Wiley Smith Department of Psychology, College of Arts and Sciences
Graduate Courses in Psychology (PSY)
James Denniston, Department Chair
PSY 5015. Research Seminar (1).F;S. A seminar on selected topics in research that allows students to gain experience related to all phases of empirical research, including review of relevant empirical literature, examination of appropriate research methods, and the dissemination process, including peer review, presentation, and publication. Course may be repeated up to four hours for credit.
PSY 5011. Teaching of Psychology (1).F;S. A course required of all graduate teaching assistants responsible for teaching one or more sections of PSY 1200 (General Psychology). Students will be introduced to alternative teaching approaches, guided in constructing tests, and provided information about teaching resources. Students' success in teaching will be evaluated. Graded on an S/U basis.
PSY 5020. Research Methods in Psychology (3).F. An examination of the procedures and principles involved with experimental, quasi-experimental, and other non-experimental research, including problem formulation, literature review, measurement issues, sampling, research design, data analysis, and report writing using APA format. Prerequisite: an undergraduate statistics course.
PSY 5030. Quantitative Methods in Psychology (3).S. This course continues the content of PSY 5020 and examines research/quantitative methods used in psychology. Students learn how to plan, structure, conduct and interpret statistical analyses. A written project is required. Prerequisite: PSY 5020.
PSY 5040. Applied Psychological Research and Evaluation (3).S. This course provides students with the opportunity to acquire skills necessary to perform independent research and evaluation in field settings. It continues the content of PSY 5020 for those students who will be employed in applied settings (e.g., schools, hospitals, and governmental agencies). Prerequisite: PSY 5020.
PSY 5045. Introduction to Human Resources and Professional Issues (3).F. This course provides an overview of the various human resource management functions in organizations, examines current issues that face human resource professionals, and helps to develop students' teamwork, interpersonal, presentation and professional skills. Students will get an opportunity to employ the science-practitioner model and develop solutions to current issues facing human resource professionals. (Same as MGT 5045)
PSY 5055. Leadership, Groups, and Teams (3).F. This course is designed to provide a broad perspective on leadership and teams in the fields of I-O psychology and human resource management. The course will be divided into two sections. The first section, on leadership, will examine both historical and contemporary views of leadership in organizations. The second section of the course, on work teams, will examine the dynamics that occur when individuals must work closely together toward a common goal. Students will examine the theory and research on teamwork and group dynamics, as well as the ways that teams are currently used and managed in today's organization. (Same as MGT 5055)
PSY 5065. Organizational Development (3).S. A study of the processes by which behavioral science knowledge and practices are used to help organizations achieve greater effectiveness. Emphasis on the nature, history, assumptions, strategies and models, intervention techniques, and ramifications of organizing development. (Same as MGT 5065.)
PSY 5070. Organizational Behavior Management (3).F. This seminar course will review current topics in the field of Organizational Behavior Management-Performance Management (OBM-PM). Readings and class discussion in Part 1 of the seminar will cover the application of the three-term contingency (ABC Analysis) and behavior analysis assessment issues. Part 2 of the seminar will focus on intervention strategies that have empirical evidence of their effectiveness in changing behavior in organizational settings. These include training, prompting, stimulus control, reinforcement, differential reinforcement, punishment, goal setting and feedback, and modeling. Part 3 of the seminar will allow the class to investigate recent topics in OBM (i.e., response generalization, establishing operations, resistance to change, rumors and gossip). Additionally, students will engage in an OBM related research project that will be developed into a Scholarly Product.
PSY 5207. Evolutionary Psychology (3).F;S. This course examines how human thinking, motivation, behavior, and social relationships can be understood from the perspective that many aspects of human behavior involve sets of processes designed by natural selection to solve adaptive problems faced by our evolutionary ancestors. Key topics may include: problems of survival, long-term mating, sexuality, parenting, kinship, cooperation, aggression and warfare, conflict between the sexes, status, prestige, social dominance, and how evolutionary theory can provide a unified approach to understanding the different branches of psychology. [Dual-listed with PSY 4207.]
PSY 5208. Forensic Psychology (3).F;S. This course will provide an in-depth study of the ways in which psychology and the law interact. It will include a study of the way in which researchers and mental health professionals contribute to legal issues as well as the ways in which research and mental health practice are governed by the law. [Dual-listed with PSY 4208.]
PSY 5300. Learning (3).F. A comprehensive survey of the methods, findings, and theories of classical and operant conditioning in human and non-human learning. Skills necessary to evaluate, integrate, and summarize significant empirical literature will be developed.
PSY 5310. Cognitive Processes (3).F. This course is designed to provide students with a practical understanding of the primary research topics in cognitive psychology. Specifically, students should acquire detailed knowledge of the human information processing system and the memory systems that support it.
PSY 5320. Biological Bases of Behavior (3).S. This course concerns biological processes related to behavior emphasizing relationships between brain and behavior. The fundamentals of neuroanatomical, neurophysiological and neurochemical correlates of behavior and mental processes are explored. Basic aspects of neuroscience as related to some mental illnesses and neurological disorders are discussed.
PSY 5330. Developmental Seminar (3).S. The purpose of this course is to expose graduate students to the major western theories of developmental psychology, to current research methodology, and to relevant developmental concepts. Students will gain a biographical and historical understanding of each theorist. A major goal of this course is for students to be familiar with recent research and modifications relating to the traditional developmental theories. In addition, graduate students in this course will have the ability to hone critical thinking skills and to engage in intellectual discourse through discussions.
PSY 5340. Seminar in Social Psychology (3).S. The course will include an historical account of social psychology, as well as a critical evaluation of current issues and research in the area.
PSY 5500. Independent Study (1-4).F;S.
PSY 5530-5549. Selected Topics (1-4).On Demand. A special topic may be offered depending upon student and faculty interest. Permission of the instructor required.
PSY 5552. Diagnosis and Psychopathology (3).F;S. Consideration of diagnostic practices of common psychological disorders, including symptom criteria, epidemiological data, with an emphasis on the acquisition of applied diagnostic skills. Content will often include a study of the origin, development, and manifestations of psychological and causal models with empirical support. Prerequisite: PSY 2212 (Abnormal Psychology) or permission of the instructor.
PSY 5555. Advanced Educational Psychology (3).On Demand. This course provides an advanced examination of research-based psychological concepts, principles, and theories that are relevant to teaching and learning, with particular emphasis on biological, cognitive, and psychosocial development; cognitive and behavioral learning theories; and individual and group differences.
PSY 5562. Psychology of Adulthood and Aging (3).F;S. Overview of the Psychology of Aging, with coverage of sensory, cognitive, and socio-emotional changes relevant to applied professions. Emphasis will be on applications of existing theory and research, and on encouraging an understanding of how to understand and interact with adults of all ages. Graduate students will be expected to become involved in an area of research. [Dual-listed with PSY 4562.]
PSY 5565. Adolescent Psychology (3).On Demand. An examination of the physical, intellectual, and emotional changes that occur during adolescence. Relationships among physical development, mental growth, adolescent interests, personality, and social consciousness, will be explored.
PSY 5583. Health Psychology and Behavioral Medicine (3).F. This course offers a broad overview of health psychology and behavioral medicine to clinical health psychology graduate students or graduate students in an allied health field. This course represents a bio-psycho-social-spiritual approach to integrating evidence-based psychological services to treat medical patients in integrative health care settings (behavioral medicine) as well as interventions to individuals or communities to prevent the development or progression of medical diseases (health psychology). Students will gain an overview of psychologists' roles in the U.S. health care system and how to modify behavior in clinical or public health settings to prevent/treat the leading causes of morbidity/mortality for U.S. citizens (e.g., heart disease, diabetes, chronic pain, obesity, etc.). This course will entail didactic learning through seminar-style discussion of select readings, clinical skills training necessary for psychologists in integrative health care settings, and intensive research of a health psychology topic embedded within a bio-psycho-social-spiritual model via individual/small group study.
PSY 5584. Community Psychology (3).F. This course provides an overview of the methodology, theory and application of the community psychology perspective to community mental health practice. The course focuses on both theoretical and methodological foundations of community psychology practice with an emphasis on rural environments. We will also consider the moral, legal, and ethical ramifications of community-level interventions.
PSY 5593. Biofeedback (3).On Demand. This course will review the historical background of biofeedback, stressing biofeedback as an aid in stress management, in the treatment of psychosomatic disorders and muscle relaxation, and in the physiological basis of self regulation. Students will have the opportunity to become familiar with the application of the EMC, ST trainer and other biofeedback instrumentation through demonstration and practice. Ethical issues are explored.
PSY 5610. Advanced Experimental Psychology (3).On Demand. A critical study of the major experimental findings and of research methodology in contemporary psychology. Emphasis will be placed upon problems in human learning and cognition.
PSY 5655. Contemporary Issues in Psychology (3).On Demand. An investigation and discussion of psychological phenomena using scientific methodology and empirical research to evaluate causal claims, evaluate research, assess validity and engage in critical thinking. A focus of the class will be the use of empirical research literature, as well as oral and written assignments to improve reasoning skills in order for students to become more critical consumers of information from both academic and popular sources. Topics will span multiple areas of psychology. Prerequisite: PSY 3100 (Research Methods in Psychology) or permission of the instructor.
PSY 5660. Staffing (3).F. A study of techniques used in employee selection and placement. Emphasis is on job and task analysis and the application of psychology in recruitment, biographical data, interviewing, work samples, assessment centers, rating scales, and testing. (Same as MGT 5660.)
PSY 5661. Performance Management (3).S. The study of methods used to describe and measure work behavior. Specific attention is given to developing competencies in job analysis and performance management in order to facilitate the evaluation of employee contributions to organizational success. (Same as MGT 5661.)
PSY 5671. Training and Development (3).S. A study of the roles, functions, and skills of human resource development professionals. Consideration given to such topics as the philosophy and psychology of HRD, the design and implementation of training and development programs, and the major program areas and organizational settings for HRD. (Same as MGT 5671.)
PSY 5672. Advanced Organizational Psychology (3).F. An examination of theory and research focused on individual and social processes in organizations. Topics include organizational research methods, job attitudes, mood, work stress, motivation, leadership, work groups and teams, prosocial behaviors, organizational culture and climate, and organizational theory and structure. (Same as MGT 5672.)
PSY 5700. Cognitive Assessment (3).F;S. A practice-based study of the development, standardization, and interpretation of a variety of cognitive and developmental measures including the Wechsler Scales and selected other individually administered psychometric instruments. Supervised practice in administration, scoring, and interpretation is provided.
PSY 5701. Personality Assessment (3).S. A survey of the underlying theory, reliability, validity, and utility of several individually-administered personality assessment devices. Practice in administration, scoring, interpretation and report writing is included. Prerequisites: PSY 5700 and PSY 2212 (Abnormal Psychology) or equivalents.
PSY 5702. Psychoeducational Assessment for Intervention I (3).F. As the first in a two-course sequence, this course introduces students to the foundations of psychoeducational assessment, including psychometrics and measurement; legal, ethical, historical, family, and diversity issues; and various methods and models for assessing students within the school context. Students will demonstrate competency in the administration, scoring, and interpretation of results of the most commonly used tests of academic achievement and learn to integrate results into comprehensive written reports with associated recommendations for interventions. Emphasis will be placed on the application of assessment data to address academic needs. Practice laboratory sessions are required. Prerequisite: admission to the School Psychology graduate program.
PSY 5703. Psychoeducational Assessment for Intervention II (3).S. As the second in a two-course sequence, this course extends students' knowledge and skills in school-based assessment for intervention. Students will have the opportunity to learn historical and theoretical foundations of intelligence as well as characteristics of and methods of assessing various educational disabilities. Students will demonstrate competency in the administration, scoring, and interpretation of results of the most commonly used measures of cognitive abilities, perceptual-motor integration, and adaptive behaviors and learn to integrate assessment data from multiple measures into comprehensive written reports with associated recommendations for interventions. Emphasis will be placed on the integration of assessment skills and methods attained during PSY 5702, Psychoeducational Assessment for Intervention I, as well as the application of assessment data to address instructional problems. Practice laboratory sessions are required. Prerequisites: PSY 5702
PSY 5704. Emotional/Behavioral Assessment for Intervention (3).S. This course examines current models and methods of school-based assessment of the emotional, behavioral and social functioning of children and adolescents, as well as pertinent legal, ethical, historical, family, and diversity issues and relevant federal and state regulations. Supervised practice with a school-based case will be provided, and students will learn to integrate emotional-behavioral assessment results into a comprehensive written report with associated recommendations for interventions. Corequisite: PSY 5902, Practicum II (School Psychology).
PSY 5705. Psychotherapy: Foundations and Ethics (3).F;S. This course involves learning fundamental clinical skills including interviewing and basic clinical interventions. Legal and ethical principles in the practice of psychology are considered.
PSY 5713. Child Psychopathology (3).F. A critical evaluation of the development of common psychological disorders in children and adolescents. The emphasis will be on developing skills in differential diagnosis and understanding current research on etiology.
PSY 5714. Psychotherapy Interventions I (3).S. A critical evaluation of the current major approaches to and research concerning psychotherapeutic behavior change with adults. A systematic review of empirically verified treatments for the most prevalent disorders will be provided.
PSY 5715. Psychotherapy Interventions II (3).S. A critical evaluation of the current treatments for bipolar disorder, schizophrenia, trauma-based disorders, personality disorders, and sexual dysfunctions. The empirical literature will be reviewed, and students will have the opportunity to learn to apply empirically verified treatment techniques for these disorders.
PSY 5716. Interventions for Children and Adolescents (3).S. The main emphasis in the class will be on developing the necessary knowledge to effectively implement empirically supported interventions for children and adolescents in clinical and school settings. An in-depth review of the treatments for the most common childhood disorders will be provided.
PSY 5717. Assessment and Intervention Planning for Special Populations (3).On Demand. Advanced study of effective problem-solving, psychoeducational assessment, and intervention planning for such special populations as preschoolers, English language learners, and children with autism. Pertinent legal, ethical, and diversity issues and relevant federal regulations will be examined.
PSY 5800. Applied Behavior Management (3).S. An advanced study of the philosophy, principles and procedures of applied behavior analysis and a review of selected research. Practical, ethical, and legal constraints on behavioral interventions are considered. Research conducted in institutional, educational and home settings is emphasized. Prerequisite: PSY 3100 (Research Methods in Psychology) or permission of the instructor. [Dual-listed with PSY 4700.]
PSY 5810. Functions and Ethics of the School Psychologist (3).F. As an introduction to the profession of school psychology, this course reviews historical foundations, current practices, and emerging models in the field. Students critically consider current roles and functions of school psychologists, relevant state and federal laws and regulations, important ethical and professional issues, and the school psychologist's relationships with parents, students, other school personnel, and relevant community resources. The course is designed to be a catalyst in the development of the student's professional identity as a school psychologist. Prerequisite: admission to the School Psychology graduate program.
PSY 5820. Multi-tiered Prevention and Intervention (3).F. This course prepares students to use an evidence-based problem-solving process within a multi-tiered, school-based system of behavioral and academic supports, with a focus on prevention and early intervention. Students learn how to collaborate effectively with others to facilitate organizational change that promotes positive academic, behavioral, and mental health functioning of diverse populations in the schools and are trained in crisis prevention and preparedness using a curriculum developed by the National Association of School Psychologists. Prerequisite: admission to the School Psychology graduate program.
PSY 5901. Practicum I: School Psychology (3).On Demand. This course is limited to graduate students in school psychology. The student will be placed in a public school setting one full day a week under professional supervision (both on site and in the university classroom). A minimum of 135 supervised clock hours must be completed. Tasks accomplished are commensurate with level of training. Graded on an S/U basis.
PSY 5902. Practicum II: School Psychology (3).On Demand. This course is limited to advanced graduate students in school psychology. The student will be placed in a public school or equivalent setting based on background and needs. Students work under on-site supervision and must attain a minimum of 135 supervised clock hours. Tasks accomplished are commensurate with level of training. Graded on an S/U basis.
PSY 5904. Practicum I: Clinical Psychology (3).S. Students will train in a professional mental health or medical setting for the equivalent of one day per week. Supervision is provided on-site by staff psychologists or other professionals. Weekly class meetings supplement the on-site training to provide additional group supervision as well as coverage of professional issues.
PSY 5905. Practicum II: Clinical Psychology (3).F. Students will train in a professional mental health or medical setting for the equivalent of one day per week. Supervision is provided on-site by staff psychologists or other professionals. Weekly class meetings supplement the on-site training to provide additional group supervision as well as coverage of professional issues.
PSY 5906. Practicum III: Clinical Psychology (1-3).On Demand. Practicum experience is available to students in the MA program in Psychology: Clinical track. Students will train in a professional mental health or medical setting. Supervision is provided on-site by staff psychologists or other professionals. Weekly class meetings supplement the on-site training to provide additional group supervision as well as coverage of professional issues. Prerequisite: permission of the program director.
PSY 5989. Graduate Research (1-9).F;S. This course is designed to provide access to University facilities for continuing graduate research at the master's and specialist's levels. Graded on an S/U basis. PSY 5989 does not count toward a degree.
PSY 5998. Thesis Proposal (1-3).F;S. Graded on an S/U basis.
PSY 5999. Thesis (3).F;S. Graded on an SP/UP basis until the thesis has been successfully defended and received final approval, at which time all grades will be changed to S. Prerequisite: PSY 5998.
PSY 6620. School-Based Consultation (3).S. For school psychologists, counselors and other human service personnel in various fields who deal with parents and/or teachers in a consultative and educational capacity. The course will include a review of consultation models and theories of both a group and triadic nature. It will also provide an opportunity for role play which reflects actual consulting situations. Emphasis will be placed on concerns related to academic deficit, behavioral problems in the school and home, and family stress. (Same as HPC 6620.)
PSY 6621. Advanced Consultation (3).S. This course provides advanced training that focuses on building fluency in (a) consultation skills, (b) functional assessment that is linked directly to intervention, and (c) evidence-based interventions for social/behavioral concerns. Prerequisites: PSY/HPC 6620 or PSY 5800 or permission of the instructor.
PSY 6900. Internship (1-6).F;S. Internships are required for students in the Clinical Psychology and School Psychology programs and are an option for students in the Industrial- Organizational Psychology and Human Resource Management (I/O-HRM) program. The requirements are listed below. Graded on an S/U basis.
- Clinical Psychology: Placement in a mental health setting practicing psychology to include experience administering psychological evaluations, individual or group psychotherapy and behavior change, and consultation with relevant professionals and community agencies, supervised by a psychologist. Students must complete a minimum of 600 hours and many sites require 1,000+ hours. Prerequisite: approval of the internship instructor and the Clinical Health Psychology program director. Graded on an S/U basis. May be repeated for a total credit of six semester hours.
- School Psychology: Placement in a school setting under appropriate professional supervision for 1,200 hours, on a full-time basis over two consecutive semesters (6 credit hours per semester), or on a half-time basis over four consecutive semesters (3 credit hours per semester); to include experience with psychoeducational problem solving and assessment; individual and group counseling; collaborative consultation with parents, teachers, interdisciplinary teams, and community agencies; behavior change strategies; in-service training; and applied research. Successful completion of the internship is required of all students enrolled in the School Psychology program. Graded on an S/U basis.
- Industrial/Organizational-Human Resource Management: Placement in an applied setting in which students can gain experience in various aspects of human resource management and development. Students will develop skills in personnel selection and placement, performance, appraisal, attitude measurement, motivation of employees, training and development of change within organizations. Student should enroll in MGT 5900 and are expected to complete a minimum of 400 hours over a period of ten weeks. Graded on an S/U basis.