Clinical Psychology Archive 2019-2020

Restricted to PhD students only.

3

The goal of this course is to serve as a foundation for clinical practice and research activity in the important area of clinical neuropsychological assessment and psychological assessment. It serves to introduce the student to the techniques, methods and theories relevant to the practice of neuropsychological and psychological assessment. The course can roughly be divided into two halves. In the first half general technique, theory, and individual statistics will be covered. This will start with the procedures for the clinical neuropsychological examination, including the interview, preparation of the patient, and selection of instruments. The nature and structure of cognition, factor structure of the neuropsychological battery, and a theory of brain-behavior relationships will be covered. This will be followed by coverage of statistics as applied to assessment, that is, the difference between the inferential form of statistics students are used to (group statistics) and the probabilistic form (individual) of statistics useful in assessment. Subsequent focus will be on clinical decision-making, that is, the use of test data to respond to the diagnostic and descriptive questions that are the goals of the assessment process. The first half of the class will finish with a focus on individual differences, critical to the interpretation psychological test data. The second half of the course will focus on specific cognitive functions, assessment of personality and psychopathology, and on civil and forensic contexts relevant to assessment. Normally offered yearly.

3

Provides intensive training in the process of psychology-orientated scientific writing. Topics include identifying knowledge gaps in the extant literature through a critical review of existing research, developing a strong rationale for future research, basic writing style and structure, disciplined writing practices, effective revision, and peer-review. Normally offered yearly.

3

This graduate seminar requires students to examine and respond to current thinking and controversies in the conceptualization and categorization of mental disorders generally, and adult disorders in particular. Students will acquire foundational knowledge about the diagnostic characterization, etiology, and epidemiology of the major classes of adult behavior disorders; investigate mental disorders and our current diagnostic system from a variety of different perspectives (clinical, research, biological, sociocultural, etc.); gain significant practice critically evaluating scientific research and in articulating thoughtful responses to social and behavioral research on mental disorders. Normally offered yearly.

3

Introduces students to the concept of empirically informed clinical practice. Topics covered include the history of the evidence-based movement in psychology, an overview of the methods used in scientifically-informed clinical practice (e.g., case conceptualization, treatment planning, ongoing assessment of progress), and an introduction to specific evidence-based principles that can be used in psychotherapy (e.g., exposure therapy, behavioral activation, etc.). Normally offered yearly.

Instructor Consent Required

3

Doctoral students complete an academic year of placement service (9-10 months) at one of the selected practica sites during their second year of academic training. Students complete between 12 and 20 hours per week of placement service to include training in assessment, diagnostic interviewing and intakes, intervention, and applied research with diverse populations. Students will receive on-site supervision by licensed psychologists and other approved professionals. Students participate in a weekly practicum seminar. This didactic portion examines the legal, ethical, and professional issues currently facing psychologists in practice with diverse populations, including confidentiality/mandated reporting, informed consent, conflicts of interest, boundary issues, and limits of professional competence. Normally offered every fall semester.

PSYCH-738; Instructor Consent Required

3

Continuation of Practicum & Ethics IA. Normally offered every spring semester.

PSYCH-738, PSYCH-739; Instructor Consent Required

3

Doctoral students complete an academic year of placement service (9 to 10 months) at one of the selected practica sites during their third year of academic training. Students complete approximately 20 hours per week of placement service to include assessment, intervention, and consultation with diverse populations. Students receive on-site supervision by licensed psychologists and other approved professionals. All students will concurrently participate in practicum seminars taught by Suffolk University faculty. The didactic supplement provides a foundation in developing students' knowledge in the areas of consultation and supervision along with continued training in cultural and individual diversity. Normally offered every fall semester.

PSYCH-738, PSYCH-739, PSYCH-740; Instructor Consent Required

3

Continuation of Practicum 2A. Normally offered every spring semester.

Doctoral Standing

3

Examines theoretical foundations, empirical research, approaches, and ethics of clinical supervision and consultation in professional psychology. Emphasis will also be placed on the integration of theory and empirical findings into the application of skills necessary to work as effective clinical supervisors and psychological consultants. Offered yearly.

0

Provides students enrolled in the Ph.D. program in Clinical Psychology an extended introduction and orientation to the program and to the field of clinical psychology. Enrollment by invitation of the DCT only. The lab will be graded P/F. Offered yearly.

0

Continues the orientation and early skill development of students enrolled in the Ph.D. program in Clinical Psychology. Provides a lab experience within which to explore and develop initial skills preparatory for practicum experience in year 2. Enrollment by invitation of the DCT only. This lab will be graded P/F. Offered yearly.

3

The purpose of this course is to trace the origin and development of psychology as a field of study from its philosophical and scientific roots to present day theories. The emphasis will be on critically examining the various systems of psychology, especially as they are translated into psychological practice, and their development in relation to sciences and societies. Normally offered yearly.

3

Investigates theories regarding the function and experience of emotion. This course will survey the historical concepts of emotion in psychology and current theories of emotion, including motivational, cognitive and physiological aspects. The course will also describe research methods used in the study of emotion, including psychophysiology and neuroimaging, as well as clinical implications. Normally offered alternate years.

3

Neuropsychology is the study of the affective, behavioral and cognitive consequences of brain injury, and clinical neuropsychology is the professional discipline that deals with the methods and techniques of assessing the consequences of brain insult. Clinical neuroscience is a branch of neuroscience that focuses on the scientific study of fundamental mechanisms that underlie diseases and disorders of the brain and central nervous system. It seeks to develop new ways of diagnosing such disorders and ultimately of developing novel treatments. This course will take the assumption that a good way to become a biologically informed practitioner of clinical psychology, is to participate in systematic instruction and learning in neuropsychology and the clinical neurosciences. In psychology graduate school, you are also becoming the culturally informed clinician, the developmentally informed clinician, and so forth. Toward that goal the reading and lecture materials for Psychology 792 will bring together the fields of neuroanatomy and functional neuroanatomy, neurobehavioral syndromes, cellular mechanisms of the central nervous system, behavior genetics including epigenetics, and psychopharmacology.

Doctoral Standing

3

Examines development across the lifespan, including biological, cognitive, social, and emotional development, with attention to the role of culture and context. Reviews major theories of development and how such theories provide conceptual frameworks for understanding the development adaptive and maladaptive behaviors and trajectories. Also addresses implications for treatment and prevention. Normally offered yearly.

3

Introduces students to the social bases of behavior and experience through examination of some traditional topics from the field of social psychology. These include: social cognition; self-knowledge; self-presentation; attitude formation and change; attraction and close relations; altruism; aggression; prejudice and stereotypes; and group dynamics. In addition, the course may include discussion of cross-cultural approaches to healing and the relationship between culture and mental health. Normally offered alternate years.

3

Provides students with foundational skills needed to be both a consumer and producer of psychological research. Topics covered include hypothesis and proposal generation, experimental, correlational and qualitative designs, strategies to minimize bias, measurement issues, participant selection and recruitment, data management, grantsmanship and the dissemination of findings. Ethical issues in the conduct of research are emphasized. Normally offered yearly.

3

Introduces basic statistical tests such as t tests, ANOVA, correlation, regression, Chi Square, and power analysis. Students are also required to demonstrate proficiency in computer data analysis using SPSS. Normally offered yearly.

PSYCH-722

3

Focuses on multivariate statistics and the interaction of research design and statistical analysis. Emphasis on MANOVA, multiple regression, principle components analysis/factor analysis, and logistic regression. Issues involving experimental and statistical control, multicollinearity, specification error, and nesting will be covered. Students learn basic principles of multivariate analysis, read journal articles using multivariate techniques, analyze data using each main type of analysis covered in the course, and write results and tables using APA style. Normally offered yearly.

Restricted to PhD students only.

3

The seminar aims to introduce you to the theory and practice of evidence-based social, emotional and behavioral assessment. To this end, specific issues we will cover include psychometric theory, cognitive abilities/intelligence testing, some classic assessment controversies, strengths and weaknesses of various assessment approaches, ethical and cultural issues, and the psychological assessment of children.

Graduate course for Psychology Ph.D. program, approved by department.

3

Introduces students to multicultural issues relevant to psychology. Covers a broad range of cultural diversity (sex, age, race, ethnicity, language, religion, sexual orientations, etc.) topics to highlight the role of culture in understanding human behavior and health-related issues. This course intends to strengthen students' multicultural knowledge, sensitivity, and competence in research/professional practice through their exposure to various theoretical/empirical perspectives, media, experiential exercises, etc. Students will acquire in-depth awareness of self and others' worldviews and a better insight into immigrants/minority groups, privilege/oppression, health care access/disparity issues, interpersonal relationship, community health and well being domains.

3

Investigates race and ethnicity as ideological categories that both inform group identity and reproduce social inequalities. The course begins with an overview of the social and historical forces that developed these categories, with a focus on some of the major ethnic groups in the United States. Explores historical and contemporary roles played by psychologists around these issues. Students learn how to individually and collectively avoid perpetuating injustices in the science and practice of psychology. Course topics exemplify how race and ethnicity are inextricably linked to other identity categories, especially gender, class, and sexual identity. Normally offered alternate years.

3

This course focuses on the origins, maintenance, and treatment of anxiety and related disorders (e.g., depressive and trauma and stressor-related disorders). The class utilizes a cognitive-behavioral theoretical perspective to explore the development and treatment of anxiety and related disorders. Consistent with the introduction of unified cognitive-behavioral therapy (CBT) protocols for the treatment of emotional disorders, this course uses a transdiagnostic framework to highlight shared etiological and treatment mechanisms common across anxiety and related disorders. Emphasis will be placed on the integration of theory and empirical findings into the application of clinical skills for the treatment of adults with these disorders.

3

In this psychotherapy seminar, students will learn about dialectical behavior therapy (DBT), an evidence-based treatment for borderline personality disorder (BPD). Students will gain knowledge and experience (via role-plays) in behavioral assessment and in all modes of DBT, including individual therapy, group skills training, telephone coaching, and consultation team. Students will explore the theoretical bases of the treatment, as well as gain knowledge of the empirical basis for DBT's use with various patient populations, including BPD, opioid dependent, chronically suicidal/self-harming, and other populations (inpatients, bipolar disorder, friends and family of seriously mentally ill, etc.). Normally offered alternate years.

3

Examines the contemporary movement integrating acceptance (willingness to experience thoughts, emotions, physiological sensations and images) and mindfulness (intentional and non-judgmental awareness of the present moment) into traditional cognitive and behavioral approaches to case formulation and treatment. Topics include analysis and discussion of the theoretical underpinnings of this movement, examination of specific emerging therapies, and exploration of the application of these therapies to a variety of clinical problems. Normally offered alternate years.

PHD in Applied Developmental Psychology Students Only

3

Explores socioemotional development from infancy to adolescence with an emphasis on early childhood. Using a bio-psycho-social lens, different theories of development (e.g., attachment; temperament; moral; gender-role) and current empirical research will be explored. Methodological techniques unique to this topic also will be considered. Finally, we will apply our knowledge of developmental research to current issues concerning children.

Applied Developmental PHD students only

3

Methodology related to developmental systems will include longitudinal research, program evaluation and outcome research, panel study designs, and mixed-methods designs.

PHD in Applied Developmental Psychology Students Only

3

With an eye toward incorporating mixed qualitative-qualitative methodologies, this course will provide students with a hands-on learning experience in qualitative study designs and coding approaches. A variety of coding techniques will be explored, along with popular computer-based coding systems.

PHD in Applied Developmental Psychology Students Only

3

Advanced statistical platforms including SEM and HLM will be used and explored, particularly using large data sets with longitudinal and complex developmental designs. This is a hands-on course; students will leave with basic knowledge of statistical programs used for advanced statistical analyses in the developmental sciences.

3

Examines child and adolescent psychopathology from an empirically-based developmental perspective. Reviews major developmental theories to elucidate the role of development in understanding the etiology and diagnosis of DSM-IV-TR disorders. Also focuses on theoretical and empirical literature in developmental psychopathology. Changes in the incidence rates of internalizing (e.g., depression, anxiety) and externalizing disorders (e.g., conduct disorder, attention deficit/ hyperactivity disorder) are addressed. Disorders affecting both behavioral and mental functioning (e.g., autism) are included. Family, peer, and contextual/environmental influences are also covered. Normally offered yearly.

3

Examines current theory and research on effective teaching of psychology. Surveys a variety of teaching techniques, tools, and methods for leading discussions, lecturing, assessment, and grading. Additional topics include: learning styles in the classroom, student diversity, development of critical thinking, and ethics in college teaching. Normally offered alternate years.

3.00- 9.00

Intended for students who are working on their Early Research Project. This course is graded P/F. Offered every semester.

3

Intended for students who are preparing for their dissertation proposal. This course is graded P/F. Offered every semester.

3.00- 6.00

Intended for students who are preparing for their dissertation proposal. This course is graded P/F. Offered every semester.

PHD in Applied Developmental Psychology Students Only

3

Introduces students to the special issues that children growing up in poverty face. Theory and empirical research will be explored as well as specific contexts common to disadvantaged children (e.g., homelessness and abuse). In addition, we will examine individual resilience and the impact of environmental support in mitigating deleterious effects.

PHD in Applied Developmental Psychology Students Only

3

This seminar explores the complex, multi-level ecological systems involved in migration and human adaptation to new cultural contexts. With a particular emphasis on children, adolescents, and families, we explore recent developmental topics related to immigration, documentation status(es), discrimination, as well as national integration policies and refugee experiences. Both risk and resilience frameworks will be emphasized.

PHD in Applied Developmental Psychology Students Only

3

Human sexuality and gender operate at multiple layers of the developmental system: from historical political systems down to the most intimate aspects of biology and behavior. In this seminar, students will examine how applied developmental psychology has been used to frame questions and create knowledge about sex, gender, gender identity, sexual orientation, sexuality, and romantic relationships. The course will take a trans-affirming queer feminist approach rooted in the inherent dignity of all people, as we grapple with how the process of scientific knowledge production can help and/or harm the struggle for human rights and freedom from oppression.

PHD in Applied Developmental Psychology Students Only

3

This seminar presents a series of pressing topics, readings, and reflective writing activities focused on studying under-served and marginalized youth, and how systems of oppression continue to impact youth development.

PHD in Applied Developmental Psychology Students Only

3

Systems at the local, regional, and national level- and the guiding policies that shape resources and access to services- will be explored. Students will learn to write policy briefs, and understand their potential role as experts in advocacy for social policy change.

3.00- 6.00

Consists of the intensive study of one aspect of clinical psychology and/or human development in consultation with a faculty member.

0

Provides full-time enrollment status for students who have completed all content courses, and who are working on dissertations, but who are not on internship. At the discretion of the DCT, a practicum course may be taken concurrently with Psych 000. This course is NG (not graded).

0

Provides full-time enrollment status for students whose ERPs are one or more semesters overdue. At the discretion of the DCT, a single practicum course may be taken concurrently with Psych 001.

3

This course focuses on the origins, maintenance, and treatment of anxiety and related disorders (e.g., depressive and trauma and stressor-related disorders). The class utilizes a cognitive-behavioral theoretical perspective to explore the development and treatment of anxiety and related disorders. Consistent with the introduction of unified cognitive-behavioral therapy (CBT) protocols for the treatment of emotional disorders, this course uses a transdiagnostic framework to highlight shared etiological and treatment mechanisms common across anxiety and related disorders. Emphasis will be placed on the integration of theory and empirical findings into the application of clinical skills for the treatment of adults with these disorders.

Restricted to PhD students only.

3

The seminar aims to introduce you to the theory and practice of evidence-based social, emotional and behavioral assessment. To this end, specific issues we will cover include psychometric theory, cognitive abilities/intelligence testing, some classic assessment controversies, strengths and weaknesses of various assessment approaches, ethical and cultural issues, and the psychological assessment of children.

Restricted to PhD students only.

3

The goal of this course is to serve as a foundation for clinical practice and research activity in the important area of clinical neuropsychological assessment and psychological assessment. It serves to introduce the student to the techniques, methods and theories relevant to the practice of neuropsychological and psychological assessment. The course can roughly be divided into two halves. In the first half general technique, theory, and individual statistics will be covered. This will start with the procedures for the clinical neuropsychological examination, including the interview, preparation of the patient, and selection of instruments. The nature and structure of cognition, factor structure of the neuropsychological battery, and a theory of brain-behavior relationships will be covered. This will be followed by coverage of statistics as applied to assessment, that is, the difference between the inferential form of statistics students are used to (group statistics) and the probabilistic form (individual) of statistics useful in assessment. Subsequent focus will be on clinical decision-making, that is, the use of test data to respond to the diagnostic and descriptive questions that are the goals of the assessment process. The first half of the class will finish with a focus on individual differences, critical to the interpretation psychological test data. The second half of the course will focus on specific cognitive functions, assessment of personality and psychopathology, and on civil and forensic contexts relevant to assessment. Normally offered yearly.

3

Provides intensive training in the process of psychology-orientated scientific writing. Topics include identifying knowledge gaps in the extant literature through a critical review of existing research, developing a strong rationale for future research, basic writing style and structure, disciplined writing practices, effective revision, and peer-review. Normally offered yearly.

Graduate course for Psychology Ph.D. program, approved by department.

3

Introduces students to multicultural issues relevant to psychology. Covers a broad range of cultural diversity (sex, age, race, ethnicity, language, religion, sexual orientations, etc.) topics to highlight the role of culture in understanding human behavior and health-related issues. This course intends to strengthen students' multicultural knowledge, sensitivity, and competence in research/professional practice through their exposure to various theoretical/empirical perspectives, media, experiential exercises, etc. Students will acquire in-depth awareness of self and others' worldviews and a better insight into immigrants/minority groups, privilege/oppression, health care access/disparity issues, interpersonal relationship, community health and well being domains.

3

In this psychotherapy seminar, students will learn about dialectical behavior therapy (DBT), an evidence-based treatment for borderline personality disorder (BPD). Students will gain knowledge and experience (via role-plays) in behavioral assessment and in all modes of DBT, including individual therapy, group skills training, telephone coaching, and consultation team. Students will explore the theoretical bases of the treatment, as well as gain knowledge of the empirical basis for DBT's use with various patient populations, including BPD, opioid dependent, chronically suicidal/self-harming, and other populations (inpatients, bipolar disorder, friends and family of seriously mentally ill, etc.). Normally offered alternate years.

3

This graduate seminar requires students to examine and respond to current thinking and controversies in the conceptualization and categorization of mental disorders generally, and adult disorders in particular. Students will acquire foundational knowledge about the diagnostic characterization, etiology, and epidemiology of the major classes of adult behavior disorders; investigate mental disorders and our current diagnostic system from a variety of different perspectives (clinical, research, biological, sociocultural, etc.); gain significant practice critically evaluating scientific research and in articulating thoughtful responses to social and behavioral research on mental disorders. Normally offered yearly.

3

Provides students with foundational skills needed to be both a consumer and producer of psychological research. Topics covered include hypothesis and proposal generation, experimental, correlational and qualitative designs, strategies to minimize bias, measurement issues, participant selection and recruitment, data management, grantsmanship and the dissemination of findings. Ethical issues in the conduct of research are emphasized. Normally offered yearly.

0

Provides students enrolled in the Ph.D. program in Clinical Psychology an extended introduction and orientation to the program and to the field of clinical psychology. Enrollment by invitation of the DCT only. The lab will be graded P/F. Offered yearly.

3

The purpose of this course is to trace the origin and development of psychology as a field of study from its philosophical and scientific roots to present day theories. The emphasis will be on critically examining the various systems of psychology, especially as they are translated into psychological practice, and their development in relation to sciences and societies. Normally offered yearly.

0

Continues the orientation and early skill development of students enrolled in the Ph.D. program in Clinical Psychology. Provides a lab experience within which to explore and develop initial skills preparatory for practicum experience in year 2. Enrollment by invitation of the DCT only. This lab will be graded P/F. Offered yearly.

3

Introduces students to the concept of empirically informed clinical practice. Topics covered include the history of the evidence-based movement in psychology, an overview of the methods used in scientifically-informed clinical practice (e.g., case conceptualization, treatment planning, ongoing assessment of progress), and an introduction to specific evidence-based principles that can be used in psychotherapy (e.g., exposure therapy, behavioral activation, etc.). Normally offered yearly.

3

Introduces basic statistical tests such as t tests, ANOVA, correlation, regression, Chi Square, and power analysis. Students are also required to demonstrate proficiency in computer data analysis using SPSS. Normally offered yearly.

PSYCH-722

3

Focuses on multivariate statistics and the interaction of research design and statistical analysis. Emphasis on MANOVA, multiple regression, principle components analysis/factor analysis, and logistic regression. Issues involving experimental and statistical control, multicollinearity, specification error, and nesting will be covered. Students learn basic principles of multivariate analysis, read journal articles using multivariate techniques, analyze data using each main type of analysis covered in the course, and write results and tables using APA style. Normally offered yearly.

3

Investigates race and ethnicity as ideological categories that both inform group identity and reproduce social inequalities. The course begins with an overview of the social and historical forces that developed these categories, with a focus on some of the major ethnic groups in the United States. Explores historical and contemporary roles played by psychologists around these issues. Students learn how to individually and collectively avoid perpetuating injustices in the science and practice of psychology. Course topics exemplify how race and ethnicity are inextricably linked to other identity categories, especially gender, class, and sexual identity. Normally offered alternate years.

3

Introduces students to the social bases of behavior and experience through examination of some traditional topics from the field of social psychology. These include: social cognition; self-knowledge; self-presentation; attitude formation and change; attraction and close relations; altruism; aggression; prejudice and stereotypes; and group dynamics. In addition, the course may include discussion of cross-cultural approaches to healing and the relationship between culture and mental health. Normally offered alternate years.

Instructor Consent Required

3

Doctoral students complete an academic year of placement service (9-10 months) at one of the selected practica sites during their second year of academic training. Students complete between 12 and 20 hours per week of placement service to include training in assessment, diagnostic interviewing and intakes, intervention, and applied research with diverse populations. Students will receive on-site supervision by licensed psychologists and other approved professionals. Students participate in a weekly practicum seminar. This didactic portion examines the legal, ethical, and professional issues currently facing psychologists in practice with diverse populations, including confidentiality/mandated reporting, informed consent, conflicts of interest, boundary issues, and limits of professional competence. Normally offered every fall semester.

PSYCH-738; Instructor Consent Required

3

Continuation of Practicum & Ethics IA. Normally offered every spring semester.

PSYCH-738, PSYCH-739; Instructor Consent Required

3

Doctoral students complete an academic year of placement service (9 to 10 months) at one of the selected practica sites during their third year of academic training. Students complete approximately 20 hours per week of placement service to include assessment, intervention, and consultation with diverse populations. Students receive on-site supervision by licensed psychologists and other approved professionals. All students will concurrently participate in practicum seminars taught by Suffolk University faculty. The didactic supplement provides a foundation in developing students' knowledge in the areas of consultation and supervision along with continued training in cultural and individual diversity. Normally offered every fall semester.

PSYCH-738, PSYCH-739, PSYCH-740; Instructor Consent Required

3

Continuation of Practicum 2A. Normally offered every spring semester.

Doctoral Standing

3

Examines theoretical foundations, empirical research, approaches, and ethics of clinical supervision and consultation in professional psychology. Emphasis will also be placed on the integration of theory and empirical findings into the application of skills necessary to work as effective clinical supervisors and psychological consultants. Offered yearly.

3

Examines child and adolescent psychopathology from an empirically-based developmental perspective. Reviews major developmental theories to elucidate the role of development in understanding the etiology and diagnosis of DSM-IV-TR disorders. Also focuses on theoretical and empirical literature in developmental psychopathology. Changes in the incidence rates of internalizing (e.g., depression, anxiety) and externalizing disorders (e.g., conduct disorder, attention deficit/ hyperactivity disorder) are addressed. Disorders affecting both behavioral and mental functioning (e.g., autism) are included. Family, peer, and contextual/environmental influences are also covered. Normally offered yearly.

Doctoral Standing

3

Examines development across the lifespan, including biological, cognitive, social, and emotional development, with attention to the role of culture and context. Reviews major theories of development and how such theories provide conceptual frameworks for understanding the development adaptive and maladaptive behaviors and trajectories. Also addresses implications for treatment and prevention. Normally offered yearly.

3

Presents students with an introduction to the field of psychopharmacology. Topics covered will include: the art of prescribing medication; the psychopharmacology of anxiety and psychotic mental disorders (including pediatric and geriatric psychopharmacology); pharmacotherapy and psychotherapy; biopsychosocial factors in drug abuse and addiction. Normally offered alternate years.

3

Investigates theories regarding the function and experience of emotion. This course will survey the historical concepts of emotion in psychology and current theories of emotion, including motivational, cognitive and physiological aspects. The course will also describe research methods used in the study of emotion, including psychophysiology and neuroimaging, as well as clinical implications. Normally offered alternate years.

3

Examines current theory and research on effective teaching of psychology. Surveys a variety of teaching techniques, tools, and methods for leading discussions, lecturing, assessment, and grading. Additional topics include: learning styles in the classroom, student diversity, development of critical thinking, and ethics in college teaching. Normally offered alternate years.

PSYCH 741 and approval from Director of Clinical training.

1

Consent of DCT is required to enroll. Concurrent enrollment in other content courses or Psych 000 is permitted. This course is graded P/F.

3

Examines the contemporary movement integrating acceptance (willingness to experience thoughts, emotions, physiological sensations and images) and mindfulness (intentional and non-judgmental awareness of the present moment) into traditional cognitive and behavioral approaches to case formulation and treatment. Topics include analysis and discussion of the theoretical underpinnings of this movement, examination of specific emerging therapies, and exploration of the application of these therapies to a variety of clinical problems. Normally offered alternate years.

3.00- 9.00

Intended for students who are working on their Early Research Project. This course is graded P/F. Offered every semester.

3

Intended for students who are preparing for comprehensive exams. This course is graded P/F. Offered every semester.

3

Intended for students who are preparing for their dissertation proposal. This course is graded P/F. Offered every semester.

3.00- 6.00

Intended for students who are preparing for their dissertation proposal. This course is graded P/F. Offered every semester.

3

Neuropsychology is the study of the affective, behavioral and cognitive consequences of brain injury, and clinical neuropsychology is the professional discipline that deals with the methods and techniques of assessing the consequences of brain insult. Clinical neuroscience is a branch of neuroscience that focuses on the scientific study of fundamental mechanisms that underlie diseases and disorders of the brain and central nervous system. It seeks to develop new ways of diagnosing such disorders and ultimately of developing novel treatments. This course will take the assumption that a good way to become a biologically informed practitioner of clinical psychology, is to participate in systematic instruction and learning in neuropsychology and the clinical neurosciences. In psychology graduate school, you are also becoming the culturally informed clinician, the developmentally informed clinician, and so forth. Toward that goal the reading and lecture materials for Psychology 792 will bring together the fields of neuroanatomy and functional neuroanatomy, neurobehavioral syndromes, cellular mechanisms of the central nervous system, behavior genetics including epigenetics, and psychopharmacology.

3

Researchers from the Boston Veterans Administration Hospital lecture on various topics including: neuropsychological assessment; plasticity in development; aphasia; apraxia; attention deficit disorder; aging; memory; dementia; bilingualism; epilepsy; and pain. Held at the Boston Veterans Administration Hospital in Jamaica Plain. Normally offered yearly.

3

Continuation of PSYCH 795 at the Boston Veterans Administration Hospital in Jamaica Plain. Normally offered yearly.

3

Provides students with a comprehensive overview of functional neuroanatomy, as well as an introduction to neuropathology, neuroepidemiology, and the neurobehavioral consequences of congenital and acquired neurological diseases and disorders. Teaching strategies will include lectures, human brain lab, directed readings, and neurosciences software programs. Held at Boston University School of Medicine. Normally offered yearly.

Instructor Consent Required

1

Provides full-time enrollment status for students who are on pre-doctoral internships. This course is graded P/F.

1

Provides full-time enrollment status for Respecialization students who have completed all content courses and who are pursuing additional practicum training prior to predoctoral internship. Consent of DCT is required to enroll. Concurrent enrollment in other courses is not permitted. This course is graded P/F.

3.00- 6.00

Consists of the intensive study of one aspect of clinical psychology and/or human development in consultation with a faculty member.