Professional Psychology 820

  • 18:820:502 - Theoretical Foundations: Systems

    This course has been replaced by 18:820:508.

  • 18:820:503 - Theoretical Foundations: Analytical

    The model of human functioning offered by psychoanalytic/psychodynamic theory, with a focus on understanding the person in the context of the life history. A goal for the class is for students to obtain "psychoanalytic literacy," familiarity with terms and concepts from this tradition that the students will encounter in a variety of contexts throughout their careers. Topics include: the unconscious, dreams, defense mechanisms, psychodynamic understandings of personality, research in psychoanalysis, the integration of attachment theory into modern psychoanalytic psychotherapy, and applications of the theory with examples from everyday life and from clinical practice.

  • 18:820:504 - Theoretical Foundations: Cognitive-Behavioral

    An introduction to the theoretical foundations of the cognitive-behavioral paradigm for understanding human action. Included are the paradigm's behavioral roots in learning theory and its cognitive roots in theories such as Aaron Beck's. Cognitive-behavioral concepts will be learned and applied to formulate case examples from the clinic, schools, the community, businesses, and the students' own lives.

  • 18:820:505 - Cognitive and Affective Psychology

    Reviews selected theory and research in the areas of cognitive and affective psychology. Format will be a mix of lecture, formal presentations and class discussion based on assigned readings, formal presentation, and demonstrations/activities.

  • 18:820:506 - Social and Developmental Foundations of Human Behavior

    This course is designed to provide students with an integrated overview of the social and developmental foundations of human behavior. It is difficult to understand any human behavior--either or atypcial--without employing a developmental perspective. Likewise, human behavior is largely influenced by social factors and processes. These influences on human behavior wane and wax over a period of time, with time defined variously (i.e., historically, chronologically, biologically, and/or other experience-related time scales). Furthermore, these influences are not uniform across subgroups and across different contexts. To pull together these various issues, a lifespan systems perspective will be utilized to examine contemporary, as well as classic issues in social and developmental psychology.

  • 18:820:507 - Learning Theory & Cognitive Behavioral Foundations

    Introduces students to cognitive-behavioral and learning theories, concepts, principles,and strategies, especially as they apply to psychotherapy. Students will become familiarized with several theories, techniques, and strategies that form the basis of most CBT approaches. In addition, they will learn to generate, from a learning theory perspective and a cognitive theory perspective, explanations of(case formulations of) (case conceptualizations of) (interpretations of) human events, through modeling, rehearsal, and shaping. Finally, case conceptualization skills from a CBT standpoint will be emphasized.

  • 18:820:508 - Systems Theory & Analysis

    What is systems theory? Systems of psychology. Learn about how systems concepts are used in cognitive psychology and as a theoretical foundation for work with individuals, families, groups, organizations, and communities.

    What are the social impacts when systems fail? Social aspects of behavior. Use systems theory to better understand and deal with the social forces that affect clinical psychologists and their clients, contributing to individual differences in behavior, human development, psychopathology, cultural and individual diversity, systems of oppression, and health disparities.

    What can we do to fix it? Dissemination and implementation science. Become familiar with the systemic factors that affect the implementation and dissemination of evidence-based treatment programs and clinical interventions. Become familiar with the organizational dynamics of schools, clinics, hospitals, and other human service organizations where clinical psychologists work.

  • 18:820:509 - Analytic Foundations

    This course is designed to introduce students to fundamental tenets of psychoanalytic theory and therapy, with an emphasis on clinically relevant models and concepts. Examines ways in which practitioners working in the psychoanalytic/psychodynamic tradition think about the people we work with, the nature of their distress, and the potential benefits of psychoanalytically informed treatment. Students will videotape an initial session with a client conducted from a psychodynamic framework and write a case formulation of that client.

  • 18:820:512 - Introduction to Analysis and Single-Case Design

    Introduces the student to the process of analysis using baseline logic and learning how it applies to single-case methodology. Provides an overview of behavior measurement and recording, visual analysis, and graphing. Basic single-case research designs will be discussed, including general characteristics, strengths, and considerations. General issues regarding internal and external validity will be explored, as well as ethical considerations in research design and implementation. Students will practice applying the principles of research design and ethics to the interpretation of research literature.

  • 18:820:513 - Basic Principles of Behavior Analysis

    Presents the student with an introduction to the basic principles and historical overview of applied behavior analysis, learning theory, and the fundamental principles of science and behavior. Students will learn to distinguish between respondent and operant models of behavior and conditions. Concepts and principles of behavior including reinforcement, punishment, stimulus control, verbal behavior, and motivional operations will be defined and discussed in the context of behavioral learning theory in order to establish a theoretical foundation for applications in advanced-level courses.

  • 18:820:514 - Applications of Behavior Analytic Principles: Changing Behavior

    Presents information on the applications of behavior analytic principles in changing behavior. Specifically, students will learn to select behavior targets for change, to establish and strengthen behavior, and to weaken behavior. Strategies for strengthening behaviors include a review of reinforcement, prompting, commonly used instructional approaches (e.g. DTI, incidental teaching), delayed reinforcement systems (e.g., token systems, contracts), and self-management approaches. Strategies covered for weakening behavior include extinction, differential reinforcement procedures, positive punishment procedues (e.g., aversive stimuli, overcorrection), and negative punishment procedures (e.g., time-out, response cost). Significant time is spent on discussing the ethics of behavior reduction and the negative side effects of the use of punishment procedures. The application of these principles in changing behavior will be illustrated through reviewing a variety of books and articles, which highlight the breadth, power, and ethical considerations of applied behavior analysis (ABA) in this context.

  • 18:820:516 - Advanced Topics in Applied Behavior Analysis: State-of-the-Art Strategies for Teaching Children with Autism and Related Disorders

    A sampling of state-of-the-art teaching strategies for children with autism and related disorders. Specifically, the student will develop a framework for conceptualizing verbal behavior and gain familiarity with the application of this framework to the education of children with autism and related disorders. Furthermore, the student will develop an understanding of additional teaching strategies, such as precision teaching, rate building, and activity schedules. Other topics addressed include effective strategies for staff training and for working with families, increasing social skills in learners with acute stress disorders (ASDs), and collaborating with other disciplines. The goal of this course is to develop an understanding of the unique applications of a variety of applied behavior analysis (ABA) instructional techniques for learners with autism. The students should be able to conceptualize a comprehensive ABA program, and be able to select specific methodologies to address specific skill deficits.

  • 18:820:517 - Applications of Behavior Analytic Principles: Functional Assessment and Functional Analysis

    Focuses on understanding the functions of challenging behavior, becoming familiar with various methods of determining the functions of behaviors, and developing behavior intervention plans that match the functions of the behaviors. The student will learn how to observe, collect data, and interpret data in the assessment of challenging behaviors. Specifically, students will learn the methods for obtaining descriptive data and the procedures for conducting systematic manipulations, such as functional analyses (FA). Variations of FA procedures will be described, including brief FA and procedures that are easier to implement in natural settings. Specific single-subject experimental designs will be reviewed in the context of FA. The ethical considerations inherent in behavioral assessment, treatment, and research will be reviewed. A variety of articles describing state-of-the-art methods for FA will be assigned and discussed.

  • 18:820:518 - Intensive Practicum in Applied Behavior Analysis and Autism

    Offers students pursuing certification in applied behavior analysis practicum experience working with individuals with autism.

  • 18:820:519 - Intensive Practicum in Home-Based Applied Behavior Analysis and Autism

    Provides students pursuing certification in applied behavior analysis with practicum experience working with individuals with autism in home-based service delivery settings.

  • 18:820:531 - Systematic Observation and Interviewing

    Preparation for clinical work through experiential training. Demonstration and practice of basic helping skills and strategies for facilitating communication and change, with exploration and feedback on one's helping style. Provides the basic orientation to the role of the practicing psychologist.

  • 18:820:532 - Basic Therapeutic Strategies with children and Adolescents

    This course number has changed to 18:826;532.

  • 18:820:543 - Human Development

    Course number now used is 18:826:543.

  • 18:820:550 - Systems of Psychology

    This course examines the nature and sources of the major theoretical paradigms in psychology. The focus is on historical and epistemological roots of the dominant schools of psychology, as well as on the diverse value frameworks and images of the human being that underlie contemporary approaches to psychopathology, personality, and psychotherapy. Develops the student's ability to examine critically the different theoretical approaches in professional psychology. Paradigms studied include positivism and associated philosophy-of-science models, behaviorism, psychoanalysis, pragmatism, hermeneutics, postmodernism, cultural psychology, humanistic psychology, and existential-phenomenology.

  • 18:820:560 - Self, Psychopathology, and the Modern Age

    Offers an interpretive or hermeneutic perspective on psychological aspects of modern culture and society. The course focuses on various forms of psychopathology and on exemplary expressions of modernist and postmodernist culture (including literature and the visual arts)--with each used to shed light on the nature of the self and subjectivity in the modern era. The forms of psychopathology considered include schizophrenia and schizoid personality disorder, as well as some of the following: narcissistic personality, borderline personality, depression, eating disorders, and dissociative identity disorder. Provides an introduction to hermeneutics, phenomenology, and cultural psychology as alternative approaches to an understanding of personality and psychopathology. Not offered every year.

  • 18:820:563 - Child Psychopathology: Theoretical, Experimental, and Descriptive

    This course will provide an overview of the most common expressions of child and adolescent psychopathology. The learning objectives include conceptual, empirical, and clinical issues related to the mental health of children and adolescents. The diverse factors that influence the etiology and expression of disorders will be considered, such as genetics, family influences, and culture. Students will become familiar with the DSM-5 and how to conceptualize cases. Students will also be taught how to communicate as a professional through writing and presentations, in order to convey information in a clear and understandable manner. Although interventions will be discussed, they will not be a primary emphasis in this course. This course is designed to advance the student's understanding of the current state of knowledge with regard to etiological factors and the diagnostic issues related to the expression of various childhood disorders.

  • 18:820:565 - Adult Psychopathology: Theoretical, Experimental, and Descriptive

    Largely DSM-based. Covers the process of diagnosis, differential diagnosis, case description, and the conduct of specialized diagnostic assessments including the mental status examination and various tests and inventories. Students visit local psychiatric facilities to interview patients and write findings. Classroom instruction combines interactive group exercises and role-plays, web-based resources, video and film characterizations, lectures, readings, and class discussion. Frequent papers and assignments are required.

  • 18:820:570 - Psychological Intervention with Ethnic and Racial Minority Clients and Families

    Focuses on the psychological and cultural experiences of African-American, Hispanic/Latino, Asian, Asian Indian, and gay and lesbian populations. Implications of these findings are discussed in terms of their impact on assessment, intervention, research, and training in the cross-cultural context. The need for alternative strategies in the delivery of psychological services to minorities is addressed. Both semesters (fall and spring) include both didactic and experiential group process formats.

  • 18:820:575 - Diversity and Racial Identity

    Using an empirically and theoretically based seminar format with both didactic and discussion components, this course teaches about the history, experiences, and backgrounds of racial and ethnic groups such as African Americans, Asians, and Hispanics/Latinos. Examines how diverse factors such as sexuality, gender, religion, socioeconomic status, and tendency to stereotype may function as risk and protective factors that are associated with human functioning, and how they may influence the development of one's identity. Students learn to alter and improve consideration of what is healthy or abnormal, while acquiring a broader repertoire of effective practices with diverse populations in the areas of intervention, assessment, research, and supervision/training. The course considers cross-cultural societal and organizational contexts. The course meets diversity requirements and may facilitate preparation for dissertation and/or comprehensive exams.

  • 18:820:579 - Gender and Psychotherapy

    Examines gender issues in psychotherapy. Covers topics from the psychology of women and the psychology of men and masculinity, including development and socialization, diagnosis and assessment, couples and family therapy, the impact of gender of the psychotherapist, and emerging areas such as transgender concerns.

  • 18:820:581 - Statistical Methods and Design Analysis

    Develops a practical, conceptual understanding of statistical data analysis, hypothesis testing, statistical inference, and power analysis. Develops skills in conducting and interpreting several types of analysis of variance (ANOVA) and Pearson correlation/bivariate regression analysis. SPSS computer software is used for data analysis.

  • 18:820:585 - Advanced Statistics and Research Design

    Covers multiple regression and Cook and Campbell's (1979) threats to validity (construct, statistical conclusion, internal, and external). Provides the necessary foundation for critically analyzing and evaluating research.

  • 18:820:593 - Community Psychology

    Presents the primary constructs of the community psychology perspective and how these can help psychologists better understand and improve the functioning of community groups and institutions. Special attention is paid to how the interplay of personal, interpersonal, and social-system factors influence psychological well-being in community settings such as schools, mental health programs, other human service agencies, and community groups. Examines innovative strategies for preventing psychological disorders and promoting psychological well-being. Course emphasis varies from semester to semester, and can be on schools, organizational settings, or mental health systems.

  • 18:820:594 - Community Psychology

    Presents the primary constructs of the community psychology perspective and how these can help psychologists better understand and improve the functioning of community groups and institutions. Special attention is paid to how the interplay of personal, interpersonal, and social-system factors influence psychological well-being in community settings such as schools, mental health programs, other human service agencies, and community groups. Examines innovative strategies for preventing psychological disorders and promoting psychological well-being. Course emphasis varies from semester to semester, and can be on schools, organizational settings, or mental health systems.

  • 18:820:595 - Self-Regulation Methods: Mind/Body Interventions

    Use of relaxation methods, breathwork, meditation, and biofeedback. The kinds of psychological and medical disorders that can be helped by these interventions are discussed. Data from clinical research and theoretical bases for these interventions are presented. Class time is divided between didactic and practice. Students are evaluated by observation and exam and are expected to demonstrate personal competence with the practices, a theoretical understanding of the psychological and psychophysiological aspects of these practices, and an ability to teach clients.

  • 18:820:601 - Independent Study in Professional Psychology

    Papers required based on independent study.

  • 18:820:602 - Independent Study in Professional Psychology

    Papers required based on independent study.

  • 18:820:609 - Crisis Intervention

    Historical and conceptual bases for crisis intervention as a distinct treatment modality. Students learn generic individual and community-based crisis intervention strategies, current approaches for the assessment and outpatient management of suicidal individuals, and basic disaster response approaches.

  • 18:820:610 - Seminar in Professional Psychology

  • 18:820:613 - Ethics and Professional Development

    Issues involved in the delivery of professional psychology services, including general ethical principles; professional self-definition and self-regulation; and governmental sanctions (judicial, legislative, and executive). Sample areas covered include history and identity of professional psychology, the American Psychological Association's ethical standards, involuntary commitment, right to treatment, confidentiality versus access to clinical information, managed care and the funding of mental health services, and career development.

  • 18:820:614 - Professional Ethics, Standards, and Career Development

    The course will focus on the professional development of psychologists in schools and other organizations, including the development of course participants as professionals and development of psychology as profession. Topics include: professional values, ethics, and regulations; the development of professional psychology as a field with diverse clients, objectives, and practices; and the professional development interests and experiences of course participants.

  • 18:820:615 - Family Treatment of Childhood Disorders

    Provides a representative sampling of empirically supported cognitive-behavioral and systems-oriented treatments for families having children with a range of behavioral, emotional, and developmental disorders, including internalizing and externalizing disorders, as well as developmental challenges experienced across the family life cycle. Through lectures and readings, students are exposed to theoretical and philosophical underpinnings of an integrated cognitive-behavioral (especially parent training) and family systems (especially structural) orientation, and participate in experiential in-class activities such as role-plays.

  • 18:820:622 - Biological Bases of Human Behavior

    Basic principles necessary for understanding brain behavior relationships; emphasis on linkage between models of neuropsychological functions, physiological mechanisms, and biochemical processes; issues, methods, and problems fundamental to understanding the role and limitations of psychotropic drugs in management and treatment of major clinical problems such as pain, anxiety, major affective disorders, schizophrenia, other psychoses, and alcohol and drug dependencies.

  • 18:820:631 - Cognitive Behavior Assessment: Child

    The purpose of this course is to attain knowledge of school-based, social-emotional and behavioral assessment of preschoolers, children, and adolescents. This course integrates multidimensional assessment (interviews, direct behavior observations, behavioral ratings, and functional behavioral analysis) with current theories, research and best practices. Assessment includes the evaluation of externalizing/internalizing disorders, social competence, and adaptive skills. Assessment findings will be linked to developmentally appropriate evidenced-based interventions. Issues regarding children from culturally and linguistically diverse backgrounds will be integrated throughout the course in the form of lectures and case studies. The content of this course is designed to provide students with (a) fundamental knowledge of behavioral and social-emotional development within an ecological perspective, (b) competency to develop and conduct behavioral assessments, and (c) skills to present assessment findings accurately and clearly through oral and written presentations.

  • 18:820:632 - Cognitive Assessment

    The process of integration of various means of assessment and communication of assessment findings; recent theory, research, principles of measurement, and sociocultural factors relevant to individual cognitive assessment. Instruction and supervision in administration and scoring of individual intelligence tests, interpretation of findings in written reports, and use of findings for relevant intervention.

  • 18:820:633 - Individual Cognitive Assessment

    The purpose of this course is to attain knowledge of intellectual functioning and develop skills in the cognitive assessment of children and adolescents. This course integrates the skills of administration and scoring of major cognitive assessment instruments (e.g., WISC-IV, WJ-III COG, KABC-II, DAS-II, and SB5) in the context of recent cognitive theories and research. The Cattell-Horn-Carroll (CHC) theory of cognitive abilities will be the primary underlying framework for interpreting test data. This course will also discuss APA and National Association of School Psychologists (NASP) ethics codes and professional standards pertinent to testing and dissemination of test results, social and educational implications of assessment, and development of communication skills and appropriate interventions. Issues of assessing culturally and linguistically diverse children and adolescents are integrated throughout the course. Individual supervision provided.

  • 18:820:634 - Psychodynamic Interview

    Enhance interviewing skills and formulate a case within a broad, psychodynamic, and life-history framework, arriving at a diagnostic impression, along with appropriate recommendations for treatment. Students interview clients while being observed and receive feedback on interviewing style and assessment reports. Each student must conduct one interview based on videotaped interviews.

  • 18:820:635 - Cognitive-Behavioral Assessment of Psychological Disorders

    An introduction to cognitive-behavioral assessment, case conceptualization, and treatment planning for adult psychological disorders. Emphasis will be on Axis I disorders, but Axis II disorders and adjustment reactions will be covered as well. The use of evidence-based assessment and treatment strategies is emphasized. Course focuses on providing step-by-step instructions so students can learn to systematically assess patients, use the data to conceptualize the case using a modification of Person's approach, and to implement cognitive-behavioral treatment interventions to resolve symptoms and address underlying causes. Students will learn to administer semistructured clinical interviews such as an intake interview, the SCID I, the ADIS, and a variety of self-report questionnaires, such as the BDI, OQ-45.2, PAI, and/or MMPI. Each student will do an intake assessment with an incoming clinic patient over the course of one to three sessions, and will then retain the case for therapy if appropriate. Assessment will include semistructured clinical interviews as well as self-reports to cover a wide domain of psychological disorders and problems.

  • 18:820:636 - Personality Assessment: Child

    Theory, administration, scoring, and interpretation of projective techniques and objective tests with children and adolescents. Primary concentration on objective measures used in the schools, clinical interviewing, projective drawings, and various apperception techniques. Critical evaluation of legal and ethical issues surrounding personality testing in schools, the use of projective techniques, and psychological report writing.

  • 18:820:637 - Objective Adult, Child, and Family Assessment

    Currently Not Available

  • 18:820:638 - Personality Assessment: Adult

    An introduction to the major "projective" techniques used in the psychological assessment of adults: the Thematic Apperception Test and the Rorschach Inkblot Method. The main focus will be on learning to administer, code (in the case of the Rorschach), and interpret these tests; and, more generally, to understand their relevance for developing a complex grasp of personality structure and dynamics. Some individual supervision is provided.

  • 18:820:639 - Personality Assessment: Adult

    See description - 18:820:638

  • 18:820:640 - Elements of Psychodynamic Therapy

    This course provides an introduction to the fundamental techniques of psychodynamic therapy, as they apply to ongoing treatment. The focus is on the pragmatics of session-to-session process: how to use guiding psychodynamic principles to inform clinical choices; how to treat symptoms in the context of ongoing exploratory therapy; how to think about what to say in challenging clinical moments; how to tailor interventions to the phase of treatment. While this course is designed to be concurrent with students' first supervised psychodynamic work, students without ongoing cases may enroll and use published case material as a vehicle for exploring course concepts.

  • 18:820:689 - Professional Practicum Placement

    One day per week. Required during most semesters for full-time Psy.D. students. Special section(s) for regional public school practicum. For characteristic placements, see listings under each program.æ

  • 18:820:690 - Professional Practicum Placement

    For characteristic placements, see listings under each program.æ

  • 18:820:691 - Professional Practicum Placement

    Special sections for Rutgers-Somerset Counseling Project (E1), and work and careers practicum (E1).æ

  • 18:820:693 - Advanced Professional Practicum and Supervision

    Currently Not Available

  • 18:820:694 - Advanced Professional PracticumExternship

    Focus on the integration of theory, research, and practice in community psychology. Class sessions will primarily involve discussion of current student practicum experiences from a community-psychology perspective.Students also will be able to get support planning a community-oriented dissertation. Meets five times during the semester--approximately once every three weeks. Can be taken more than once.

  • 18:820:695 - Professional Practicum

    One day per week. Required during most semesters for full-time Psy.D. students. Special section(s) for regional public school practicum. For characteristic placements, see listings under each program. (Open to students who entered in 2014 and after)

  • 18:820:700 - Advanced Dissertation and Research

    Dissertation research design and conduct, from selecting a topic through interpreting the results, and writing the final manuscript. Group supervision in dissertation research. This course can be used to meet some of the 9 required dissertation credits.

  • 18:820:701 - Dissertation in Professional Psychology

    Required of all Psy.D. students actively involved in and soliciting input on dissertation preparation, literature research, data collection, and writing of a doctoral project (fall, spring, summer).

  • 18:820:702 - Dissertation in Professional Psychology

    Required of all Psy.D. students actively involved in and soliciting input on dissertation preparation, literature research, data collection, and writing of a doctoral project (fall, spring, summer).

  • 18:820:703 - Dissertation in Professional Psychology

    For students defending during the first two weeks of September only (by special permission of the department chair).

  • 18:820:800 - Matriculation Continued

    May be used only if a student has a written official leave of absence granted by the department chair.

  • 18:820:811 - Graduate Fellowship

    Currently Not Available

  • 18:820:866 - Graduate Assistantship

    Currently Not Available

  • 18:820:877 - Teaching Assistantship

    Currently Not Available