theories, issues, and research related to sexual orientation, ethnicity, age, ability/disability, gender, race, national origin, socioeconomic status, religion, and language. Additionally, diversity of local and regional areas is examined. Topics covered include identity development, worldview, prejudice and discrimination, and the impact of diversity on assessment, diagnosis, and treatment decisions. Students are encouraged to examine their current beliefs in regard to the classroom material presented; they will be encouraged to see, experience, and understand the world from different perspectives. Students will participate in activities to promote self-awareness. (PSY 525, 3 cr)

Interviewing and Psychosocial History
The focus of this course is on collecting data on social, socio-economic, psychological, developmental, medical, occupational, educational, abuse (physical, emotional, sexual, and substance) and recreational history. Included in this course is a continuation of the application of rapport and relationship-building. In addition, students learn skills of identifying and assessing suicidal, homicidal, and behavioral risk factors. Students are expected to focus on professional documentation, including notes and psychosocial history. Students are expected to continue to develop a theoretical background and technique from which to tailor their personal styles of relating to clients or patients. Course 5513 is recommended prior to enrollment of 5522. (PSY 552, 3 cr)

Integrated Health Care
The goal of this course is to provide students with knowledge about the practice of psychology in the new industrialization of behavioral healthcare. Current and future practice requires knowledge and skills in areas such as population health and prevention, healthcare, behavioral medicine, business, management, brief psychotherapy, supervision, clinical practice guidelines, and healthcare economics. Integrated Healthcare Delivery and Administration is designed to provide an overview of these areas. (PSY 960, 3 cr)

Integrated Health Care Solutions
This course examines Focused Psychotherapy, including the developmental model, implications for treatment in regard to specific diagnoses or client populations, and its delivery in an integrated health care model. The integration of behavioral health in primary care will be of focus, including the advantages and barriers of integration. The origins of behavioral health care, care delivery systems, and health and behavioral care economics will also be addressed.
(PSY 9631/9632, 6 cr total)

Interpersonal Psychotherapy
The focus of this course is the acquisition of the knowledge, attitudes and skills necessary to deliver basic interpersonal interventions. The history and origins of this approach, as well as, its’ theoretical structure and application, are addressed. Special attention is given to the reciprocal nature of the treatment process, especially as it is expressed in the client-therapist interaction. As such, trainees learn in-session conceptualization skills and how to generate germain interpersonal treatment strategies. Case conceptualization is a major venue through which trainees will be asked to demonstrate their understanding of the course material. Extensive videotaping will also be used to evaluate and shape students’ application of interpersonal theory to actual work with clients. (PSY 593, 3 cr)

Introduction to Family Play Therapy
This course provides an overview of the fundamentals and skills of applying play therapy to working with families and relational systems. Building on a foundation of child-centered play therapy, this course will discuss the essential conceptual framework regarding basic family play therapy practice and in planning successful interventions with families of children. It will briefly highlight key ethical issues and research issues outcomes related to family play therapy practice and give students the basic tools to begin applying such techniques to families. (PSY 6594, 1 cr)

Introduction to Play Therapy
This course provides an overview of the fundamentals of play therapy and the skills associated with basic play therapy practice. With an emphasis on child-centered play therapy, this course will discuss the essential theoretical background for basic play therapy practice and highlight key ethical issues and research outcomes related. Other specific areas of focus will include: setting up a playroom, selecting play therapy materials, essential play therapy skills, art and sand tray fundamentals and beginning interpretation of play therapy themes. (PSY 6593, 1 cr)

Life span Development
This course focuses on life span development that provides an examination of contemporary topics and research related to the physical, cognitive, social, and affective development of children, adolescents, and adults. The students are expected to recognize and understand various developmental theories and their associated applications to clinical practice. Emphasis is on topics that have particular significance for the professional practice of psychology. (PSY 940, 3 cr)

Medical Psychology
This course will address the importance of the psychologist-physician relationship in the treatment of chronic illness and the role of psychoeducational programs in the primary care setting. Specific chronic illnesses and demonstration and practice of specific behavioral interventions for each will be addressed. Treatment techniques including, but not limited to, stress management, pain management, and alternative therapies will also be addressed as they relate to the psychologist’s role in helping patients manage chronic illness more effectively. (PSY 902, 3 cr)

Medical Terminology For Health Sciences
This course will provide a comprehensive working knowledge of medical and technical terms. It also provides medical terminology related to the human body in both the healthy and diseased state. The course includes the pronunciation and definitions of medical terms with emphasis placed on word parts including anatomic, diagnostic, and eponymic terms. The terms which make up the language of medicine are referred to as the terminology of the medical field or Medical Terminology. (PSY 962, 3 cr)

Neuropsychological Assessment-Adult
This course will focus on the Halstead-Reitan Neuropsychological Battery (HRB). Students will learn to administer the battery and receive an introduction to the Reitan method of interpretive process. Demographically corrected normative data bases will also be discussed. This course focuses on assessment of adults. (PSY 642, 3cr)

Objective Assessment
The focus of this course is on the administration, scoring, and interpretation of objective tests designed to evaluate personality and/or psychopathology. The emphasis of the course is on objective measures such as the Minnesota Multiphasic Personality Inventory - 2 (MMPI-2), the Millon Clinical Multiaxial Inventory - III (MCMI-III), and the Personality Assessment Inventory - 2 (PAI-2). Topics to be covered include: historical perspectives of objective assessment; psychometric theory and procedures; standardized tests; and statistical and technical considerations. (PSY 522, 3 cr)

Pain Management I
This course is the introduction to a series of pain management courses. The focus of this course is an overview of treatment of pain management, as well as the ethical, professional, and legal implications of the pain management healthcare professional. Historical aspects of pain management, current techniques of pain clinics, ethical basis of applied treatment and basic questions of interview and assessment will be reviewed. In addition, spiritual aspects of pain management will be addressed. The impact of malpractice via case law, techniques of responding in the context of deposition, and an examination of the healthcare professional as expert witness are ethical issues that will be addressed. The design of the four-course track is geared to ready the student to take the AAPM certification examination once licensure is obtained. (PSY893, cr 3)

Pain Management II
This course will focus on the area of pain management as studied from the treatment aspect of commonly occurring pain syndromes and specialty approaches to pain management through team management. Course content will include pharmacotherapeutic management of chronic pain, the multidisciplinary pain approach, myofascial pain, lower back pain, acupuncture, various medical professions' involvement with pain, and physical medicine as it relates to pain management.
(PSY 894, 3 cr)

Pain Management III
Wide in breadth, this will be the main psychosocial course in the pain management track. It is intended to introduce the student to the psychologists’ role in the multi-disciplined field of pain management. Some of the topics addressed include personality differences and psychopathology and chronic pain, the role of emotion in pain, headaches and their treatment, hypnosis and pain control, biofeedback and pain management, electromedicine modalities for pain management, and the mental health professional in pain management. (PSY 895, 3cr)

Pain Management IV
This course will explore different approaches to chronic and acute pain management. There will be an emphasis on pain control in children, geriatrics, and other special populations and circumstances including hospice care, cancer patients, AIDS patients, and sleep and weight problems. In addition, alternative therapies will be addressed. (PSY 896, 3 cr)

Philosophical Issues in the Psychology of Religion & Spirituality
This course provides an in-depth approach to understanding philosophical and theoretical issues within the psychology of religion and/or spirituality. A review of the major philosophers, theologians, and psychologists who have contributed to this discussion will be covered. The implications of current major philosophical paradigms (including postmodernism, critical theory, and constructivism) will be given particular attention. It is recommended that students complete the Foundations in the Psychology of Religion and Spirituality course prior to enrollment in this course. (PSY 713, 3 cr)

Positive Psychology
This course will provide a broad overview of this dynamic, new emphasis in the field of Psychology. Students will complete a variety of questionnaires, identifying their major strengths and levels of positive personality factors like optimism, hope, happiness, trust and forgiveness. Then, they will focus on ways to develop and maximize their strengths in their daily lives and relationships. (PSY 915, 3 cr)

Practicum
The focus of this experience is for the students to experience a broad and general integration of relationship and assessment skills, theoretical knowledge, case conceptualization, and the treatment orientations as they are expressed through the trainees’ work with actual clients. Trainees practice the assimilation of the historical foundations of practicing psychology with the use of research outcomes and empirically validated models. Additionally, students receive exposure to a diversity of clients. Students also enhance their ability for self-reflection and receive appropriate guidance provided by a qualified supervisor. The students will complete a carefully planned sequence of supervised practice and experience.

• PSY 571 Practicum I 2
• PSY 572 Practicum II 2
• PSY 573 Practicum III 2
• PSY 574 Practicum IV 2
• PSY 575 Practicum V 2
• PSY 576 Practicum VI 2
• PSY 577 Practicum VII 2
• PSY 578 Practicum VIII 2

(PSY 571 - 578, 2 cr)

Professional Development Seminar
Professional Development Seminars (PDS) provide a weekly forum for faculty and student interaction and professional development. Core faculty members serve as facilitators for a group of 8-10 students, all at similar levels of completion within the program. During a student's first term at Forest , he/she attends a PDS structured for orientation to the program. This PDS provides an opportunity for new students to get to know each other, start to form study groups and to share and support each other, and learn more about the structure of programs at Forest Institute. Subsequent PDS's provide timely information, support, mentoring, and advisement for students related to their professional, clinical, and academic development (e.g. internship placement process, clinical case conceptualizations, dissertations, and current research or developments in the field of clinical psychology). (PSY 541, 1 cr)

West

Stocks

Haslam

Fallone

Wood

Runyan

Parkhurst

Powers

Skrade

Franks

Professional Writing
The purpose of this class is to improve students’ academic and professional writing skills, especially as they pertain to class assignments and the master’s thesis and doctoral dissertation. Topics covered include organization, paragraph coherence and unity, sentence construction, conciseness, grammar, punctuation, editing and proofreading, and APA style.
(PSY 502, 3 cr)

Projective Assessment with Lab
The focus of this course is on projective assessment measures with an emphasis on tests such as the Rorschach Inkblot Test, the Thematic Apperception Test (TAT), and projective drawings. The course covers administration, scoring, and interpretation, including the theoretical foundations and historical perspective. The psychometric properties of each test are explored along with the calculation of ratios, percentages, and derivations for the Rorschach according to the Exner system; interpretation of the Thematic Apperception Test (TAT) according to Murray and Bellak; and clinical uses, diagnostic, and prognostic indicators of both tests. The student is expected to learn how factors such as organicity, anxiety, psychological adjustments, personality traits, culture, socioeconomic status, and occupational expertise affect the measurement and interpretations of test results. This course additionally has a mandatory lab that coincides with course material, in which students practice administration, scoring, and interpretation of projective test instruments.
(PSY 523, 4 cr)

Psychometrics
This course is an overview of test development, scaling, norming, reliability, validity, test theory, and factor analysis.
(PSY 910, 3 cr)

Psychopathology I
This course is the initial course in a two-term sequence. This course will focus upon the disorders of childhood and adolescence, affective disorders, anxiety disorders, impulse control disorders, sleep disorders, eating disorders, sexual disorders, gender identity disorders, substance-related disorders, adjustment disorders, and a brief overview of V-code diagnoses. The etiology, diagnosis, and treatment of these disorders will be studied. Emphasis will be placed upon helping trainees understand the history and development of the field of psychopathology. Emphasis will be placed upon learning to use the DSM-IV-TR (Diagnostic and Statistical Manual - Fourth Edition, Text Revision) in diagnosing psychological conditions. This course will concentrate on diagnostic criteria and the application of diagnosis in the practice of clinical psychology. (PSY 519, 3 cr)

Psychopathology II
This course is the second course in a two-term sequence. This course will focus on Axis I adulthood disorders including personality disorders (programs A, B, & C), delirium, dementia, amnestic disorders, schizophrenia, psychotic disorders, delusional disorders, dissociative disorders, somatization disorders, conversion disorders, pain disorders, body dysmorphic disorder, hypochondriasis, and factitious disorder. The etiology, diagnosis, and treatment of these disorders will be studied. Emphasis will be placed upon helping trainees understand the history and development of the field of psychopathology. Emphasis will be placed upon learning to use the DSM-IV-TR (Diagnostic and Statistical Manual - Fourth Edition, Text Revision) in diagnosing psychological conditions. This course will concentrate on diagnostic criteria and the application of diagnosis in the practice of clinical psychology. (PSY 520, 3 cr)

Psychopathology II Syllabus Section A
Psychopathology II Syllabus Section B

Psychopharmacology
This course provides an examination of psychoactive medications and their use in the treatment of mental and behavioral disorders. The therapeutic and side effects of these drugs on behavior, cognition, and emotions are addressed. The class also examines the historical psychopharmacological perspective, basic pharmacology underlying the use of medication, and recent research in the field. (PSY 505, 3 cr)

Report Writing
This course focuses on the development of increasing the student’s ability to interpret psychological test data from various psychological tests assessing intellect, personality, and emotional and social development and skills. Students begin to learn to formulate diagnoses and treatment recommendations, as well as to communicate findings, verbally and in writing, through both comprehensive and brief, to-the-point reports. Contents of this course include the essentials of writing integrated psychological evaluations regarding patients. Incorporated into the written psychological report are the clinical interview, reality testing and cognitive functioning, intellectual functioning, the source and nature of anxiety, impulse control and impulse control mechanisms, defensive structures, identity issues, interpersonal interaction, personality style, diagnosis, prognostic factors, and treatment recommendations for the individual who is being described. (PSY 553, 3 cr)

Report Writing - Powers
Report Writing - Davis

Research Design
In this course, students acquire the knowledge and skills they need to plan, conduct, and critically evaluate quantitative, qualitative, and evaluation research. The course provides an in-depth examination of the steps in planning a research project-i.e., identifying a topic; searching and reviewing the literature; defining a research problem and research questions/hypotheses; choosing appropriate research methods; and considering ethical issues in research. (PSY 510, 3 cr)

Research Seminar in MFT
This course provides an overview of the standard methods and assessment procedures used in MFT research, as well as a summary of key research findings that support the effectiveness of MFT practice. Building on the foundation of students' prior research classes, this course is designed to teach student how to examine research studies in the MFT field in a critical manner and be familiar with contemporary trends in MFT research. (MFT 5341, 3 cr)

Risk Assessment in Corrections
This course provides students with an introduction to the assessment of risk in criminal populations. The focus will be upon learning and scoring actuarial measurements, and presenting the results in a psychological report. The actuarial assessment will be used to make empirically informed decisions concerning the risk of reoffense among violent offenders and sexually violent offenders. These scales will anchor psychological assessments that are relevant in a legal, corrections, or another forensic context. (PSY 7002)

Social Psychology
The focus of this course is to provide a survey of classical and contemporary theories, including a historical perspective, as well as current research in social psychology. Topics include attitude formation and change, conformity, inter-group conflict, affiliation and attraction, and aggression. Links between social psychology and clinical practice are explored. Students are encouraged to examine and recognize the implications of their own world-view. Additionally, the course includes a selective review of current research in the field of social psychology. (PSY 513, 3 cr)

PSY513 Reading List

Special Issues: PTSD-Children and Adolescents
This course examines the theory, research, and practice of psychology with regard to posttraumatic stress disorder in children and adolescents. The salient issues of the PTSD, stress, trauma, and the concurrent conditions that affect children and adolescents will be discussed. Primarily, the focus will be to address the findings of childhood trauma instead of dealing with childhood PTSD by extrapolating from clinical and research work with adults. (PSY 6066, 1 cr)

Special Issues in Projective Assessment
This course addresses specific issues related to the utilization of the Rorschach Ink Blot in psychological testing. Specific attention will be given to scoring and advanced interpretation (Exner Comprehensive Scoring System). More specifically, the class will focus upon the clinical applicability of the Rorschach I relationship to difficult differential diagnosis such as Attention-Deficit Hyperactivity Disorder verses Bipolar Disorder, Psychosis verses Malingering, Post traumatic Stress Disorder, aggressive personalities and violent risk assessment (Conduct Disorder/Antisocial Personality Disorder), and various aspects of disordered thinking. There will also be an additional focus on defending the Rorschach (and other projectives) in the courtroom and expert testimony. (PSY 524, 3 cr)

Specific Interventions in Couple Therapy
This course is designed to assist the student in acquiring specific skills in working with couples. As such, it integrates the theories of marriage and family therapy into practical application within a clinical setting. By using the various theories of family therapy intervention, students will learn to develop specific interventions for couples, apply those interventions to couple problems, anticipate client reactions and conduct on-going assessment of client progress. Students will learn about the various stages of therapy—beginning, middle and termination. Students will also understand and anticipate first and second order changes.
(MFT 610, 3 cr)

Specific Interventions in Family Therapy
This course is designed to assist the student in acquiring advanced family therapy intervention skills. As such, it integrates the theories of marriage and family therapy into practical application within the clinical setting with specific problems often encountered in therapy. By using the various theories of family therapy, students will learn to develop and implement marriage and family therapy interventions, apply those interventions to specific marriage and family therapy problems (e.g., parenting concerns, ADHD, addiction, codependency, divorce adjustment, grief and trauma), anticipate client reactions and conduct ongoing assessment of client progress. Students will learn about the various stages of therapy—beginning, middle and termination. Students will also understand and anticipate first and second order changes. (MFT 862, 3 cr)

Statistics
This course provides students with the knowledge and skills they need to select statistical techniques that are appropriate for specific research problems, use computerized packages to conduct statistical analyses, and interpret and report the results of a statistical analysis. The focus of the course is on applied inferential and multivariate statistical techniques. (PSY 509, 3 cr)

PSY509 A Arikawa

PSY509 B Spray

Supervision and Management
This course focuses on integration of knowledge, skills, attitudes, and ethics of supervision. The content of this course focuses on developing the knowledge base, as well as supervisory and consultative skills necessary to become an effective supervisor. In this course, students develop a personal style of supervision and acquire the accompanying proficiencies necessary to perform this function. A careful analysis of the numerous variables that are present in the supervisory relationship will be undertaken to accomplish these goals. The characteristics of efficient use of time, a non-defensive attitude, willingness for risk-taking, and awareness of personal biases and limitation that are associated within the supervisory relationship will be examined. Empirical basis of the supervisory process is reviewed. (PSY 568, 3 cr)

Theories of Personality and Intervention
This course provides a comprehensive overview of the major theories of personality and approaches to clinical intervention. Approaches covered include psychodynamic, humanistic, cognitive-behavioral, and integrative psychotherapy approaches. The emphasis of the course is on the application of theories of personality development to the understanding of typical and atypical behavior and to intervention strategies. The historical origins of the major orientations and directions of the current field will also be discussed. (PSY 535, 3 cr)

Theory and Intervention: Interpersonal Psychotherapy
The focus of this course is the acquisition of the knowledge, attitudes and skills necessary to deliver basic interpersonal interventions. The history and origins of this approach, as well as, its’ theoretical structure and application will be addressed. Special attention will be given to the reciprocal nature of the treatment process, especially as it is expressed in the client-therapist interaction. Case conceptualization is a major venue through which trainees will be asked to demonstrate their understanding of the course material. (PSY 553, 3 cr)