WilliamJamesCollege CourseCatalog

Fall2016-Summer2017

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WilliamJamesCollege

CourseCatalog

TableofContentsExecutiveCoaching…………………………………………………………………………………………………………………..…………2AppliedBehavioralHealth………………………………………………………………………………………………………………….4ClinicalMentalHealthCounseling……………………………………………………………………………………………………….6SchoolPsychologyMasterofArts&CertificateofAdvancedGraduateStudies…………………………………...15OrganizationalPsychologyMasterofArts…………………………………………………………………………………………..23ClinicalPsychology(Psy.D.)………………………………………………………………………………………………………………..26SchoolPsychology(Psy.D.)………………………………………………………………………………………………………………….47LeadershipPsychology(Psy.D.)…………………………………………………………………………………………………………..51College-WideConcentrations………………………………………………………………………………………………………………55

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ExecutiveCoachingGraduateCertificate

CP600-Institution,Program,andDistanceLearningOrientation 0CreditsRequiredonsiteorientationforallExecutiveCoachingstudentsEC500-ExecutiveCoaching;Principles,TheoryandPractice 3CreditsThiscourseexaminestheoriesandpracticeswithinthefieldsofpsychology,organizationalbehavior,businessandotherrelevantfieldsastheyrelatetothepracticeofexecutivecoaching.Wewillexplorecoachingcompetencies,professionalethicsandmodelsofexecutivecoaching.Studentswillpracticebasiccoachingskills.EC525-AssessmentinExecutiveCoaching 3CreditsThiscoursepreparesthestudenttoplan,implement,and/orevaluatetheresultsofanassessmentforanexecutivecoachingintervention.Thestudentwillalsobepreparedtoworkinpartnershipwithaleaderandtheleader’sorganizationtocontractfortargetedresultsandtheguidelinesforacoachingintervention.Itintroducesthevarietyofassessmentmethodsthatarecommonlyusedtounderstandtheleaderandthesysteminwhichtheleaderworksfromahistorical,normative,andsocialperspective.Methodsofstructuredinterviews,standardizedsurveys,360-degreefeedbackinstrumentsandinterviews,andotherorganizationalassessmentsareintroducedandapplied.Studentsareencouragedtotakeadditionalcontinuingeducationworkshopsonspecificinstrumentsandassessmentmethodstofurthertheireducationanddevelopment.Pre-requisite:EC500.

EC561-PracticeSeminarinExecutiveCoaching 2CreditsThisseminarisdesignedtosupportGCECstudentsintheirprofessionaldevelopmentexecutivecoaching.Consistingofbothfacetofaceclassroomhours(20hours)andonlinediscussion(7hours),studentsstudytopicsrelevanttoallaspectsofcoachingpractice.Topicsinclude:emotionalintelligenceforcoaches,developingyourowncoachingmodel,thebusinessofcoaching,andorganizationalthinkingforcoaches.Facultymeettodeterminetopicsrelevanttothecurrentcohort,andasurveyofpossibletopicsisdistributedamongstudentsinthefallsemestertogaugetheirinterests.TheseminarssupplementfirstsemestercourseworkandprovideadeeperexplorationintotopicscoveredinEC500,EC525,EC565.Co-requisite:ORGEC571. EC565-ExecutiveCoachingSkillsandTechniques 3CreditsThispractice-orientedcoursefocusesonapplyingcoachingskillstoeffectivelydevelopleaders.Studentswillpracticecoachingusingscenariosbasedonrealcoachingexperiencesincorporationsandnon-profitorganizations.Studentswillgainanunderstanding,throughpractice,oftheuniquechallengesofcoachinginorganizations.ThecoursefocusesongainingexpertiseintheICFcoachingcompetencies:ethicallymanagingthecoachingagenda,creatingandmaintainingrelationships,communicatingdirectlyandeffectively,facilitatinglearningandachievingresults.Studentswillbeexposedtoavarietyofcoachingscenarios,andwillunderstandthecomponentsofastructuredcoachingengagement. EC571-ExecutiveCoachingPracticum 4Credits

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Anessentialelementoflearningeffective,professionalexecutivecoachingisthesupervisedpracticalapplicationofitscorecompetencies.Inthis4creditpracticum,studentsworkwithamanager,executiveorleaderwhoisseekingcoachingforprofessionaldevelopment.Studentswillmaintainnotesoftheircoachingsessionsandajournaloftheirplans,reactions,andlearningfromcasesundersupervision.Studentsmeetregularlywithanexperiencedmasterexecutivecoachonanindividualbasisandparticipateinpeer-supervisionsessions.Peersupervisionsessionsareconductedintheweekendresidenciesundertheguidanceofthepracticuminstructor.Peers(andtheinstructor)providefeedbackandsuggestionstosupplementtheexpertguidanceofthemastercoachsupervisor.Supervisionsessionsarefocusedontheapplicationofallprogramcoursematerialaswellasstudents’ownunique,developmentneedasprofessionalexecutivecoaches.Peerswillprovidefeedbackandsuggestionstosupplementtheexpertguidanceofthemaster-coachpracticumsupervisor.

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AppliedBehaviorAnalysisMasterofArtsPS501-ConceptsandPrinciplesofAppliedBehaviorAnalysis 3CreditsThisfirst-yearcoursewillintroducestudentstotheconceptsandprinciplesofbehavioronwhichthedisciplineofappliedbehavioranalysiswasfounded.Topicsofstudywillincludethehistoryanddimensionsofappliedbehavioranalysis,definingandmeasuringbehavior,behaviorchange,andtheroleofthebasicprinciplesofbehavior(positiveandnegativereinforcement,punishment,stimuluscontrol,andmotivatingoperations)inestablishingnewbehavioranddecreasingproblembehavior.PS507-AutismandDevelopmentalDisabilities 3CreditsThiscourseaddressessomeconceptual,methodological,andclinicalissuessurroundingthebehavioranalytictreatmentofautismspectrumdisorder(ASD)andrelateddevelopmentaldisabilities.Topicsinclude:behavioraltheoryofautism,systemsapproachestoautismtreatment,languageinterventionsandverbalbehavior,jointattention,behavioralcusps,earlyintensivebehavioralintervention,evidencebasedtreatment,anddistinctionsbetweenbehavioranalyticapproachestoautismtreatmentandotherapproaches.PS508-RadicalBehaviorismforPractitioners 3CreditsThiscourseisdesignedtointroduceABAteachers,cliniciansandpractitionerstoradicalbehaviorism,thephilosophyofscienceofbehavioranalysis.Inthiscourse,studentswillreviewbasicassumptionsaboutthenatureofbehavior,includingthephilosophicalpositionsoffreewillanddeterminism.Significantemphasiswillbeplacedonverbalbehavior,andtheproblemsthatcanarisewhenABApractitionersareconfrontedwithmentalisticexplanationsofbehavior,Studentswillalsoexploremorecomplexconceptualissues,suchasknowledgeandunderstanding,purposeandintention,problemsolving,reasoning,creativity,culture,ethics,rightsandvalues,inwaysthatillustratehowtheyareimportanttopractitionersintheireverydaywork.Thehistoricalperspectiveofhowradicalbehaviorismevolved,andhowitcomparestootherconceptualsystemswillalsobereviewed.PS509-PracticumSeminarI 2CreditsThepracticumseminarsIandIIaccompanythesupervisedpracticuminABA.Thisseminarallowsstudentstohaveaforumtointegratethetheoryandresearchtheyarelearningintheircourseworkwiththeiron-goingsupervisedclinicalpracticum.Thisseminarprovidesthestudentswiththeopportunitytofurtherdevelopclinicalassessmentandinterventionskillsastheyseekconsultationandfeedbackfromtheinstructorandfromtheirclassmates.Casepresentationsandpresentationswhichillustratehowacurrentclinicalexperienceisbestexplainedbytheresearchandscholarshipbeingstudiedthroughoutthecurriculumisamainstayofthisseminar.PS510-PracticumSeminarII 2CreditsThepracticumseminarsIandIIaccompanythesupervisedpracticuminABA.Thisseminarallowsstudentstohaveaforumtointegratetheoryandresearchtheyarelearningintheircourseworkwiththeiron-goingsupervisedclinicalpracticum.Thisseminarprovidesthestudentswiththeopportunityto

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furtherdevelopclinicalassessmentandinterventionskillsastheyseekconsultationandfeedbackfromtheinstructorandformtheirclassmates.Casepresentationsandpresentationswhichillustratehowacurrentclinicalexperienceisbestexplainedbytheresearchandscholarshipbeingstudiedthroughoutthecurriculumisamainstayofthisseminar.PS513-SupervisedInternshipinABA 1CreditThesupervisedinternshipinABAwillinvolveatleast20hoursperweekofworkinasupervisedclinicalpractice,educational,orresearchsetting,inwhichproceduresbasedonbehavior-analyticprinciplesareimplemented.StudentswillbedirectlysupervisedbyaBoardCertifiedBehaviorAnalystfor2hoursperweek;supervisionwillconsistofdirectobservationandweekly1:1orgroupmeetings.Thesupervisee’sprimaryfocusshouldbeacquiringnewbehavior-analyticskillsrelatedtotheBACBFourthEditionTaskListasappropriate.PS514-SupervisedInternshipinABA 1CreditThesupervisedinternshipinABAwillinvolveatleast20hoursperweekofworkinasupervisedclinicalpractice,educational,orresearchsetting,inwhichproceduresbasedonbehavior-analyticprinciplesareimplemented.StudentswillbedirectlysupervisedbyaBoardCertifiedBehaviorAnalystfor2hoursperweek;supervisionwillconsistofdirectobservationandweekly1:1orgroupmeetings.Thesupervisee’sprimaryfocusshouldbeacquiringnewbehavior-analyticskillsrelatedtotheBACBFourthEditionTaskListasappropriate.

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ClinicalMentalHealthCounselingProgram

CC524–Diversity,DifferenceandInclusion3CreditsThiscourseexamines the interactionbetweensocio-culturalvariablesandmentalhealth.Studentswilllearn frameworks for understanding and working with persons from diverse backgrounds and willexaminecloselyhowtheirownbackgroundandbiasescan impact theircapacity toproviderespectful,competent,andeffectivecounselingservices.CD501-CareerCounseling 3CreditsThiscourseisdesignedtoteachthetheoreticalframeworkofcareercounseling,andintroducethebasiccounselingtoolsusedinthecareercounselingprocess.Thecoursewillpresentmajortheoriesofcareerdevelopment, introducesourcesofoccupational information,and introduceprinciplesofassessment incareercounseling.Theimpactofdiversityanddifferenceoncareerdevelopmentandchoices,aswellasthecareercounselingprocess,willalsobeexplored.Topicswillinclude:theroleofinterests,skills,valuesandpersonality inthecareerdevelopmentprocess;social,cultural,andfamily influencesonthecareerdevelopment process; career development across the lifespan; and obtaining information about thenature of the job market and specific occupations. Recommended for students in all CounselingDepartmentprograms,as itmaybea requirement for licensureascounseloroutsideofMassachusetts(whereitisnotarequirement).Pre-requisites:CX510andPA530. CM610–AdvancedTopicsinCommunityMentalHealth 3CreditsThiscoursepreparesstudentsforpracticinginCommunityMentalHealthsettingsbyfamiliarizingthemwithhistoricalperspectivesandcontemporaryissuesrelevanttopracticeandservicedelivery.Studentswilldeepentheirunderstandingofcurrentandemergingtrendsincommunitymentalhealth.Thecoursesolidifies students’ understanding of evidence based practices and prepares them for the process ofselecting, designing and implementing interventions for the provision of efficacious mental healthservices within community settings. The course will expose students to key state, federal andprofessional resources, funding, and regulatory issues. Amajor objective of the course is to apply thelearning to the writing of a hypothetical funding proposal and the process of proposal review. Theapproach aims to prepare students to apply knowledge onto practice as they would in their role ofbeginningcommunitymentalhealthpractitionerandfutureprogramdesigner,supervisorormanager.CN501–ClinicalSkillsandPracticumI 4CreditsThis course provides students with a forum for integrating their Classroom learning with their fieldexperience.TheCourseintroducesstudentstobasiccounselingskillsaswellastheintakeinterviewandmental statusexam; the class is largelydevoted to learningandpracticing these skills.Course contentwill also address, as needed: ethics, psychopathology, psychological theory, and the role of the self incounseling. In addition, students will be in the field for the first part of a practicum that requires aminimumtotalof360hours,with90hoursofdirectclientservices.Duringthefirstsemester,studentswillbeobservingandhavinglimitedinteractionwithclientsundersupervision.CN502–PracticumII 3Credits

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This course provides students with a forum for integrating their classroom learning with their fieldexperiences.Thecourseintroducesstudentstobasiccounselingskillsaswellastheintakeinterviewandmentalstatusexam; theclass is largelydevoted to learning,andpracticing theseskills.Coursecontentwillalsoaddress,asneeded:ethics,counselingtheory,andtheroleoftheselfincounseling.Inaddition,studentswillbeinthefieldforthefirstpartofapracticumthatrequiresaminimumtotalof360hours,with90hoursofdirectclientservices.Duringthefirstsemester,studentswillbeobservingandhavinglimitedinteractionwithclientsundersupervision.CN520–Psychopathology 3CreditsThiscourseprovidesanin-depthsurveyandunderstandingofmentaldisorders.Theoverallobjectiveofthecourseistoenablestudentstoappropriatelydiagnosemaladaptivebehaviorandpsychopathology,aswell as the development of appropriate treatment planning. The course emphasizes research as itpertains to empirically-based treatments for a varietyofmentalhealthdisorders through the lifespan.Attention is paid todevelopmental trajectories (i.e., theways inwhich earlydevelopment affects laterfunctioning). Additionally, issues of diversity and ethics as they relate tomental health diagnoses andtreatment are discussed. Diagnostic criteria are drawn primarily from the DSM and ICD with somecontributionfromotherculturallyappropriatesources.CN601–MentalHealthCounselingInternshipI 4CreditsTheinternshipexperienceintendstoprovidestudentswithexposuretoclientsinmentalhealthsettingswhere more specific skills working with treatment populations can be practiced. Instruction occursthroughsubstantivehands-onexperience,anddidacticandexperientialtraining.Thisisthefirstoftwocourses that will total a minimum of 600 field hours at a mental health site. Studentsmust attend aweekly2-hourclinicalseminarthatwillincludeadidacticcomponentandgroupsupervision.Thisgroupsupervisionisinadditiontothegroupsupervisionprovidedbyanapprovedsupervisoronsite.StudentsmusthaveanapprovedsiteplacementbytheAssociateDirectorofFieldEducationpriortotheadd/dropdate in order tobe registered for the course. The seminar componentwill help studentsdeepen theirclinicalworkwithaparticularfocusonthetherapeuticrelationship,integratingtheorywithintervention,considering an array of therapeutic tools while appreciating multicultural and individual differences,evidence-basedpractice,ethicalstandardsandprofessionalism.

CN602 – Mental Health Counseling Internship II 4 Credits

Theinternshipexperienceintendstoprovidestudentswithexposuretoclientsinmentalhealthsettingswheremorespecificskillsworkingwithtreatmentpopulationscanbepracticed.Instructionoccursthroughsubstantivehands-onexperience,anddidacticandexperientialtraining.Thisisthesecondoftwocoursesthatwilltotalaminimumof600fieldhoursatamentalhealthsite.Studentsmustattendaweekly2-hourclinicalseminarthatwillincludeadidacticcomponentandgroupsupervision.Thisgroupsupervisionisinadditiontothegroupsupervisionprovidedbyanapprovedsupervisoronsite.StudentsmusthaveanapprovedsiteplacementbytheAssociateDirectorofFieldEducationpriortotheadd/dropdateinordertoberegisteredforthecourse.Theseminarcomponentwillhelpstudentsdeepentheirclinicalworkwithaparticularfocusonthetherapeuticrelationship,integratingtheorywithintervention,consideringanarrayoftherapeutictoolswhileappreciatingmulticulturalandindividualdifferences,evidence-basedpractice,ethicalstandardsandprofessionalism.

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CO500–Consultation,Collaboration,andCommunityPartnerships 3Credits This course focuses on basic concepts and theoretical models of consultation and collaboration, as ameansofprovidingeffectiveindirectmentalhealthservices,socialinterventionandwilldrawprimarilyon theory and research from community, clinical, and school settings. Distinctmodels (mental health,behavioral, organizational)will bedescribed and compared. Studentswill be exposed to, andbegin topractice, steps in a systematic problem-solving process. Specific issues related to consultation andcollaborationwill be addressed, including ethical issues, preventionempowerment, anddiversity. Pre-requisites:CS500,CS501andCX510. CP501–OrientationtotheProfessionanditsPractice 0CreditsThisnon-creditshortcourseprovidesanorientationtoimportantconceptsandskillsthatserveasabasisfortheinitiationofprofessionaltrainingandearlyclinical/professionalpractice.Requiredofallenteringstudents.CS500–PracticumSeminarI:HelpingRelationshipsI 2CreditsThis course is linked to students’ first-semester practicum and provides them with a forum forintegratingtheirclassroomlearningwiththeirfieldexperiences.Thecourseintroducesstudentstobasiccounselingskillsaswellastheintakeinterviewandmentalstatusexam;theclassis largelydevotedtolearningandpracticingtheseskills.Coursecontentwillalsoaddress,asneeded:ethics,psychopathology,psychologicaltheory,andtheroleoftheselfincounseling.Openonlytostudentsinthemaster’sprograminCounselingPsychologyorForensicandCounselingPsychology.Co-requisite:FP511.CS610–InternshipSeminarI 2CreditsThiscourseislinkedtostudents’firstsemesterofinternshipandhelpsthemcontinuetointegratetheirongoingclinicalexperienceswiththeirclassroomlearninganddevelopingidentitiesasprofessionalcounselors.Theclasswillprovideaforumtoexploreissuespertainingtodiagnosis,caseconceptualizationandintervention,therapeuticallianceandprocess,integrationoftheoryandpractice,aswellasprofessionalidentitydevelopmentandethicalstandards.Thecommonfactorsofpsychotherapyandtheemergenceofevidenced-basedpracticewillalsobediscussed.Theimportanceofunderstandingtheimpactofdifferenceanddiversitywillbeunderscoredthroughoutthecourse.Studentswillhavetheopportunitytopresenttheircasesandfurthertheirexperientiallearningoftheconsultinggroupmodel.Openonlytostudentsinthemaster’sprograminCounselingPsychology.Pre-requisite:CS501andFP512;co-requisite:FP611.CX510–TheoriesofCounselingandPsychotherapy3CreditsThiscourseintroducesstudentstothemajortheoreticalmodelsforunderstandinghumanbehaviorandthe most influential contemporary approaches to treating its dysfunction. Among the viewpointsexamined are the psychodynamic, behavioral, cognitive-behavioral, humanistic/phenomenological,systemic,feminist,andcommonfactorsapproaches.Afterreviewingtheseinhistoricalandsocio-culturalperspective,studentswillexaminetheirowntheoreticalapproachtocounseling.ET601–PracticalApproachesinExpressiveArtsTherapy 3CreditsThis course provides an introduction to the history, philosophy and theory of expressive therapy.Students will learn about the creative process as it relates to each modality such as: art,

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dance/movement, drama, psychodrama and music. Students will learn about integration and theinterrelatednessoftheartsinexpressivetherapy.ET640–PsychodramaandDramaTherapy 3CreditsThis is a studio class design to help students gain an experiential and theoretical understanding ofExpressive Arts Therapy by engaging with multi-modal arts. Students will be exposed to media andtechniques to develop competencies in arts-based approaches to expressive therapies. Pre-requisite:ET601.ET650–AdvancedExpressiveTherapies:TheoryandPractice 3CreditsThis is a studio class design to help students gain an experiential and theoretical understanding ofExpressive Arts Therapy by engaging with multi-modal arts. Students will be exposed to media andtechniques to develop competencies in arts-based approaches to expressive therapies. Pre-requisite:ET601.FP521–CounselingPracticumI 0CreditPlannedandorganizedclinicalexperienceinanapprovedsetting,aminimumof12to16hoursperweekfor15weeks.Co-requisite:CS500. FP614–ForensicInternshipI 3CreditsPlannedandorganizedclinicalexperienceinanapprovedsetting,aminimumof20to24hoursperweekfor15weeks.Pre-requisiteFP512;co-requisite:FS620.FP615–ForensicInternshipII 3CreditsPlannedandorganizedclinicalexperienceinanapprovedsetting,aminimumof20to24hoursperweekfor15weeks.Pre-requisiteFP614;co-requisite:FS621.FP625-CounselingInternshipII 0CreditsPlannedandorganizedclinicalexperienceinanapprovedsetting,aminimumof20to24hoursperweekfor15weeks.Pre-requisiteFP624;co-requisite:CS611.FS501-SexOffenderEvaluationandTreatment 3CreditsThiscourseintroducesstudentstotheassessmentandtreatmentofsexoffendersandincorporatespsychological,criminological,socialandlegaltheoreticalmodelsusedinunderstandingthevarioustypesofsexoffenders.Thiscoursewillalsoprovidestudentswithriskassessmentandpreventionmodelsfortreatmentaswellascurrentevidencebasedtreatmentsforthispopulation.Controversiesregardingassessmentandtreatmentoftheseoffenderswillbeexamined,aswellaspertinentissuesrelatedtogender,age,andculture.Openonlytostudentsinthemaster’sprograminForensicandCounselingPsychology.Pre-requisite:PY522.FS611–CriminalBehavior 3CreditsThis course will provide an introduction to several of the most prominent psychological theories ofcriminalandaggressivebehavior.Historicalconceptionsofcriminalbehaviorwillbeexploredandleadtocontemporary theoretical conceptualizations that cover behavioral, social learning, cognitive,

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psychoanalytic,psychodynamic,developmental,biologicalandsocioculturalperspectives.Topicsincludemental disorders associated with offending, substance abuse and crime, sexual crimes, juveniledelinquency,women and crime, victim/perpetrator rights, legal issues and policy concerns, aswell ascrime prevention and evidence-based treatments. Particular ethical dilemmas in considering thesetheorieswillbeexplored.FS621-ForensicInternshipSeminarII 2CreditsThiscourseislinkedtostudents’secondsemesterofForensicInternshipandcontinuestheworkoftheForensicInternshipSeminarI.Specifictopicsrelativetopracticeinforensicandcorrectionalsettingswillbe addressed. Studentswill have the opportunity to present their cases and further their experientiallearningoftheconsultinggroupmodel.Pre-requisite:FS620;co-requisite:FP615.FS651–Consultation,CollaborationandTestimony 3CreditsThiscourseoffersanoverviewofethical, legalandprofessionalpractice issues tobeconsideredwhenclinicians are asked to provide consultation and/or testimony in court proceedings. Consultation andcourt-roomtestimonywillbedifferentiated.Informedstandardsinprovidingbothforensicconsultationsand court-room testimony will be highlighted. In order to integrate the theoretical, practical andemotionalexperiencesofpreparingandprovidingconsultationandexpertcourttestimony,studentswillparticipate in consultation scenarios and mock trial exercises. Open only to students in the master’sprograminForensicandCounselingPsychology.FX510–IntroductiontoFamilyTherapy 3CreditsThis introductorycourse investigates themajordynamicsof familyrelationships through the lensesofthe fundamental concepts and history of family therapy, systems theory, the family life cycle andwillplace families in relation to social context. The course introduces theparadigm shift froma variety ofmodern and post-modern perspectives andwill provide the basis for family studies and therapy. Thecourse distinguishes similarities and differences between family therapy ideas and other counselingparadigms. Relevant issueswill be integrated into classroomdiscussions and role-plays. Studentswillutilizefamilysystemsideastoanalyzeanddevelopinnovativeapproachestoworkingwithfamilies.Theimportance of diversity and difference will be addressed throughout the course, such as gender andpowerissues,socialclass,andothersocio-culturalfactors.FX630-CollaborativeTherapywithMulti-StressedFamilies 3CreditsThiscoursehighlightsaframeworkforcounselorsandagenciesworkingwithfamiliesandcommunitiesto help families envision their desired lives. Drawing on theoretical concepts of Appreciative Inquiry,Collaborative,Solution-FocusedandNarrativetherapies,thiscoursewillfocusoninterventionsthatwillengagereluctantclientsinaddressinglong-standingproblems;andhelpstudentstodeveloppracticestoground their work in a spirit of possibilities, collaboration and accountability. The importance ofdiversityanddifferencewillbeaddressedthroughoutthecourse,suchasgenderandpowerissues,socialclass, and other socio-cultural factors. Open only to students in the master’s program in CounselingPsychology. Pre-requisite: CX510 or SCH CX610, and FX510 or SCH FX515, or by permission of theinstructor.FX650-TherapywithCouples 3Credits

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This coursewill focus on themajor dynamics of couple and family relationships aswell as evidence-based and evidence-informed theory andpractice, including an integratedmodel for sex therapywithcouples.Familytherapytheoriesfromavarietyofmodernandpost-modernperspectiveswillprovidethebasis forunderstandingandcounselingcouples.Relevant issuessuchasdomesticviolenceanddivorcewillbe integrated into classroomdiscussions, role-playsandprojects.The importanceofdiversityanddifference will be addressed throughout the course, such as gender and power issues, social class,differentphysicalandmentalabilities,religiousbackgroundsandothersocio-culturalfactors.FX670-TheContemporaryFamily 3CreditsThiscourseexploreshowfamilieshavechangedinthelast30yearsandspeculatesaboutfuturetrends.Itcovers a mosaic of unique, insightful, and provocative thoughts on families. Students will examinefamilies and relationships in which people live, including alternative lifestyles, gay and lesbianrelationships, economically distressed families, immigrant families, religion and families, racial andethnic diversity, a feminist vision for families, older families, family violence, as well as the effect ofcomputers and other technology on family relationships. Postmodern ideas inworkingwith children,outreachfamilytherapy,andfactorsaffectingthetherapist'srolewillbediscussed.FX680–CollaborativeConsultationwithLargerSystems 3CreditsThis course studies the family in an urban context and its interface with larger systems. It exploresvarious models of collaborative consultation and team based work with community, religiousorganizations,medical,educationalandlegalagenciesastheyinterfacewiththefamily.Familystudyhasitsrootsincommunitybasedtreatmentmodelsandrecentlythefieldhasreturnedtothesetimehonoredtraditions.Thiscoursewilllookatconsultationandteam-basedworkinavarietyofeducational,medical,and legal settings and develops aworking understanding of how to engage collaborativelywith largesystems that have an impact on individuals, families, and communities. This course explores manymodalities of collaborative consultation in larger systems, including: community outreachwork, socialjusticeapproaches,courtmandatedcasework,participatoryactionresearch,andorganizationalcoachinganddevelopment.Pre-requisites:FX510andFX630.FX690–TheRoleofIntimacyandHumanSexualityintheFamily 3CreditsSexuality and intimacy are major issues for couples and families in therapy. This course exploresdifferentapproachestounderstandingsexualfunctioningandintimacy,sexuality,andsexualorientationin the context of couples and families. Students will be introduced to how diverse belief systemsinfluenced by race, ethnicity, class, gender, sexual orientation and religion impact the expression ofintimacy and human sexuality in families, intimate relationships and society. Historical andcontemporaryapproachestosexualfunctionanddysfunctioninthecontextofcouplesandfamilieswillbediscussed,aswellasstudiesaboutsamegender/differentgenderintimaterelationships.GR501-GroupCounselingandPsychotherapy 3CreditsThis course provides a basic understanding of groups and group process. Critical facets of groupfunctioning are studied through key concepts that are applicable to all groups, including boundaries,task/maintenance, content and process, levels of group functioning, phases of group development,cohesiveness, conflict management, and working alliances. The course provides an introduction totheory, research and practice in the area, and focuses on key decisions associatedwith planning and

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leadingagroup, includingethical,diversityand inclusion issues.Openonly tostudents in themaster’sprograminCounselingPsychology.HU535–Spiritually-OrientedPsychotherapy 3CreditsThis courseprovides anorienting introduction to a rich rangeof perspectives andpractices thathavedeveloped, particularly over the last twenty years, within clinical psychology which variously aim tointegrate attention to the religious and spiritual dimension of life into the heart of clinical practice.Course participants are offered the intellectual tools and collegial support to reflect critically andcreativelyontheirownexperienceandcommitmentsandtoformulateapproachestoclinicalworkthatarecongruentwiththese.CrosslistedasCLIHU535,COUHU535LS659–LifespanDevelopment 3CreditsThiscourseexaminesaspectsofhumandevelopmentacrossthelifespan.Theoriesofbiological,cognitive,social, emotional,moral, andspiritualdevelopmentareexplored tounderstand the interplayofnatureandnurturefrominfancythroughaging.Studentsexaminethepsychologicalandenvironmentalcontextsrequired to support normal development and adaptation in all stages of life. The primary foci of thecourse include (a) consideration of the range of possibilities of normal individual differences and (b)considerationofgeneraltrendswithanemphasisoncontextualvariationsbasedongender,socialclass,culture,andethnicity.CrosslistedasCLILS659,COULS659,SCHLS659.MH531-MentalHealthandCounselingintheLegalSystem 3CreditsThis coursewill focus on the relationshipbetween lawandpsychology and themental health system,mental illness, andcriminal conductwithamore specifichistorical andprocedural examinationof thepracticeofpsychologyinthejudicialforum.Essentialissuesrelatedtoethicsandthelaw,riskassessmentscreening,psychologicalprinciplesappliedtolawenforcementandcorrectionalfunctions,andstandardsoflegalcompetenceandinsanitywillbediscussed,aswellastheinterfacebetweenchildrenandfamilyservicesandjuvenilejustice,andProbation–DepartmentofCorrectionssystems.Topicsalsoincludetheimpactofdiversity factorsandthe importanceof followingethicalprinciplesandobtainingspecializedsupervision.PA535-PsychologicalAssessmentforCounselors 3CreditsThis introductory course covers basic principles andmethods of individual assessment in counselingpsychology. Introductory issueswill include understanding the goals of psychological assessment, thetypesofmeasuresusedbycounselors,andsettingsinwhichassessmentstakeplace.Itwillreviewoftestconstruction,norms,standardizedscores,reliabilityandvalidityasfoundationalissues.Studentswillalsolearnabout interviewingtechniques,aswellasappraisal,administration,scoring,andinterpretationofstandardizedassessmentmeasures.Special issues includeethics,adaptationsandconsiderationswhenworkingwithethnicallyandlinguisticallydiversepopulations,andsocial-culturalimplicationsoftheuseoftestingandassessment.Openonlytostudentsinthemaster’sprograminCounselingorForensicandCounselingPsychology.PC521-IntroductiontoCounselinginMedicalSettings 3CreditsThiscourseprovidesthetheoreticalfoundationsandfundamentalskillsforthedeliveryofservicesandconsultationinaPrimaryCaresetting.Studentsareintroducedtoseveralmodelsinthecontextofmulti-disciplinary interventions that include InternalMedicine,FamilyMedicine,Pediatrics,Women’sHealth,

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Nutrition,BehavioralMedicine,HealthPsychology,andotherspecialties.Furthermore,studentswillgainanawarenessofthepublichealthsector,healthcaredisparities,methodsforprogramevaluation,ethicalissues, as well as working with diverse populations and developing specific population wideinterventions.PC620–TopicsinPublicHealth:Epidemiology,HealthDisparities,ProgramDesignandEvaluation 3CreditsThiscourseisthethirdintherequiredthreecoursesequenceforstudentsintheHealthandBehavioralMedicineconcentration.Studentswillbeexposedtoasamplingofcontemporarytopicsinpublichealth.Basicepidemiologicalconceptswillbecoveredaswellasanintroductiontosocialdeterminantsofpopulationhealth.Thelatterreferstosocialphenomenasuchassocioeconomicstatus,incomeinequality,neighborhoodenvironments,racism/discriminationandsocialconnections.Further,someprevalentpublichealthconcerns(i.e.obesity,suicideandsmoking)intheUnitedStateswillbereviewed;wewilldiscusspolicyimplications;andlastly,howpublichealthcaninterfacewithprimarycare.Studentswillhaveanopportunitytoresearchandpresentonothertopicsofspecialinterest.PR624-CapstoneProjectSeminar 3CreditsThiscoursehelpsstudentssynthesizetheirexperiencesintheprogrambyguidingthemintheproductionofascholarlyprojectthatillustratestheirunderstandingofrelevanttopicsincontemporarymentalhealthcounseling,thescopeofcontemporarypractice,andthevariousrolesoftheprofessionalmentalhealthcounselor.Studentswillbeofferedinstructioninselectingaproject,conductingaliteraturesearchandreview,andorganizingascholarlypresentation.(StudentsenrolledintheLatinoMentalHealthProgrammustchooseatopicthatincludestheLatinopopulation).Co-requisite:FP612.PS635–ProfessionalIssuesandEthics 3CreditsThiscourseintroducesstudentstotheEthicalStandardsoftheAmericanCounselingAssociation(ACA)andtheirapplicationtoprofessionalpractice.Thecourseexploreskeyethicalissuesincludingconfidentiality,clientautonomy,clearboundaries,dualrelationships,specialconcernsintrainingandsupervision,andpracticingethicallyinadiverseworld.Thecoursealsoprovidesstudentswithaforumforexaminingcontemporaryethical,legal,andsocio-culturalissuespertinenttotheirdevelopmentasprofessionalcounselors.Otherethicalcodesarestudied,suchastheAmericanPsychologicalAssociation(APA)CodeofEthics,andpertinentspecialtyguidelines.Themajorobjectiveofthecourseistoprovidestudentswithaframeworkforlifelongethicaldecision-makingandpractice.Openonlytostudentsinthemaster’sprograminCounselingPsychologyorForensicandCounselingPsychology.PY521–PsychopathologyofChildhoodandAdolescence 3CreditsThis course provides an overall introduction to psychopathology and diagnostic clinical work withchildrenandadolescents. It includesanoverviewof classification, the contextofnormaldevelopment,diagnostic procedures and techniques, issues of culture and diversity in regard to assessment anddiagnosis, as well as some of the biological underpinnings of psychological development (genetics,temperament, etc.). Basic theoretical constructs from developmental psychodynamic, cognitive –behavioral, family systems and trauma perspectives are introduced to allow the student to generatehypotheses about clinicaldata in termsof etiologyand treatment.DSMdifferentialdiagnosis is taughtand themajordisordersare covered, including,butnot limited to: conduct,oppositional–defiantand

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attention deficit hyperactivity disorders; learning disabilities; anxiety and depression; narcissistic andborderline syndromes; pervasive developmental disorders, psychosis. Cross listed as CLI PY521, COUPY521,SCHPY521. RS610–ResearchandProgramEvaluation 3CreditsThis course provides an introduction to counseling research methods. We will review research andevaluationprocesses,conceptsofvalidityandreliability,researchdesigns,andcommonstatisticaltests.Inaddition,asagraduatelevelcourse,studentswilllearntocritiqueresearch,toformulateathesis,andtowritealiteraturereview.SB515- SubstanceAbuseEvaluationandTreatment 3CreditsThis course introduces students to contemporary theory and research regarding the epidemiology,etiology,andtreatmentofsubstanceabuse.Studentswillbecomefamiliarwithrelevantlawandethicalissues that are specific to the assessment and treatment of substance abusers (i.e., HIPAA, CFR 42).Variousscreeningandassessmenttoolsandinterviewingskills,includingmotivationalinterviewing,arereviewed to help students assess the severity of addiction and develop appropriate treatment plans.Treatment settings and interventions commonly usedwith substance abuse clients are also reviewed.Dualdiagnosesarediscussed.Topicsalsoincludeoften-neglectedpopulationssuchastheelderly,womenand children, aswell as socio-cultural and spiritual considerations in assessment and treatment.Openonly to students in the master’s program in Counseling Psychology or Forensic and CounselingPsychology.Pre-requisite/co-requisite:PY522.SB631- EatingDisorders 3CreditsThiscourseprovidesacomprehensiveoverviewofthespectrumofeatingdisorders(anorexianervosa,bulimia nervosa, eating disorder NOS including binge eating disorder and disordered eating),epidemiologicalfactors,phenomenologyofeatingdisorders,diagnosticissues,proposedetiologicfactorsand the role of psycho-education. The second half of the course turns to intervention and treatmentissues and includes conducting a comprehensive evaluation, the multi-disciplinary team and variousapproachestopsychotherapy,aswellasinterventionsthathaveprovedmostuseful.Ethicalanddiversityissues in the treatment of eating disorders are discussed. Cross listed as: COU SB63, SCH SB631. Pre-requisites:CX510orCX610;andPY522.TR602- Trauma:TheoryandTreatment 3CreditsThiscourseaddressestheories,researchstudies,andassessmenttechniquesrelatingtovarioustypesoftraumasuchaschildhoodabuse,domesticviolence,combatexperience,andexposuretolife-threateningincidents. Crisis intervention techniques and other treatment modalities concerning the treatment oftrauma-related difficulties, acute stress, and posttraumatic stress disorder are discussed. Self-carestrategiesfortherapistsareaddressedandmodeledthroughoutthecourse.Openonlytostudentsinthemaster’s program in Counseling Psychology or Forensic and Counseling Psychology. Pre-requisites:CX510andPY522.

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SchoolPsychologyMasterofArts(MA)andCertificateofAdvancedGraduateStudies(CAGS)

BC521-BehavioralAssessment,Intervention,andConsultation 3CreditsThis course examinesmajor theoreticalmodels and strategies for addressing behavior and emotionalproblemsintheclassroomsetting,includingprinciplesoflearningtheoryandbehaviormodification,andpositivebehavioralsupports.Foundationalskillswillemphasizeselectionoftargetbehaviors,techniquesfor increasing and decreasing behaviors, contingency contracting, and group management strategies.Cross-cultural perspectiveswill provide a context for understanding and addressing student behavior.Students will learn to problem-solve, anticipate and prevent problem behaviors, plan and implementinterventions,andevaluateandmodifyinterventionsbasedonmonitoringdata.Studentswillapplytheseskills as they conduct a functional behavioral assessment. Students will generate a repertoire ofstrategies and learn to analyze appropriate approaches for individuals or groups of children. Pre-requisite:Permissionoftheinstructor.BL622-BiologicalBasisofBehaviorandLearning 3CreditsThis courseexamines thebiologicalbasesofbehavior and learning through the lifespan, including thefundamentalsofneuroanatomy,braindevelopment,neuropsychology,neurophysiology,neurochemistry,psychopharmacology and temperament. Interactions between genes, brain, environment and lifestyle(including effects of diet, exercise, and sleep) will be emphasized, and how these impact braindevelopment, learning and memory, and mental health. This knowledge is applied towardsunderstanding typical maturation, as well as developmental conditions such as learning disabilities,ADHD and autism, and clinical mental health conditions such as anxiety, depression, and psychosis.Studentswillcriticallyexamineavarietyof interventionapproacheswiththegoalofbecominglifelongcriticalconsumersofnewinformationintheseareas.Principlesandtheoriesoflearning,motivationandneuropsychologicallybasedinterventionsarealsodiscussed.CrosslistedasCLIBL622.CC522-DiversityandCrossCulturalPsychology 3CreditsThiscourseexaminesthesocio-culturalcontextofhumanbehaviorwithaparticularinterestonissuesofdiversity in the clinical situation.The course looks at the roleof psychosocial factors inmental healthwith an emphasis on implications to theory and research. The course deals with the more specificinfluences of culture on psychopathology and diagnosis and also focuses on topics of diversity moredirectlyappliedtothetherapeuticrelationship.CrosslistedasCLICC522,SCHCC522.CL521-ClinicalInterviewingwithChildrenandFamilies 2Credits

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Thispractice-orientedcoursewillpreparestudentstoconductthoughtfulandwell-informedinterviewswith children, adolescents, and parents. Several types of techniques will be covered, including semi-structured interviews, structured interviews, and play interviews. Students will build skills ininterviewing for different purposes, including initial psychotherapy sessions, diagnostic interviews,obtaining background as part of psychological assessments, and interviews done as part of theassessmentofsuicideandviolencerisk.Studentswillalsoattaincompetencewithspecializedinterviews,suchastheChildandAdolescentNeedsandStrengths(CANS)protocoldoneaspartoftheMassachusettsChildren’sBehavioralHealthInitiativeandtheAutismDiagnosticInterview-Revised(ADI-R).OpenonlytostudentsinthedoctoralprograminSchoolPsychology.CO650-ConsultationinSchools 3CreditsThiscourseprovidesthetheoreticalfoundationsandfundamentalskillsforthedeliveryofconsultationservicesinschoolsusingaproblemsolvingapproach.Studentsareintroducedtoseveralmodels,suchasmentalhealth,behavioral,and instructionalandsystems-levelconsultation.Applicable interventions inconsultingwithparents,teacher,andotherstaffmembersarereviewed.Ethicalanddiversityissuesarealso explored. Students practice consultation skills through assignments, conducted in their practicumplacements.OpenonlytostudentsintheSchoolPsychologyprogram,orbypermissionofinstructor.Pre-requisite:BC521(ortheequivalent).CP501–OrientationtotheProfessionanditsPractice 0CreditThisnon-creditshortcourseprovidesanorientationtoimportantconceptsandskillsthatserveasabasisfortheinitiationofprofessionaltrainingandearlyclinical/professionalpractice.Requiredofallenteringstudents.CS701–InternshipSeminarA 3CreditsThisseminarsupportsthefirstsegmentofthe1200-hourinternship,whichprovidestheopportunitytorefineandintegrateskills,anddevelopthe“professionalself”andprofessionalworkcharacteristics.Theinternship enables interns to practice a comprehensive model of school psychological services thatincludesdata-baseddecisionmaking,counseling,consultation,andgroupfacilitationandleadership.Theseminar addresses issues that surfaceduring internship, suchas ethical andpracticedilemmas,useofsupervision, and interactionswith administration and staff. Guest presenters offer special sessions onfeatured topics. Open only to students in the MA/CAGS program in School Psychology. Co-requisite:SFP701. CS702–InternshipSeminarB 3CreditsThisseminarsupportsthesecondsegmentofthe1200-hourinternship,whichprovidestheopportunitytorefineandintegrateskills,andtodevelopthe“professionalself”andprofessionalworkcharacteristics.Theinternshipenablesinternstopracticeacomprehensivemodelofschoolpsychologicalservicesthatincludesdata-baseddecisionmaking,counseling,consultation,andgroupfacilitationandleadership.Theseminar addresses issues that surfaceduring internship, suchas ethical andpracticedilemmas,useofsupervision,andinteractionswithadministrationandstaff.AcontinuationofCS701.Co-requisite:FP702.CX610-CounselingandPsychotherapyinSchools 3CreditsThis course explores theoretical foundations and practical interventions involved in counseling andpsychotherapy with children adolescents, particularly as applied in school settings. Topics includeestablishing rapport, ethical responsibilities, intervention planning, psychodynamic techniques, and

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behavioral techniques, treatment of selected disorders, relationships with social services and otherproviders, transference and counter-transference, and the influence of social and cultural factors.SupervisedexperienceincounselingofindividualstudentsisarrangedthroughtheconcurrentPracticumIII.OpenonlytostudentsintheMA/CAGSordoctoralprograminSchoolPsychology. CX770-BriefCounselinginSchoolPractice 2CreditsBriefpsychotherapytechniques,withtheirfocusonoutcomes,solutions,andpracticality,areideallysuitedtoandveryeffectiveinschoolpractice.Utilizingclientcompetencies,culturalsensitivity,therelationshipbetweencounselorandstudent,andresourcesinthebroadersystem,brieftherapydepartsfromdeficitmodelsandlendshopeandencouragementtostudentswhohavebeenunmotivated,disengaged,andtroubled.Studentsinthiscoursewilllearntheunderlyingtheoreticalconceptsofbrieftherapyalongwithtechniquesandstrategiesthatwillallowthemtobeginusingthisapproachintheirownworkwithstudents.Useofthesestrategiesinconsultationwithparents,schoolstaff,andproblemsolvingteamswillbepresented.Ampleopportunitiesforpracticeoftechniqueswillbeaffordedduringclass.OpenonlytostudentsinthedoctoralprograminSchoolPsychology. FP501–PracticumI:SchoolEnvironmentandEducationalAssessment 2CreditsThis seminar supports and complements the 10 hour/week first year practicum, a field experiencedesigned toorient the student to thegeneral school environmentand toprovideopportunity toapplyskills introduced inthe InstructionalAssessment&InterventionandEducatingChildren&Adolescentswith Special Needs courses. Students receive training in the implementation of Primary Projectinterventions.Assignmentsandclassdiscussionhelpstudentsunderstandthefieldofschoolpsychologyandhowitispracticedonadailybasis.Assignmentsorientthestudenttoschoolcultureandoperations,theclassroomenvironment, instructionalpractices,andtypesofspecialclassroomsandprograms.Thecoursealsoprovidesopportunitiesforpracticingskillsinadministrationandscoringofcurriculum-basedmeasures and nationally normed educational achievement tests. Opportunities to practice initialcounseling skills are provided. Students begin to plan and compile their portfolios as a means ofdemonstrating competence and organizing work products and information sources. Open only tostudentsintheMA/CAGSprograminSchoolPsychology.FP502–PracticumII:PsychoeducationalAssessmentandIntervention 3CreditsThisseminarprovidesinstructionalandsupervisorysupportforthe10hour/weekfirstyearpracticum,whichenables thestudent toapplyknowledgeandskills introduced inconcurrentcourses,namely(1)Psycho-educational Assessment, (2) Behavioral Assessment, Consultation, and Collaboration, and (3)ResearchMethodsandEvaluation.Theseminarprovidestheforumtoreflectonspecificsituationsthatoccur in fieldwork,andtoaddresspractice issuesofgeneral interest.Developmentof theprofessionalself(e.g.,attitudes,habits,ethics,andrelationalbehaviors)isanongoingthemeandgoal.ThePracticumseminar provides opportunities to develop psycho-educational assessment skills and demonstraterequisite proficiency. Supervised training experience in preventivemental health as a PrimaryProjectchildassociateisincorporatedintothispracticum.Prerequisite:FP501.FP601–PracticumIII:ClinicalPractice 2CreditsThisseminarprovidessupportforthesecondyear(15hour/week)secondarylevelschool-based

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practicum,whichislinkedwithconcurrentcourseworkinSocial-EmotionalAssessment;CounselingandPsychotherapyinSchools;andGroupProcessandGroupTherapy.Thepracticumseminarintegratesthematerial learned in these courses with the practical aspects of providing treatment and educationalinterventionsatthesecondarylevel.Studentsareexpectedtobeprovidingassessments,treatmentandeducationalinterventionsintheirschoolplacements.Discussionsaddresshowtousethetotalavailableresourcestoprovidementalhealthandacademicbenefitsforstudentsandtheirfamilies,withafocusondata-based decision-making and the three-tieredmodel. The practicum seminar provides a forum forstudents to discuss complex cases that they encounter in the field from an ecological perspective.Additionally, students explore an area of special interest within the field of school psychology.Prerequisite:FP502.FP602–PracticumIV:ClinicalPractice 2CreditsThisseminarprovidessupportfortheconcurrentsecondyear(15hour/week)school-basedpracticum,whichprovidescontinuedopportunitytopracticetheskillsandfunctionsintroducedinpreviouscoursesand in theSchoolandFamilySystems.Thepracticumseminar integrates thematerial learned in thesecourseswiththepracticalaspectsofprovidingtreatmentandeducationalinterventionsatthesecondarylevel. Students are expected to be providing assessments, treatment and educational interventions intheirschoolplacements.Discussionsaddresshowtousethetotalavailableresourcestoprovidementalhealthandacademicbenefitsforstudentsandtheirfamilies,withafocusondata-baseddecision-makingand the three-tieredmodel. The practicum seminar provides a forum for students to discuss complexcases that theyencounter in the field fromanecologicalperspective.Additionally, studentsexploreanareaofspecialinterestwithinthefieldofschoolpsychology.Prerequisite:FP601.FP701–InternshipA 3CreditsSchoolpsychologyinternsregister forthe internshipexperience, inadditiontotheInternshipSeminar,each semester. Students submit documentation of meeting time-on-site, supervision, and breadth ofexperience requirements to meet NASP standards, training program expectations, and Massachusettslicensurerequirements.Prerequisite:FP602.Co-requisite:CS701.FP702–InternshipB 3CreditsAcontinuationofInternshipA.Oneinternship,butnotboth,maybeinaclinical,ratherthanaschoolsetting.Co-requisite:CS702.GR611–GroupProcessandGroupTherapy 3CreditsThiscourseprovidesabasicunderstandingofgroupsandteachesskillsforleadingtask-orientedgroupsinschoolandchildclinicalsettings.Criticalfacetsofgroupfunctioningarestudiedthroughkeyconceptsthatareapplicabletoallgroups,includingboundaries,task/maintenance,contentandprocess,levelsofgroup functioning, phases of group development, cohesiveness, conflict management, and workingalliances.Theseprinciplesarestudiedwithreferencetoboth leadingstudentgroups,andparticipatingwithotheradults inschool/community teamsandcommittees.Thecourseprovidesan introduction totheory, research and practice in the area, and focuses on key decisions associatedwith planning andleading a group. The assignment of conducting a student group is arranged through the concurrentPracticumIII.OpenonlytostudentsintheMA/CAGSordoctoralprograminSchoolPsychology.IA520–InstructionalAssessmentandIntervention 3Credits

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This course examines essential principles of classroom instruction, and methods of screening andassessingacademicperformance,critical learningskills,andtheclassroomenvironment.Datacollectionmethodsincludestructuredobservation, standardizededucational testing, formaland informal skill inventories,curriculum based assessment and curriculum based measurement. Students apply these data to thedesign and evaluation of instruction and academic interventions, as guided by scientific evidence.Particularemphasisisplacedontheacquisitionofearlyreadingskills.FieldassignmentsforthiscoursearearrangedthroughtheconcurrentPracticumI.Prerequisite:Permissionoftheinstructor.LS659–LifespanDevelopment 3CreditsThiscourseexaminesaspectsofhumandevelopmentacrossthelifespan.Theoriesofbiological,cognitive,social, emotional,moral, andspiritualdevelopmentareexplored tounderstand the interplayofnatureandnurturefrominfancythroughaging.Studentsexaminethepsychologicalandenvironmentalcontextsrequired to support normal development and adaptation in all stages of life. The primary foci of thecourse include (a) consideration of the range of possibilities of normal individual differences and (b)considerationofgeneraltrendswithanemphasisoncontextualvariationsbasedongender,socialclass,culture,andethnicity.CrosslistedasCLILS659,COULS659,SCHLS659.PA500–PsychoeducationalAssessment 3CreditsThiscoursecoverstheknowledgeandskillsrequiredtoconductindividualassessmentofeducationallyrelevant cognitive functions and special abilities. Emphasis is placed on usingmultiple types of data,includingstructuredobservation,interviews,ratingscales,andstandardizedtests.Studentsareexpectedtoachieveahighlevelofproficiencyinadministrationandscoringofstandardizedtests,andinitialskillsin analysis and integration of assessment data, reportwriting, and oral communication of assessmentresults. Historical influences and theoretical models for conceptualizing cognitive andneuropsychologicalfunctionsandspecialabilitiesarepresented.Thecoursealsoaddressesmajorissuesand controversies in assessment of children and adolescents. Practice assignments for this course arearranged through the concurrent Practicum II. Open only to students in the MA/CAGS or doctoralprograminSchoolPsychology.PA600–Social-EmotionalAssessment 3CreditsThiscoursecoversthehistoryanduseofpersonalityandsocial-emotionalmeasureswithchildrenandadolescents.Thefocusisonassessingsocialandemotionalaspectsofindividualswithreferencebothtofamilial and cultural context and to traditional notions of emotional impairment and psychiatricdiagnosis.Studentslearnmethodsofobservationandinterviewaswellasobjectivemeasures(e.g.,BASCII, ASEBA, Conners 3, CDI, MMPI-A) and projective measures (e.g., drawings, sentence completion,structuredstorytelling).Projectiveandobjectivemeasuresarecomparedandcontrastedwithrespecttovalueandappropriateuseofeach.Impactofcultural,linguistic,andsocioeconomicfactorsareaddressed.Legal and ethical implications are explored. Supervised experience in social-emotional assessment isarrangedthroughtheconcurrentPracticumIII.OpenonlytostudentsintheMA/CAGSprograminSchoolPsychologyorthedoctoralprograminSchoolPsychology.PA700–AdvancedPsychoeducationalAssessment 2CreditsThis course applies evidence-based theory and practice to the development of advanced skills inpsychoeducational assessment of individual children and adolescents. Students will expand their

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understanding of relevant psychometric, educational and neuropsychological concepts, expand theirrepertoireofassessmenttools,anddevelopskillsinintegratingassessmentdataandformulatingtheme-basedreports.Emphasisisplacedonrelevanceofassessmentoffindingsforinstructionalintervention,specificallyintheareasofearlyliteracyandreading,writtenlanguage,andmathskills.Thiscoursealsoaddresses recentadvancesandongoing issues inpsychoeducationalassessment, including response tointervention (RTI) assessmentmodels, assessing childrenwith learning disabilities and ADHD, use ofcurriculum based measurement, and assessment of culturally and linguistically diverse children andadolescents.Cross listedasSCHPA700.Pre-requisite:SCHPA500orCLIPA503;andpermissionof theinstructor.PA725–AdvancedSocial-EmotionalAssessment:ChildrenandAdolescents 2CreditsThiscoursecoverstheuseofsocial-emotionalmeasureswithchildrenandadolescentswitha focusonthe application of this type of assessment in schools. Several conceptual topics will be considered,including DSM-IV diagnosis, psychometric properties, the projective hypothesis, strength-basedreporting,integratingfindings,andprovidingusefulfeedback,bothwrittenandoral.Numerousspecificprocedures will be reviewed, including self-report measures (e.g., MMPI-A, PIY), rating scales (BASC,ASEBA, Conners), projective techniques (Roberts-2, Sentence Completion), interview, and behavioralassessment. Some conditions will receive special focus, including mood disorders, autism spectrumdisorders, and ADHD. Cultural concerns will be considered throughout the course. The course willculminatewithamoduleonusefulreport-writing.CrosslistedasSCHPA725.Pre-requisite:CLIPA520,CLIPM601,SCHPA600orequivalentwithpermissionoftheinstructor.PA735–RorschachEssentials 3CreditsThefocusofthiscourseisonpersonalityassessment,primarilytheRorschachInkblotTestanditsapplicationinclinicalpractice.StudentswilllearntheExnerComprehensiveSystemforscoringandinterpretation.StudentswillbeexposedtothemostrecentdevelopmentsinRorschachpsychologyincludingthelatestvariableswhichhavebeenaddedtotheComprehensiveSystem.Strategiesofinterpretationwillincludetheanalysisofstructuralvariablesaswellasassociationalfeaturesofthematicimagery.AnoverviewoftherichlegacyandhistoryoftheRorschachtechniqueandprojectivemethodswillbediscussed.Studentswillalsolearnhowtouseprojectivetechniquesinaculturallysensitivemanner.ThecoursewillfocusontheuseoftheRorschachforchildren,adolescents,andadults.PH501–PreventiveMentalHealthintheSchools 2Credits Schools offer a unique and invaluable opportunity for delivery of mental health services. While themajorityofmentalhealthservicesforchildrenarecurrentlyprovidedinschoolsettings, theyareoftendeliveredinaninefficientandineffectivemannertoselectsubsetsoftheschoolpopulation(i.e.,studentswith disabilities and those severe behavioral and emotional disorders). This course focuses onprevention and early intervention strategies, delivered within a continuum of services model thataddresses the needs of all students. Evidence based practice, positive behavioral interventions andsupports,andschool-communitypartnershipsaremajortopicsofstudy.Prerequisite:Permissionoftheinstructor.PR826-DoctoralProjectII:AdvancedResearchMethods 3CreditsThisisthesecondofathree-coursesequencethathelpsthedoctoralcandidateplanandconductthedoctoralproject.Studentsidentifyprospectiveareasofinterest,andfurtherrefinethembyexamining

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whatconstituteschallenging,butrealisticgraduateresearchrelevanttothefieldofschoolpsychology.Reviewandadvancedstudyofresearchdesignsandmethodsdevotesparticularattentiontopracticalandlogisticalissuesinconductingresearch,includinguseofstatisticalanalysissoftwareandliteraturesearchdatabases.Thecoursealsopromotesfurtherunderstandingofevidence-basedpractice,ethicalconsiderations,anduseofhumansubjectsinconductingresearch.Prerequisite:PR825.PS600-HistoryandSystems 2CreditsThis course provides a framework for examining the historical and philosophical perspectives andantecedents ofmodernpsychology. It explores the epistemological bases of psychological thought andhow, historically, they have defined the field of applied psychology. Schools of thought (e.g.psychodynamic, behavioral, humanistic, and existential) are examined, with attention to differentresearch modes of inquiry and evidence, and to different views of human nature, the self and socialcontext.CrosslistedasCLIPS600,SCHPS600.PS603-SocialBasesofBehavior 3CreditsThe course explores the social behavior of individuals and groups. Social Psychological theories andempirical research will provide a foundation and framework for examining and studying socialphenomenascientifically.Howindividualsthinkabouttheworld,howtheyunderstandthemselvesandothers, how they formulate perspectives on the world, as well as the development of prejudice andstereotypes are addressed. Specifically, social psychological research on social perception and socialcognition,attitudeformation,persuasion,obedienceandcompliance,prosocialbehavior,andfairnessinsocial relationshipswill be examined to provide a deeper understanding of contemporary clinical andsocial psychological issues related to class, culture, sexuality and race. Cross listed as CLI PS603, SCHPS603..PS630–Legal,Ethical,andProfessionalIssuesinSchoolPsychology 3CreditsThiscoursebroadensanddeepensstudents’knowledgeandappreciationofhistorical,legal,ethical,andprofessionalissuesinprovidingpsychologicalservicesinschools.Inadditiontorelevantlaws,andethicaland professional standards, the course addresses roles and priorities, use of supervision, professionaldevelopment,andtechnology.Practical issuesincludeuseofthepersonalcomputerandtheinternettoorganize and process information, write reports, networkwith other professionals, and find resourcematerials.Theseskillsandperspectivesareapplied to thestudyofcurrent issuesandcontroversies inthefieldofschoolpsychology.Particularemphasesareconceptual,professional,legal,andethicalissues;and,emergingproblemsandopportunities inschoolpsychology includingservicedeliverymodelsandmethods.Prerequisite:Permissionoftheinstructor.PY521–PsychopathologyofChildhoodandAdolescence 3creditsThis course provides an overall introduction to psychopathology and diagnostic clinical work withchildrenandadolescents. It includesanoverviewof classification, the contextofnormaldevelopment,diagnostic procedures and techniques, issues of culture and diversity in regard to assessment anddiagnosis, as well as some of the biological underpinnings of psychological development (genetics,temperament, etc.). Basic theoretical constructs from developmental psychodynamic, cognitive –behavioral, family systems and trauma perspectives are introduced to allow the student to generatehypotheses about clinicaldata in termsof etiologyand treatment.DSMdifferentialdiagnosis is taughtand themajordisordersare covered, including,butnot limited to: conduct,oppositional–defiantand

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attention deficit hyperactivity disorders; learning disabilities; anxiety and depression; narcissistic andborderline syndromes; pervasive developmental disorders, psychosis. Cross listed as CLI PY521, COUPY521,SCHPY521.RS526–Statistics 3CreditsThiscoursedealswiththeprinciplesandtechniquesofdescriptiveandinferentialstatisticalmethodsappliedtopsychologicalresearchandprogramevaluation.Studentslearnwhenandhowtoapplysimpleparametrictestsandsomenon–parametricstatisticalmethods.Thecourseplacesamajoremphasisontheinterpretationofresultsandtheirimplicationsforpracticeand/orpolicy.CrosslistedasCLIRS526,SCHRS526 RS555–ResearchandEvaluationMethods 3CreditsThis course provides students with an understanding of how productive research and evaluationquestions are formulated, the critical distinction between empirical observation and inference, andfactors governing the types of conclusions which can be drawn from empirical data. Issues such assample size and type, correlational vs. experimental researchdesigns, objectivevs. subjectivedata areaddressed.Specialissuesofqualitativeresearchandsinglecasestudiesareaddressed,includingtheuseof phenomenological research to generate research hypotheses. The material is presented with theprimaryintentoftrainingstudenttobediscriminatingconsumersofresearch.Studentsareintroducedtoprogramevaluation,anddesignanevaluationofaschoolprogramorservice.Prerequisite:Permissionoftheinstructor.SB523-AddressingSubstanceAbuseinSchools 2CreditsDrawing from current theory and evidence-based research, this practice-oriented coursewill preparestudentstoconductthoughtfulandwell-informedsubstanceabuseassessmentsandinterventionswithstudents inschools,aswellasaddressalcoholanddrug-relatedconsultationswithparentsand facultymembers. Through lecture, role-play and experiential exercises students in the course will becomefamiliarwitha rangeofprevention- and intervention-focused initiatives foruse in elementary,middleandhigh school settings.Both individual andgroup-based interventionswill be consideredaswill therole of the family in the development (and treatment) of substance abuse concerns. Individual andcommunityissuesofdiversityandculturaldifferenceinrelationtorelevantdiagnosticandinterventionsituationswillbediscussedandexplored.SN512–EducatingChildrenandAdolescentswithSpecialNeeds 3CreditsThiscourseprovidesanoverviewofstudentswithlearningandbehaviordifficultiesthatrequirespecialeducation, Section 504 accommodations and/or other specialized educational supports. The coursedevotes significant attention to characteristics andeducationalneedsof childrenandadolescentswithhigh incidence disabilities (i.e., learning disabilities, mental retardation, emotional and behavioraldisorders, and speech and language impairment), and provides an introduction to children with lowincidence disabilities. Historical developments, legal mandates, and research are examined for anunderstandingofhowtheyhaveshapedcurrentpractices.Particularemphasisisplacedon(1)issuesandmethodsforestablishingpositiverelationshipswithfamilies,and(2)alternativeservicedeliverysystems(e.g., collaborative problem-solving teams, multi-tiered model) that emphasize prevention and fostercollaboration between general and special education. Other topics include identification accuracy,

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efficacy of special education, inclusion, early intervention, preschool-to-school and school-to-worktransitions,parentalnotificationandconsent,proceduralsafeguards,andassistivetechnology.

OrganizationalPsychologyMasterofArts(MAOP)CP600-Institution,Program,andDistanceLearningOrientation 0CreditsRequiredonsiteorientationforallmaster’sdegreestudentsinOrganizationalPsychology.Openonlytostudentsinthemaster’sprograminOrganizationalPsychology. FP732-FieldPlacement:MAOP 3 Credits Students will apply what they are learning and build their OD competencies through experience with an organization in the field. Students must complete 80 hours of field work in their current company, at a William James College field site or at another site that they contract with. The instructor will closely supervise all MAOP student FP projects as will their field site supervisor. Midpoint and final evaluations will be completed to hone learning and monitor student progress in the field. FP733-FieldPlacement:MAOP 3CreditsAcontinuationofORGFP732HU676- ParticipatoryActionResearchandAppreciativeInquiry 3CreditsThiscoursegivesacriticalframeworksforfacilitatingchangeinorganizations:ParticipatoryActionResearch(PAR).PARmethodologygivesstructureanddirectionforchangeworkincludingsystemiccollaborativeassessmentandactionplanning.AppreciativeInquiry(AI)methodologyexaminesofwhatgiveslifetohumansystemswhentheyareattheirbestinordertomoveforwardinthefaceofchange.StudentswilllearnthetheoreticalfoundationsofPARandAIandunderstandapplicationsofeachfromorganizationalchange,strategicplanning,organizationaldesign,teambuilding,staffdevelopmentandthecultivationofindividualstrengthsandresources.OP600- LeadershipandtheUseofSelf 3CreditsThecourseguidesstudentsthroughself-discoverywiththefocusonbuildingskillstomotivate,advise,buildtolerance,lead,followandotherwisefacilitatepositiveinterpersonalinteraction.Studentsgaininsightstobetterunderstandtheirimpactonothers.Theworkofthiscoursemayincludeself-assessmentmeasuresofpersonalitystyles,“EmotionalIntelligence,”“journaling,”feedback,andvaluesystems.

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OP620- ConsultingSkills 3CreditsThiscoursewillfocusonconsultingskillsincludinginquirypractices,ethicsandvalues,Block'sflawlessconsultingmodel,theartofdialog,difficultconversations,contractingandproposalwriting,understandingthebasicsofprofitandlosssheetsandwhattheytellaboutthehealthandlifecyclephaseoforganizations,assessmentofclientcompanycongruencebetweenstrategyandmarketposition.Clientmanagement,facilitation,andsupervisionmethodologiesareexploredandappliedusingcasestudyPA550- OrganizationalAssessment:QualitativeandQuantitative 3CreditsAssessmentoforganizationalhealthandfunctioningisthefirststepineffectinglastingchange.Assessmentskillsarecriticaltoolsfororganizationalpractitionerstoupholdtheethicalvalueofassistingclientsinmakingafreeandinformedchoiceregardingactionplanning.Assuch,thiscourseisdedicatedtoteachingstudentshowtousequalitativeandquantitativesurveytechniquestoassessanddiagnoseorganizationaleffectiveness.Studentswilllearnnaturalisticinquiryincluding:interviewingandfocusgroupqualitativedatagatheringskillsandcreationofinterviewprotocols,coding,andthematicdevelopmentreporting.Studentswillalsolearntobegoodconsumersofquantitativereportsandthebasicstatisticsmostusedinorganizationstomakemeaningoutofsurveydata.Additionallystudentswillconsidertheethicalissuesofdatagathering,reportinganddiagnosis.PR850- CapstoneCourseandFieldProject 3CreditsThiscourseincludesthecompletionofacapstoneproject(researchandapplicationofrelevantOPtheory),comprehensiveexams,anddevelopmentofacademicwritingskills.Studentspresenttheirprojectsintheweekendinresidence.ComprehensiveexamsaregiveninAugusttoensurestudentshavelearnedallnecessarytheoryforcompetentpracticeasorganizationalpsychologistsinthefield.FieldProject(6credits)FieldProjectStudentswillapplywhattheyarelearningandbuildtheirODcompetenciesthroughexperiencewithanorganizationinthefield.Studentsmustcomplete80hoursoffieldworkintheircurrentcompany,ataWilliamJamesCollegefieldsiteoratanothersitethattheycontractwith.TheinstructorwillcloselysuperviseallMAOPstudentFPprojectsaswilltheirfieldsitesupervisor.Midpointandfinalevaluationswillbecompletedtohonelearningandmonitorstudentprogressinthefield.ST500–FoundationsofOrganizationalDevelopment 0Credits Thiscourseequipsthestudentwiththefundamentalunderstandingoforganizationalstructure,process,behavior,rules,rolesandfunctions.Itfocusesonorganizationalchangeintoday'sfastpaced,high-tech,andglobalenvironment.Thecontext,era,andprinciplesuponwhichcompanieswerefoundedwillalsobeconsidered.Theseconstructsareexaminedwithregardtohowtheysupportorhinderachievinganorganization'smission.Factors involved inplanningandexecuting changes inorganizational structuresystems and dynamics are considered. The design of systems and subsystems, and how they impacthumanbehavior,isalsocovered.ST501–DesigningOrganizations,GroupsandTeams 3CreditsThiscoursefocusesonapplyingthefundamentalslearnedinpriorcoursesusingcaseexamplesandmockorganizationredesigns.Studentsworkinteamsonscenariosinvolvingmergers,acquisitions,downsizing,orothersignificantorganizationalchanges.Thiscourseisintendedtodeepenstudents'understandingofthe challenges, techniques, burdens, and successes associatedwith initiating and implementingmajor

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changeswithinorganizations,whiletheyapplynewlyacquiredunderstandingofandpractitionerskillswithhumanbehavior.ST502–Diagnosis,Intervention,andEvaluationinOrganizationalDevelopment 3CreditsThis course covers organizational intervention from the entry and contracting process, through theassessment anddiscoveryphases, to effective feedback techniques.Among themost critical key initialsteps involves building a work relationship with a client, determining the initial scope of work, andestablishingkeyboundaries.A rangeofdiagnosticmethodologies including interviews,questionnaires,organizational surveys, observation, organizational records, appreciative inquiry, and large groupapproachesarecovered.TM601–TalentAcquisitionandManagement 3CreditsThis course provides a view of strategic talent management with an emphasis on the concepts andpracticesorganizationsusetotransformindividualandgroupbehaviortoconstructiveoutcomesfortheemployeeandtheorganization.Studentswillexaminemodelsofhumancapitalstrategy,acquisition,andtalentmanagementwithinaframeworkonthepsychologyofhumanbehavior.OpentoMAOPstudentsonly.TM610–BusinessStrategyandOrganizationalLifeCycle 3CreditsStrategydevelopmentandstewardshipoforganizationsatdifferentpointsintheirlifecyclearecriticalcompetencies for leaders tobuild inorder to insure that21stcenturyorganizationshavewell-trained,experiencedpeopleinkeypositions.StrategicpracticeswithinTalentManagementmaximizesbusinessresultsbyminimizingdisruptionwithintheleadershipandmanagementofanorganizationsothatitmaycontinue to be flexible and adaptive in today's changing environments. A framework of positivepsychologywillbeusedtounderstandemployee/organizationbestfitandpractices.Thepsychologyofchangeasappliedtoleadershipandfollowershipwillbeexaminedasrelatedtotheindividual'sandtheorganization'sabilitytoadapttochange.OpentoMAOPstudentsonly.TM615–PerformanceDevelopmentandManagementPsychologyandTraining 3CreditsThiscourseexploresthetheory,modelsandprocessesbywhichanorganizationworkswithemployeestoimproveeffectivenessandaccomplishthemissionofthatorganization.Psychologicalmodelsofhumanbehavior and motivation will be examined in order to create training, assess organizational need,prioritize resources, improve communication, and shift policy. The end result is refinement ofmanagement behaviors through specific metrics, goals, skills and competency building that lead tohealthiermoreadaptiveinternalorganizationalcultures.OpentoMAOPstudentsonly.XX550–DirectedStudy VariableCreditDirectedStudiesareconsideredtobeapartoftheacademicprogramwhichexpandscurricularflexibilityandcreativityatWilliamJamesCollege.ThepurposeofaDirectedStudyelectiveistoindividualizethecurriculumtomeetastudent’sspecificneedeitherforbasicoradvancedknowledgeinaparticularareaofpsychologyorprofessionalpractice.Prerequisite:Permissionofthedepartmentchair.

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ClinicalPsychology(PSY.D)AA600–AdvancedAssessment:IntegratedTeamClinic 3CreditsThisadvancedcourseinpsychologicalassessmentbuildsuponthemateriallearnedearlierinthepsychologicalassessmentcoursesequence.Baseduponateamclinicmodel,thisthree-creditcoursewillallowadvancedstudentstoparticipateinthetestingofrealpatientsthroughtheBrennerAssessmentCenteratMSPP.Thegoalistoprovideadvancedtrainingopportunitiesforstudentsinassessment.Underfacultysupervision,studenttestingteamswilladminister,score,interpret,andwriteuptestingdatawithinapatient-centeredframe.Testingacrossavarietyofdomains(intellectual,cognitive,personality,academic,etc.),theconstructionofusefulreportsandtheopportunitytoprovideverbalfeedbacktopatients,theirfamilies,andrelevantsystems(e.g.,referringagencies,schools,etc.)willbehighlighted.Under-servedpopulations,particularlychildreninneed,willbegivenfavoredaccesstothistestingprogram.Throughoutthecourseofthesemester,studentswillbegintoactivelyengageinteamtestingwithavarietyofpatients.Withinthismodel,studentswillobserveandbeobservedastheytakeongreatertestingresponsibilitiesovertime.Utilizingteamfeedbackandsupervisorsupport,studentgroupswillsynthesizedatasets,writeupreports,andofferverbalfeedbacktorelevantparties.Pre-requisites:PA503andeitherPM601orPM605.AA615–IntegratedPsychologicalAssessment 2CreditsThisadvancedcourseinpsychologicalassessmentbuildsuponthemateriallearnedinearlierpsychologicalassessmentcourseworkatWilliamJamesCollege(WJC).Baseduponateamclinicmodel,thistwocreditcoursewillallowinternship-eligiblestudentstoparticipateinthetestingofrealpatientsthroughtheBrennerAssessmentandConsultationCenter(BACC)atWJC.Thegoalistoprovidetrainingopportunitiesforrisingthirdandfourthstudentsseekingtobolstertheirassessmentskills.AP900-APAPrepCourse- 0CreditsThiscoursewillfocusonenhancinginternshipapplicationeffectiveness.Studentswillbedirectedinpreparingacurriculumvita,conductingself-evaluationofpersonalandprofessionalroles,developingeffectiveinterviewingskills,andsynthesizingtraining,experience,conceptualizationmodels,and

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philosophy.Studentswilllearntomakeapplicationdecisionsintermsofgoodnessoffit.Courseassignmentsincludethedevelopmentofwrittenproductsneededforinternshipapplication.BX500-LearningTheory 2CreditsThiscourseintroducesthestudenttoclassicalandoperantconditioning,learningtheory,andinformationprocessingtheory.Topicsinclude:factorsaffectingestablishmentandmaintenanceofinvoluntaryphysiologicalresponsesandovertvoluntarybehaviors,environmentalcontrolofbehavior,theroleofcognition,contiguityandbaseratesinthedevelopmentofconditionedresponses,informationprocessingandneutralnetworks.Therelationshipbetweenlearningtheory,education,andclinicalpracticewillbeexaminedthroughcaseexamples.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.Pre-requisites:LS659,PS600,andPS603.BX700-ClinicalPracticeofCognitiveBehavioralTherapies 2CreditsThiscoursefocusesontheinterventionapproachesbasedonthelearningandinformationprocessingmodelsofhumanbehavior.Thiscoursewilladdressissuesoftherapeuticalliance,assessmentstrategies,clinicalformulation,treatmentplanning,andinterventionstrategies.Studentcasepresentationswillbeusedtoprovideclinicaldataforinstructionineachoftheseinterventioncomponents.Thecognitive-behavioralformulationwillbecomparedandcontrastedtothepsychoanalytic,systems,existential,developmentalandbiologicalmodels.Empiricallyvalidatedtreatmentswillbereviewedintermsofboththeirresearchbaseaswellasclinicalapplication.Pre-requisite:BX500.CA601-CognitiveandAffectiveBasesofBehavior 3CreditsThisthree-creditcoursewillreviewcoretheoriesofCognitionandAffectbyexamininghowhumansprocessinformationandorganizetheirknowledgeandemotionalexperiences.Coretheoriesofcognitionandaffectwillbeevaluatedbasedonresearchrelevanttovariousaspectsofthinkingandfeelingandhowtheyinfluencebehavior.Studentswillbeabletoseehowcognitionandaffectaremulti–dimensionalinnatureandaddressspecifictopicsrangingfrommemory,categorization,language,reasoningandproblemsolving.Theirimplicationsforcontemporaryissueswillbeaddressedinseveralareasofapplicationincludingregulationofaffectandbehaviorineverydaylifeandinspecialstatessuchastrauma.Currentcontroversieswillbeexploredfromavarietyofperspectivesincludingemergingfieldsaddressingtheinterplayofthetwo.CrosslistedasCLICA601,SCHCA601.Pre-requisite:FP705orPA725.CC522-DiversityandCross-CulturalPsychology 3CreditsThiscourseexaminesthesocio-culturalcontextofhumanbehaviorwithaparticularinterestonissuesofdiversityintheclinicalsituation.Thecourselooksattheroleofpsychosocialfactorsinmentalhealthwithanemphasisonimplicationstotheoryandresearch.Thecoursedealswiththemorespecificinfluencesofcultureonpsychopathologyanddiagnosisandalsofocusesontopicsofdiversitymoredirectlyappliedtothetherapeuticrelationship.CrosslistedasCLICC522,SCHCC522CC564-HaitiServiceLearningandCulturalImmersionExperience 1CreditThiscourseisdesignedtoprovidestudentswithanenrichedimmersionexperienceandexposuretoHaitianculture.Thecoursefocusesonincreasingstudents’sensitivitytodiversityanddifference,promotinglearningandsharingofcross-culturalexperiences,enhancingcompetenceinbuildingeffectivetherapeuticrelationshipswithimmigrantpopulations,understandingthebridgebetweenpsychological

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theoryanditsapplicationtoculturallydiversegroups,increasingawarenessofethicsandstandardsappropriatetoprofessionalpracticewithethnicallydiversepopulations,andexpandingtheglobalperspectivesofstudentsinthefieldofmentalhealth.*Note:Additionalsummerimmersionprogramsinlow-andmiddle-incomecountries(e.g.,Kenya,Guyana,andJamaica)areindevelopment.CC566-GuyanaServiceLearningandCulturalImmersion 1CreditThiscourseisdesignedtoprovidestudentswithanenrichedimmersionexperienceandexposuretoGuyaneseculture.Thecoursefocusesonincreasingstudents’sensitivitytodiversityanddifference,promotinglearningandsharingofcross-culturalexperiences,enhancingcompetenceinbuildingeffectivetherapeuticrelationshipswithimmigrantpopulations,understandingthebridgebetweenpsychologicaltheoryanditsapplicationtoculturallydiversegroups,increasingawarenessofethicsandstandardsappropriatetoprofessionalpracticewithracially/ethnicallydiversepopulations,andexpandingtheglobalperspectivesofstudentsinthefieldofmentalhealth.CC567-CollectiveTraumaandCommunityHealing 1CreditThisadvancedtraumacourseexplorescollectivetraumaandcommunityinterventionsandprovidesadeepunderstandingofthehumanitarianneedsofindividuals,families,organizationsandcommunitiesinEasternAfrica(Kenya),livingunderconditionsofcontinuoustraumaticstress.Itwillwidenthelensfromwhichweviewtraumatheoryandtreatment,toincludeanemphasisonresilience,positivedeviance,andstrengthbasedapproachestotreatment.TheimmersionexperienceisdesignedtoofferstudentsanopportunitytodofieldworkandcollaboratewithcounselorsandcommunityserviceprovidersfromaKenyanNon-GovernmentOrganization(NGO).Currentprogramsinclude:drugandalcoholabuseprevention,peacebuilding,reliefanddisastermanagement,youthandfamilyprograms,educationaloutreach,andprogramstopromoteaccesstohealthcareformarginalizedgroupsoftheKenyanpopulation.Thestudentisresponsibleforanadditionalcoursefeetocovertransportation,roomandboard.CL520-ClinicalInterviewing 2CreditsThiscoursefocusesoninterviewingintheearlystagesofpsychotherapy.Differentmodelsincludingpsychoanalytic,neo-Freudianandhumanisticapproachesareexaminedspecificallywithregardtotheirimplicationsformethodandcontentininterviewing.Thedevelopmentoftheindividualtherapist’sstyleasaninterviewerisexaminedinthecontextofthesetheoreticalmodels.Throughroleplaying,studentswillhaveachancetolookatthemselvesasinterviewerswithregardtoboththespecificsofinterviewingandtheactualdevelopmentofcompetencies.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.CL523-IntroductiontoClinicalCare-ChildrenandFamiliesThepurposeofthisdidacticandexperientialcourseistoteachthefoundationalclinical,professionalandethicalcompetenciesneededasstudentsundertakeprofessionaltrainingtoworkwithchildren,adolescents,families,andcollateralcareproviders.Coursetopicsincludestructureddiagnosticinterviewingwithchildren,adolescents,andparents,biopsychosocialformulationofchildrenincontext,treatmentplanning,assessmentoftreatmentprogress,basicpsychotherapyskillsspecifictochildren,adolescentsandfamiliesincluding,asrelevant,play,andprofessionalrolesinvariedchild/adolescent

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psychologyservicesettings(e.g.specialeducationservices,schoolmentalhealth,outpatientandinpatientservices,primarycareoffices,casemanagement,wrap-aroundservices,in-hometherapy).Evidence-basedpracticesarestressed,asareethicalandlegalobligationsspecifictoworkwithchildrenandfamilies.Appreciationformulticulturalismanddiversityinrace,ethnicity,SES,andsexualorientationamongothersareemphasizedthroughout. CP500-FundamentalsinClinicalPracticeSkills 0CreditsThisnon-creditshortcourseprovidesanorientationtoimportantconceptsandskillsthatserveasabasisfortheinitiationofprofessionaltrainingandearlyclinicalpractice.Requiredofallenteringstudents.CS600-ClinicalSeminarI 2CreditsThepurposeofthisyearlongseminaristoteachtheclinical,professional,andethicalcompetenciesneededasstudentsundertakeprofessionaltraininginappliedsettings.Studentsareprovidedwithaforumtoexploreissuesrelatedtotheinitialclinicalsession,professionalroledefinition,boundarymanagement,multi-disciplinarycollaboration,managementofcollateralrelationships,ethicalandlegalobligations,andtreatmentfailures.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.Co-requisite:CLIFP600.CS605-ClinicalSeminarI 2CreditsContinuationofCLICS600.Thepurposeofthisseminaristoteachtheclinical,professionalandethicalcompetenciesneededasstudentsundertakeprofessionaltraininginappliedsettings.Studentsareprovidedwithaforumtoexploreissuesrelatedtotheinitialclinicalsession,professionalroledefinition,boundarymanagement,multi-disciplinarycollaboration,managementofcollateralrelationships,ethicalandlegalobligationsandtreatmentfailures.CS700-ClinicalSeminarII 2CreditsThisyearlongcoursefocusesonintegratingstudents’increasingunderstandingofpsychologicaltheorywiththeirpracticumexperiences.Thecoursealsofocusesoncompetenceinbuildingeffectivetherapeuticrelationshipsandindesigningandimplementinginterventions.Otherkeythemesinthisyearlongcourseareunderstandingandapplyingethicalstandardsinprofessionalpractice,anddevelopmentoftheprofessionalself.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.Co-requisite:CLIFP700.CS705-ClinicalSeminarII 2CreditsAcontinuationofCS700CS790-ClinicalSeminarinAssessmentwithLatinoPopulationI 1CreditThisadvancedcourseinassessmentwiththeLatinoPopulationisthefirstoftwoseminars.Duringthisfirstseminar,webuildupontheassessmentcoursesdealingwithcognitionandintelligencetostudytheassessmentofintelligenceandcognitionwiththeLatinopopulation.Issuespertainingtocross-culturalassessment,choosingtherighttestsfortheparticularclienttobeassessed,aswellasprinciplesofcognitive,intelligenceandneuropsychologicalassessmentwillbeexamined.In-classexercises,testingteamassignments,teamreportwriting,andin–classteampresentations,willbethebasisforassessingeachstudent’sclassperformance.Pre-requisites:CLIPA503proficientuseofSpanishrequired.

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CS900-ClinicalSeminarIV:TheoryandPracticeofSupervisionandConsultation 2CreditsThiscourseisdesignedtointroducestudentstothesupervisoryroleoftheprofessionalpsychologist.Specificgoalsofthecourseare:toarticulateone’sownexperienceasasupervisee,toreviewtherelevanttheoreticalandresearchliteratureaboutsupervisionandconsultation,tobecomefamiliarwithsupervisiontechniques;tobecomefamiliarwithhowsupervisiontheoryandpracticeisrelevanttoclinicalconsultation,tounderstandthedistinctionbetweentherapyandsupervision,andtobegintopracticesupervisoryskillsbysupervisingajuniorcolleague.Pre-requisite:FP805.CS905-ClinicalSeminarIV:TheoryandPracticeofSupervisionandConsultation 2CreditsAcontinuationofCS900.CX520- ChildPsychotherapy 2CreditsThiscoursefocusesonbothpracticalandtheoreticalissuesinplaytherapyandthemoregeneraltherapeuticworkwithchildrenandtheirfamilies.Topicscoveredare1)symbolicrepresentations,2)diagnosisandformulation,3)boundariesandlimits,and4)transferenceandcounter-transference.Theimportanceoftheroleofparentsinthetherapeuticworkishighlightedwithspecificwaysofinvolvingthemdiscussed.Specialattentionwillbegiventothetraumatizedchild,childrenwithlossanddeathissues,adoption,andculturalandtemperament/geneticsfactors.CX630-ClinicalPracticeofCognitive-BehavioralTreatmentofChildandAdolescentDisorders2CreditsThisisapractice-orientedcoursethatcoversthecognitive-behavioralmethodsandbackgroundresearchfortreatingthemajordisordersofchildhoodandadolescence.Theseincludethemooddisorders,anxietydisordersincludingPTSD,disruptivebehaviordisorders,attachmentproblems,andeatingandeliminationdisorders.Interventionswillbeconsideredforpatientsfrom3to18yearsofage.Considerationwillalsobegiventoforgingatherapeuticalliance,cognitive-behavioralassessment,workwithparents,andtheintegrationofcognitive-behavioraltreatmentwithothermethods.Pre-requisite:BX500.DP500-ThePsychologyofDivorce 2CreditsThiscoursewillprovideanintroductiontotheessentialresearchthatformsthecurrentknowledgebaseconcerningdivorce.Itwillhelpstudentstounderstandthephenomenathatoccurduringthedissolutionofmarriagesandfamilies,andthefactorsthatcanaidrecovery.Theywilllearntherangeofinterventionsavailabletopsychologistswhoworkinthiscriticalfield.Coursecontentwillinclude:theeffectsofdivorceonadultsandchildren;anintroductiontothelegaldivorceprocessanditsinteractionswiththeemotionalandpsychologicalstagesofdivorcingindividualsandtheirchildren;theparticulardifficultiesofhigh-conflictdivorce;whatcanbedonetoprotectdivorcingindividualsandtheirchildren;andhowthecurrentlegalprocesscanbechangedtopromotehealthierdivorce.Detailedpresentationsofdivorcepracticewillinclude;traditionalclinicalroles(e.g.divorcetherapy,grouptherapyindivorce);forensicroles(e.g.guardianadlitem,custodyevaluator);andnewlydevelopingroles(e.g.parentingcoordinator,divorcecoach,consultanttolegalprofessionals).Studentswillbeaskedtoselectatopicofinteresthavingtodowithanyaspectofdivorce,andtoprepareaninclasspresentation.Thispresentation,alongwithawrittenversion,willserveastheprimarycourseevaluation.FP630-ClinicalPracticumI 3CreditsAyear-longplannedandorganizedclinicalexperienceinanapprovedsetting.Co-requisite:CS600

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FP635-ClinicalPracticumI 3CreditsAcontinuationofFP630.FP750-ClinicalPracticumII 3CreditsAyear-longplannedandorganizedclinicalexperienceinanapprovedsetting.Pre-requisite:Co-requisite:CS700FP755-ClinicalPracticumII 3CreditsAcontinuationofFP750.FP800-FieldPlacementInternshipI 6CreditsAyear-longplannedandorganizedclinicalexperienceinanapprovedsetting.Pre-requisite:FP705.FP805-FP800-FieldPlacementInternshipI 6CreditsAcontinuationofFP800.FP821-AdvancedClinicalPracticumI 6CreditsAyear-longplannedandorganizedclinicalexperienceinanapprovedsetting.Pre-requisite:FP755.FP822-AdvancedClinicalPracticumII 6CreditsAContinuationofFP821FP825-AdvancedClinicalPracticumII 6CreditsFP826-AdvancedClinicalPracticumII 6CreditsFP900-FieldPlacementInternshipII 6CreditsPlannedandorganizedclinicalexperienceinanapprovedsetting. Pre-requisite:FP805.FP904-AdditionalAppliedTraining 0CreditsAfulltimeplannedandorganizedremedialorotherclinicalexperienceinanapprovedsettingbyspecialarrangement.CrosslistedasCLIFP904,SCHFP904.FP905-FieldPlacementInternshipII 6CreditsAcontinuationofFP900.FP911-ExtendedInternshipTraining 1CreditAplannedandorganizedclinicalexperienceinanapprovedsetting.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.FP914-AdditionalAppliedTraining 0Credit

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AcontinuationofFP904.FP921/FP922-ExtendedInternshipTraining 1CreditAcontinuationofFP911FP925-AdvancedClerkship/Fieldwork 0CreditsAplannedandorganizedclinicalorotherexperiencebyspecialarrangement.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.FP935-AdvancedClerkship/Fieldwork 0CreditsAcontinuationofFP925FX515-FamilyandSystemsTheory 2CreditsThroughlectures,classdiscussions,videotapesandgroupexercises,thisclasswillintroducethehistoryoffamilytherapy,severalmajortheoreticalandresearchmodelsoffamilytherapy,andwillplacefamiliesinrelationtosocialcontext.Wewillalsoexploreandbecomemoreawareoftheclinician’sreflectiveuseofself,andoftheroleofone'sfamilyoforiginandsocialcontextinthetherapypractice.Studentswillhavetheopportunitytoexploretheirownfamiliesandaclientfamily,insocialcontext,asameansforgainingabetterunderstandingandappreciationoftheirtherapywork,andtoexploreatopicoftheirchoiceinthefamilyliterature.CrosslistedasSCHFX515.Pre-requisite:CLIPS600orSCHST631.FX600- Infant,Toddler,ParentIntervention 2CreditsThiscourseisdesignedtointroducethestudenttobasicconceptsandissuesininfanttoddlerparentintervention.Itdrawspresentersfromtwoinfantparentorientedorganizations,theJewishFamilyandChildren’sServiceandtheBostonInstituteforTheDevelopmentofInfantsandParents,becausethesecliniciansrepresentuptodatethinkingandpracticeregardingtheirtopic.Topicscoveredinclude:basicattachmenttheory,reflectivefunctioning,postpartummooddisordersanddepression,challengestotheinfantparentrelationshipreeating,sleepingandthosebornwithspecialneeds,postadoptivedepressionintheparents,therelevanceforadultpsychotherapyofinfantresearch,dysregulatedattunement,infantobservationandthewatchwaitandwonderinterventionprogram.Becausethesecliniciansareavailableonlyatcertaintimes,thesequencingofcontentisbasedontheiravailability,notnecessarilyaspecificlogicofhavingonetopicprecedeanother.CrosslistedasCLIFX600,SCHFX600.FX615-ClinicalPracticeofFamilyandSystemsTherapy 2CreditsThiscoursefocusesontheapplicationofpreviouslylearnedtheoreticalknowledgetoclinicalworkwithfamiliesandtheacquisitionoffamilytherapypracticeskills.Studentsaretaughtthenecessaryskillstoengageandfacilitatetherapeuticchangewithfamilies.Amajorfocusofthecourseisonstudentsunderstandingandmakingeffectiveuseoftheirownexperiencewhenworkingwithfamilies.Thisclassisconductedusingroleplaysandreflectionteamsandislargelyexperiential.Specialattentionispaidtodevelopingskillsinobservation,understandingandinterventionwithcouplesandfamilies.Pre-requisite:FX515.GE500-Geropsychology 2CreditsThiscourseprovidesanoverviewoftheoreticalandappliedclinicalgeropsychology,combininglectureandseminarformats.Thecourseestablishesthebackgroundforappliedclinicalwork.Studentsfromthe

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beginningwillparticipateindiscussionsandcreativeassignmentsaimedatdevelopingclinicalthinking.ThecourseisofferedasanintroductorycourseandmaybefollowedbyCLIGE520,SelectedTopicsinGeropsychology.GE520-SelectedTopicsinClinicalGeropsychology 2CreditsThiscourseprovidesstudentswithanoverviewoftherangeofpsychopathologyseeninclinicalpracticewitholderadults.Thecontentofthecoursewillincludeunitsinpsychopathologyandpsychotherapy.Unitsinpsychopathologywillincludedelirium,depression,anxiety,dementia,personalitydisorders,andalcoholabuseandsubstanceabuse.Psychotherapyunitswillincludecounter-transferenceinworkwitholderadults,familysystems,individualtherapy,coupletherapyandcaregivingasafocusoftherapy.Attentionwillbegiventothedevelopmentofcriticalappraisalofresearchfindingsandcreativeresponsestocommonlyoccurringclinicalissues.Pre-requisite:CLIGE500,orpermissionoftheinstructor.GE540-GeriatricPsychopharmacology 2CreditsThiscourseaddressespsychopharmacologicalinterventionswitholderadults.Majortopicsincludetheagingprocessandresponsetodrugtreatmentsforavarietyofpsychiatricconditionsandinthemanagementofagitation,pain,sleep,andbehaviordisorders.Theprescription,management,anduseofpsychotropicmedicationswillbediscussedinreferencetothecollaborativepracticeamonghealthcareprovidersacrossprofessionaldisciplinesintheinterestofpatient-centeredcare.Ethicalissuesrelatedtopharmacologicinterventionswitholderadultswillbeexplored,includingend-of-lifepainmanagement.Medicationuseamongolderadultswillbeaddressedinrelationtoculturaldiversityandindividualdifferences,rights,values,andspirituality.GE550-EndofLifeInterventions 2CreditsThiscoursefocusesoninterventionsinthreeend-of-lifecontexts.Spanningthecontinuumofend-of-lifecare,thiscoursecoverstheoreticalmodelsandempirically-supportedtreatmentapproachesdesignedto:(a)reduceanxietyandimprovequalityoflifeamongpeoplewhohavebeendiagnosedwithaterminalillness.(b)reducefeelingsofdepressionandburdenamongcaregivers,and(c)reducecomplicatedgriefanddepressivesymptomsamongbereavedindividualsandfamilies.Throughlectureandexperientialexercises,studentsinthiscourseareexposedtobothindividualandgroup-basedtreatmentsrelevanttothesepopulations.Althoughthecoursefocusesprimarilyonend-of-lifeinterventionsforadults,ageappropriatemodificationsforchildrenandadolescentsarediscussed.Individualandculturaldifferencesandethicalchallengesinend-of-lifecarearealsodiscussedandexplored.GR530- HEALTHMANAGEMENTFOROLDERADULTS 2CreditsThiscourseonthehealthcaresystemasitaffectsthehealthofolderadultsandthepracticeofhealthprofessionals,andaninterdisciplinaryapproachtoprofessionalcollaborationwillbeofferedagaininthespringof2016.Itfulfillstherequirementsforafullsemester(halfyear)course.Adescriptiveannouncementisprintedbelowandalsoattachedfordistribution.Wealsoattachcommentsonthecoursebystudentsandfacultymemberswhohaveparticipatedinthepast.HP530-TheoreticalFoundationsinClinicalHealthPsychology 2Credits

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Thiscourseexploresthetheorybaseofclinicalhealthpsychology.Theseminarbeginswithastressandhealthexplorationofthebiologicalbasesofhealthanddiseaseandincludesanoverviewofpsycho-neuroimmunologystressandhealth.Thecourseexaminesthecontributionsoflearningtheoryandcognitivebehavioralmodels,learnedhelplessnessandself-efficacy,stressandcopingwithanemphasisonsocialbasesofhealthanddisease,Engel’sbio-psychosocialhierarchy,familysystems,healthanddisease,andconcludeswithethno-culturalvariablesandhealthandexistentialandmeaningmakingmodels.CrosslistedasCLIHP530,SCHHP530.HP541- ApplicationsinClinicalPsychology 2CreditsThiscoursewillexaminehowthetheoreticalfoundationsofHealthPsychologyexploredinthepre-requisiteHP530areappliedinclinicalpractice.Thisseminarwillbeginwithasurveyoftheassessmentstrategiesoftheclinicalhealthpsychologistincludingbio-psychosocialapproaches,interview,observational,andbehavioralmethodsandpaperandpencilmeasures.Studentswillthenproceedtoasurveyofindividual,group,familyandlargesystemsinterventions,anexaminationofmedicaladherence,andconcludewithadiscussionofsupervisoryandconsultationissuesinthefield.Studentswillalsoconductasemesterlongprojectinwhichtheybecomeexpertsintheassessment,intervention,supervision,andconsultationapproachesinonespecificillnessandagegroup.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.Pre-requisite:HP530.HP550- AdvancedTopicsinClinicalHealthPsychology 2CreditsThiscourseisdesignedtoenableadvancedstudentsintheClinicalHealthPsychologydoctoraltrackwiththeopportunitytoconsolidatetheiroverallunderstandingofthefield.Thecoursefocusesonlargesystemsissuesincludingethical,legal,andprofessionalconcerns;economic,political,organizational,andpolicyissues,andresearchmethodsinClinicalHealthPsychology.Prerequisite:HP541HS520-HumanSexuality 2CreditsThisclinicalcourseisintendedtopreparestudentsforeffectivepracticeindealingwithclients’sexualissues.Thecourseprovidesanoverviewofsexualissuesthatariseinclinicalpractice.Topicswillincludeappropriatelanguage,sexualitythroughthelifecycle,appropriateboundaries,andculturaldifferencesinsexuality,physiologyofsexuality,takingasexualhistory,sexualorientation,sexualityanddisabilities,reclaimingsexualityfollowingahistoryofsexualabuse,,sexualaddictionandotherspecialtopics.Inadditionthediagnosisandtreatmentofthemainsexualdysfunctionswillbeaddressed.Theseinclude:inhibitedsexualdesire,arousaldisorder,anorgasmia,vaginismus,erectiledysfunction,prematureejaculation,retardedejaculationanddispareunia.Behavioral,psychodynamicandsystemicapproacheswillbeexamined.Studentswillexploretheapplicationsofthisknowledgetoclinicalpracticeandwillalsoexaminetheirownlevelofcomfortwiththismaterialasitrelatestotheclinicalsituation.HU520-HumanisticTheory 2CreditsThiscourseexaminesastrongcontinuumoftheory,oncedescribedastheThirdForce,thatinfluencesAmericanpsychology,havingitsrootsintheexistentialistmovementofthemid-century,andnowintoitspresentmanifestationsunderthegeneralterm“Spirituality.”Afterexploringthelegitimacyofspiritualityasapropersubjectfortheoryandresearchinthefieldofpsychology,thiscourseexploressevenprimalthemesofhumanlifefromthisexistential,humanisticperspective:suffering,death,fearandanxiety,creativity,theself,humanrelationships,andtheindividual’srelationshipwiththeundefined.

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OpenonlytostudentsinthedoctoralprograminClinicalPsychology.Pre-requisites:LS659,PS600andPS603.HU635- Spirituality,JungandtheUseofImagesinPsychotherapy 2CreditsThiscourseisdesignedtochallengeandextendstudents’conceptualizationoftheunconsciousandthehealingprocess.Thefirsthalfofthecoursewillexaminehowhealingisviewedandachievedfromdifferentspiritualperspectives,includingBuddhism,IslamandShamanictraditions.ThesecondhalfofthecoursewillexploreJungianconceptsoftheunconscious,individuation,theimaginalrealmandtheSelf.Wewillanalyzeparallelsbetweenspiritualandpsychotherapeuticpracticeandexplorehowaspiritualframeworkcaninformpsychotherapy.StudentswillanalyzetheirownframeworksofpracticingclinicalworkinlightofspiritualandJungianapproachestohealing.HU641- PositivePsychology 2CreditsThepurposeofthiscourseistoteachstudentsthetheoreticalfoundations,clinicalinterventions,andapplicationsofpositivepsychology.Positivepsychologyisthescientificstudyofwhatmakeslifemostworthlivingbyemphasizingthepositiveemotions,thoughtpatterns,andrelationshipsthatcontributetohumanflourishing.Thisclassexploresthemeasurement,development,andcultivationofcharacterstrengthssuchas:wisdom,courage,humanity,justice,temperance,andtranscendenceandoffersconceptualandempiricaltoolstocraftandevaluateinterventionswhichpromotehumanflourishingandwell-being.Theempiricalevidenceunderlyingthescienceofpositivesubjectiveexperiencewillbereviewed.LS659-LifespanDevelopment 3CreditsThiscourseexaminesaspectsofhumandevelopmentacrossthelifespan.Theoriesofbiological,cognitive,social,emotional,moral,andspiritualdevelopmentareexploredtounderstandtheinterplayofnatureandnurturefrominfancythroughaging.Studentsexaminethepsychologicalandenvironmentalcontextsrequiredtosupportnormaldevelopmentandadaptationinallstagesoflife.Theprimaryfociofthecourseinclude(a)considerationoftherangeofpossibilitiesofnormalindividualdifferencesand(b)considerationofgeneraltrendswithanemphasisoncontextualvariationsbasedongender,socialclass,culture,andethnicity.CrosslistedasCLILS659,COULS659,SCHLS659.MH512-ForensicPsychologyI:ChildrenandFamilies 2CreditsThiscoursefocusesontheuseofclinicalmentalhealthinformationincourtsandotherlegalsettingsincasesthatinvolvedchildrenandfamilies.Thecoursereviewstheframeworkoflawinvolvingchildrenandfamilies,particularlylawandlegalprocedureregardingchildabuseandneglectproceedings,juveniledelinquency,statusoffenses,anddivorcechildcustodyproceedings.Theroleofthepsychologistinconductingforensicevaluationsisdiscussedindetail,includingspecifickindsofclinicalandethicalchallengesthatmayarise.Specializedevaluationssuchasviolenceriskassessmentsanddomesticabuseassessmentsaredescribed.Particularattentionispaidtohowpsychologistsconductforensicevaluationsforuseincivilandcriminalproceedingsinvolvingchildren,andhowtheirfindingsarecommunicatedintheformofwrittenreportsortestimonybeforethecourt.CrosslistedasCLIMH512,SCHMH512.MH513- ForensicPsychologyII:Adults 2CreditsThecoursefocusesontheuseofclinicalmentalhealthinformationincourtsandotherlegalsettingsincasesthatinvolveadults.Thecoursereviewstheframeworkoflawincivilandcriminalcasesthatare

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mostlikelytoinvolvepsychologistsasforensicevaluatorsorexpertwitnesses.Forensicevaluationsincriminalcasesincludecompetencetostandtrial,criminalresponsibility(“insanitydefense”),andaidindisposition.Forensicevaluationsincivilcasesincludemedicalguardianships,involuntarymedication,andinvoluntarycivilcommitment.Theroleofthepsychologistinconductingforensicevaluationsisdiscussedindetail,includingspecifickindsofclinicalandethicalchallengesthatmayarise.Specializedevaluationssuchasviolenceriskassessmentsanddomesticabuseassessmentsaredescribed.Particularattentionispaidtohowpsychologistsconductforensicevaluationsforuseincivilandcriminalproceedingsinvolvingadults,andhowtheirfindingsarecommunicatedintheformofwrittenreportsortestimonybeforethecourt.MH515- AdvancedTopicsinForensicPsychology 2CreditsThiscourseprovidesanintensivesurveyofcurrentperspectivesandemergingissueswithinthearenasofpsychologyandthelaw.Keytheoreticalandsystemicprinciplesareemphasizedtoofferacontextualanddynamicappreciationofthehistorical,political,socialandethicalinterplayoftheselectedspecialtopic(s).Anemphasisontheintersectionbetweenlawandthementalhealthprofessionsandaframeworkisofferedtoidentifyandassesscomplexprofessionalpracticesituationsthathaveoverlappingclinical,ethicalandlegaldimensions.Eachcoursewillbegearedtowardhelpingstudentsgainabroaderunderstandingandknowledgeaswellasagreaterunderstandingofthetheoreticalunderpinning,nature,methodsandbestpracticesinforensicassessmentandevaluation.Pre-requisites:MH501andeitherMH512orMH513.MH520- LawandMentalHealth 2CreditsThiscourseprovidesabasicconceptualunderstandingoftheinterfacebetweenthelegalandmentalhealthsystems,highlightingbothexistingproblemareasandpotentialmethodsformoreconstructiveinterdisciplinaryinteraction.Afteranintroductiontothelegalsystem,thetrainingoflawyersandtheproblemsofinterdisciplinarycommunication,thecourseexploresinterfaceissuesthroughcommitment,righttotreatment,righttorefuseanddeinstitutionalization.MH625-ForensicAssessment 2CreditsThiscourseaddressesgeneralandspecifictopicsincriminalforensicassessment.Studentswillbecomefamiliarwiththeadministration,scoring,andinterpretationofinstrumentsusedtoassesscompetencetostandtrial,criminalresponsibility,malingering,dangerousness,andriskofsexualviolence.Inordertodemonstratefamiliarityandknowledgeofspecificforensicassessmenttools,eachstudentwilladminister,score,andinterprettestprotocolsandprovideinterpretationsoftestdatawithregardtotheissueathand.Finally,studentswillgainanunderstandingoftheintegrationofinterviewdata,assessmentdata,andcollateralinformationinaforensicevaluationreportMH630-PolicePsychology 2CreditsThiscourseexaminesthespecialtyofPolicePsychologyandtheworkthatpsychologistsdointhelawenforcementworld.Studentswilllearnaboutpersonalityissuesinpoliceofficers,lawenforcementculture,psychotherapywithpoliceofficers,policefamilies,useoflethalforce,hostage/crisisnegotiationswithbarricadedsuspects,pre-employmentpsychologicalevaluationsandfitnessfordutyevaluations,psychologicalconsultationinlawenforcementorganizations,issuesrelatedtowomenandminoritygroupsinlawenforcement,thelegalandstatutoryfoundationsofpolicepsychology,policetraining,andothertopicsincontemporarypolicepsychology.Studentswilllearnabouttherolesandresponsibilities

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ofpsychologistsinlawenforcement,includingassessment,intervention,consultation,operationsandtraining.Thecoursewillincludeclasspresentationsanddiscussions,videopresentations,ride-alongsandvisitstopolicestations,andexperientialexercises.Pre-requisite:CLIFP605.MV515- MilitaryFamiliesandtheCycleofDeployment 1CreditThiscoursewillexplorethepsychologicalandrelationaleffectsofmilitaryserviceonimmediateandextendedfamily,aswellasonotherlovedones.Studentswillreceiveanoverviewofthecycleofdeployment,withspecialemphasisonhoweachofitsphasesaffectsthefunctioningofspousesandchildren.Riskandprotectivefactorspredictiveoffamilycopingorrelationaldistresswillalsobeexamined,includingageofchildren,lengthofmarriageorrelationship,attachmentdynamics,andthequalityofenvironmentalsupportsforat-homespouses.Emphasiswillbeplacedonunderstandingtheuniquecultureofthemilitary,thepossibledifferencesincopingandadjustmentofvariousethnicorculturalgroups,andthepsychological/relationalchallengesforfamilymembersateachpointalongthedeployment-reunioncontinuum.Studentsinthiscoursewilldevelopfamiliaritywithspecificinterventionstrategiestoenhancemilitaryorveteranfamilyfunctioning,andwillexamineanumberofempiricallysupportedinterventionmodels.Specialconsiderationwillbegiventoguidelinesforbuildingtherapeuticallianceswithmilitaryorveteranfamiliesofdiverseorminorityculturalbackgrounds,andwiththosethathavefacedthedeathorinjuryoffamilymembersasaresultofmilitaryservice.TheinterpersonalimplicationsofCombat-InducedStressReactionandPost-TraumaticStressDisorderwillbeunderconsiderationthroughoutthesemester.Thiscoursewillutilizeacombinationoflecture,discussion,mediaandaudio-visualenhancements,briefstudentpresentations.CLIFX515;COUFX510;SCHFX515.(MilitaryFamiliesandtheCycleofDeploymentisdesignedtobetakenconcurrentlywithorsubsequentlytooneoftheseintroductorycourses).MV522-SubstanceAbuseandAddictionsinMilitaryandVeteranCommunities 1CreditThiscoursewillfocusontheepidemiology,identification,prevention,andtreatmentofalcoholandotherdruguse,includingprescriptionmedication,inactivemilitarypersonnel,veterans,andtheirfamilies.Usingacombinationoflecture,audio-visualmaterials,andstudentpresentations,studentswillexamineup-to-datedataconcerningratesandpatternsofdrugandalcoholabuseinthemilitaryandveteranpopulations,exploretherelationshipbetweensubstanceabuseandsuicide,andinvestigatehowdepressionandpost-traumaticstressinservicemembersarerelatedtopatternsofacuteandchronicsubstanceabuse.Inadditiontoreviewingcontemporaryresearch,suchastheMillenniumCohortStudy,thatestablishesanempiricallinkbetweencombatexposureandincreasedriskofalcoholdependence,thiscoursewillalsoemphasizetheimportanceofpreventionstrategiesbefore,during,andafterdeployment.Evidence-basedtreatmentmodelswillbeexamined,aswellasemergingtrendsincludinginternet-linkedinterventionsandtheuseofdrugcourtswithveterans.Emphasiswillbeplacedonindividualandculturaldifferencesthatimpacttheassessmentandtreatmentofsubstanceabuseproblemsinthesepopulations.Cross-listedas:CLIMV522,COUMV522,SCHMV522.Pre-requisites:CLISB522,orCOUSB515(MaybetakenconcurrentlywithCLIMV522)NP530-FunctionalNeuroanatomyandNeuropathology 3CreditsThiscourseprovidesstudentswithacomprehensiveoverviewofcentralnervoussystemstructureandfunction.Anoverviewofotherphysiologicalsystemsisintegratedasnecessarytoequipthefuturepractitionerfordealingwithabroadspectrumofrehabilitativeconcerns.Foundationalinformationwillbeintegratedwithneuropathology,neuroepidemiology,andtheneurobehavioralconsequencesof

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congenitalandacquiredneurologicaldiseasesanddisorders.Additionally,non-neurologicalconditionsaffectingcentralnervoussystemfunctioningarereviewed.Neuroradiologyisalsoaddressedfromaneuropsychologicalandresearchperspective.Laboratoryexaminationofaspecimenofahumanbrainwillbeincludedasavailable.NP615-PediatricNeuropsychologicalAssessment 3CreditsThiscourseexaminesnormalandpathologicalpatternsofthedevelopingbrainfromaclinicalandfunctionalperspective.Currenttheoreticalframeworksforconceptualizingbrain-behaviorrelationshipsinchildrenarediscussed,aswellastheirapplicationwhenusingneuropsychologicalassessmentmeasures.Studentsareintroducedtoavailabletestscommonlyusedinpediatricclinicalneuropsychologicalpractice,andareprovidedwithampleopportunitytopracticeadministration,scoringandinterpretation.Teststhatassessattention,executivefunctions,memoryandlearninglanguage,visual-spatialprocessing,andsensorimotorabilitiesareemphasized.Furthermore,wediscusstheutilityofthesemeasuringtoolsinidentifyingdisruptionsinbrainsystemsand/orlocalizinglesions,includingdisordersthatarediagnosedmorecommonlyinchildrenincludingADHD,epilepsy,autism,traumaticbraininjuries,etc.Lastly,thecoursewillcovertreatmentrecommendationsforremediationandenvironmentalsupport,especiallyasitpertainstomaximizingadaptabilitywithintheenvironmentandacademicachievement.NP625- AdultNeuropsychologicalAssessment 3CreditsThiscourseisdesignedasanadvanced-levelcoursethatbuildsuponthebasicprincipleslearnedintheWJCpsychologicalassessmentsequenceandappliesthemtothefieldofneuropsychologicalassessment.Duringthiscoursestudentswilllearnaboutthetheoreticalandpracticalissuessurroundingneuropsychologicalassessmentingeneralaswellaswithinthemajorcognitivedomains(e.g.,attention,executivefunctioning,language,visuospatialprocessing,memory).Specificassessmentinstrumentswithinthevariousdomainswillbereviewedandtherelativeadvantagesanddisadvantagesofeachmeasurewillbediscussed.Additionally,studentswillbegintodevelopskillsinbatterydevelopment,caseconceptualization,andreportwriting.Classdiscussionsandreadingswillexplorehowaneuropsychologicalevaluationcanbeusedtobetterunderstandthecomplexrelationshipbetweennervoussystemfunction,cognition,emotion,andbehavior,andtoapplythisknowledgetothedesignofindividualizedpatientinterventions.NP650-NeuropsychologyofAging 2CreditsThiscourseisdesignedtointroducestudentstotheneuropsychologyofaging.Duringthiscoursestudentswillreviewtheneuropsychologyofnormal,non-diseasedagingandtheneurodegenerativedisordersassociatedwithaging.Studentswilllearntoidentifytheneuropsychologicalprofilesoftheneurodegenerativedisordersandbecomefamiliarwiththeneuropsychologicalinstrumentsusedtoevaluatedisordersassociatedwithaging.Studentswillhavetheopportunitytoengageincasechallenges,whereapplicationoflearnedmaterialwillbeappliedtoclinicalformulation.Thechallengesoffamilycareforagingadultswithneurodegenerativediseasewillbereviewed.Thecoursewillendwithafocusonsuccessfulcognitiveaging.Focusedreadingsandaudiovisualassignmentswillbeusedtohelpstudentsfurthertheirunderstandingoftheneuropsychologyofaging.NP701-AdvancedNeuropsychologyCaseConceptualization 2Credits

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Thisadvancedcoursebuildsuponthemateriallearnedinearlierneuropsychologycoursesandfocusesonissuesrelatedtointegrationofmultiplesourcesofinformation,caseconceptualization,andthedevelopmentofindividually-tailoredrecommendations/interventions.Ethicalconsiderationsandmulti-culturalissueswithinthecontextoftheneuropsychologicalevaluationwillalsobediscussed.Coursematerialwillbedrawnfromactualcasesandwillbediscussedinaseminarformat,withstudentshavingtheopportunitytoworkthroughcomplexcaseseachweekinsmallgroups.Itishighlyrecommendedthatthiscoursebetakenconcurrentlywithadvancedplacementsinneuropsychologyasmaterialwillalsobedrawnfromstudent’sclinicalexperiencesattheirtrainingsite.NT500-IntroductiontoNarrativeTherapy 2CreditsThiscourseintroducesstudentstonarrativetherapy,anemergingapproachbasedonthepowerofmeaning–makingsystemstoshapeexperience.Thiscourseexploresthetheoreticalandclinicalfoundationsofnarrativetherapywithindividuals,families,groups,andlargersystems.Itintroduceskeynarrativeconcepts:socialconstructionism,discoursetheory,thesocialconstructionofpower,dominantandmarginalized,decenteredpractices,expertvs.“informednotknowingstances,”andthecollaborativeco-investigationofmeaning.Itintroduceskeynarrativetechniques:carefulattentiontolanguageandmeaning,externalization,mappingtheproblem’seffectsonpeopleandviceversa,buildingonuniqueoutcomestodevelopalternativeplots,anduseoftherapeuticdocumentsandreflectingteams.Narrativeresearchapproacheswillalsobeaddressed.Theclassincludeslecture,discussion,exercises,roleplays,andvideoanalyses. PA601-CognitiveAssessment 3CreditsThiscoursewillfocusuponassessmenttheoryandtechniqueasitappliestocognitionandintelligence.Studentswillbeexposedtoavarietyofcognitiveandintellectualmeasuresthroughoutthecourseofthesemester.PrimaryfocuswillbegiventotheWechslerScales(WISC-V,WAIS-IV),alongwithotherstrategiccognitivemeasuresthatassessvisual-motorintegration,scanning,attention,memory,conceptualthinkingandlanguage-basedfunctions.InpreparationforfieldplacementtestingassignmentsandfutureAPAinternships,studentswilllearntoadminister,score,interpret,integrateandpresentthesetestingmeasuresinoralandwrittenreportformats.Inadditiontodevelopingafacilitywiththesevariousassessmentmeasures,thiscoursewilladdressanumberofcoretopics.Inparticular,studentswilllearntogivebatteriesofteststoaddressstrategicdifferentialdiagnosticquestionsdictatedbyaninitialWechslerscreening.Also,thehistoryandfutureofassessment,contemporarycontroversies,cross-culturaldiversity,evidenced-basedassessmentsandtestingspecialpopulations,arealltopicsthatwillbeexaminedastheyrelatetocognitiveandintellectualassessment.Thecourseisdesignedasa"hands-on",pragmaticprimerthatwillprovideabeginningframeworkforallsubsequentpsychologicaltestingendeavors.In-classexercises,examinations,andpresentations;alongwithoutsideofclasstestingassignmentsandreportwritingwillbethebasisforassessingeachstudent'sclassperformance.NOTE:ThiscourseisopenonlytostudentsinthedoctoralprograminClinicalPsychology.PA602-PersonalityAssessment 3CreditsThiscourseintroducesstudentstotheconstructionandevaluationofobjectiveassessmentmeasuresofpersonalityandpsychopathology.Itcoverstherationale,administration,scoring,andinterpretationofcommonobjectivemeasuressuchastheMMPI-2,thePAI,andtheMillonscalesaswellasofmeasuresofnormalpersonalitysuchastheNEOandCPI.Inadditiontothesebroadbandmeasures,narrowband

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measuressuchastheBeckInventoriesandobjectivescreeningmeasureswillbeintroduced.Theappropriateapplicationofthesetestsandtheethicalconsiderationsregardingtheiruseinclinicalandnon-clinicalsettingswillbediscussed.PsychometricissuesthatwereintroducedinPA601suchasnorms,reliability,andvalidity,willbereinforced,andconfirmatoryfactoranalysiswillbeintroducedtohelpstudentsevaluateobjectivetests.Throughin-classinstructionandpracticalapplication,studentswillcriticallyexaminetheappropriatenessofitemselectionintermsoflanguage,genderandculturalbias.PA603-Psychometrics 2CreditsThiscoursefocusesonthetheoryandtechniquessupportingvariousformsofpsychologicalmeasurementandassessment.Topicscoveredincludeclassicaltesttheory,scalesofmeasurement,itemresponsetheory(IRT),latentvs.observablevariables,itemconstruction,factorstructure,anditemreductionthroughexploratoryfactoranalysis(EPA)andconfirmatoryfactoranalysis(CFA).Thiscoursebuildsonpreviouscoursesthathaveintroducedreliabilityandvalidityandexaminesthesetopicsinmoredetail.Issuesofethicsandstandardsintestdevelopment,issuesoftestfairnesswithdiversepopulations,andtestandresponsebiaseswillbediscussed.Practicalapplicationsofpsychometricprincipleswillbepresentedinthecontextofintroducingstudentstoprogramevaluationproceduresandinthecontextofevaluatingoutcomemeasuresthatattempttoassesstheeffectivenessofpsychotherapy.PH521-Psychopharmacology:TheoryandPractice 2CreditsThiscourseisdesignedtoheightenawarenessandunderstandingofwhatmedicationspatientsorclientsaretaking,howthesemedicationsworkandhowthisinformationcanbeusedtoimprovethestudent’sinteractionswithpatientsorclients,aswellaswithdiversehealthcareprofessionals.Thiscourseisnotintendedtopreparethestudentforaprimaryroleofprescribing,administeringoroverseeingtheuseofmedications.PM625-ProjectiveMethodsinPsychologicalAssessment 3CreditsThefocusofthiscourseisonprojectiveassessment,particularlytheRorschachInkblotTestanditsapplicationinclinicalpractice.Studentswillalsolearnhowtoadministerandinterpretotherprojectivetestsincludingnarrativetechniquesanddrawings.StudentswilllearntheComprehensiveSystemforadministration,scoring,andinterpretationincludingthemostrecentdevelopmentsinRorschachpsychology.Strategiesofinterpretationwillincludeanalysisofstructuralvariablesaswellasassociationalfeaturesofthematicimagery.Studentswillalsolearnhowtouseprojectivetechniquesinaculturallysensitivemanner.ThiscoursewilluseadevelopmentallensandfocusontheuseoftheRorschachthroughoutthelifespan.PP520-PhysiologicalPsychology 3CreditsThiscourseisdesignedasanentrylevelgraduatecoursetothebroadareaofphysiologicalpsychology.Duringthiscoursestudentswilllearnbasicneuroanatomyandfundamentalphysiologicalprocessesthatallowthebraintocontrolvariousbehaviors.Throughoutthecoursetheseideaswillbedemonstratedusingavarietyofbehaviorsandlevelsofbrainprocessing.Examplesandtopicsarechosentoillustrateboththebreadthanddepthofinfluencethatphysiologicalprocesshasonnormalaswellaspathologicalbehavior.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.PR800-DoctoralProjectI 1Credit

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Thedoctoralprojectisaresearchprojectreflectingthestudent’sindividualinterests,providinganopportunityfortheconsolidationofthestudent’sknowledgeandunderstandingofcurrentresearchandthoughtinaspecificarea.Pre-requisites:RS526andRS535.PR801-DoctoralProjectII 2CreditThedoctoralprojectisaresearchprojectreflectingthestudent’sindividualinterests,providinganopportunityfortheconsolidationofthestudent’sknowledgeandunderstandingofcurrentresearchandthoughtinaspecificarea.Pre-requisite:PR800.PR901-DoctoralProjectIII 3CreditThedoctoralprojectisaresearchprojectreflectingthestudent’sindividualinterests,providinganopportunityfortheconsolidationofthestudent’sknowledgeandunderstandingofcurrentresearchandthoughtinaspecificarea.Pre-requisite:PR801.PR904-DoctoralProjectIV 4CreditThedoctoralprojectisaresearchprojectreflectingthestudent’sindividualinterests,providinganopportunityfortheconsolidationofthestudent’sknowledgeandunderstandingofcurrentresearchandthoughtinaspecificarea.Pre-requisite:PR901.PR950-ContinuingProject 0CreditThedoctoralprojectisaresearchprojectreflectingthestudent’sindividualinterests,providinganopportunityfortheconsolidationofthestudent’sknowledgeandunderstandingofcurrentresearchandthoughtinaspecificarea.Crosslistedas:CLIPR950,SCHPR950.Prerequisite:CLIPR904orSCHPR924.PR951-ContinuingProject 0CreditThedoctoralprojectisaresearchprojectreflectingthestudent’sindividualinterests,providinganopportunityfortheconsolidationofthestudent’sknowledgeandunderstandingofcurrentresearchandthoughtinaspecificarea.Crosslistedas:CLIPR950,SCHPR950.Prerequisite:CLIPR904orSCHPR924.PS600-HistoryandSystems 2CreditsThiscourseprovidesaframeworkforexaminingthehistoricalandphilosophicalperspectivesandantecedentsofmodernpsychology.Itexplorestheepistemologicalbasesofpsychologicalthoughtandhow,historically,theyhavedefinedthefieldofappliedpsychology.Schoolsofthought(e.g.psychodynamic,behavioral,humanistic,andexistential)areexamined,withattentiontodifferentresearchmodesofinquiryandevidence,andtodifferentviewsofhumannature,theselfandsocialcontext.CrosslistedasCLIPS600,SCHPS600.PS602-PediatricPsychology 2CreditsThiscoursesurveysmajortopicsinpediatricpsychology,agrowingandmulti-facetedpracticeareathatliesattheintersectionofHealthPsychologyandClinicalChildPsychology.Coursecontentwillincludemethodsofassessment,intervention,consultation,andpreventionasregardsthemultipledomainsofpediatricpsychologyincludingchronicillness,chronicpain,problemsofeating,sleepingandelimination,behaviorproblemsinpediatriccontext,adherencetomedicalprocedures,andthepromotionofwellness.Theperspectiveofferedwilltakedevelopmentaldifferencesintoaccountandviewthechildor

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adolescentinthecontextoffamily,school,community,andculture.ThiscourseisanelectivethatisparticularlypertinenttostudentsintheHealthPsychologyandCFARclinicalconcentrations.PS603-SocialBasesofBehavior 3CreditsThecourseexploresthesocialbehaviorofindividualsandgroups.SocialPsychologicaltheoriesandempiricalresearchwillprovideafoundationandframeworkforexaminingandstudyingsocialphenomenascientifically.Howindividualsthinkabouttheworld,howtheyunderstandthemselvesandothers,howtheyformulateperspectivesontheworld,aswellasthedevelopmentofprejudiceandstereotypesareaddressed.Specifically,socialpsychologicalresearchonsocialperceptionandsocialcognition,attitudeformation,persuasion,obedienceandcompliance,prosocialbehavior,andfairnessinsocialrelationshipswillbeexaminedtoprovideadeeperunderstandingofcontemporaryclinicalandsocialpsychologicalissuesrelatedtoclass,culture,sexualityandrace.CrosslistedasCLIPS603,SCHPS603.PS800-Ethics,Standards,andProfessionalPractice 2CreditsThiscourseprovidesstudentswithathoroughreviewoftheAPAEthicsCodeandotherregulatorystandardsofpractice.Ethicscasesandtheirapplication(s)toclinicalpracticeareusedtodeepenstudents’understandingofhowthesestandardsandprinciplesareapplied.Thecoursealsoprovidesstudentswithinformationregardingthecurrentandchangingpictureofprofessionalpracticeanditsbusinesscomponent.Pre-requisite:FP705.PS801-Ethics,Standards,andProfessionalPractice 3CreditsThiscourseprovidesstudentswithathoroughreviewoftheAPAEthicsCode,MassachusettsandFederalLaw,andotherregulatorystandardsofpractice.Ethicscasesandtheirapplication(s)toclinicalpracticeareusedtodeepenstudents’understandingofhowthesestandardsandprinciplesareapplied.PT700- PsychodynamicTheory 2CreditsThiscourseisdesignedtointroducestudentstoessentialconceptsandassumptionsofpsychodynamictheory.Thecoursewillreviewthehistoricalbeginningsofearlypsychoanalysis,andthenreflectonthemanychangesintheorythathaveculminatedincurrenttensionsandcontroversieswithinthefield.Usingacomparativeframework,studentswillstudythebasicconceptsofdrivetheory,egopsychology,objectsrelationstheory,selfpsychology,andcontemporaryrelationaltheory.Particularattentionwillbepaidtoconceptssuchasconflict,theunconscious,defense,transference,countertransference,andinter-subjectivity.Thecoursewillintroducestudentstotheapplicationofpsychoanalyticconceptstoclinicalwork,facilitatingtheirabilitytoapproachclinicalmaterial,includingtherapeuticprocess,frommultipledynamicperspectives.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.Pre-requisites:LS659,PS600andPS603.PT785- InterpersonalPsychotherapy:AnEmpiricallySupportedPsychologicalTreatment2 CreditsThiscourseisdesignedtointroducestudentstothetheoreticalfoundationsandapplicationofInterpersonalPsychotherapyforMajorDepressiveDisorderamongadultsandadolescents.PT800- ClinicalPracticeofPsychodynamicTherapy 2CreditsThiscoursewilluseacomparativetheoreticalframeworktoexplorethebasicdifferencesamongthedrive-conflict,developmental-deficit,andrelational-conflicttheories.Advancedpsychodynamictopics,

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suchasprojectiveidentification,mutuality,authenticity,inter-subjectivity,andtheexpressiveuseofcounter-transference,willbeexplored.Furthermore,specificclinicalissueswillbediscussedfromapsychodynamicperspective,includingnarcissism,trauma,andeatingdisorders.Studentswillbeencouragedtoapplytheseideastotheirownworkandtobringcaseexamplesintoclassdiscussion.Pre-requisite:PT700.PY521- PsychopathologyofChildhoodandAdolescence 3CreditsThiscourseprovidesanoverallintroductiontopsychopathologyanddiagnosticclinicalworkwithchildrenandadolescents.Itincludesanoverviewofclassification,thecontextofnormaldevelopment,diagnosticproceduresandtechniques,issuesofcultureanddiversityinregardtoassessmentanddiagnosis,aswellassomeofthebiologicalunderpinningsofpsychologicaldevelopment(genetics,temperament,etc.).Basictheoreticalconstructsfromdevelopmentalpsychodynamic,cognitive–behavioral,familysystemsandtraumaperspectivesareintroducedtoallowthestudenttogeneratehypothesesaboutclinicaldataintermsofetiologyandtreatment.DSMdifferentialdiagnosisistaughtandthemajordisordersarecovered,including,butnotlimitedto:conduct,oppositional–defiantandattentiondeficithyperactivitydisorders;learningdisabilities;anxietyanddepression;narcissisticandborderlinesyndromes;pervasivedevelopmentaldisorders,psychosis.CrosslistedasCLIPY521,COUPY521,SCHPY521.PY522-AdultPsychopathology 3CreditsThiscoursepresentsabroadoverviewofadultpsychopathology,including,butnotlimitedto,psychosis,mood,anxietyandpersonalitydisordersCourseparticipantswillexamineandreviewcriticallythemajorhistoricalandcurrentperspectivesregardingtheetiology,diagnosis,andtreatmentofadultpsychiatricdisordersandwillapplytheseperspectivetocontemporary,evidence-basedclinicalpractice.StudentswilllearnabouttheDSMandICDclassificationsystems,theircontroversies,andhowtousethesesystemsinclinicalpracticeinordertouseacommondiagnosticlanguagetofacilitateassessmentandtreatment.Thecoursewillalsoexaminetheimpactofsocio-culturalvariablesonthedevelopment,personalexperience,andmeaningofpsychiatricillness.CrosslistedasCLIPY522,COUPY522,SCHPY522. PY621-AdvancedSeminar:ChildhoodandAdolescenceClinicalPractice 2CreditsThiscourseisdesignedtobothintegrateprevioustrainingandteachadvancedskillsinassessment,formulationtreatmentplanningandtherapeutictechniqueinclinicalworkwithchildren,adolescentsandtheirfamilies.Instruction/discussionwillbuildonpreviousfoundationalknowledgeandskillsincognitiveandpersonalityassessment,developmenttheory,diagnosticconceptualizationandtherapeuticinterventions.Thegoalisto“putitalltogether”intermsofactualclinicalpractice(“whatdoIdo/saynow”)andparticipantswillbeexpectedtosharesomeoftheirownclinicalexperienceand/ormaterial.Pre-requisite:CX520,FX515,andPY521. PY740-PreventiveMentalHealthProgramsforChildrenandFamilies 2CreditsThegoalofthis2creditcourseistointroducestudentstothefieldofpreventionandmentalhealthpromotion.Thecoursewillfollowasystems/ecologicalframeworktohelpstudentsunderstandthemultiplelevelsthatneedtobeconsideredwhendeveloping,implementing,andevaluatingpreventionprogramming.Issuesofdiversityandcross-culturalconsiderations,aswellaspoliticalandstructuralissuesthatimpactmentalhealthwillalsobecriticallyexamined.Pre-requisite:PY521.

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PY750-TheEcologyofChildBehavioralHealth:Prevention 2CreditsThiscoursetakesabroadecologicalperspectiveinstudyingbehavioralhealthneedsandresourcesforchildren,familiesandtheircommunities.Levelsofanalysisrangefromthemicro-tothemacro-,consideringinteractionsfromthebiologicalandgeneticthroughtheculturalandsocietal.Onamicro-level,thiscourseprovidesanoverviewofevidence-basedprogramsofpreventionandintervention.Onamacro-level,existingandproposedchild-servingsystems(suchaseducational,behavioralhealthandmedicalcare,juvenilejustice,childprotection)whichimpactuponchildbehavioralhealtharedescribedasarethepublicpoliciesthatcreate,fundandinfluenceeachsystemandtheirinteractions.Riskcategoriestobecoveredinclude,butarenotlimitedto:individualmedicalanddevelopmentalchallenges,familylossanddisruption,psychosocialadversity,socio-economicstatus,race,ethnicity,disasterandgeographicdisruption.Resiliencycategorieswillbeidentifiedatparallelindividual,family,community,andsocietallevels.Evidence-basedand“bestpractices”programsthatrisks,assets,resilience,policyandpositiveyouthdevelopmentarebothsimilaranddifferentacrossgender,socioeconomicandethnicandracialgroups. RS525/RS535-Research 2CreditsThiscourseisthefirstofatwo-coursesequencethatwillintroduceMSPPstudentstotheentirerangeofresearchmethods,quantitativeandqualitative.Thisfirsthalfwillfocusuponthetraditional,quantitativeapproaches,butalsoraiseissuesrelatedtoless-quantitativeapproachesaswell.Thecoursesequenceisintendedtomakeyou"educatedconsumers"ofresearchinclinicalpsychology,sothat:a)youcancriticallyincorporatepublishedresearchresultsintoyourpractice,andb)beable,yourself,shouldthespiritmoveyou,toconductaresearchprojectwithacrediblemethodology.Theemphasisthroughouttheyearwillbeuponstatingresearchablequestionsinwaysthatcanbesystematicallyinvestigated,designingstudiestoanswersuchquestionsadequately,beingawareoftheappropriatetypesofanalysisforvariousdesigns,developingknowledgeoftheadvantagesanddisadvantagesofthevariousapproaches,andknowinghowtocriticallyevaluatestudiesthatothershaveconducted.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.Pre-requisiteorco-requisite:RS526.RS526-Statistics 3CreditsThiscoursedealswiththeprinciplesandtechniquesofdescriptiveandinferentialstatisticalmethodsappliedtopsychologicalresearchandprogramevaluation.Studentslearnwhenandhowtoapplysimpleparametrictestsandsomenon–parametricstatisticalmethods.Thecourseplacesamajoremphasisontheinterpretationofresultsandtheirimplicationsforpracticeand/orpolicy.CrosslistedasCLIRS526,SCHRS526SB522- AddictiveDisorders:TheoryandTreatment 2CreditsThiscourseaddressestheprocessofassessment,decision–making,andinterventionrelevanttotheeffectivetreatmentofalcoholismanddrugdependence.Beginningwithacomprehensivebio-behavioralmodelofaddiction,theclasswilldiscussthevariousissuesthatmustbeaddressedbythecliniciantreatingsubstanceusedisorders;readinesstochange,patient–treatmentmatchingandrelapseprevention.Theintegrationofcognitive,behavioralandneuropsychologicalperspectivesintheprocessoftreatmentplanningatallstagesofinterventionwillbeemphasized.Topicscoveredwillincludethe

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natureofdisorders,clinicalpharmacology,screeningandassessment,treatment(includingreadinesstochange,threeeffectiveapproachestotreatment,MotivationalEnhancementTreatment,behavioral,marital,andpharmacologicaltreatments),anddealingwithspecificpopulations.CrosslistedasCLISB522,SCHSB522.SB701- AdvancedClinicalPractice:MotivationalInterviewing 2CreditsThiscourseprovidescontinuingdevelopmentandpracticeofMotivationalInterviewingandrelatedevidenced-basedapproachestoclinicalintervention.DesignedforstudentswhohavealreadyhadabasicintroductiontoMI,thecoursepresentscurrenttheoryandresearchinMotivationalInterviewingwithparticularfocusontherecognition,elicitation,andselectivereinforcementofchangetalk.StudentswillstudyandpracticetheapplicationofMItoawidearrayofclinicalproblemsacrossclientgroupsvaryinginageandethnicity.OpenonlytostudentsinthedoctoralprograminClinicalPsychology.Pre-requisite:SB522;orpermissionoftheinstructor(thestudentmustbeabletoaudio-recordandtranscribeactualclientsessions-thecourserequiresthepresentationofcurrentclinicalrecordings).ST810- SystemsTheoryandPractice:PsychologicalInterventionsintheCommunity2CreditsThiscoursewillcoverabroadbaseofsystemconceptsandinterventionsinthecommunitypsychology–communitymentalhealthdomain.Communitypsychologyasadisciplinehasfocusedonanalyzingsystems,creatingappropriatesettingsandprograms,andadvocatingcommunitychangestrategies.Communitymentalhealthasamodelforpromotinghumanwelfarehasfocusedondevelopingpreventative,earlyinterventionstrategiesforschoolsandcommunity,whileworkingwithtroubleindividualsorfamiliesinavarietyofshort-terminterventions:crisisintervention,shorttermtherapy,supportgroups.Itisawellnessmodel,thefocusbeingonreturningtheindividualtosocietyandaccustomedfunctioningassoonaspossible.Theseperspectivesstandincontrasttotheclinicalpsychologymodality,whichtendstopositionthedisorderwithintheself,leavingthesocialorderconvenientlyunaffected.Pre-requisite:FP705.TR522-PsychologicalTrauma:TheIndividualandSociety 2CreditsThiscourseprovidesanoverviewoftheory,research,andclinicalpracticeinthepsychologyoftrauma.Thecoursehasfourobjectives:(1)toprovideageneralknowledgeofthepsychologicalsequalaeofexposuretotrauma,(2)tofamiliarizestudentswiththecontributionsoftheoryandempiricalresearchtoourunderstandingoftraumaandpost-traumaticresponses,(3)tointroducethestudentstotheclinicalassessmentandtreatmentofpost-traumaticstressdisorderand(4)toenhancethestudent’sabilitytothinkcritically,particularlywithregardtoconceptsandissuesinthefieldofpsychologicaltrauma.TR530- TraumaandResilience:Family,Community,andGlobalPerspectives 2CreditsThiscourseprovidesanoverviewoftheory,empiricalresearch,andclinicalpracticeintheindividual,family,andcommunitypsychologyofsimpleandcomplextrauma,asexperiencedbychildren,adolescents,andtheirfamiliesinUSandglobalcontexts.Itoffersmulticulturalperspectivesonbiopsychosocialandspiritualsequelaeofpersonalformsoftraumaforindividualsandfamilies,acrossthelifespan.Italsooffersmulticulturalandculturally-affirmingperspectivesonsequelaetosuchcollectivelyexperiencedformsoftraumaaswar,political,ethnic,orreligiousviolenceandpersecution,naturaldisasters,anddisplacementwithinoracrossnationalborders,aswellasontheintergenerationalandculturaltransmissionoftraumatochildrennotinvolvedintheoriginaltraumaticevents.Whilepersonalformsoftrauma(e.g.,childabuse,rape,suddenloss,accidents)willbecoveredinsomedepth,a

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majorfociareoncollectiveformsoftrauma,howtraumaisexperiencedincollectivistcultures,andclinicalimplicationsforworkwithwar-affectedandinternallydisplacedchildrenandfamiliesincollectivistsocieties,refugeesandimmigrantsintheU.S.,andmarginalizedresidentsofU.S.“warzones.”Thiscourseintroducesavarietyofindividual,family,andcommunityinterventions(includingindividualtalktherapies,playtherapies,andexpressivetherapies;familytherapies,andcommunityinterventions).Thecoursealsoemphasizeshowtherapistscanenhanceclients’relationalresilienceandtheirresistancetointernalizingoppressionandmarginalization,includingthroughadvocacy.Thesemesterendswithattentiontothehealingworkofpreventingcyclesofviolenceandbuildinginter-groupreconciliation.Finally,itprovideswaystopreventandmanagevicarioustraumaforfamilymembers,helpers,andbystandersaswitnessesduringorafterthefactofactsoftrauma,andforthetherapiststhemselves,andhighlightstheneedforself-carefortherapist-as-witnesstoviolenceandviolation.WJ700-WilliamJamesfor21stCenturyPsychologist 2CreditsWilliamJamestaughtthefirstpsychologycourseonNorthAmericansoil,createdthefirstpsychologicallaboratory,andgraduatedthenation’sfirstdoctoralstudent.Withprescientviewsabouttheself,waysofknowing,andrelationsbetweenmindsandtheworld,James’skeywritingshavehadcontinuingrelevanceevenaspsychologicalsciencehasadvancedintothe21stCentury.Inthiscoursethesources,particularities,andimpactofJames’sthoughtwillbeexaminedthroughreviewofkeybiographicalsketches,originaltexts,andcommentariesonhislifeandwork.ParticularattentionwillbegiventohisvisionofanAmericanpsychologythatissociallyresponsible,aswellasconceptually,substantively,andmethodologicallydiverse.ReadingsalsowillcovercontemporaryassessmentsofJames’sviewsonradicalempiricism,humanemotion,identity,andconsciousness.XX550-DirectedStudy VariableCreditDirectedStudiesareconsideredtobeapartoftheacademicprogramwhichexpandscurricularflexibilityandcreativityatWilliamJamesCollege.ThepurposeofaDirectedStudyelectiveistoindividualizethecurriculumtomeetastudent’sspecificneedeitherforbasicoradvancedknowledgeinaparticularareaofpsychologyorprofessionalpractice.Prerequisite:Permissionofthedepartmentchair.

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SchoolPsychologyDoctorate

BX710- AdvancedBehavioralTechniqueswithChildrenandFamilies 3CreditsThiscourseisdesignedtoteachadvancedbehavioralassessmentandinterventiontechniquesforusewithchildrenandfamiliesimpactedbymajormentalhealthconcernsandbehavioralimpairments.Thefocusofthecoursewillbetopreparestudentstohaveabroadunderstandingofevidence-basedandeffectivebehavioralandcognitive-behavioraloptionswhenfacedwithyouthexhibitinghighlychallenging,self-destructive,explosive,anddetrimentalbehavioralpatterns.Familyandsystemstheoryconcernswillalsobeexploredinthecontextofneedsandchallengesrelatedtoenhancingeffectivenessofinterventionswithchildrenimpactedbyabuse,neglect,substanceabuseand/orchaoticsystemicinvolvement.Inadditiontotheoryandskillsrelatedtoadvancedbehavioraltechniques,thiscoursewillfocuson(1)enhancingone’sabilitytoreflectonchangingdataandresponsetointerventionand(2)examiningimpedimentstocliniciancreativity,flexibilityandself-introspectionthatdetractfromdesiredbehavioraloutcomes.OpenonlytostudentsinthedoctoralprograminSchoolPsychology.Pre-requisites:BC521,CLIBX500orequivalentcourseworkinlearningtheoryandbehavioralinterventions.CO780- AdvancedConsultationSkillsinSchools 3CreditsIn this course, students develop advanced knowledge and skills in consultee-centered consultation.Students will learn to apply the Instructional Consultation (IC) model in working with teachers onacademicorbehavioral concerns.Studentswill conductan individual-level ICcaseandasystems-levelcase in their work and/or practicum sites. Recording and reviewing consultation sessions andparticipatinginsupervisionwilldeepencommunicationandreflectiveskills.OpenonlytostudentsintheSchoolPsychologyPsyDProgram,orbypermissionofinstructor.Pre-requisite:SCHCO650.FP721- PracticuminAdvancedAssessmentI 2Credits

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This practicumprovides studentswith closely supervised experience in psychological and educationalassessmentwith children and adolescents. The emphasis is on integrating assessment results so as tofosterdeeperunderstandingbyconsumers,includingclients,parents,teachers,orschooladministrators.Assessment covers awide range of areas including intelligence,memory, executive functions, sensorymotor functions,andsocialandemotionaldevelopment.Studentsreceiveextensive feedbackonreportwriting as well as presenting assessment results in feedback sessions and meetings. The practicumseminarsupportsaconcurrentfieldplacementinchildandadolescentassessment.Thisispartofatwosemester series. Open only to students in the doctoral program in School Psychology. Pre-requisites:PA700andPA725.

FP725- DoctoralPracticuminClinicalServices 3CreditsThisfieldworkexperiencefollowscompletionofatleasttwocoursesintheClinicalInterventionssetofcourses.Studentsarecloselysupervisedastheyundertakeclinicalactivities(i.e.,counseling,consultation,anddevelopmentandmonitoringofindividualbehaviorinterventionplans)inschooland/orclinicalsettings.Studentsmustmeetcompetencyexpectationsbytheendofasecondsemesterofenrollmentinthiscoursetomeetprogramrequirements.OpenonlytostudentsinthedoctoralprograminSchoolPsychology.Pre-requisites:AnytwoofBX705,CL521,CX770,GR523,orFX515.FP726-DoctoralPracticuminClinicalServicesII 3CreditsAContinuationofFP725FP728-DoctoralPracticuminClinicalServicesIV 2CreditsAContinuationofFP727FP802-Internship 2CreditsSchoolpsychologydoctoralstudentswhohavereceivedfacultyapprovalregisterforthedoctoralinternshipeachsemester.Aminimumof16hoursperweekisdevotedtocomprehensivedeliveryofpsychologicalservicestochildrenandfamiliesineitheraschooloraclinicalsetting.Studentssubmitdocumentationofmeetingtime-on-site,supervision,andbreadthofexperiencerequirementstomeetAPAstandards,trainingprogramexpectations,andMassachusettslicensurerequirements.Pre-requisite:FP801.Co-requisite:CS802.FP803/804-DoctoralInternship 2CreditsSchoolpsychologydoctoralstudentswhocompletetheirdoctoralinternshipoveratwo-yearperiodregisterforFP803andFP804inthesecondyearofinternship.Thistrainingexperienceconsistsofthedoctoralinternshipandtherelatedseminar,asdescribedbyFP801/802.Prerequisite:FP801/802,FX630-CollaborativeTherapywithMulti-StressedFamilies 3CreditsThiscoursehighlightsaframeworkforcounselorsandagenciesworkingwithfamiliesandcommunitiestohelpfamiliesenvisiontheirdesiredlives.DrawingontheoreticalconceptsofAppreciativeInquiry,Collaborative,Solution-FocusedandNarrativetherapies,thiscoursewillfocusoninterventionsthatwillengagereluctantclientsinaddressinglong-standingproblems;andhelpstudentstodeveloppracticestogroundtheirworkinaspiritofpossibilities,collaborationandaccountability.Theimportanceofdiversityanddifferencewillbeaddressedthroughoutthecourse,suchasgenderandpowerissues,social

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class,andothersocio-culturalfactors.Openonlytostudentsinthemaster’sprograminCounselingPsychology.Pre-requisite:CX510orSCHCX610,andFX510orSCHFX515,orbypermissionoftheinstructor.IA772-LearningDisabilities:ResearchtoPractice 2CreditsThiscourseisdesignedtoprovideknowledgeontheevolutionoflearningdisabilitiesasadiagnosiswithinmedical,educational-legislativeandsocialframeworks.Emphasisisplacedoncurrentandcontributorypastresearchoninstructionalinterventionsinliteracy(decoding,fluency,comprehension,writtenexpressionincludingspelling)andmathematics.Neurobiologicalfactors,gender,cultural,andlife-spanissuesarealsoaddressed.Pre-requisite:SN512IA777-AutismSpectrumDisorders 2CreditsThiscourseprovidesageneralintroductiontoautismspectrumdisorders.Itaddressesetiologyanddiagnosticissues,andintroducesstudentstoabroadrangeofassessmentmeasuresandinterventionapproaches.Thiscourseisaprerequisitetothe1-creditcourseontheAutismDiagnosticObservationSchedule(ADOS-2),whichisrecommendedforstudentswishingtodevelopexpertiseinevaluatingchildrenwithautismspectrumdisorders.PA760-BilingualandCulturallyCompetentAssessment 2CreditsThiscoursecoversbilinguallanguagedevelopment,levelsofbilingualism,andimplicationsofdifferentlevelsofbilinguallanguagedevelopmentforresearchandpractice.Thecoursealsocoverstheassessmentoflanguageability(Englishandotherlanguages)suchastheBVAT,WJ-IIIorallanguagescale.NonverbalassessmentsarealsotaughtincludinguseandmisuseofEnglish-andother-languagenormedtestssuchastheWISC-IV,WJ-III,andtheBATERIA-IIIWoodcock-Muñoz.Theuseofinformalandcurriculum-basedassessments,coursewillcoveruseoftranslators,andthenon-standardizedtranslationsofEnglish-normedtests.FactorstoconsiderwhenassessinganddeterminingtheeligibilityofabilingualstudentforspecialeducationservicesarealsocoveredincludingEnglishlanguageabilityofthestudent,consistencyofeducationalbackground,lengthoftimeintheUnitedStates,servicesreceivedbeforecomingtotheUS,culturalfactors,teacherreportandexperience,informalassessments,curriculumbasedassessments,responsetointervention,otherassessmentscores(e.g.achievement,speechandlanguage)child’shistory,lawsassociatedwiththeassessmentofbilingualstudents,standardsfortheeducationalandpsychologicaltestingofbilingualstudents.Pre-requisite:PA500orPA503.PR925-DoctoralProjectIV:IndividualMentorship 2CreditsAftersubmittingthedoctoralprojectproposaltothestudent’sDPcommittee,thestudentworksindependentlywiththesupportoftheDPcommitteechair.Thedoctoralprojectreflectsthestudent’sindividualinterestsandprovidesanopportunityfortheconsolidationofthestudent’sknowledgeandunderstandingofcurrentresearch.Theexpectationistoproduceasubstantialbodyofworkthatmakesauniquecontributiontotheevidence-basedpracticeofschoolpsychology.Prerequisite:PR821;openonlytoSchoolPsychologyPsyDstudents.PR950-ContinuingDoctoralProject 0Credits

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Thedoctoralprojectisaresearchprojectreflectingthestudent’sindividualinterests,providinganopportunityfortheconsolidationofthestudent’sknowledgeandunderstandingofcurrentresearchandthoughtinaspecificarea.Crosslistedas:CLIPR950,SCHPR950.Pre-requisite:CLIPR904orSCHPR924.PR951-ContinuingDoctoralProject 0CreditsThedoctoralprojectisaresearchprojectreflectingthestudent’sindividualinterests,providinganopportunityfortheconsolidationofthestudent’sknowledgeandunderstandingofcurrentresearchandthoughtinaspecificarea.Crosslistedas:CLIPR950,SCHPR950.Pre-requisite:CLIPR904orSCHPR924SU820-SupervisionandAdministrationofSchoolPsychologicalServices 2CreditsThiscoursereviewsthetheory,processandpracticeofsupervisionandadministrationofschoolpsychologicalservices.Researchpertainingtothedevelopmentalnatureofsupervisionisaddressedbothintermsofsupervisionofpreprofessionalandprofessionalschoolpsychologists.Issuesinclinicalandadministrativemodelsofsupervisionarereviewed.Administrationofcomprehensiveschoolpsychologicalservicesusingevidence-basedpracticeisreviewed.Theimpactofdiversityonthesupervisoryandadministrativerelationshipisexplored.ApplicationofskillsisaddressedfurtherinFP831-PracticuminSupervisionandAdministration.OpenonlytostudentsinthedoctoralprograminSchoolPsychology.XX550-DirectedStudy Credit(variablecredit)DirectedStudiesareconsideredtobeapartoftheacademicprogramwhichexpandscurricularflexibilityandcreativityatWilliamJamesCollege.ThepurposeofaDirectedStudyelectiveistoindividualizethecurriculumtomeetastudent’sspecificneedeitherforbasicoradvancedknowledgeinaparticularareaofpsychologyorprofessionalpractice.Pre-requisite:Permissionofthedepartmentchair.

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LeadershipPsychologyDoctorateLP703-AdvancedIntegrationofLeadership:SelfandSystem 3CreditsThiscourseexplorestheinterdependentrelationshipbetweenauthority,leadershipandworkgroupprogressbyexaminingtheimpactofgroupdynamicsonleadershipandfollowership.Thiscourseintroducesappliedapproachestoassessingchallengingorganizationaldynamicswithemphasisonsocio-analytictheoryandtechniques.StudentsintegratetheirlearningfromLP711intoanappliedgroupcontextthrough‘case-in-point’study,wherebysmallgroupexperiencesbecomesthelearningcaseforreflectionandapplication.Throughthesemethodsstudentsdevelopskillstonavigatechallengingworkgroupdynamicsthatimpedeworkefficiency,inrealtime.Further,studentsdeepentheirunderstandingoftheexerciseofleadershipandtheinfluenceofpower&authority.LP705-EthicsandStandardsofPracticeinOrganizationalandLeadershipPsychology3CreditsThiscourseisdesignedtoteachstudentstheethics,valuesandgoalsofprofessionalorganizationalpsychologypractitionersworkingwithhumansystems.Studentswilllearnstandardsofpracticethatensureaspractitionerstheyassisttheirclientsingeneratingvaliddiagnosticinformation,makingfreeandinformedchoicesandbuildingincreasedcapacityandsustainability.Thecoursewillalsofocusonleadingwithoutauthorityandrelationshipbuildingwiththeclientleadersinordertoinfluencepositivebehavioralchange.Theethicsofworkingwithinhumansystemswillbeconsideredandappliedtorealworldcasestudiestopreparestudentsforpracticumwork.Practitionerconsultingroleswillbeexploredtoensurestudentsbuildcapacitywithclientsversusdependence.Studentswillanalyzetheroleofleadersinfosteringandpracticingethicalbehaviorinrelationshiptotheorganizationalpractitionerrole.Studentswillalsoconsiderthesensitivitytodifferenceandmulticulturalawarenessofleadersandimpactsonthecultureofanorganization.Casestudies,self-assessmentexercises,interactiveonline

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discussionsthatconnectformalknowledgewithrealworldexperiences,andreadingassignmentswillbeutilizedtoexplorebasicframeworkspracticingethicallyinorganizationsLP711-LeadershipDevelopmentandtheUseofSelf 4CreditsThiscoursefocusesonindividualdevelopmentandself-managementskillstoenhancetheabilitytoexerciseleadership.Additionally,thiscoursewillstudysituationalleadershipandattributesofeffectiveleadershipconsistentwithdifferentstagesoflife.Studentswillalsocreateshortandlongtermpersonalleadershipdevelopmentplans.OpenonlytostudentsinthedoctoralprograminLeadershipPsychology.LP713-LEADERSHIPPROSEMINAR(ETHICS,NEGOTIATION,RESEARCHANDPRACTICE)4CreditsStudentsinthisprofessionalseminardeveloptheiracademicandpracticeorientationtoethics,researchandpracticeinthefield,andcompleteworkinnegotiationandmediation.Studentswillbeorientedtotheexpectationsoftheprogramaswellaspracticumpreparationanddoctoraldissertationexpectations.OpenonlytostudentsinthedoctoralprograminLeadershipPsychology.LP725-Qualitative MethodsI 4CreditsQualitativeresearchisamethodofresearchmethodologyusedtogainanin-depthunderstandingofhumanbehaviorandthereasonsthatgovernsuchbehavior.Thequalitativemethodinvestigatesthewhyandhowofdecisionmaking,notjustwhat,where,when.Methodsthatmaybeincludedinthiscourseincludenarrative,ethnographicresearch,appreciativeinquiry,ethicalinquiry,orgroundedtheory.OpenonlytostudentsinthedoctoralprograminLeadershipPsychology.LP726-Stats&ResearchMethodologyI 4CreditsInordertounderstandquantitativeresearch,thestudentmust1)assesstheintegrityofthemethodologyusedand2)interpretthemeaningofthereportedstatisticalresults.StatisticsIwillprovidethebasicanalytictoolswithwhichtocarryoutthisassessment.Buildinguponanintroductiontodescriptivestatistics,studentswilldevelopfamiliaritywiththetechniquesofinferentialstatisticsbeginningwithanunderstandingofhypothesistestingandconfidenceintervals.Usingthesetechniquesofdataanalysis,studentswillexaminefrequentlyusedstatisticalproceduressuchasinferencesaboutmeans,inferencesaboutproportions,thechi-squaretestforindependence,correlationanalysisandsimplelinearregression.Applyingtheseprocedurestopsychologyandleadershipresearch,andinterpretingtheimplicationsofthefindingsforpracticeandpolicy,willbeamajoremphasisofthecourse.Nopriorstudyofstatisticswillbeassumed.OpenonlytostudentsinthedoctoralprograminLeadershipPsychology.LP727-Stats&ResearchMethods 4CreditsInStatisticsandResearchMethodologyII,studentswillbeintroducedtomoreadvancedstatisticalproceduressuchasmultipleregression,AnalysisofVariance,andAnalysisofCovariance.Astrongemphasiswillbeplacedonissuesinstrinsictoexperimentalandnon-experimentalresearchmethodology.Researchdesigncomponentssuchasdatacollection,samplingtechniques,andvalidity--internalandexternal--willbeexamined.Throughoutthecourse,studentswillreadandevaluateexamplesofbothpsychologyandleadershipliteraturewhileevaluatingthemethodologyemployedandinterpretingthereportedresults.Thecoursewillconcludewitheachparticipantplanning,designing.andpresentingasmallscale,quantitativeresearchprojectproposal.OpenonlytostudentsinthedoctoralprograminLeadershipPsychology.

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LP728-OrganizationalAssessmentandIntervention 4CreditsThiscoursecoverstheoreticalconceptsandpracticalapplicationsoforganizationalassessmentandIntervention.Keystepsinorganizationalassessmentandinterventionwillbereviewedincludingentryandcontracting,diagnosis,interventiondesign,implementation,andevaluation.Interactivelearningmethodswillbeusedtodevelopstudentskillsinbuildingaworkrelationshipwithaclient,determininganinitialscopeofwork,establishingboundaries,andnavigatingethicalchallenges.Conceptsofdiagnosticmethodologieswillbereviewedincludinginterviews,surveys,observations,andunobtrusivedatagathering.ActionResearchandSocio-TechnicalSystems(STS)willbeexploredindepth.LP740-AdaptiveLeadership 4CreditsStudyingtheworksofRonaldHeifetzandDeanWilliams,thiscoursewillexplorethemodelandpracticeofAdaptiveLeadership.Usingcasestudies,studentswillcreatedetailedstakeholderanalyses,explorethedistinctionof“leadershipasanactivity,”andbeabletoanalyzewhatspecificworkactuallyneedstobeaccomplishedtoachieveorganizationalchangewhileavoidingthedistractionsandpitfallsfacingprofessionalsexercisingleadership.OpenonlytostudentsinthedoctoralprograminLeadershipPsychology.LP745-CREATIVECHANGEANDTRANSFORMATIVELEADERSHIP 4CreditsThiscourseblendsthetheoreticalunderpinningsoftransformationalchangemethodologywithspecificcasestudies.Studyingthesubsetofleadershipthatfocusesonnon-linearchange,thiscoursedistinguishesleadershipactivitiesthatleadtoincrementalorganizationalimprovementsfromactivitieswhilecanbeutilizedfororganizationsfacedwiththeneedfortransformationalchange.Studentswilladditionallystudythecomplexinterplayofhumanbehavior,organizationalbehavior,processchanges,culturalchangesandtheallocationoforganizationalresourcesandtalentswhenconductingatransformationalchangeproject.OpenonlytostudentsinthedoctoralprograminLeadershipPsychology.LP750-Neuroleadership 4CreditsThiscourseisdesignedtogivethestudentanunderstandingoftheneuroscienceofleadershipasafieldofstudythroughexplorationoftheresearchonexecutivebrainfunctionsthatimpactandinformleadership.Thebasicsofbrainanatomyarereviewedtosupportunderstandingoftheresearchpresented.Neuroscienceasappliedtoleadershipisanewfieldofstudydrawingonthelatestbrainresearchandfocusedonimprovingthequalityofleadershipandleadershipdevelopment.Thiscoursewillfocusontheneurosciencefindingsbehindkeyleadershipactivitiesincludingdecisionmaking,problemsolving,emotionalregulation,collaboration,andchangefacilitation.Thiscoursealsofocusesonhoworganizationalchangeinterventionscanbeassistedfromknowledgeofneuroscienceasappliedtoexecutivecoaching.LP757-TheNeuroscienceofLeadership 4CreditsNeurosciencehasexpandedintothefieldofleadershippsychologyandoffersupthelatestbrainresearchtoinformandimprovethequalityofleadershipandleadershipdevelopment.Thiscoursewillfocuson

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theneuroscienceoffourleadershipactivities:howleadersmakedecisionsandsolveproblems,regulatetheiremotions,collaboratewithothersandfacilitatechange.Thiscoursealsofocusesonhoworganizationalchangeinterventionscanbeassistedfromknowledgeofneuroscience.Studentswilllearnhowtoapplyneurosciencemodelsofmotivationandbehaviorchangetorealworldcases.Neuroscienceapplicationsforexecutivecoachingareappliedtocurrentleadershipchallenges.LP761-ProcessConsultationandFacilitation 3CreditsThiscoursefocusesonthetheoryandpracticalskillsneededto:assessgroupbehaviorsandmanageissuesofculture,ethics,andinclusionwithingroups.Keymodelsinprocessconsultationandfacilitationarereviewedincluding:elementsofteameffectiveness,diagnosinggroupbehavior,exploringthehumanprocessesandlearningtocraftappropriateandeffectivefacilitativeinterventionstrategies.Thecoursewillalsoteachstudentshowtomanageinclusion,fostersensitivitytodifferenceingroups,andhowfacilitativeandprocessinterventionscancreatepositivechangewithinhumansystems.Interactivelearningmethodswillbeusedtodevelopstudentskillsincontractingwithteamleadersandmembers,facilitatingeffectivedialogues,managingrelationships,andprovidingeffectiverecommendationstohelpgroupsattainandsustainahighlevelsoffunctioning.LP762-ThePsychologyofLeadership&Followership 3CreditsThisintroductoryleadershipandprofessionalseminarcourseexaminesthepsychologicalfactorsthatinfluenceandfosterthedevelopmentofeffective(andproblematic)leadershipeffortsinavarietyofsettings.Thecomplexitiesofmodernleadershipandfollowershipareexaminedusingthelensesofleadershiptheoristsandup-to-datepeer-reviewedresearchstudies.Theinterplayofpsychologicalandleadershipinterventionsareconsideredinrelationtotheleadership-followershipdynamic,transitionandcrisisresponseinsystems,andutilizationofconsultationtofosterchange.LP763-LeadershipUseofSelf&MulticulturalCompetence 3CreditsThiscoursegivesstudentsasolidfoundationinleadershiptheoryandinstillsself-managementpracticesincludingmindfulnesstosupporttheircontinuousgrowthanddevelopmentasleadersandorganizationalpsychologists.Thecoursespecificallyfocusesonthestudent'sleadershipidentitydevelopment,self-managementandmulticulturalcompetenceacquisitiontoenhancetheirabilitytoleadgloballywithsensitivitytodifference.New21stcenturymodelsofleadershipincludingcurrentdaynormsandchallengesareexamined.Studentsgarnerfeedbackbyparticipatinginpersonalityassessmentsandexperientiallearningexercisesdesignedtouncoverblindspots.Thecourseculminatesinthedevelopmentofcomprehensiveandproactiveleadershipdevelopmentplan.LP802/902/903-DoctoralProject 1-3CreditsThedoctoralprojectsequenceconsistsofthreecoursesthatbegininthesecondsemesterofthestudent’sthirdyear.Eachcourseisaprerequisiteforthefollowingcourseinthesequence.StudentswilldesigntheirdoctoralprojectinDocProject1andtheninthesummerbetweensemesterswillworkondevelopingtheirproposal.OncetheyhavetheirproposalsignedoffonbytheircommitteeandsubmittedtotheIRB(iftheyaregatheringanydata)theycontinuetheirworkinthefirstandsecondsemestersoftheirlastyearintheprogramtakingDocProjects2and3respectively.

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College-WideConcentrations

African&CaribbeanMentalHealth(ACMH)AC600-MentalHealthDisparities:Multicultural&GlobalPerspectives 2CreditsTheUnitedStatesisrapidlybecomingmoremultiracial,multiethnicandmultilingualandtheworldincreasinglyglobalized.Consequently,thereisagrowingneedformentalhealthproviderstobeknowledgeableaboutmentalhealthdisparitiesamonghistoricallymarginalizedgroupsbothwithinandoutsideoftheUnitedStates.Thiscoursewillintroducestudentstomentalhealthdisparities,definedasdifferencesintheoverallratesofrisk,incidence,prevalenceandcourseofpsychiatricdisorders.Thesedisparitiesarefrequentlydeterminedbycomplexintersectionsofmultiplestatuses/identitiessuchasgender,ethnicity,racesocioeconomicstatus,sexualorientation,physicaldisabilityandimmigrantstatus.ThecoursewillexploreinequitiesinthediagnosisandtreatmentofpsychiatricdisordersbothwithinandoutsideoftheUnitedStates.Biologicalandnon-biologicaldeterminantsofmentalhealthwillbeaddressed,andarangeofsocial,political,economic,culturalandlegalissuesrelatedtomentalhealthdisparitieswillbecovered.

AC620-IntroductiontoAfrican&CaribbeanMentalHealth 2CreditsThiscourseisdesignedtoenhancestudents’awarenessandknowledgeoftherolesofclass,race,ethnicity,andminorityandimmigrantstatusininfluencingthementalhealthofindividualsandgroupsofBlack/African/African-AmericanandCaribbeanheritage.ThecoursewillpresentanAfrocentricperspectiveonpsychologyfromitshistoricalrootstomoderntimes,anddiscussthemisuseofWesternpsychologytopathologizeandmarginalizepeopleofcolor.Itwillintroducestudentsto

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African/Black/African-AmericanandCaribbean’sculturalviewsofmentalhealthandillness;provideanoverviewofthegeography,history,people,economicsandothersocialcharacteristicsofthesegroups;andexplorementalhealthandillnesswithabroadenedculturalperspective.TheuniqueaswellascommonaspectsofAfrican,African-AmericanandCaribbeancultureswillbediscussed.

GlobalMentalHealth(GMH)

AC600-MentalHealthDisparities:Multicultural&GlobalPerspectives 2CreditsTheUnitedStatesisrapidlybecomingmoremultiracial,multiethnicandmultilingualandtheworldincreasinglyglobalized.Consequently,thereisagrowingneedformentalhealthproviderstobeknowledgeableaboutmentalhealthdisparitiesamonghistoricallymarginalizedgroupsbothwithinandoutsideoftheUnitedStates.Thiscoursewillintroducestudentstomentalhealthdisparities,definedasdifferencesintheoverallratesofrisk,incidence,prevalenceandcourseofpsychiatricdisorders.Thesedisparitiesarefrequentlydeterminedbycomplexintersectionsofmultiplestatuses/identitiessuchasgender,ethnicity,racesocioeconomicstatus,sexualorientation,physicaldisabilityandimmigrantstatus.ThecoursewillexploreinequitiesinthediagnosisandtreatmentofpsychiatricdisordersbothwithinandoutsideoftheUnitedStates.Biologicalandnon-biologicaldeterminantsofmentalhealthwillbeaddressed,andarangeofsocial,political,economic,culturalandlegalissuesrelatedtomentalhealthdisparitieswillbecovered.

AC610-IntroductiontoGlobalMentalHealth 2CreditsIntroductiontoGMHprovidesanoverviewofthebasicprinciplesandpracticeofGlobalMentalHealth.ThedisciplinarychallengesinapplyingWesternpsychologicalcategories,conceptsandinterventionswillbeaddressed.Specifically,howcolonialism,poverty,racism,socialexclusionandgenderexertpowerfulinfluencesontheemotionalandsocialwell-beingofindividuals,familiesandcommunitieswillbeexamined.Alsoaddressedwillbe,culturalresponsestosufferingandhealing,andcultureboundsyndromesAC710-FundamentalsofGlobalMentalHealth 2CreditsTheFundamentalsofGMHwilladdressepidemiologicallythemagnitudeofthementalhealthproblemsrelatedtoviolence,reviewingclassicresearchstudiespublishedoverthepast50years.ThiscoursewillfollowinitsscientificandsocialculturalpresentationstheeightdimensionsoftheGlobalMentalHealthActionPlanthatwerecreatedbytheMinistersofHealthfromtheworldspostconflict/conflictcountriesinRomein2004.TheGMHActionPlanisahistoricdocumentthatprovidesevidenceandculturebasedroadmapforthedevelopment,delivery,andevaluationofhealthandmentalhealthservicesfortraumatizedpeopleandtheircommunitiesworldwide.ThenewGlobalMentalHealthTraumaandRecovery;ACompanionGuideforFieldandClinicCareofTraumatizedPeopleWorldwidewillbeoneoftheprimarytextbooksforthiscourse.

LatinoMentalHealthProgram(LMHP)

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CC549-TheHispanic/LatinoExperience(IntroductionLatinoCulture) 1CreditThiscourseintroducesstudentstothevarietyofHispaniccultures,fromSpaintotheSpanish-speakingcountriesofLatinAmerica.Itprovidesabriefexpositionofthegeography,history,people,politics,economics,andothersocialcharacteristics.Theuniqueaswellascommonaspectsofthesecultureswillbediscussed.Thecourseistargetedtofirst-yearstudentswhohavejoinedtheLatinoMentalHealthProgram.BothSpanishandEnglishwillbeusedthroughoutthecourseaccordingtothelevelofSpanishfluencyofparticipants.CrosslistedasCOUCC549,SCHCC549.Pre-requisite:Permissionoftheinstructor.CC550-TheExperienceofLatinosintheUnitedStatesI 1CreditThiscoursefocusesontheexperienceofHispanics/Latinoslivinginthecountrywiththe5thlargestSpanish-speakingpopulation—theUnitedStates.AparticularemphasisisplacedontheuniqueinterplayofsocialfactorsthatareessentialtounderstandLatinosintheUnitedStatessuchas:themigrationexperience,cultureoforigin,U.S.mainstreamsocietyanditsvalues,educationalandsocioeconomiccharacteristics,ruralversusurbanorigin,assignedethnicminoritystatus,prejudiceanddiscrimination,legalstatusandU.S.migrationpolitics.ItwillgivestudentswhoparticipatedinthefirstsummerimmersionprogramanopportunitytoprocesstheirexperienceandcontinueworkingontheirconversationalskillsinSpanish.CrosslistedasCLICC550,COUCC550,SCHCC550.Pre-requisite:CC549andpermissionoftheinstructor.CC551-ClinicalWorkwithLatinos 1CreditThiscoursefocusesonclinicalinterventionsthataddresstheparticularmentalhealthneedsofLatinosintheUnitedStates.AparticularemphasisisplacedonskillsthatarenecessaryinordertoattainclinicalcompetencetreatingmembersofthevariousLatinogroups,bybothLatinoandnon-Latinoclinicians.Empirically-basedpsychologicaltreatmentsforLatinopatientswillbeexamined.CreativewayswillbediscussedforadaptingtheseinterventionswithLatinos.Discussionofclinicalcaseswillbeintegratedintothecourse.CrosslistedasCLICC551,COUCC551,SCHCC551.Pre-requisite:CC550andpermissionoftheinstructor.

Military&VeteransPsychology(MVP)

MV515-MilitaryFamiliesandtheCycleofDeployment 1CreditThiscoursewillexplorethepsychologicalandrelationaleffectsofmilitaryserviceonimmediateandextendedfamily,aswellasonotherlovedones.Studentswillreceiveanoverviewofthecycleofdeployment,withspecialemphasisonhoweachofitsphasesaffectsthefunctioningofspousesandchildren.Riskandprotectivefactorspredictiveoffamilycopingorrelationaldistresswillalsobeexamined,includingageofchildren,lengthofmarriageorrelationship,attachmentdynamics,andthequalityofenvironmentalsupportsforat-homespouses.Emphasiswillbeplacedonunderstandingtheuniquecultureofthemilitary,thepossibledifferencesincopingandadjustmentofvariousethnicorculturalgroups,andthepsychological/relationalchallengesforfamilymembersateachpointalongthedeployment-reunioncontinuum.Studentsinthiscoursewilldevelopfamiliaritywithspecific

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interventionstrategiestoenhancemilitaryorveteranfamilyfunctioning,andwillexamineanumberofempiricallysupportedinterventionmodels.Specialconsiderationwillbegiventoguidelinesforbuildingtherapeuticallianceswithmilitaryorveteranfamiliesofdiverseorminorityculturalbackgrounds,andwiththosethathavefacedthedeathorinjuryoffamilymembersasaresultofmilitaryservice.TheinterpersonalimplicationsofCombat-InducedStressReactionandPost-TraumaticStressDisorderwillbeunderconsiderationthroughoutthesemester.Thiscoursewillutilizeacombinationoflecture,discussion,mediaandaudio-visualenhancements,briefstudentpresentations.CLIFX515;COUFX510;SCHFX515.(MilitaryFamiliesandtheCycleofDeploymentisdesignedtobetakenconcurrentlywithorsubsequentlytooneoftheseintroductorycourses).MV540-TraumaandtheMilitary 1CreditThiscoursewillexaminethemannerinwhichmilitarycultureandtrainingimpacttheexperienceoftraumaforservicemembersandveterans.Studentswillbeorientedtothechallengesfortraumatreatmentassociatedwithamilitarytraditionthatvalorizesphysicalandmentaltoughness,courageousactioninthefaceofextremedanger,andvigilanceagainstphysicaloremotionalvulnerability.Studentswillalsostudyhowintensecomradeshipbondsformedbybothmaleandfemalemilitarypersonnelarelikelytoaffectservicemembersandveteranswhoexperiencetraumaticevents.Studentswillinvestigatethefitofcontemporarymodelsoftraumatreatmentandempiricallysupportedinterventionstothementalhealthneedsoftraumatizedservicemembersandveterans.Specialemphasiswillbeplacedonthemultidimensionalnatureofexposuretoviolencesufferedbymanycombatveterans,whomayhavebeenavictimorperpetratorof,aswellasawitnessto,horrificevents.SpecificattentionwillbepaidtoPostTraumaticStressconditionsinbothactivedutypersonnelandveterans,aswellastodifferencesintheclinicaltreatmentofthesetwogroups.Issuesofassessmentandtreatmentoftraumaticbraininjury,militarysexualtrauma,andtransmissionoftraumatonon-militaryfamilymemberswillalsobeaddressedinthecontextofculturalandindividualdifferences.Cross-listedasCLIMV540,COUMV540,SCHMV540.Pre-requisites:CLITR522orCOUTR602(MaybetakenconcurrentlywithCLIMV540).MV545-MilitaryPsychologyandCulture 1CreditThiscoursewillexaminetheactivedutyandpost-dischargeexperiencesofservicemembers,andtheirfamilies,whohaveservedintheUnitedStatesmilitary.ItwillfocusonthosemenandwomenwhoarereturningtocivilianlifeafterservinginthecurrentandrecentconflictsinIraqandAfghanistan.Thephysicalandpsychologicaldemandsoflifeinthemilitarywillbestudied,aswellastheimpactofmilitary’serviceontheindividualservicemember’sphysicalandmental/behavioralhealth.Thecoursewillalsoaddressthechallengesfacedbypsychologistsandothermentalhealthprofessionalsinevaluatingandtreatingmilitaryveteransandtheirfamilies,includingtheacquisitionanddevelopmentofculturalcompetence.Studentswilllearnaboutabroadrangeoforganizational,psychological,socialandfamilyissuesthatarepartoftheshadyandpracticeofMilitaryPsychology.Studentswillalsolearnabouttherolesandresponsibilitiesofpsychologistsinthemilitary,includingassessment,intervention,consultation,operationsandtraining.