The initials in parenthesis after each psychology course title indicate the graduate degree(s) for which the course is intended:

MSED = Master of Science in Education in School Psychology

MSC = Master of Science in Substance Abuse Counseling

PSYD = Doctor of Psychology in School- Community Psychology

M.S.Ed. and Psy.D courses are offered at the New York City campus; MSC courses are offered at the Briarcliff campus in Westchester. Students are allowed to take courses only in the program in which they are matriculated.

No Credit

This is an introductory course on the delivery of school psychological services. Students will become familiar with the history of school psychology, legal and ethical issues, assessments and interventions issues and other factors in school psychological service delivery.

Prerequisite: Admission to Graduate Psychology Program

Fall

No Credit

This course is an extension of Introduction to School-Clinical Child Psychology I. Student experiences will include child abuse training and the discussion of the application of psychological strategies and techniques. History and Systems in psychology as well as issues in the delivery of school psychological services will be covered.

Prerequisite: Admission to Graduate Psychology Program

Spring

No Credit

Students choose at least one supervisory group for professional psychology practice training from among the following: biofeedback, child consultation, mother-infant interaction, and psychotherapy.

Prerequisite: Permission of Director of Center for Psychological Services

Fall, Spring

3 credits

This course covers life span psychology. Theories of development, as well as issues in studying development, are addressed. Topics include cognition, language, physical, and social development.

3 Credits

Community Psychology is an action-oriented movement. It is characterized by innovative approaches to problems based upon an ecological and interactionist view of behavioral dynamics in the community. This course covers the development of community psychology as a specialty area in both theory and application, including the central assumptions in methodology of the field. Contributions of an ecological model, and emphasis on prevention, competence building, population focus, and related research and interventions will be discussed. It emphasizes community interventions and the theories and principle needed to help people in various settings achieve maximum mental health.

3 credits

The primary goal of this course is to develop critical thinking skills necessary for students to (1) evaluate primary, empirical research in psychology, (2) translate theoretical ideas into testable research hypotheses, (3) test these hypotheses by means of a logically developed statistical plan. Material to be covered include scientific methodology and major statistical techniques used in analyzing behavioral data (i.e., correlation/regression analyses, contrast models, analysis of variance, non-parametric procedures). Statistical analyses and graphical representations of data via the computer are required of students.

Prerequisite: Undergraduate psychological statistics and/or experimental psychology.

3 credits

This course builds on the critical thinking skills developed in PSY 615. Material to be presented include (1) complex experimental designs (including quasi experimental design appropriate to field settings) (2) advanced statistical techniques (i.e., multiple regression analysis, mixed model analysis of variance, multi-variate techniques). Students are required to carry out statistical analyses and graphical representations of data via the computer.

Prerequisite: PSY615 or consent of the Instructor

3 credits

This course introduces both basic and advanced principles and theories of learning and motivation, including cognition. Conditioning, behavior systems, generalization and discrimination, information processing, and complex cognitive functioning are some of the topics discussed. Research on learning theory and their general application to a variety of contexts will also be covered.

Prerequisite: Undergraduate learning course

3 Credits

This course covers the development of community mental health as a specialty area in both theory and application. It emphasizes the development and implementation of preventive interventions in the school and for the community.

3 Credits

This course is designed to acquaint the student with the range of community facilities that are available to draw upon in urban and rural areas. Specific federal, state, and municipal agencies will be explored. In addition, private foundations and religious service agencies will be examined with the aim of securing an awareness of appropriate assistance for clients.

3 Credits

This course covers basic psychological measurement theory. An introduction to scaling, reliability, validity, and other measurement topics is provided.

3 Credits

This course will cover social psychology, including attitudes, behavior change, group processes, multicultural and gender issues, and social perceptions. Focus will be on methods of studying social behavior and theories of social behavior.

3 Credits

This course covers personality theories. Personality factors throughout the lifespan are addressed.

3 credits

Students taking this course will be introduced to general theories and to the basic skills used in counseling sessions. The students will be asked to do research and to do audio and video tapes to achieve this goal.

Fall

3 credits

This course will acquaint students with major approaches to psychological counseling and allow them to develop elementary proficiency in their application.

Prerequisite: PSY630

Spring

3 credits

Students completing this course will be able to recognize and critically examine various models for understanding the causes of alcoholism and substance abuse and their implications for treatment. The students will become familiar with current treatment approaches based on these models.

To be announced

0 credit Supervised experience in a substance abuse treatment setting. Placements will be supervised by the agency person personnel and by University psychologists. May be taken more than once.

Prerequisite: Permission of program director

Fall, Spring and Summer

3 credits

This course is designed to acquaint the student with the basics of neuroanatomy, neurochemistry and neurophysiology, with a special emphasis on the neurochemical basis of the effects of various drugs of abuse. Neurochemical and genetic differences between those who become alcoholism/substance abusers and those who do not will also be considered in detail.

To be announced

3 credits

The student will acquire an understanding of the prominent models of alcoholism/chemical dependency etiology and will be able to describe how individual and group counseling are adapted in work with this population. The student will demonstrate knowledge of the range of individual and group methods and interventions that are appropriate to the stages in the recovery process. The student will acquire knowledge of treatment modifications with special populations and will demonstrate an understanding of the treatment of related disorders involving compulsive behaviors.

Fall

3 credits

The student will demonstrate an understanding of the principles of family treatment as they apply to work with the chemically dependent/alcoholic family. The student will demonstrate knowledge of advanced group counseling techniques. The student will acquire an understanding of co-dependent relationship patterns and of adult child of alcoholic issues. The student will be able to integrate principles of 12-Step recovery programs and counseling techniques and will gain knowledge of methods of self-development and stress reduction for counselors.

Spring

3 Credits

Enhancement of the skills of observation and evaluation in various personal and work-related situations. Through demonstrations, interactions and role-playing, participants will explore and study the following basic operations: intuiting, feeling, categorizing, analyzing, synthesizing, explaining and arguing, influencing, cooperating, competing, deciding, committing to values, participating-observing.

Prerequisite: Baccalaureate degree

3 Credits

Emphasis on the incorporation of the principles of critical thinking into academic disciplines and into professional and personal life. Includes analysis of public events and broadcast news and practice in communication and decision-making.

Prerequisite: PSY646

3 Credits

Emphasis on teaching others using high interaction methods. Practice in using and developing lesson plans. Class participation and feedback.

Prerequisite: PSY647

3 Credits

Participants will conduct an on-going group using basic principles of critical thinking. Supervision provided. Co-leadership possible. Continued readings and group support. Successful participants will be awarded a certificate.

Prerequisite: PSY648

3 credits

In a particular semester the course will cover specialized topics in depth. Examples are the counseling of AIDS patients, the terminally ill and their survivors.

Prerequisite: Permission of program director

To be announced

3 credits

This course presents an overview of the person in a family system with a focus on co-dependency issues. The approach of the course is based upon a life-span, developmental psychology perspective.

Spring

3 credits

Students completing this course will be familiar with psychological testing in the context of alcoholism and substance: intellectual evaluation and assessment of personality and learning problems with particular applications to substance abusing populations.

Spring

3 Credits

This course focuses on developmental disabilities in human development. Factors in vulnerability from infancy to later age levels will be covered, including genetic and environmental variables. Research and theory in developmental disabilities are the main aspects of this course.

3 credits

This course is designed to give students both a practical and theoretical grasp of group dynamics, in order that they may more effectively do research, lead and participate in groups. This will be accomplished via presentation and discussion of group research models and outcomes, through participation in experiential exercises in group processes, and through skill training in observation, leadership and participation in groups.

Prerequisite: Permission of director of program

Fall and Spring

3 credits

This course will introduce basic concepts in the field of death, dying and loss. Course topics will be taught through a combination of formal lectures and experiential exercises. The course will provide cultural, historical perspectives and psychological insights into the experiences of death and dying. Special emphases include: the impact of death and loss on personality development, on family systems, and survivors of loss.

Fall

3 credits

This course focuses on the different therapeutic interventions to assist others through bereavement experiences. Models of loss, grief, and mourning will be examined for their use in counseling with special attention to complicated mourning. Lectures, experiential work, and case studies to be used. Each student will lead, under supervision, a short-term grief counseling group.

Spring

3 credits

This course places the experiences of loss and grieving in the context of the cycle of individual and family development. The impact of death on families and on the development of the family members will be examined. Special emphasis is placed on the influence of loss and bereavement on the meaning structures of families and individuals.

Summer

3 credits

This course is an introduction to psychological aspects of AIDS and other chronic illnesses. Students will have an opportunity to learn counseling skills related to disease issues with a variety of populations.

Fall

3 Credits

This course considers the range of multicultural and gender issues involved in human development and learning. The focus in this course is on development and related multicultural and gender issues.

3 credits

Students completing this course will be familiar with activities that bring services together within a planned framework of action toward the achievement of treatment goals in the context of alcoholism and substance abuse. Demonstrated knowledge will be expected in the following areas: client education, referral services, crisis intervention and consultation.

Prerequisite: PSY632

Fall

3 credits

This course will allow students to become proficient in the understanding

and use of psychiatric terminology and in the forming and testing of hypotheses about using criteria set forth in DSM-III-R. Upon completion of the course, students will have knowledge of the principle pharmacological and psychological approaches to treatment of the disorders discussed.

Fall

3 credits

Students in the seminar will discuss roles and functions of counselors, particularly in a substance abuse treatment setting. Issues to be discussed include ethical and other professional concerns. Reviews of relevant literature and familiarity with research methods will be stressed.

Fall and Spring

3 Credits

Advanced course in evaluation research emphasizing both traditional and non-traditional designs. The course examines how to evaluate social programs along with different orientations to program evaluation. Program evaluation within a variety of contexts will be reviewed.

3 Credits

This course is designed to introduce students to a variety of topics, including theories, related research findings and their practical implications in the field of organizational psychology. Topics will include a history of organizational psychology, work attitudes, work motivation, group processes, and leadership. (Pending approval)

3 credits

This course is designed to introduce students to a variety of topics, including theories, related research findings and their practical implications in the field of psychology. Topics will include job analysis, employee selection and classification, performance appraisal and feedback, criterion theory and development training, and legal issues. (Pending approval)

4 Credits

An investigation of theories of intelligence testing. Intensive study of Wechsler scales for children and adults and an introduction to the Stanford-Binet-Revised as instruments for ascertaining intelligence, style of cognitive functioning and personality dynamics. The emphasis is on the administration, scoring and interpretation of these tests in relation to theories of intelligence and personality. Standards of ethics in testing, as defined by A.P.A. guidelines are discussed. The laboratory experience, workshops, and demonstrations supplement lectures and discussions.

Prerequisites: Undergraduate Abnormal Psychology and Personality Theories, PSY704, PSY717, PSY721, PSY725

Full Matriculation

1 Credit

The emphasis of this course will be placed on the presentation of a model that explains the theory and practice of bilingual assessment in order to protect the rights of language minority students by: examining prereferral characteristics which may help differentiate students with learning disabilities from students who are second language learners; identifying best practices in formal and informal assessment appropriate for identification of disabilities and giftedness in language minority students; using formal and informal assessment data in developing IEP’s for language minorities students; coordinating services for LEP students (ESL, Bilingual, special education)..

Prerequisite: PSY703 or enrollment in PSY703 as a co-requisite

3 Credits

A systematic study of child and adolescent psychological growth and development is presented. Scientific methods of studying childhood, constitutional and social factors contributing toward personality growth and problems of adjustment stemming from changes in human capacities, abilities and needs are studied. The course includes cognitive development, language development, physical development and social-emotional development and focuses on developmental theory and research.

Prerequisites: Undergraduate developmental psychology

4 Credits

Supervised experience in a school setting. Internship will include observation and practice supervised jointly by district and University psychologists. In addition, there will be weekly seminar meetings at which pertinent issues and research in the field of school psychology and the delivery of services to special needs children will be discussed. Ethical issues will be covered through class reading material and class discussions. School psychology in the context of history and systems in psychology will be covered.

Prerequisites: EDU602, PSY603, and PSY727

4 Credits

This course involves supervised experience in a school setting. The internship will include observation and practice supervised jointly by district and University psychologists. In addition, there will be weekly seminar meetings at which pertinent issues and research in the field of school psychology and delivery of services to special needs children and bilingual populations will be discussed. There will be a special focus on issues related to delivering psychological services in the native language. Ethical issues will be covered through class reading material and class discussions. School psychology in the context of history and systems in psychology will be covered.

Prerequisite: EDU701, PSY703, PSY703A, PSY707, PSY709, PSY709A, PSY713, PSY727

Students must have successfully completed a language proficiency examination and demonstrate competence to provide services in the native language.

1 Credit

This course involves supervised experience in provision of psychological services to children and their families who are bilingual or have limited English proficiency

Prerequisite: PSY605, students must have successfully completed a language proficiency examination and demonstrate competence to provide services in the native language.

4 Credits

Continuation of supervised experience in a school setting. Ethical problems, the relationship between the school and the community, the functions of various school personnel, and problems in the field of school psychology will be discussed. The focus will be on current professional ethics in schools and community settings, legal issues, providing services to special needs children and school psychology in the context of history and systems in psychology.

Prerequisite: PSY705

4 Credits

This course is a continuation of supervised experience in a school setting. Ethical problems, the relationship between the school and the community, the functions of various school personnel, and problems in the field of school psychology will be discussed. Students will present cases involving bilingual assessment and intervention which will be discussed. In addition, consultation issues related to service delivery to bilingual populations will be discussed. The focus will be on current professional ethics in schools and community settings, legal issues, providing services to special needs children, providing services to bilingual populations, and school psychology in the context of history and systems in psychology.

Prerequisite: PSY705A

1 Credits

This course involves supervised experience in provision of psychological services to children and their families who are bilingual or have limited English proficiency.

Prerequisite: PSY706, students must have successfully completed a language proficiency examination and demonstrate competence to provide services in the native language.

4 Credits

Concentration on the administration, scoring and interpretation of the Stanford Binet-Revised and Weschsler Preschool and Primary Scale of Intelligence-Revised and an introduction to the theory and application of specialized tests such as the Bender Visual-Motor Gestalt Test, Vineland Social Maturity Scales, McCarthy Scales of Children’s Abilities, Kaufman Assessment Battery for Children and Peabody Picture Vocabulary Test-Revised. The Wide Range Achievement Test and other psychoeducational assessment procedures will also be discussed. Stress will be placed on developing overall assessment capabilities, developing observational skills, formulating assessment-intervention links, preparing developmental histories and understanding diagnostic and recommendation aspects of report preparation.

Prerequisite: Full Matriculation, PSY703, PSY727

3 Credits

The purpose of this course is to describe and critique the basic concepts that underlie a community psychology perspective. Contributions of an ecological model, and an emphasis on prevention, competence building, population focus, and related research and interventions will be discussed.

3 Credits

This is an introductory survey course in the theory and techniques of counseling in the school setting. Study of ethical issues in counseling, the effective counselor, the helping relationship, interviewing and communicating with clients, and strategies of intervention will be accomplished from the viewpoint of the four major perspectives on psychological interventions: behavioral, cognitive-behavioral, humanistic-phenomenological-experimental, and psychodynamic systems. Concentration will be on the application of these approaches to crisis intervention, brief and short-term counseling situations.

Prerequisite: Full Matriculation, Admission to Graduate Psychology Program

PSY709A PRACTICUM: COUNSELING THE CULTURALLY DIFFERENT: IMPLICATIONS FOR BILINGUAL PSYCHOLOGICAL SERVICE PROVISION (MSEDB)

1 Credit

This course is a practicum course that supplements the counseling theory courses in the Psy.D. program by focusing on the theory and practice of providing counseling services for bilingual populations. The focus of the course will be on providing counseling services to bilingual children and adolescents and their families. The course will focus on helping students to : develop sensitivity to cultural and sub-cultural differences; understand barriers that exist in cross-cultural counseling; understand the processes of cultural accommodation and assimilation, and cultural identity formation; and , understand the implications that bilingualism has for the counseling process. An additional focus of the course will be on helping bilingual students adjust to the educational programs that are being offered in the school and community settings. Issues related to helping other professionals recognize and develop skills for cross cultural counseling will also be discussed.

Prerequisite: PSY709 or PSY711 or PSY711 as a co-requisite

3 Credits

Study of etiology, characteristics and treatment of personality deviation in children and adolescents. Implications for learning and school placement will be studied for each of the disorders.

Prerequisite: Undergraduate abnormal psychology and personality theories

3 Credits

This is a course on the theories and techniques of individual psychotherapeutic interventions from psychodynamic perspectives. Basic principles and techniques of psychodynamic psychotherapies will be presented. Components of the therapeutic process and interaction will be defined and illustrated. Case material from student’s field experiences will be discussed.

Prerequisite: PSY710

3 Credits

The neuroanatomical and neurophysiological correlates of select behaviors will be explored. The focus of this course is neuropsychological assessment with children and adolescents. Specific focus will be upon those behaviors which are of interest to the school-clinical child psychologist.

Prerequisite: PSY727

4 Credits

Introduction to projective techniques such as Rorschach, TAT, CAT, sentence completion, and word association tests. Emphasis will be on administration, scoring interpretation and integration of these tests into a psychodiagnostic battery. Projective methods and theories of personality, perception, and cognitive functioning will be covered. Students will be required to submit reports on individually administered batteries.

Prerequisite: Full matriculation, PSY703, PSY710, PSY725

3 Credits

This is an advanced in-depth course in the theory and technique of the Rorschach test. Questions and issues that will be considered include: reliability and validity, relevant research, special problems of administration and scoring and the use of the Rorschach in differential diagnosis. Students’ case material will be used to conduct in-depth analyses of Rorschach protocols.

Prerequisite: PSY713 and PSY720

4 Credits

The primary goal of this course is to develop critical thinking skills necessary for students to (1) evaluate primary, empirical research in psychology, (2) translate theoretical ideas into testable research hypotheses, (3) test these hypotheses by means of a logically developed statistical plan. Material to be covered include the process of scientific inquiry and the logic of the scientific method and major statistical techniques used in analyzing behavioral data (i.e., correlational/regression analyses, contrast models). Statistical analyses and graphical representations of data via the computer and preparation of scientific reports based on these analyses are required of students.

Prerequisite: Undergraduate psychological statistics and experimental psychology or permission of the instructor.

4 Credits

This course builds on the critical thinking skills developed in PSY715 by adding to the students’ research repertoire skills enabling them to apply statistical procedures and research designs tailored to the needs of quasi-experimental research. Material to be presented include (1) theoretical coverage of the process of scientific inquiry and implications regarding field research and (2) familiarization with statistical techniques most often used in establishing statistical control (i.e., multiple regression analysis). Students are required to carry out statistical analyses and graphical representations of data via the computer and develop a fully operational empirical research proposal.

Prerequisite: PSY715

3 Credits

This is an advanced learning course intended to familiarize students with traditional and contemporary learning theories. Special emphasis will be placed on applications of learning theory to a range of school and agency settings. The relevance of learning theory to instructional processes, behavior management and the amelioration of cognitive/affective and interpersonal difficulties in children and adolescents will be covered.

Prerequisite: Undergraduate learning course

3 Credits

This is a psychodiagnostic seminar in which material from students’ field placements will be used to extrapolate general principles of psychological test battery analysis, synthesis and integration with case history information. Each student will present to the class the raw data of a complete psychological test battery with case history information. Issues of psychological test administration, psychodiagnosis, psychological report writing, communicating test findings and implementing recommendations will be addressed.

Prerequisites: Completion of all courses in the first and second years of the program.

3 Credits

This course surveys psychological testing, covering test theory and the variety of current tests. Test theory topics include scaling, reliability, validity, decision-making, item-analysis, and test construction with norm- and criterion-referenced tests. Principles of test construction are applied to intelligence, aptitude, achievement, occupational, interest, and personality tests.

3 Credits

This is a course on the theories and techniques of psychotherapeutic interventions from cognitive-behavioral perspectives. Basic principles and techniques of cognitive-behavioral psychotherapies will be presented. Components of the therapeutic process and interaction will be defined and illustrated. Case material from students’ field experiences will be discussed.

3 Credits

Advanced Social Psychology is the scientific study of how individuals are by the social structure (e.g. other people, physical settings, cultural/environmental factors). The goal of this course is to familiarize students with the theoretical formulations (e.g., cognitive dissonance), research methodologies, and the practical applications in Social psychology. The major topics covered will include person perception, social influence, authority pressure and power, attitude change, racism, sexism, presocial behavior and altruism, aggression and violence, and social stress. The historical roots of the field, and the goals and methodology in Social psychology will be presented.

3 Credits

This course covers, in depth, select theories of personality formulation. Through primary and other source materials, stress will be placed on the range of personality factors manifested in childhood, specifically, and the formative years in general.

Prerequisite: Undergraduate abnormal psychology and personality theory

3 Credits

This course will focus on theoretical perspectives in the integration of psychodiagnostic assessment and intervention with consideration for age, levels of functioning, developmental stage, and type of psychopathology. A variety of assessment and intervention techniques will be reviewed within the context of assessing and intervening with specific disorders. Techniques of assessment (e.g. Structured clinical interview, projective measures, broad self-report and specific focused assessment) will be presented from various theoretical perspectives with links to a variety of intervention strategies to provide a comprehensive and integrated overview of service delivery.

3 Credits

This course is designed to provide a thorough awareness of the multiple etiologies of learning disabilities. It is structured for psychologists and gives a comprehensive view of the theories, diagnostic procedures and remedial strategies for learning disabilities in children. Students are required to research and present a diagnostic or remedial system.

3 Credits

This is an advanced course in psychodiagnostic testing. Students will present to the class the raw data of a complete battery of tests for class analysis and synthesis, without knowledge of case history information. Psychodiagnostic and dispostional issues will be addressed. Intervention options will be covered. Elective course.

Prerequisite: PSY713 and PSY720

3 Credits

This course will cover the theory and practice of consultation. The consultation process will be examined from the following perspectives: psychodynamic, behavioral ecological, instructional, social psychological, child advocacy, organization development and process consultation. Each student will be expected to complete a practicum project using one of these perspectives. Strategies for understanding the impact of an agency upon the consultation process, moving from direct to indirect service delivery, evaluating consultation outcome and understanding the interactive nature of the consultation process will also be addressed.

3 Credits

This is a course in the theory and practice of child and adolescent psychotherapy. Play therapy and parent counseling will be reviewed from four major perspectives: psychodynamic, behavioral-cognitive, experiential-phenomenological and systems. Students’ case material from their school-community field work placements will be discussed within these perspectives.

3 Credits

Seminar on issues related to the role and functions of the school psychologist with the clinical-child orientation. Special emphasis is placed on professional, legal and ethical issues; supervision of school-clinical child psychological services; and analysis of past, present and future trends in the field of school-clinical child psychology.

3 Credits

This course focuses on assessment and intervention with the early childhood and infant population. Assessment will focus on early development, psycho-education and family dynamic issues. Intervention will consider curriculum and instruction and psychological concerns. Early childhood consultation is included in this course.

OPTION A

No credit

Supervised experience in a community setting. Externship will encompass five days per week (eight hours a day) and will include observation and practice. Placement will be in various health clinics, addiction services, child welfare services, department of correction, family courts, etc., under the direct supervision of licensed agency and University psychologists. Must be taken by students completing the community externship in one year.

Prerequisite: Permission of director of field training

4 Credits

Supervised experience in a school or community setting. This field experience requires three days per week field work (eight hours a day for five months). Placement will be in various health clinics, addiction services, child welfare services, department of correction, family courts, etc., under the direct supervision of licensed agency and University psychologists. In addition, there will be weekly seminar meetings at which pertinent issues in the field of school-clinical child psychology will be discussed.

Prerequisite: PSY705, PSY707, PSY713 and PSY720 or the equivalent and permission of director of field training.

4 Credits

Continuation of supervised experience in a school or community setting. This field experience also will encompass three days per week field work (eight hours a day). Supervision will be continued by licensed agency and University psychologists. Placements will also be made so as to enhance the range of acquired competencies, as well as broaden exposure to different types of settings. Weekly seminars will be conducted to discuss issues and experiences that arise in field placements.

Prerequisite: PSY821, permission of director of filed training

OPTION B

2 Credits each

To be taken by students completing the community externship in two years. Externship will encompass two days per week field work (eight hours a day for five months). Placement will be in various health clinics, addiction services, child welfare services, department of correction, family courts, etc., under the direct supervision of licensed agency and University psychologists. In addition, there will be weekly seminar meetings at which pertinent issues in the field of school-clinical child psychology will be discussed.

PSY823-Prerequisite: PSY713 and PSY720

PSY824-Prerequisite: PSY823

Co-requisite: PSY724

PSY825-Prerequisite: PSY824

PSY826-Prerequisite: PSY825

PSY823-824-825-826-Prerequisite: permission of director of field training

3 credits

A survey course in contemporary theories and techniques of family interventions in school-community settings. Short-term dynamic and cognitive behavioral intervention methods are discussed and illustrated with case material. Family systems approaches including communications, experiential, strategic, structural and extended family approaches will be reviewed.

1 Credit

This seminar provides a structured framework for the development of the Psy.D. doctoral project. Quantitative, methodological and ethical issues relevant to students’ research proposals are discussed. Fully developed research proposals are presented to faculty and peers and subjected to rigorous review. Implementation of their proposed research is contingent upon faculty approval.

No Credit

This seminar provides a structured framework for the completion of the Psy.D. doctoral project. Issues regarding the statistical analyses and interpretation of research findings are of primary concern for discussion. Research results are presented to faculty and peers and are rigorously critiqued. The completion of their Psy.D. doctoral project is contingent upon faculty approval.

3 Credits

This course will explore recent developments in psychoanalytic theory and technique. The starting point is Freud’s cases, his clinical papers, and the techniques relevant to early discoveries. Based upon this foundation, these various elaborators and revisions of theory will be examined.

3 credits

This course will survey the history, theory and techniques of crisis intervention, brief and short-term psychotherapies from psychodynamic, strategic, and solution focused intervention perspectives. Illustrative case material from students’ field experiences will be discussed.

3 credits

Parenthood and parent-child relations are universally acknowledge as a major influence on child and adolescent school adaptation and functioning. This course provides knowledge of relevant empirical research on the role of parenthood as a major influence on child and adolescent school functioning. In addition, skills in applying methods and techniques for professional interventions with parents are covered. Methods and techniques of working with parents individually, as a couple, with families and in groups, both educationally and therapeutically will be studied.

3 Credits

This course considers infant and toddler assessment, including cognitive development, physical development, language and speech development, psychosocial development, and self-help skills. The issues of assessment in terms of developmental delay and at-risk will be addressed. In addition, early intervention services for infants and toddlers who are at-risk or developmentally delayed will be covered.

3 credits

This course considers preschooler assessment, including cognitive, language, physical, and psychosocial development. Further early intervention programs and issues are covered.

No Credit

This full-time internship is required by New York State for Licensing.

Prerequisite: Completion of 92 credits toward Psy.D. and permission of director of field training

No Credit

This full-time internship is required by New York State for Licensing.

Prerequisite: PSY861 and permission of director of field training

3 credits

This course will focus on group interventions in psychological service delivery. The course will cover diverse methods and theories of group intervention.

Prerequisite: PSY708, PSY711, PSY723

3 credits