Psychology (PSYC)

Designed to give resident advisor trainees understanding of interpersonal relations. Cannot be used as a psychology major elective.

A study of the nervous system, sensation, perception, consciousness, learning, memory, language, intelligence, motivation, emotion, life span development, personality, psychopathology, psychotherapy, social psychology and the scientific method. May be used for general education credit.

This course will provide psychology majors with knowledge and tools to get the most out of the major. Topics include an introduction to the psychology major at JMU, strategies for discerning between credible and non-credible information, professional (e.g., student/professor) communication and campus learning support resources. This course is only available for students who have not yet completed the two-semester methodology sequence.

This course will guide students through graduate school selection and application processes. Coverage includes graduate training opportunities across sub-disciplines in psychology and appropriate preparation to pursue such opportunities. Topics include participating in research and fieldwork experiences, preparing for and taking the GREs, selecting appropriate programs, and applying to graduate schools (including letters of recommendation, interviews, and writing curriculum vitae and personal statements).

Students will focus on the skills psychology majors can develop to prepare for a variety of careers. Students will discuss what types of jobs will be available to them upon graduation with an undergraduate degree in psychology. Topics will include resume-building, cover letter writing, interviewing and leveraging undergraduate experiences when applying for a job.

A study of human interaction with light and sound waves. Topics include physiological and perceptual mechanisms for processing light and sound, along with connections to real-world applications (e.g., human factors and careers within vision science and audition). Includes activities designed to provide students with in-depth, hands-on experience with course topics. May be used for general education credit.

An introduction to human development. Emphasis is on life span processes within physical, emotional, cognitive, psychosexual, social, personality and moral development. May be used for general education credit.

Students will learn the fundamental principles, procedures, and concepts of behavior analysis, how they can be used to explain behavior, and how interventions based on these principles can be used to improve their own lives and the lives of others.

Exploration of an important psychological topic. The topics for each semester will be announced on MyMadison and the departmental website.

Designed to give capable students an opportunity to complete directed study in an area of psychology under faculty guidance. Experiences may include practica, serving as a teaching assistant, directed readings or similar experience.

An introductory opportunity to assist a faculty member with a research project. Students may participate in any or all phases of research, including completion of background research, study design, collection of data, data analysis, and interpretation. Specific requirements of project are determined by the instructor.

This course provides an introduction to statistical techniques used by psychologists in measuring behavior. Fundamental measures and theory of descriptive and inferential statistics will be discussed. The use of computers for data analysis will be introduced.

This course provides an introduction to the application of scientific methodology to investigate psychological phenomenon. Through lecture and laboratory, attention is given to choosing research questions, developing hypotheses, designing and conducting research, describing, analyzing and evaluating data, and effectively communicating research findings.

The PSYC 212-PSYC 213 course sequence introduces the logic of pursing a scientific approach in psychology and covers descriptive, correlational, experimental, and quasi-experimental approaches. It also covers the statistical tools associated with these methods (namely, descriptive statistics, correlation, regression, t-tests, and ANOVA), and it introduces the basics of inferential statistics and hypothesis testing.

The PSYC 212-PSYC 213 course sequence introduces the logic of pursing a scientific approach in psychology and covers descriptive, correlational, experimental, and quasi-experimental approaches. It also covers the statistical tools associated with these methods (namely, descriptive statistics, correlation, regression, t-tests, and ANOVA), and it introduces the basics of inferential statistics and hypothesis testing.

The study of human psychology is incomplete without taking into account the cultural, historical and social factors involved in human functioning. This course considers the ethnic and cultural variations that exist in human behavior, thought and action. This course meets the sociocultural competency requirement for the psychology major.

A study of the process and dynamics of the well-integrated personality and the practical application of adjustment theories and behavior change techniques to enhance personal awareness and self-development.

An introduction to the field of Abnormal Psychology, for the non-psychology major. This course will examine methods of defining psychological normality and abnormality and the classification, causes and treatment of abnormal behavior. This course cannot be used for psychology major credit.

This course involves a study abroad experience including content and application of psychology skills and knowledge in a particular cultural context. Specific content varies based on study abroad location and content focus of the course. Some sections of the course fulfill the sociocultural awareness requirement for the psychology major.

This course introduces fundamental principles of cognition and learning as applied to educational practice. It provides a foundation for understanding multiple perspectives and levels of analysis applied to individual learning in educational settings.

An introduction to the pharmacological effects of psychoactive drugs. This course will examine the neural mechanisms and behavioral effects of common substances such as caffeine and nicotine, drugs of abuse and pharmaceuticals that are used to treat mental disorders.

Introductory training in academic advising, career development, and basic counseling techniques. Not to be used for psychology major credit. Application guidelines available on the psychology website and in the Psychology Peer Advising office.

This course deals with personality and its relation to health and illness behaviors. Topics include psychological factors involved in control and helplessness, conflict management, cardiovascular disorders, cancer, pain, substance abuse and other psychophysiologically related factors. Course meets sociocultural requirement for the psychology major.

This course examines research and theory regarding the abilities and behaviors of women and the changing roles of women. Consideration is given to biological, developmental and societal determinants of sex and gender. This course meets the sociocultural requirement for the psychology major.

This is a basic counseling theories and skills course designed for students interested in human service and mental health fields. This course meets the sociocultural requirement for the psychology major.

Essential elements of leading theories of personality with an emphasis on implications of these theories for human behavior.

This course for the psychology major critically examines psychological normality and abnormality and the classification, causes and treatment of abnormal behavior. Students learn classification and diagnosis, explore social and multicultural issues relating to diagnosis and discuss research in the field.

The study of how an individual's behavior, feelings and thoughts are influenced by other people. Topics include attitude formation and change, social perception, attraction, altruistic and antisocial behavior, conformity, leadership and group dynamics, and applications of social psychology to other fields.

Psychological aspects of growth, development and behavior from birth through adolescence.

This course explores the nature and development of human sensory capabilities and processing, and how these affect perception of the environment. A potential list of the variety of systems reviewed includes hearing, vision, smell, taste and touch/pain, as well as phenomena such as the perception of balance.

This course explores the nature and development of human attention, memory, language and thinking processes. An information processing approach to the study of human cognition is emphasized.

This course is a survey of the neurological and chemical mechanisms which control behavior. Students will examine the brain and how it processes sensation, perception, cognition, movement, motivation, learning, memory and other behavioral processes of interest to psychologists.

Basic principles of learning and conditioning with a consideration of extinction, reinforcement, generalization, discrimination, transfer, concept formation and verbal learning.

This course covers aspects of the development, function and evolution of the behavior of nonhuman animals. Topics covered include intraspecies communication, feeding, aggression, territoriality, reproductive behavior and social behavior.

Exploration of a significant psychological topic in depth. The topics for each semester will be announced in the Schedule of Classes.

Supervised practicum in academic and career development and peer advising. May be taken twice for up to four credit hours toward the psychology major (400-level elective).

An opportunity to apply classroom learning to practical problems and to expand the scope of knowledge in psychology to areas not emphasized in the coursework we offer. May include service learning, internship, directed readings, serving as a teaching assistant, or a combination of these activities.

An advanced opportunity to conduct research with a faculty member where students apply their knowledge of Psychology to a specific research project or area. Students may work individually with the instructor or as part of a team that includes several students. Student projects include the development of an evaluated product (e.g., poster presentation, presentation). Specific requirements of project are determined by the instructor.

This course is a survey of the applications of psychological principles in the workplace. Emphasis is on topics such as research and methods, personnel decisions, training, attitudes, motivation, leadership, teams, and sociocultural issues in the workplace. Other topics of current interest will also be covered. Course will fulfill sociocultural awareness requirement.

The application of psychological principles and techniques to the law, the criminal justice system, law enforcement and criminal behavior.

Applications of psychological principles in school settings, including roles and activities of school psychologists, standards, trends, and issues of treatment and evaluation.

Standardized psychological tests of mental ability, achievement, aptitude and personality with a review of statistical procedures necessary for interpretation of test results.

The application of the basic psychological principles of development, learning, cognition, measurement, and social interactions to educational settings. This course examines how psychological theory and research impacts the teaching of reading, writing, science, and mathematics. Students may not count both PSYC 270 and PSYC 428 for psychology major credit.

An introduction to the field of clinical psychology including a review of the major theoretical models, psychometrics, psychiatric diagnosis and treatment strategies.

Review of current psychological literature on child abuse and neglect including identification, etiology, treatment, prevention and legal aspects. Family violence issues are also discussed.

The causes, symptoms and classification of childhood psychological disorders.

This course involves a study abroad experience including advanced content and application of psychology skills and knowledge in a particular cultural context. Specific content varies based on study abroad location and content focus of the course. Some sections of the course fulfill the Sociocultural Awareness requirement for the psychology major.

The physical, social and psychological factors faced by adults and their progression through the life span.

This course focuses on how environmental events influence behavior, and behavior analytic strategies by which behavior may be changed. The emphasis of the course is on the knowledge and skills necessary to plan, develop, and implement interventions for behavior problems in a variety of setting including, but not limited to, business and industry, education, and health and human services.

The history of psychology as reflected through the individuals, theories and experimental investigation of the discipline. Special emphasis is placed upon relating the current state of psychology to its historical development.

Supervised practicum in a counseling, industrial or human service agency. Orientation to agency's service, policies, personnel and professional ethics is provided. The course meets the requirement as a capstone course or as a psychology elective.

A seminar course that will require students to integrate theories, research and/or methods from several areas of psychology and/or related disciplines. Topics will vary from semester to semester. May be taken as a capstone course or psychology elective. Up to six credit hours can be used in the psychology major.

Designed to provide a study of a particular topic of interest in psychology.

Provides an understanding of the organization and operation of public schools and the educational and mental health practice settings as well as legal and ethical issues and responsibilities with which a school psychologist must deal.

Psychological theories and research applied to classroom and school settings.

Review of current psychological literature on child abuse and neglect including identification, etiology, treatment, prevention and legal aspects. Family violence issues are also discussed.

This course focuses on theoretical, research and applied issues in sport and performance psychology. The emphasis of the course will be on gaining an understanding of the relationship between psychological variables and performance in sport and other performance domains (e.g., performing arts, military). Selected readings in sport and performance psychology will be explored.

An introduction to measurement and statistical tools used in conducting research. Specific topics include: reliability and validity; research methods and statistical analysis; quantitative and qualitative methods; needs assessment and program evaluation; use of technology; and legal and ethical issues of research.

In-depth study of current topics in the field of psychology. Content will vary depending on the topic and instructor. May be repeated for different special topics.

This course focuses on the methods and strategies used to conduct scientifically sound research in psychology. Primary attention will focus on choosing research questions; developing testable hypotheses; designing and conducting research; describing, analyzing and evaluating data; and effectively communicating research findings.

The course focuses on key measurement concepts as they relate to applications within everyday assessment practice including the development and selection of methods, data collection, and analysis. The course explores concepts of reliability, validity, bias and fairness, and setting standards as they relate to assessing student learning outcomes.

This course provides instruction on how to import data from various sources into statistical software that is popular in the social sciences, manage and manipulate data, perform basic statistical analysis, and generate graphics.

Provides an understanding of types of research, inferential statistics, and research report development. Special emphasis on experimental designs, power analysis, analysis of variance, multiple comparisons, and effect sizes.

This course covers measurement applications of classical test theory, item response theory and scale construction concepts such as item analysis, equating, validation, bias and fairness, and setting standards.

This course is a study of individual and group approaches to evaluation, appraisal and assessment. Activities include administering, scoring and interpreting tests of ability, interest, personality and achievement for both children and adults. Students also assess case studies, perform a self-analysis and review selected assessment procedures. Computer-assisted assessment and ethical issues are addressed.

Continuation of PSYC 605, with emphasis on multivariate analyses, including multiple regression, discriminant analysis and MANOVA.

Provides an understanding of applied research methods, including qualitative research, quasi-experimental designs and program evaluation.

This course examines the science and practice of applied behavior analysis, which focuses on how environmental events influence the development and change of behavior repertoires, emphasizing the knowledge and skills necessary to plan, implement and assess interventions for behavior problems in a variety of settings including health and human services, education, business and industry, and with individuals from diverse populations.

Major theories of personality, including historical and philosophical assumptions underlying them, with a consideration of research stimulated by these theories.

Examines a wide range of human cognitive processes including pattern recognition, attention, memory, language and decision making. The course emphasizes research methods, empirical findings and applications in selected areas.

An overview of the theories, research, and applications relevant to the development of behavior and mental processes throughout the life span.

This course introduces problems within the philosophy of science and their relevancy to social science research. The course addresses the historical topics of induction, underdetermination, falsificationism, logical empiricism, as well as the nature of scientific revolutions and epistemological anarchism. Contemporary topics include the role of values within social research, scientific explanation, and the debate between realism and antirealism.

An advanced study of the research and theory of the way an individual's social behavior is influenced by the behavior and attitudes of other individuals.

An examination of how developmental psychologists collect and interpret data; how theory guides research and practice. Topics include early determinants of behavior; identity development; prosocial and antisocial behavior; family, peers and schools. Exemplars, such as attachment, are used to show how research, theory, culture and clinical practice shape a topical area.

This is an introductory course designed to acquaint students with the fundamentals of psychotropic drugs. Basic topics in neurophysiology and psychopharmacology will be covered. The material will be presented with a clinical lifespan orientation. PSYC 625 is strongly recommended as a prerequisite.

An analysis of brain/behavior relationships with an emphasis on neurological and biochemical mechanisms. Neuropsychological theory and psychopharmacology will be emphasized.

This course will serve as an introduction to the study of human neuropsychology. Students will learn about the basic structure and function of human nervous system, neurophysiology, neuroanatomy, neurochemistry and the methods used in neuropsychological research. Students will understand basic sensory and motor functions and more complex behaviors such as learning and memory, language, emotion, visuoperception and consciousness. This course is a prerequisite for Neuropsychological Assessment.

An overview of child and adolescent behavior disorders and psychopathology with an emphasis on diagnostic and treatment issues.

This is an introductory course designed to familiarize students with the biochemical basis of neuropharmacology. This course covers functional neuroanatomy, neurochemistry, pharmacodynamics and pharmacokinetics. Students will critique the various neurobiological theories of psychiatric disorders and hypothesized mechanisms of action of commonly prescribed psychotropic drugs. Students will become familiar with commonly prescribed psychotropic medications. Therapeutic agents as well as drugs of abuse will be discussed. The psychological, social and cultural implications of psychotropic drug use will be integrated throughout the course.

An introduction to the history, profession and practice of clinical mental health counseling. Specific topics include: intervening with individuals, groups, families; developing and evaluating programs; consulting with other professional helpers; promoting personal and systemic well-being; dealing with diverse clients; and addressing legal, ethical and professional identity issues.

This course prepares students with the knowledge, skills and dispositions necessary to effectively facilitate group trainings, meetings, decision-making processes and strategic planning.

Students will develop competence in understanding the principles in the operation of behavior systems and organizations, as well as in personnel supervision and management.

Students will develop competence in the history and philosophy of behaviorism, theoretical approaches to understanding behavior, and interpretation of behavior in terms of the concepts and principles of behavior analysis.

Students will develop competence in understanding behavior function in the development of behavior and its contribution to interventions through naturalistic and systematic descriptive and functional analysis by skilled interpretation of functional assessment data.

An introduction to the history, theory, philosophy, principles, organization and personnel practices of school counseling. Specific topics include: developing and evaluating programs; intervening with individuals, groups, parents and schools; dealing with diverse students; and addressing legal, ethical and professional identity issues.

This course addresses foundational components of social-emotional learning in K-12 settings. The emphases will include practical application of research-based strategies and techniques, including mindfulness and related integrative practices.

This course covers the challenging issues and current trends involved in meeting the needs of diverse learners in schools. Specifically, the course content includes providing effective classroom management, serving students with special needs, and following legal and ethical policies in schools.

A detailed study of student services offered in colleges and universities. Legal, ethical and professional identity issues are also examined.

An examination of developmental theory and review of the literature and research related to the American college student.

An environment for students to cognitively and experientially explore issues of multiculturalism, diversity and differences as it relates to work in student affairs, student services and higher education through assignments, exercises, discussions, readings and reflection.

A study of organizational and management theory/practice in higher education. Upon completion of the course, students will have an understanding of the college/university as an organization and the role that student service programs play in the mission of the institution.

This course will focus on the processes of supervision and consultation as they apply to student personnel management. Opportunities will be provided to make practical application of management knowledge and organization theories to personnel issues.

A study of the philosophy and principles of various schools of counseling, and the techniques employed in the counseling process by practitioners in each of these schools.

An opportunity to learn fundamental counseling skills that form the foundations of successful counseling practice. Students develop these skills through experiential learning activities; directed reading assignments, discussions and lectures; practice in small groups; and participation in critiques of videotaped microcounseling sessions.

A study of substance abuse to include related personal, social and physiological factors, and methods of rehabilitation and counseling for the chemically dependent.

An experiential study of the relationship between counselor and client. Explores the phases of relationship from initiation to termination, including predictable crises and issues which normally arise. Analysis of resistance, transference and counter transference, dependency and termination issues will be discussed. Attention will also be given to gender and diversity issues.

A study of the theories, techniques, dynamics, process and practice of group counseling. Students become members of a laboratory group and also conduct research into issues of group counseling. Each student pairs with a partner, creates an intervention plan and facilitates the group process.

This course focuses on the career development process throughout the lifespan, with an emphasis on implications for student affairs and higher education. Topics include career development theories, career assessment instruments, resources, self-awareness, professional development planning and systemic influences on career decision-making processes.

This course examines family systems theories, cultural context and ethical components of work with couples and families. The course provides an overview of major family counseling approaches.

The impact of career choice throughout the life span is explored. Vocational theories and a variety of approaches to career decision-making will be introduced. Several career-related assessment instruments will be used to help students develop skills in administration and interpretation.

This course investigates the assumptions and structure of higher education in the United States including historical influences and the context of legal decisions and policy developments.

Students develop proficiency with administration, interpretation and reporting results of current cognitive ability measures and the issues in nondiscriminatory multicultural assessment.

An opportunity for independent study or research in an area of special interest.

Training and practice in the following: making reliable and valid diagnoses of mental disorders; appropriately addressing the ethical and cultural issues involved; performing collaborative diagnostic interviews; participating in effective case conferences; and planning interventions to achieve therapeutic goals.

This course focuses on ethical considerations of practicing behavior analysis. This graduate course provides the student with continuing consideration of ethical issues and professional development in applied behavior analysis and is part of the Verified Course Sequence (Task List 5) required for qualification to sit for the Behavior Analyst Certification Board examination to become a Board Certified Behavior Analyst (BCBA).

The experimental analysis of behavior (EAB) involves identifying functional relations between behavior and its controlling variables, primarily in individual organisms, and typically under rigorous laboratory conditions. Focus will be on the findings from empirical research with some attention to extensions of the fundamental principles of behavior to applied behavior analysis (ABA) and to the underlying philosophy for both EAB and ABA, radical behaviorism.

Provides a variety of supervised field, laboratory or school experiences. Course will be graded on an S/U basis.

Provides a variety of supervised field, laboratory or school experiences.

Continued preparation in anticipation of the comprehensive examination. Course may be repeated as needed.

Continued study, research and writing in the area of thesis concentration. (This course does not count towards fulfilling the required hours for the degree; it may be repeated as needed. Students who have registered for six hours of thesis credit but have not finished the thesis must be enrolled in this course each semester until they complete the thesis.)

This course is graded on a satisfactory/unsatisfactory (S/U) basis.

An introduction to the theories and techniques of crisis intervention. Specific topics include trauma-informed community, group and individual interventions. Suicide prevention, outreach and prevention-based approaches, and disaster intervention are also addressed.

This course is designed to investigate the unique professional issues associated with the provision of school-based psychological services in rural settings through a paradigm of practice geared toward social justice.

Principles and research relevant to teaching and learning in the schools. Emphasis will be placed on the culture/organization of the schools, curriculum and interprofessional collaborations. The psychology of reading will be highlighted, including assessment, interventions and work with English Language Learners.

Offers a cognitive and experiential study of sociological and psychological variables, such as race, gender and socioeconomic status, that influence the professional helping relationship. Culturally relevant models of counseling theory and practice are presented.

Provides the knowledge and skills necessary to engage in consultation and systems level intervention within educational and mental health settings.

Theoretical and cognitive bases for understanding frequently used therapeutic strategies and techniques. Specific sections will focus on general practices and procedures in psychotherapy, and on therapeutic strategies for children, adolescents and families.

An introduction to the historical and contemporary context of play therapy theories and methods. Examination of cultural influences, ethical issues and outcome research in play therapy.

An overview of the theoretical and applied aspects of operant behavior modification and cognitive behavior therapy. The course focuses on applications with children, adolescents and their families in educational and mental health settings.

The course includes an introduction to concepts, processes and styles of supervision. It offers students the opportunity to gain experience in providing supervision to other counselors in training. The course also provides advanced training in ethical practice and provides students with the knowledge and skills necessary to engage in consultation, negotiation/mediation and systems-level intervention in mental health and education settings.

A study of the various approaches to couple and family counseling, focusing on theory, techniques and research that relate to the counseling process.

This course delineates and compares the history and role of assessment, accountability and quality assurance to the governance, funding and purposes of higher education. Encourages students to consider the future of assessment in the context of the changing higher education landscape.

An advanced laboratory course for students in school psychology. Covers comprehensive evaluation of domains and abilities which relate to academic success. Enrollment is limited to allow individual instruction and supervision.

Provides a variety of supervised field experiences in schools and other settings. The student may re-enroll in this course for different types of practicum experiences. Course is graded on an S/U basis.

Advanced students achieve basic understanding and competency in the administration and interpretation of personality assessment procedures most frequently used in school settings with children and adolescents. Enrollment is limited to allow individualized instruction and supervision.

Provides a student with a supervised field experience. Students should contact their program director for specifics concerning the internship experience. Course will be graded on an S/U basis. Prerequisite: Permission of program director.

Continued study, research and writing in the area of Educational Specialist research project. Course may be repeated as needed but does not count toward fulfilling the required hours for the degree. (Students who have registered for the maximum hours of PSYC 800, Educational Specialist Research Project, but have not finished the project must be enrolled in this course each semester until they complete the research project.)

This course provides an opportunity for advanced applied research in an area of special interest to a school psychology or clinical mental health counseling student in an Educational Specialist program. Specific course requirements are listed in the separate research project guidelines for school psychology and clinical mental health counseling students. Course is graded on a S/U basis. Successful completion of the research project fulfills the comprehensive examination requirement for the school psychology and counselor education Educational Specialist degree.

In this course, participants will thoroughly examine approaches to quasi-experimental research designs. Topics include, but are not limited to, quasi-experimental designs, threats to internal and external validity, causal inference, regression discontinuity, difference-in-difference, propensity score methods, and other related topics. Data analysis experience and a background in intermediate statistics are required.

This course examines the logic and practical considerations of experimentation in research using small numbers of subjects, as it relates to single case experimental designs, which demonstrate functional relationships between adjustments in independent variables and their effects upon dependent variables in repeated measures behavioral research.

Provides an advanced exploration of the issues and challenges of offering culturally competent therapeutic services, training and supervision. Students have an opportunity to apply multicultural concepts to various cultures, including those in rural communities. Interventions with diverse and underserved populations will be emphasized.

Students achieve basic understanding and competency in conceptual and applied aspects of school psychology, ecological and socio-cultural perspectives on child development, mental health and education. Students advance skills in school-based assessment, consultation and interventions. Uses a systems-ecological approach that acknowledges multiple influences on child development and behavior. Focuses on role of culture in child development, education and mental health.

This course covers reliability and validity issues associated with instrument and methodology design. Delineation of goals and objectives, assessment purposes, test and task specification, item/task development, pilot, review and maintenance procedures will be applied. Consideration of multifaceted validity and validation issues will be stressed throughout the process.

This course covers issues in assessment instrument creation in higher education. Issues associated with assessment instrument design will be covered throughout the course, expanding on concepts covered in Assessing Student Learning I such as reliability and validity. Students will examine the appropriateness of instrument selection, adaptation and development within everyday assessment practice. The Standards for Educational and Psychological Testing will be discussed, including how such standards guide ethical and equitable assessment practice.

The optimal use of tools that assess products and processes is explored within a variety of assessment contexts. This course focuses on the design, development and implementation of performance-based assessments. Task design and analysis, rubric development and use, interrater agreement and reliability, and the use of standards are covered as well as contemporary criticism of such practices. Particular emphasis is given to validity issues throughout the course.

This course examines classical test theory and generalizability theory and their application to the practice of assessment. At a foundational level, model assumptions are explored and used to understand the development of different notions of reliability and dependability. At a practical level, statistical techniques developed from these two theories will be applied to develop and/or improve assessment practices.

Methods of exploratory factor analysis and component analysis, including differences between factor and component analysis; assumptions and data preparation for factor/component analyses; determining the number of factors, rotation methods, computation of factor scores; factor analysis of noncontinuous data; and evaluation of factor analytic research. The course emphasizes the applications as well as mathematical models.

This course provides a student with exposure to screening, assessment and diagnostic procedures used in the identification of children with disabilities, ages 0 to 5. A case study approach to diagnosis is emphasized. Family assessment is also an integral part of the course.

This course covers issues and content designed to foster the development of the student's identity as a doctoral-level professional in the areas of measurement and assessment. Course is graded on S/U basis.

This course presents foundational knowledge in developmental psychopathology. Students will discuss multiple levels of analysis of psychopathology including genetic, personal, interpersonal and cultural. This course emphasizes the role of protective factors and resiliency and explores the presentation, course and etiology of selected disorders.

This course covers the basic statistical models and analytic techniques appropriate for categorical data. These include tests of goodness-of-fit, association and generalized linear models appropriate for categorical data.

Exploratory and confirmatory factor analysis, path analysis and relevant aspects of measurement theory are introduced. In this context, several mathematical and technical issues about model fitting are presented: the statistical requirements for a model, estimators and estimation, model evaluation, model modification, software use and pertinent troubleshooting strategies.

This course examines the use of Rasch models for scaling items and ability. Models for tests with dichotomous and polytomous items will be covered. Other topics include comparisons of Rasch models to Item Response Theory (IRT) models, equating and multidimensional models.

This examines the use of item response theory models for test construction and ability estimation. Models for tests with dichotomous and polytomous items will be covered. Other topics for discussion include advantages and disadvantages of IRT relative to classical test theory, the detection of differential item functioning (or item bias) and the role of IRT in computer adaptive testing.

This course is designed for students who wish to gain familiarity with structural equation modeling techniques that are not covered in an introductory course. These techniques are often considered advanced or cutting-edge. Emphasis is placed on those techniques that will be encountered most often in the literature and those that will prepare you to answer a wide variety of research questions. Topics include latent growth modeling, mixture models and modeling of categorical indicators.

This course will illustrate how to use multilevel models (MLMs) to answer research questions in education and the social sciences. Students will learn MLMs through applied experiences with a variety of different multilevel data structures (e.g., students within schools, patients within clinics), including longitudinal data.

This course covers advanced topics in item response theory (IRT). Because these topics represent the state of the art in IRT research, the course content is necessarily evolving. However, common topics include multidimensional IRT models, equating methods, assessment of differential item functioning and the use of IRT methods to develop computerized adaptive tests.

In this course, students will investigate how to improve student learning at scale in higher education. Through an applied project, students will integrate assessment methodology, pedagogy, curriculum, course redesign, program theory, learning theories and leadership.

This course is designed to give students an introduction to the philosophical, conceptual and practical basis of qualitative research. Provides an introduction to all phases of qualitative research design, developing research questions, doing data collection and analysis and writing a qualitative research proposal.

This course introduces basic equating designs and methods. The practice of the linear and equipercentile equating methods for the random group and nonequivalent group designs are covered under the Classical Test Theory framework. The course also covers modern equating methods under the Item Response Theory framework. Other topics include linking, scaling and the computation of standard errors for equating.

This course focuses on a group of modern psychometric models named Diagnostic Classification Models (DCMs), designed for diagnostic assessment to diagnose student learning or psychological traits. The content of the course includes three major aspects of DCMs: theory, methods and application. Topics for the course include, but are not limited to, theoretical framework of DCMs, model estimation techniques and psychometric software, model fit investigation, and practical application in education and psychology.

Recent developments in the analysis of data with missing cases. Topics covered include types of missingness (missing at random, missing completely at random and missing not at random), planned missingness designs, maximum likelihood, Bayesian and multiple imputation methods for dealing with missing data. Analyses for data that are not missing at random will also be covered briefly.

In-depth study of current topics in the field of assessment and measurement. Content will vary depending on the topic and instructor. May be repeated for different special topics.

This course provides an exploration of the major theories and skills of supervision, leadership and consultation for health service psychologists, and their applicability to multicultural populations. Examines associated ethical/legal considerations in practice.

Explores at the doctoral level the purposes, theoretical frameworks, models and related roles of clinical supervision. Also addresses legal, ethical and multicultural issues. The course includes practice learning and opportunities to develop a personal style of supervision.

This course provides guided opportunities for supervised application of sets of assessment skills and competencies with the development of professional self as an assessment practitioner. The course integrates current and emerging trends in assessment that impact practice and consultation, including learning improvement, the role of students in assessment practice and inclusive excellence in assessment practice.

This course provides guided opportunities for supervised application of sets of assessment skills and competencies with the development of professional self as an assessment practitioner.

This class is a laboratory experience which explores the phases of the therapeutic relationship between therapist and client. The framework for conceptualizing psychotherapy will be the integration of the interpersonal approach with a multi-model, systems orientation. Topics such as diversity, resistance, transference and countertransference will be discussed.

An in-depth skill development course at the doctoral level in counseling techniques for students who are seeking to refine their skills and make more explicit the theory that drives their counseling behaviors. The course is a laboratory experience in which students create counseling relationships.

Theories of leadership, advocacy models and multicultural issues as they relate to social change theories. Exploration of current topical and political issues in counseling and how these issues affect the counseling profession. The course also includes practice in developing leadership and advocacy skills.

An introduction to the major roles, responsibilities and activities of counselor educators. Includes instructional theory and methods, and addresses the ethical, legal and multicultural issues associated with counselor preparation training.

A comprehensive exploration at the doctoral level of the major counseling theories, including their strengths and weaknesses, theoretical bases for efficacy, applicability to multicultural populations and ethical/legal considerations. Addresses the methods for evaluating counseling effectiveness and the current research base for counseling theories.

An advanced course surveying the major approaches to psychotherapy (e.g., psychodynamic, cognitive, behavioral and humanistic) in a manner designed to provide students with ways of integrating these approaches into a coherent theoretical model that can guide conceptualizations and interventions during the therapeutic process across the lifespan.

A comprehensive introduction to the theory, research and practice of crisis and emergency services with individuals, families, institutions and communities. Ethical, legal and multicultural issues are addressed.

This is the third course in an advanced sequence of training in integrative psychotherapy. An integrative lens is used to conceptualize, plan, implement and evaluate treatments in light of specific patient presentation and diagnosis (DSM, ICD). The empirical evidence-base pertaining to participant factors, developmental history, effective techniques, principles of relating and assessment of relevant outcomes are considered in context of specific case-based examples.

This course explores advanced knowledge and skills related to addressing the psychological needs of clients facing chronic stress and trauma through deep exploration of trauma informed counseling research and practices. This course examines environmental, physiological and historical factors contributing to trauma and resilience, and evidence-based approaches to treating trauma. It also focuses on counseling, supervision, pedagogy and research in counselor education as it relates to trauma informed practices.

This course is designed to help students gain insight and understanding of advanced ethical decision-making for professional counselors, counselor educators and counseling supervisors. Ethical practice related to teaching, supervision, research, as well as leadership and advocacy are included. This course centers current issues related to diversity and inclusion in counselor education, with emphasis placed on the exploration of culturally competent ethical decision-making models.

This seminar is designed to assist students in the development and refinement of the skills applicable to the preparation of a dissertation prospectus. Topics include conceptual/theoretical scholarly writing, literature reviews, the relationship between theory and data, research design, sampling, measurement, and data analysis. Dissertation policies, structure and procedures will also be introduced. Students will have an opportunity to build on and integrate their previous coursework in order to begin developing a viable dissertation prospectus.

Students achieve a basic understanding and competency in the administration and interpretation of intellectual and academic assessment procedures for children, adolescents and adults across a variety of setting and clinical areas. Issues of nondiscriminatory multicultural assessment will also be addressed. Students are also enrolled in a lab (PSYC 878) as part of this course.

Students achieve a basic understanding and competency in the administration and interpretation of personality assessment procedures for children, adolescents and adults across a variety of settings. Issues of nondiscriminatory multicultural assessment will also be addressed.

This course provides a variety of supervised field experiences for advanced health service psychology doctoral students. Students enroll for different types of practicum experiences (e.g., university-based clinic, school, hospital-based, etc.). Students are enrolled in practicum class each semester of their residency.

This course provides guided opportunities for supervised application of sets of assessment skills and competencies with the development of professional self as an assessment practitioner. Students join with center faculty members to engage in ongoing assessment projects concerning at-risk students, alumni surveys, academic undergraduate and graduate degree programs, general education, academic program reviews, and distance education programs. Alternatively, students may choose to complete a practicum focused on teaching or research in measurement or assessment. Course will be graded on an S/U basis.

This course will include a review of central nervous system (CNS) anatomy and physiology as it pertains to brain/behavior relationships and neuropsychological assessment. Emphasis is on providing a foundation for more intensive further evaluation and remediation within the school setting of children and adolescents surviving traumatic brain injury.

This course will serve as a basis for preparing students to develop the proposal for their doctoral research project. Opportunities may be created for applied research, theory examination and/or program evaluation in areas of special interest.

Doctoral-level supervised clinical counseling experience in a field setting relevant to the student's professional goals. Course is graded on an S/U basis.

Gives an overview of current uses for the Rorschach Inkblot test in psychological assessment. Reviews the history and controversies surrounding the instrument. Reviews the Exner Comprehensive System and its psychometric strengths and weaknesses, and introduces the Rorschach Performance Assessment System. Students will review the fundamentals of administration, scoring, interpretation and report writing.

An introduction to the practice of neuropsychological assessment. Students learn to administer, score and interpret common neuropsychological instruments; become acquainted with common neuropathological conditions which prompt a referral for neuropsychological assessment; and learn to write a comprehensive and comprehensible neuropsychological assessment report. Students learn about tests in class but must use outside time to practice administration.

Supervised internship in a school and/or community agency approved by the program coordinator. Designed to meet APA internship guidelines. Course is graded on an S/U basis.

Supervised assessment internship in a higher education, kindergarten through 12th-grade, business or health care setting that has been approved by the program coordinator. Typically involves the design and implementation of assessment strategies to meet the needs of the institution or agency. Course will be graded on an S/U basis. Can be taken for a second semester.

Under supervision, students participate in intensive capstone experiences enhancing skills and practices in three areas: counseling, supervision and counselor education. Experience is gained in field settings relevant to student's professional goals. This course includes clinical supervision and professional development.

This practicum course provides instruction, modeling and supervision in teaching college or professional level learners. Students will teach undergraduate courses in psychology and/or make professional presentations, receiving feedback and supervision from the instructor.

Continued study, research and writing in the area of dissertation concentration. This course does not count toward fulfilling the required hours for the degree; it may be repeated as needed. Students who have registered for six hours of dissertation credit but have not finished the dissertation must be enrolled in this course each semester, including summer, until they complete the dissertation.

Provides advanced research required of all doctoral candidates. Course is graded on an S/U basis.